The Differences between ESP and General English PDF
Document Details
Uploaded by WinningNiobium
Centre Hospitalo-Universitaire Mohamed-Lamine Debaghine
Tags
Summary
This document explores the differences between English for Specific Purposes (ESP) and General English. It highlights the need-oriented approach of ESP in contrast to the broader scope of General English. Crucially, the document emphasizes how ESP contexts often require collaborative teaching approaches, like team teaching, to address specific student needs.
Full Transcript
**[The Differences between ESP and General English]** As an answer to the question: What is the difference between ESP and General English? Hutchinson and Waters (1987, p.53) state that: Moreover, in an ESP context, the teacher has to consider his students needs, unlike the EGP teacher who may hav...
**[The Differences between ESP and General English]** As an answer to the question: What is the difference between ESP and General English? Hutchinson and Waters (1987, p.53) state that: Moreover, in an ESP context, the teacher has to consider his students needs, unlike the EGP teacher who may have a set of *'cooked material'* made available for him/her not only to implement in a language classroom but also to cover in a limited time-span. In this respect, one may claim that *EGP may be considered as a top-down approach whereas ESP may be described as a bottom-up approach in which the teacher starts from students' needs before considering other issues such as course design, methodology or evaluation.* Additionally, Widdowson (1983) argues that: Widdowson (1983) establishes distinctive features of ESP and EGP. \* The most important EGP features are: 1\. the focus is often on education; 2\. as the learners‟ future needs are impossible to predict, the course content is more difficult to select; 3\. due to the above point it is important for the content in the syllabus to have a high surrender value. \* The most relevant ESP features are: 1\. the focus is on training; 2\. as English is intended to be used in specific vocational contexts, the selection of the appropriate content is easier; 3\. it is important for the content in the syllabus to have a high surrender value, most relevant to the vocational context; 4\. the aim may be to create a restricted English competence. A further difference between ESP and EGP can be seen in the use of *'team teaching'*. While ESP is widely open to *team teaching*, EGP hardly, if ever, makes any use of it. For example, if an ESP teacher lacks the technical knowledge that would be appropriate to a particular simulation in engineering, he/she would ask for assistance from a faculty colleague or an industry one. This latter can provide him/her with the technical information necessary to set up his simulation or even perform the simulation in the presence of both teachers; one responsible for the language issues and the other for the technical side. **References:** Hutchinson, T & Waters (1987). English for Specific purposes. CUP. Widdowson, H. G. (1983) Learning Purpose and Language use. OUP
