1 Introduction

The importance of having leadership and discourse power in the International Civil Aviation Organization was emphasized, and it was pointed out that the Chinese civil aviation industry has shortcomings in cultivating talents with international civil aviation operating regulations and standards, as well as familiarity with international civil aviation affairs. At present, aviation English proficiency tests are mainly aimed at pilots and air traffic controllers, while foreign language tests for aviation engineers are still blank. The article aims to explore the design principles and practical paths of foreign language proficiency tests for aviation engineers, in order to enhance their participation in international affairs.

Theoretical Framework and Research Methods

Based on Bachman's communicative language competence model, an ESP competence model is proposed, which includes specialized domain knowledge, English proficiency, cross-cultural communication competence, critical thinking ability, self-learning ability, and information literacy ability. Yang Lifang proposed that the design of testing tasks for compound constructions should combine input and output to reflect comprehensiveness, and set up cross-cultural communication scenarios. Wu U0026 Stanfield proposed five steps for designing a Minnan dialect listening review translation exam. The study emphasizes the importance of domain experts in ESP test design, and Yang Ruiying et al. believe that ESP ability is a comprehensive application of background knowledge and language skills for specific purposes. The study proposes a framework for designing foreign language proficiency testing tasks for aviation engineers, focusing on target language usage scenarios to assess foreign language strategy ability, aviation technology communication ability, and aviation affairs negotiation ability.

3 Research Results and Discussion

This chapter explores the design principles and implementation path of foreign language proficiency testing tasks for aviation engineers. Research suggests that testing tasks should be professionally targeted, ensuring that the testing content matches the actual work scenarios of aviation engineers, and integrating professional knowledge with foreign language knowledge. The principle of task authenticity requires that testing tasks should reflect the characteristics of the target language as much as possible, including the degree of consistency between language testing tasks and target language usage tasks. The integration of abilities emphasizes that testing should reflect the ability requirements of composite talents, including the appropriateness of language strategies and the degree of integration between professional knowledge and language knowledge.

4 Conclusion

The design of ability oriented aviation foreign language proficiency testing tasks should follow the principles of professional specificity, task authenticity, and ability integration. Based on the real target language usage scenario, the testing task context should be set to fully interact and integrate language knowledge with professional knowledge. The test questions assess the participants' ability to communicate professional issues using professional knowledge and language strategies through various types of questions such as listening comprehension, reading comprehension, written expression, and oral expression. The scoring criteria incorporate assessment elements such as professional knowledge, language knowledge, and comprehensive abilities to improve practicality and interpretability. The testing task design principles and practical paths proposed in this article provide evaluation methods for aviation foreign language courses, promote the reform of course assessment methods, and provide tools for relevant enterprises and institutions in the aviation field to effectively evaluate the foreign language abilities of aviation engineers.