研究目的及意义
After 30 years of economic reform and openness, Vietnam's economy has significantly developed, enhancing its international standing and increasing exchanges and cooperation with the world A large number of Vietnamese students are studying abroad, while many foreigners are visiting Vietnam to explore investment opportunities Among these, China, as Vietnam's neighbor and close ally, has emerged as one of Vietnam's largest partners in collaboration.
Chinese has experienced various fluctuations in Vietnam but has maintained its significant status The number of Vietnamese students choosing to study in Chinese universities is increasing, with their fields of study expanding beyond just Chinese language to include economics, trade, Western medicine, traditional Chinese medicine, and particularly technology-related disciplines Conversely, there is a growing trend of Chinese investors selecting Vietnam as their investment base, with many large state-owned enterprises investing in large-scale production facilities, such as power plants and steel production Consequently, the demand for Vietnamese individuals to learn Chinese for professional purposes is rising, indicating that general Chinese language instruction is no longer sufficient; specialized Chinese for specific purposes and vocational training are now essential.
Recognizing the demand for skilled professionals, Electric Power University (EPU) in Vietnam has established strong partnerships with universities in China Many EPU students have pursued technical and technological studies at Chinese institutions, while several Chinese power companies actively recruit graduates from EPU Consequently, the accumulation of Chinese language skills among students has become essential Therefore, alongside general Chinese language training, specialized and vocational Chinese language education is also critically important.
Currently, there is a significant lack of specialized Chinese language textbooks for the electricity sector in Vietnam and China, particularly in areas such as power systems, thermal energy and power, and industrial versus residential electricity This gap fails to meet the educational needs of both teachers and students Therefore, this thesis aims to explore the specific requirements of learners and the demands of teaching and working in this field, with the intention of developing a tailored Chinese language textbook for thermal energy and power that can effectively support the specialized Chinese language education at Vietnam Electric University.
The findings of this research are significant for both the author and the institution, as they address the shortage of specialized Chinese language teaching materials This study meets the learning content needs of students, fulfills the Chinese language requirements for international students in the energy and power sector, and aligns with the expectations of employers for their professional staff.
研究任务
（1）综述所有的专门用途英语和专门用途汉语的理论研究。
This article summarizes the development of Chinese language textbooks tailored for specific purposes, with a particular focus on the creation of teaching materials for the Energy and Power Engineering discipline.
（3）调查相关对象对能源与动力专业汉语教学的目标和需求。
In the preparatory education phase, it is essential to design a curriculum that aligns with the needs of students pursuing new energy and power engineering Additionally, developing innovative Chinese language textbooks tailored specifically for this field will enhance comprehension and engagement This approach will ensure that students are well-equipped with the necessary language skills to excel in their studies and future careers in the energy sector.
研究对象
本文研究的对象是：
- 有关专门用途语言的教学和教材编写的理论。
- 越南电力大学预科教育班目前使用的教材和课程设计。
Vietnamese students studying thermal energy and power engineering in Chinese universities have specific needs regarding their Chinese language knowledge and skills These learners require a strong foundation in technical vocabulary and communication skills to effectively engage with their coursework and collaborate with peers Additionally, they benefit from tailored language support that enhances their understanding of complex concepts in their field Addressing these needs is crucial for their academic success and integration into the Chinese educational environment.
This specialized Chinese language textbook is designed for students in the preparatory program at Vietnam University of Electric Power, focusing on the fields of thermal energy and power engineering.
研究重点
Despite significant advancements in the theoretical research of teaching Chinese as a foreign language, the study of specialized Chinese language instruction remains in its infancy, particularly in technical fields such as energy and power, where research on specialized Chinese for thermal energy and power is notably scarce This deficiency is evident not only in Vietnam but also in Chinese universities, which lack dedicated textbooks for this specialized subject Consequently, this paper will focus on several key areas.
（1）学习者对能源与动力专业的汉语教学的目标需求及学习需求是什 么？
Currently, teachers in China's higher education institutions face challenges when teaching international students in the Energy and Power Engineering program They have identified several issues related to the students' understanding and engagement in the curriculum Furthermore, educators expect these international students to demonstrate a strong grasp of fundamental concepts, actively participate in discussions, and effectively collaborate with peers to enhance their learning experience.
Employers in Vietnam's energy and power sectors require graduates from universities to possess a proficient level of Chinese language skills This demand is driven by the increasing collaboration with Chinese companies and the need for effective communication in technical and operational contexts Proficiency in Chinese not only enhances employability but also facilitates smoother interactions in multinational projects Therefore, graduates are encouraged to improve their Chinese language abilities to meet industry expectations and succeed in their careers.
To effectively address the challenges in the newly developed Chinese textbooks for the Energy and Power major, it is crucial to focus on integrating industry-specific terminology, real-world applications, and interactive learning methods The curriculum should emphasize practical language skills and contextual understanding, ensuring that students can engage with both the technical and cultural aspects of the field Additionally, incorporating multimedia resources and collaborative projects will enhance student engagement and comprehension, ultimately preparing them for successful careers in the energy sector.
研究方法
The literature review method serves to summarize previous theoretical research on Chinese for Specific Purposes (CSP), establishing a solid theoretical foundation for this paper Additionally, it highlights the achievements in CSP teaching, particularly focusing on the research outcomes related to the development of CSP textbooks.
The core requirement of specialized Chinese language instruction is to meet the learning needs of both teachers and students It is essential to consider the needs and objectives of these key stakeholders during the research process.
Currently, there are very few Vietnamese universities collaborating with Chinese institutions on power engineering programs, particularly in thermal energy and power specialties It appears that only a limited number of universities are involved in these joint educational projects Consequently, the number of students participating in such programs is also low, leading me to opt for direct interviews rather than conducting a widespread survey.
Gather specific demands from students, teachers, and employers regarding Chinese language instruction for the Thermal Energy and Power Engineering program, and then conduct an analysis of these needs.
Based on the interview results, this section identifies guidelines and key focuses for developing Chinese language teaching materials specifically for thermal energy and power applications It also offers suggestions and presents a draft for specialized Chinese language textbooks tailored to this field.
The comparative method involves analyzing the results obtained from interviews and contrasting them with the current Chinese language curriculum and teaching materials at the school This process identifies shortcomings, allowing for improvements and adjustments, particularly in enhancing the content of specialized Chinese language instruction and resources.
论文结构
本论文除了摘要、绪论、参考文献以外，共分三章：
第一章：专门用途语言理论研究。
第二章：越南电力大学 1+4 预科班培训状况及预科教育课程实际 需求。
Chapter Three focuses on the curriculum design and textbook development for Chinese language courses tailored to students in the Energy and Power program at Vietnam Electricity University.
专门用途语言理论研究
专门用途汉语 CSP (Chinese for Specific Purposes)
1.1.1 专门用途汉语 (CSP) 理论的提出
In the early 1980s, inspired by English for Specific Purposes (ESP), the field of teaching Chinese as a foreign language began to develop specialized language programs, such as Business Chinese, Scientific Chinese, and Chinese for Traditional Chinese Medicine In 1985, Zhang Daoyi highlighted the importance of laying a linguistic foundation for students in preparatory Chinese education, tailored to their future academic specialties, which led to the emergence of Chinese for Specific Purposes (CSP) This indicates that during this period, the Chinese foreign language teaching community started to pay attention to ESP theories and integrate them into Chinese language education.
By the early 1990s, the Chinese academic community had systematically summarized the nature and status of specialized Chinese language instruction This is prominently reflected in Lü Bisong's "Introduction to Teaching Chinese as a Foreign Language," where he categorizes second language teaching into four types: general education, preparatory education, professional teaching, and special purpose education He defines special purpose education as a type of second language instruction established for specific needs, applicable to various academic, professional, and temporary objectives Compared to the other three types, special purpose education is more concrete and targeted, including programs designed to prepare students for studying abroad However, at this time, Lü Bisong had not yet referred to it as specialized Chinese language instruction.
In 2003, Wang Ruojiang introduced the term CSP, highlighting its significance in the context of overall teaching philosophy He noted that ESP serves as a valuable reference point for this educational approach.
1 张黎，商务汉语教学需求分析，《语言教学与研究》，2006
2 张道一，《建设对外汉语教学这个新兴学科》，第一届国际汉语教学讨论会，1985
3 张黎，《专门用途汉语教学》，北京语言大学出版社，2016
Lý thuyết về ngôn ngữ chuyên dụng đã phát triển thành một hệ thống tương đối hoàn chỉnh, có thể so sánh với lý thuyết CSP Sự phát triển của lý thuyết ngôn ngữ chuyên dụng tiếng Trung vừa dựa trên những đặc điểm nội tại của nó, vừa kế thừa nền tảng lý thuyết từ ngôn ngữ chuyên dụng tiếng Anh Qua thời gian, lý thuyết này đã dần nhận thức và xây dựng được những đặc trưng riêng, mặc dù cả hai loại ngôn ngữ đều tuân theo những nguyên tắc và lý thuyết tương tự Hiện nay, ngôn ngữ chuyên dụng đã hình thành một lĩnh vực giảng dạy độc lập.
1.1.2 专门用途汉语 (CSP) 教学发展
Specialized Chinese language teaching began in the 1950s with preparatory education for foreign students, who initially followed the same curriculum However, experts quickly recognized that this approach did not meet the diverse needs of students from different disciplines In 1957, Peking University addressed the specific requirements of political economy students by introducing relevant reading materials and engaging discussions, yielding positive results By 1960, a specialized reading phase for science and engineering students was established Subsequent surveys revealed that vocabulary deficiencies hindered foreign students' academic progress, prompting educators to tailor Chinese courses to the distinct needs of various fields This led to foundational goals for science and engineering students, including daily communication, mastery of essential scientific vocabulary, reading simplified texts, and understanding lectures Consequently, specialized Chinese for specific purposes gained prominence in the field of Chinese language education, evolving into a regular curriculum with clear teaching objectives and content, though it lacked systematic theoretical guidance until the 1980s, when the Beijing Language Institute began to formalize these practices.
1 王若江，特殊目的汉语教学实践引发的思考，语言教学与研究，2003 年第 1 期
2 钟梫，《对外汉语教学初探》，北京语言大学出版社，2006
Significant reforms in preparatory education have led to a clearer classification of Chinese language classes, including Liberal Arts, Science and Engineering, Western Medicine, and Traditional Chinese Medicine Tailored courses such as intensive reading, listening comprehension, speaking, and reading skills have been developed for each type Additionally, Chinese for business purposes has been introduced, although dedicated courses are not yet established In 1988, Beijing Language Institute launched a one-year program for international students focusing on foreign trade Chinese, which included mandatory courses in trade speaking and writing Since then, the teaching of Chinese for specific purposes in business has rapidly evolved, becoming the largest and fastest-growing branch of specialized Chinese language instruction.
In the 1980s, the formation and introduction of ESP theory coincided with the gradual development of a systematic approach to CSP practices and theories.
1.1.3 专门用途汉语 (CSP) 课程设计及教材编写情况
With the development of China's economy and the increasing globalization, the number of international students coming to China to learn Chinese and other disciplines has been on the rise These students are now choosing a wider range of majors, transitioning from initially experiencing Chinese culture to studying various fields such as science, engineering, medicine, and humanities To facilitate their learning in Chinese universities, it is essential to provide preparatory Chinese language instruction, which includes both general and specialized Chinese language studies, before they officially begin their major coursework This trend highlights the significance of Chinese preparatory education as a crucial component of specialized language instruction.
In his book "Teaching Chinese for Specific Purposes," Zhang Li highlights that research on Chinese courses tailored for specific purposes primarily focuses on three areas: scientific and technological Chinese, business Chinese, and medical Chinese, while other fields remain largely unexplored.
According to his research, discussions on the curriculum of technical Chinese began as early as the 1980s, focusing on the relationship between language learning and specialized studies Hong Caizhang (1985) addressed issues in teaching practices by proposing the integration of Chinese language courses with technical Chinese, emphasizing a synchronized approach.
1 张黎，《专门用途汉语教学》，北京语言大学出版社，2016
2 张黎，《专门用途汉语教学》，北京语言大学出版社，2016
是：（一）课文从泛选改为直接从学生现学的科技专业材料中选取，
（二）强调汉语课文的进度和专业教科书的进度保持一致。 吕必松
In 1985, a framework for teaching Chinese as a preparatory education at the first-grade level was proposed, with the engineering Chinese program structured over one year, focusing on foundational Chinese language skills The curriculum includes listening, speaking, and reading, adhering to the principle of prioritizing listening and speaking before reading In 1986, Du Houwen emphasized the importance of teaching students commonly used vocabulary, foundational terminology, and sentence structures in scientific and technological Chinese during the basic Chinese education phase Recent research in teaching scientific Chinese has started to incorporate ESP (English for Specific Purposes) theories, reflecting on the curriculum design from the perspective of developing a specialized Chinese language system In 2009, Zhai Naigang suggested integrating scientific Chinese and traditional Chinese medicine Chinese into the CSP (Chinese for Specific Purposes) framework.
然(2009)参考英语作为外语教学的分类，将科技汉语定位为专门用途汉
In the field of applied linguistics, a branch focused on specialized Chinese language instruction has been developed based on the student-centered framework for teaching English for specific purposes by Hutchinson and Waters (1987) This framework has led to the creation of a specialized Chinese language teaching model, informed by interviews and surveys The findings suggest practical recommendations for structuring a technical Chinese language curriculum, including fundamental course design, instructional content, textbook development, and teacher training.
The field of Business Chinese courses and teaching is extensive, as highlighted by Zhang Li's (2007) comprehensive study on the development of teaching types in the economic and trade direction of long-term Chinese language education, focusing on subject characteristics, societal needs, curriculum principles, objectives, and implementation Additionally, research on short-term Business Chinese (non-degree education) includes Mao Yue's (2010) in-depth analysis of intensive Chinese language teaching for overseas enterprises, Luo Yanling's (2002) exploration of short-term Business Chinese teaching types, Liu Changzheng's (2006) discussion on teaching models for large enterprises, Li Ming's (2009) reflections on teaching issues for beginners, and Liu Lening's (2009) study on the design of Business Chinese and business internship summer programs.
医学汉语教学早期只有预科教育一种类型，后来慢慢丰富起来。
Zhang Li and Bai Didi (2005) analyzed the similarities and differences in Chinese language course offerings for international students at traditional Chinese medicine colleges compared to comprehensive universities Zhou Yansong (2009) researched the curriculum design for teaching Chinese as a foreign language at traditional Chinese medicine institutions, recommending a focus on basic Chinese, supplemented by medical Chinese and Chinese cultural studies, with a phased approach using required, elective, and lecture formats Chen Jing (2001) proposed a curriculum structure for medical students that varies by year: the first year should include foundational Chinese and an overview of China to develop basic language and communication skills, with a requirement to pass HSK4; the second and third years should focus on basic medical Chinese; and the third and fourth years should concentrate on clinical medical Chinese.
In the 1950s and 1960s, the field of teaching Chinese as a foreign language began developing specialized Chinese language textbooks aimed at international students in Chinese institutions This initiative included preparatory education and specialized Chinese instruction for students in science and engineering disciplines The professional reading materials designed for these students marked the beginning of the creation of specialized Chinese textbooks, although these resources were primarily intended for use within educational institutions.
专门用途英语 ESP (English for Specific Purposes)
1.2.1 专门用途英语（ ESP ）概念
In the context of economic globalization, technological integration, and cultural diversification, a new discipline has emerged that corresponds to a universal language—English for Specific Purposes (ESP) The teaching of ESP is closely linked to the rise and evolution of the knowledge economy ESP refers to the language used in specific professions and related to particular academic fields As society rapidly develops, the demand for specialized talent and proficiency in foreign languages has become increasingly refined, leading to the emergence of various specialized languages across different professions and languages Among these, ESP has developed the most comprehensively and has had the most significant impact.
Under the guidance of research findings in English for Specific Purposes (ESP), many other languages have adopted and developed their own specialized language studies, incorporating the unique characteristics of their respective languages.
ESP, or English for Specific Purposes, emerged in the 1960s as a language learning approach tailored to meet specific needs It is not a distinct language or method, nor is it tied to particular textbooks; rather, it focuses on learning language skills relevant to particular contexts and objectives.
English for Specific Purposes (ESP) teaching, as defined by Hutchinson and Waters (1987), is a method of language acquisition that specializes in equipping learners with the English knowledge and skills necessary for specific professions or fields Unlike the teaching of general knowledge, ESP focuses on the input of language knowledge and the development of language application abilities that align with professional objectives The essence of ESP lies in analyzing and addressing the diverse needs of learners, offering a clearer purpose and focus compared to English for General Purposes (EGP) It emphasizes the cultivation of comprehensive English skills applicable in specific work environments, enabling learners to better meet the demands of their respective industries.
ESP, or English for Specific Purposes, refers to the use of English tailored to particular professions, disciplines, or objectives Through ESP teaching, learners can develop the communication skills necessary to effectively use English within their specific field This approach focuses on the practical language needs of students, enhancing their ability to engage in professional or academic contexts.
1 Tom Hutchinson 和 Alan Water, English for Speccific Purpose: A Learning-centred Approach, Cambridge University Press, 1987
The teaching approach centered on learners is grounded in needs analysis and educational psychology, emphasizing that learners' unique needs drive their motivation to learn The primary principle is that learners should be able to apply what they have learned in practical contexts It is crucial to understand that English for Specific Purposes (ESP) is a means of language acquisition rather than a distinct language form, focused on the reasons learners have for studying a foreign language All teaching decisions must be based on this fundamental question of learner needs Therefore, the essence of ESP lies in analyzing and meeting the diverse needs of learners to enhance teaching effectiveness In Chinese higher vocational colleges, applying ESP theory to assess students' learning needs informs curriculum design, textbook selection, and teaching methods, making it a vital pathway to achieving the educational goal of practicality.
1.2.2 ESP 理论的特征
1988年，Strevens进一步提出了ESP的四个绝对特征：（1）课程设
计满足学习者需求。（2）教学内容和特定学科、职业、实践活动有关。
The focus of English for Specific Purposes (ESP) research includes practical language aspects such as grammar, vocabulary, discourse, semantics, and discourse analysis Additionally, it is distinguished from general English by the fact that learners typically possess an intermediate level of proficiency or higher, as noted by Dudley-Evans and St John.
1.2.2.1 课程设计满足学习者需求
ESP (English for Specific Purposes) is focused on language use within specific professional fields, with a strong emphasis on the relevant linguistic environment This is most clearly reflected in the teaching materials, which must take into account the expectations and desires of the learners.
ESP, or English for Specific Purposes, emphasizes the importance of tailoring courses and teaching materials to meet the specific goals of learners This approach ensures that all instructional content and methods are aligned with the learners' motivations and objectives, making the learning experience more relevant and effective.
1 Strevens, ESP after twenty years： A re-appraisal ， SEAMEO Regional Language Centre, 1988
1.2.2.2 教学内容和特定学科、职业、实践活动有关
ESP, or English for Specific Purposes, is designed to cater to the needs of specific learners, distinguishing it from EGP, or English for General Purposes The content of ESP focuses more on practical applications, ensuring that the teaching material is relevant and useful for the intended audience Hutchinson and Waters emphasize the importance of tailoring educational content to meet the specific requirements of learners in various fields.
（1987）指出，ESP ―具有在‗典型的‘特别语境下应用语言”的特点， 是
“学习者在目标情景中极有可能遇见的语言与形式”。Hutchinson &
Waters 也说“告诉我你需要英语做什么，我就教给你所需要的英 语”
English for Specific Purposes (ESP) courses must be closely aligned with specific subjects, professions, and activities, ensuring that learners acquire the relevant language skills they need for their particular fields.
1.2.2.3 注重语言、词汇、技巧、语篇和体裁与特定活动的适应性
ESP focuses on developing students' communication skills in professional contexts, emphasizing the integration of learning and application This theoretical framework is crucial for research and significantly impacts vocational English education, marking a vital direction for reform in this field.
1.2.2.4 必须与一般用途英语形成鲜明的对照
Specialized English for Specific Purposes (ESP) is not fundamentally different from General English; in fact, their similarities outweigh their differences Both share the same teaching processes, and there is no distinct ESP teaching method ESP adheres to the same linguistic principles as General English, with the primary distinction lying in their teaching objectives and content While General English focuses on foundational language skills for everyday communication, ESP is designed for professional learning, addressing specific scenarios and challenges within various fields.
1 Tom Hutchinson 和 Alan Water, English for Specific Purposes: A Learning-Centered Approach, Cambridge University Press, 1987
It's important to understand that English for Specific Purposes (ESP) is not merely a combination of English and a specific field of study; the knowledge gained through ESP does not directly enhance one's professional skills The primary goal of ESP instruction is to equip learners with the ability to communicate effectively in their professional environments using English Recognizing this distinction highlights the differences between ESP and general English usage.
1.2.2.5 学习者具有初中级以上的水平
Dudley Evans and St John identify that the target audience for English for Specific Purposes (ESP) can include university students, professionals, and even high school students, with varying levels of language proficiency from beginners to those with a basic foundation This flexibility suggests that the introduction of ESP courses should be based on the complexity of the specialized content For instance, courses related to commonly used fields, such as travel English, can be offered at the beginner level, while technical subjects should be reserved until learners have achieved a sufficient level of English proficiency.
1.2.3 ESP 教材编写的原则
ESP 的需求分析理论
1.3.1 需求分析的发展
ESP originates from needs analysis, which is a prerequisite for ensuring the effectiveness of ESP teaching The key distinction between ESP and EGP lies in the awareness of needs.
1 Malinowski B., The Problem of Meaning in Primitive Language, Language and Literacy in Practice, Cambridge University Press, 1994
2 Nunan D., Task-based syllabus design: Selecting, grading and sequencing tasks, Cleveland: Multilingual Matters, 1993
The definition of English for Specific Purposes (ESP) differs from general English taught in schools, as its objectives and content are determined by the learners' actual needs for English While the importance of needs analysis is universally acknowledged as the essence of ESP, various researchers in the field hold differing views and perspectives on what constitutes "need." Over time, through a process of inheritance and research development, the theory and practice of needs analysis in ESP have become increasingly refined and sophisticated.
John Munby在论述ESP 课程设计时是首先提出了需求分析模式的，
他认为 2 ，需求分析是信息收集活动，是为了满足学生群体的学习需求进 行课程设计的基础性工作。从需求分析我们可以正确的设计外语课程的 内容以及其教学方法。 但他的观点只集中分析学习者的目标情境需求。 他认为：确定学习者学什么，首先必须分析学习者有哪几类“交际需 求”，有哪些“具体的交际目标”，再以此为依据设置课程。此模式把 影响交际需求的重要变量考虑在内，并以参数的形式将它们之间的动态 关系表现出来。这种系统研究交际需求，并用表格将参数间的动态关系 表现出来的方法，为科学化的课程设置提供了宝贵的理论基础。但John Munby的需求分析只以语言为中心，由分析目标情境中的交际变量构成， 而忽视了学习者的需求。
相反，Richterich和Chancerel（1980） 3 提出来的现状情景分析法
Present-situation analysis is crucial for learners embarking on an ESP course, as it assesses their current language proficiency and expectations for future learning Key information to gather includes the learner's existing foreign language skills, subject matter expertise, available learning resources, attitudes towards language teaching and learning, and sociocultural factors Richterich and Chancerel approach this analysis from a perspective distinct from that of John Munby.
1 Strevens, ESP after twenty years： Are-appraisal，SEAMEO Regional Language Centre, 1988
2 Munby J., Communicative Syllabus Design, Cambridge University Press, 1978
3 Richterich R 和 J Chancerel, Identifying the Needs of Adults Learning a Foreign Language, Pergamon Press - Oxford, 1980
The analysis of ESP (English for Specific Purposes) needs often centers on language, overlooking the true requirements of learners Hutchinson and Waters (1987) define needs analysis as comprising target needs and learning needs Target needs encompass three aspects: "necessities," which refer to the English skills required for learners to perform effectively in their work environment; "lacks," which identify the gap between essential skills and those already possessed; and "wants," which reflect the learners' individual learning requirements based on their specific contexts.
Learning needs encompass the motivations of learners and the specific language skills or strategies they require during the learning process It is suggested that needs analysis should be conducted in two steps: first, identifying what learners need to accomplish in their target situations, and second, determining what they need to learn By analyzing learners' deficiencies and future requirements, this approach helps them bridge gaps in language proficiency, enabling effective communication and task completion in future contexts Hutchinson and Waters' theory of needs analysis is fundamentally learner-centered.
Dudley-Evans和St.John（1998）指出，需求分析过程中要考虑以下
The article discusses key factors influencing language learning, including learners' tasks, their current language proficiency, and the gap between their existing and required levels It emphasizes the importance of effective strategies to bridge this gap and encourages learners to use their language skills in real-world communication environments Additionally, it highlights the need for learners to articulate their expectations from ESP courses and the significance of the teaching environment in achieving successful outcomes in workplace communication The article outlines steps for conducting a needs analysis: starting with a macro analysis of societal or industry demands for ESP education, followed by a learning situation analysis that focuses on students' attitudes and experiences, and finally, a current situation analysis that assesses students' existing language proficiency and identifies learning obstacles to inform course design and teaching methods.
According to Brown (2001), needs analysis involves the comprehensive collection and analysis of information related to both subjective and objective factors to establish appropriate curriculum objectives that address students' language learning needs within specific teaching contexts Essentially, needs analysis is a research process conducted through interviews, questionnaires, and tests to explore particular demands This approach is widely utilized in education to enhance and implement future teaching plans, serving as a diagnostic tool within empirical research The ultimate goal is to identify issues and investigate teaching methods for improvement In summary, needs analysis comprises two key components: target situation analysis and learning needs analysis The former focuses on establishing communication needs and methods based on the communicative contexts students aim to achieve, including work environments and cultural settings, while the latter determines teaching content based on the knowledge and skills required for future learning or employment Target needs emphasize starting points and outcomes, whereas learning needs concentrate on the teaching process.
In today's landscape, needs analysis has evolved into a task-based approach Long (2005) introduced this concept in "Second Language Needs Analysis," emphasizing that task-based needs analysis focuses on the tasks learners need to complete The analysis begins by identifying these tasks, followed by an examination of the language characteristics involved, the contextual features, and the necessary cross-cultural implications The rationale for using tasks as the starting point in needs analysis is that most organizations and businesses define job requirements based on specific tasks.
The article outlines the standards for task execution and the responsibilities that arise from them It emphasizes the importance of utilizing learned language skills to efficiently and effectively complete assignments.
Effective language learning courses aim to accurately identify goals, making needs analysis a crucial first step Conducting a needs analysis from a linguistic perspective presents various challenges, such as determining which texts are worth analyzing and identifying relevant communicative activities Additionally, easily accessible information is essential for understanding professional tasks.
1 Brown J D., The Elements of Language Curriculum: A Systematic Approach to Program Development, Foreign Language Teaching and Research Press - Beijing, 2001
2 Long, M., Second Language Needs Analysis, Cambrige University
In discourse analysis, identifying key information is crucial, as starting language analysis without clear objectives can lead to uncertain outcomes Task analysis reveals the dynamic qualities within the target discourse, contrasting with traditional approaches that focus on static discourse structures In real communication, discourse emerges as a result of people's attempts to convey messages; once a task is completed, discourse ceases to exist Therefore, tasks serve as the driving force behind the creation of discourse, with the nature of the task directly influencing the type of discourse produced.
1.3.2 需求分析在专门用途教材编写的运用
According to Yan Ming (2008), effective needs analysis can be conducted in three steps: planning, data collection, and information analysis Planning is crucial for successful needs analysis, requiring clarity on what information is needed, why it is necessary, and how to obtain it After formulating a plan and designing relevant questions, the next step is to gather data For business English courses tailored to university English majors, instructors typically have a good understanding of students' backgrounds, leading to a focus on "target situation analysis" over "current situation analysis." This emphasis arises from the traditional approach of course design, which is based on the perceived needs of educational institutions and instructors However, it remains essential to conduct a "current situation analysis." Factors such as learners' objective and subjective needs, learning motivations, language proficiency, and professional knowledge should be considered Ultimately, students study English for specific purposes to meet the demands of employers Therefore, analyzing employer expectations for graduates is vital, which can be achieved through surveys, interviews, observations, and case studies After designing the curriculum, feedback from potential employers should also be sought to refine the course objectives.
To effectively gather the necessary information for demand analysis, a combination of quantitative and qualitative methods should be employed Quantitative analysis tools, such as surveys, interviews, data collection from exam results, and performance metrics, help determine the breadth and scope of needs In contrast, qualitative analysis methods, including semi-structured interviews, observations, case studies, and participation in discussions, focus on understanding the essence of those needs It is crucial to collect insights from various stakeholders, including language learners, teachers, and other relevant parties Once the data is gathered, thorough analysis becomes vital, as it transforms the collected information into the foundational basis for curriculum development, rather than merely serving as a means of data acquisition.
1.4 对越专门用途汉语教材编写情况
Tại Việt Nam, hiện nay vẫn còn thiếu hụt đáng kể tài liệu giảng dạy tiếng Trung chuyên ngành Các tài liệu chính thức được xuất bản chủ yếu tập trung vào tiếng Trung cho du lịch và thương mại, trong khi đó, tài liệu dành cho các ngành nghề khác, đặc biệt là kỹ thuật và công nghệ, rất hạn chế Theo khảo sát, hiện có một số tài liệu tiếng Trung cho ngành du lịch được xuất bản, bao gồm "Giáo trình tiếng Trung du lịch" do Trần Anh Tuấn biên soạn và xuất bản bởi Nhà xuất bản Đại học Quốc gia TP.HCM vào năm 2017, "Giáo trình tiếng Trung du lịch" do Phạm Văn Khoái chủ biên và xuất bản bởi Nhà xuất bản Đại học Quốc gia Hà Nội, cùng với "Thực hành ngôn ngữ tiếng Trung trong giao dịch thương mại và du lịch" do Lê Thanh Thảo chủ biên Ngoài ra, trong lĩnh vực nhân văn và khoa học xã hội cũng có các tài liệu liên quan do Nguyễn… biên soạn.
Văn Khang教授于1999年河内国家大学发行的《汉语教程（人文与社会
越南电力大学 1+4 预科班培训状况及预科教育课程实际需求
越南电力大学预科教育概况
2.1.1 预科教育阶段的课程、教程、教学情况
The Vietnam University of Electric Power, established in 1966, began as a vocational school focused on training technicians in the electricity sector In 2000, it upgraded to a college, maintaining its emphasis on electrical systems By 2006, the institution evolved into a university, expanding its programs beyond technical training to include economic disciplines Today, it stands as a public university offering a diverse range of programs across multiple industries and levels, with electrical systems remaining a key area of focus.
Since 2009, the school has focused on developing international cooperation activities, establishing strong educational partnerships with three national universities in China Over the years, seven cohorts of Vietnamese students have pursued various undergraduate majors in China, with the highest enrollment in Electrical Engineering and Thermal Energy and Power specialties The primary study models include a 1+3 format (one year of Chinese language and basic political and scientific courses in Vietnam, followed by three years of specialized study in China) and a 2+2 format (two years of language and major studies in Vietnam, followed by two years in China) During their studies in China, Vietnamese students attend classes alongside Chinese students, with all instruction conducted in Mandarin The first year of study in Vietnam is referred to as preparatory education.
Preparatory education is a crucial phase before university studies, equipping students with essential knowledge for successful academic completion in China According to the Chinese Ministry of Education's notice on preparatory education for international students on government scholarships, the goal of Chinese language preparatory education is to enhance students' proficiency in the Chinese language, relevant professional knowledge, and cross-cultural communication skills over a one to two-year period.
The basic standards for entering the specialized study phase at higher education institutions in China have been outlined In accordance with this notification and considering the actual circumstances at Vietnam Electric University, the institution has established a one-year preparatory education program for students in Vietnam Due to a shortage of teaching staff, the program primarily focuses on helping students achieve proficiency in general Chinese, thereby providing a solid foundation in the language for their future specialized education.
表 2-1 ：越南电力大学预科教育班一年级的课程设计
次序 内容 学分 学时
2 听力与口语汉语1 10 150
5 信息学基础 2 30
2 听力与口语汉语2 10 150
（来源：越南电力大学）
在这一表，我们可以看出一学年的预科教育包括两个学期，每学
The academic year consists of 30 weeks, with 15 weeks of actual study time per semester, totaling 1,020 class hours (each class hour lasting 40 minutes) To alleviate the pressure on learners studying in China and to establish a foundational knowledge for students pursuing technical majors, the preparatory education phase includes not only Chinese language courses but also essential science subjects, including advanced mathematics.
1、2、3，信息学基础，物理学，化学，政治学 1、2。因此，汉语课的
安排总共有600 学时，占预科教育总学时的59%。
In the 600 hours of Chinese language courses, the school has designed specific goals and tasks to establish a linguistic foundation for future professional studies The curriculum primarily focuses on comprehensive Chinese courses, incorporating listening, speaking, reading, and writing skills, all aligned with the main textbook The primary textbook used is "Chinese Course for International Students," edited by Yang Jizhou, published by Beijing Language University For listening classes, the school utilizes a supplementary listening material from Beijing Language and Culture University, selecting only relevant sections due to the introduction of new vocabulary not covered in the comprehensive course In speaking classes, alongside the main curriculum themes, the school incorporates "Picture Description - First Grade Textbook" as a supplementary resource, carefully choosing important content to align with the main textbook In the final stage of language learning, 115 hours are dedicated to HSK Level 3 preparation, enabling students to participate in the official Chinese proficiency examination.
Due to the extensive content of the curriculum and limited time, students in the one-year preparatory program can only complete the "Chinese as a Foreign Language Undergraduate Series Textbooks – Chinese Course" series, edited by Yang Jizhou.
的前 3 本教材，其第一册上、下和第二册上及第二册下的 5 课，总共
After completing 45 classes, students achieve a level of proficiency in Chinese that corresponds to the HSK Level 3, with some reaching HSK Level 4 This accomplishment meets the Chinese Ministry of Education's language proficiency requirements for international undergraduate students in engineering programs.
表 2-2 ：汉语课教学计划安排
次序 内容 学时 教程 备注
1 综合课第 1-5课 25 《对外汉语本科系列教材 –
汉语教程》第一册上
2 语音汉字考试 5
3 综合课第6-10课 25
4 听力课1-5课 10 《听力汉语教材》
5 口语课1-5 15 《看图说话 – 一年级教
6 综合课第11-15课 25 《对外汉语本科系列教材 –
汉语教程》第一册上
7 听力课6-10课 10 《听力汉语教材》
8 口语课6-10 15 《看图说话 – 一年级教
9 第一册考试 10 综合考试
和听力、 口语考试
10 综合课第 16-20课 50 《对外汉语本科系列教材 –
汉语教程》第一册下
11 听力课11-15 15 《听力汉语教材》
12 口语课11-15 15 《看图说话 – 一年级教
13 综合课第 21-25课 50 《对外汉语本科系列教材 –
汉语教程》第一册下
14 听力课16-20 10 《听力汉语教材》
15 口语课16 - 20 10 《看图说话 – 一年级教
16 期末考试 10 综合考试
和听力、口语考试第一学期总学时 300
次序 内容 学时 教程 备注
1 综合课第 26-30课 25 《对外汉语本科系列教材 –
汉语教程》第一册下
2 听力课21-25 15 《听力汉语教材》
3 口语课21-25 15 《看图说话 – 一年级教
4 期中考试 1 10 综合考试
和听力、 口语考试
5 综合课第 1-5课 25 《对外汉语本科系列教材 –
汉语教程》第二册上
6 听力课26-30 15 《听力汉语教材》
7 口语课26-30 15 《看图说话 – 一年级教
8 综合课第 6-10课 25 《对外汉语本科系列教材 –
汉语教程》第二册上
9 听力课31-35 15 《听力汉语教材》
10 口语课31-35 15 《看图说话 – 一年级教
12 综合课第 11-15课 50 《对外汉语本科系列教材 –
汉语教程》第二册下
13 听力课36-40 15 《听力汉语教材》
14 口语课36-40 15 《看图说话 – 一年级教
第二学期总学时 300
（来源：越南电力大学）
笔者认为，选择使用《对外汉语本科系列教材 – 汉语教程》以及
The "Listening Chinese Textbook" and "Picture-based Speaking - First Grade Textbook" are suitable for school learners; however, the number of completed lessons falls short of the preparatory education requirements.
2.1.2 预科教育学生之情况
Chương trình đào tạo hợp tác quốc tế của trường tuyển sinh hàng năm một lần, từ tháng 6 đến tháng 8, cùng thời gian với tuyển sinh đại học toàn quốc, dành cho các học sinh tốt nghiệp trung học phổ thông có nguyện vọng học chuyên ngành kỹ thuật tại Đại học Điện lực Việt Nam Học sinh chủ yếu được tuyển chọn dựa trên kết quả kỳ thi tốt nghiệp trung học quốc gia theo tổ hợp A00 (toán, lý, hóa) và A01 (toán, lý, tiếng Anh), trong đó tỷ lệ học sinh A00 chiếm ưu thế Điểm chuẩn vào trường dao động từ 14 đến 16 điểm Chương trình đào tạo hợp tác quốc tế yêu cầu học sinh học toàn thời gian, với mục tiêu học tập rõ ràng là để sử dụng tiếng Trung trong chuyên ngành sau này, do đó, đa số học sinh rất hứng thú với tiếng Trung Tuy nhiên, do nền tảng học tập chủ yếu là các môn khoa học tự nhiên, nên học sinh gặp khó khăn trong việc tiếp cận và phương pháp học ngoại ngữ chính xác, dẫn đến việc học tiếng Trung ban đầu diễn ra chậm và không hiệu quả.
After completing a year of preparatory education in Vietnam, students often find basic communication manageable upon arriving in China; however, they face significant challenges in the classroom These obstacles hinder their academic progress and disrupt the teaching plans of their instructors Language barriers arise primarily because teachers speak at a pace that is too fast for students and because students lack sufficient specialized Chinese vocabulary Additionally, international students struggle to take notes in Chinese and write characters quickly, which affects their ability to recall how to write them Furthermore, they encounter difficulties understanding specialized textbooks due to unfamiliar vocabulary, unlearned grammar, and complex sentence structures Ultimately, during exams, while they may comprehend the questions, they often cannot respond accurately in Chinese, largely due to their inability to remember character writing.
从上面所谈到的存在，我们可以看出越南电力大学现行的预科教
The curriculum for Chinese language courses faces significant challenges The primary issue is the lack of specialized Chinese classes in schools, leading to students only learning general Chinese and resulting in a deficiency of professional vocabulary Additionally, the language knowledge provided to students, particularly in grammar, is insufficient Many essential grammatical points frequently used in specialized Chinese materials have not been covered in the curriculum, leaving students unprepared.
In the third volume of the Chinese language curriculum, students often lack sufficient time to study, leading to a situation where they meet the Chinese university and Ministry of Education's language proficiency standards but still struggle to effectively learn specialized knowledge in Chinese These challenges highlight the need for adjustments in preparatory education courses.
预科教育学生对知识积累的需求
2.2.1 学生的汉语水平和学习时限要求
Most students participating in China's undergraduate preparatory education programs have just graduated from high school and are starting to learn Chinese from scratch According to the Ministry of Education's guidelines for Chinese Government Scholarship undergraduate students, the duration of preparatory education is generally 1 to 2 academic years For new students without a Chinese language foundation, preparatory education is primarily offered in disciplines such as science, engineering, agriculture, medicine (excluding traditional Chinese medicine), economics, law, management, and education.
Chương trình giáo dục dự bị cho năm học đầu tiên kéo dài 40 tuần, trong khi các chuyên ngành như văn học, lịch sử, triết học và y học cổ truyền kéo dài 2 năm (80 tuần) Số giờ học tối thiểu cho năm học đầu tiên không được dưới 1120 giờ, và năm thứ hai không được dưới 960 giờ Đối với sinh viên dự bị ngành khoa học công nghệ có nền tảng tiếng Trung nhất định, thời gian học có thể được điều chỉnh Theo thông báo, tiêu chuẩn trình độ tiếng Trung yêu cầu như sau: các chuyên ngành khoa học, kỹ thuật, nông nghiệp, y học (trừ y học cổ truyền), kinh tế, luật, quản lý và giáo dục không được thấp hơn HSK cấp 3; trong khi các chuyên ngành văn học, lịch sử, triết học và y học cổ truyền yêu cầu không dưới HSK cấp 6.
热能与动力专业是属于工学类，因此按照通知要设计 1 年的预科教
1 教育部关于对中国政府奖学金本科来华留学生开展预科教育的通知
2 教育部关于对中国政府奖学金本科来华留学生开展预科教育的通知
Chương trình học được chia thành 2 học kỳ, mỗi học kỳ kéo dài 20 tuần Trong một năm học, sinh viên phải hoàn thành khóa học tiếng Trung phổ thông, đạt ít nhất trình độ HSK cấp 3 Sau đó, sinh viên sẽ sử dụng trình độ tiếng Trung của mình để tham gia khóa đào tạo chuyên ngành tiếng Trung.
Theo kết quả phỏng vấn của tác giả với sinh viên quốc tế về nhu cầu giảng dạy tiếng Trung chuyên ngành nhà máy điện, cho thấy: trước khi bắt đầu học chuyên ngành, sinh viên đã hoàn thành một năm giáo dục dự bị tại Việt Nam và đạt được trình độ HSK từ cấp 3 trở lên, đến cấp 4 Khi hoàn thành chương trình đào tạo đại học chuyên ngành, sinh viên sẽ nhận được chứng chỉ tốt nghiệp.
Reaching HSK Level 5 meets the Chinese Ministry of Education's language requirements for international students in preparatory education However, students at Shanghai Electric Power University still face language barriers when pursuing their undergraduate majors due to a lack of instruction on essential grammatical points commonly used in specialized courses Therefore, it is recommended that the current curriculum at Vietnam Electric Power University incorporate key grammar points from the third volume of the "Chinese Language Textbook Series for International Students" relevant to the energy and power discipline This approach will help students understand the meaning and usage of these terms in the future Additionally, less critical grammar points from the first and second volumes can be omitted or given less emphasis The author will analyze the language characteristics specific to the energy and power field to provide suggestions for the development of specialized Chinese language textbooks.
2.2.2 学生对专业汉语的学习需求
Learning needs analysis is essential for setting educational objectives, designing teaching methods, and particularly for developing effective instructional materials Therefore, it is crucial to assess learners' characteristics, including their attitudes toward learning, motivation, and cognitive styles, to create the most effective educational resources.
According to the regulations set forth by the Chinese Ministry of Education regarding the pre-university education for international students on Chinese government scholarships, students are expected to develop essential Chinese language communication skills and cross-cultural communication abilities Upon completing their preparatory education, students should have a basic understanding of Chinese culture and society, enabling them to effectively apply their acquired Chinese language knowledge and skills.
The ability to address fundamental issues in daily life is essential, along with mastering basic Chinese vocabulary and grammar Students should acquire a certain level of specialized vocabulary and commonly used expressions in scientific Chinese, enabling them to engage in listening, note-taking, and questioning during professional classes conducted in Chinese They should also develop preliminary skills in reading Chinese professional materials with the help of reference books and the necessary written expression skills for their specialized studies After completing one year of preparatory education, students are required to learn alongside Chinese peers, engaging fully in Chinese for instruction and communication to resolve all academic and life-related challenges This includes understanding lectures from professional instructors, reading textbooks, taking notes, and completing assignments To achieve these objectives, the Ministry of Education of China mandates that at least 25% of the total hours in preparatory education be dedicated to training in specialized knowledge.
表 2-3 ：预科教育各类课程的学时分配比例：
理学、工学、农学、
（中医药专业除外）
经济学、法学、
管理学、教育学
历史学、文学、 哲学、中医药专业
专业汉语类 25％ 10％ 5％
语言实践类 5％ 5％ 5％
The Chinese Ministry of Education has issued a notification regarding the preparatory education for international undergraduate students who receive the Chinese Government Scholarship This initiative aims to enhance the academic readiness of these students, ensuring they are well-prepared for their studies in China The program will focus on language proficiency and cultural understanding, facilitating a smoother transition into the Chinese educational system.
The preparatory education program at Vietnam Electricity University provides specialized training; however, due to the language of instruction being Vietnamese, students are unable to enhance their professional Chinese language skills Consequently, this limitation only addresses grading issues, leaving students unfamiliar with the teaching of professional knowledge when they study in China.
1 教育部关于对中国政府奖学金本科来华留学生开展预科教育的通知
Many students struggle to understand their classes and professional tutorials, often finding it difficult to take effective notes As a result, they face challenges during exams, unable to recall or write down the answers needed.
At this point, specialized Chinese courses serve as a "lifeline" for students Therefore, I believe it is essential to develop a specialized Chinese textbook focused on the Energy and Power Engineering field, with a particular emphasis on listening and reading skills Mastering these two skills will naturally stimulate improvements in the other skills as well.
One of the most important tasks in textbook development is addressing students' needs Interviews with international students reveal a demand for foundational and specialized vocabulary related to energy and power engineering courses Students emphasized the necessity of accumulating professional terminology during the initial stages of their studies By the third and fourth years, they feel equipped with basic knowledge and can independently explore more advanced materials Key courses in this field include Engineering Fluid Mechanics, Engineering Thermodynamics, Combustion, Boilers, Turbines, Thermal Dynamics, and Automation.
上海电力大学和劳动使用单位对技术专业留学生之汉语水平要求
To establish clear teaching objectives, the author conducted interviews with faculty members at Shanghai University of Electric Power to assess their evaluations of Vietnamese international students' proficiency, learning attitudes, motivation, and abilities This feedback informed recommendations for the foundational knowledge students should possess before engaging in specialized studies Additionally, the author designed new Chinese language teaching materials based on these insights and the professional Chinese language requirements identified by employers, such as Yongxin Thermal Power Company, to enhance the practicality of the curriculum The interviewees, who had direct interactions with the students over the course of a year, included three teachers and three employers, providing valuable insights through structured questions and detailed responses.
A professional teacher interviewed noted that a common issue among Vietnamese international students is their difficulty understanding lectures The teacher suggested that students review the教材 (textbook) and look up unfamiliar vocabulary before class to better prepare However, this process can be time-consuming and challenging for students To alleviate the academic burden on international students, it is essential to incorporate specialized Chinese language training into preparatory education programs.
A management teacher from the academic affairs office suggested that specialized Chinese textbooks for preparatory education should closely align with the content of professional courses The focus should not be on teaching students specific professional knowledge, but rather on providing them with commonly used terminology and grammatical structures relevant to their fields This approach aims to ensure that students feel familiar with the material when they encounter their professional courses.
We interviewed a Chinese government-operated thermal power plant in Vietnam, which annually recruits Vietnamese employees, including engineers graduating from both Vietnamese and Chinese universities The company stated that, in addition to professional knowledge, there is a requirement for Chinese language proficiency This includes not only the ability to communicate in everyday situations but, more importantly, the capacity to engage in work-related conversations Specifically, employees must understand the names of company equipment and parts, comprehend operational procedures, and follow commands and instructions during the operational process.
The interview results serve as a crucial foundation for the author in developing specialized Chinese language textbooks for the Thermal Energy and Power Engineering field, particularly in determining the difficulty levels of each stage and selecting appropriate content for the materials.
对越热能与动力专业教材编写的语言特点分析
In the development of Chinese textbooks for the Thermal Energy and Power Engineering specialization, analyzing and researching the linguistic features is crucial, particularly for preparatory education materials Through this analysis, educators can determine which language points to emphasize during basic Chinese instruction and which can be downplayed or omitted This approach significantly influences course design and enhances the effectiveness of teaching specialized vocabulary and concepts.
In their book "Teaching Chinese for Specific Purposes," Cui Xiliang, Zhang Li, and colleagues categorize Chinese for specific purposes into various fields, identifying two sub-branches of scientific Chinese: comprehensive scientific Chinese and specialized scientific Chinese After research, the author concludes that the field of thermal energy and power also falls under specialized scientific Chinese This analysis will examine the linguistic characteristics of Chinese within the thermal energy and power discipline, drawing comparisons and reaching conclusions based on the features of scientific Chinese.
The study of the linguistic characteristics of scientific Chinese began as early as the 1980s, with scholars publishing findings in this field However, research has largely stagnated since then, primarily reflecting the work of Du Houwen and Huang Zhenying from Beijing Language Institute According to Du Houwen (1981), there are seven notable characteristics of scientific Chinese vocabulary.
1) 使用专门的科学术语；
2) 大量使用抽象词；
3) 一般情况下不适用叹词、象声词、歇后语、方言和一部分语 气词；
4) 外来词的使用；
5) 常常使用反义词；
6) 保留一定数量的文言词语；
7) 常用虚词，常使用长句和复句。
句法方面有五个特点：
1) 汉语科技文体中，主语是客观现象、事物时多用完全的主谓 句，主语泛指人时往往可以省略；
2) 多用陈述句；
1 崔希亮、张黎，《专门用途汉语教学》，北京语言大学出版社， 2016
2 崔希亮、张黎，《专门用途汉语教学》，北京语言大学出版社，2016
3) 有许多常用的固定格式和词组，例如：“设…则…‖、”过… 作…‖等等；
4) 单句的复杂化，主要是因为定语和状语的附加成分的增多， 复合成份的运用；
5) 大量运用复句。
In addition, Du Houwen (1982) published research findings on the formation methods of simple words, compound words, and phrases in scientific terminology He identified several key characteristics of scientific terms, specifically:
1) 由单纯词构成，主要是表示度量衡单位名称、译音词、化学 元素等。
2) 由合成词构成，主要有下列特点：以偏正形式为主要构词方 法、其次是附加形式的。
3) 由词组构成，最多是偏正式构成的，其中最常见的是以名词 为中心语的词组，而且由词组构成的科学术语主要是固定词 组。
4) 科学术语主要是名词和名次词组构成的。
Research by Du Houwen (1982), Hong Caizhang (1991), and Huang Zhenying (1986) has highlighted the phenomenon of long sentences in scientific and technical terminology, categorizing them into long simple and long compound sentences Long simple sentences can be divided into four types: those with long subjects, long predicates, long adverbials at the beginning, and those formed by insertions, with long attributive clauses being a notable feature of scientific Chinese The prevalence of long compound sentences is even greater Additionally, Li Rende (1985) identified other characteristics of technical terminology, such as a higher frequency of prepositions and the occurrence of sentences without subjects.
1 杜厚文，《科学术语的构成方法》，语言教学与研究第二期， 1982
2 李褣德，《科技汉语语法》，冶金工业出版社，1985
Building on the distinctive vocabulary and grammatical features of technological Chinese, this study explores the linguistic characteristics of Chinese in the energy and power sector Through research, comparison, and analysis, the author identifies numerous similarities as well as some unique differences within this specialized language.
The most significant characteristic of the Energy and Power specialty in Chinese is the extensive use of specialized academic terminology This aspect poses the greatest challenge for learners, as most students acknowledge that their primary difficulty in studying the subject in Chinese is not grammar comprehension but rather a lack of understanding of the specialized vocabulary discussed in the course Additionally, this field differs from other common specialties in its complexity.
Specialized vocabulary in fields such as tourism Chinese, trade Chinese, and economic Chinese often includes terms that are commonly encountered in daily life However, in the energy and power sector, the specialized terminology is particularly challenging, as many of these terms are not frequently encountered outside of professional training Understanding this vocabulary typically requires specialized education and expertise.
表 2-4：能源与动力专业汉语专业词语和半专业词语列表
分类 汉语词语 翻译成越南语
半专业词语 火
Than là nguồn năng lượng quan trọng, nhưng việc sản xuất và vận hành nó cần phải đảm bảo tiêu chuẩn sạch và hiệu quả Để giảm thiểu tác động đến không khí, cần áp dụng các công nghệ tiên tiến trong quá trình cấp nước và xử lý khí thải Việc duy trì nhiệt độ hợp lý trong quá trình sản xuất cũng đóng vai trò quan trọng trong việc tối ưu hóa hiệu suất và bảo vệ môi trường Sự tuần hoàn trong quy trình sản xuất than giúp nâng cao hiệu quả sử dụng tài nguyên và giảm thiểu lãng phí.
专业词语 锅炉
高压/低压/稳压 发电
燃烧室 lò cao áp/hạ áp/ổn áp phát điện buồng đốt hơi nước
分类 汉语词语 翻译成越南语
蒸汽 汽轮机 冷却水 超临界 磨煤机 渣 tuabin nước làm mát siêu tới hạn máy nghiền than xỉ
The Energy and Power Engineering field involves a significant number of abstract terms, which pose challenges for both learners and instructors While concrete terms, such as names of equipment and components, can be effectively taught using visual aids like diagrams or actual models, abstract vocabulary requires a deeper understanding Instructors must invest time to grasp the meanings of these abstract terms, often relying on online resources or consulting experts if they lack specialized knowledge This necessity complicates the teaching process in professional Chinese language education.
表 2-5：能源与动力专业汉语具体词语与抽象词语
分类 汉语词语 翻译成越南语
具体词语 锅炉
二氧化碳 渣
活塞 储水箱 lò
CO 2 xỉ pít tông thùng trữ nước
抽象词语 浓度
反应 加热 漏气损失 冲动 nồng độ phản ứng gia nhiệt tổn thất do rò khí xung động
Trong chuyên ngành năng lượng và động lực, việc sử dụng từ ngoại lai là điều không thể tránh khỏi do hầu hết công nghệ và quy trình kỹ thuật đều đến từ các quốc gia phát triển Các từ ngoại lai thường liên quan đến thiết bị do nước ngoài phát minh, các nguyên tố hóa học, thành phần hóa học và đơn vị đo lường Tuy nhiên, việc xử lý các từ ngoại lai trong chuyên ngành này lại tương đối dễ dàng vì chúng đã được công nhận và sử dụng rộng rãi trên toàn cầu Ví dụ như: lò Haycock (Lò Haycock), kilogam (kg), carbon (cacbon), v.v.
针对越南电力大学预科教育能源与动力专业汉语课程设计与教 材编写
能源与动力专业预科教育阶段课程设计的设想
After researching and investigating the relevant stakeholders involved in preparatory education, and referencing China's regulations on this type of education, the author presents the following insights regarding the experiences of international students in the Energy and Power Engineering program during their preparatory phase.
To enhance Chinese language proficiency among students at Vietnam Electric University, it is essential to implement intensive teaching methods As noted in Chapter Two, students currently have one year to acquire general Chinese language knowledge and skills In accordance with the Ministry of Education's regulations regarding preparatory education for Chinese government scholarship undergraduates, a minimum of 1,120 class hours is required To meet this requirement and effectively strengthen Chinese language skills, it is recommended that the university extend the preparatory education training period to 20 weeks each semester.
Incorporating specialized Chinese language instruction into general Chinese language teaching is essential for meeting the academic requirements of students at Shanghai University of Electric Power As students transition to their major studies in the second year, it is crucial to supplement their first-year curriculum with specialized Chinese content This specialized instruction should be structured progressively, from easier to more complex material Therefore, once students have acquired a foundational understanding of general Chinese, they can begin to enhance their learning with specialized vocabulary and concepts relevant to their field of study.
The school currently utilizes the Chinese language curriculum edited by Yang Jizhou, which consists of three volumes, each divided into upper and lower books, totaling six textbooks To effectively grasp specialized Chinese knowledge, the author suggests supplementing the curriculum with specialized Chinese materials in the second semester This approach aims to address the gap in foundational knowledge acquired through Vietnamese Based on these recommendations, the author has reorganized the course schedule as outlined in the following table.
表 3-1 ：越南电力大学预科教育班一年级的课程新设计
次序 内容 学分 学时
2 听力与口语汉语1 12 195
5 信息学基础 2 30
2 听力与口语汉语2 8 120
To effectively support international students, it is essential to adopt a focused teaching approach that emphasizes relevant topics and skills necessary for their daily lives and academic studies This involves identifying key communication themes and essential grammatical knowledge needed for everyday interactions Based on discussions with students and personal research, a curated list of communication topics has been established to enhance their social engagement and academic success.
表 3-2 ：留学生要积累的汉语交际话题
次序 话题内容 次序 话题内容
1 打招呼、介绍自己的信息 14 说自己、朋友的时间表/计
2 说说学习情况（1） 描写病情、心情、去医院
3 问东西名称、去市场买东
15 日常生活的交谈（打电话、
了解朋友的情况、问计划等 等）
4 去银行换钱 16 说说使用屋内电子设备的方
5 去图书馆借书 17 看电视、戏剧、歌曲、广播
6 介绍朋友、老师、同事或者
某人的信息（包括名字、职 称、住址、电话、生活状 况、学习考试情况）
18 办宴请、开聚会
7 在机场检查行李 19 说学习情况、留学生活
8 描写东西 20 比较的说法
9 请朋友一起吃去玩 21 说说经历和经验
10 去邮局、去买东西（2） 22 说说在中国乘坐公交车
11 说时间 23 在机场做飞行手续
12 请朋友一起学中国文化的计
24 报警的说法
13 问路、指路、说地点和位置 25 说打算
The author outlines the essential communication scenarios that international students must navigate and compares these with the grammatical points they need to master This analysis helps in selecting the appropriate course content for the preparatory education phase.
具体，在第一学期，综合汉语有 195 学时，听说课 195 学时。其
In the 195-hour comprehensive Chinese course, students complete one lesson of the Chinese tutorial each week, allowing them to finish 42 lessons in the first semester This enables them to complete the upper level of the second volume of the Chinese tutorial while simultaneously attending listening classes integrated with the comprehensive Chinese curriculum.
课同时进行的。剩下的20学时用于三次期中考试和一次期末考试。
In the first semester of the professional Chinese course, the focus is primarily on mastering general Chinese, aiming to accumulate grammatical knowledge that will support reading in specialized Chinese No specialized Chinese classes are offered during this period By the second semester, students have built a solid foundation in general Chinese, enabling basic daily communication in everyday life Consequently, the pace of general Chinese instruction can be slowed down, and the number of class hours is significantly reduced compared to the first semester This allows teachers to concentrate on imparting specialized Chinese knowledge and preparing students for the Chinese proficiency exams.
The General Chinese curriculum for the second semester comprises a total of 120 hours dedicated to comprehensive Chinese language study, along with an additional 120 hours focused on listening and speaking skills This instructional time allows students to complete 23 lessons from the Chinese language program Specifically, students will finish all 10 lessons from the second volume, along with 13 key lessons selected from both the upper and lower sections of the third volume.
与通用汉语课同时进行的是专业汉语课。第二学期专业汉语课共
有 60学时，每 3个学时能完成 1课，一共可以完成 20专业汉语课。这
The course is divided into four units, each consisting of five lessons, with increasing difficulty The objective is for students to comprehend more complex materials that include specialized vocabulary The final stage includes 90 hours of practice for the Chinese proficiency test, with students aiming to achieve at least Level 4 in their Chinese language skills.
Trong một năm học, sinh viên có thể hoàn thành 63 khóa học tiếng Trung phổ thông và 20 khóa học tiếng Trung chuyên ngành, được chia thành 4 đơn vị, mỗi đơn vị gồm 5 khóa học Đồng thời, sinh viên cũng sẽ được đào tạo để đạt cấp độ HSK4 trong kỳ thi năng lực tiếng Trung Điều này đáp ứng yêu cầu của Bộ Giáo dục Trung Quốc về giáo dục dự bị Những sinh viên đã học và đạt điểm thi sẽ đủ điều kiện để theo học chuyên ngành tại các trường đại học Trung Quốc, đáp ứng yêu cầu của giảng viên đối với sinh viên quốc tế.
具体课程安排如下：
表 3-3 ：新型预科教育课程框架
课名 通用汉语课
专业汉语课 学时
语音：声母、韵母 汉字：书写规则 交际：打招呼
2 听说课 未补充 4 节
语 音 ： 声 韵 母 、 轻 声、半三声。
汉字：书写汉字 交际：
4 听说课 未补充 4 节
语 音 ： 声 韵 母 、
“不”、的变调 汉字：书写规则
6 听说课 未补充 4 节
语 音 ： 声 韵 母 、 儿
化 汉字：书写规则 交际
8 听说课 未补充 4 节
语音：声母、韵母 汉字：汉字书写
10 听说课 未补充 4 节
12 听说课 未补充 4 节
期中考试 1 4 节
13 第七课： 语音 未补充 4 节
课名 通用汉语课
专业汉语课 学时
14 听说课 未补充 4 节
苹果一斤 多少钱？
16 听说课 未补充 4 节
交际：买东西、讨 价还价
19 听说课 未补充 4 节
语 法 ： 汉 语 句 子 语
序 ； 动 词 谓 语 句 、
21 听说课 未补充 4 节
课：我们 都是留学 生
生词 语法： 吗？；状
交际：留学生生活
课：你在 哪儿学习
语 法 ： 疑 问 代 词 ；
定 语 和 结 构 助 词 ；
交际：学习情况
24 听说课 未补充 4 节
25 第十三 生词 未补充 4 节
课名 通用汉语课
专业汉语课 学时
课：这是 不是中 药？
语 法 ： 形 容 词 谓 语
句 ； 正 反 问 句 ；
26 听说课 未补充 4 节
课：你的 车是新的 还是旧 的？
语 法 ： 选 择 问 句 ； 省略问句。
28 听说课 未补充 4 节
课：你们 公司有多 少职员？
少 ” ； 数 量 词 组 ； 称数发。
30 听说课 未补充 4 节
31 复习第一册上 未补充 4 节
32 期中考试 2 4 节
第 一 学 期 第 一 阶 段 总学时
你常去图 书馆吗？
语法：时间状语、
交际：去图书馆
他在做什 么呢？
语法：动作的进 行、双宾语句、问 句：怎么+动词。
课名 通用汉语课
专业汉语课 学时
我去邮局 寄包裹
语法：连动句 交际：去邮局
可以试试 吗？
语法：动词重叠、
又„又、“一点儿
交际：人民币的单 位、去买衣服
语法：名词谓语 句、年月日的表 达、疑问的语调。
交际：问事件的举 行时间
我们明天 七点一刻
语法：时间的表达 交际：说时间
我打算请 老师教我
语法：兼语句 交际：说爱好
学校里边 有邮局 吗？
语法：方位词、存在 的表达、介词：离、
交际：说方位、说距
课名 通用汉语课
专业汉语课 学时
语法：能源动词、
交际：说愿望
她学得很 好
语法：状态补语 交际：表达能力
田芳去哪 儿了？
语法：语气助词
交际：打电话
语法：动作的完成；
交际：去医院、说心
我吃了早 饭就来了
就„；虽然„但 是„。
交际：在中国的生活
语法：结果补语；主 谓词组作定语。
交际：考试情况
62 第 30 课： 语法：时量补语；概 4 节
课名 通用汉语课
专业汉语课 学时
我来了两 个多月了
数表达；离合动词。
交际：给家里写信 说留学情况
64 第一册下复习 4 节
65 期中考试 3 4 节
第一册下总学时 32*4 =
我比你更 喜欢音乐
语法：“比”字句；
比较句；“更”和
“最”；数量补语。
我们那儿 的冬天跟 北京一样
语法：比较句；不 但„而且„。
语法：语气助词
“了”；动作即将发 生；状语与助词
“地”；无主语句。
冬快上来 吧，要开
语法：趋向补语。
74 第 35 课： 语法：动词+过；动 5 节
课名 通用汉语课
专业汉语课 学时
我听过钢 琴协奏曲
量补语；序数的表 达。交际：说经验、
我是跟旅 游团一起 来的
一„就„；形容词 重叠。交际
我的护照 你找到了
语法：主谓谓语 句；结果补语
我的眼镜 摔坏了
语法：被动意义的 表达；两次重叠；
钥匙忘拔 下来了
语法：复合趋向补 语。
会议厅的 门开着呢
语法：动词+着
前边开过 来一辆空
语法：存现句；
课名 通用汉语课
专业汉语课 学时
“福”字 倒贴在门
语法：“把”字句 1 5 节
91 期末考试 8 节
第一学期总学时 390 节
请把护照 和机票给
语法：“把”字句 2 5 节
我的腿被 自行车撞
语法：被动意义的表
5 专业汉语 1 3 节
京剧我看 得懂但是 听不懂
语 法 ： 可 能 补 语
山这么高 你爬得上 去吗？
语 法 ： 可 能 补 语
课名 通用汉语课
专业汉语课 学时
10 专业汉语 2 3 节
语法：趋向补语引申 用法；只有„才„
暑假你打 算去哪儿
语 法 ： 疑 问 代 词 活 用；一边„一边„；
先 „ 再 „ ； „ 然 后 ；最后„。
15 专业汉语 3 3 节
语法：无关联词语的
复 句 ； 状 态 补 语
语法：反问句；连„
也„；二次否定
20 专业汉语 4 3 节
21 期中考试 1 7 节
语法：终于；一切；
如果；果然；只好；
语 法 ： 靠 ； 各 ； 分 别；又„又„
26 专业汉语 5 3 节
27 第 53 课： 语法：一点儿也„； 5 节
课名 通用汉语课
专业汉语课 学时
理想 不过；简直；当然；
从 ； 动 词 + 着 + 动 词 + 着。
语 法 ： 不 料 、 一 + 动
词 、 竟 然 、 只 是 、 并。
语法：为了；根本；
其中；既然等等
33 专业汉语 6 3 节
语法：大约；只见；
无奈；十分；形容词 +下去
语 法 ： 由 ； 马 上 ； 并；„
38 专业汉语 7 3 节
语法：本来；关于；
所谓；所有；特意；
语法：然而；假如；
动词+不起；凭
43 专业汉语 8 3 节
语法：有关；不是„
而 是 „ ； 适 合 ； 通
课名 通用汉语课
专业汉语课 学时
语 法 ： 以 及 ； 以 „ 为„；算；往往；是 否。
语法：总之、为难、
反而、一„就是„、
50 专业汉语 9 3 节
语法：尽管、难免、
以为、来、免得
语法：从„来看、向 来、每当„都„、不 时、当、非„不可
55 专业汉语 10 3 节
语法：逐渐、决心、
了不起、不论、即使
57 其中考试 2 8 节
通用汉语总学时 240 节
60 专业汉语 11 3 节
63 专业汉语 12 3 节
课名 通用汉语课
专业汉语课 学时
66 专业汉语 13 3 节
69 专业汉语 14 3 节
71 专业汉语 15 3 节
73 专业汉语 16 3 节
76 专业汉语 17 3 节
76 专业汉语 18 3 节
79 专业汉语 19 3 节
81 专业汉语 20 3 节
83 期末考试 10 节
第二学期总学时 390
能源与动力专业预科教育阶段教材编写的设想
In the first year of studying in Vietnam, students not only learn Chinese but also fundamental subjects such as physics, mathematics, informatics, chemistry, and political science As a result, these basic science courses do not require re-learning at Shanghai University of Electric Power Therefore, it is unnecessary to focus on specialized Chinese vocabulary for these subjects in the first year The author emphasizes the importance of concentrating on the Chinese language specific to the thermal and power engineering major.
3.2.1 能源与动力专业汉语课程设计和教材编写依据
能源与动力专业汉语教材是属于专门用途语言教材，因此一定要
以ESP和CSP 的理论以及需求分析理论的基础为出发点。
This article is based on the practical experiences of students from Vietnam Electric Power University, particularly those who have chosen to study Energy and Power at Shanghai Electric Power University It also considers the insights of faculty members from the Energy and Power program and the requirements set by employers, specifically the retraining experts and staff managers at Yongxin No 1 Vitality Power Plant The research focuses on the Chinese language proficiency expectations for international students in their field, including professional Chinese language skills, as well as the language requirements for specialized employees This information is crucial for developing recommendations and guidelines for the compilation of professional Chinese language teaching materials.
The author conducted research on textbooks related to thermal energy and power engineering, as well as a thorough examination of the operational procedures commonly used at the Yongxin No 1 Thermal Power Plant Additionally, the author explored various news articles related to the thermal energy and power engineering field available online The linguistic characteristics and essential content identified from this research served as a practical foundation for the development of a new preparatory education curriculum and specialized Chinese language textbooks.
3.2.2 能源与动力专业预科教育阶段专业汉语教材编写目标
The designed教材 is tailored for students in the preparatory program of the Thermal Energy and Power major at Vietnam Electric Power University This教材 serves as a Chinese reading resource specifically for the Thermal Energy and Power field Its primary goal is to eliminate language barriers for international students in their future professional studies, taking into account the language forms and styles they will encounter The教材 incorporates texts that align with the stylistic features of the professional materials students will use later To address the common issue of low engagement in technical Chinese textbooks, the author aims to create diverse and interesting exercises to enhance learning and reduce monotony.
教材的枯燥。
The author identifies this work as a language skills textbook rather than a specialized knowledge resource Its primary goal is to equip students with essential professional Chinese vocabulary and commonly used grammatical structures Additionally, it aims to enhance students' reading proficiency in Chinese, which, in turn, is expected to stimulate improvements in their writing and listening skills based on independent study.
3.2.3 能源与动力专业预科教育阶段专业汉语教材结构
This textbook is designed for intermediate Chinese learners, featuring a structured progression from easy to difficult content It comprises 20 lessons organized into four units, with each unit containing five lessons focused on distinct thematic groups.
有关教材单课结构，在每一课笔者按照以下的顺序来编写：
课文是一课中的最核心部分，课文和补充快速课文的长度约 200 –
The selection of text content aligns with the theme of each unit and is tailored to the students' proficiency levels The author occasionally modifies the original materials to enhance comprehension, ensuring that the text is more accessible to learners However, the fundamental authenticity of the professional curriculum is maintained throughout the revisions.
New vocabulary is a crucial component of specialized Chinese language teaching In this section, we can explain technical terms, clarify sentence structures, and provide usage methods It is important to pay attention to the quantity of new words, especially in Chinese textbooks for science and engineering disciplines, where there is typically a high number of specialized terms.
所以容易常发生生词过多的问题。笔者尽量把生词数量控制在 15-25 个 生词。
阅读理解练习和词语练习属于练习部分，是学生课后的任务。如
课文 生词 阅读理
补充快速阅读
This section aims to inspire students' engagement through a variety of rich and appealing exercises Therefore, the design of the practice section primarily revolves around the content of the lesson, with question types that encourage students to effectively practice the new vocabulary and sentence structures introduced earlier.
有关每个单元的分类：
The first unit focuses on an introduction to thermal power plants, providing essential information about their operations It highlights recent news related to thermal power plants, including updates on construction projects and trial operations.
The second unit focuses on an overview of the power generation process, highlighting the production methods, trends in technological advancements, and relevant energy issues.
第三单元是发电厂的设备。
第四单元式发电厂的环保问题。
3.2.4 能源与动力专业预科教育阶段专业汉语新编模拟教材
Through theoretical research and practical investigation, the author has developed a supplementary textbook for students in the preparatory class at Vietnam Electricity University This resource aims to address the lack of Chinese language materials in the field of thermal energy and power, assisting students in overcoming language barriers during their undergraduate studies at Shanghai University of Electric Power Ultimately, it facilitates their effective mastery of professional knowledge and supports their successful academic completion.
Tên sách: Giáo trình đọc hiểu tiếng Trung cho chuyên ngành Nhiệt năng và Động lực Đối tượng sử dụng: Sinh viên chương trình giáo dục dự bị của Trường Đại học Điện lực Việt Nam Mô tả sách: Giáo trình này được biên soạn nhằm cung cấp cho sinh viên từ vựng chuyên ngành tiếng Trung liên quan đến Nhiệt năng và Động lực Sách gồm 20 bài học, chia thành 5 đơn vị, mỗi đơn vị từ dễ đến khó xoay quanh một chủ đề nhất định, phù hợp cho sinh viên có trình độ HSK 2 trở lên trước khi du học tại Trung Quốc.
第一单元：火力发电厂入门
第一课 课文
中国电建承包赞比亚第一个火力发电厂开工
On September 6, 2003, at 10 AM, the groundbreaking ceremony for the first phase of the 2×150MW power station project by Zambia Mamba Mining Company was held The event was attended by representatives from the owner, engineers, and staff from Shandong Electric Power Construction Company.
50 多人参加了开工仪式。
The Mamba Phase I 2×150MW thermal power plant in Zambia marks the country's first thermal power station, with a projected total investment exceeding $600 million Located in the Southern Province's coal mining area, the project will be managed by China Electric Power Construction, which is responsible for the design, procurement, construction, installation, commissioning, and operation of the two 150,000-kilowatt coal-fired units The facility is expected to achieve commercial operation within three years.