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In this paper, the current research situation of academic English is reviewed. From the perspective of curriculum research, we investigate the implementation of Public English curriculum and the needs of academic English, and then put forward some specific measures for the construction of academic English courses. This paper mainly discusses three aspects of the requirement, setting and teaching of academic English courses. On the basis of previous studies, there are not many academic English courses for postgraduate students in Colleges and universities. According to the theory that education is ahead of the economic development, it is an advanced research path to explore the establishment of academic English course in the teaching of postgraduate English. The object of this study is a very representative University in a certain area, which can reflect the overall level of higher education in the region to a certain extent. Both the hardware and the software facilities can provide practical possibilities for the proposal and implementation of this article, and also have a reference for the national colleges and universities. [ABSTRACT FROM AUTHOR]

This paper looks at the effects of service-learning on an Intensive English program. It examines English language participants at a community college who engaged in different service-learning projects over the course of one semester. Students found that service-learning helped them improve their English skills, increased their confidence when interacting with native English speakers, and gave them a rewarding experience of helping others. This paper argues that a service-learning component to English language learning curricula promotes enhanced language acquisition, as students are able to produce and receive authentic language outside the class while performing real-world tasks with meaningful purposes. [ABSTRACT FROM AUTHOR]

As many scholars realized the significance and urgency of academic English writing research in English-as-foreign-language countries, numerous studies have been conducted on the topic. To date, however, little focused exclusively on multidisciplinary empirical research on High-level Project (HLP) postgraduates' academic English writing in China. The present study intends to explore the general tendency of HLP students' academic English writing. It first investigates the difficulties and writing habits of fifty-one HLP postgraduates in the English training center of a "Project-985" 1 university in China through a questionnaire and semi-structured interviews, and then discusses some problems of the present academic English writing classroom and academic English writing skills that need to be improved promptly. [ABSTRACT FROM AUTHOR]

Through action research, two instructors explore the application of the Involvement Load Hypothesis in their respective low intermediate and intermediate college intensive English reading and writing classes to improve student vocabulary acquisition and retention. One study took place over the course of one week and compared the progress of student performance on task-induced activities, revealing that students did incrementally better on vocabulary acquisition when the involvement load was heavier. The following study took place over the course of a six week Intensive Program using the same material with different students. The research also found improved performance on task induced assignments with heavy involvement loads; however, long term retention of vocabulary acquired from those assignments proved to be relatively limited. [ABSTRACT FROM AUTHOR]