ENGLISH FOR SPECIFIC PURPOSE AND ENGLISH FOR GENERAL

PURPOSE

This Assignment Requirements Submitted One Of Subject English for Specific

Purpose Fifth Semester English Departement Programme First Grup Of IAIN

Bone

By:

Group I

Febrianti (02.17.4003)

Nurdiana (02.17.4008)

Nuralisa (02.17.4025)

TARBIYAH FACULTY

INSTITUTE AGAMA ISLAM NEGERI (IAIN)

BONE

2019
 ENGLISH FOR SPECIFIC PURPOSE AND ENGLISH FOR GENERAL
PURPOSE

A. English For Specific Purpose

1. Understanding English for Specific Purposes

Robinson's1 definition of ESP is based on two criteria: 1) ESP tailored to

the objectives, and 2) ESP courses developed from needs analysis aimed at
determining what students must do through the media. English, and contains
characteristics that describe ESP courses generally agreed by a limited period of
time in which their goals must be approved and intended for adults in
homogeneous classes in terms of work or specialist studios that use students.

Hutchinson and Waters2 emphasized ESP to choose and not products that
meant language learning, not the use of the highlighted language. They draw
attention to learning centered on learning "where all decisions related to content
and methods are based on the student's reason for learning. "

In this era of globalization, we must realize that there is a fairly rapid

increase in vocational training and learning. Increased English as an international
language of communication Encourage someone to better understand English in
the context of work. Students starting ESP compilation are already able to master
EGP. Thus, discussing English for Specific Purposes (ESP) that is approved and
approved that is different from General English (GE) for example. The aim of
ESP is for students to be able to speak English in their respective fields of study.
For example chemistry students, then they must consider English for chemistry, or
if they are engineering students, they must understand English for engineering, or
if they work in hospitality, then they must master hospitality English, if they are
maritime students, then they must mastering maritime English.

Robinson, P. (1991) ESP Today: A Practitioner’s Guide, Hertfordshire, Prentice Hall.

1

p.3

2
Hutchinson, T. & Waters, A. (1987) English for Specific Purpose, A Learning Centred
Approach, Cambridge, Cambridge University Press. p.19
 ESP is commonly used in English for certain uses in certain fields of
science and professions. This goal is generally spoken as a benefit in the role of
English as a communication tool both oral and written. Therefore, ESPilih is seen
as an approach, concept and method which is indeed different from general
English (General English). ESP material is successful according to the needs of
students (user needs) and the user agrees itself. materials and syllabus and ESP
objectives must be designed and developed based on the needs of students and
users in accordance with students both compilation with lectures and compilations
they will work on teaching materials or teaching materials must be in accordance
with their needs.

With the description above, this can conclude ESP is not a new product,
but also discusses learning in English that is different from general English.
ESRepairs on learning English which is oriented towards the special needs of
learners according to the field of science and work. ESP material is based and
developed based on needs analysis.
 2. The tree of ESP

This tree represents several general divisions created at ELT. The topmost
branches of the tree indicate the level at which individual ESP occurs. This level
is divided into two main types of ESP according to whether students need English
for academic studies, they are EAP (English for Academic Purposes for job
training) and EOP, EVP, VESL (English for Work Purposes / English for
Vocational Purposes / Vocational English as a Second Language). At the next
level, ESP courses are distinguished by the general nature of learner
specialization. Three categories are identified here: EST (English for Science and
Technology), EBE (English for Business and Economics) and ESS (English for
Social Sciences).

In the next level, we can see that ESP is only one branch of EFL / ESL
which is the main branch of teaching English in general. ELT is one of many
possible types of language teaching. As we know, trees cannot survive without
roots. In this case, the roots that maintain the ELT tree are communication and
learning.

The analogy of a tree can help us to get a bit closer to a definition of ESP
not so much by showing what ESP is, but rather by showing what ESP isn't:3

1. ESP is not a teaching problem of '' special varieties '' because it is used for a
particular purpose. There are some features that can be identified as '' typical ''
from a particular usage context, and which, so, learners are more likely to meet in
the target situation.
2. ESP is not just a matter of science and grammar for scientists, soon. When we
see the tree, in fact, there are many hidden from the view inside and under the tree
even though we know the leaves and branches. They are supported by a complex
base structure. The point is that we need more communication than just the
surface features of what we read and hear and also we need to distinguish between
performance and competence in terms of what people actually do with the
language and extent of knowledge and ability that can enable it. to do it
3. ESP is no different from other forms of language teaching. It is based on
effective and efficient learning principles. Although the content of the learning is
different, the learning process should be different for ESP learners rather than the
general English learner.
ESP differs from the ELT form because ESP should be seen as an approach,
not as a product. ESP is not a particular language or methodology, nor does it

3
Hutchinson, T. & Waters, A. (1987) English for Specific Purpose, A Learning Centred
Approach, Cambridge, Cambridge University Press. p.18
consist of a particular type of resource. ESP is a language learning approach,
based on the needs of learners.

Thus, we conclude that ESP is a language teaching approach in which all

decisions about content and methods are based on the learner's reason for
learning. In conclusion, the main factor of ESP's origin is that Linguistic factors
dominate the development of ESP that focuses on the particular nature of varieties
of language use. In the ELT tree, this shows that they are primarily concerned
with communication and learning. ESP is not a language product but rather as a
language teaching approach directed by specific and clear reasons for learning.

B. English For General Purposes

General Purpose English refers to contexts such as schools where needs

cannot be easily determined. This is more useful as being seen as providing a
foundation overseas than a selective objective specification such as ESP. General
English is designed for students who want to improve their ability to communicate
in English in social and work situations. General English allows us to improve our
English, giving us a practical understanding of language and how to use it. We
will focus on four skills: speaking, listening, reading and writing.

On the other hand, general language teaching includes teaching the basics of
grammar, expression and phonetics and provides a stronger or weaker basis for
possible future language studies. In any case the language teacher both in middle
school and in secondary school is responsible for the correct use of language by
the learner.
C. Differences of ESP and EGP
1. Provision of ESP material is expected to design and provide material for
their students. This material must be in accordance with the needs and context of
students. Usually, it is very difficult to find suitable textbooks that respond to
most of the students' linguistic and communicative needs in certain contexts.4 That
is why an ESP teacher must prepare their own teaching material. A teacher can
collect materials from various sources when the desired material is not available.
But the work of an ESP teacher does not end here; he must assess whether the
materials designed are appropriate during and after learning. In comparison, an
EGP teacher follows the specified syllabus and teaches that published textbooks
are recommended to different levels by school authorities. He even adheres to the
teaching methodology recommended in this book or recommended by the
authorities.
2. As a Collaborator. Because ESP practitioners work in a variety of
academic and professional genres, they need to have knowledge of their students'
specialties to plan teaching material. Practically, a teacher cannot master the
special requirements of all disciplines, he is asked to teach. Under these
conditions, it is strongly recommended that the teacher collaborate with subject
specialists. This kind of collaboration can be of various types; simple
collaboration, specific collaboration and full collaboration In cooperation, an ESP
teacher with the help of subject specialists knows about the syllabus of the subject
and the professional responsibilities of his students. Specific collaborations
involve some extended collaboration between ESP teachers and subject
specialists. The latter gives the first access to the actual content of the subjects that
can be used in class activities.
3. ESP students are usually adults who are familiar with English and they
learn languages to communicate a set of professional skills and to perform certain
work-related functions. in EGP classes, learners' ages vary from children to adults
and learning English is the subject of the class.
4
Dudley-Evans, T. & ST. Jhons, M. J. (1998) Developments in English for Specific
Purposes, Cambridge, Cambridge University Press.
 4. Based on learning objectives, teaching objectives are identified, in the
EGP class, as a general rule, four skills are emphasized equally. but in ESP, needs
analysis determines which language skills are most needed by students, and the
syllabus is designed accordingly. for example, to train tour guides, ESP classes
must promote the development of speaking skills.
5. In a typical EGP class, there is concentration on the structure of grammar
and language. but in particular, the focus is on context, for ESP, English is not
taught as a subject separate from the real world or students' desires.
6. The external purpose of ESP can be linked to the use of language outside
the classroom - being able to complete work in the real world, such as providing
medical information. The internal goals of EGP are related to the goals of
education in the classroom - improving attitudes towards speakers of other
languages, promoting thinking skills such as analysis, memorization and social
goals.
7. ESP is goal-oriented learning in which goal specifications are consistent
with objectives - training operations - relating to the development of limited
competencies. In EGP the English Teacher is generally oriented towards goals
which do not equate goal specifications with goals - an educational operation -
related to general capacity development.
8. ESP teachers must prepare their own teaching material. He collects
material from various sources or writes himself when desired is not available.
Furthermore, ESP practitioners must assess the efficacy of the material during and
after the course. An EGP teacher follows the specified syllabus and teaches that
published textbooks are recommended to different levels by school authorities. He
adheres to the teaching methodology recommended in this book or is advised by
the authorities.
 DAFTAR PUSTAKA

Dudley-Evans, T. & ST. Jhons, M. J. (1998) Developments in English for Specific

Purposes, Cambridge, Cambridge University Press.

Hutchinson, T. & Waters, A. (1987) English for Specific Purpose, A Learning

Centred Approach, Cambridge, Cambridge University Press.

Robinson, P. (1991) ESP Today: A Practitioner’s Guide, Hertfordshire, Prentice

Hall.
Mohammad, Mohseni, “On the Relationship between ESP & EGP: A General
Perspective”. English for specific Purposes World. Vol. 7 No 17, 2008