Academic English Curriculum for Undergraduate Students: Backward Design

Abstract

Adopting result-driven backward design, the study proposes a 3-step designing process for undergraduate academic English curriculum. Firstly, conceptualizing academic competence in the context of Chinese universities, the study suggests a 3-step teaching target: the development of academic language skills, critical thinking and self-regulating ability. Secondly, the paper sets assessment standards for different learning periods. Finally, the paper discusses the role of classroom teachers in the backward design.