Recent years, problems of the current college English courses, such as test-oriented teaching, wasteful duplication of language skills teaching, etc., have been criticized by educators and students in China. Thus, tur...Recent years, problems of the current college English courses, such as test-oriented teaching, wasteful duplication of language skills teaching, etc., have been criticized by educators and students in China. Thus, turning skill-based English courses into content-based ESP （English for Special Purposes） courses has become a tendency at colleges and universities in China. The purpose of this paper is to analyze factors influencing the design of such courses through the means of questionnaire, individual interviews, data survey （e.g., educational plans） etc.. We found the following factors throw light on the questions relating to curriculum design of ESP courses： （1） the learners＇ learning needs; （2） the social needs （esp. labor market needs）; and （3） the academic needs from the university. The analysis serves to reveal the gap between the school system and actual social and students needs. With these factors in mind, designers of such courses can adjust goals, contents, approaches, and assessments in the practical teaching. And thus these factors would enable content-based ESP courses to reflect learners＇ needs better and lead to more effective langrage learning in college English teaching field.展开更多
In 2016, the Independent College of the author included the ESP curriculum into the college English TeachingReform Agenda, and the 2016 students in the first semester of their sophomore year began to implement it,emph...In 2016, the Independent College of the author included the ESP curriculum into the college English TeachingReform Agenda, and the 2016 students in the first semester of their sophomore year began to implement it,emphasis is placed on improving the ability of language application in the process of knowledge learning in order tocultivate practical talents who can meet the needs of the society. Because of the preliminary reform, there are someproblems in the course of curriculum design and implementation. This paper analyzes the practical problems andputs forward some suggestions to solve them.展开更多
Students＇ academic motivation in a course is one of the most important factors to evaluate the success of the course. Measuring such a type of motivation has been proven to be complicated and open for debate. In this...Students＇ academic motivation in a course is one of the most important factors to evaluate the success of the course. Measuring such a type of motivation has been proven to be complicated and open for debate. In this study, MUSIC Model of academic motivation developed by Jones （2009） was employed to conduct a survey on 214 third-year students of a police university after their Medical English course. Given five major components in the MUSIC Model derived from research and theory that are critical to student engagement in academic settings, including empowerment, usefulness, success, interest, and caring, the study reveals interesting results for considering the effectiveness of an ESP course. Some implications for instructors about how to engage students in a course have been also drawn out. It is believed to be practically helpful for those delivering ESP courses in non-English major universities in Vietnam.展开更多
This paper is a reflection on an ESP course that the author taught as an intuitive practitioneragainst the common theories of ESP teaching.A practical linear procedure of ESP instruction is present-ed.Theories and pra...This paper is a reflection on an ESP course that the author taught as an intuitive practitioneragainst the common theories of ESP teaching.A practical linear procedure of ESP instruction is present-ed.Theories and practical methods of each step in the procedure are briefly discussed,followed by ourpractice and limitations.I hope that these reflections,as a case study,will stimulate inspiration in otherESP teachers and promote further research in this field.展开更多
文摘Recent years, problems of the current college English courses, such as test-oriented teaching, wasteful duplication of language skills teaching, etc., have been criticized by educators and students in China. Thus, turning skill-based English courses into content-based ESP （English for Special Purposes） courses has become a tendency at colleges and universities in China. The purpose of this paper is to analyze factors influencing the design of such courses through the means of questionnaire, individual interviews, data survey （e.g., educational plans） etc.. We found the following factors throw light on the questions relating to curriculum design of ESP courses： （1） the learners＇ learning needs; （2） the social needs （esp. labor market needs）; and （3） the academic needs from the university. The analysis serves to reveal the gap between the school system and actual social and students needs. With these factors in mind, designers of such courses can adjust goals, contents, approaches, and assessments in the practical teaching. And thus these factors would enable content-based ESP courses to reflect learners＇ needs better and lead to more effective langrage learning in college English teaching field.
基金This article is part of a phase in the development of English language and literature,a key discipline with Guangdong characteristics,at the Guangdong University of Foreign Studies.
文摘In 2016, the Independent College of the author included the ESP curriculum into the college English TeachingReform Agenda, and the 2016 students in the first semester of their sophomore year began to implement it,emphasis is placed on improving the ability of language application in the process of knowledge learning in order tocultivate practical talents who can meet the needs of the society. Because of the preliminary reform, there are someproblems in the course of curriculum design and implementation. This paper analyzes the practical problems andputs forward some suggestions to solve them.
文摘Students＇ academic motivation in a course is one of the most important factors to evaluate the success of the course. Measuring such a type of motivation has been proven to be complicated and open for debate. In this study, MUSIC Model of academic motivation developed by Jones （2009） was employed to conduct a survey on 214 third-year students of a police university after their Medical English course. Given five major components in the MUSIC Model derived from research and theory that are critical to student engagement in academic settings, including empowerment, usefulness, success, interest, and caring, the study reveals interesting results for considering the effectiveness of an ESP course. Some implications for instructors about how to engage students in a course have been also drawn out. It is believed to be practically helpful for those delivering ESP courses in non-English major universities in Vietnam.
文摘This paper is a reflection on an ESP course that the author taught as an intuitive practitioneragainst the common theories of ESP teaching.A practical linear procedure of ESP instruction is present-ed.Theories and practical methods of each step in the procedure are briefly discussed,followed by ourpractice and limitations.I hope that these reflections,as a case study,will stimulate inspiration in otherESP teachers and promote further research in this field.
