1 Introduction

This article introduces the importance of English for Specific Purposes (ESP) courses in talent cultivation in the new era, and points out the problem of the disconnect between ESP course teaching and actual work scenarios. The POA teaching method emphasizes the overall connection between teaching design and practical needs by creating a real communicative context, effectively addressing the problem of "separation of learning and application". The POA teaching process includes three stages: driving, facilitating, and evaluating, among which driving design is crucial for teaching effectiveness. At present, research on the POA driving process is relatively scarce. To solve the problem of separation of learning and application in ESP courses and fragmented teaching, the author proposed a hierarchical ladder driven task chain design and conducted teaching practice in the "Art English" course to verify its effectiveness.

2 Pain points in original course teaching

Discussed the problems encountered in the teaching of ESP course "Art English", including the separation of learning and application, fragmented teaching leading to insufficient student learning motivation and affecting teaching effectiveness. Specific issues include: 1) The course focuses mainly on reading, emphasizing knowledge transmission and neglecting practical application; 2) The course content is complex and lacks systematicity; 3) Unclear teaching themes and scattered vocabulary learning; 4) The difficulty level of learning content varies and lacks progressiveness. To address these issues, it is necessary to re plan teaching objectives, restructure textbook content, and design a gradual task chain to enhance students' interest and motivation in learning.

3 "Four Elements, Three Levels" Design Framework

This paper introduces a hierarchical ladder driven task chain design framework based on POA, aiming to solve the problems in the ESP course "Art English". The framework takes subject themes, typical events, professional roles, and industry venues as the dimensions of the curriculum, and designs output tasks at three levels: curriculum, semester, and unit. The four elements correspond to the topic, purpose, identity, and occasion respectively to enhance the driving force of the scene. The three-level design framework includes a comprehensive review of course levels, semester level driven large-scale scenario design, and unit level driven small-scale scenario design to ensure the overall, systematic, and progressive nature of the course. Through this framework, the realism and learning motivation of students' experiences can be enhanced, avoiding knowledge fragmentation.

Analysis of Task Chain Design Driven by "Art English"

Elaborated in detail the design and teaching practice of the driving task chain in the "Art English" course. At the macro design level, based on the "four elements, three levels" framework, the driving scenarios and tasks for four semesters have been determined. Each semester focuses on an art subject theme, selects six unit topics, and comprehensively considers the application of the four elements to reflect the specialization of ESP courses and the overall nature of the semester. At the meso level design level, taking the special topic of "The Evolution and Development History of Chinese Calligraphy" in the autumn semester of 2022 as an example, this paper introduces the principles and steps of driving task chain design. Following the principles of integrity, systematicity, and gradual progress, the design of one semester's driving tasks gradually transitions from reading tasks to writing and oral tasks, achieving a gradual upgrade in task difficulty and ability cultivation. At the micro design level, the teaching design at the unit level was introduced. Taking the task of "exhibition board design" as an example, the teaching design and steps were specifically explained, including the teacher presenting communicative scenarios, students attempting to produce, teachers explaining teaching objectives and output tasks, etc., to implement small scenarios and series of sub tasks and complete unit tasks.

Analysis and Reflection on the Teaching Effect of "Art English" (Special Topic on Chinese Calligraphy)

This chapter uses the triangulation method to analyze the teaching effectiveness of "Art English" (a special topic on Chinese calligraphy) from two aspects: teacher teaching situation and student feedback. Research has found that strengthening practical teaching can help improve students' application of in class knowledge, but students with weaker English foundations need to improve their output and quality of content. The design of the driving task chain enhances the overall and systematic nature of teaching, helping students set effective learning goals. The layered progression and difficulty escalation of scene settings and tasks effectively stimulate students' interest and motivation in learning. The interview found that students have positive feedback on the role of instructional design in stimulating learning interest, but there are also problems with unclear division of group tasks and low efficiency in task completion. This study combines the characteristics of ESP courses with the POA teaching philosophy, integrates textbook resources, and designs overall driving tasks; Consider driving design principles and set realistic communication scenarios; Coordinate task gradients and systematically and progressively guide students to complete diverse tasks. However, there are also issues such as insufficient consideration of differentiated teaching and the need to refine task step guidance, which require further improvement.

6 Summary

This study is based on the POA teaching theory framework and designs a "hierarchical ladder driven task chain" model for ESP courses, aiming to solve the problems of separation of learning and application, fragmented teaching, and insufficient learning motivation. By adopting the concept of large unit teaching and the overall foreign language teaching philosophy, following the principles of integrity, systematicity, and gradual progress, we designed driving tasks, carried out teaching practices, and achieved good results. Research on restructuring textbook content to address the issue of extensive and lack of systematic teaching content; Closely integrate driving scenarios and tasks with real scenarios and job requirements, stimulate students' interest in learning, and help them understand the practical value of knowledge in real life; By gradually upgrading the types and difficulty of tasks, guide students to realize their shortcomings and stimulate their learning motivation. The research shortcomings include limited data, the impact of online learning on teaching effectiveness for some students, and the fact that ESP courses have more specialized themes, more difficult teaching materials, and more specific language application scenarios, which require more in-depth scrutiny and thinking. Future research should conduct research on practical scenario work task requirements and design more practical and diverse driving tasks; Further explore the applicability of the hierarchical ladder driven task chain model, and sort out the principles and operational paths for implementing the driving process from both theoretical and practical perspectives.