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【Abstract】With the development of global economy， it’s becoming increasingly important to bring industry English into College English Course. But there are still many problems about industry English teaching in most colleges. This paper will analyze these problems and put forward effective measures to promote industry English teaching.
【Key words】industry English teaching； problems； effective measures
1. Features of Industry English
Compared with basic English， Industry English is unique. We must master its features before bringing it into College English Course.
1.1 Content of textbooks
In view of characteristics of different industries， English language teaching syllabus should be formulated to meet the needs of these industries. The teaching materials should focus on the ability of listening and speaking， therefore achieve the goal of smooth communication. Moreover， teaching materials should be closely linked to students’ majors and make the course simplified， refined， and practical.
1.2 Classroom Teaching
Since this course is related to the teaching of industry， teachers can simulate the professional scene， or take students into the actual work environment. This can help enhance students’ interest， so that students will absorb knowledge better. In addition， teachers can also apply “constructivist” theory in English language teaching.
1.3 Examination Model
After bringing in industry English， different examination forms should be adopted corresponding to different majors， and then form appraisal standards in line with the majors.
2. Problems of Industry English teaching
The State Department of Higher Education has put forward basic requirements for industry English teaching in vocational colleges， that is “not only to lay the foundation of language， but also to focus on developing the skills of using English， especially the capacity of dealing with daily and foreign business in English”. However， the current situation is not so optimistic. There still exists many problems.
2.1 Lack of attention to industry English on students’ part
Some students lack of far-sighted planning for their future career. They think their future work won’t have too much relevance to English. The ultimate purpose for them to learn English is to cope with various exams and make their resume more attractive.
2.2 Lack of clear Course Orientation and teaching objectives Since many colleges have just started to teach industry English in recent years， they set the course orientation and teaching objectives in their own ways， and there is no uniform requirements and standards.
2.3 Lack of suitable teaching materials
In the actual teaching process， industry English is usually misunderstood as professional English. The teaching materials often contain too many professional terms and the textbooks are much more difficult than students’ English level required after they step into the career. This affects students’ enthusiasm for learning.
2.4 Lack of competent teachers
Industry English teaching is different from basic English teaching. Teachers need to know about both English and a certain industry that the students will be engaged in after their graduation. But in general， English teachers are English majors and they lack the knowledge of industries， while most professional teachers are weak in English. This affects the effectiveness of teaching industry English to a certain extent.
3. Measures to promote Industry English teaching
According to the above problems about industry English teaching， there are some corrective measures that will help promote industry English teaching.
3.1 set the goal for industry English teaching
It is essential to distinguish industry English teaching from both college English and professional English teaching. Industry English serves as a bridge that connects basic English learning and the application of professional English. It is a continuation of basic English learning， and the foundation of professional English learning. Vocational colleges mainly focus on the training of technical personnel， so industry English teaching should serve vocational education and professional competence.
3.2 choose appropriate teaching content
Many current textbooks for industry English originated from undergraduate English teaching system； few are really suitable for vocational colleges. Teachers can conduct investigations concerning a certain industry and the front-line staff. In this way， teachers will know better about requirement of industry English teaching. Then they can try to design and compile teaching materials that are of systematic contents， moderate difficulty and reflect the dynamic and cutting-edge content of the industrial development.
3.3 strengthen the construction of the teaching group
Nowadays， most vocational colleges have been emphasizing cooperation between school and enterprise. Teachers must make efforts to become “double-qualified” teachers. Industry English teaching requires that teachers not only master professional knowledge and skills， but also have solid basic skills in English. Thus， English teachers should strive to expand their expertise in industry English teaching. Schools should strengthen cooperation with enterprises， and arrange English teachers to practice in relevant industry， thus helping them learn the relevant industry knowledge in practice， relate their English knowledge to industry knowledge. Co-teaching can also serve the purpose，that is， teachers of rich professional knowledge and English teachers assist each other in teaching. 3.4 emphasize the construction of training base
Most students don’t attach importance to the learning of industry English because they don’t know under what circumstances they will use English in their future career. They don’t even know much about their future career. Therefore， schools should pay attention to the construction of training base， and move industry English teaching to enterprise， workshop or construction site， so that students will understand on what occasions English will be used. By doing this， students will pay more attention to the learning of industry English and apply their knowledge in a timely manner.
4. Conclusion
As an emerging field， the improvement and implementation of industry English teaching will inevitably be a long and difficult process. It requires that students pay more attention， teachers enrich the structure of their knowledge， schools change concept of teaching management， and all sectors of the society should offer strong support. Only through full cooperation and long-term efforts can vocational education adapt to the personnel training objectives and meet the actual needs of the market.
References：
[1]俞露.浅谈高职高专的行业英语教学[D].福州：福建社会科学院，2009.
[2]江文国.对高职院校行业英语教学的思考[J].南昌教学学院学报，2010（7）.
[3]孙静芳.王进军，徐萌.对高职行业英语教学体系构建的思考[J].南昌教育学院学报，2012（9）：109-111.
[4]崔美子.浅析高职高专英语教学模式改革[J].中国科教创新导刊，2011（22）：18.
【Key words】industry English teaching； problems； effective measures
1. Features of Industry English
Compared with basic English， Industry English is unique. We must master its features before bringing it into College English Course.
1.1 Content of textbooks
In view of characteristics of different industries， English language teaching syllabus should be formulated to meet the needs of these industries. The teaching materials should focus on the ability of listening and speaking， therefore achieve the goal of smooth communication. Moreover， teaching materials should be closely linked to students’ majors and make the course simplified， refined， and practical.
1.2 Classroom Teaching
Since this course is related to the teaching of industry， teachers can simulate the professional scene， or take students into the actual work environment. This can help enhance students’ interest， so that students will absorb knowledge better. In addition， teachers can also apply “constructivist” theory in English language teaching.
1.3 Examination Model
After bringing in industry English， different examination forms should be adopted corresponding to different majors， and then form appraisal standards in line with the majors.
2. Problems of Industry English teaching
The State Department of Higher Education has put forward basic requirements for industry English teaching in vocational colleges， that is “not only to lay the foundation of language， but also to focus on developing the skills of using English， especially the capacity of dealing with daily and foreign business in English”. However， the current situation is not so optimistic. There still exists many problems.
2.1 Lack of attention to industry English on students’ part
Some students lack of far-sighted planning for their future career. They think their future work won’t have too much relevance to English. The ultimate purpose for them to learn English is to cope with various exams and make their resume more attractive.
2.2 Lack of clear Course Orientation and teaching objectives Since many colleges have just started to teach industry English in recent years， they set the course orientation and teaching objectives in their own ways， and there is no uniform requirements and standards.
2.3 Lack of suitable teaching materials
In the actual teaching process， industry English is usually misunderstood as professional English. The teaching materials often contain too many professional terms and the textbooks are much more difficult than students’ English level required after they step into the career. This affects students’ enthusiasm for learning.
2.4 Lack of competent teachers
Industry English teaching is different from basic English teaching. Teachers need to know about both English and a certain industry that the students will be engaged in after their graduation. But in general， English teachers are English majors and they lack the knowledge of industries， while most professional teachers are weak in English. This affects the effectiveness of teaching industry English to a certain extent.
3. Measures to promote Industry English teaching
According to the above problems about industry English teaching， there are some corrective measures that will help promote industry English teaching.
3.1 set the goal for industry English teaching
It is essential to distinguish industry English teaching from both college English and professional English teaching. Industry English serves as a bridge that connects basic English learning and the application of professional English. It is a continuation of basic English learning， and the foundation of professional English learning. Vocational colleges mainly focus on the training of technical personnel， so industry English teaching should serve vocational education and professional competence.
3.2 choose appropriate teaching content
Many current textbooks for industry English originated from undergraduate English teaching system； few are really suitable for vocational colleges. Teachers can conduct investigations concerning a certain industry and the front-line staff. In this way， teachers will know better about requirement of industry English teaching. Then they can try to design and compile teaching materials that are of systematic contents， moderate difficulty and reflect the dynamic and cutting-edge content of the industrial development.
3.3 strengthen the construction of the teaching group
Nowadays， most vocational colleges have been emphasizing cooperation between school and enterprise. Teachers must make efforts to become “double-qualified” teachers. Industry English teaching requires that teachers not only master professional knowledge and skills， but also have solid basic skills in English. Thus， English teachers should strive to expand their expertise in industry English teaching. Schools should strengthen cooperation with enterprises， and arrange English teachers to practice in relevant industry， thus helping them learn the relevant industry knowledge in practice， relate their English knowledge to industry knowledge. Co-teaching can also serve the purpose，that is， teachers of rich professional knowledge and English teachers assist each other in teaching. 3.4 emphasize the construction of training base
Most students don’t attach importance to the learning of industry English because they don’t know under what circumstances they will use English in their future career. They don’t even know much about their future career. Therefore， schools should pay attention to the construction of training base， and move industry English teaching to enterprise， workshop or construction site， so that students will understand on what occasions English will be used. By doing this， students will pay more attention to the learning of industry English and apply their knowledge in a timely manner.
4. Conclusion
As an emerging field， the improvement and implementation of industry English teaching will inevitably be a long and difficult process. It requires that students pay more attention， teachers enrich the structure of their knowledge， schools change concept of teaching management， and all sectors of the society should offer strong support. Only through full cooperation and long-term efforts can vocational education adapt to the personnel training objectives and meet the actual needs of the market.
References：
[1]俞露.浅谈高职高专的行业英语教学[D].福州：福建社会科学院，2009.
[2]江文国.对高职院校行业英语教学的思考[J].南昌教学学院学报，2010（7）.
[3]孙静芳.王进军，徐萌.对高职行业英语教学体系构建的思考[J].南昌教育学院学报，2012（9）：109-111.
[4]崔美子.浅析高职高专英语教学模式改革[J].中国科教创新导刊，2011（22）：18.