Module 1

ESP Genesis and the Difference Between ESP & EGP

Objectives:

At the end of the lesson, you should be able to:

a. Understand the role of ESP in the over-all language development program; and,

b. Trace the development of ESP.

Introduction

The prevalent use of the English language as an international means of communication is in constant
expansion. This fact is reflected in different fields and in various domains where English is considered as
a working tool. Varied terminologies emerged and different situations produced certain types of
contexts where the English language is being used in a specific situation. As a result, English for Specific
Purposes was born to meet certain needs not only language teachers must learn but also every
individual in any communication context.

Since the 1960’s ESP has become one of the most active branches of Applied Linguistics in general, and
of Teaching English as a Foreign Language (TEFL) in particular. Among the factors that could explain its
vitality and its expansion is, as previously mentioned, the emergence of English as a world language, for
this reason the necessity to cope with the different teaching situations and needs that such a position
brings about. Such necessity implies an understanding of its development, types and the different
teaching concepts of ESP. However, it is of great importance to start with the main definitions stated by
the linguists concerning ESP.

Apparent variations in the interpretation of ESP definitions can be observed;

Some people described ESP as simply being the teaching of English for any purpose that
could be specified. Others, however, were more precise describing it as the teaching
of English used in academic studies or the teaching of English for vocational or
professional purposes.

Anthony (1997: 9-10).

“ESP is generally used to refer to the teaching of English for a clearly utilitarian purpose.” Mackay and
Mountford (1978: 2). That is to say that English should be taught to achieve specific language skills using
real situations, in a manner that allows them to use English in their future profession, or to comprehend
English discourse related to their area of speciality.

Generally, the students study English “not because they are interested in the English Language or English
culture as such, but because they need English for study or work purposes” (Robinson, 1991: 2). In ESP,
“language is learnt not for its own sake or for the sake of gaining a general education, but to smooth the
path to entry or greater linguistic efficiency in academic, professional or workplace environments”
Basturkmen (2006: 18). This denotes that, the role of ESP is to help language learners to build up the
needed abilities in order to use them in a specific field of inquiry, occupation, or workplace. These
definitions were stated according to ESP evolution through time, this latter is viewed in more details in
the following section.

ESP Genesis

The origins of teaching Language for Specific Purposes (LSP) can be traced as far back as the Greek and
Roman empires (Dudley-Evans and ST Johns, 1998:1). In the same vein, Strevens (1977) stated that the
history of LSP goes back to “at least half a century”. For Hutchinson and Waters (1987: 6) “ESP was not a
planned and coherent movement, but rather a phenomenon that grew out of a number of converging
trends”. The latter have functioned and operated in diverse ways around the world, “but we can identify
three main reasons common to

The emergence of all ESP.” (Ibid, 1987: 6): the demands of a brave new world, a revolution in linguistics
and a new focus on the learner.

After 1945, the New World knew an age of massive and unprecedented growth in all the activities
especially the economic, technical and scientific ones dominated by two divergent forces, inexorably it
engenders a demand for an international language, this responsibility was accredited to English for
various reasons. Consequently “…, it created a new generation of learners who knew specifically why
they were learning a language…” (Hutchinson and Waters (1987: 6) aiming at fulfilling the daily needs
which consisted in the comprehension of the simplest brochure or manuals to most complicated genres
of discourses as law texts and scientific articles .

Some linguists, being aware of the world changes, began to focus their studies on the ways in which
language is used in real situations. Traditional approach in language study centred the attention on the
grammatical rules governing the language usage, though it was found that the discourses varies
according to the contexts, it was necessary to reorganise the teaching and learning methodologies and
make the specific features of each situation the basis of learner’s courses. The English used by doctors,
linguists or officers is not based on the same terminological terms consequently, the teaching and
learning process was directed on the basis of the use of specific corpora for each field.

In the same period learner’s motivation towards acquiring a foreign language was the subject study of
the educational psychologists, who noticed the use of different learning strategies by learners; they have
different attitudes, needs and interests. The idea was based on the statement of tell me what you need
English for and I will tell you the English you need. It was a natural expansion of this philosophy to plan
special courses for each range of specific learners. Strevens (1977:152) notes: “…the existence of a
major „tide” in the educational thought, in all counties and affecting all subjects. The movement
referred to is the global trend towards learner-centered education”.

Like the world, language study and concepts of education fundamentally changed, the English language
teaching changed with it, and knew the birth of teaching English for Specific Purposes which is
considered as the direct result of the world evolution. However, ESP is seen differently by the scholars in
terms of its characteristics and functionality.
ESP Characteristics

ESP is a recognizable activity of English Language Teaching (ELT) with some specific characteristics.
Dudley-Evans and St. Johns‟ tried (1998) to apply a series of characteristics, some absolute and some
variable, to outline the major features of ESP.

Absolute Characteristics:

1. ESP is defined to meet specific needs of the learners;

2. ESP makes use of underlying methodology and activities of the discipline it serves;

3. ESP is centred on the language (grammar, lexis, register), skills, discourse and genre appropriate
to these activities.

Variable Characteristics:

1. ESP may be related to or designed for specific disciplines;

2. ESP may use, in specific teaching situations, a different methodology from that of General
English;
 3. ESP is likely to be designed for adult learners, either at a tertiary level institution or in a
professional work situation. It could, however, be for learners at secondary school level;

4. ESP is generally designed for intermediate or advanced students. Most ESP courses assume
some basic knowledge of the language systems, but it can be used with beginners. (Dudley-
Evans & St. John, 1998:4)

It is obvious that the absolute characteristics are specific to ESP because learners‟ needs are of central
importance when designing language activities. Concerning the variable features, ESP courses can be
designed for a specific group using definite teaching methodology, nevertheless, all learners‟ categories
and disciplines can be concerned with ESP. For that reason ESP should be seen simply as an ‘approach’
to teaching, or what Dudley-Evans and St. John illustrate as an ‘attitude of mind’. Similarly, Hutchinson
and waters‟ (1987:19) stated that, “ESP should properly be seen not as any particular language product
but as an approach to language teaching in which all decisions as to content and method are based on
the learner’s reason for learning”.

In the course of the statements suggested below great similitude is noticed between ESP and General
English Purposes (EGP) as teaching approaches knowing that each methodology is set up to fulfil specific
social requirements, So in what terms are they different?

The Difference between ESP and EGP

Hutchinson and Waters (1987) stated that there is no difference between the two in theory; however,
there is a great deal of difference in practice. ESP, like any other language teaching activity,stands on
facts about language nature, learning, and teaching; it is, however, often contrasted with General
English.

ESP teaching approach is known to be learner-centred where learners‟ needs and goals are of supreme
value, whereas General English approach is language-centred, and focuses on learning language from a
broad perception covering all the language skills and the cultural aspects of the English speaking
community.

Robinson (1980: 6) stated that “the general with which we are contrasting the specific is that of General
education for life, culture and literature oriented language course in which the language itself is the
subject matter and the purpose of the course”. However, In ESP after the identification and the analysis
of specific learning needs, students learn “English en route to the acquisition of some quite different
body of knowledge and set of skills” (ibid 1980: 6).

Further distinction between General English courses and ESP is that, learners of the latter are mainly
adult with a certain degree of awareness concerning their language needs (Hutchinson & Waters 1987).
Whereas, General English courses are provided to pupils as compulsory module at schools, their unique
purpose is to succeed in the examinations.

Basturkmen (2006) maintains that General English Language teaching tends to set out from a definite
point to an indeterminate one, whereas ESP aims to speed learners and direct them through to a known
destination in order to reach specific objectives. “The emphasis in ESP on going from A to B in the most
time- and energy-efficient manner can lead to the view that ESP is an essentially practical endeavour”
(Basturkmen, 2006: 9)
It is observed from the above distinctions that ESP and General English are different in the aims and
objectives of the courses, the nature of the learners and the themes. The latter is also a point of
disagreement between the linguists concerning ESP branches or the categorization of its subjects of
practice.