Mindoro State College of Agriculture and Technology

Bongabong Campus
Labasan, Bongabong, Oriental Mindoro

ENGLISH
for
SPECIFIC PURPOSES
 English for Specific Purposes 1

Unit 1:
English for Specific Purposes
 English for Specific Purposes 2
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 specialty.

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

English for Specific Purposes 3

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

English for Specific Purposes 4

 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.
 English for Specific Purposes 5

Bibliography

Lamri, C. E. (2016). An Introduction to English for Specific Purposes. Abou Bekr Belkaid University –
TLEMCEN Faculty of Arts and Languages Department of English

https://www.researchgate.net/publication/226497899_English_for_Specific_Purposes