Abstract Over the past decades, Finland has become more international, and the need for academic and professional language skills has increased and shifted towards productive skills. In this paper, I shall provide an overview of this development as seen through course catalogues from four decades, and compare it with real student needs, strengths and weaknesses. The material consists of course descriptions from the 1970s to the present, which are used to trace the evolution and development of English courses taught at the University of Helsinki Language Centre. These were contrasted with 365 CEFR self-assessments my students completed at the beginning of their faculty-specific English courses (English Academic and Professional Skills) and another data set consisting of 20 interviews of graduates who have used languages professionally. The results show that the language courses have been developed so that they focus more on productive skills, which the students find demanding but essential for coping academically and professionally. For new teachers developing their English courses, this paper provides a context to be considered in the development process.

中文翻译：

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从读者/听者到演讲者/作家：学生的观点证实，有必要进一步发展英语课程，以提高生产性，互动性

摘要在过去的几十年中，芬兰变得更加国际化，对学术和专业语言技能的需求也在增加，并转向了生产技能。在本文中，我将通过四个世纪的课程目录来概述这种发展，并将其与学生的实际需求，优势和劣势进行比较。该材料包括从1970年代到现在的课程说明，这些内容用于追踪赫尔辛基大学语言中心教授的英语课程的演变和发展。与之形成对照的是，我的学生在他们的系特定英语课程（英语学术和专业技能）开始时完成了365个CEFR自我评估，另外一个数据集包括20个对使用专业语言的毕业生的采访。结果表明，语言课程的开发使他们更加侧重于生产技能，学生认为这些技能要求很高，但对学术和专业上的应对至关重要。对于新教师开发英语课程，本文提供了在开发过程中要考虑的环境。