Abstract
Abstract This essay briefly describes two approaches to teaching the English language in academic and higher education: English for academic reasons and English for particular purposes. The perspectives of the wide-angle and narrow-angle approaches were therefore compared. This work's main components in defining the fundamental difference between the two methodologies were the benefits and drawbacks of using each of them in an academic setting. According to this analysis, a wide-angled approach is created for students with requirements that are somewhat comparable and less specialist, and a narrow-angled or particular approach is created for students with needs that are more specialized demands. Due to the word limit restrictions and the purpose of this paper, which is to outline the contentious views and arguments surrounding this field of study, this work, however, only examined the potential positive and negative aspects of both approaches in a broad sense. It also painted a picture of the argument over which method should be used to teach English in all academic and professional contexts. The necessity to expose pupils to English for academic reasons has resulted from a noteworthy growth in the number of international students in universities and colleges throughout the world. Students enter English classes for academic reasons in order to acquire the skills required for studying certain academic disciplines. The majority of pupils are not just interested in learning English as a language; they also need to do so in order to complete particular duties.