Reconsidering the Distinction between English for Specific Purposes (ESP) and English for General Purposes (EGP) - Towards a Unified Perspective
DOI:
https://doi.org/10.54536/jir.v1i3.2010Keywords:
ESP, EGP, Language Teaching Contexts, Specificity, Unified Perspective, Language PedagogyAbstract
This article critically examines the distinction between English for Specific Purposes (ESP) and English for General Purposes (EGP) within language teaching contexts. It argues that the traditional dichotomy between ESP and EGP is inadequate and proposes a unified perspective. The rationale behind this argument is that all English language teaching experiences involve specificity, as learners’ language needs are influenced by their particular goals, domains, and contexts. The article challenges the prevailing assumptions and highlights the limitations of the ESP vs. EGP dichotomy. The key findings reveal that the boundaries between ESP and EGP are blurred and that considering all English language teaching as ESP provides a more comprehensive and inclusive approach. This reevaluation has significant implications for language pedagogy, curriculum design, and teacher training, urging a shift in perspective toward recognizing the specific nature of all language learning and teaching contexts.
References
Basturkmen, H. (2006). Ideas and Options in English for Specific Purposes. Routledge.
Bloor, T., & Bloor, M. (2004). The Functional Analysis of English: A Hallidayan Approach. Oxford University Press.
Dudley-Evans, T., & St. John, M. J. (1998). Developments in English for Specific Purposes: A Multi-Disciplinary Approach. Cambridge University Press.
Hutchinson, T., & Waters, A. (1987). English for Specific Purposes: A Learning-Centered Approach. Cambridge University Press.
Hyland, K. (2006). English for Academic Purposes: An Advanced Resource Book. Routledge.
Jordan, R. R. (1997). English for Academic Purposes: A Guide and Resource Book for Teachers. Cambridge University Press.
Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge University Press.
Swales, J. M. (1990). Genre Analysis: English in Academic and Research Settings. Cambridge University Press.
Swales, J. M. (2002). ESP Today: A Practitioner’s Guide. Routledge.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Basturkmen, H. (2006). Ideas and Options in English for Specific Purposes. Routledge.
Bloor, T., & Bloor, M. (2004). The Functional Analysis of English: A Hallidayan Approach. Oxford University Press.
Dudley-Evans, T., & St. John, M. J. (1998). Developments in English for Specific Purposes: A Multi-Disciplinary Approach. Cambridge University Press.
Hutchinson, T., & Waters, A. (1987). English for Specific Purposes: A Learning-Centered Approach. Cambridge University Press.
Hyland, K. (2006). English for Academic Purposes: An Advanced Resource Book. Routledge.
Jordan, R. R. (1997). English for Academic Purposes: A Guide and Resource Book for Teachers. Cambridge University Press.
Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge University Press.
Swales, J. M. (1990). Genre Analysis: English in Academic and Research Settings. Cambridge University Press.
Swales, J. M. (2002). ESP Today: A Practitioner’s Guide. Routledge.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Nor-Eddine Azalmad
This work is licensed under a Creative Commons Attribution 4.0 International License.
