1 Preface

The undergraduate, master's, and doctoral courses in college English suffer from problems such as fragmentation and repetition, lack of systematicity and hierarchy, low teaching efficiency, and difficulty in meeting the needs of students in the context of new engineering disciplines. The "Guidelines for College English Teaching" emphasize the importance of a global perspective on humanistic literacy. English, as a fundamental tool, plays an important role in meeting national strategic needs, cultural dissemination, and enhancing soft power. Teachers attach great importance to imparting language knowledge and practicing skills in their teaching, neglecting the cultivation of language application abilities. The teaching objectives and content do not fully integrate language knowledge and skills with students' professional knowledge, resulting in a disconnect between learning and professional development. In the context of new engineering disciplines, it is proposed to construct a bachelor's, master's, and doctoral curriculum system based on the ESP concept to address the issue of curriculum barriers.

2 Research Fundamentals

ESP teaching originated after World War II, aiming to train technical personnel. Unlike traditional English education, it requires curriculum design based on needs analysis. Hutchinson U0026 Waters proposed three curriculum design methods and advocated the teaching philosophy of "learning centered". ESP teaching combines language theory, psychology, and education, emphasizing research in education and psychology. Domestic scholars believe that ESP teaching is the development direction of college English teaching. Chen Yingfang and Ma Xiaolei proposed an English knowledge system centered on core competencies, while Wang Beilei emphasized the necessity of offering ESP courses. Scholars have explored the ESP curriculum design model and existing problems, such as teaching objectives, faculty, textbooks, teaching quality, etc., and proposed improvement measures. However, existing research has problems such as insufficient theoretical foundation, lack of in-depth solutions, and lack of involvement in the construction of integrated undergraduate, master's, and doctoral courses. This article aims to construct a systematic, hierarchical, and open undergraduate, master's, and doctoral curriculum system, solve the problems of curriculum barriers and repetition, build an interdisciplinary teacher development platform, and guide teachers to step out of their comfort zone.

Construction of the Undergraduate, Master's, and Doctoral English Curriculum System in Three Universities

A university English undergraduate, master's, and doctoral curriculum system based on the ESP concept has been proposed, aiming to cultivate talents with international professional abilities. The curriculum system has the characteristics of systematicity, hierarchy, and openness. During the undergraduate stage, emphasis is placed on general language communication and academic literacy, while during the master's stage, emphasis is placed on professional and academic communication. During the doctoral stage, professional academic English communication skills are enhanced. The curriculum design revolves around cultivating students' four abilities, namely language communication, cooperation, critical thinking, and innovation. The construction of the curriculum system takes into account national development, social needs, and student needs, emphasizing the equal importance of language and subject/professional development, serving the talent cultivation goals and development needs at different stages. In addition, the curriculum system also reflects openness, providing a "menu" style series of courses that allow students to choose courses based on their own needs and interests, in order to achieve rational resource allocation and on-demand course design.

4 Research Methods

This chapter introduces research methods and uses qualitative research methods to verify the effectiveness of the curriculum design system. Data was collected through WeChat texts and open-ended interviews, with WeChat texts sourced from chat records between members of the teacher development team and researchers. The open-ended interviews were conducted with 150 students. Research tools include text analysis, using analytical induction and constant comparison methods for data analysis, and merging and categorizing data through thematic coding.

5 Results Discussion

This study is based on the ESP course teaching philosophy and constructs a university English undergraduate, master's, and doctoral course system that meets the needs of different levels. The course design is divided into three levels: undergraduate, graduate, and doctoral students, with non repetitive content and emphasis on applying what is learned. Undergraduate courses focus on the connection between high school and university, guiding students to pay attention to social issues and cultivate academic norms. Master's English courses avoid duplication with undergraduate programs, guiding students to use English through projects and professional tasks to enhance language expression, critical thinking, collaboration, and innovation abilities. The curriculum system promotes the development of interdisciplinary teachers, requiring university English teachers to enter students' subject areas and enhance their professional and academic communication abilities. This system also promotes cooperation between subject teachers and university English teachers, and improves the "English+Major" curriculum system.

6 Conclusion

This chapter explores the construction of a university English undergraduate, master's, and doctoral curriculum system based on the ESP concept, aiming to address the shortcomings of the existing curriculum system. A systematic, hierarchical, and open curriculum framework has been proposed, emphasizing innovation in teaching modes and integration among teachers. This system meets the talent cultivation needs of different educational stages through project/task driven inquiry based teaching methods, promotes the integrated development of teachers, and drives innovation in public English education. At the same time, it was pointed out that the English proficiency of undergraduate students is generally higher than that of master's and doctoral students, and the goal of solving the problem of students' inverted English ability was proposed for subsequent research.