1 Introduction

ESP (English for Specific Purposes) is an English language teaching designed for learners of specific disciplines or professions, aimed at enhancing their knowledge of vocabulary, syntax, and discourse in their professional fields. After World War II, with the rapid development of trade and technology, English became the international lingua franca, driving the development of ESP. In the 1970s, ESP became a popular discipline, and researchers began to focus on its four stages of development in teaching objectives: genre analysis, discourse analysis, target scenario analysis, and skill based approach. Domestic research on ESP teaching focuses on teacher research, teaching models, learner research, and information technology applications, but there is relatively little micro level research on the language characteristics of ESP. In recent years, the compilation of ESP textbooks has tended towards a simplified model, lacking in-depth research on language characteristics. Taking medical English as an example, there are only a few studies related to language and teaching in relevant literature, while research on engineering English teaching focuses on teaching modes and lacks research on language characteristics. ESP teachers should attach importance to the combination of language characteristics and teaching methods to meet the needs of learners to become professional communicators. The learning of terminology in ESP is crucial for learners as it directly relates to the expression of professional concepts.

Research on Terminology Teaching in ESP Teaching at Home and Abroad

Terminology teaching has received widespread attention in ESP teaching research both domestically and internationally. China National Knowledge Infrastructure (CNKI) has retrieved over 70 relevant literature from the past decade, covering terminology teaching in fields such as military, commerce, textiles, and medicine. Foreign scholars such as Coxhead emphasize the importance of terminology in professional learning and explore methods for identifying terminology variants. The research also involves aspects such as compound terminology, self construction of terminology vocabulary system, collocation or discrimination. ESP learners face difficulties in identifying common vocabulary with professional meanings and mastering different terminology expressions for the same concept among different professional groups. Terminology teaching should become an important component of ESP teaching, which helps to realize the new liberal arts education concept of "professional+language".

3 Terminology Teaching Methods for Engineering English ESP Teaching

Explored in depth four methods of terminology teaching in engineering English ESP teaching. Firstly, the competence framework of ESP teaching was introduced, including language competence, sociolinguistic competence, discourse competence, pragmatic competence, and socio-cultural competence. Subsequently, the teaching method of "querying the genealogy of terminology" was proposed, which helps students understand the position and conceptual system of terminology in the subject, and assists them in constructing their own professional and language knowledge. Secondly, the function of mastering terminology variants was discussed, emphasizing the importance of terminology variants in ESP reading comprehension and discourse writing ability, and introducing four functions of terminology variants: simplification function, discourse coherence function, information indication function, and information advancement function. Thirdly, the rationale for exploring terminology naming was explored, pointing out that terminology naming is influenced by various factors such as regional differences, social development, political influence, and knowledge dissemination. It was also proposed to track the background of terminology naming through information retrieval or morphological and semantic analysis methods. Finally, the teaching method of "interpreting the concept of terminology" was proposed, emphasizing the importance of interpreting the professional concepts carried by terminology, and introducing teaching strategies for students to understand the historical and cross-cultural differences of terminology concepts through translation exercises. These methods aim to enhance the language and socio-cultural abilities of ESP learners, and promote the integration of professional and language knowledge.

4 Conclusion

It emphasizes that in ESP teaching, teachers should guide students to master the language characteristics of engineering English, promote students to actively construct professional knowledge frameworks and accumulate language communication skills through various terminology teaching methods and classroom tasks. Fifteen years of teaching practice have shown that focusing on the dimension of terminology in teaching can effectively enhance students' professional knowledge, language ability, and discourse ability, helping them become qualified professional knowledge communicators.