1 Introduction

Discussed the importance and construction needs of Academic English (EAP) courses in the context of internationalization of higher education. The EAP course aims to cultivate students' English language proficiency and academic literacy, with practicality and purpose. However, in reality, the EAP course attributes are vague, the teaching focus is unclear, and teachers lack confidence. The article proposes the EAP curriculum design concept of "language task content" integration from the perspective of academic discourse socialization. It is recommended to focus on the development of academic language skills, guide students to experience real academic tasks, use English to process subject content, and enhance language awareness and learning abilities.

2. Socialization of Academic Discourse and Attributes of Academic English Curriculum

Explored the concept of academic discourse socialization, emphasizing the process of students integrating into academic communities through language learning. The socialization of academic discourse not only involves learning academic language knowledge and skills, but also involves identifying with academic norms and culture. For beginners, exposure to academic texts and understanding of basic concepts in the subject area are important components of the socialization of academic discourse. Academic English courses should guide students through this process, rather than just imparting isolated language knowledge and skills. The core objective of the course is to enhance students' academic English language proficiency, rather than just improving their research abilities. Academic English courses should enable students to gradually master the language, textual, and stylistic features of academic English while completing specific academic tasks, and learn how to apply them. The ultimate goal is to enable students to independently judge the purpose of academic tasks, choose appropriate language forms, and accurately understand and express meaning.

3 Academic English Course Objectives

Discussed the objectives of academic English courses, emphasizing that academic English is divided into General Academic English (EGAP) and Specialized Academic English (ESAP), and pointed out that the two are difficult to separate in practical academic tasks. The course objective is to create authentic academic tasks, guide students to understand the relationship between language form and function, and enhance academic language proficiency. Academic tasks and subject content provide context and meaning for language use, with academic English proficiency being the core objective. Through real academic English course cases, the curriculum concept of "language task content" integration is demonstrated. This course is designed for second year undergraduate students majoring in English French bilingual and compound language, aiming to enhance their academic English language proficiency, including understanding the characteristics of academic English, cultivating academic comprehension and expression abilities, and mastering strategies for learning and using academic language. In the course, students experience the process of academic writing by reading introductory textbooks on academic research and real academic journal articles, and gain an understanding of the basic attributes of academic activities and the sources of academic norms. Teachers guide students to understand the characteristics of academic writing, transform the exam oriented learning mode, clarify the learning objectives in the academic field, recognize the purposes and functions of academic language use, and find reasonable basis for language form understanding and selection.

Teaching Materials and Course Structure for Academic English Courses

Discussed the selection of teaching materials and course structure design for academic English courses. Teaching materials should follow the principles of authenticity, moderate difficulty, and diversity, based on materials from real academic scenarios, with moderate language difficulty and covering a variety of academic tasks. The course uses the introduction chapter of classic English introductory textbooks from different disciplines as the main material, which is both professional and suitable for beginners, and helps to enhance humanistic literacy and academic awareness. The course structure design is based on the real academic learning process, decomposing the learning process into cognitive activities, designing unit objectives, tasks, and materials in the order of beginner recognition, and gradually increasing the difficulty between units. Each unit selects materials around specific learning objectives, and enables students to understand and express themselves in English through specific learning tasks. Teachers focus on students' language use issues, with a focus on helping them understand the function of language forms in academic activities, rather than simply mastering vocabulary and expression forms.

5 Conclusion

Based on the socialization theory of academic discourse, the concept of integrating "language task content" in academic English curriculum design is proposed. Emphasis should be placed on the development of academic language skills as the core of the curriculum, relying on real academic tasks and subject content, guiding students to understand the mediating function of language, and enhancing their awareness and methods of dealing with academic English problems. Course design should consider student diversity, select appropriate materials and learning tasks. Following three principles: 1) With the core goal of enhancing academic language proficiency; 2) Using real subject content as teaching materials, with task difficulty that meets students' level and needs; 3) Simulate real academic activities, decompose cognitive processes into ordered learning tasks, and guide students to understand academic norms and language functions based on their actual problems. These principles help teachers grasp the attributes and teaching focus of academic English courses. Future research can explore curriculum design ideas and teaching principles from more theoretical perspectives, targeting diverse student groups.