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【Abstract】This paper starts with the investigation of the employment market of English majors，carrys out a rational study of the problems in the teaching Process of English majors in colleges and universities， and an in-depth study of modern professional English teaching methods and means， explores how to establish a practical teaching system to meet the needs of the job market.
【Key words】Practical Teaching System for English Majors； Service - Based English Llearning； Curriculum Construction； Teaching Staff Construction
Introduction
The employment-oriented teaching is an important development concept of the state according to China’s economic development and the current situation of China’s national conditions. English major education not only focuses on the teaching of students ’professional knowledge， but also strengthens students’ comprehensive employability training. So that to achieve “zero distance” docking with enterprise， and lay a solid foundation for the success of the entire career.
Present Problems in Teaching System of English Majors
I. There are several problems in the traditional professional English teaching process， such as attach importance to teaching than learning， knowledge than ability， language than culture， input than output， written than spoken English， teaching than communication， result than process， and so on.
II. Teaching model is single and still continuing the traditional spoon-fed teaching form， students accept the knowledge passively， teachers did not teach students in accordance with their aptitude， and they did not organise any social activities according to the students’ employment intention and the teaching materials， so they can not guarantee the effect of class.
III. Students do not have a clear career plan. Teachers should help students do the phased industry analysis， plan their career goals on the basis of the employment statistics of previous graduates.
IV. Students has not enough off-campus practice and in-depth study in view of the industry， “Internship” is not monitored， practice time is short. There is no guidance and management of the experienced school staff， which affects the quality of practice seriously.
Solutions of These Problems
I. Constructing the Practical Teaching Model of “Service -Based English Learning”
The so-called “service learning” is “an educational experience based on the partnership between school and society. Through ’service’， ’learning’ can enable students to use academic knowledge and critical thinking skills to meet the real needs of society. By using reflection and evaluation， students have a more in-depth understanding of the course contents and civic awareness”（CELTS，2004： 3）Z In other words， the service learning is the combining education methods between community service and academic knowledge goals， community work preparation and purposeful reflection. Students participate in service learning and regard direct and indirect community services as part of their academic programs； understand and reflect on the environment of the client， and further understand the close relationship between the service and the academic curriculum. Therefore， service-based learning is an effective learning method， the difference between service-based learning and other educational methods lies in the fact that service-based learning can not be realized within the confines of classroom， campus and subject. Service-based learning involves partnerships between institutions of higher learning and communities， and can influence students from multiple perspectives， service-based learning can help students understand the relationship between theoretical knowledge and practice. As Hale （1999） put it， “creating an experience of presence.” II. Strengthening the Construction of “Applicable Type” Curriculum
Curriculum construction is the basic way to achieve the goal of professional training， and the characteristic specialty must be reflected in the course construction and teaching material construction. In reforming or changing the current situation of English teaching， we must keep in mind the real purpose of English learning： to give full play to its role as a tool， use English to communicate appropriately. For English majors， especially those who are sophomores and juniors， it is particularly necessary to have courses in English and American literature， English language culture， and linguistics. which is also the the strength or advantage for English majors to competite with other professional students. Through graduates’ internship experience， most of them are proposing to offer more teaching and practical courses； other students advocate the creation of practical courses such as business English， secretarial English or other disciplines related knowledge. At present， many domestic colleges and universities encourage students to learn English integrated with other disciplines such as education， journalism， international economic law， accounting， business administration， international relations at the same time. Therefore， taking into account the basic skills and vocational skills training， making clear the nature of English courses， taking employment as the orientation， taking job capabilities as the core， developing professional English course module， cultivate new talents with good skills comprehensive foreign language application skills for all walks of life.
III. Strengthening the Construction of “Double - Qualified Teachers”
Teaching staff is the root to guarantee the characteristics of the specialized construction， it is unnecessary to build the characteristics of professional teams without qualified teachers. Tilting to the characteristic specialty in the introduction of talent， personnel allocation and talent training. The main measures taken are “to introduce， go out”， that is， making full use of a variety of practical training conditions， professional teachers will be sent to the relevant enterprises for training. From the form， ask them to get the qualification certificate and teacher qualification certificate； in essence， they are required not only have a strong professional theoretical literacy， but also have the operation skills to teach as a skilled craftsman. In addition， employ a small number of part-time teachers from social production and service line. On the one hand， the introduction of their practical experience； on the other hand， they can also lead the professional teachers to build the capacity. To become a qualified English teacher， teachers must understand or master related disciplines such as linguistics， psycholinguistics， sociolinguistics， psychology， education， etc. IV. Effective Evaluation
Assessment has two meanings： 1. As a means of teaching the examination； 2. As a means of evaluating the teaching reform.
First， as a means of checking the effectiveness of teaching， assessment of specific performance for the test. While examining the effectiveness of teaching， the test helps to identify problems in the teaching process and feedback the existing teaching to improve it effectively. At the same time， the test has the feedback and the instruction function to the teaching. The role of testing is significant， people can adjust the content and form of examination to adjust or control the impact of testing on teaching. Assessments are also necessary to measure the effectiveness of certain changes. In the case of any change， no evaluation is incomplete. A two-pronged assessment method， that is， an assessment by internal participants and an assessment of the project results by external experts. Evaluation criteria will be consistent with its purpose， the key is to assess whether the English teaching division task in various stages is scientific； to cultivate and improve learners’ communicative competence in English， to help improve the overall level of English teaching in China.
Implications and Conclusion
Service learning is an effective learning method， the difference between service learning and other educational methods is that the service based learning can not be realized in the classroom， the campus and the subject. Service learning can make an inventory of the theory to help students understand the relationship between theoretical knowledge and practice. （Haiying Cao， 2009， p.57） Professional English teaching system is a three-dimensional language practice environment to meet the social and job needs， that is， context-based project teaching， extra-curricular self-training and off-campus practical training project. Enable students to recognize and build competencies in practice through simulated and real-world professional language applications.
References：
[1]CELTS.2004.（Center for Excellence in Learning Through Service），Faculty Service-Learning Handbook，p.3.http：//www.berea.edu/cells/servicelearning/resourees.asp.
[2]Hale，A.Service-learning and Spanish：A missing link[A].Hellebrandt，J.
【Key words】Practical Teaching System for English Majors； Service - Based English Llearning； Curriculum Construction； Teaching Staff Construction
Introduction
The employment-oriented teaching is an important development concept of the state according to China’s economic development and the current situation of China’s national conditions. English major education not only focuses on the teaching of students ’professional knowledge， but also strengthens students’ comprehensive employability training. So that to achieve “zero distance” docking with enterprise， and lay a solid foundation for the success of the entire career.
Present Problems in Teaching System of English Majors
I. There are several problems in the traditional professional English teaching process， such as attach importance to teaching than learning， knowledge than ability， language than culture， input than output， written than spoken English， teaching than communication， result than process， and so on.
II. Teaching model is single and still continuing the traditional spoon-fed teaching form， students accept the knowledge passively， teachers did not teach students in accordance with their aptitude， and they did not organise any social activities according to the students’ employment intention and the teaching materials， so they can not guarantee the effect of class.
III. Students do not have a clear career plan. Teachers should help students do the phased industry analysis， plan their career goals on the basis of the employment statistics of previous graduates.
IV. Students has not enough off-campus practice and in-depth study in view of the industry， “Internship” is not monitored， practice time is short. There is no guidance and management of the experienced school staff， which affects the quality of practice seriously.
Solutions of These Problems
I. Constructing the Practical Teaching Model of “Service -Based English Learning”
The so-called “service learning” is “an educational experience based on the partnership between school and society. Through ’service’， ’learning’ can enable students to use academic knowledge and critical thinking skills to meet the real needs of society. By using reflection and evaluation， students have a more in-depth understanding of the course contents and civic awareness”（CELTS，2004： 3）Z In other words， the service learning is the combining education methods between community service and academic knowledge goals， community work preparation and purposeful reflection. Students participate in service learning and regard direct and indirect community services as part of their academic programs； understand and reflect on the environment of the client， and further understand the close relationship between the service and the academic curriculum. Therefore， service-based learning is an effective learning method， the difference between service-based learning and other educational methods lies in the fact that service-based learning can not be realized within the confines of classroom， campus and subject. Service-based learning involves partnerships between institutions of higher learning and communities， and can influence students from multiple perspectives， service-based learning can help students understand the relationship between theoretical knowledge and practice. As Hale （1999） put it， “creating an experience of presence.” II. Strengthening the Construction of “Applicable Type” Curriculum
Curriculum construction is the basic way to achieve the goal of professional training， and the characteristic specialty must be reflected in the course construction and teaching material construction. In reforming or changing the current situation of English teaching， we must keep in mind the real purpose of English learning： to give full play to its role as a tool， use English to communicate appropriately. For English majors， especially those who are sophomores and juniors， it is particularly necessary to have courses in English and American literature， English language culture， and linguistics. which is also the the strength or advantage for English majors to competite with other professional students. Through graduates’ internship experience， most of them are proposing to offer more teaching and practical courses； other students advocate the creation of practical courses such as business English， secretarial English or other disciplines related knowledge. At present， many domestic colleges and universities encourage students to learn English integrated with other disciplines such as education， journalism， international economic law， accounting， business administration， international relations at the same time. Therefore， taking into account the basic skills and vocational skills training， making clear the nature of English courses， taking employment as the orientation， taking job capabilities as the core， developing professional English course module， cultivate new talents with good skills comprehensive foreign language application skills for all walks of life.
III. Strengthening the Construction of “Double - Qualified Teachers”
Teaching staff is the root to guarantee the characteristics of the specialized construction， it is unnecessary to build the characteristics of professional teams without qualified teachers. Tilting to the characteristic specialty in the introduction of talent， personnel allocation and talent training. The main measures taken are “to introduce， go out”， that is， making full use of a variety of practical training conditions， professional teachers will be sent to the relevant enterprises for training. From the form， ask them to get the qualification certificate and teacher qualification certificate； in essence， they are required not only have a strong professional theoretical literacy， but also have the operation skills to teach as a skilled craftsman. In addition， employ a small number of part-time teachers from social production and service line. On the one hand， the introduction of their practical experience； on the other hand， they can also lead the professional teachers to build the capacity. To become a qualified English teacher， teachers must understand or master related disciplines such as linguistics， psycholinguistics， sociolinguistics， psychology， education， etc. IV. Effective Evaluation
Assessment has two meanings： 1. As a means of teaching the examination； 2. As a means of evaluating the teaching reform.
First， as a means of checking the effectiveness of teaching， assessment of specific performance for the test. While examining the effectiveness of teaching， the test helps to identify problems in the teaching process and feedback the existing teaching to improve it effectively. At the same time， the test has the feedback and the instruction function to the teaching. The role of testing is significant， people can adjust the content and form of examination to adjust or control the impact of testing on teaching. Assessments are also necessary to measure the effectiveness of certain changes. In the case of any change， no evaluation is incomplete. A two-pronged assessment method， that is， an assessment by internal participants and an assessment of the project results by external experts. Evaluation criteria will be consistent with its purpose， the key is to assess whether the English teaching division task in various stages is scientific； to cultivate and improve learners’ communicative competence in English， to help improve the overall level of English teaching in China.
Implications and Conclusion
Service learning is an effective learning method， the difference between service learning and other educational methods is that the service based learning can not be realized in the classroom， the campus and the subject. Service learning can make an inventory of the theory to help students understand the relationship between theoretical knowledge and practice. （Haiying Cao， 2009， p.57） Professional English teaching system is a three-dimensional language practice environment to meet the social and job needs， that is， context-based project teaching， extra-curricular self-training and off-campus practical training project. Enable students to recognize and build competencies in practice through simulated and real-world professional language applications.
References：
[1]CELTS.2004.（Center for Excellence in Learning Through Service），Faculty Service-Learning Handbook，p.3.http：//www.berea.edu/cells/servicelearning/resourees.asp.
[2]Hale，A.Service-learning and Spanish：A missing link[A].Hellebrandt，J.