The Application Of Progressing Teaching Mode In ESP Course In Vocational Colleges

With the rapid growth of science and technology in modern society, all walks of life have come to realize the importance of English. More and more employers put emphasis on expertise as well as other comprehensive skills, including professional English. How to improve higher vocational English teaching to make it in line with the training target of higher vocational colleges is worth great consideration.ESP stands for English for Specific Purposes. It is an important part of foreign language educational system of Non-English Speaking countries, which is derived from needs of society and learners. ESP courses aim at teaching students specific English in different fields. The thesis has discovered that ESP courses should be set and open to students of all majors according to Needs Analysis theory, Especially for non-English majors. According to Hutchinson, the teaching mode of ESP should be distinguished from that of general English. This thesis explores what kind of teaching mode can improve the current quality of Computer English teaching from the perspective of Needs Analysis theory.Faced up with the dilemma of ESP teaching in higher vocational colleges, the thesis presents "progressing" teaching mode by analyzing major teaching modes at home and abroad on the basis of genuine English level of students who major in Computer. The mode consists of general English teaching、specific English teaching and expertise extension. The three stages are connected with each other closely and are making progress step by step.The thesis makes a survey of 120 students by questionnaires so as to reveal the attitude and evaluation of students in higher vocational colleges towards Computer English teaching. Meanwhile, it tries to testify the feasibility of "progressing" teaching mode through two-month teaching experiment, hoping the new teaching mode can replace the traditional ones.In the end, the thesis makes an analysis of the experimental result. The result shows that the "progressing" teaching mode does not work well in raising written English score, which may be partly attributed to limited duration of experiment. But compared with traditional modes, it does contribute to congenial learning atmosphere、boosting students’ interest and consolidating students’expertise.