Farklı disiplin ve öğretim kademelerindeki İngilizceyi yabancı dil olarak öğrenenlerin ortak dil ihtiyaçları

English for Specific Purposes (ESP) research and practices have been the subject of several controversial issues. One of these issues is ESP course design, which has been approached from two perspectives: narrow-angled and wide-angled. The former refers to designing ESP courses for a group of learners with highly discipline-specific content, while the latter advocates for ESP courses for learners from various disciplines with common needs (Basturkmen, 2003). The Common Language Hypothesis is also part of the ESP course design debates, which argues that there is a common core language across different academic disciplines that should be prioritized in ESP instruction (Farhady et al.,2018). Closely related to these issues, the relationship between ESP and EGP has also been a matter of discussion in ESP research. While some researchers drew a clear line between the two, others focused on the similarities (Karimkhanliu, 2005; Popescu, 2010) and discussed the common core language between English for General Purposes (EGP) and ESP (e Haq, Shah, Bilal, and Qasim, 2012). Lastly, there are two opposing views regarding the need for an EGP level threshold for ESP classes, which is not independent of ESP course design and common core language. Thus, the present study addressed these controversial issues in ESP. More specifically, it analyzed the common and different ELT objectives across three instructional levels: high schools, preparatory programs, and ESP programs. A common set of ELT objectives across these three instructional levels was identified through document analysis. Additionally, the exclusive objectives for each level were also determined. This study also conducted a comprehensive common EAP needs analysis of learners from three different macro disciplines, Technology, Physical Sciences, and Social Sciences, and EOP needs of professionals working in different fields. A questionnaire was developed to administer to undergraduate students, and data was collected through semi-structured interviews and graphic elicitation tasks from the ESP teachers and employees. The needs analysis findings revealed a set of common EAP needs of students from different disciplines and a set of common EOP needs of employees from different fields, which showed congruence with the wide-angled perspective. Furthermore, the common ESP needs analysis results were incorporated with the findings of different ELT level objective analyses, and the common core language between ESP and EGP was identified, which was suggested to be taught at the first level of EGP instruction. Based on the analyses, a hierarchical pyramid for the objectives of the following successive ELT levels was suggested. These analyses also showed a need for an EGP level threshold before the ESP classes, which was supported by ESP learners, teachers, and employees.