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cannotcarry out the same curriculum design with the universities which have developed for a longtime. So this dissertation is trying to find the suitable Business English curriculum designfor the newly-built local universities and the specialty of their own.
As we mentioned above，most of the newly-built local universities have theirdifficulties in fund，management and qualified teachers of BE teaching. So this paper istrying to give a tentative analysis of the Business English curriculum design for thenewly-built local universities. What are the basic elements of curriculum design for thenewly-built local universities? What are the basic courses that can basically satisfy therequirements from the students and the society? This dissertation is trying to give theanalysis and solutions. Since the way to take a study on BE curriculum design for thenewly-built local universities is endless, this dissertation also calls on more scholars to takea further research.

Chapter Two Literature Review

2.1 English for Special Purposes (ESP)
There are a lot of discussions about the origin of ESP. Generally speaking, it is thefollowing three reasons that caused the emergence of all ESP: the demands of a Brave NewWorld, a revolution in linguistics，and focus on the learner (Hutchinson & Waters, 1987).Hutchinson and Waters (1987) argue that two important historical periods made ESPcame into being. First, the end of the Second World War brought “…age of enormous andunprecedented expansion in scientific，technical and economic activity on an internationalscale ...for various reasons, most notably the economic power of the United States in thepost-war world，the role fell to English". Second，“the Oil Crisis of the early 1970s resultedin a massive flow of funds and Western expertise and knowledge flowing into the oil-richcountries. The language of this knowledge became English.The second reason which has a big impact on the emergence of ESP was a revolutionin linguistics. Traditionally the goal of linguistics was supposed to describe the rules ofEnglish grammar. However the new studies shifted attention away from defining theformal features of language usage to discovering the ways in which language is actuallyused in real communication (Widdowson, 1978). Hutchinson and Waters (1987) point outthat if language varies from one situation of use to another, it should be possible todetermine the features of specific situations and then make these features the basis of thelearners' course. Hence, in the late 1960s and the early 1970s there were many attempts todescribe English for Science and Technology (EST). And for a time ESP and EST wereregarded as almost synonymous. “Tell me what you need English for and I will tell you theEnglish that you need'' became the guiding principle of ESP (Hutchinson & Waters，1987).
The final reason which has influenced the emergence of ESP is educationalpsychology. Instead of simply focusing on the method of language delivery, the central4 importance of the learners and their attitudes to learning are emphasized (e.g. Rodgers,1969). Learners were seen to employ different learning strategies, use different skills，enterwith different learning schemata, and be motivated by different needs and interests.Designing specific courses to better meet these individual needs was a natural extension ofthis thinking. To this day, the catchword in ESL circles is learner-centere本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。