人们常常认为,ESP虽与交际法关联甚密,但实际教学中尚未完全体现出这一点。不少现行ESP所依据的理论原则和实践,从教育(学)角度看有很多是缺乏根据的。比如在需求分析方面,学习者的真实的观点很少是经过深思熟虑后给出的。传统的ESP教程设计有两个弊端:首先,它忽略了学习者的交际能力的开发;其次,它未能对ESP学习情景的实际情况作出分析和说明。这就造成了一种典型的后果,即ESP教师对所教课文的主题不理解,因而在教学中常常自立不稳。再者,大多数ESP教材给学生提供的内容和语言练习都很乏味,没有明确的 People often think that although ESP is closely related to communicative approach, it has not yet been completely reflected in the actual teaching. Many of the current principles and practices of ESP-based theories are groundless from an educational (school) point of view. For example, in the demand analysis, the learner’s real point of view is rarely given after careful consideration. The traditional ESP tutorial design has two drawbacks: First, it ignores the development of learners’ communicative competence; secondly, it fails to analyze and explain the actual situation of ESP learning scenarios. This resulted in a typical consequence, that ESP teachers do not understand the subject of the text taught, and thus often self-supporting teaching instability. Moreover, most of the ESP textbooks provide students with content and language practice are boring, there is no clear