1 Introduction

This article introduces the new era background of vocational education development in China and points out the challenges faced by vocational education, such as unclear talent training standards and single evaluation methods. To address these issues, Beijing Waiyan Online Digital Technology Co., Ltd. has launched the "Practical English Communication Vocational Skills Level Standards" project, aiming to clarify the connotation of vocational English proficiency and provide standards and references for talent cultivation in vocational colleges. The article will analyze the basis and theoretical model for the establishment of the "Professional Standards", and explore its scope of use to serve the development of English proficiency and curriculum reform in vocational colleges.

2. Basis for Establishing Professional Standards

The basis for establishing the "Practical English Communication Vocational Skills Level Standards" is elaborated in detail, including three aspects: the requirements of national macro policies and the "Vocational Education Curriculum Standards", the theoretical basis of COMET model and vocational English ability structure, and the writing guidelines for the "Guidelines for the Development of Vocational Skills Level Standards (Trial)". The national policy and the Vocational Education Curriculum Standards provide directional guidance for the Vocational Standards, emphasizing the importance of the "1+X certificate" system and highlighting the integration of workplace needs and English skills with vocational skills. The COMET model and the vocational English competence structure provide theoretical support for the "Professional Standards". The COMET model covers three dimensions: competence requirements, content requirements, and action requirements, while the vocational English competence structure focuses on the communicative competence of vocational English. As a guiding document for the development of vocational skill level standards, the "Guidelines" clarify the definition of work fields and tasks, as well as the comprehensive level of vocational skill requirements, providing a specific framework and requirements for the development of vocational standards.

Theoretical Model and Connotation of Professional Standards

Elaborated in detail the theoretical model and connotation of the "Practical English Communication Vocational Skills Level Standards". The theoretical model is based on the COMET model and the vocational English competence structure, and constructs a practical English communication vocational skill level model from three dimensions: competence requirements, content requirements, and language requirements. The dimensions of ability requirements include functional, procedural, and creative abilities, while the dimensions of content requirements cover program tasks, problem tasks, and unknown tasks. The dimensions of language requirements involve language information acquisition, processing, and communication. This model aims to scientifically and hierarchically evaluate vocational English skills, providing learners with clear paths for improving their abilities. The framework structure of the Occupational Standards covers five major work areas, each of which includes multiple typical job tasks and occupational skill descriptions, reflecting the logic of career development.

4. Suggestions for the Use of Occupational Standards

Discussed the application suggestions of the "Practical English Communication Vocational Skills Level Standards" in the design of English courses in vocational colleges. Firstly, it is pointed out that the current English curriculum design lacks authenticity and specificity, which makes it difficult for students to cultivate language proficiency and professional qualities related to their career scenarios. The Vocational Standards provide a solution that combines vocational skills and language abilities, integrates elements of learning and work domains, and meets the requirements of the "1+X Certificate" system and the Vocational Education Curriculum Standards. Taking the "Practical English Communication Course in the Workplace" as an example, teachers can integrate the "Professional Standards" into curriculum design, formulate teaching objectives from the three dimensions of knowledge, language ability, and professional ability, design workplace situational teaching activities, and enhance students' professional English communication skills. Secondly, we will promote the comprehensive education of "job course competition certificate", deepen the integration of industry and education, integrate the "1+X certificate" system and vocational skills competitions into the education system, and enhance the adaptability and flexibility of talent cultivation. The "Professional Standards" play a guiding role in promoting the integration of vocational English "job, course, competition, and certification", helping to extract typical work tasks, reconstruct the curriculum knowledge system, connect with industry positions, integrate professional qualities and core skills, achieve differentiated teaching for students, and develop new forms of textbooks and digital resources. Finally, constructing a diversified student evaluation system, the "Professional Standards" provide clear evaluation dimensions and descriptive language to help comprehensively and objectively evaluate students' abilities. By combining self-evaluation, peer evaluation, and teacher assessment, we promote students' ability cognition and reflection, and encourage mutual learning and growth. Teachers can adjust teaching strategies based on the evaluation results to improve teaching effectiveness. The Vocational Standards can also guide the development of standardized exams, such as the VETS exam, to assess and recognize students' vocational English proficiency, promote talent cultivation to meet workplace requirements, and cultivate international and versatile technical and skilled talents for the country and society.

5 Conclusion

The "Professional Standards" are based on national policies, cutting-edge concepts, and international vocational competency models, and are the first international quality evaluation standards for talent cultivation in the field of vocational English education in China. It emphasizes the combination of real-life workplace situations and learning application, enhances English thinking ability, and cultivates patriotism, international perspective, and cross-cultural communication skills. The "Professional Standards" are widely applied in the construction of teaching and evaluation systems, which will promote the development of vocational English education, become the goal of English vocational ability and the quality evaluation standard for talent cultivation, promote teaching reform, and cultivate international and composite technical and skilled talents with Chinese sentiment and international vision.