Analysis of ESP Instructing and Innovation of College English Teaching.docx

Analysis of ESP Instructing and Innovation of College English Teaching.docx

《Analysis of ESP Instructing and Innovation of College English Teaching.docx》由会员分享，可在线阅读，更多相关《Analysis of ESP Instructing and Innovation of College English Teaching.docx（9页珍藏版）》请在冰豆网上搜索。

AnalysisofESPInstructingandInnovationofCollegeEnglishTeaching

AnalysisofESPInstructingandInnovationofCollegeEnglishTeaching

　　Abstract

　　Incontemporarysociety,withcomprehensivepromotionofglobaleconomy,thereisanurgentneedforwell-roundedtalentsinawidevarietyofprofessionalfields,whichundoubtedlysetahighergoalforthebroadly-basededucation.TheinnovationofEnglishteachinginhighereducationplaysasignificantandactivefunctionintheprocessofcultivatingall-roundedtalents.Atpresent,EPSinstructionhasbeenpenetratingintotheinnovationofEnglishteachingeducationactively.

　　Keywords:

ESPinstructing;CollegeEnglishteaching;Innovation

　　INTRODUCTION

　　fortheintegrateddevelopmentofeconomicglobalizationandwidespreaduseofEnglishastheacceptedinternationallanguageoftechnologyandcommerce,thereisagrowingneedforwell-roundedtalentsinthemarket.However,thereareseriousproblemsexistinginEnglishinstructinginmostofChineseeducationalinstitutions.InstructorsputmoreemphasisonEGPteachingbutignoreESPteaching,whichisanobviousunbalancedstatebetweenESPEnglishinstructingandEGPEnglishteachingforalongperiod.Undersuchcircumstances,itseriouslyrestrictstheinnovationofEnglishteachingandisnotconductivetoeffectivelytrainwell-roundedEnglishlanguageprofessionaltalentswithhighefficiencyandprofessionalqualification.Toacertainextent,ithasalsoinfluencedthecomprehensivedevelopmentofChineseeducationserviceforeconomy.ThepaperillustratesthecurrentsituationandinnovationofChineseEnglishteachingwithintheframeworkofESPtheoryinordertogivesomehintsincollegeEnglishreformandcultivatecomprehensivegraduatesqualifiedfortheever-changingandmorechallengingtalentmarketsinthenearfuture.

　　1.ANOVERVIEWOFESPINSTRUCTING

　　SincetheappearanceofESPtheoryinthe1960s,ithasarousedgreatattentioninEnglishteachingprocess.DifferentscholarshavedefinedESPinstructinginvariousways,amongwhichHolme（1996,pp.3-4）explaintherelationshipofESPandGeneralEnglishasthefollowing:

itisinthenatureofalanguagesyllabustobeselective.TheGeneralEnglishsyllabusisbasedonaconceptionofthekindofrealitythatthestudenthastodealwithinEnglish……Consciouslyorunconsciously,allsensiblecoursedesignersmustbeginbytryingtoassessstudents’specificneeds.ESPissimplyanarrowingofthisneedsspectrum.ReflectingfromtheviewpointofHolme,itisconcludedthatESPcoursesarenarrowerinfocusthanELT（EnglishLanguageTeaching）courses,causeitisadvocatedtobe“narrowingdownthespectrum”.ActuallythedevelopmentofESPwasbelievedtobebroughtaboutbytwoinseparablecomponentswiththedevelopmentinthefieldsoflinguisticsasthefirstoneandtheexpansionofdemandforEnglishtosuitparticularneedsasthesecondone（Hutchinson&Waters,2002,p.8）.　　2.PROBLEMSOFESPINSTRUCTINGINPRESENTENGLISHTEACHING

　　2.1LessEffectiveESPTeachingPattern

　　NowadaysthebasictheoreticalknowledgestillremainsthekeyinmostESPinstructingprocess,itisbelievedtobelackofattemptandverificationforthecultivationofapplicableabilityofstudents.Atpresent,thereisonekindofdeviationphenomenonintheESPteachingofChina,themajorityofEnglishteachersusetheEGPteachingpatternforESPcurriculumteaching.Thetraditionalteachingmethodofsocalled“indoctrination”withteacherstranslatingEnglishintoChinesewordforword,explainingandanalyzingcriticalpointsaccordingtocurriculumteachingrequirementsisstillpopularintheclassroomwithoutobviouschange.Itisnotsurprisinglytoseethattheconventionalwayofteachingisnotconductivetoexplorethefullpotentialofstudents.Thiskindoftraditionalteachingpatternisveryhardtocultivateoutstandinggraduatesadaptingtotheneedsofmodernsocialdevelopment,moreover,itcouldn’teffectivelyimpelthestudentstoimprovetheirallroundabilityoflearningEnglishwithfiveskillsoflistening,speaking,reading,writingandinterpreting.Inaddition,thiskindofone-waytransmissionteachingmethodthatfocusesontheteachersandignoressubjectiveinitiativeofthestudentswillcreateonekindofdulllearningenvironment,whichisnotconductivetothedevelopmentandexertionofinitiativeandenthusiasmofstudentstolearnEnglishactively.Inthelongrun,thestudentswillhavethemindofbeingfedupwithstudying,whichhasanevidentnegativeimpactontheeffectofEnglishinstructingofteachingresultbeingfarfromsatisfactionconsequently.Undersuchcircumstances,theEnglishlevelofstudentscan’treachacertainrequiredlevel,whichwillleadtothefactthatthegraduatesarelessqualifiedfortheknowledgeeconomyandtheemploymentofstudentsinthemarketeconomytobedisadvantageous.

　　2.2LessEmphasisonESPInstructing

　　IncontemporaryEnglishteachingprocess,thereisaseriousphenomenoninmostcolleges,thatis,theEnglishinstructorsusuallylaytoomuchstressonEGPteachingwhileignoreESPteaching.Forexample,forstudentstheschoolauthoritieswillprobablynotsetupspecializedESPteachingcurriculawhileforteachersitwillcarryoutfewESPtraining,asaresult,itlacksthenecessaryacademicexchangebetweenEGPteachersandESPteachers.Inaddition,thetalenttrainingpatternadoptedbymostoftheschoolsinChinacurrentlyis2+1combinedpatternthatisnotconductivetothedevelopmentofstudentsinanall-aroundway,whichwouldlargelyreducethetimeforstudentstolearnEnglishinschool.However,inordertoguaranteethesettingoftimeforlearninggeneralcourses,collegesconstantlyreducetheclasshoursofESPcourses,moreover,ESPcourseshavebeendefinedaselectivecoursesandexaminationcoursesbymostoftheschools.Generallyspeaking,therearefour-periodclasshoursperweekandthespecifictimeforclassisdifferent,therefore,itishardtoensuretheteachingqualityandteachingefficiencyofESPcourses.　　2.3LessPertinentTeachingMaterials

　　Thecontentofteachingmaterialsshouldservefortheteachingobjectiveandkeepconsistentwithteachingobjectiveatanymoment,thetrainingobjectiveoftalentsistocultivateexcellentprofessionalcompoundtalentswithhighprofessionalqualification.Intermsofoccupationalskilltalentstraining,EnglishworkingskillsandsocialserviceskillscoveredbythecontentofESPteachingmaterialsshouldbeadoptedaccordingtocurrentdemandsforEnglishprofessionalpositions.However,mostofeditingworkforthecontentofChineseESPteachingmaterialsisdonebytheteacherswhodon’tfullycomprehendtheESPteachingobjectiveandEGPteachingcontentsrequiredbyESPcourses,asaresult,thecontentofESPteachingmaterialslosetheessenceofESPinstructing,andlacknecessarypertinenceandpracticability,whichisdifficulttomeettheneedsofstudentsandleadstothefactthatthecontentofESPteachingmaterialsdeviatefromannotationoftheoreticalknowledgetoalargeextent.ThecontentofteachingmaterialsliketheseisalsouniversalexistenceincollegeEnglishinstructing,thecontentsthatarelackofpertinenceandeffectivenessareoftendullandobsoleteortooprofoundtounderstand,whichistoodifficultforstudentstograspandapply.ItishardtoimprovetheapplicationcompetenceofstudentsintheprocessoflearningESPcoursesinthelongrun.

　　2.4FewESPTeachingStaffandRelativelyWeakTeachingQuality

　　Atpresent,therearesomeproblemsexistinginthecomponentsofESPteachingstaff.Ontheonehand,fewprofessionalteachingstaffofESPcan’tguaranteetheneedsofstudentsforacademiclearning;ontheotherhand,relativelyweakteachingqualityofESPteacherscan’teffectivelytraincompoundtalentswithhighskillsandhighquality.ThenatureofESPteachingrequiresthatEnglishteachersshouldbearbothsolidprofessionalbasicknowledgeandstrongEnglishcompetence,however,theESPteachingstaffinmostcollegesiscomposedofteacherswhopaymoreattentiontoEGPaswellasspecializedEnglishteacherswhoemphasizecertainspecializedfieldsofEnglish.Therefore,twoproblemsappearconsideringallthesefactors:

（a）Althoughteachersofspecializedcoursehavesolidprofessionalknowledge,mostofthemlacktheabilityoflanguageteaching,theyoftenprioritizetheteachingofprofessionalknowledgeintermsofESPteachingandapplythetraditionalteachingmethodof“wordforwordtranslation”inpassageexplanation,whileignoreinstructingstudentswithpronunciation,grammar,sentencepatternandotherhigh-skilledknowledge;（b）ItisgenerallyknownthattheEnglishteachersshouldhavesolidbasicskillsoflanguage,deepunderstandingofthenatureandcharacteristicofEnglish,butrecentlymostEnglishteacherslackofnecessaryunderstandingofsocietyandnecessaryprofessionalbackground,sotheycan’tgraspandcomprehendcareerknowledgeofcertainprofessionalfields.TheyoftenapplythetraditionalEnglishteachingmethodinviewoftheexplanationonjobprofessionalknowledgesothattheexplanationoncriticalknowledgepointsbreaksawayfromactualrequirementforimprovingcomprehensiveskillsofthestudents.Toconcludefromwhathasbeendiscussedabove,itissafelytoinsistthatnomatterwhichproblemexists,ESPteachingqualitywillbegreatlyinfluencednegativelyandneedtobeimprovedurgently.　　3.COLLEGEENGLISHTEACHINGINNOVATION

　　3.1IntegratingESPTeachingPatternwithEGPTeachingMode

　　Itiscommonlyassumedthatstudentshavemasteredthebasicknowledgeofpronunciationandgram