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ClassifiedIndex:CODE:1007510075U.D.C:NO˖ADissertationfortheDegreeofM.LiteratureESPApplicationinHigherVocationalEnglishTeachingReformCandidate:WangDongfangSupervisor:AssociateProf.WangChengyanAcademicDegreeAppliedfor:MasterofArtsSpecialty:EnglishLanguageandLiteratureUniversity:HebeiUniversityDateofOralExamination:May,2013 AbstractAbstractWiththefurthergoingofourcountry'sreformandopeningtotheoutsideandthedevelopmentofeconomy,thesocietyandtheenterprisesputforwardahigherrequirementfortheEnglishabilityofhighervocationalstudents.TheapplicabilityandtheprofessionalismofEnglishgainedawiderattention.Butatpresentaseriesofproblemssuchasthestudents’Englishlearningmotivationisnothigh,theEnglishmaterialsareimpractical,ect,existinhighervocationalEnglishteaching.Mosthighervocationalstudentsneitherareabletoputtheirlanguageknowledgeintopracticalusenortomeettheneedofsocietyandenterprises.It'surgenttocarryoutanactiveEnglishteachingreformandexploration.ThisstudydiscussesESPapplicationinhighervocationalEnglishteachingreforminordertoseekmoreeffectivemethodstoimproveEnglishteaching.ThisstudydescribesthecharacteristicsoftheESPtheoryandtherelatedresearchofscholarshomeandabroad,analysesthecommonproblemsincurrenthighervocationalEnglishteaching,proposesthefeasibilityofguidingEnglishteachingwiththeESPtheory,anddiscusseshowtoreformthehighervocationalEnglishteachingwhichmeetstherequirementsofESPtheory.Thisthesisiscomposedofsixpartscoveringthefollowingdetails:PartOneisageneralintroductionoftheresearchbackground,researchpurposeandsignificance.PartTwoisliteraturereviewwhichistoclarifytherelateddefinitionsofsomeimportantconceptsaswellastheinvolvedresearchofcurrentsituationinordertolayingthefoundationforthemainpartofthediscussion.PartThreeanalysesthefeasibilityofguidinghighervocationalEnglishteachingwithESPtheorybydiscoursinguponconsistencyofESPtrainingobjectiveswiththoseofhighervocationalEnglishteaching,conformanceofESPteachingprincipleswithhighervocationalEnglishteaching,usefulnessofESPcoursedesigntothedevelopmentofEnglishteachingmaterials,usefulnessofESPteachers’roletotheteamconstructionofEnglishteachersinhighervocationalcollege.I AbstractPartFouristheinvestigationsofthecurrentsituationofhighervocationalEnglishteaching.ThispartmainlyanalysesthedataofthesurveyquestionnairesandinterviewstotheteachersandthestudentsinHebeiSoftwareInstituteandBaodingVocationalandTechnicalCollege,investigatethemainproblemsexistinginhighervocationalEnglishteachingfromtheteachingobjectives,teachingmaterials,teachingmethods,students,teachersandtheEnglishabilityrequirementofenterprises.PartFiveconcretelyanalysesthehighervocationalEnglishteachingreformbasedonthetheoryofESPintheaspectsofNeedsanalysisasthebaseofsettingthetraininggoals,adaptationofESPteachingprinciplesonteachingmethods,ESPcoursedesignsystemasthereferenceforEnglishteaching,reformimprovementoftheevaluationsystem.Partsixistheconclusion.ItstatesthenecessityofESPapplicationinhighervocationalEnglishteachingreformandlimitationofthestudy.KeywordsESPhighervocationalEnglishteachingreformII 摘要摘要随着我国改革开放的进一步深入和经济的快速发展，社会和用人单位对高职人才的英语能力提出了更高的要求。英语的实用性，专业性得到了更广泛的关注。但目前我国高职英语教学存在学生学习积极性不高，课本知识与实际需求相脱节等一系列问题，所培养的众多人才中大多数无法把所学的语言知识与具体的实际运用联系起来，不能满足社会和用人单位的需求。所以对高职英语教学进行积极探索与改革成为当务之急。本研究介绍了专门用途英语(ESP)理论的特点,国内外学者的相关研究情况,分析了当前高职英语教学普遍存在的问题,提出把专门用途英语理论运用到高职英语教学的可行性,并对符合专门用途英语理论要求的高职英语教学改革进行探讨,寻求改进高职英语教学更有效的方法。本论文共六个部分,主要内容如下:第一部分是绪论,对本文的研究背景，研究目的和意义进行的阐述。第二部分是文献综述。这部分对本文涉及的一些重要概念的界定进行阐述,为更好地进行主体部分的论述打下基础。第三部分是把专门用途英语理论运用到高职英语教学的理论可行性分析,通过论述专门用途英语的教学原则符合高职英语教学要求，专门用途英语的教学理念与高职英语培养目标一致，专门用途英语课程设计的相关理念符合高职英语教材开发的要求，专门用途英语教师角色是高职英语教师队伍建设的依据等四个方面对ESP应用于我国高职英语教学进行分析,得出可行性结论第四部分是高职院校英语教学现状进行的调查分析。这部分主要对河北软件职业技术学院和保定职业技术学院两所高职院校教师，学生的问卷和访谈调查数据进行分析,从教学目标，教材，教学方法，学生，师资以及用人单位对高职毕业生英语的要求等几个方面对我国高职英语教学中存在的主要问题进行调查研究。第五部分是基于专门用途英语理论的高职英语教学改革实践,从以“需求分析”为基础确定高职英语教学目标，借鉴专门用途英语课程设计原理加强英语教材建设，加强教师队伍建设，运用多种教学方法丰富教学手段，完善评估体系等四部分五个方面进行具体的分析与论证，使英语教学同专业需求相结合,帮助学生获取将来工作所需的英语能III 摘要力。第六部分是结论，结合现实状况和高职英语教学存在的问题，明确了把专门用途英语理论运用到高职英语教学的可行性和必要性。关键词专门用途英语高职英语教学改革IV ContentsContentsChapter1Introduction.........................................................................................................11.1ResearchBackground................................................................................................11.1.1BackgroundandNecessityofHigherVocationalEnglishTeachingReform.11.1.2SignificanceofESPTheoriestotheReform..................................................21.2PurposeandSignificanceoftheResearch................................................................3Chapter2LiteratureReview................................................................................................52.1DefinitionsofESP.....................................................................................................52.2OriginsofESP...........................................................................................................72.3ClassificationsofESP...............................................................................................82.4DevelopmentofESPBothintheWorldandinChina............................................102.4.1ESPintheWorld..........................................................................................102.4.2ESPinChina................................................................................................11Chapter3FeasibilityofESPApplicationinHigherVocationalEnglishTeaching.......133.1ConsistencyofESPTrainingObjectivesWithThoseofHigherVocationalEnglishTeaching...........................................................................................................................133.2ConformanceofESPTeachingPrinciplestoHigherVocationalEnglishTeaching143.2.1Learner-CenteredPrinciple..........................................................................143.2.2AuthenticityPrinciple..................................................................................153.2.3NeedsAnalysis.............................................................................................163.3UsefulnessofESPCourseDesigntotheDevelopmentofEnglishTeachingMaterials...........................................................................................................................173.3.1PrinciplesofESPCourseDesign.................................................................173.3.2ApproachesofESPCourseDesign..............................................................183.4UsefulnessofESPTeachers’RoletotheTeamConstructionofEnglishTeachersinHigherVocationalCollege...............................................................................................203.4.1ESPTeacherasaCourseDesignerandProvider.........................................213.4.2ESPTeacherasaCollaborator.....................................................................223.4.3ESPTeacherasaResearcher........................................................................223.4.4ESPTeacherasanEvaluator........................................................................23V ContentsChapter4InvestigationsoftheCurrentSituationofHigherVocationalEnglishTeaching..................................................................................................................................244.1ResearchObjects.....................................................................................................244.2ResearchApproaches..............................................................................................254.3ResultsandAnalysis................................................................................................264.3.1TeachingObjectives.....................................................................................264.3.2Students........................................................................................................274.3.3EnglishTeachers...........................................................................................324.3.4TeachingMaterials.......................................................................................334.3.5TeachingMethodsandMeans......................................................................344.3.6RequirementsofEnterprisesforStudents’EnglishAbilities.......................36Chapter5SuggestionsonHigherVocationalEnglishTeachingReform.......................415.1NeedsAnalysisastheBaseofSettingtheTrainingGoals......................................415.2AdaptationofESPTeachingPrinciplesonTeachingMethods...............................425.3ESPCourseDesignSystemastheReferenceforEnglishTeachingReform..........445.3.1StrengthentheDevelopmentofTeachingMaterials....................................445.3.2StrengthentheConstructionofTeachers’Team...........................................455.4ImprovementoftheEvaluationSystem..................................................................45Chapter6Conclusion...........................................................................................................476.1NecessityofESPApplicationinHigherVocationalEnglishTeachingReform.....476.2LimitationoftheStudy...........................................................................................47WorksCited............................................................................................................................48Bibliography...........................................................................................................................51Acknowledgement..................................................................................................................53VI Chapter1IntroductionChapter1Introduction1.1ResearchBackgroundInthissection,theauthorwillexplaintheresearchbackgroundfromthefollowingtwoaspects,includingbackgroundandnecessityofhighervocationalEnglishteachingreformandsignificanceofESPtheoriestothereform.1.1.1BackgroundandNecessityofHigherVocationalEnglishTeachingReformOurindustryandeconomyhaveleaptforwardandtheexchangesbetweenchinaandothercountriesinmostfieldshavebecomemorefrequentsinceChinaadoptedthepolicyofreformandopening.Underthisbackground,allpersonnelarerequiredtopossessasolidfoundationofprofessionalknowledgeandEnglishabilitytomeetthechallengeoftheinternationalcommunity.Tothestudentsofhighervocationalcollege,ononehand,thetraininggoalofhighervocationalEnglishistoimprovethestudents'Englishlanguageabilityandcomprehensivequality,promotestudents'employmentcompetitiveness.Theforeignexperimentprovesthatwhenforeignlanguageteachinganddisciplineteachingcombinetogether,theefficiencyoftheforeignlanguagestudyishigherthanlanguagestudyonly.Becauseonlybythewaythatthestudentsrealizethetruecommunicationbyusinglanguage[1]inpersoncouldtheygetagoodresultintheirlanguagelearning.Influencedbythiskindofthought,oneofthevoicesofordinaryhighereducationinEnglishreformofourcountryshouldalsocombineEnglishstudywithspecialty.Soinrecentyears,whileimprovingprofessionallevel,wearepayingattentiontoimproveEnglishpracticeandapplicationability.Ontheotherhand,studentsinhighervocationalcollegewillbeeducatedtobeworkersattheproductionlinewhoareresponsibleforthetechnicalguidanceandmanagementoftheproductionline,sotheirqualitylevelhasadirectrelationwiththeproductionefficiency.AndwiththegreaterspeedofeconomicglobalizationandChina'saccessiontotheWTO,thetechnicalpersonnelhavebeenputforwardahigherrequirementintheaspectoflanguage1 河北大学文学硕士学位论文ability.ButthehighervocationalEnglishteachingcannotmeettheneedsofsocietydevelopment,thehighervocationalEnglishteachingreformisanecessity.Atpresent,therearealotofstudiesinhighervocationalcollegeEnglishteachinginawiderange,includinginontheconstructionofhighervocationalcollegeEnglishteachingmaterial,theconstructionofteachers'teamandstudent'sEnglishstudystate.Butmostofthemjustasksomequestionorsomeopinionsandsuggestionsaregiven,suchashigher[2][3]vocationalcollegeshouldfocusonpracticability,carryonlayeredteaching,use[4]communicativeteaching,etc.TherearesometeachersandscholarshavestudiedthecombinationbetweenhighervocationalEnglishteachingandspecialty,butonlylimitedtocommenttheimportantmeaningofthecombination.Astohowtocombinethem,thereisnoeffectivemethod.1.1.2SignificanceofESPTheoriestotheReformAboutESPMunbygaveadefinitionatthebeginningofhisbookCommunicativeSyllabusDesign.Itgoesasfollows:“ESPcoursesarethosewherethesyllabusandmaterialsaredeterminedinallessentialsbytheprioranalysisofthecommunicationneedsofthe[5]learner.”Robinson(1980,p.13)gaveanotherdefinition:“anESPworseispurposefulandisaimedatthesuccessfulperformanceofoccupationaloreducationalroles.Itisbasedona[6]rigorousanalysisofstudents'needsandshouldbe`tailor-made'...”.Hutchinson&Waters(1987,p.19)developedanexactandconcisedefinition,“ESPisanapproachtolanguageteachinginwhichalldecisionsastocontentandmethodarebasedonthelearners'reasonfor[7]learning.”.Fromtheabovedefinitionswecanseethat,oneaspectESPemphasizesonissearchingawayofcombinationfromthedemandofspecialty.ESPisanapproachsystemofEnglishteaching.Itispracticaloriented,andcombinedcloselywiththespecialty,italsoputsforwardthewholeEnglishteachingbasedonthestudents'needsandconsidersEnglishisanapproachoratoolnotjustalanguagesubject.ESPcoursesarebasedonneedsanalysistheory,acquirethepurposeofthelearnersthroughtheanalysisofthelearningtargetandlearningmotivation,andbylearningneedsanalysistoknowthenecessarylanguageknowledgeandskillsthelearnersmustmastertocarryoneffectivecommunicationbothintheirlifeandwork,2 Chapter1IntroductionitspurposeistooffermeanstothelearnerstolearnprofessionalknowledgeinEnglish.BeforedesignESPcourses,weshouldfirstanalyzetheneedsofdifferentlearnersinordertodeterminethecategoriesofabilityanddegreeoflevelwhichsuittothepurposeofEnglishlearning.Andonthisbasis,combiningwiththelearner'sfoundation,establishthecorrespondingteachinggoal,compileteachingmaterialsandtestingmethod,etc.,toensurethatstudentscanmaximallygaintheEnglishproficiencyrequiredforworkinalimitedtimeinthefuture.Itisastrongtargetedmethodcenteredonpracticalabilitytraining.SowecanseethatESPteachingmakeshighervocationalEnglishteachingmoretargeted,practical,andoffersbetterandmoreeffectiveservicesforcultivatinginterdisciplinarytalentsadaptedtosocialrequirement.1.2PurposeandSignificanceoftheResearchTherehavebeenanumberofstudiesregardingvocationalEnglishteachingreforminChinawhichcoverawiderange,includingEnglishconstructionandconstructionofEnglishteacherteam,etc.ButESPteachinghasbeenaweakpointatthehighervocationalcollegeinChinaforalongtime.DuetotheEnglishbasisisveryweak,thelackofinterestinEnglishandlearningmotivationisnotclear,thehighervocationalcollegestudentsspendlittletimeorenergyonEnglishlearning.ItisdifficultforthemtouseEnglishatworkaftergraduationfromhighervocationalcollege.AlotofgraduatesareevennotabletoreadliteratureontheirownmajorswritteninEnglish.Moreover,thecommonEnglishknowledgethatstudentslearnfromthehighervocationalcollegecoursesystemisnottheusefulonethattheyneed.However,accordingtothesurveyintherelatedenterprises,thereisagreatdemandforgraduatesinEnglish.SoweneedateachingmodewhichisacombinationofEnglishandprofessionalteachingmethods.“ESPcoursesarethoseinwhichtheaimsandthecontentaredetermined,principallyorwhollynotbycriteriaofgeneraleducation(aswhenEnglishisa[8]schoolsubject),butbyfunctionalorpracticalEnglishrequirementofthelearner.”ESPteachingisnotsimplyateachingofEnglish,norasimpleteachingofprofessionalknowledge,butistomaketheEnglishlanguageasatool.Afterthepracticeoftraining,makethestudentstoobtaintheabilityofprofessionalinformation,andbecomethecompoundandpractical3 河北大学文学硕士学位论文talents.Thestudyofthispaperhasrealisticsignificance.ThepresentESPstudiesinChinamainlyfocusoneitherapplyingESPinuniversitiesandcollegesordesigningbusinessEnglishcurriculum.AmongthelimitedstudiesofESPinChina,wefoundlessstudiesofapplyingESPinhighervocationalcollege.Basedonthepracticalneedsandtheliteraturereference,theobjectiveofthispaperistoexploretheeffectivewaywhichissuitabletothecharacteristicofhighervocationaleducation.AndwealsohopetheapplicationofESPinhighervocationalcollegecouldfacilitatethestudentstoimproveEnglishabilityandinthemeantimemastertheprofessionalknowledge,andlayasolidfoundationforthesustainabledevelopmentofthestudentcareer.4 Chapter2LiteratureReviewChapter2LiteratureReview2.1DefinitionsofESPESPhasbeenamajorlanguagephenomenonsinceitemergedinthe1960sintheworld.Manyoverseasexpertshavegivenvariousexplanationsaboutit.Asearlyas1964,Halliday,McIntoshandStrevensobservedthegermofESPandtheydefinedESPinabookentitledTheLinguisticScienceandLanguageTeachingasfollows:“ESPreferstoEnglishforcivilservants;forpolicemen;forofficialsoflaw;fordispensersandnurses;forspecialistsinagriculture;forengineersandfitters.”In1977,Strevensdevelopedanotherdefinition:“ESPcoursesarethoseinwhichtheaimsandthecontentaredetermined,principallyorwhollynotbycriteriaofgeneraleducation(aswhenEnglishisaschoolsubject),butbyfunctionalor[9]practicalEnglishrequirementsofthelearner.”In1978,MunbyputforwardanotherdefinitionofESPatthebeginningofhisbookCommunicativeSyllabusDesign.Itgoesasfollows:“ESPcoursesarethosewherethesyllabusandmaterialsaredeterminedinall[10]essentialsbytheprioranalysisofthecommunicationneedsofthelearner.”Alsoin1978,anotherdefinitionofESPgivenbyMackayandMountfordasfollowsESPisgenerallyusedtorefertotheteachingofEnglishforaclearlyutilitarianpurpose.Thispurposeisusuallydefinedwithreferencetosomeoccupationalrequirement,forexample,forinternationaltelephoneoperators,civilairlinepilots,etc.,orvocationaltrainingprograms,forexample,forhotelandcateringstaff,technicaltrades,etc.,orsomeacademicorprofessionalstudy,forexample,[11]engineering,medicine,law,etc.Robinsonputforwardanotherdefinition:AnESPcourseispurposefulandisaimedatthesuccessfulperformanceofoccupationaloreducationalroles.Itisbasedonarigorousanalysisofstudents'needsandshouldbe`tailor-made'...Itislikelytobeoflimitedduration.Students[12]aremoreoftenadultsbutnotnecessaryso...5 河北大学文学硕士学位论文McDonoughconsideredthat“ESPisafocusoflanguageteachingactivitywhichcertainlyhasitsownrangeofemphasesandpriorities;reflectingtheshiftsandchangesintheworld'sbalanceofpowerinthiscentury.”Shealsothoughtthat“ESPtakesfromAppliedLinguisticsresearchintothoseaspectsoftheteachingorlearningprocesswhicharerelevant[13]toanyparticularcontext.”TomlinsoninhisAGlossaryofBasicEFLTerms,saysthatESPcoursesaredesignedforpeoplewhoarelearningEnglishsothattheywillbeabletouseitinparticularsituationssuchasonaholiday,intheirjob,intheirtrainingoronacademic[14]courses.However,Strevens(1988,p.149)explained“EnglishforSpecificPurposesisa[15]particularcaseofthegeneralcategoryofspecial-purposeslanguageteaching.”HegaveadefinitiontoESPbymakingadistinctionbetweenitsvariableandabsolutecharacteristics,anddevelopedamoreconcreteandcomprehensiveideaaboutthenatureofESP,itsrelationshipwithEnglishforgeneralpurposesanduniqueness,andthewaytocarryoutESPprogramsetc.Hutchinson&Watersputforwardanexactandconcisedefinition,“ESPisanapproachtolanguageteachinginwhichalldecisionsastocontentandmethodarebasedon[16]thelearners'reasonforlearning.”FromalltheabovedefinitionswecanseethatESPbelongstoEnglishlanguageteaching,andwecangenerallyconcludethat:*ESPisanapproachtoEnglishteachingwhichtakesintoaccounttheneedsofthelearners.*ESPfocusesonthelanguagefunctionsandformswhicharespecifictothatneed.*ESPfocusesonlanguageuseratherthanlanguagestructure.ESPisnotaspecialEnglishlanguage,becausespeciallanguageandspecializedaimorspecificpurposearetwodifferentnotions.ThecoreofESP,whilestillEnglish,focusesonaspecificareaofthefieldinwhichpeopleareengagedinscience,economics,medicine,architecture,psychologyoradministration.ThetaskofteachingESPistohelpitslearnerstocommunicateinEnglishaboutthesubjectstheyspecializein.ESPaimsmainlyatcultivatinglanguagecompetenceforspecialcontexts.6 Chapter2LiteratureReview2.2OriginsofESPAccordingtoTomHutchinson&AlanWaters,theexpansionofdemandforEnglishtosuitparticularneed,developmentsinthefieldsoflinguisticsandeducationalpsychologywerethethreemainfactorswhichledtotheemergenceofESPinthelate1960s.Thedevelopmentofworldeconomyinthe1950sand1960swasthefirstcauseofESPemergence.AftertheSecondWorldWar,thegrowthofscienceandtechnologyneededpeopleinthesefieldstolearnspecificEnglishforobtainingthekeytotheinternationalcurrenciesoftechnologyandcommerce,Forexample,mechanicshadtoreadinstructionmanualsinEnglish,doctorshadtoreadEnglishmaterialsinfieldandstudentsneededtoreadEnglishtextbooksandjournals.Intheearly1970stheOilCrisisenhancedthepassionoflearningEnglish.Atthattimemassivefundsandwesternexpertiseflowedintotheoil-richcountries.CommercialinterestsurgedmoreandmorepeopletolearnEnglish.Secondly,developmentsinthefieldsoflinguisticswerethesecondfactoroftheemergenceofESP.AsthedemandwasgrowingforEnglishcoursesforspecificgroupsoflearners,influentialnewideasbegantoemergeinthestudyoflanguage.Thenewstudiesshiftedattentionawayfromdefiningtheformalfeaturesoflanguageusagetodiscoveringthe[17]waysinwhichlanguageisactuallyusedinrealcommunication.OnefindingwhichhadanimplicationonELTofthisresearchwasthatthelanguagewespeakandwritevariesfromcontexttoanother.Forinstance,theEnglishofengineeringandthatofcommerce,itispossibletodeterminethefeaturesofspecificsituationsandthenmakethesefeaturesthebasisofthelearners'course.TheideawhichgavesupporttothedevelopmentofEnglishcoursesforspecificgroupsoflearnershasarealisticuseforusnowadays.Thirdly,newdevelopmentsineducationalpsychologyalsoenhancedtheriseofESPbyemphasizingtheideathatthelearneristhecenterofthelearningcourseandthelearners’attitudestolearning.ThistrendlentsupporttothedevelopmentofEnglishcourseswhichwerecloselyrelatedtothelearners'needsandinterests.TheclearrelevancebetweentheEnglishcourseandlearners'needswouldimprovetheirmotivationandtherebymakelearningbetterandfaster.7 河北大学文学硕士学位论文2.3ClassificationsofESPTherearemanytypesofESP,inordertounderstanditfurther,itisnecessarytoanalyzeit.UntilnowmanylinguistshaveprovidedclassificationsofESP,andmostofthememploytheformoftreediagrams.Maybetheclassificationsdesignedbydifferentlinguistshavesomedifferencesindetail;however,theideathatESPisdividedintoEnglishforAcademicPurposes(hereinafterreferredtoasEAP)andEnglishforOccupationalPurposes(hereinafterreferredtoasEOP)iswidelyaccepted.Figure1andFigure2showthedivisionthroughthetreediagramwithreferencetoStrevensandHutchinson&Waters.[18]Figure1ESPclassificationsbyexperience[19]Figure2ESPclassificationsbyprofessionalareas8 Chapter2LiteratureReviewThetermEOPreferstoEnglishthatisnotforacademicpurposes;itincludesprofessionalpurposesinadministration,law,medicineandbusiness,andvocationalpurposesfornon-professionalsinworkorpre-worksituation.EnglishforBusinessPurpose(hereinafterreferredtoasEBP)isalargeandimportantcategorywithinEOP.VocationalEnglishandpre-vocationalEnglisharethetwosubsectionsofEnglishforvocationalpurpose(hereinafterreferredtoasEVP).VocationalEnglishisconcernedwiththelanguageoftrainingforspecifictradesoroccupations.Andpre-vocationalEnglishisconcernedwithfindingajobthroughanunderstandingofemployerexpectationsandpolicies.Whoselearnersareoceanseaman,internationalairstaff,foreigntradeandeconomicpersonnel,internationaltourismstaff,aswellastechnician,doctorandetc.TheyuseEnglishintheirprofessionalactivitiesorintheworkinordertolearnthecontentandskillswhicharerelatedtotheirworkingfields.EnglishforAcademicPurpose(hereinafterreferredtoasEAP)andEnglishforEducationalPurpose(hereinafterreferredtoasEEP):ThelearnersaremainlythestudentsintheuniversitywhoneedtouseEnglishinthestudy.EmphasisistobuildEnglishlanguagefoundationsandtocombineitwiththeirmajorsappropriately.BusinessEnglish,tourismEnglishandinternationalfinancialEnglishetc.allneedthelearnersreadoriginalEnglishtextsandarticlesintheuniversitystage.EnglishforScienceandTechnology(hereinafterreferredtoasEST)takesamainplaceinEAP,atthesametime,EnglishforMedicalPurpose(hereinafterreferredtoasEMP)andEnglishforLegalPurpose(hereinafterreferredtoasELP)arethetwoimportsectionsofEAP.Fromtheabovecontents,thecharacteristicsofESPteachingcanbesummarizedasfollows:Firstly,ESPteachingbasedonlearners'needsanalysis,andpayattentiontotheteachingeffectandbenefits,thechoiceofteachingcontentandteachingmethodisdeterminedbythestudents'learningneeds.Secondly,ESPteachingmakesprofessionalcoursesastheobjective.Thirdly,ESPteachingpaysattentiontothecultivationofpragmaticcompetence.StudentsmainlyuseEnglishintheirmajorstomeetthecommunicativerequirements.9 河北大学文学硕士学位论文Fourthly,learnersincludegeneralstudentsandemployeeswithworkexperience,etc.,andtheyhaveclearlearningpurpose.2.4DevelopmentofESPBothintheWorldandinChinaInordertohaveaclearunderstandingofESPitisnecessaryforustoknowtheknowledgeofthedevelopmentofESPhomeandabroad.2.4.1ESPintheWorldFromtheearly1960's,ESPhaddevelopedanditspractitionercametorealizethataliteraryorhumanitiesbasedlanguageeducationapproachwasnolongersuitableforlearnerswhohadspecificacademicorprofessionalinterests.SincethenthefieldofESP,inboththeoryandpractice,haddevelopedrapidlyinthepastseveraldecadestobecomeamajorforceinEnglishlanguageteachingandresearch.Itisnowwellestablishedasavitaland[20]distinctivepartofELT.Sincethelate1980's,asDudley-EvansandSt.Johnnoted,ESPhadchangedintwosignificantrespects.Firstly,EnglishforBusinessPurposeshadbecomeanincreasinglyimportantareaofESP.Secondly,theworkofdiscourseandgenreanalysisontheonehandandtheresultsofcomputer-basedanalysisontheotherhandprovideafullerunderstandingofhowspecifictextsworkbothinwrittenandspoken.AccordingtothedescriptionbyHutchinsonandWaters,ESPhasnowundergonefivemainphasesofdevelopmentsasfollows:1.Registeranalysis,focusingon"speciallanguage"atthesentencelevel.2.Rhetoricalordiscourseanalysis,shiftingattentiontothelevelabovethesentence.3.Targetsituationanalysis,relatinglanguageanalysiscloselytolearners'reasonsforlearning.4.Skillsandstrategies,consideringthethinkingprocessesunderlyinglanguageuse.5.Alearning-centeredapproach,concerninglanguagelearninginsteadoflanguage[21]uses.Currently,justasotherbranchesofELTandmanyotherhumanactivities,thetrendintheESPworldisawideacceptanceofdiversification,whichresultsintheapplicationofdifferent10 Chapter2LiteratureReviewapproaches,mixedtypesofmaterialsandmethodologies.Inaddition,underthesituationofglobalization,Englishwillstillremaindominantinthecomingfiftyyearsasaninternational[22]languageasitwasapproximatelyinthepastfiftyyears.SofaracompletesystemofESPstudieshasbeenformedandESPadvancesbothintheoryandpracticeabroad.Englishlearningwillbemoreandmorecloselycombinedwiththeknowledgelearningofotherspecialties,asoneofthecharacteristicsofESP.2.4.2ESPinChinaESPbegantodrawpeople'sattentioninEnglishLanguageTeachingfieldattheendof1970sinChina.TheearlieststudiesofESPareaboutthepapersofprofessorYangHuizhong.Inhispapers,YangintroducedtheconceptofESPandrecommendedoverseaspopularESPmaterials.Sincethen,scholarsandresearchersinChinabegantopaycloseattentiontothedevelopmentofESP.Inthe1980s,ESPteachingsufferedadeclineatuniversities.TheimportanceofasolidfoundationofgeneralEnglishknowledgewasexcessivelystressed.Contents,textbooksofgeneralEnglishbecamedominantinuniversityEnglishteachingfornon-Englishmajors.CollegeEnglishTest(hereinafterreferredtoasCET)scoreswereacceptednationwideasthemostinfluentialstandardevaluationapproachofstudents'English[23]level.BothESPpracticeandresearchinChinashrankmarkedly.Inthemiddle1990s,ESPteachingbecameahottopicagain.ThestudiesofESPteachingtheoryinChinainvolvedthreemaintopics.Firstly,introducetheESPtheoryandoverseasresearchachievements.Secondly,itisaboutthediscussionofwhetherESPexistsornot.AlotofresearchersprovedthatESPdoexistsfromtheorytoteachingpractice.ThethirdtopicisaboutELTreforminuniversities.MostexpertsreachedanagreementthatitisfeasibletoapplyESPteachinginuniversitiesandcollegesandESPteachingisthetendencyanddirectionofELTreform.However,wearenotsatisfiedtoseethatthecurrentachievementsandsituationinboththeoryandpracticeofESPdevelopedslowerinChina.AndmoreattentionispaidontheintroductionofoverseasESPdevelopment.ButsomeESPtrainingprograms,forexamplebusinessEnglishtrainingprograms,runbysomesocialorganizationsenjoygreatprosperityacrossthecountry.AccordingtoDubinandOlshtain(1986,p.11),“An11 河北大学文学硕士学位论文indicationthatlanguageprogramsarefailingtomeetlearners'objectivesisoftensignaledby[24]theexistenceofflourishingschoolsandcoursesoutsidetheofficialeducationalsystem”.InESPteachingfieldthereisasharpdiscrepancybetweentheachievementsoftheinstructionalprogramandactualsocietalneedsinChina.12 Chapter3FeasibilityofESPApplicationinHigherVocationalEnglishTeachingChapter3FeasibilityofESPApplicationinHigherVocationalEnglishTeachingTheultimategoalofhighervocationalEnglishteachingistohelpstudentstorealizetheconversionfromlanguagelearningtolanguageuse,andcultivatethestudents’abilitytousethelanguagewithinthescopeofthespecificprofession.FromthebasicEnglishcurriculumteachingrequirementforhighervocationaleducation,wecanseeclearlythatEnglishcurriculumshouldnotonlysetgoodlanguagestageforfoundation,butalsopaymoreattentiontodevelopingtheactualuseoflanguageskills,especiallytheabilitytouseEnglish[25]dailyandinforeign-relatedbusinessactivities.HighervocationalEnglishteaching,therefore,mustconsiderthestudents'Englishlearningrequirementsandtheneedsoftheenterprisesfortalents,satisfythedifferentrequirementsofdifferentprofessions,andproviderealpracticalservicesforstudents.ESPteachingmakesthelanguagelearningasanassistantoftheprofessionallearning,helpsstudentsunderstandthelatestdevelopmentsasfastastheycouldinvariousfieldsintheirpracticalwork,andmakeslearningandpracticepromoteeachother.ESPteachingappliesintohighervocationalEnglishteaching,andcombineswiththerelevantprofessionalEnglishteachingorganically,inthiswaytocultivateinterdisciplinarytalentswithprofessionalandforeignlanguageability.ESPteachingisthehighstandardestablishedbysociallinguisticsforlanguageeducationandisalsothebasicrequirementofsocialpractice.TheuseofESPtheorytoguidehighervocationalEnglishteachingisfeasible.3.1ConsistencyofESPTrainingObjectivesWithThoseofHigherVocationalEnglishTeachingESPemphasizesseekingforacombinationofEnglishandprofessionfromthedemandofprofession.Meanwhileitispracticaloriented,andcombineswithcareertogether,paysattentiontothecultivationofstudents'pragmaticcompetence.AndalltheseconsistwiththehighervocationalEnglishteachinggoalwhichemphasizescultivatingthestudents’Englishabilitytomatchwiththeirprofession.ESPpaysattentiontocultivatingthestudents'13 河北大学文学硕士学位论文communicativecompetence,improvingstudents'abilitytouseEnglishattargetpositionwithinthescopeofactivities,traininginaparticularfieldorindustrysectorwithinthescopeofuseofspecializedpersonnelinprofessionalcommunication.ThetraininggoalofhighervocationalEnglishisalsotocultivatestudents’abilitytousethelanguagewithinthescopeofaparticularprofession.ESPmakessituationanalysisandneedsanalysisasthestartingpointandthecenterofteaching,extractsEnglishapplicationabilitywhichcouldmeettheneedsofprofessionoracademicfield,thenintegratesvocabulary,grammar,teachingandotherteachingfactors,toformaparticularlystrongtargetedtrainingpathwithpracticalabilityas[26]thecenter.HighervocationalEnglishteachingmakesposition-neededEnglishasthebasicgoal,trainsstudents’Englishabilitywhichtheycanusetocompleteworktasksintheirfuturejobs.Thus,ESPprovidesuswithvaluableideasandtoolsforrealizingtheobjectiveofthehighervocationalEnglishteaching.3.2ConformanceofESPTeachingPrinciplestoHigherVocationalEnglishTeachingESPhasthreebasicteachingprinciples,includinglearners-centeredprinciple,Authenticityprincipleandneedsanalysis.ThesethreeprinciplesconformtohighervocationalEnglishteaching.3.2.1Learner-CenteredPrincipleThefirstonewediscussislearners-centeredprinciple.ESPhasaclearobjective,andmostofitslearnersareadultswhoselearningtimeislimitedmostly,sothesyllabusandtheteachingmaterialsarebasedonthebasisofjobrequirementsforthestudentsinthefuture.Allthesedeterminethatitsteachingprocessmustbelearners-centered.ESPteachingmakestrainingthelearners’communicativecompetenceastheteachingobjective.Thedeterminationofteachingobjective,thechoiceofcontentandteachingmethods,firstofallmustthinkaboutthepurposeandreasonthatwhythestudentslearnEnglish,andshouldbedeterminedbythecommunicativerequirementsandlearningneeds.AlthoughHutchinson﹠Watersthoughttheemphasisonlanguageusecouldhelpusstatethelearningobjective,wefocusonlanguage14 Chapter3FeasibilityofESPApplicationinHigherVocationalEnglishTeachinglearningratherthanlanguageuseinESPteaching.AndtheeffectiveandfeasibleESPteachingapproachmustbeestablishedonthebasisoffullunderstandingofthelanguagelearningprocess.Herelanguagelearningreferstolanguagelearningstrategiesandteachingmethodsthatcanmakethestudentsunderstandandoutputspecification.Infact,theemphasisonlanguagelearningistoemphasizethestudent-centeredteachingactivities.AndthispointconformstotherequirementsofhighervocationalEnglishteaching.3.2.2AuthenticityPrincipleReallearningtaskisanimportantparttoreflecttheauthenticityprincipleofESPteaching.AuthenticityisthesoulofESPteaching.Professionalteachingcontentmustbefromtheassociatedreallanguagematerials,designpracticeandteachingactivitiesinsideandoutsideofclass,shouldreflectthesocioculturalcontextofthespecializedEnglish.OnlyauthentictextsplusauthentictaskscouldembodythecharacteristicofESPteaching.AstheWestargued:ThedevelopmentofESPenlargedtheconceptionofauthenticityintwoprincipalways.First,authenticityoftextwasbothbroadenedtoincludetextsotherthanwrittentextsandnarrowedtodifferentiatebetweenthedifferenttypesoftextgeneratebyeachskill,sothatreading,forexample,couldbesub-dividedintoreadingreports,readingtechnicaljournals,readinginstructionmanuals.Secondly,theconceptionofauthenticitywasenlargedtoembraceauthenticityoftask.Ineffect,thismeantdesigningtasksrequiringstudentstoprocesstextsastheywouldintherealworld,i.e.employingthesameskillsandstrategiesaswouldbe[27]requiredinthetargetsituation'.Authenticityisalsoembodiedinthecultivationoflanguageskills,learningstrategy,andcommunicativestrategy.HighervocationalEnglishteachingalsorequiresusingrealmaterialsrelatedwithprofessionasfaraspossible,tomakestudents’learningmoretargeted,purposeful,andpractical,sothatstudentscanadapttothejobassoonaspossibleaftergraduation.Highervocationalstudentsareveryinterestedintherealtasksandrealmaterialsofthetargetedposition.15 河北大学文学硕士学位论文3.2.3NeedsAnalysisNeedsanalysisisoftencharacterizedasthedistinguishingfeatureofESPcourse.Itisasetofproceduresforspecifyingtheparametersofacourseofstudy.Suchparametersincludethecriteriaandrationaleforgroupinglearners,theselectionandsequencingofcourse[28]content,methodology,andcourselength,intensityandduration.ItisthebasisofmakingESPsyllabusandwritingESPteachingmaterials.ESPneedsAnalysisisamustbecausetheteachingobjectiveisclearinESPandthelearnersarefullyconsciousofwhattheyneed.Themeaningof“needs”canbeperceiveddifferentlybydifferentscholarsandadifferentsetofneedsisproducedbydifferentneedsanalysisforthe-groupoflearners.Generallyspeaking,theword“needs”maymeanthefollowing.1.Itreferstothelearners'learningofjobrequirements.Thatis,whattheyhavetodoattheendofthelanguagecourse，andwhethertheirobjectivesofattendingthelanguagecoursehavebeenachieved.Wecanalsocallitgoal-oriented.2.Itreferstowhatalearnerneedstodointhecourse,namelylearnerperformanceasrequired.3.Itreferstothelearners'personalaims.4.Theword“needs”couldbedefinedas“lacks”aswell.Thatis,whatthelearnercannotdo,ordoesnotknow,andwhereheisweak.Thenitcanalsobedividedintotwokindsofneeds:targetneeds,whichisthetypeofneeddeterminedbythedemandsofthesituation.Learningneeds,whichisthetypeofwhatthelearnerneedstodoinordertolearn.Englishlevelgapamonghighervocationalinstitutestudentsisbigger,applicationabilityisuneven,sothehighervocationalEnglishteachingemphasizesstartingfromtheactualneedsofthestudentsinteaching,accordingtothebasisofdifferentstudentshighlightingthestudents’professionalability.ESPmakesneedsanalysisasthestartingpointandthecenterofteaching,analysesandmeetsthedifferentneedsofdifferentlearnersandprovidesafeasiblemethodforhighervocationalstudentstoobtainakindlanguagecommunicationformrequiredbyprofessionalneed.Inotherwords,ESPissuitablefortherealityofhighervocationalstudents.16 Chapter3FeasibilityofESPApplicationinHigherVocationalEnglishTeaching3.3UsefulnessofESPCourseDesigntotheDevelopmentofEnglishTeachingMaterialsCoursedesignistheprocessbywhichtherawdataaboutalearningneedisinterpretedinordertoproduceanintegratedseriesofteaching-learningexperiences,ultimateaimistolead[29]thelearnerstoaparticularstateofknowledge.Thetheoreticalandempiricalinformationarethenecessityforcoursedesigntoproduceasyllabus,toselect,adaptorwritematerialsinaccordancewiththesyllabus,todevelopamethodologyforteachingthosematerialsandtoestablishtheevaluationprocedures.ESPcoursedesignistheusefulandhelpfulmodeforthedevelopmentofhighervocationalEnglishteachingmaterials.Inthissectionwewillanalyzeitfromthefollowingfouraspects,theyare:principlesofESPcoursedesign,methodologyofESPcoursedesign,characteristicsofESPteachingandESPcourseevaluation.3.3.1PrinciplesofESPCourseDesignTherearemanyprinciplesinESPcoursedesign,intheauthor’sopinionweshouldpayattentiontothefollowingthreeprinciples:Thefirstistheprinciplecenteredonlearningandlearners.Underthisprinciple,learningisaprocess,intheprocessthelearnerslearntotakeadvantageoftheexistedknowledgeandskillstomakethenewinformationmeaningful.Solearningisaninternalprocess,itmainlydependsonlearners'currentknowledge,theirskills,andtheirmotivationsofusingtheknowledge.Learningisnotonlyaprocessactivityinthebrain,butalsoaprocessofreconciliationbetweentheindividualandsociety.Thesocietymakesthetargetandtheindividualmusttryourbesttoclosetothetarget,thereforeindividualinitiativeintheprocessofacquiringknowledgeisquiteimportant.SoESPcoursesmustfollowsuchaprinciple,andputlearnersandlearningintheimportantposition,andtrulyrealizethetransitionfromteachingtolearning.Thesecondistask-orientedprinciple.InESPteachingtherearerealcommunicativetaskandlearningtask.AsthestartingpointofESPtheremustbeaspecialpurpose,andESPcoursedesignmustconsiderthispurposetodesigncourse.Intheprocessofcoursedesignthe17 河北大学文学硕士学位论文purposewillbebrokendownintorealtaskswhichwillbethelearningtasks.Sointheprocessofcoursedesignwemustfollowthisprinciple.Thethirdistheemphasisondevelopmentoflanguageskillsandstrategies.TheultimategoalofESPteachingistomakestudentsformakindoflanguageability,andusethelanguageinthetargetpositionandhelptocompletethetask,includingthecommunicationwithpeople,andreadingprofessionalliteratureusingtargetlanguage,etc.wemusttaketheabilitycultivationoflistening,speaking,readingandwritingintoaccount,ofcoursealsoincludestrategiestodeveloptheseskillsefficiently.3.3.2ApproachesofESPCourseDesignESPcoursedesigngenerallyincludesthefollowingseveralstages:understandingofthelearner'stargetposition,analysisofthetargetpositionandlearningsituation,writingthesyllabusandteachingmaterials,classroompracticeandevaluation.TherearemanydifferentapproachesforESPcoursedesignmadebycoursedesigners.Hutchinson&Watersidentifiedthreemaintypeswhicharelanguage-centered,skills-centeredandlearning-centered.Thefirstoneislanguage-centeredcoursedesign.Inlanguage-centeredapproach,coursedesignprocessisthesimplestkind,andisprobablytheonemostfamiliartoEnglishteachers.Thelanguage-centeredcoursedesignprocessaimstomakeadirectconnectionwiththeanalysisofthetargetsituation.Thismayseemtobeverylogical,however,learningisnotastraightforward,logicalprocess.Hutchinson&Waters(1987:67)pointedoutanumberofweaknessesofthisapproach.Itstartsfromthelearnersandtheirneeds,andthusitmightbeconsideredalearner-centeredapproach.Butitis,infact,notlearner-centeredinanymeaningfulsenseoftheterm.Consideringneedsanalysis,thelearnersshouldbeconsideredateverystageoftheprocess.Yet,inthismodelthelearningneedsofthestudentsarenot[30]accountedforatall.Itisnotlearner-centered,butsimplylearner-restricted.Thelanguage-centeredanalysisoftargetsituationdataisonlyatthesurfacelevel,whichrevealslittleaboutthecompetencethatunderliestheperformance.Thesecondoneisskills-centeredcoursedesign.ComparedwithLanguage-centeredapproachtheskills-centeredapproachtoESPhasmadeagreatprogress.Itisfoundedontwo18 Chapter3FeasibilityofESPApplicationinHigherVocationalEnglishTeachingfundamentalprinciples,oneistheoretical,andtheotherispragmatic.Theskills-centeredapproachaimstogetawayfromthesurfaceperformancedataandlookatthecompetencethatunderliestheperformance.AlthoughthismodeisareactionbothtotheideaofspecificregistersofEnglishasabasisforESPandtothepracticalconstraintsonlearningimposedbylimitedtimeandresources,itisnotperfect,italsohasalimitation.Theskills-centeredapproachjustmakeslearneraslanguageusers,ratherthanlanguagelearners.Itsconsiderationjuststaysonthestageoftheanalysisofthelearningsituation.Thethirdoneislearning-centeredapproach.Hutchinson&Watersexplainedwhytheyhadchosenthetermlearning-centeredratherthanthetermlearner-centered.Thelearner-centeredapproach"isbasedontheprinciplethatlearningistotallydeterminedbythelearner.Asteacherswecaninfluencewhatweteach,butwhatlearnerslearnisdeterminedbythelearnersalone.......inthelearningprocess,thereismorethanjustthelearnertoconsider."Alearning-centeredapproachtocoursedesignaimsatmaximizingthepotentialofthelearningsituation,andtakesthelearnerateverystageofthedesignprocessintoconsideration.Coursedesignisanegotiatedprocessandthereisnosinglefactorcanbeadecisiveimpactonthecontentofthecourse.TheESPlearningsituationandthetargetsituationwillinfluencethesyllabus,materials,methodology,andevaluationprocedures.Similarlythesefactorsalsocanaffecteachother.Thelearning-centeredcoursedesignprocessisshowninthediagrambelow.Fromthediagramwecanseethatcoursedesignisadynamicandinteractiveprocess.Frominitialanalysistocompletedcourseisnotalinearmotionprocess,becauseneedsandresourcesvarywithtime.Thecoursedesign,therefore,needstohavebuilt-infeedbackchannelstoenablethecoursetorespondtodevelopment.19 河北大学文学硕士学位论文[31]Figure3:Alearning-centeredapproachtocoursedesign3.4UsefulnessofESPTeachers’RoletotheTeamConstructionofEnglishTeachersinHigherVocationalCollegeUnderESPteachingsituation,theESPteachersmusthavethebasicabilityinclassroomteaching,inaddition,theymustalsoparticipateinneedsanalysis,syllabusdesign,textbookswritingandevaluation.DudleyEvansandSt.JohnidentifiedfivekeyrolesfortheESP20 Chapter3FeasibilityofESPApplicationinHigherVocationalEnglishTeachingpractitioner:1teacher;2coursedesignerandmaterialsprovider;3collaborator;4researcher;[32]5evaluator.Thefirstrole,thatis,asateacher,theroleofESPteachersisthesameastheordinaryEnglishteachers.ThedifferencebetweenESPteachersandgeneralEnglishteachersliesmainlyinthebackfourroles.3.4.1ESPTeacherasaCourseDesignerandProviderEarlyresearchersfoundthatthereisnodifferencebetweenunderstandingtheprofessionalmaterialsandgeneralmaterialsintherequiredlanguageknowledge.Termsinprofessionalmaterialsmaybecomeanobstacletotheunderstandingofmaterials,butinfactthesetermsareinternational,aslongasbeingremembered,youcanmakeyourreadingeasier.ThedifferencebetweenESPandgeneralEnglishisnottheuseoftechnicalterms,butthe[33]knowledgewhichisnecessarytounderstandtheseterms.Hutchinsonandwatersthinkhighlyspecializedmaterialsmakethelanguageassociatedwithprofession,whichcouldimprovelearners'learningmotivation.Butthelearnersarechanging,ifthematerialsbroughtthemalotofdifficultiesinthestudy,theymaysoonbetiredofit,infactthefinalmaterialsselectiondecisionisonteachers.Theselectionofmaterialsdependsontheteacher'sabilitytomasterthematerials,ifteacherscannoteffectivelyusethespecializedmaterials,theyshouldnotselectthematerials.ComparedwithgeneralEnglishteachers,ESPteachersaremorelikelytoaffecttheteachingsyllabusandteachingmaterials,becausethesethingswillfitwiththeability,thereforeESPteachersmustbethedesignersofthecourseandthewritersoftextbook.ButtheESPteachersneednotreallytolearnprofessionalknowledge,buttodothefollowingthreepoints:1holdsapositiveattitudetotheESPcontent2hasabasictheoreticalknowledgeoftheprofession3beclearaboutyourexistingknowledgeInotherwords,ESPteachersshouldnotbeaprofessionalteacher,butastudentwhoareinterestedintheprofession.Therearealsosomedifficultiesincoursedesign.Ononehand,duringthedevelopmentstageaclosecooperationbetweenthecoursedesignerandtheexpertsofcoursecontentis21 河北大学文学硕士学位论文verydifficult.Ontheotherhand,becauseoftherequirementtoconductacomprehensiveneedsanalysis,andthelearning-centeredcourseisnotstatic,developersalsohavedifficultyinbalancingvariousskillsforaspecificlearningcommunity.Themostresponsibilitytobalancethevariousskillsactuallyshouldbebornebytheteachers,becauseonlythepositionoftheteachersismostsuitabletoindicatethechangingdemandoflearning,andmakesure[34]thatallthestudentsabsorbthenutrientbalanceofthelanguage.3.4.2ESPTeacherasaCollaboratorThereisafactthathoweverskilledtheEnglishteachersmaybeintraditionalgrammaticalanalysis,theyarenotusedtothinkingoflanguageintermsofcommunicativefunction.Subject-specificworkisoftenbestapproachedthroughcollaborationwithsubject[35]specialists.SoESPmaterialdevelopersoftenneedtocooperatewithsubjectspecialistsbecausemostofthemareverygoodatthesubjects.Thecooperationmaybesimple,whereESPteachersfindoutthesubjectsyllabusinacademiccontextorthetasksthelearnershavetoperforminaworkortargetsituation.Also,thecooperationmaybemorespecifictocombinespecialiststudiesoractivitieswiththelanguage.Itcanbethatthelanguageteachersspecificallyprovidelearnerswiththe[36]languageorsubjectlecturesoneortwodaysbeforethesubjectlecture.OrthespecialistscheckandcommentonthecontentofteachingmaterialsdesignedbytheESPmaterialdevelopers.Certainly,asubjectspecialistandalanguageteachermayteachtheclassasa[37]team,whichmaybethefullestcollaboration.3.4.3ESPTeacherasaResearcherESPwillbecomeanincreasinglydevelopedcoursewiththedevelopmentofglobalization.Astheco-editorofthejournalEnglishforSpecificPurposesMartinHewingspredicted,ahealthyanddevelopingrangeofresearchwilldevelopinthenextdecade.Needsanalysiswillbethefirststepoftheresearch.Thedatashouldbeobtainedfromteachers,learners,aswellasgraduatesandemployers.ESPteachersshouldtouchwiththosestakeholdersinthewholeprocessofneedsanalysistoidentifythetargetneedsandlearning22 Chapter3FeasibilityofESPApplicationinHigherVocationalEnglishTeachingneeds.Onthebasisofthis,furtherresearchcouldbedoneregardingdesigningandevaluatingthesyllabusandprovidingorselectingmaterials.Inordertoachievethis,ESPteachersshouldhaveverystrongawarenessoftheresearchandarecapableofincorporatingthefindingsoftheresearch.TheyneedtogototheworkplacetoobservehowEnglishisutilizedinthetargetsituation.Andgoingbeyondthefirststageofneedsanalysis,theyalsohavetoobservethesituationsinwhichlearnersusetheidentifiedskills,andanalyzesamplesoftheidentifiedtexts.3.4.4ESPTeacherasanEvaluatorTheESPteachermightneedtoevaluatethelearners'performance,thesyllabus,methodologyandmaterials,workingasanevaluator.Theyneedtodesignteststoassesswhetherthelearnershavebeenequippedwiththenecessarylanguageskillstogototheworkplaceorcontinueafurtheracademicstudy.Theyalsoneedtodesignformativetestsinthematerialstoassesshowmuchthelearnershavegainedacrossthewholeprocessofthelearning.Evaluationonsyllabusandmethodologyandmaterialscouldbedoneinthecourseoftheteaching,attheveryendofthecourse,andevenlaterafterthecourse.Evaluationthroughdiscussionandon-goingneedsanalysishelpstoadjustthematerials.ThelearnersfollowedbyESPteachersafterthecoursecouldhelptheteacherstoassesswhetherthelearnerscanusewhattheyhavelearnedandfindoutwhattheyhavenotbeenpreparedfor.23 河北大学文学硕士学位论文Chapter4InvestigationsoftheCurrentSituationofHigherVocationalEnglishTeachingAtpresent,Englisheducationofhighervocationalcollegehasdevelopedinaverylimitedtime.TherearesomanyproblemsinhighervocationalEnglishteaching.Forexample,itlackstheguidanceofEnglishtheorywithprofessionalcharacteristics.Ithasnocleareducationobjectiveandorientation,andhasbeenputonthelowerlevelofcollegesanduniversities.Neithercoursesnorteachingmaterialsispractical,theycouldnotmeetthestudents’needs,thisledtotheresultthattheEnglishknowledgethestudentsacquiredisnotenoughormostofitisuselesstotheenterprisesandthesocietyinacertainlevel.Intheclassroom,thestudentslacktheinitiativeintheirprocessoflearning.ThereisnotransformationfrombeingaskedtolearntoIwanttolearn,thespoon-feedingeducationisineffective.Inthefollowingcontent,investigationsweremadetoshowthecurrentsituationofhighervocationalEnglishteaching.4.1ResearchObjectsThisthesiscollectedalotofliteraturesincludingthesis,documents,periodicals,booksandmaterialsfromtheInternet,andresearchedonthecurrenthighervocationalpublicEnglishteaching.Therespondentsaredividedintothreecategoriesincludingschools,enterprisesandtargetpositions.Astoschools,theteachersandstudentsinHebeiSoftwareInstituteandBaodingVocationalandTechnicalCollegearemainlyinvestaged.Intheseschools,thestudentsofgrade1andgrade2includingfourclasses102studentsweretheobjects,amongthemtherewere48boysand54girls.102questionnairesweredistributed,and102questionnairesweretakenback,questionnaire-reclaimingefficiencyis100%.Astothestudentsofgrade1,theaverageoftheirEnglishlearningtimeis8years,theaveragescoreoftheircollegeentranceexaminationis62(thefullscoreis150);Astothestudentsofgrade2,theaverageoftheirEnglishlearningtimeis9years,theaveragescoreoftheircollege24 Chapter4InvestigationsoftheCurrentSituationofHigherVocationalEnglishTeachingentranceexaminationis64(thefullscoreis150);Accordingtothesemesterexaminationjudgment,Englishlevelofthestudentsinthesefourclassesismediuminthegrade.Astoenterprises,BeijingandsomeotherteachersofShanxiUniversitymadeacomprehensivestudyto70enterprisesfrom7aspectsaboutEnglishabilitiesrequirementsforgraduatesofhighervocationalcollege.Astotargetpositions,somepeoplewhohavetheexperienceofworkinginthetargetpositionsareinvestigatedinordertocollectdifferentopinionsabouthighervocationalEnglishteaching.4.2ResearchApproachesIntheinvestigationthreemethodsareused,thedetailsareasfollows:Thefirstoneisthemethodofliteratureanalysis.TheauthorcollectedandanalyzedtheliteraturewhichisrelatedtoESPtoconductthisstudy,andlaythefoundationforlateranalysis.Throughthiskindofresearchmethodwecanclarifysomeofthebasictheories,andacquiretheresearchprogressandresearchachievementsaboutESPfromdomesticandforeignexpertsandscholars.Thesecondoneisthemethodofinvestigationanalysis.BeforewediscussthetopicofthestudyofESPapplicationinhighervocationalEnglishteachingreform,wemusthaveaclearunderstandingofthecommonproblemexistingincurrenthighervocationalEnglishteaching,andseeiftheteachinggoalisaimedatstudents'professionalposition,iftheteachingmaterialsconformtotheneedsofstudents,ifstudentshaveESPlearningbasisandlearningmotivation,iftheteachers'abilitycanmeettheneedofESPteaching,etc.Themethodofinvestigationanalysishasastrongadaptability,usingquestionnaireandinterviewresearchmethodcanobtainmorecompleteinformation.Thethirdoneisthemethodofcaseanalysis.ThisthesismainlymakesthestudentsandteachersbothinHebeiSoftwareInstituteandBaodingVocationalandTechnicalCollegeastheobjecttocarryonthecaseanalysis.HebeiSoftwareInstituteisthenationaldemonstrativesoftwarevocationalandtechnicalcollege,theconstructionunitandthekeyconstructiondemonstrationcollegeinHebeiprovince.Itmakescultivatinghigherappliedandmoreskilledtalentsastheteachinggoal.Thepurposeofthecaseanalysisistoseek25 河北大学文学硕士学位论文commonpersonality,findoutthereferenceforotherhighervocationalcollegesabouthighervocationalEnglishteachingreformpractice.Atthesametime,throughtheanalysisofspecificcase,summarizetheshortcomingsofcurrenthighervocationalEnglishteachinginordertoprovidereferenceforhighervocationalEnglishteachingreform.4.3ResultsandAnalysisInthissection,sixaspectsofhighervocationalEnglishteachingareinvestigatedandanalyzed,theyareteachingobjectives,students,Englishteachers,teachingmaterials,teachingmethodsandmeans,requirementsofenterprisesforstudents’Englishabilities.Thedetailsareasfollows:4.3.1TeachingObjectivesTheteachingobjectivesarenotclearenoughinhighervocationalEnglishteachinginChina.AccordingtothesurveyofthenationalsteeringcommitteeonthehighervocationalEnglishcourse,theministryofeducationformulatedandpromulgatedthebasicrequirementsofhighervocationaleducationEnglishteachingin2000.IntherequirementsitpointedoutthattheEnglishteachingpurposeofhighervocationaleducationisafter180-220hoursofteaching,enablesstudentstomastercertainbasicknowledgeofEnglishskills,andacquiretheabilityoflistening,speaking,reading,writingandtranslation,andwiththehelpofadictionarytoreadandtranslatetherelatedEnglishmaterial,andalsocouldusesimpleoralandwrittenEnglishintheinterculturalactivitiestocommunicatewithothers,andlaythefoundationforfurtherimprovingtheEnglishcommunicativeabilityinthefuture.Intheteachingguidelinesitpointedoutthathighervocationaleducationshouldgiveprioritytopractice,theknowledgeisenoughontheline.Themaindirectionoftheeducationalreformistotrainthelearners’applicationabilityespeciallythepracticalability.ItputforwardclearlythatEnglishcoursesshouldnotonlymakegoodlanguagefoundation,butpaymoreattentiontothedevelopmentoftheactualuseoflanguageskills,especiallytheabilitytouseEnglish[38]dailyandinforeign-relatedbusinessactivities.School'steachinggoalisbasedonnationalrequirements,butaccordingtothesurveyonHebeisoftwareinstituteandBaodingVocationalandTechnicalCollege,wefoundthatinfact26 Chapter4InvestigationsoftheCurrentSituationofHigherVocationalEnglishTeachingthenationalspiritintheteachinggoalwasnotreflectedintheschooltargetlevel.TheEnglishteachinggoalofhighervocationalcollegeisthatthestudentscouldpasstheexaminationofPETAandPETBandencouragegoodstudentstopasstheexaminationofCET-4andCET-6.Infact,PETAandPETBaredesignedforhighervocationalcollegestudents,itspracticalcontentismore,theknowledgeisrelativelysimple,buthighervocationalcollegesjustregarditaslowerthanlevel3requirementsofgeneralEnglishproficiencytest,ratherthanprofessionalsituationEnglishapplicationabilitytest.Affectedbytheenvironment,asaresult,manyhighervocationalcollegesmakedevelopinggeneralEnglishabilityasthegoalofEnglishteaching,thehighervocationalEnglishabilitytestasameansofteachingevaluation,thepracticeofEnglishhasnotbeenemphasized.Suchteachinggoalisnotpractical,withalotofblindness.4.3.2StudentsInthissectiontwopartsareinvestigatedandanalyzed,thedetailswillbeshowninthefollowingparagraphs.Thefirstoneisstudents’Englishfoundation.Inthisparttheauthorhadapersonalinterviewwiththestudentsonstudents’sourcesandtherelatedquestions,andalsofivequestionsaboutstudents’EnglishfoundationwereinvestigatedbothinHebeiSoftwareInstituteandBaodingVocationalandTechnicalCollege.Table1毕业于何种院校普通高中中职7131Table2您对学习英语是否感兴趣很感兴趣一般没有一点兴趣害怕厌恶7212252Table3您的语法水平非常好一般不太好比较差012325827 河北大学文学硕士学位论文Table4您的翻译水平非常好一般不太好比较差0152562Table5您的英文阅读水平非常好一般不太好比较差0142563Fromtheinterviewandtheinvestigation,aresultwasobtainedabouttwoaspects.Thefirstaspect:therearetwosourcesofthestudentsinourhighervocationalcollege,onesourceisthecommonhighschoolstudents.Thesestudentspassedtheentranceexaminationandenteredthehighervocationalcollege.TheirEnglishbasisisbetterincomparisonwithotherstudentsource.Theotherstudents’sourceisthestudentsofthesecondaryschool,vocationalandtechnicalschool.Ingeneral,theycouldenterthehighervocationalcollegejustbypassingtheexaminationofChinese,Politics,andMath.TheirEnglishbasisisworse,sincemaybetheyhavelearntlittleEnglishorneverlearntEnglishintheirsecondaryschoolorvocationalandtechnicalschoolatall.Moreover,accompanyingtheenrollmentexpandingofuniversityandthedecreaseofstudentssourcesinrecentyears,highervocationalstudentsalsodecreasesobviously.Thereasonsresultinthatalotofvocationalcollegestudents'Englishisgenerallypoor,thedifferenceofindividualEnglishlevelisinacomparativelybigsituation,whichmakesthehighervocationalEnglishteaching[39]facingmanydifficultiesThesecondaspect:duetothestudents’resource,thehighervocationalstudents’Englishbasisislowerincommon,itshowsinthefollowingthreepoints:1)thelackoftheEnglishgrammarknowledge.Theprofessionaltechnologypaperbelongstotheformalwritingversion,thesentencestructureisstrictandnormal.Inordertoignoretheunclearnessoftheexpressionorthemisunderstanding,thesentenceislongandformal,andthesesentencesinmostcasesarecompoundsentencesincludingoneormorecompoundsentences,soitrequiresthestudentstomastercertaingrammarknowledgetoanalyzeit.2)Thetranslationabilityislower.ThemainreasonistheEnglishvocabularythestudentslearnislimited,andtheyknowlittle28 Chapter4InvestigationsoftheCurrentSituationofHigherVocationalEnglishTeachingaboutthecharacteristicofthetechnologyEnglishvocabularywhichrequiredbytheirmajorandtheenterprises.Meanwhile,fortheirpoorEnglishbasis,theyhavenotheabilitytotranslate.3)SomestudentsfeartofaceEnglishlearning.Thepaperversionofthetechnologypaperrequiredbytheenterprisesdecidesthattherearealotoftermsinthepaper,thesetermsaredifferentfromourcommonwords,theyaresoformal,andmostareaboutdefinition,theoryandprocedures.Intheirdailylives,thestudentshavelittlechancetobefamiliarwiththem,soiftheywanttotranslatethem,theymustunderstandthemfirst.Inthiscase,thestudentshavethefeelingoffear.Inordertofindasuitablejobmoststudentsofhighervocationalcollegepaymoreattentiontotheprofessionalcourses,whileignoretheEnglishclasslearning.AndmoststudentslacktheinterestandmotivationtolearnEnglish,whattheyhopeisjusttopasstheEnglishexamination,andgraduatewithnodifficulty.Evenmore,somediligentstudentslearnEnglishjusttogetthescholarship.ThelackofinterestandmotivationtolearnEnglishleadstheresultthatintheEnglishclassroomtheyarepassive,whichisabigproblemthatmosthighervocationalcollegearefacing.InEnglishclass,teachersgenerallygiveasimpleintroductionofthebackgroundknowledge,andexplainthewordsandgrammar,butmanyhighervocationalstudentshaveweakEnglishbasis,theyhavementalresistanceeasilyinthefaceofthetraditionalteachingmethod.SotheLearningsituationatpresentrequirestheteachingreform,tofindarightwayforthehighervocationalcollegeEnglishteaching.Thesecondoneisstudents’Englishlearningmotivation.Motivationisthedirectmotiveforceofaction,isanincentivetotakeactiontoachieveacertainpurpose,andmaintainsthebehaviorofastateofmind.EnglishlearningmotivationistheintrinsicmotivationtoinduceandpromoteEnglishlearnerstolearnEnglishinordertoachieveacertainpurpose.Motivationhasthreemajorfunctions:excitationfunction,selectionandpointfunctionandthemaintenanceandregulationfunction.InEnglishlearning,motivation,onceformed,itwillplayapositiveroleonthewholelearningprocess,namelytoclearlearningobjectives,correctattitudetowardslearning,enhancetheirinterestinlearningandlearningcontent,improvelearningmethods,optimizelearningevaluation,andenhancelearningpersistence.Learning29 河北大学文学硕士学位论文motivationandlearningeffectaffecteachother,highlevelofmotivationwillhelpstudentstoachievebetterlearningeffect,andgoodlearningeffectenhancesmotivationlevel,viceversa.Hereare24questionsrelatedtohighervocationalstudents’EnglishlearningmotivationwereinvestigatedindifferentformsinbothHebeiSoftwareInstituteandBaodingVocationalandTechnicalCollege,thedetailsareasfollowsTable6英语学习目的为了考试为了工作掌握一门工具不清楚48人35人8人9人Table7英语学习兴趣没有兴趣兴趣一般有兴趣不清楚55人32人5人8人Table8英语学习信心没信心有一定信心很有信心不清楚58人25人10人7人Table9英语学习难度很难比较难不难不清楚65人23人8人4人Table10每周8英语课时太多偏多适中不清楚45人32人15人8人Table11每周课外英语学习时间0-1小时1-2小时2小时以上不清楚58人25人9人8人30 Chapter4InvestigationsoftheCurrentSituationofHigherVocationalEnglishTeachingTable12课外英语学习主要内容做作业和复习看其他英语书籍听英语广播和看不一定电影63人25人5人7人Table13掌握的最好的英语技能阅读听说写作翻译75人10人5人10人Table14英语成绩在整个课程成绩中的位置最差比较差平均状态最好48人38人9人5人Table15影响英语学习的因素教师环境自己不清楚69人14人10人7人Englishlearningmotivationinvestigationwasmadeon102non-Englishmajorstudentsofthetwoschools,thedetailsareasfollows:Table16学习动机调查表项目人数百分比1.为了通过考试、拿到文凭73672.为了考三级，拿三级证书76733.为了继续深造，读本科46444.将来可以找个好工作62605.考试成绩只求及格29286.希望自己考试成绩名列前茅44427.因为英语老师喜欢我438.因为我喜欢任课的英语教师252431 河北大学文学硕士学位论文9.中国入世以后，英语将发挥更大的作用626010.我父母要求我必须学好英语444211.英语对自身是一种挑战464412.对英语本身感兴趣242313.英语可以开阔自己的眼界444214.能经常总结反思自己学习情况，然后查漏补缺，对症下药4315.当考试成绩不理想时，总会暗暗鼓励自己继续努力4341FromthetwoinvestigationsthattheauthormadewecanseethatEnglishlearningmotivationofhighervocationalcollegesisinsufficient,thestudentshavelittleinterestandconfidenceinEnglishlearning,fewofthemlikeEnglishorknowhowtolearnitineffectivemethods,whattheycandependonmostistheirteachers.MostofthestudentswholearnEnglishhopetofindagoodjobwhichisrelatedtotheirsubjectprofession,andtheEnglishknowledgethattheyhavelearntcouldbeusefulinthefutureintheirmind.ThismeanstheapplicationofEnglishknowledgeisaveryimportantpointinEnglishlearning.Motivation’soneofthoseideaslikejusticeorworldpeace:weallknowit’sagoodthing[40]butit’snotquitesoclearhowtogetthere.InviewofhighervocationalEnglishteachinginstudents'learningpurpose,confidence,methods,languagefoundation,andtheteachingconditionandotheraspectsofthepracticaldifficulties,cultivatingstudents'learning[41]motivationistheprimarytaskofEnglishteachersinhighervocationalcolleges.4.3.3EnglishTeachersCurrentlymostEnglishteachersinhighervocationalcollegesgraduatedfromEnglishmajor,theirknowledgestructureissingle,professionalknowledgeislittle,andfewerdoubletypeteachersintheteachers’team,theirprofessionaltitleanddegreeproportionisalsostructuralimbalance.SuchasEnglishteachersofPublicEnglishDepartmentinHebeiSoftwareInstitute,inthisdepartmentthereare23EnglishteacherswhoareresponsibleforpublicEnglishteachingofallmajors,amongthem21teachersarefromEnglishmajors,theresttwoteachersareprofessionalteacherswhoaregoodatEnglishatthesametime.HighervocationalEnglishteachersbasicallyconsistofEnglishteachersandprofessionalteachers32 Chapter4InvestigationsoftheCurrentSituationofHigherVocationalEnglishTeachingwhoaregoodatEnglish.TheformerhasbeenengagedinEnglishteachingintheschool,theyonlyhavebeenequippedwithEnglishlanguageknowledge,butlackteachingexperienceandthenecessaryprofessionalknowledge.Theconnectionbetweenteachingandthemajorsofstudentsisnotclose,andtheirteachingalsooftenfocusesongrammar,words,etc,theyhavenoabilitytomakestudentstolearnprofessionalknowledgebymeansofEnglish.WhilethelatterlimitsoftheirEnglishlevel,theycouldonlyteachstudentssomeimportantprofessionalvocabularyandexplainsomedifficultiesofthelatestdevelopmentintheinternationalmarket,theycannotreflectthedisciplinecharacteristicsofmodernityandglobalization.MosthighervocationalEnglishteacherslackforeignlanguage-relatedexperience,pertinenceandrichness,therearedisplacementanddeviationexistingintheeducationalidea,andmore"scripted"inteachingcontent.4.3.4TeachingMaterialsTeachingmaterialsofhighervocationalcollegearenotreasonable.Theselectedonelaysparticularstressonintroductionsofknowledge,andtheprofessionalcombinationstudyisnotcloseenoughwithmajors.Inaddition,manyteachingmaterialsofhighervocationalEnglishlacktheprofessionalprogramtaskorcontent,theycan'tmeetthestudyneedsofhighervocationalcollegestudentsanddemandoftheposition,andtheyalsocan'tevokestudents'studyinterest.Currently,thewidelyusedhighervocationalteachingmaterialshavenotbeenwrittenaimingatthebasicrequirementsofhighervocationalcollegeEnglishteaching.InthesematerialsthepracticabilityofhighervocationalEnglishteachingshouldbetheemphasis,butinfact,therearetoomanymaterialsaboutdailylifeinitsactualcontentincludingcampusculture,applyingforajob,askingforhelp,invitation,withlesscontentofpracticality.It'shardtofindteachingmaterialswhicharesuitableforstudents'practicalEnglishandmatchwiththestudents’majoratthesametime.HereisaninvestigationonthehighervocationalEnglishteachingmaterialsusedbothinHebeiSoftwareInstituteandBaodingVocationalandTechnicalCollegecurrentlytodiscussthecontentofthehighervocationalEnglishteaching.33 河北大学文学硕士学位论文Table17名称对象目的特色21世纪大学高职高专学生掌握基本语言知识1.以听、说、读、写、译为实用英语与读、写、译、听、序，实用文本写作说技能培养实际涉2.题材丰富涉及面广外交际能力3练习充足，题型多样样4.有磁带和光盘5.标注了大纲词汇和超纲词汇新编实用英高职高专学生实用为主，够用为度1.按听说读写顺序编写课文语2.四项技能围绕同一话题展开新视野英语高职高专学生掌握基本语言知识、1.听说读写译并重教程培养实际应用能力2.应用文写作3.标注了生词量和超纲词CurrentlygeneralhighervocationalEnglishteachingmaterialseemstoreflectallpracticaltraining:listening,speaking,reading,writingandtranslationability.Butthewritingofteachingmaterialisnotcombinedwiththeprofession.OneteacherwhohasbeeninterviewedsaidthatthecurrenthighervocationalEnglishteachingisessentiallyasimplifiedcollegeEnglishteachingmaterial,itreducesthelanguagedifficultyandsomeofthecontent,andhighlightsitspractice.Atpresent,highervocationalEnglishteachingmaterialsdonotfullyconsiderthecombinationofthetwoaspectsoflanguageandprofessionalcontent,difficulty-controllingisimproper,andtoomuchemphasisisontheorywhileneglectstheuseoflanguageforprofessionalservices,donotreflecttheprofessionaldevelopmentstatusandthelatestrequest,andlackpractice.4.3.5TeachingMethodsandMeansHighervocationalEnglishcourselacksitsowncharacteristic,stillusescurriculumdevelopmentmethodofthecolleges.MostEnglishcoursesmainlyadoptlanguage-oriented34 Chapter4InvestigationsoftheCurrentSituationofHigherVocationalEnglishTeachingcourse,whichhasnoEnglishcoursecharacteristicitself.Table18toTable20arethequestionsandanswersaboutteachingmethodsinvestigatedbothinHebeiSoftwareInstituteandBaodingVocationalandTechnicalCollege,theresultsareasfollowsTable18英语教师在教学中常采用哪种教学模式传统课堂教学以学生为中心的教以教师为主导、学生综合教学模式模式(以讲授学模式(以学生的自为主体的教学模式为主)主学习为主)7551111Table19您英语老师的上课方式灵活多样死板、满堂灌偶尔灵活95439Table20您在什么样的硬件环境中上英语课传统教室(没有现安装有多媒体教传统语言实验室代多媒体语言实代多媒体教学设学设备的传统教(仅有视听设备，学验室(以计算机、网备的教室)室(即配有多媒体生不能够进行研络为代表的语言辅助教学设备)究性学习)学习环境)073029FromtheinvestigationwecanseethattheEnglishteachingmethodhasmostlyfollowedthetraditionalteachingwaywhosemeansisverysimple.Andthetraditionalwayofteachingmethodignoresthenewteachingmodesuchasthemodeofintegrationwithmoderntechnology.Italsomakestheteacherasthecore,emphasizesthestatusandtheroleoftheteachers,butignoresthestudents’feeling.Thisstudymethodcan'teffectivelystimulatestudents'interestinlearning,isnotgoodforstudentstolearnEnglishbetter.Onthecontrary,basedonneedsanalysisESPteachingislearner-centeredorlearning-centered,andpaysattentiontoprovidingmoreopportunitiesforstudentstoparticipateinclassroomactivitieswhichmakesEnglishasthemedium,andeffectivelypracticesstudents'communicationability.35 河北大学文学硕士学位论文4.3.6RequirementsofEnterprisesforStudents’EnglishAbilitiesInordertoknowthecurrentsituationbetweenthevocationalcollegestudents'Englishcompetenceandthecorrespondingneedsoftheenterprises,BaijingandsomeotherteachersofShanxiUniversitymadeacomprehensivestudyin70enterprisesfrom7aspectsinJanuary2008.Theyare(1)enterprises'requirementsofthegraduates'Englishapplicationcompetence;(2)enterprises'requirementsofthegraduates'Englishlisteningandspeakingcompetence(3)enterprises'requirementsofthegraduates'Englishreadingcompetence(4)enterprises'requirementsofthegraduates'Englishwritingcompetence;(5)enterprises'requirementsofthegraduates'Englishtranslationcompetence;(6)theimportanceoftheabilitywhichisrequiredinthepracticalworkposition；（7）thesuggestionthattheenterprisesgiveonEnglishclasssetting.Theformsareasfollows:Table21用人单位对高职高专毕业生英语5项技能要求调查的描述性分析数目最小值最大值平均值标准误差（N（Minimum（Maximu（Mean（Std.Deviatio））m））n)用人单位对毕业生英685.9030.9020.02009.6782语听力能力的要求用人单位对毕业生英68.0051.5020.000020.1359语阅读能力的要求用人单位对毕业生英682.9038.2020.000013.1793语口语能力的要求用人单位对毕业生英682.9036.8019.700015.3998语写作能力的要求用人单位对毕业生英68.0054.5020.020020.8266语翻译能力的要求36 Chapter4InvestigationsoftheCurrentSituationofHigherVocationalEnglishTeachingTable22用人单位对高职高专毕业生英语听说技能要求调查的描述性分析数目最小值最大值平均值标准误差（N（Minimum（Maximu（Mean（Std.Deviatio））m））n)日常交际对话685.9030.9020.02009.5713与外商进行谈判682.9035.3020.000013.0620签订外交合同682.9032.4020.020013.2139接待外事681.5039.7020.000014.1989援外施工681.5041.2020.020015.8149Table23用人单位对高职高专毕业生英语阅读技能要求调查的描述性分析数目最小值最大值平均值标准误差（N（Minimum（Maximu（Mean（Std.Deviatio））m））n)产品说明书681.5048.5020.000021.0777设备说明书681.5044.1020.000019.5307合同文件68.0048.5019.980021.8649工程项目书68.0044.1019.980021.6683协议书68.0047.1020.020021.6799会议通知681.5058.8020.020022.9399Table24用人单位对高职高专毕业生英语写作技能要求调查的描述性分析数目最小值最大值平均值标准误差（N（Minimum（Maximu（Mean（Std.Deviatio））m））n)产品说明书684.4042.6020.000017.7078设备说明书684.4039.7020.000017.4323合同文件684.4048.5019.980020.0926工程项目书681.5045.6020.000018.9282协议书681.5048.5020.020019.3604会议通知682.950.0020.020021.222737 河北大学文学硕士学位论文Table25用人单位对高职高专毕业生英语翻译技能要求调查的描述性分析数目最小值最大值平均值标准误差（N（Minimum（Maximu（Mean（Std.Deviatio））m））n)产品说明书681.5051.5019.120022.9155设备说明书681.5052.9020.000023.4180合同文件684.4048.5019.980020.0926工程项目书681.5045.6020.000018.9282协议书681.5048.5020.020019.3604会议通知682.950.0020.020021.2227Table26用人单位对高职高专毕业生英语实际能力在岗位中的重要性调查的描述性分析数目最小值最大值平均值标准误差（N（Minimu（Maximu（Mea（Std.Deviatio）m）m）n）n)生产岗位（操作型岗位）681.5051.5019.12022.91550技术岗位（研发型岗位）681.5052.9020.00023.41800行政岗位（管理型岗位）68.0051.9020.00024.56680后勤岗位（服务型岗位）68.0027.9019.98023.09950第三产业岗位68.0051.5020.02022.2705038 Chapter4InvestigationsoftheCurrentSituationofHigherVocationalEnglishTeachingTable27用人单位对高职高专英语课程设置调查的描述性分析标准误差数目最小值最大值平均值（Std.Deviatio（N）（Minimum）（Maximum）（Mean）n)企业认为高职高专英语课程设置681.5051.5019.120022.9155形式的重要性基础性英语（语音、语调、词汇、681.5052.9020.000023.4180语法等）实用性英语（书信、合同、协议、68.0059.0020.000024.5668文书等）后勤岗位（服务68.0027.9019.980023.0995型岗位）[42]Fromtheabove7sheetswecanknowthatit'sanurgenttaskforHighervocationalcollegestoreformEnglishclass,enhancethepracticalityofhighervocationalEnglishteaching.InEnglishteachingofhighervocationalcollege,thereisnooutstandingpracticabilityandpertinencethroughthegradeexamination,mostgraduatesofhighervocationalcollegeneithercanreachtheEnglishleveloftheundergraduates,norcanmastertheessentialpracticalEnglishknowledgeandabilityinthework,andtheyareofteninthestatusofinferiorpositionamongthejobmarkets.Trainingobjectivesofhighervocationaleducationistotrainthefirstlineproductionworkerandmanagementapplicationtalents.Sooureducationshouldpaymoreattentiontothestudents'applicationability,andtheapplicationoftheknowledgeistheteachingpurpose.Inourteachingweshouldalsomaketheapplicationasourmainteachingpoint,andfacilitatethedirectionandapplication.Inordertocarryoutthepolicyofthecombinationofeducation39 河北大学文学硕士学位论文withproductivelabor,theEnglishteachingofhighervocationalcollegeshouldcarryoutthelearningmodeofcombiningeducationwithemploymentactively.Andinthisway,itshoulddrivetheadjustmentandconstructionofEnglishcourse,andguidetheEnglishcoursereform.40 Chapter5SuggestionsonHigherVocationalEnglishTeachingReformChapter5SuggestionsonHigherVocationalEnglishTeachingReform5.1NeedsAnalysisastheBaseofSettingtheTrainingGoalsFormulatinggoalsandobjectivesforaparticularcourseaskstheteachertocreateaclearpictureofwhatthecourseisabout.AsGravesexplains,goalsaregeneralstatementsorthe[43]finaldestination,thelevelstudentswillneedtoachieve.AsEllis,M.andJohnson,C.claimed,evenifthelearnershavenotstartedtheirjobyet,itwillbepossibletoseewhatgeneralcategorytheyaregoingtofitinto,andthustopredictwhatkindsofneedstheywillhaveinthefutureandmakepossibleconclusionaboutwhatwillbeusefultoincludeintheir[44]course.AstoEnglishteaching,becauseofthedemandforstudents'learningneedsandcareerresearchin-depth,Englishteachinggoalinmostschoolsisfarawayfromthereality.TheorientationofEnglishteachinggoalhasbeenmadetoimprovethestudents’abilityoflistening,speaking,reading,writingandtranslation.Butitbreaksawayfromtheactualsituationofhighervocationalcollegestudents'Englishbasis,thereforeitappearsanawkwardsituation:tolearneverything,everythingislearningbadly.Englishteachinginhighervocationalcollegeembodiesthattheteachingandlearningareforindustrydevelopmentandimprovementofjobskills.Forthestudent'senthusiasmtostudytherelatedEnglishishigh,therefore,theso-calledstudents'weariness,teachingcontentandtheformcan'tsatisfytheactualneedsofstudentstoacertainextent.Firstofall,thegoalshouldbepracticalandrealistic.Weshouldconsiderthequalityofstudents,faculty,professionaldevelopmentrequirements,positionrequirements,formulationofcorrespondingabilityrequesttarget,andthatthedemandforhighervocationalstudentscouldnotbetoohigh.Second,theteachinggoalshouldbeemphasizedamongtherelatedEnglishabilityofthelearners’majorandthecultivationofskillsandemphasizeoneortwosides.Suchasforeign-relatednursingstudentscouldcommunicatewiththepatientsusing41 河北大学文学硕士学位论文professionalEnglishwhichshouldbetheprofessionalstudents'trainingtargetanddemand,sotothemtheemphasisislisteningandspeakingtraining.Thecountrycouldmakeunifiedsyllabus,accordingtodifferentfieldsandthepropertiesofdiscipline.TeachinggoalofhighervocationalEnglishshouldbeestablishedandexaminationmethodshouldbeassessed.Inthisway,withinlimitedteachingtime,makingsurethatwecandosomethingandleavesomethingundone,letstudentsfeelrelaxedduringtheirstudytimeandenhancethestudents’self-confidenceandsetupsuitableandstandardevaluationsystem.5.2AdaptationofESPTeachingPrinciplesonTeachingMethodsFromtheabovedetailsofESPwecanseethatmostESPteachingprinciplesareeffective,sointheEnglishteachingreformofhighervocationalcollegetheadaptationofESPteachingprinciplesisawisechoice.TherearetwoeffectivemethodsofESPteachingintheauthor’opinion,theyarethecommunicativeuseofESPandteachingthinkingthroughsituationalmaterialsandrole-playing.Communicativecompetenceisveryimportant,AccordingtoHymes,Communicativecompetence,isthataspectofourcompetencethatenablesustoconveyandinterpretmessagesandtonegotiatemeaningsinterpersonallywithinspecific[45]contexts.AndaccordingtoCummins,Agoodshareofclassroom,school-orientedlanguage[46]iscontext-reduced,whileface-to-facecommunicationwithpeopleiscontext-embedded.Brownalsoadvocates,Communicativegoalsarebestachievedbygivingdueattentiontolanguageuseandnotjustusage,tofluencyandnotjustaccuracy,toauthenticlanguageandcontexts,andtostudents'eventualneedtoapplyclassroomlearningtoheretoforeunrehearsed[47]contextsintherealworld.Astoteachingthinkingthroughsituationalmaterialsandrole-playing,weallknowthatthehabitofthinkingfromonewaytoanothercansurelybestrengthenedwhenthesubjectsaresetinconcreteandauthenticsituationswhichinvolvesasequenceofcategoriesofthinking.ThesecategoriescanbesummarizedanddefinedasBloomeverdid:1.Memory:therecallorrecognitionofinformation;2.Translation:changinginformationintoadifferentsymbolorlanguage;3.Interpretation:thediscoveryofrelationshipsamongfacts,generalizations,definitions,42 Chapter5SuggestionsonHigherVocationalEnglishTeachingReformvalues,andskills;4.Application:solvingalifelikeproblemthatrequirestheidentificationoftheissueandtheselectionanduseofappropriategeneralizationsandskills;5.Analysis:solvingaprobleminthelightofconsciousknowledgeofthepartsandformsofthinking;6.Synthesis:solvingaproblemthatrequiresoriginal,creativethinking;7.Evaluation:makingajudgmentofgoodorbad,rightorwrong,accordingtostandards[48]designofthestudents.Inadditiontothese,fromtheinvestigationtheauthorhasmade,wecanseethatlearningmotivationgivesadeepinfluenceonEnglishlearning.Andtheteachers’influenceonthestudentsisanimportantone.Sointheteachingmethodsofthestudyweshouldtakeitintoaccount.Theteachers-centeredprincipleinESPhereisveryuseful.InTenCommandmentsformotivatinglanguagelearnersitsays:Withoutgoingintotoomuchdetail,here’ssomecontext.Twoexpertsinmotivationstudies,ZoltanDornyeiandKataCzizer,surveyedovertwohundredHungarianteacherstofindouttheirviews.Theywereaskedhowimportantthey[49]found,andhowoftentheyused,aselectionof51strategies.Basedontheiranswersthetworesearcherscameupwithalistof10‘motivationalmacrostrategies’,whichtheycalledthe“Tencommandmentsformotivatinglanguagelearners”:asfollows1.Setapersonalexamplewithyourownbehaviour2.Developagoodrelationshipwiththelearners3.Increasethelearners’linguisticself-confidence4.Makethelanguageclassesinteresting5.Promotelearnerautonomy6.Personalizethelearningprocess7.Increasethelearners’goal-orientedness8.Familiarizelearnerswiththetargetculture9.Createapleasantrelaxedatmosphereintheclassroom[50]10.Presentthetasksproperly43 河北大学文学硕士学位论文5.3ESPCourseDesignSystemastheReferenceforEnglishTeachingReformESPcoursedesignsystemisacomprehensivesystemastheabovementioned.ItsprinciplesandapproachesareusefulandhelpfultothedevelopmentofEnglishteachingmaterialsandtheconstructionofteachers’team.5.3.1StrengthentheDevelopmentofTeachingMaterialsThereisaclearlinkamongteachingmaterialsandeducationalthought,teaching[51]principles,teachingmethods,learningtheoriesandpractice.Itisalsotheimportantresourceandsupportofteachingandlearning,itdeterminesthebasicmethodsofteaching[52]andlearning,andisthekeytoteaching.Althoughteachingmaterialsplayanimportantrole,atpresenttherearemanyproblemsinEnglishteachingmaterialsinhighervocationalcolleges.Somearefragmentsofforeignprofessionalbooks,someareteachingmaterialswhichtheteacherswrotebythemselves,othersarearticlesdownloadedfromtheinternet,butmostthemhavenomeaningfulexercise.Andmostoftheteachingmaterialsareintroductoryknowledge,veryfewbooksfocusesontrainingstudents'practicalapplicationability.Thepracticeinthebackofthebookisaboutgrammar,vocabularyandtranslationexercises,stayingonthearrangementoflanguagepoints,itdoesnotreflecttheparticularityofEnglishteachingthatthehighervocationalEnglishgoalrequiresandapplied.ThedevelopmentofhighervocationalcollegeEnglishteachingmaterialscanadheretheprinciplesofcompilingandcombining.OnthebasisofinheritingexistingESPteachingmaterialsandusingESPcoursedesignforreferenceweshoulddeveloptheteachingmaterialsaccordingtodifferentprofessionalcharacteristicsofeveryspecialtyofschoolandregioncharacteristic.Choosingandwritingteachingmaterialsshouldfollowthepimplesbelow:reflectthescientificandadvancednatureofthematerial;combinecloselywithspecialty;reflectthelawoflanguages,languageteachingandlanguagelearning;conformtothestudents'interestinlearning;stressthediversification,individualization.setuptheorganizationorassociationofEnglishteachingandmaterialswriting;organizes44 Chapter5SuggestionsonHigherVocationalEnglishTeachingReformprofessionalpersonneltowritetextbooks.Wealsoshouldsuggestthatteachingmaterialsshouldbedividedintodifferentlevels:thebeginning,theadvanced,andcombinedwiththestatusquoofChineselearners.Guaranteeingthecontinualrenovationofthecontentoftheteachingmaterial,meetingthepacesofdevelopmentofera,solicitingtheopinionofexpertsandscholarsandputtingforwardreasonableeffectiveteachingmethodsaccordingtoeverydisciplineofESPshouldbeemphasizedatthesametime.5.3.2StrengthentheConstructionofTeachers’TeamHighervocationaleducationshouldbeclosetothedemandofsociety,therefore,highervocationalteachersneedtokeeplearningtoadapttothedevelopmentofsociety.HighervocationalcollegesshouldsparesometimetosetuppersonalizedandlifelongeducationsystemforEnglishteacherseveryyeartoacquiretheknowledgeofEnglishteachingreform,teachingcontent,teachingmethod,andalsoprofessionaltrainingofEnglishlanguage.Onlytheimprovementofteachers'teachingidea,teachingmethodscouldimprovethequalityofclassroomteaching.HerearetwosuggestionstostrengthenhighervocationalEnglishteachers.Thefirstoneisthetrainingofdouble-professionalteachers.Optimizingthestructureofteachers'qualityisthekeytoteachingreform.Double-professionalhighervocationalEnglishteachersshouldbetheunityofteachersandprofessionalteachers.Toachievethisgoal,vocationalEnglishteachersmustbringaboutcompetency-basedcombinationthemselves,masterthespecializedknowledge,accumulatedprofessionalexperience,andletstudentsappreciatethecharmandimportanceofcompetency-basedstudylearning.Thesecondoneisemployingenterprisetalentsactively.IntherecruitmentinadditiontoprofessionalEnglishteacherswithpracticalexperience,hiringpart-timeEnglishteachersfromtheenterprise,foreignindustryisalsoanimportantmethodtoimprovehighervocationalEnglishteachers’constitution.5.4ImprovementoftheEvaluationSystemAfterpassingtheexaminationofthehighervocationalcollegestudents’applicationability,moststudentswilllosefurthermotivationtolearnEnglishandinterestinsubsequent45 河北大学文学硕士学位论文Englishcourses.SincetheEnglishopeningtimeisgenerallyshorter,usuallyinthefourthorthefifthsemester,andanumberofprofessionalclassesareopened,curriculumburdenofthestudentsisheavieratthesametime,comparedwithspecialtycoursesandprofessionalEnglishclass,moststudentsthinkEnglishisdispensable.Meanwhile,facinggraduating,studentshavenotimetotakethestudyofEnglishintoaccountatall,so,Englishstudystrengthofstudentsdrops,theirstudymotivationisinsufficient.ThecharacteristicsandtrainingobjectivesofhighervocationalEnglishrequirethatstudents'learningeffectevaluationshouldgiveprioritytoprofessionalcommunicationskills,andshouldnotbelimitedtotheappraisalofisolatedpoints.Becausetheformingoftheskillhascoursenature,sotheevaluationsystemshouldreflecttheoverallstudycourseofthestudents.Thisevaluationsystemnotonlyplaytheroleofassessmentandevaluation,butalsohavetheeffectoffeedbackexcitation,behelpfulfortheadjustmentofstudentsinthelearningprocessandthefinalformationofskills.Englishteachingassessmentcandrawlessonsfromsomeoftheoperationmethodsabroad,namelyusingtheexternalevaluationandinternalevaluationcombinedwithforecastmethod.Themainpurposeofinternalevaluationistoexaminewhatislearnedintheclassroom.Inadditiontothemid-term,final-termexamination,studentsmustpassseveralevaluationsincludingself-evaluationofstudents,studentsmutual,teamevaluationformforstudents'learningprocess,learningattitudeofevaluation,inordertohelpthedevelopmentofstudents'autonomouslearningability.WecanalsodrawlessonsfromPETS,examinationmethodssuchasCET,etc.,afterpasstheevaluation,studentswillbegivenopeninspectionandcertificationawardedbyassessmentofstudentsocietyrecognizedqualificationcertificate.46 Chapter6conclusionChapter6Conclusion6.1NecessityofESPApplicationinHigherVocationalEnglishTeachingReformWiththefurthergoingofourcountry'sreformandopeningtotheoutside,andthechallengeandopportunitywhichbringChinaenteringintoWTO,thetiebetweenChinaandtheworldisbecomingmuchcloserwithmoreandmorefrequentcommunicationsinthefieldsofeconomy,politics,scienceandculture,etc.Englishastheinter-mediumlanguagecommonlyanduniversallyusedovertheworld,isbecomingmoreandmoreimportant.TheamountoftalentsaboutEnglishrequiredinthesocietyistendingtorisesteadily.ButtheEnglishabilityofthegraduatesfromhighervocationalcollegecannotmeettheneedofthecurrentsocietymainlyduetothelackofpracticalknowledge.ESPisanintegratedteachingsystem,itcompromiseslanguageknowledgeandprofessionalknowledge,itisalsoameansofEnglishteachingatthesametime,itcombinestheuseofEnglishandprofessionorganically,andfullyembodiesEnglishasatool,itaccordswiththehighervocationaleducationtraininggoalandthereality.ESPapplicationinhighervocationalEnglishreformmakesthehighervocationalEnglishteachingestablishedbasingonscientifictheory,andforthepresentEnglishteachingitisamajorreform.6.2LimitationoftheStudyThisstudyisjustaboutthesimpleanalysisanddiscussionofESPapplicationinhighervocationalEnglishteachingreform,itisstillfarfromcomprehensiveanddeepness.ThestudyofESPapplicationinhighervocationalEnglishteachingreformisalong-termsystematicengineering,itshouldconcludethedevelopmentandtheconstructionofteachingmaterials,teachers’trainingandotherlinks.Inordertocompletethissystematicengineeringtheeducationdepartment,thehighervocationalcolleges,theteachersandthestudentsshouldworktogethertorealizeit.47 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专门用途英语应用于高职英语教学改革作者：王东方学位授予单位：河北大学被引用次数：1次参考文献(19条)1.田国英采用分层次教学提高高职学生英语应用能力[期刊论文]-重庆工业高等专科学校学报2004(06)2.彭奕谈交际法在高职英语教学中的应用[期刊论文]-江西科技师范学院学报2004(02)3.张晓蕾高职专业英语的教学现状及发展建议[期刊论文]-太原城市职业技术学院学报2008(12)4.周怡高职学生英语学习动机调查及培养措施[期刊论文]-沙洲职业工学院学报2010(03)5.白静,赵萱,郑仰成企业对高等职业教育学生英语应用能力要求的调查与分析[期刊论文]-中国外语2009(02)6.夏纪梅现代外语教材练习的质量观--兼谈现代外语教材的师培功能[期刊论文]-外语界2002(01)7.王海华,王同顺双语教学与公共英语教学的接口问题[期刊论文]-外语界2003(01)8.蔡基刚ESP与我国大学英语教学发展方向[期刊论文]-外语界2004(02)9.李红专门用途英语的发展和专业英语合作教学[期刊论文]-外语教学2001(01)10.李俊芬高职英语教学引入ESP模式的探索[期刊论文]-邢台职业技术学院学报2003(04)11.刘法公论专门用途英语的属性与对应教学法[期刊论文]-外语与外语教学2001(12)12.白静,赵萱,郑仰成企业对高等职业教育学生英语应用能力要求的调查与分析[期刊论文]-中国外语2009(02)13.彭奕谈交际法在高职英语教学中的应用[期刊论文]-江西科技师范学院学报2004(02)14.秦秀白ESP的性质、范畴和教学原则--兼谈在我国高校开展多种类型英语教学的可行性[期刊论文]-华南理工大学学报(社会科学版)2003(04)15.田国英采用分层次教学提高高职学生英语应用能力[期刊论文]-重庆工业高等专科学校学报2004(06)16.王海华,王同顺双语教学与公共英语教学的接口问题[期刊论文]-外语界2003(01)17.夏纪梅现代外语教材练习的质量观--兼谈现代外语教材的师培功能[期刊论文]-外语界2002(01)18.张晓蕾高职专业英语的教学现状及发展建议[期刊论文]-太原城市职业技术学院学报2008(12)19.周怡高职学生英语学习动机调查及培养措施[期刊论文]-沙洲职业工学院学报2010(03)引证文献(1条)1.孔丽高校转型背景下课程教学模式改革例谈[期刊论文]-文学教育（上）2015(12)引用本文格式：王东方专门用途英语应用于高职英语教学改革[学位论文]硕士2013
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