Implications Of EAP Studies For College English Teaching In China

During the decades after the restoration of College Entrance Exam in1977,college English teaching in China has developed rapidly, and obtained remarkableachievements. However, with the increasing process of internationalization, manya problem is found in college English teaching. The major manifestations are thatcollege students are poor in the application of the basic English, and scanty in theprofessional English knowledge.The teaching model of English for Academic Purpose, or EAP, enjoys a highprevalence abroad and has achieved desirable effects. The model is worthy forreference, as it has a high similarity in teaching purpose and teaching conditions tothose of Chinese college English.A study is conducted in the present thesis on the worthiness of EAP to collegeEnglish teaching. By means of a questionnaire, a survey manages to cover thedegrees of satisfaction from students, in the aspects of the learners‘needs,curriculum, and evaluation system, with the current college English teaching andthe EAP teaching. Results of comparison, through average and square deviation ofthe data, show that the course satisfaction of students from current college Englishteaching is lower than that of students on the EAP teaching. Based on the analysison the data a systemic research is conducted on the integrity and entirety of EAPteaching，covering five major components, the teaching theory, needs analysis,syllabus, curriculum, and evaluation system:(1) needs analysis in EAP teaching isbased on both individuals and groups, and the analysis intends to be both inclusiveand specific;(2) the syllabus of EAP is the result of an integration of content,methods, and skills, with a proportional adjustment of the current needs of learners;(3) in the study of course design, an analysis is conducted on the factors contained in the course design, three types of EAP courses and the proportion of teachingcontents and timetabling in EAP curriculum;(4) The study on teaching theoryshows that the EAP teaching always runs through the three basic approaches,namely, communicative approach, learning-centered approach, and task-basedapproach;(5) the study on evaluation system of the EAP shows that EAP featuresa combination of a variety of test and evaluation methods, and the objects ofevaluation feedback are not only students, but also teachers and the teachingadministrative departments. With a consideration of the reality of college Englishin China, the thesis ultimately comes up with the implications of EAP to collegeEnglish teaching:(1) a clear, practical and academic objects as the goals ofteaching;(2) improvement of course design in terms of the syllabus, course typesand curriculum;(3) enhancing of teaching efficiency by means of improvingteaching methods, rationalizing teaching activities, and optimizing learningresources;(4) improvement of test evaluation system by rationalizing the testtypes and enlarging the scope of feedback. It is pointed out in the thesis that as theproblems in college English teaching have their causes at the level of education inChina, which could not be solved with efforts in mere teaching, and what thisthesis aims at is the optimization of the teaching process of college English.