高职EGP教师向EOP教学转型的必然性及实现途径_王在丽

高职高专EGP教师向ESP教师转型的必要性和对策一、引言随着经济和高等教育国际化的不断深入，社会各行各业对高职毕业生的要求也在日益提高，那些既具备精湛的专业技能，又具有较强的英语语言运用能力的毕业生越来越受到各企事业单位的青睐。

近年来，各高职院校纷纷向应用技术型学校转型。

众所周知，教师的质量才是学校转型成败的关键所在。

为了顺应时代的要求，高职高专EGP教师必须转型，从单纯的语言型教师转变成既具备高水平的英语语言知识，又能将英语语言运用于其他专业的“研究者”“从业者”“分析者”和“评估者”，从而有助于为国家、社会和学校培養高素质的新时代人才。

二、ESP简介ESP指的是“专门用途英语”，是英语English for Specific Purpose的简称。

目前学术界对ESP没有明确的界定，比较权威的定义是由Hutchinson & Waters提出的：ESP is an approach to language teaching in which all decisions as to content and method are based on the learner”s re ason for learning。

ESP是根据学习者的特定目的和特定需求开设的与某种特定职业或学科相关的英语课。

如通过对电气工程英语、商贸英语、国际营销英语等相关专业英语的学习，培养学生利用所学的专业英语在工作岗位中开展涉外交际、交流及研究工作的能力。

三、ESP教师现状及角色定位目前ESP教师的主要来源是从事EGP教学的英语教师和专业教师。

这两类教师在从事ESP 教学时各有所长，同时又各有欠缺。

从事EGP教学的英语教师英语综合能力强，但是专业知识储备不足，导致他们在教学中只限于对英语语言知识和专业教材内容的讲解，不能更深更全面地拓展，导致ESP教学不仅费时，还低效。

对于专业教师，他们具备充分的专业知识，但他们不是训练有素的英语语言教师，其语言综合能力、文化素养、口语表达能力等也有所欠缺，因此在教学中不能做到自然衔接和融会贯通，无法提高学生的专业英语运用能力。

高职EOP教学转向后的失衡与重构冯宜丽【摘要】根据高职院校EO P教学转向后的现状，在明确技术技能型高端人才培养目标重新定位的基础上，分析了现阶段高职EO P教学的失衡及重构的必要性。

围绕行业、企业及学校三方参与、共同育人的培养模式，结合高职英语教学的课程设置、内容设计、教学方式、教学评估等因素探讨了高职院校EO P教学重构的实现途径。

%Based on an analysis of the EOP status quo in higher vocational colleges ,this paper clari‐fies the re‐definition of the talent traininggoal ,exploring the imbalance of the present EOP and the ne‐cessity of reconstruction .According to the mode of three parties’ participation ,it further probes into the possible solutions in EOP teaching reconstruction from the perspectives of teaching content design , methods and evaluation in order to provide some enlightenment for EOP teaching orientation .【期刊名称】《河南机电高等专科学校学报》【年(卷),期】2015(023)006【总页数】3页(P29-31)【关键词】技术技能型高端人才;EOP教学重构;影响因素【作者】冯宜丽【作者单位】河南机电高等专科学校外语部，河南新乡453000【正文语种】中文【中图分类】G712《教育部关于推进高等职业教育改革创新引领职业教育科学发展的若干意见》(〔2011〕12号)文件中提出，“高等职业教育以培养生产、建设、服务、管理第一线的高端技能型专门人才为主要任务”，把高职教育的人才培养目标由过去的“技术应用型人才”转变为“技术技能型高端人才”，区别于中等职业教育。

从EOP教学模式谈高职英语教师转型摘要：从经济的全球化和中国高职英语教学改革的发展实际出发，高职英语教师向eop教学模式转型发展成为一种必然。

本文在介绍eop教学模式的同时，探析高职英语教师转型发展的必要性、措施和意义。

关键词： eop教学模式高职英语教学措施与意义随着经济、社会的发展，社会的就业标准及专业性逐步提高，在这一背景下，近年来，我国高等职业教育出现了前所未有的发展前景，高职教育教学改革的研究进行得如火如荼，高职英语教学模式成为了国内英语教学界的重要研究课题。

复旦大学蔡基刚教授（2007）曾提出：大学英语教学一定是沿着eap（english for academic purpose）或者eop（english for occupational purpose）方向开展和实行的。

高职英语教师应该在教学中适应新形势的变化，在做好传统英语教学的同时，积极向eop教学模式转型。

一、eop教学模式eop（english for occupational purpose）职业用途英语模式是esp（english for special purpose）专门用途英语模式的重要组成部分，是一种适应学生职业能力培养的，目标明确，针对性强的实用的教学模式。

hutchinson和waters对esp下的宽泛定义是：esp是与某种特定的职业、学科或目的相关的英语，是由学习者的特定目的和需要来决定教学内容与方法的英语教学途径。

esp是个涵盖面很广的概念，按语言学习的不同目的分法，其主要成员包括：eap（english for academic purpose（学术用途英语）及eop（english for occupational purpose（职业用途英语））。

我国在20世纪80年代末引入esp教学模式后，研究和实践主要集中于eap，而对eop （职业用途英语）的研究比较少。

eop教学模式，即以“发展学生职业英语能力为中心”，培养学生职业英语应用能力，提高学生在未来职业生涯中所需的职业英语素质的教学模式。

高校英语教师从EGP向ESP教学转型发展及有效对策Over the past few decades, there has been a growing demand for English for Specific Purposes (ESP) courses in universities around the world. As a result, many English as a Second Language (ESL) teachers have sought to transition from teaching English for General Purposes (EGP) to teaching ESP. This transition presents unique challenges and requires an understanding of the specific needs that students have in their respective fields of study. This essay will explore the reasons for this shift, the challenges that English teachers face when transitioning from EGP to ESP, and potential strategies to overcome these challenges.One of the primary reasons for the shift from EGP to ESP is the increasing globalization of the economy and the workforce. As companies continue to expand globally, the need for employees who can communicate effectively in English across different cultures and contexts has become imperative. Accordingly, many universities have responded by offering specialized courses that cater to the specific needs of students in their chosen fields of study. For example, a university engineering department may offer an ESP course that is tailored to the technical language and communicative skills that are required in the field of engineering. However, this shift from EGP to ESP is not without its challenges. One of the main challenges that English teachers face when moving from EGP to ESP is a lack of understanding of the specific jargon and language that is unique to each field of study. For instance, an ESL teacher who is transitioning from teaching general English to engineering students may need to familiarize themselves with a new lexicon of technical terms that are specificto the field of engineering. This requires significant research and preparation, which can be time-consuming and challenging.Another challenge that may arise is the teaching approach that is used in ESP courses. From an instructional design perspective, ESP courses are generally structured around the concept of "need analysis," which means that the course content is based on the specific needs and requirements of the students in their respective fields of study. Additionally, ESP courses often involve a more practical and hands-on approach to learning, which can differ significantly from the more theoretical approach that is used in EGP courses. This presents a challenge for teachers who may be used to teaching more abstract concepts and ideas.To overcome these challenges, English teachers who are transitioning from EGP to ESP may need to adopt new approaches to teaching and learning. One effective strategy is to seek out training and professional development opportunities that focus specifically on ESP teaching methodologies and techniques. This can help teachers to develop a better understanding of the specific needs and requirements of their students and to tailor their teaching approach to meet those needs. Additionally, incorporating more practical and applied learning activities into the curriculum can help to bridge the gap between theoretical and practical concepts, which is often a hallmark of ESP instruction.Another useful strategy is to collaborate with other teachers within the same field of study. By working together, English teachers and their peers can share ideas, insights, and best practices in teaching ESP. This can help to identify and address specific challenges thatmay arise in teaching and learning. Additionally, working collaboratively with other teachers can help to promote a sense of community and shared ownership in the success of the course.In conclusion, the shift from EGP to ESP in university settings is driven by the increasing demand for specialized skills and knowledge in fields of study. However, making this transition requires teachers to develop an understanding of the specific needs and requirements of their students, as well as new approaches to teaching and learning. By adopting strategies such as seeking out professional development opportunities, incorporating more practical learning activities, and collaborating with peers, English teachers can successfully transition to teaching ESP and help to prepare their students for success in their respective fields of study.Another important strategy that English teachers can adopt when transitioning from EGP to ESP is to integrate technology into their teaching. Technology can provide many benefits to ESP instruction, such as increasing student motivation and engagement, providing access to authentic materials and resources, and facilitating communication and collaboration among students. For example, a business English teacher may use virtual simulations or case studies to give students practical experience in a business setting, or a medical English teacher may use interactive videos or web-based resources to give students exposure to medical terminology and practices.Additionally, teachers can use software applications and online tools to create individualized learning experiences for their students. For example, quiz and survey tools can be used to assess students' needs and knowledge, while adaptive learning platformscan provide personalized learning opportunities based on each student's strengths and weaknesses. This can help to address the challenge of meeting the specific needs of students in their respective fields of study.Another important aspect of teaching ESP is the development of materials that are specific to students' fields of study. One challenge that English teachers face when developing materials for ESP courses is making the materials relevant and engaging for students, while also effectively teaching the language and skills necessary for success in their fields. To address this challenge, teachers can work collaboratively with industry professionals or experts in their respective fields to develop materials that are authentic and relevant to students' needs.In addition to developing materials, teachers can also use authentic materials from industry publications, journals, or websites. This can help students to gain exposure to real-world language and situations that they will encounter in their fields of study. Teachers can also create customized language drills, exercises, and activities using authentic materials to help students develop language and skills specific to their fields.Another important aspect of teaching ESP is the establishment of clear learning outcomes and assessment criteria. Because ESP courses are tailored to the specific needs of students, it is important to clearly define the learning outcomes and expectations for student performance. In addition, teachers must establish a fair and reliable system for assessing student performance. This can be achieved by using rubrics or other objective assessment tools thatprovide feedback to students on their progress toward meeting learning outcomes.Finally, it is important for English teachers to foster a positive and supportive learning environment in ESP courses. Because students in ESP courses may come from a variety of backgrounds and cultures, teachers must be sensitive to their diversity and their individual needs and challenges. By creating a supportive and inclusive learning environment, teachers can help students to feel more comfortable and confident in using English in their respective fields of study.In conclusion, teaching ESP courses can be a rewarding and challenging experience for English teachers. To successfully transition from EGP to ESP, teachers must develop an understanding of the specific needs and requirements of their students in their respective fields of study, and adopt new approaches to teaching and learning. By seeking out professional development opportunities, integrating technology into their teaching, developing authentic materials, establishing clear learning outcomes and assessment criteria, and fostering a positive and supportive learning environment, teachers can help their students to develop the language and skills necessary for success in their fields.Well done! You have summarized the strategies that English teachers should adopt when transitioning from EGP to ESP effectively. Your summary is concise and covers all the critical points of the article. Good job!。