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1、针对高级技术工人的英语课程设计 摘要：近年来，特殊用途英语越来越受到人们的重视。在这篇文章中，作者以高级技术工人出国深造的需求为研究对象，并结合他们的实际英语水平，用特殊用途英语教学法为其量身设计了一套英语教学计划。 Abstract：Recently，ESP is thought highly by people day by day. In this paper, connecting the English level of senior technical workers with ESP teaching method, the writer aims to design a spe
2、cial English course to make them have the ability to study further at abroad. Key Words: ESP；course design；senior technical workers English Course Design for Senior Technicians 1 Background of the Course With the unprecedented social development, English for Specific Purposes (ESP) has been caught o
3、ur attentions and begins to play a very important role in today. Moreover, ESP courses are not only designed for those students in universities, but for a certain group of people engaging in a specific job. In this competitive society, the people must make an effort to be a multiple talent who is ch
4、aracterized by the features of specialty, English, modern skills and creativity. Thus most of ESP courses are designed and carried out in schools. But we have ignored those people who had a job. They also have needs to develop English level in their fields. This is one blank of ESP course design to
5、fulfill in recent research. In this paper, the writer put her attention on the part of industrial technology English and planned a ESP course for the group of senior technical staffs who would be send to the foreign countries for future study. These people expressed perfect in doing their jobs, and
6、they knew some special English terms related to their work. Besides the more professional terms and knowledge storage of their jobs, they must know how to communicate with foreigners in daily life if the translator didnt follow them. And this paper aims to help them to reduce the anxiety, cultivate
7、their confidence and master the core knowledge. 2 Theory of Needs Analysis Needs analysis or needs assessment refers to a series of procedures used for specifying and validating needs, and decisions on priorities among them(Pratt, 1980). And there are four models in the process of needs analysis dev
8、elopment: Munbys (1978) target situation analysis; Allwrights (1982) present situation analysis; Hutchinson & Waters (1987) learning situation analysis and Dudley Evans & St. Johns (1998) meas analysis. The central notion of Mlunbys framework is the concept of the language users target competence an
9、d its relation to knowledge and communication. Present Situation Analysis (PSA), put forward by Allwright in 1982, can be considered to be a complement to Target Situation Analysis. PSA is aimed to find out what learners lack between what they already know and what the target situation requires them
10、 to know. Hutchinson and Waters (2002) advocate a learner-centered approach which attaches equal importance to learners own perceptions of needs. Hutchinson and Waters model makes a distinction between target needs and learning needs (Hutchinson &Waters, 2002). Dudley Evans & St. John means analysis
11、 is suggested as an adjunct to needs analysis. This NA model considers the learners as people, as language users and as language learners, used the means analysis. 3 Course Framework The subject group of this course is 10 senior technical staffs who would be send to foreign country for further study
12、. During studied in college school, all of them passed the CET6. And in their working process, they also handled many technical terms. Thus, the course what we designed is in order to enlarge their professional knowledge and improve the communication ability with foreigners. All courses would last f
13、or 20 weeks that will be divided into 3 parts separately. The first stage is 6 weeks, the second is 10 weeks, and the last stage is 4 weeks. In original six weeks, we would arrange the concentrative listening and speaking practice for them. After strengthened this ability, another technology expert,
14、 who maters English, will teach them professional knowledge systematically in next 10 weeks. And at the final stage, they need to practice deeply and frequently. Otherwise, our class is in both classroom and workforce. At the first and third stage, they will study in classroom while in workforce at
15、the stage two. Because their jobs are practical operations. It means that lacking of working in real condition, their knowledge are nothing. 4 Evaluation and Assessment On planning course evaluation, decisions were made about setting the two parameters of an evaluation, which are participant and app
16、roach. The participants contain the teacher and learner. The learner could give their suggestions during the course process and at the end of the course through questionnaires. Teachers view will be considered because they take part in the whole course. They will be interviewed as to whether the syl
17、labuses, the teaching and learning techniques and evaluation system work well to fulfill their teaching objects and learners using needs. As regards the evaluating approach, both quantitative and qualitative type will be adopted. To draw certain patterns and tendencies from the learners feedback on
18、the course so as to revise objectives and modify materials and teaching accordingly, course evaluation questionnaires for learners will be used. This research discusses the course design of techniccal English for the senior technical staffs who would be send to foreign country for future study, so a
19、s to train their ablity to communicate with foreigners in daily life and learning ability in foreign company of their profession. Needs analysis, course framework, evaluation are discussed in detail. References: 1Brown, H.D. Principle of Language Learning and Teaching. Cambridge: Cambridge Universit
20、y Press.1987 2Dudley Evans & St. John. Developments in English for Specific Purposes. Cambridge: Cambridge University Press.1998 3Hutchinson, T., & Water, A. English for Specific Purposes. Cambridge: Cambridge University Press.1987 4蔡基刚，ESP与我国大学英语教学发展方向. 外语界. 2004（2） 5韩金龙，秦秀白. 体裁分析与体裁教学法. 外语界. 2001，（1） 作者简介：郭芳（1986.7-），女，汉族，山西原平人，山西财经大学经贸外语学院 2010级研究生，主要研究方向：英语教育。