A Study on Teaching Practice Based on English for Specific Purposes from the Perspective of “Teacher-Student Collaborative Assessment”

DOI: https://doi.org/10.62517/jhet.202415527

Author(s)

Xi Ruan

Affiliation(s)

Department of English, University of Sanya, Sanya, Hainan, China

Abstract

For the college English teaching of students majoring in art in universities, teachers need to seek suitable teaching methods and techniques based on students’ professional characteristics and employment needs. Based on the theory of “Teacher-Student Collaborative Assessment” (TSCA), this study combines the teaching mode of English for Specific Purposes (ESP). It focuses on the practice of translation classes in college English and aims to enhance art students’ interests in learning English with the purpose of ensuring their effective use of English skills in their professional fields. The study shows that students majoring in art tend to actively participate in classroom activities that involve teacher-student collaboration, such as collaborative assessment and collaborative learning. Furthermore, based on the development characteristics of the university or college itself and the students’ professional directions, the study analyzes the relationship between ESP teaching and professional development, aiming to provide theoretical support and practical guidance for high-level ESP teaching and the coordinated development of professions.

Keywords

Teacher-student Collaborative Assessment; ESP; Students Majoring in Art; Learning Interests; Professional Knowledge; Coordinated Development of Professions

References

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