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Copy of ON THE RELATIONSHIP BETWEEN ESP AND EGP: A GENERAL PERPECTIV

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Devi Yunitasari

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Transcript of Copy of ON THE RELATIONSHIP BETWEEN ESP AND EGP: A GENERAL PERPECTIV

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ON THE RELATIONSHIP BETWEEN ESP AND EGP: A GENERAL PERPECTIVE
MENU
INTRODUCTION
DEFINITION OF ESP
CHARACTERISTICS OF ESP
DEFINITON OF EGP
THE DISTINCTIVE FEATURES BETWEEN ESP AND EGP ACCORDING TO EXPERTS
COMPARISONS BETWEEN ESP AND EGP CLASS
THE SIGNIFICANT ROLES OF ESP TEACHER ACCORDING TO EXPERTS
THE SIGNIFICANT RESPONSIBILITIES OF ESP LEARNERS
THE RELATIONSHIP BETWEEN ESP AND EGP ACCORDING TO EXPERTS
CONCLUSION
The Absolute Characteristics of ESP According to Stevens (1988)
Designed to meet specified needs of learner
Related in content (i.e. theme and topics) to particular disciplines, occupations, and activities.
Centered on the language appropriate to those activities in syntax, lexis, discourse, and semantics.
In contrast with General English.

INTRODUCTION
ESP is a broad divers field of English language teaching (ELT).
Introduction
ESP?
The Definition of ESP According to Hutchinson and Waters (1987)
Hutchinson and Waters define ESP as an “approach” rather than a product, meaning that ESP does not involve a particular type of language, teaching materials or methodology.


Introduction
In the 1960s it was particularly associated with the notion of a special language or register, and with important sub field of English for science and technology (EST).
Introduction
Later developments have included a communicative view of language as applied to ESP, recognition of the importance of need analysis procedures and an increasing focus on appropriate prospective on language learning and language skills.

The Definition of ESP
ESP is as recognizable activity within broader professional framework of English language teaching (ELT), with implication for the design of syllabus and materials as well as its presentation and then evaluation.
The Variable Characteristics of ESP According to Dudley-Evans and St. John (1998)
ESP may be related to or designed for specific disciplines.
ESP may use in specific teaching situations, a different methodology from that of general English.
ESP is likely to be designed for adult learners.
ESP is generally designed for intermediate and advanced students.

The Characteristics of ESP Courses Identified By Carter (1983)
Presented by:
Anggi Auliyani Suharja (1200045)
Bagja Nugraha
Chun Jinseo (Merry) (1206798)
Devi Yunitasari (1201828)
Erma Rahmawati (1202299)
3A

1. Authentic Material
2. Purpose-Related Orientation
3. Self-Direction

Authentic Material
ESP should be offered at an intermediate or advanced level, use of authentic learning materials is entirely feasible. 
Purpose-related Orientation
Purpose-related orientation refers to the simulation of communicative tasks required of the target setting.
Self-direction
self-direction is characteristic of ESP courses in that the " ... point of including self-direction ... is thatESP is concerned with turning learners into users" (Carter, 1983, p. 134). In order for self-direction to occur, the learners must have a certain degree of freedom to decide when, what, and how they will study
Purpose-related orientation
the definition of EGP
EGP refers to contexts such as the school where needs cannot readily be specified.
It is more usefully considered as providing a broad foundation rather than a detailed and selective specification of goals like ESP.


The Definition of EGP According to Hutchinson, T., & Waters, A. (1987)
English for General Purposes (EGP) refers to contexts such as the school where needs cannot be readily specified. It is more useful to consider EGP providing a broad foundation rather than a detailed and selective specification of goals like ESP.
The definition of EGP is an unhelpful polarization, particularly because the meaning of “general purposes” is typically left vague. A more helpful view is suggested by Strevens, who prefers the term “English for Educational purposes”(EEP) to account for a school-based learning of a language as a subject element within the overall school curriculum.
The Distinctive Features between ESP and EGP According to Widdowson(1983)
ESP
1. The focus is on training.

2. As the English is intended to be used in specific
vocational contexts, selection of appropriate content is easier(but not ‘easy’ in itself).

3. Therefore, an EVP syllabus need only have a high surrender value linguistic content in terms of the English foreseen to be most relevant to the vocational context. The aim may only be to create a restricted English competence.


EGP
1. The focus is often on education.

2. As the future English needs of the students are impossible to predict, 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 Distinctive Features between ESP and EGP According to Hutchinson and Waters (1987)
ESP differs from EGP in the sense that the words and sentences learned and the subject matter discussed are all relevant to a particular field or discipline.
The Distinctive Features between ESP and EGP According to Hutchinson and Waters (1987)
The design of syllabuses for ESP is directed towards serving the needs of learners seeking for or developing themselves in a particular occupation or specializing in a specific academic field.

The Distinctive Features between ESP and EGP According to Hutchinson and Waters (1987)
ESP courses make use of vocabulary tasks related to the field such as negotiation skills and effective techniques for oral presentations. A balance is created between educational theory and practical considerations.
ESP also increases learners' skills in using English.
The Distinctive Features between ESP and EGP According to Hutchinson and Waters (1987)
- English for General Purposes (EGP) is essentially the English language education in junior and senior high schools.

- EGP curriculum also include cultural aspects of the second language. EGP conducted in English-speaking

- Learners are introduced to the sounds and symbols of English, as well as to the lexical/grammatical/rhetorical elements that compose spoken and written discourse. There is no particular situation targeted in this kind of language learning.

- Rather, it focuses on applications in general situations: appropriate dialogue with restaurant staff, bank tellers, postal clerks, telephone operators, English teachers, and party guests as well as lessons on how to read and write the English typically found in textbooks, newspapers, magazines, etc.




The Comparison between ESP and EGP Classes: Based on the Learners
ESP
ESP learners are usually adult who already have some familiarity with English language and they are learning the language in order to communicate a set of professional skill and to perform particular job related functions.

EGP
In EGP classes age of learners varies from children to adult and learning English language is the subject of the classes.
The Comparison between ESP and EGP Classes: Based on the Focus of Teaching
ESP
Aims of instruction needs analysis that determines which language skills are most needed by the students and the syllabus is designed accordingly.

EGP
Aims of instruction are identified as a general rule, for skills are stressed equally.
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