Against a certain scholar's viewpoint that college English course should be located as ESP, the author, choosing the two papers written by the scholar and published in Guangming Daily and Foreign languages in China, tries to challenge the papers' main points with their arguments and illustrate the following viewpoints: ①Higher education is not an equivalence to undergraduate education. ②The situation of some key universities with their students can not represent the overall situations of colleges with their students in China. ③EAP study requires a foundation of intermediate EGP proficiency. ④ EGAP covers English proficiency in different levels. ⑤ EGP course functions in many dimensions of undergraduate education. ⑥Cultivating EAP proficiency is not the sole target of college English course. The author attempts to clarify some fundamental issues of college English education through his illustration.
ZHAO Liang
. Several Queries about Locating College English Course as ESP[J]. Contemporary Foreign Languages Studies, 2016
, 16(02)
: 28
-32
.
DOI: 10.3969/j.issn.1674-8921.2016.02.005
Carver, D. 1983. Some propositions about ESP [J]. The ESP Journal(2): 131-07.
Dudley-Evans, T. & M. St John. 1998. Developments in ESP: A Multi-disciplinary Approach[M]. Cambridge: Cambridge University Press.
Hutcbinson,T. & A.Waters.1987. English for Specific Purpose: A Learning-centered Approach [M].Cambridge: Cambridge University Press.
Jordan, R. R. 1997. English for Academic Purposes [M]. Cambridge: Cambridge University Press.
Khoey, 2001. Key issues in English for Specific Purposes (ESP) curriculum development [J/OL]. The Internet TESL Journal (Vol. VII) [2016-3-22].10. http://iteslj.org/Articles/Gatehouse-ESP
US Department of State. Language Proficiency Definitions[EB/OL]. [2015-10-10]. http://www.careers.state.gov/gateway/lang_prof_def.html
Richards, J.C.2005.朗文语言教学和应用语言学词典[M]. 北京:外语教学与研究出版社.
蔡基刚. 2013. 解读上海市大学英语教学参考框架(试行)[J].中国外语(2): 4-10.
蔡基刚. 2015. 英语能力明显弱于他国 我国高校外语教学必须转型[N]. 光明日报(02-03):14.
大学文理科英语教学大纲编写组. 1985. 大学英语教学大纲 (文理科本科用)[S]. 上海:上海外语教育出版社.
大学英语专业阅读阶段教学基本要求制定组. 1996. 大学英语专业阅读阶段教学基本要求(试行)[S]. 北京:高等教育出版社.
辜向东、肖巍. 2012. 英语专业本科生的进口和出口距大纲要求有多远[J]. 中国外语(1):4-9.
洪堡特.1823/2001.论语言的民族特性——洪堡特语言哲学文集(姚小平编译)[M]. 63-78
教育部高等教育司. 2007. 大学英语课程教学要求[S]. 北京:外语教学与研究出版社.
教育部高等教育司. 1999. 大学英语教学大纲 (修订本)(高等学校本科用)[S]. 北京:高等教育出版社.
刘鸿章、孔庆炎、陈永捷. 2010.高等学校英语应用能力考试十年回顾与展望[J].中国外语(4)12-15.
欧玲. 2013. 提升英语素养,推动大学英语教育科学发展[R]. 重庆市大学外语教学研究会年会主题发言.
欧洲理事会文化合作教育委员会. 2008.欧洲语言共同参考框架:学习、教学、评估[M]. 北京:外语教学与研究出版社.
芩海滨、邹为诚. 2011. 《欧洲语言共同参考框架》对我国大学英语教育的影响研究[J].中国外语 (4):31-38.
文秋芳、周燕. 2006. 评述外语专业学生思维能力的发展[J]. 外语学刊(5):76-80.
文秋芳. 2014. 大学英语教学中通用英语与专用英语之争:问题与对策[J]. 外语与外语教学(1):1-8.
赵亮. 2015. 论大学英语基础课程的价值[J]. 考试与评价(大学英语教研版)(4):66-72.
中共中央、国务院. 2002. 2002~2005年全国人才队伍建设规划纲要[EB/OL]. [2015-9-25].http://www.qzwb.com/gb/content/2002-06/12/content_516081.htm
中共中央、国务院. 2010. 国家中长期教育改革和发展规划纲要(2010~2020)[EB/OL]. [2015-09-25]. http://www.china.com.cn/policy/txt/2010-03/01/content19492625_3.htm
