Abstract
Recent years, most universities and colleges have been reforming the English as a foreign language (EFL) curriculum system in China. Some reformed EFL curriculum into English for Specific Purposes (ESP) courses, for instance, while some conducted a graded teaching model in EFL teaching. However, the effect of this reform was not so good, especially at science and technology institutes. Therefore, in view of different opinions to classification of foreign language teaching, the classification scheme of English teaching was improved and rebuilt at first, based on the analysis of the learners’ feedback from the perspective of learner’s needs on the current EFL curriculum system of China’s science and technology institutes under graded teaching model. And then a new EFL curriculum system of China’s science and technology institutes under graded teaching model was designed based on learning-centered approach to course and curriculum design to promote the development of EFL teaching and China’s ESP courses and accordingly meet nation’s needs for cultivating international and integrated high-quality talents of foreign languages.
Highlights
A large number of inter-disciplinary talents for foreign languages and other disciplines, such as geosciences, law, physics, etc. in China are needed with China going toward internationalization based on “One Belt One Road”, which conforms to the requirement of “cultivating a large number of international talents with an international view, knowledge of international rules, and capacity for participating in international affairs and competition” in the National Plan for Medium and Long-term Education Reform and Development (2010-2020) (Ministry of Education [MOE], 2010)
According to above surveys of English as a foreign language (EFL) curriculum system, graded teaching model as well as feedback based on students’ needs, a conclusion is that the current EFL curriculum system of science and technology institutes under graded teaching model cannot meet the needs of undergraduates’ English learning and future career due to the vague and non-specific course classification and insufficient English for Specific Purposes (ESP) courses and hours, though their curriculum system has been changed into ESP courses
All the ESP courses is taught by ESP teachers of department of foreign languages except English for specific academic purposes (ESAP)
Summary
A large number of inter-disciplinary talents for foreign languages and other disciplines, such as geosciences, law, physics, etc. in China are needed with China going toward internationalization based on “One Belt One Road”, which conforms to the requirement of “cultivating a large number of international talents with an international view, knowledge of international rules, and capacity for participating in international affairs and competition” in the National Plan for Medium and Long-term Education Reform and Development (2010-2020) (Ministry of Education [MOE], 2010). Wen (2014), advised that EFL curriculum system should include both of English for general purposes (EGP) and English for specific purposes (ESP) for students to choose Their views are different, but they all agree on reforming the current EFL curriculum system. English proficiency of the students from science and technology institutes is a little lower than from liberal arts colleges They are demanded to have an good command of English for their future career development or academic studies. Vol 11, No 2; 2018 based on based on learning-centred approach to curriculum design to promote the development of EFL teaching and China’s ESP courses and meet nation’s needs for cultivating international and integrated high-quality talents of foreign languages, taking China University of Geosciences (Beijing) (CUGB) as example
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