與學科知識相結合的學術英語課程體系構建——哈爾濱工業(yè)大學研究生英語教改實踐Title:IntegrationofAcademicEnglishCurriculumwithDisciplinaryKnowledge:ACaseStudyofEnglishTeachingReforminHarbinInstituteofTechnologyAbstract:ThispaperexploresthedevelopmentofanacademicEnglishcurriculumthatcombinesdisciplinaryknowledgewithEnglishlanguageskillsatHarbinInstituteofTechnology(HIT).ByintegratingEnglishlanguageinstructionwithsubject-specificcontent,theaimistoenhancestudents'languageproficiencyaswellastheirabilitytoeffectivelycommunicateandcomprehendacademicmaterialsintheirrespectivefields.ThisstudyprovidesinsightsintothedesignandimplementationofaninnovativeEnglishlanguagecurriculumthatcaterstothespecificneedsofgraduatestudentsatHIT.Introduction:EffectivecommunicationinEnglishisbecomingincreasinglyimportantforgraduatestudentsintheiracademicandprofessionalpursuits.However,thetraditionalEnglishlanguageprogramsoftenfailtomeetthediverseneedsofstudentsinvariousdisciplines.Tobridgethisgap,HarbinInstituteofTechnologyhasundertakenamajorEnglishteachingreformtodevelopacurriculumthatintegratessubject-specificcontentwithlanguageinstruction.Thispaperaimstopresenttherationale,design,andoutcomesofthisinnovativeapproach.1.RationaleforEnglishTeachingReform:1.1GlobalizedCommunication:Intheeraofglobalization,studentsneedtobeproficientinEnglishtocommunicatewithscholars,scientists,andexpertsfromaroundtheworld.Englishservesasthelinguafrancaofscientificresearchandacademicdiscourse.1.2Discipline-specificCommunication:Differentdisciplineshavetheiruniquelanguageconventionsandterminology.Byintegratingsubject-specificcontent,studentswilldevelopthelanguageskillsrequiredforeffectivecommunicationwithintheirfields.1.3EnhancingCompetitiveness:Englishproficiencyisahighlysought-afterskillintheglobaljobmarket.ByequippingstudentswithbothdisciplinaryknowledgeandEnglishproficiency,HITaimstoenhancetheircompetitivenessintheinternationaljobmarket.2.DesigningtheIntegratedCurriculum:2.1NeedsAnalysis:Athoroughneedsanalysiswasconductedtoidentifythespecificlanguagerequirementsandchallengesfacedbygraduatestudentsinvariousdisciplines.Thisanalysisinformedthecurriculumdesignprocess.2.2DisciplinaryContentIntegration:Subject-specificcontent,includingreadings,lectures,andresearchpapers,wasincorporatedintothecurriculum.Thisallowedstudentstopracticetheirlanguageskillswhileengagingwithauthenticdisciplinaryresources.2.3LanguageProficiencyDevelopment:Thelanguageinstructioncomponentfocusedondevelopingstudents'listening,speaking,reading,andwritingskillsthroughactivitiessuchasdebates,presentations,academicwriting,andcriticalreadingexercises.3.ImplementationandOutcomes:3.1CourseStructure:Theintegratedcurriculumwasimplementedasaseriesofsubject-specificEnglishcoursesthatranparalleltoregulardisciplinarycourses.Thisallowedstudentstoreinforcetheirlanguageskillswhilestudyingtheirrespectivedisciplines.3.2Assessment:Languageproficiencywasassessedthroughacombinationofexaminations,presentations,andresearchpapers.Students'abilitytocomprehendandcommunicateacademicmaterialsinEnglishwasevaluated.3.3StudentFeedback:Initialstudentfeedbackhasbeenpositive,withstudentsacknowledgingthebenefitsoftheintegratedcurriculuminimprovingtheirlanguageskillsanddisciplinaryknowledge.Conclusion:TheintegrationofacademicEnglishcurriculumwithdisciplinaryknowledgeisapromisingapproachtoEnglishteachingreforminuniversities.ThecasestudyatHarbinInstituteofTechnologydemonstratesthepotentialofthisapproachinenhancingstudents'languageproficiencyandacademiccommunicationskills.Bytailoringthecurriculumtomeetthespecificneedsofgraduatestudents,universitiescanbetterequipt