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ESP Vs EGP

ESP and EGP differ in their instructional objectives, focus, and learner characteristics. EGP teaches all language skills equally without focusing on specific uses, while ESP focuses on the communicative functions needed in a particular field. EGP learners study the language generally, while ESP learners study for professional purposes. EGP learners are typically young students, while ESP learners are often adults studying at a tertiary level or in their jobs. Curriculum development for ESP is based on analyzing learner needs, while EGP development focuses first on language analysis. ESP courses combine language skills with a specific content area like engineering, while EGP topics are more varied. ESP courses are also typically shorter to meet professional needs.

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119 views2 pages

ESP Vs EGP

ESP and EGP differ in their instructional objectives, focus, and learner characteristics. EGP teaches all language skills equally without focusing on specific uses, while ESP focuses on the communicative functions needed in a particular field. EGP learners study the language generally, while ESP learners study for professional purposes. EGP learners are typically young students, while ESP learners are often adults studying at a tertiary level or in their jobs. Curriculum development for ESP is based on analyzing learner needs, while EGP development focuses first on language analysis. ESP courses combine language skills with a specific content area like engineering, while EGP topics are more varied. ESP courses are also typically shorter to meet professional needs.

Uploaded by

Aminatt Ttt
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© © All Rights Reserved
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ESP EGP Moodle

Lecture 4: differences between ESP and EGP


Both ESP and EGP are sub-branches of English as a Foreign Language (EFL). They share some
similarities, but they also differ in a number of aspects such as instruction objectives,
instruction focus, and learner characteristics.
Instruction objectives and focus
In EGP instruction, all the skills, listening , speaking, reading, and writing, are equally
highlighted. The choice of grammar and vocabulary items is not based on particular reason.
Some elements of culture and literature are also incorporated in the syllabus. The potential use
of language is neither specified nor urgent, so the learners are not prepared to use language in
targeted particular situations. Hence, EGP instruction is often described to be a ‘one size fits all’
instruction.

In ESP language classroom, the case is different. Learners are exposed to language samples that
are likely to be used in particular situations. The choice of language elements is determined by
the communicative functions that will be used in the target situation. It is known to be tailored-
to-fit instruction because the focus is placed on a limited/ restricted language ability. The
course may be centered only on speaking or business writing depending on the needs of the
learners and the targeted language functions.
Learners purposes
EGP learners are generally taking the language course to satisfy interests in English language
and culture. Being part of a general curriculum designed by the ministry of education, the
language is taught for its own sake. The EGP learners seeks academic success, and being good at
general English constitutes one part of that whole academic achievement.
In ESP contexts, the learner is more aware of the reasons why the course is necessary. The
necessity is associated with professional development in work settings and with building
disciplinary skills in academic settings. Therefore, ESP learners are viewed to be displaying
more awareness and motivation as compared to EGP ones.
Learners characteristics
EGP learners are young students who are being prepared for examinations. They do not have
any predetermined purposes; they receive their language instruction as part of a general
purpose to learn language for the sake of language.
Learners interested in an ESP course are adults who are likely to be students are tertiary level
or individuals working in particular fields. They usually come with a previous knowledge in
English.
Curriculum development
In EGP instruction, the first steps in curriculum development deal with language analysis.
Language skills, vocabulary and grammar are thoroughly analyzed before any teaching activities
take place. ESP curriculum is started with a deep analysis of the learners needs. All choices
made as to what to include in the course and how to deliver it are determined by the learners
purposes from learning English. For this reason, the ESP learners are involved in the process of
curriculum development unlike EGP learners who do not play any role in this process.
Course characteristics
General English course is not restricted to a particular subject area or a specific field. Topics are
often varied and have a general aspect. Along with language skills, topics serve general needs
such as socializing or narrating. ESP courses, in their essence, combine between the mastery of
the English language and the disciplinary or professional skills. For example, English for
mechanical engineering combines the content area of mechanical engineering with the ability to
perform particular language functions.

As regards the course duration, EGP Instruction takes place in a relatively extended period of
time as part of the academic career. It can happen in the context of learning English as a first
language, second language or a foreign language. Because ESP courses are taken to develop
language abilities used along professional activities, the duration of the course is in general
relatively short. It is determined by the professional conditions. In pre-recruitment situations,
the mastery of English is a requirement that should be fulfilled to be given the positions. In
contrast, an ESP course can be taken as a training during or shortly after the employee is
recruited.
Teachers’ professional roles
The roles played by teachers differ depending on language instruction contexts. In EGP settings,
the teacher is the one who provides both knowledge of language and knowledge of subject
matter. The ESP practitioner is required to have additional roles, namely designing teaching
materials, collaborating with specialists in the field, researching ESP genres, and evaluating the
learners, the course, and the teaching materials.
The above characteristics are criteria that help in distinguishing between EGP and ESP;
however, it is cautious to note that the boundaries between both branches are not as clear as
the above explanation suggests. For example, needs analysis, which is viewed as the
distinguishing characteristic of ESP, is becoming more and more an integral part of the EGP.
Likewise, task-based teaching methodology is used in both areas of language teaching, ESP and
EGP, in spite of its being more associated to the ESP area.

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