專門用途非通用語是專門用途外語（LSP：Language for Specific Purpose）的重要組成部分。與一般用途外語教學培養學生的基礎外語能力不同，專門用途外語教學是與特定職業、專門學科密切相關且針對學習者的特定學習目標、有限定內容的外語教學。專門用途外語教學是高素質複合型、實用型外語人才培養的有效途徑。中國的專門用途英語（ESP）教學經過長年探索已取得了長足進步，而非通用語教學因起步較晚，此前難以兼顧語言教學與專業的融合。近年來，隨著對複語、複合型人才需求的提升和非通用語教學的發展，中國部分高校已具備通過非通用語讀懂專業材料的條件，應積極探索在研究生階段增設專門用途非通用語課程或模塊，以作為對社會與經濟發展的積極回應。本文借鑒LSP 相關理論，探索專門用途非通用語教學的實現路徑，嘗試對其人才培養模式、課程設置、師資隊伍建設等提出建議，助力非通用語教學發展。
Lesser-Used Languages for Specific Purposes constitute a critical component within the broader domain of Language for Specific Purposes (LSP). Unlike Language for General Purposes (LGP), which focuses on developing general communicative competence, LSP is tailored to meet the specialized linguistic needs of learners engaged in particular professional and academic fields. This pedagogical approach is distinguished by its targeted curriculum design, which integrates language learning with domain-specific knowledge, thereby fostering high-caliber foreign language talents capable of operating effectively in specialized contexts. In China, the field of English for Specific Purposes (ESP) has undergone significant development, benefiting from systematic research, pedagogical refinement, and a wellestablished instructional framework. However, the teaching of lesser-used languages has faced persistent challenges, primarily due to an inadequate foundation in both language proficiency and professional expertise. The scarcity of tailored teaching materials, insufficient interdisciplinary collaboration, and a limited pool of qualified teachers have further impeded the integration of lesser-used language education with specialized subject areas. Nevertheless, the growing demand for multilingual and multidisciplinary professionals, driven by China’s expanding global engagements and economic diversification, has catalyzed a shift in language education priorities. An increasing number of higher education institutions have begun to recognize the necessity of equipping students with specialized linguistic competencies in lesser used languages, particularly at the graduate level. This transformation necessitates a strategic, research-driven approach to developing LSP curricula for lesser-used languages that align with national development goals and international collaboration needs. This paper seeks to address these gaps by applying LSP theories to conduct a comprehensive demand analysis for specialized lesser-used languages. It aims to explore pedagogical methodologies, curriculum frameworks, and content development strategies to enhance the effectiveness of LSP instruction. By proposing an innovative and structured approach, this study contributes to the advancement of foreign language education and the cultivation of professionals capable of bridging linguistic and disciplinary boundaries in an increasingly interconnected world.