Study On Competency Model Of EAP Teacher Based On ICT

After nearly 30 years’ development, British EAP teacher competency development certification system has not only formed a complete system, but also has distinguishing features on the standard of certification. Its central contents can be summarized as below: taking EAP teacher professional development as the core; emphasizing on students’ learning needs; highlighting the process of design and practice of EAP courses and paying attention to the openness of the EAP course design. The purpose is to adapt to the needs of different disciplines and professional abilities of learners. The authentication system with particular emphasis on EAP teachers in capacity factors in the process of development, including the ability to satisfy the demands of students, the ability to design courses and so on. At the same time, the certification regulations run in British EAP teacher society(British Association of Lecturers in English for Academic Purposes, BALEAP) are developed according to EAP course requirements. The aim is to help EAP teachers carry out their teaching and practical work effectively and reach a certain standard of quality, eventually improve the ability of EAP teachers’ professional development.The EAP teaching model has entitled to a high prevalence abroad and has acquired satisfactory effects. The model has great referential value in that EAP teaching is quite similar with traditional college English teaching in respect of teaching aims and teaching facilities. The convenience of EAP teaching based on ICT learning environments lies in the fact that ICT environment with the core of computer and network allows the integration of academic English curriculum structure, course contents, teaching recourses and curriculum implementation etc. A new-type digital teaching environment can be built based on this. Meanwhile, it will eventually be realized to construct a teaching-learning mode characterized by autonomous, inquiry and cooperation, which can not only play teachers’ leading role but also fully embody the dominant status of the students. They allow students to study at their own pace while they learn English language with reference to their business or academic needs. Such on-line EAP distance learning programs offer personalized and interactive instruction, where both learner autonomy is fostered and the working and personal relationship between tutor and peers is augmented. The lack of national borders, the cost-effectiveness and the convenience of these systems are the main reasons that contribute to the spread of ICT in higher education LL sector, and particularly in EAP.Based on researches of the EAP competency and competency models home and abroad, this paper aims at building a competency model of EAP teachers more properly and scientifically by the means of questionnaire analysis. The final research results show that academic knowledge structure, ICT skills, need analysis thought, curriculum construction and teaching practice are the five elements. On account of these elements, the author has conducted a detailed interpretation and proposed enlightenment for Chinese EAP teaching: firstly, teaching objectives oriented to practical application and academic purpose; secondly, improving course design in accordance with teaching practice and students’ needs; thirdly, enhancing teaching efficiency by using appropriate methodology. The illustration of these components gives some suggestions on the competency development of college English teachers.