? Paper Keywords: Social Development Basic English Professional English

? Abstract: The development of society urgently needs a large number of compound talents with strong professional ability and proficiency in foreign languages, which makes college English basic education in colleges and universities unable to meet the higher requirements of society for talents. At present, there are some shortcomings in the curriculum of professional basic English and professional English in colleges and universities. According to my own teaching experience, the author puts forward some thoughts on the curriculum of EGP (General English) and ESP (English for Specific Purposes). English teaching is mainly to cultivate students' practical ability, and teachers should guide students to establish correct English learning concepts, so that students can get rid of the shadow and get out of the vicious circle of college English learning.

? At present, in order to adapt to the development of social progress, many colleges and universities offer specialized English courses in addition to general English courses. Art design specialty is no exception, and English courses for art design specialty are also offered.

The emphasis on the communicative characteristics of art design specialty and the trend of internationalization of design specialty make the society in urgent need of comprehensive quality talents, and the English level of art design students is getting higher and higher. With the development of the industry, the demand for specialized English is increasing. How can art students stand out in the fierce job market? It is particularly important for them to learn English well. In the teaching of public English and specialized English courses in colleges and universities, how to guide students to establish correct English learning concepts and master correct learning methods is a problem worthy of consideration.

First, the status quo of English teaching for art and design majors

At present, in colleges and universities, English learning for art and design majors includes EGP (General English) learning and ESP (English for Specific Purposes) learning, in which EGP learning is completed through college English and ESP learning is completed through ESP. However, due to the characteristics of majors and the recruitment system, art students are different from arts and sciences in some aspects. In recent years, due to the enrollment expansion and the college entrance examination system, the achievements of art students have been overemphasized, while their cultural courses, especially English, have been neglected. In this way, after entering colleges and universities, they obviously can't keep up with college English (basic English) learning, but they are even more excluded from English learning, forming a vicious circle. At the same time, college English teachers are unwilling to give classes to art majors, which generally reflects that art majors have poor foundation, low enthusiasm for classes and serious weariness of learning. Although English learning is becoming more and more popular in China, art and design students in some first-tier cities have a relatively good foundation in English learning. However, after entering colleges and universities, they have little interest in English learning, lack learning motivation, and their English level and practical application ability have not been significantly improved under the stereotyped "College English" teaching mode. English has become a common problem for art students and teachers.

Before the college entrance examination, students majoring in art and design have fallen behind students majoring in arts and sciences in English. After entering colleges and universities, they will use the same textbooks to learn college English, and then they will learn professional English on the basis of weak college English foundation. For students majoring in art design, it's like crossing two flights of stairs in one step. It's so difficult.

For art students, attention is still focused on the study of EGP, and the attention to its ESP course is still not strong enough. Art students' English learning has been on the edge, and their English learning (including EGP and ESP) should be paid more attention. Especially in the research on the relationship between EGP learning and ESP learning of art design students, most researchers have realized that EGP learning is the basis of ESP learning, but few researchers are considering the relationship between EGP and ESP. Hou Shusheng put forward the idea of establishing a continuous college English teaching mode based on ESP and EGP, gradually infiltrating ESP into EGP teaching, and making EGP teaching tend to ESP mode. But at present, this research is only an idea and lacks practical operation.

Second, thinking about EGP and ESP courses.

Dai and Tu expounded the relationship between ESP and college English teaching: "EGP aims at teaching language skills, and for learners, learning general English aims at passing exams or realizing daily communication; ESP is an applied course for learners to realize the specialization of English knowledge and skills in a certain major or occupation. The former is usually the basis of the latter. "

In view of the present situation of EGP and ESP courses for art design majors in local universities in China, combined with my own teaching experience, the author puts forward some thoughts on EGP and ESP courses for art design majors in local universities:

There are differences and connections between 1.EGP courses and ESP courses, and the connection between them must be done well. For example, the distribution of semesters and class hours offered by EGP and ESP courses is worth studying. At present, the total hours of EGP in most colleges and universities span four semesters, reaching nearly 256 hours, while the hours of ESP range from 100 hours to as little as 32 hours. The hours of EGP in most universities are not very different, but the hours of ESP courses are very different. How to set it reasonably requires teachers to think in combination with reality. But it is not only the setting and connection of the opening time, but also how to connect the content. According to the characteristics of students majoring in art design, can the course content of EGP be preliminarily combined with the professional knowledge? This is also a front-line teaching worker. For example, according to the professional characteristics of art design major, students' personality characteristics and students' actual English foundation, teaching materials and teaching methods are selected.

2.ESP and EGP courses cannot be separated. EGP teaching should tend to the content of ESP, and the reform of EGP and ESP courses should be carried out simultaneously and complement each other. In this case, the English environment of students majoring in art and design is relatively improved, and they have more time to contact and use English, so their interest in learning will be relatively improved, but at the same time, their requirements for teachers will also be improved. Teachers should not only have a solid English foundation, but also be familiar with the knowledge of art design, so as to stimulate students' interest in the teaching process, let students establish a correct view of English learning, and let students understand the actual function of English as a language tool.

The core of 3.3. ESP theory is "demand analysis theory". In addition to imparting knowledge to students, colleges and universities also have social functions to cultivate talents for the society. Therefore, teachers should not only start from students' own and future development needs, but also start from the needs of society, find the combination of these two needs, and carry out targeted teaching in order to achieve higher teaching results. At this time, teachers are the balancer between society and students, so it is particularly important to find the combination point of their needs. In addition, it is feasible for teachers to teach according to the different needs of students, which is more targeted and students' learning motivation will be enhanced.

Language is a tool. For non-English majors, it is especially important to emphasize the application function of language, so as to make a qualitative leap in professional knowledge and promote their professional development with the help of the advantages of English. The teaching goal of English course is to cultivate students' practical ability to use English, not just to pass the English proficiency test. Students majoring in art design should be no exception. Therefore, whether it is EGP or ESP courses, it is mainly to cultivate students' practical application ability. Teachers should guide students to establish a correct view of English learning, so that students can get rid of the shadow and get out of the vicious circle of college English learning.

References:

[1] Cai Jigang. ESP and the Development Direction of College English Teaching in China [J]. Foreign Languages, 2004(2).