Research on the Reform of English Teaching Mode of Civil Engineering Majors Based on ESP Theory in the Context of New Liberal Arts
Published Online: Mar 19, 2025
Received: Oct 20, 2024
Accepted: Feb 13, 2025
DOI: https://doi.org/10.2478/amns-2025-0354
Keywords
© 2025 Yitong Dong, published by Sciendo
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
With the continuous development of the times, the influence of English on all walks of life in China is becoming more and more extensive. The rapid development of the market economy promotes the continuous upgrading and optimization of the industrial structure, and its actual development also has a higher requirement for the English level of professionals [1-2]. As a systematic professional teaching, in the process of cultivating civil engineering professionals, it is necessary to strengthen the teaching of students’ professional English, improve students’ professional English level, and provide a batch of high-quality professionals for the development of Chinese society [3-5].
The theory of ESP aims to improve students’ English application ability in their professional fields and their English working ability in the future work process. In recent years, with the in-depth development of ESP theory in China, all sectors of Chinese society have raised their own English proficiency requirements for professionals [6-9]. The social demand has pushed the reform and innovation of education, and ESP courses such as business English, scientific and technological English, tourism English and financial English have emerged one after another. Based on the ESP theory, the teaching of English for civil engineering majors aims to improve the English proficiency of civil engineering majors, to promote the effective combination of general English and English for civil engineering majors in the development of their professional fields, and to improve the students’ ability to develop in the international arena in the future [10-13]. However, the traditional EGP teaching can no longer meet the development needs of professional students, and professional teachers are required to take the ESP theory as the guide in reforming the teaching mode, combine with the development of the civil engineering profession, and build a more systematic system of teaching English for civil engineering majors based on the needs of the social market for civil engineering majors and the international development situation [14-17].
Literature [18] combines English professional competence development with civil engineering teaching, aiming at reforming English teaching in colleges and universities. The teaching practice of ESP was developed by utilizing the theory and model of learner autonomy, which showed good teaching results. Literature [19] examined the development status quo of English double degree in Chinese universities and proposed a teaching model based on the ESP theory, which mainly consists of the curriculum and practice of the three modules of language skills, public foundation and ESP professional courses. Literature [20] investigated a group of English teachers’ perceptions and practices of the innovative ESP/EAP/syllabus in a university as an example, and emphasized the advantages and disadvantages of EMI as a pedagogical innovation. Literature [21] explored the construction of an ESP system in terms of teaching materials and teaching methods based on a survey of the current situation and needs of ESP teaching, indicating that personalized teaching materials and diversified activities help to stimulate students’ interest in learning and promote English learning outcomes. Literature [22] aims to motivate students to use technical English in the civil engineering profession and then master the necessary technical terms. And in order to train students to be able to learn technical vocabulary better, vocabulary exercises and language activities were developed to improve students’ understanding of texts and vocabulary. Literature [23] conducted a survey with students of civil engineering program in a university in Indonesia with the aim of discussing the needs of students in the field of development materials. The results of the survey showed that the students considered learning styles, attitudes, and interests as the most needed practice parts. And they need various teaching and learning activities to enhance their interest and motivation in learning English. Literature [24] describes the importance of recognizing the importance of ESP and needs analysis in language teaching and emphasizes its significance to the language learning process, especially for students who are civil engineers, and that it assists civil engineering teachers in identifying a number of needs such as learning styles. Literature [25] evaluated an exclusive ESO textbook for civil engineering students at a university, utilizing a qualitative descriptive approach based on the Cunningsworth and Miekley checklists, which showed that the ratings of all categories were able to meet the evaluation criteria proposed by both, and made recommendations to improve the textbook. Literature [26] aimed to investigate the oral communication needs of civil engineering students at UMM and the challenges faced in meeting the needs. A qualitative study was conducted with students through group discussions and web-based surveys and the results revealed that engineering students have a particular need for oral communication. Literature [27] aims to develop a multimodal analysis of teaching ESP listening skills to civil engineering students by collecting data from listening tests, interviews, and applying a combination of quantitative and qualitative methods. The results show that multimodal analysis is beneficial to improve students’ ESP listening skills and comprehension. Literature [28] examined the effect of PBL program on academic performance in ESP courses. The role of PBL in the ESP program for English language learners was discussed through a survey of students in the Department of Civil Engineering and Management and using quantitative and qualitative methods, and the results indicated that PBL helped students improve their performance in the ESP program.
By analyzing the talent cultivation objectives in the context of new liberal arts and combining them with the professional needs of civil engineering, this study deeply researched the talent cultivation objectives of English teaching for civil engineering majors. For the requirements of civil engineering English teaching, a civil engineering corpus was established based on ESP theory, and an optimization model for civil engineering English teaching was constructed based on ESP theory. Then, the teaching evaluation index system is established through hierarchical analysis method, and then the fuzzy synthesis is used to evaluate the teaching model of this paper. The feasibility and effectiveness of the civil engineering English teaching model proposed in this paper are analyzed in combination with practical teaching, and the advantages and practical value of this paper’s teaching model are verified through the comparison of teaching effects.
The concept of “New Liberal Arts” is another major initiative to deepen the teaching reform of higher education in an all-round way, following the new engineering disciplines and in order to meet the requirements of the State for disciplinary construction in its positioning and transformation. The new liberal arts is an innovative reform of the liberal arts based on the framework of traditional liberal arts disciplines and the synthesis of the new requirements for talent cultivation put forward by environmental changes, economic development and industrial demands. The new liberal arts education continuously integrates elements of other disciplines, and on the basis of promoting the value characteristics of the humanities and social sciences, it explains the logical connection with other disciplines and reshapes the values of students by combining them with advanced technology to help them build a systematic thinking system. New Liberal Arts emphasizes the integration of disciplines and social application, with “positive response” as the basic starting point, and “big”, “new”, “integration”, “general” and “special” as the key features, it accomplishes the task of cultivating complex talents with scientific and cultural literacy and problem-solving ability. This study believes that the new liberal arts is to strengthen the cultivation power of the liberal arts on the comprehensive quality and value judgment of talents, so that the students have both humanistic and scientific literacy, and are able to respond positively to changes, be good at innovation, and have a sense of nationalism and actively promote Chinese culture. At the same time, it is also a structural transformation of the disciplinary model and an all-out effort to build a discourse system, to raise the status of the humanities and social sciences, and to establish a social science system with Chinese characteristics.
Civil engineering personnel training objectives based on the new liberal arts are shown in Figure 1, which puts forward new requirements for civil engineering students to cultivate applied talents with compound knowledge, creativity and strong practical ability under the perspective of new liberal arts. First of all, the cultivation objectives should be determined according to the “demand”. The “demand” is mainly divided into two parts: internal demand and external demand. Among them, internal demand mainly includes teaching law, school characteristics, student and teacher development, which are the main basis of traditional teaching design. External needs include the country and society, industry development, and employers, which are often most easily ignored in the traditional teaching design process. The opinions of stakeholder groups, including alumni, graduates, parents, teachers, employers, etc., are fully considered in the design of cultivation objectives.
The goal of the civil engineering talents of the new venco
Secondly, the training objectives should be written in a precise and well-organized manner. Cultivation objectives should specifically highlight “what can be done”, that is, the direction of employment after graduation. According to “what can be done”, “what ability” should be deduced from “what can be done”. The objectives should be organized in a clear manner so that they can be implemented to support the requirements for graduation. For each objective, one or more requirements must be set up to support it, and they must be consistent with the school’s cultivation objectives. That is to say, to “broaden knowledge, strengthen ability, improve quality” as a way to cultivate innovative and high-quality applied talents who “know how to teach, know technology, and are good at practice”.
Finally, in the process of talent cultivation, the educational concept of’student-centered’ should be maintained at all times, and the traditional cultivation method of teaching skills should be abandoned. In the process of practical teaching for the different characteristics and needs of students to develop personalized teaching programs and plans, the use of problem-oriented teaching methods, guiding students to actively explore the relevant issues and difficulties of civil engineering, the development of critical thinking and problem-solving skills. Encourage students to participate in practical training, master knowledge and skills through practice, let them experience and feel the process and effects of practice, and improve their practical abilities. Establish a good mechanism for interaction and communication to encourage students to express their opinions and views. Teachers can also communicate with students, listen to their feedback, and make timely adjustments to the teaching content and methods to better meet their needs. It can also be based on school teachers’ seminars, graduates’ surveys, employers’ feedback, testing the reasonableness of the training objectives, and continuous improvement based on the test report. In the practice teaching of athletic training, teachers can, according to the core requirements of this concept, start from personalized teaching, teacher-student interaction, problem-oriented teaching, practice teaching and comprehensive development, and move towards a more humane and close to students’ education and teaching practice.
English for Specialized Purposes (ESP) is an emerging sub-discipline in the field of applied linguistic studies. English for Specialized Purposes (ESP) generally refers to the teaching and learning of English for practical purposes. English for Specialized Purposes is related to specific disciplines, occupations, and practical activities in terms of content, and reflects the basic pedagogical methods and practical activities of the discipline it serves. The purpose and content of English for Specialized Purposes education is largely determined by the learners’ needs for functional and practical applications of English, and it varies teaching methods and content according to the learners’ needs. Therefore, for the teaching of English for Specialized Purposes, “needs analysis” is the key to deciding how to carry out English for Specialized Purposes teaching, and through analyzing the needs of learners, we can grasp the motivation and learning goals of learners, and then carry out teaching according to these needs.
Civil engineering English is a branch of scientific and technological English, which is the English for Special Purposes (ESP) which combines civil engineering industry and English. It requires students to be proficient in the basic theories of civil engineering majors, and at the same time, it also requires students to be able to read the latest information of the civil engineering industry and to broaden the international horizons. Nowadays, due to the accelerated trend of economic globalization in the field of civil engineering, the civil engineering industry and the traditional mode of foreign language teaching are developing and changing rapidly under the influence of it, and the teaching of English in civil engineering is naturally no exception.
Based on the needs of civil engineering and combining ESP theory to cultivate compound talents, it is necessary to build a corpus for the brand-new English course, and the civil engineering corpus based on ESP theory is shown in Fig. 2. On the one hand, the application of the corpus is required to be clarified in the search and analysis, and on the other hand, the authenticity and validity of the corpus should be guaranteed on the basis of integrating previous teaching experience. Professional teachers in the collection of relevant content, not only need to organize and analyze according to the requirements of the designed course, but also in combination with the ESP course simulation of the real site to collect records, so that in the enrichment of classroom teaching knowledge at the same time, to ensure that the effectiveness of the corpus of information stored in the validity of the information and real-time.
Civil engineering corpus based on ESP theory
Based on the accumulated experience of English teaching in the past, and on the basis of continuously optimizing the existing teaching method, new teaching objectives, classroom teaching materials, and teaching programs are proposed. At the same time, teachers of English in water conservancy and civil engineering should also start from themselves, and after in-depth exploration and study of ESP theory, they should construct a colorful teaching classroom and a teaching mode that meets the needs of the times based on the characteristics and demands of professional English teaching. A teaching model usually includes many aspects such as theoretical basis, objectives, procedures, strategies, and evaluation. Among them, the teaching procedure shows the stages of activities of teachers and students, the order of displaying teaching contents, the adoption of teaching methods at different stages, etc., and it is a basic framework of the whole teaching model in terms of flow.
The civil engineering English teaching model constructed based on ESP theory in this study mainly includes five sub-modules, which are determining personalized learning objectives, learning of co-core knowledge of teaching materials, personalized learning tasks, blended classroom learning, and classified and diversified teaching and evaluation, and the civil engineering English teaching model based on ESP is shown in Figure 3. Among them, demand analysis is a prominent feature of ESP teaching in this paper, and it is a link that cannot be ignored in opening any ESP course, because the specialization of English for Special Purposes relies precisely on demand analysis to achieve the precise positioning of teaching objectives. Demand analysis consists of two types: target demand and learning demand analysis. On a macro level, demand analysis should include both the analysis of the students’ future development direction and employment positions, as well as the specific analysis of their current status. Demand analysis is a relatively complex process that can be briefly summarized:
Target scene analysis, i.e., what learners should know in the target scene. Discourse analysis, i.e., a description of the language used in the target scenario. Analysis of the learner’s current situation, i.e., what the learner can or cannot do at present for the target needs. Analysis of the learner’s personal factors, i.e., the learner’s preferred learning strategies, concepts, and course expectations. Teaching context analysis, i.e. teaching resources, amount of teaching hours, teachers’ teaching skills, attitudes toward the course, etc. Task analysis, i.e., the analysis and identification of the tasks to be accomplished in the target scenario.
Based on esp civil engineering English teaching mode
It is evident that this analysis framework is more thorough and functional. In conclusion, the concept of demand has not only included the analysis of the language knowledge and skills required in the target scenario, but also the analysis of the learners’ demand, including the learners’ starting point of learning and their awareness of the demand and so on.
The demand analysis in this study is divided into target scenario analysis and learner analysis. The target scenario analysis mainly focuses on the main employment groups of graduates described in the professional talent training program, and organizes industry experts to conduct research and interviews to understand the needs and expectations of shipping enterprises and institutions for the students’ ideological character, behavioral norms, thinking quality and other macro-comprehensive qualities as well as the micro-language level of the English language knowledge system and skills, and collects business emails of the actual operation of shipping business, We also collect business emails, business process forms, documents and other first-hand authentic language materials as corpus analysis materials.
The second task is to conduct a demand analysis for learners. Since the learners in this study are students from local general undergraduate colleges and universities and the students’ English foundation is general, through the preliminary questionnaire survey on the students’ employment and graduate school willingness, the students’ employment situation in the past years, the pass rate of the past examinations, etc., combined with the fact that all the majors in this university do not independently offer academic English, it is determined that the overall positioning of the ESP course is to take into account both academic English and vocational English. Specific to the language skills and knowledge points, the specialized core vocabulary scale will be determined in the form of the civil engineering specialized corpus constructed in this paper.
In conclusion, according to the analysis of social needs and learners’ individual needs, the overall positioning of the ESP course is determined and students are divided into academic and vocational categories, which lays the foundation for the subsequent implementation of personalized teaching.
The core meaning of “assessment” is “valuation” and “judgment”, and the assessment of teaching results is a kind of evaluation procedure developed and used in order to improve education and teaching and the quality of talent training. Therefore, it is an indispensable part of the reform of engineering English teaching mode in the context of new liberal arts, and also an effective basis for evaluating the results of the improvement of teaching mode in this paper.
New liberal arts education is the cross-fertilization of social sciences and the new technological revolution to cultivate a group of composite outstanding talents with both scientific literacy and humanistic sentiment, to draw closer the correlation and interaction between liberal arts education and the real needs of the times and the society, and to enable liberal arts students to participate more actively and closely in the social services. It helps students to go beyond their narrow areas of specialization, while encouraging respect for all belief systems and the formation of a broad cross-cultural perspective. In response to the new changes in the educational model of the new liberal arts background and the new requirements of talent cultivation, based on the characteristics of liberal arts education, it is necessary to actively respond to and try to reform the assessment of teaching outcomes, and to further explore the contingent transformation of the assessment of student learning outcomes in the context of the new liberal arts.
The weights are the values assigned to each of the components needed for the assessment according to their different levels of importance and the value of their presence in practice. In order to have a reasonable degree of bias, the system of indicators contains a large number of indicators, and in the face of this large number of indicators it is necessary to classify their importance, so that the assessment of the quality of training must be based on the estimation of the importance of the contribution of the different indicators to the objectives, i.e., on the determination of the weights.
Hierarchical analysis is a further decomposition of the factors that affect decision-making, which can be divided into levels such as objectives, criteria, and programs, on the basis of which qualitative and quantitative analysis can be carried out. This study uses this method to calculate the weights, and the operation steps are as follows:
The first step is to create a hierarchical model. The hierarchical model constructed in this study is an index system for assessing the quality of pre-service training for young teachers in colleges and universities in Shanxi Province.
The second step is to construct the judgment matrix. The relevant experts compare the importance of all indicators according to the rules of the 1-9 measurement scale, resulting in a judgment matrix
The judgment matrix has the following properties:
Satisfying equation (1) is a mutual inverse matrix:
Satisfies Eq. (2), then it is a perfect agreement matrix:
In the third step, the weights of each indicator are calculated.
First, calculate the product of each row of elements in the judgment matrix, i.e.:
Next, compute the
The vector
Finally, the maximum eigenvalue
In the fourth step, the consistency of the judgment matrix is tested.
The consistency metric
There is perfect consistency when
The random consistency indicator
When
Fuzzy comprehensive assessment is based on the theory of affiliation in mathematics, and after comprehensively considering each assessment factor, it is transformed from qualitative assessment to quantitative analysis and assessment, which is characterized by clear results. A variety of fuzzy assessment factors are combined into a fuzzy set, and the constraints of each factor are compared. A functional relationship is established, which constitutes the overall assessment.
Fuzzy comprehensive assessment is usually carried out in accordance with the following five steps:
First, determine the object set
Second, the weight vector of the assessment factors is:
Third, a fuzzy integrated assessment matrix:
The above evaluation matrix is normalized to make:
Fourth, the review operation is carried out to obtain a comprehensive assessment result.
Fifth, the results of the double-checking operation are normalized to obtain comparable assessment results for each object.
This paper initially constructs a teaching achievement index system based on the needs of English teaching in civil engineering in the context of the new liberal arts. In order to ensure the effectiveness of the index system of this paper, the study first distributed 155 questionnaires to full-time teachers, members of the Teaching Steering Committee, deans in charge of teaching as well as vice deans, and undergraduate students. The members with school (college) level academic committee and school (college) level teaching steering committee are defined as experts, and the expert members who have two or more qualifications at the same time are counted repeatedly in the statistics. The results of the validity test of the teaching achievement index system are shown in Table 1. The reliability coefficient of the total questionnaire was 0.956, indicating that the reliability of the scale was good and no modification was needed overall. The
The results of the results of the results of the teaching results
| Secondary indicator | KMO | Bartlett sphere test | ||
|---|---|---|---|---|
| 0.941 | Approx.chi-square | P | ||
| 991.879 | 0.000 | |||
| Professional training program(A) | 0.932 | 0.812 | 356.812 | 0.000 |
| Faculty level(B) | 0.878 | 0.768 | 363.155 | 0.000 |
| Teaching conditions(C) | 0.852 | 0.778 | 654.167 | 0.000 |
| Teaching management(D) | 0.901 | 0.741 | 489.254 | 0.000 |
| Talent training quality(E) | 0.618 | 0.753 | 73.685 | 0.000 |
| Professional fusion features(F) | 0.752 | 0.821 | 75.175 | 0.000 |
| Inventory of total | 0.956 | 0.812 | 4095.169 | 0.000 |
On this basis, the weights of the indicators were determined using the hierarchical analysis method, and finally the evaluation index system of civil engineering English teaching achievements was constructed, and the evaluation system and the weights of the indicators are shown in Table 2. The evaluation system is divided into six modules: professional training program (A), faculty level (B), teaching conditions (C), teaching management (D), talent training quality (E), and professional integration characteristics (F). Each module constructs an independent decomposition level again, and the professional cultivation program is decomposed into teaching program framework (A1), professional orientation (A2), cultivation objectives (A3), and curriculum system (A4). Faculty level is the number and structure of teachers (B1), teaching achievements (B2), teaching methods (B3), teaching and research level (B4). Teaching conditions are broken down into teaching status (C1), practical teaching (C2), material status (C3), teaching documents (C4), and research status (C5). Teaching management includes management team (D1), management system and documents (D2), management operation (D3), and management effect (D4). Talent cultivation quality contains basic knowledge and skills (E1), social reputation (E2), and comprehensive quality (E3). Professional integration characteristics in this study specifically refer to the English language advantage of civil engineering, which is divided into professional characteristic direction (F1) and cultivation characteristics (F2). The assessment index system in this paper has 6 secondary indicators and 22 tertiary indicators. Among them, the two first-level indicators, professional training program and teacher level, have the highest weights, 0.2615 and 0.2703, respectively, implying that these two indicators are more important in the assessment of the results of teaching English in civil engineering.
The evaluation index system of civil engineering English teaching achievement
| Primary indicator | Secondary indicator | W | Tertiary index | W |
|---|---|---|---|---|
| Teaching results | Professional training program(A) | 0.2615 | A1 | 0.0829 |
| A2 | 0.0818 | |||
| A3 | 0.0539 | |||
| A4 | 0.0429 | |||
| Faculty level(B) | 0.2703 | B1 | 0.0804 | |
| B2 | 0.0671 | |||
| B3 | 0.0623 | |||
| B4 | 0.0605 | |||
| Teaching conditions(C) | 0.1202 | C1 | 0.0372 | |
| C2 | 0.0331 | |||
| C3 | 0.0185 | |||
| C4 | 0.0189 | |||
| C5 | 0.0125 | |||
| Teaching management(D) | 0.1013 | D1 | 0.0291 | |
| D2 | 0.0232 | |||
| D3 | 0.0232 | |||
| D4 | 0.0258 | |||
| Talent training quality(E) | 0.1376 | E1 | 0.0572 | |
| E2 | 0.0333 | |||
| E3 | 0.0471 | |||
| Professional fusion features(F) | 0.1091 | F1 | 0.0561 | |
| F2 | 0.053 |
In order to verify the effectiveness of this paper’s civil engineering English teaching mode reform, this study takes undergraduate students majoring in civil engineering in K university as the survey object, and through screening, selects 68 students with no significant difference, and divides them into two classes of A and B equally, with 34 students in each class. Teaching practice was carried out in class A under the reform model of civil engineering English teaching in this paper, and class B was used as a control class for the traditional teaching mode. Adopting the well-constructed teaching achievement evaluation index system in this paper, the teaching effect of the two classes is investigated, and the comprehensive evaluation results are derived through fuzzy comprehensive processing and analyzed and compared. Students rate each question according to their own feelings, and the score is “1~5” five levels. By calculating the fuzzy comprehensive evaluation value of each index, the results of its hundred percent processing, based on the teaching reform model of this paper, the score of the three-level index is shown in Figure 4. It can be seen that the scores of all three levels of indicators based on the teaching reform model of this paper are above 85 points, and the rating result is excellent. Among them, the teaching program framework (A1) has the highest score of 95.68, indicating that in the teaching model of this paper, the overall teaching methodology framework receives the highest rating, and the teaching structure is good, which can effectively improve the quality of teaching. Except for that, the ratings of professional orientation (A2), teaching achievements (B2), teaching and research level (B4), teaching documents (C4), scientific research status (C5), management system and documents (D2), and social reputation (E2) are relatively low, all of which are below 90, indicating that this paper’s teaching model still has room for further improvement in these aspects.
The score of the tertiary index of the teaching reform model
The results of the comprehensive score of this paper’s teaching model are shown in Table 3, and from the comprehensive evaluation results, the scores of the second-level indicators of this paper’s teaching model are 93.15, 88.45, 90.92, 91.17, 90.12, and 91.35, and all the other indicators are at the excellent level, except for the level of teacher qualifications. The overall comprehensive score of this paper’s civil engineering English teaching reform model is as high as 90.873, which indicates that the implementation of this paper’s teaching reform based on the context of new liberal arts is excellent and reaches the excellent level.
Overall score
| Secondary indicator | Rating of membership | Score | ||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | ||
| Professional training program(A) | 0.000 | 0.000 | 0.162 | 0.213 | 0.625 | 93.15 |
| Faculty level(B) | 0.000 | 0.000 | 0.209 | 0.508 | 0.283 | 88.45 |
| Teaching conditions(C) | 0.000 | 0.000 | 0.082 | 0.289 | 0.629 | 90.92 |
| Teaching management(D) | 0.000 | 0.000 | 0.025 | 0.354 | 0.621 | 91.17 |
| Talent training quality(E) | 0.000 | 0.000 | 0.061 | 0.400 | 0.539 | 90.12 |
| Professional fusion features(F) | 0.000 | 0.000 | 0.050 | 0.350 | 0.600 | 91.35 |
| Comprehensive score | 90.873 | |||||
In order to further verify the superiority of this literature teaching model, it was compared with Class B under the traditional teaching model, and the results of the comparison of the dimensions of the teaching model are shown in Figure 5. Observation indicates that the traditional teaching mode has a good overall teaching effect, with scores for each dimension ranging from 80 to 91. However, compared to this paper, the reform model for civil engineering English teaching still has certain differences. In comparison, this paper’s model improves 3.03, 8.13, 5.48, 9.02, 6.68 and 11.2 scores in each dimension than the traditional model. In particular, the advantages of this paper’s teaching model are extremely obvious in terms of professional integration characteristics. As a result, it comprehensively proves the operability and practical application effect of the civil engineering English teaching mode reform based on ESP theory in this paper.
The teaching model compares the results in each dimension
In this study, under the background of new liberal arts, based on the ESP theory combined with the needs of civil engineering English teaching, a civil engineering corpus is constructed and an optimization mode of civil engineering professional English teaching is proposed.
In this study, to scientifically evaluate the effect of the teaching method in this paper, a teaching achievement evaluation index system was constructed using the hierarchical analysis method. The secondary indicators of the evaluation system are professional cultivation program (0.2615), faculty level (0.2703), teaching conditions (0.1202), teaching management (0.1013), talent cultivation quality (0.1376), and professional integration characteristics (0.1091). Among them, the indexes of professional training program and faculty level have the highest weights, which are 0.2615 and 0.2703 respectively, indicating that professional training program and faculty level are more important in the assessment of English teaching achievements in civil engineering.
Applying the teaching achievement assessment indexes to the practice of this paper’s teaching model shows that the scores of the three-level indexes based on this paper’s teaching reform model are all above 85. Among them, the framework of teaching program has the highest score of 95.68, while the scores of professional orientation, teaching achievements, teaching and research level, teaching documents, scientific research status, management system and documents, and social reputation are all below 90, indicating that there is still room for further improvement of this paper’s teaching model in these aspects. In addition, the scores of the secondary indicators of this paper’s teaching model, except for the level of faculty, are all above 90 points, which are improved by 3.03~11.2 points respectively compared with the dimensions of the traditional model. Especially in the area of professional integration characteristics, there was an improvement of 11.2 points.
Taken together, the overall comprehensive score of the civil engineering English teaching reform model in this paper is as high as 90.873, and the implementation effect of teaching reform is excellent, reaching an excellent level of teaching achievement assessment. It has advantages in the professional training program, teacher level, teaching conditions, teaching management, quality of talent training, and professional integration characteristics.
This research was supported by the Ministry of Education Project for Industry-Academia Cooperation and Joint Education and Training: “Research on the Reform of ESP-based Teaching Model for Civil Engineering English Teaching under the Background of New Liberal Arts” (231107623234314).