Methodology in ESP (English for Specific Purposes) and EGP (English for General Purposes) has been the main concern for many practitioners over the last few years. Many scholars and researchers would argue that methodology in ESP bear a lot of similarities with methodology in EGP. Conversely, other researchers would describe ELT methodology used in ESP as considerably different from the one adopted and adapted in EGP by virtue of the two contrasting contexts they represent. The present paper, therefore, aims at demystifying the disparity between the specificity of ESP textbooks and the conventional language teaching materials highlighting areas of similarities and differences between ESP and EGP methodologies. The paper also purports to argue the extent to which methodologies used in an ESP context can be used in the learning of any kind of English.
Pragmatic competence, generally defined as the study of language in its social context, has been part and parcel of language learning and teaching. Oftentimes, second language learners tend to fall short in expressing themselves in spite of their linguistic competence. Second language pragmatic research has shown that the greater the difference between cultures, the greater the likelihood of pragmatic failure among non-native speakers of English. With this in mind, this study aims at comparing the similarities and differences between Moroccan University Learners of English (MLE) and Native Speakers of English (NSE) apology strategies in order to identify and predict aspect of language use which are likely to create intercultural communication breakdowns among the two cultures, thus contributing to foreign language education. Henceforth, using a discourse completion task, data was elicited from 50 MLE and 50 NSE, who responded to 8 apology situations. Results showed that the most frequent strategy used for both groups is the explicit Illocutionary Force Indicating Device (IFID); however, the two groups differ in the frequency of other implicit apology strategies.
Methodology in ESP (English for Specific Purposes) and EGP (English for General Purposes) has been the main concern for many practitioners over the last few years. Many scholars and researchers would argue that methodology in ESP bear a lot of similarities with methodology in EGP. Conversely, other researchers would describe ELT methodology used in ESP as considerably different from the one adopted and adapted in EGP by virtue of the two contrasting contexts they represent. The present paper, therefore, aims at demystifying the disparity between the specificity of ESP textbooks and the conventional language teaching materials highlighting areas of similarities and differences between ESP and EGP methodologies. The paper also purports to argue the extent to which methodologies used in an ESP context can be used in the learning of any kind of English.
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