This document discusses the differences between English for Academic Purposes (EAP) and English for Specific Purposes (ESP). EAP focuses on developing the language skills needed for academic study, such as note taking, writing, and presentations. It aims to prepare students for college or university. ESP is more goal-oriented to meet the specific needs of learners' professions or studies. It involves analyzing needs and tailoring the English content accordingly. While both are types of ESP, EAP pays closer attention to learners' academic aims and needs to succeed in their studies.

1. English language teaching-1
Prepared by payal chudasama
Topic:Difference between EAP and ESP
Roll no: 16
Enrollment no:2069108420200005
Submitted by:smt. S.B. Gardi Department of English M.K. Bhavnagar University.
Email I’d:chudasmapayal1997@gmail.com

2. ☆ What is EAP?
●English for Academic Purposes (EAP) courses provide language instruction
for academic study in American universities. Language skills addressed
include: listening comprehension, fluency development, oral intelligibility,
reading, grammar, writing, and vocabulary development.
● The English for Academic Purposes program is designed to
help students develop the necessary skills required for
academic success in a North American college or
university. The course is intensive in nature and requires a
lot of work on the students’ part.
●Students not only develop their overall language skills, but also
focus on developing specific academic skills such as note taking,
academic writing and reading, and individual presentations and
group discussions.

3. ☆ Continue…
• EAP is often considered to be a branch of English Language
Teaching (ELT), although not all EAP teachers have come though
the ELT route. It is a type of ESP (English for Specific Purposes) -
along with English for Professional Purposes (EPP) and English for
Occupational Purposes (EOP) - in that the teaching content is
explicitly matched to the language, practices and study needs of the
learners. It is also considered to be ESP if we take Robinson's
features which are usually thought of as being typical defining
characteristics of ESP courses.

4. ☆What is ESP? : ( English for specific
purposes)
■ ESP is goal directed - the learners are not learning the English
language for the sake of it, but because they need, or will need, to use
English in their professional or academic lives. EAP learners are
usually current higher education students or members of staff or they
are hoping to go on to higher education after their EAP course. They
need to learn English in order to succeed in their academic careers.
■ courses must be based on an analysis of needs, which aims to
specify as closely as possible exactly what it is that the learners have
to do through the medium .

5. ☆Continue…
• Important feature of EAP courses is the close attention that is paid to
the learners’ aims and what they are working on, studying or
planning to study. It is aso important to take into account the learning
or study needs of the students, what they need to do in order to learn
the language. The first stage in any EAP, and EPP or EOP, course,
therefore, is to find out exactly why the learners are learning English
and what language and practices they will need to pay attention to.
• Often there is a very clearly specified period for the ESP course.
Most EAP students are undertaking fixed term courses in preparation
for a particular task – such as an essay, dissertation or conference
presentation - or an academic course or they are studying English for
a short time every week along with their academic courses or jobs.

6. ☆ Characteristics of ESP:
• ESP is defined to meet specific needs of the learners.
• ESP makes use of underlying methodology and activities of the
discipline it serves
• ESP is centered on the language appropriate to these activities
in terms of grammar, lexis, register, study skills, discourse and
genre
• ESP is generally designed for intermediate or advanced
students.
• Most ESP courses assume some basic knowledge of the
language systems.

7. ☆Continue …
• ESP is not only divided off into an enclave within the wider
boundaries of English teaching, it is also parcelled up into
subdivisions within itself. It is common, for example, to distinguish
English for occupational purposes (EOP) from English for
academic purposes (EAP). Each of these is then subject to further
sub-division. Thus within EOP we might have English for airline
pilots, for waiters, for secretaries, for telephone receptionists, and
so on; and within EAP we might have English for different areas of
academic study: physics, engineering, architecture, economics,
and so on. And then we can go on to make further refinements,
distinguishing, for example, between different types of secretary, or
telephone receptionist, between different areas within academic
disciplines, and so on.”

8. ☆Difference between ESP ans EAP:
☆ESP
• ESP is goal directed the learners
are not learning the English
language for the sake of it, but
because they need , or will need
to use English in their profession
or academic.
• ESP courses must be based on an
analysis of needs which aims to
specify as closely as possible.
Exactly what it that the learners
have to do through the medium
of English.
☆EAP:
• EAP courses is the close
attention that is paid to the
learners’ aims and what they are
working on.
• ESA teaching is task based
using the types of academic
task commonly found in higher
education.studying or planning
to study.

9. ☆Conclusion:
• Teaching EAP, therefore, involves developing in the learner - who
could be a pre-undergraduate or a published research professor - the
language and associated practices that they need in order to
undertake study or work in English medium higher education. For
that reason, it must start with the learner and the academic context
in which they work or study. It is unlikely that a textbook will exist for
such a narrowly specified audience, so it will always be necessary for
the EAP teacher to be able to analyse contexts and language,
understand learners' needs and develop materials that suit those
contexts and needs.

10. ☆Work catation :
• Flowerdew, J. & Peacock, M. (2001). Issues in EAP: A preliminary
perspective. In J. Flowerdew & M. Peacock (Eds.), Research
perspectives on English for academic purpose (pp. 8-24).
Cambridge: Cambridge University Press.
• Hutchinson, T. & Waters, A. (1987). English for specific purposes: A
learning-centred approach. Cambridge: Cambridge University
Press.
•Johns, A. M. (2001). English for specific purposes (ESP): Tailoring
courses to students’ needs – and to the outside world. In M. Celce-
Murcia (Ed.), Teaching English as a second or foreign language (3rd
ed., pp. 43-54). New York: Heinle.

11. Continue…
• Bachman, L. F. (1981). Formative evaluation in specific purpose
program development. In R. Mackay & J. D. Palmer
(Eds.), Languages for specific purposes: Program design and
evaluation (pp. 106-116). Rowley, MA: Newbury House
• Mancil, G. S. (1980). From the editors [Editorial]. The ESP
Journal, 1, 7-9.
• Lynch, B. K. (1996). Language program evaluation. Cambridge:
Cambridge University Press.