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Abstract：
This study presents a comprehensive needs analysis of English for Specific Purposes (ESP) courses in colleges of art and design in China. By examining the perspectives of undergraduate students, graduate students, art teachers, and English teachers, the research identifies consensus and divergence in ESP needs and implementation challenges. The analysis reveals a strong demand among students for specialized English learning, with a particular emphasis on receptive and interactive skills. However, there is a widespread acknowledgement of students\' difficulties across ESP skills, indicating a gap between student competencies and the professional demands, thus highlighting the need for targeted educational interventions to effectively address the difficulties. Notably, reading and writing abilities emerge as the most lacking skills. While there is unanimous recognition of the positive impact of ESP on students\' professional abilities and international competitiveness, a significant disparity exists in the enthusiasm for implementing ESP courses, paticularly with resistence from English teachers. The study highlights the critical challenges in ESP teaching, with teacher qualifications identified as the most prominent issue. Interestingly, English teachers attribute difficulties primarily to teaching materials, indicating a potential lack of readiness for ESP course delivery. A gap is also observed between teachers\' evaluations of student abilities and students\' self-assessment, especially among undergraduate freshmen, suggesting an overestimation of their English proficiency in professional contexts. The paper concludes with the implication that for effective ESP course implementation in colleges of art and design in China, targeted faculty development programs and a collaborative approach involving English teachers, art teachers, and professionals are essential. The collaboration should aim to develop materials that integrate specific professional knowledge with linguistic expertise. Additionally, a balanced approach combining general English proficiency and specialized English training is recommended to address both foundational and specialized language skills. Overall, the study underscores the need for targeted ESP courses in art and design education, tailored to bridge the gap between current proficiency levels and professional language requirements.
摘要：
本研究对中国艺术设计学院的专门用途英语（ESP）课程进行了全面的需求分析。通过考察本科生的观点,研究生,美术老师,和英语老师,该研究确定了ESP需求和实施挑战的共识和分歧。分析揭示了学生对专业英语学习的强烈需求,特别强调接受和互动技能。然而,人们普遍承认学生在ESP技能方面的困难，表明学生能力和专业要求之间的差距，因此强调需要有针对性的教育干预措施，以有效解决这些困难。值得注意的是,阅读和写作能力成为最缺乏的技能。虽然人们一致认识到ESP对学生的职业能力和国际竞争力的积极影响，实施ESP课程的热情存在显著差距，受到英语老师的抵制。该研究强调了ESP教学中的关键挑战，教师资格被确定为最突出的问题。有趣的是,英语教师将困难主要归因于教材，表明可能缺乏ESP课程交付的准备。教师对学生能力的评价和学生自我评价之间也存在差距，尤其是在本科新生中，这表明他们在专业环境中高估了英语水平。本文的结论是，为了在中国艺术设计学院中有效地实施ESP课程，有针对性的教师发展计划和涉及英语教师的协作方法，美术老师,和专业人士是必不可少的。合作应旨在开发将特定专业知识与语言专业知识相结合的材料。此外,建议采用平衡的方法将一般英语水平和专业英语培训相结合，以解决基础和专业语言技能。总的来说,这项研究强调了在艺术和设计教育中需要有针对性的ESP课程，为弥合当前熟练程度和专业语言要求之间的差距而量身定制。
