CLIL理念下大学英语课程的商学英语教学研究

大学英语课程融入商学知识,目的是培养学以致用、学得所求的应用型人才。在扩展商学基础知识的同时,提升英语语言技能。因此,通过内容与语言融合型教学模式构建及批判性的结构评估,CLIL积极影响学生的自主学习,对民办应用型本科院校培养企业所需人才具有重大意义。

学术用途英语教材分析和评价的个案研究——以商学英语教程为例

随着学术用途英语(EAP)课程在中国高校的普及,相应的教材也随之而生。该文以商学英语教程这本学术用途英语教材为例,根据乔·麦克多诺与克里斯托夫·肖的教材评价标准,对该教材进行外部和内部的分析评价,并且提出其优点和改进建议。

An analysis of the divergent opinions on the disciplinary orientation of Business English

Starting with the introduction of current development of Business English in China, the paper points out the problems existing in the disciplinary orientation of Business English. On the basis of discussing the decisive factors in the disciplinary orientation of Business English, the paper concludes that Business English is an interdisciplinary subject which has practical applications, and Business English should take linguistics and economics as its theoretical basis.

Differences between Chinese and Western Culture in Business English Teaching

In the 21st century, with gradually accelerating process of globalization, international exchanges are increasingly frequent. We should understand that within the range of the same cultural context, people have little difficulties in communicating with others; however, if we use the same way to treat the one who is under other cultural backgrounds, they tend to have misunderstanding or confliction, affecting the interaction and communication and causing undue loss. Business English translation is communication process and tools held between people speaking different languages to conduct commercial communication. Culture is a factor in translation that cannot be ignored, different nations have different historical backgrounds, manners, customs, cultural traditions, therefore, business English translation must understand the cultural differences between China and the West, and tried to make these differences disappear in the interpretation process and find the exact words in the target language, so exotic cultural can represented in the target language.

ESP course design： An intensive, non-assessed, in-service oral business English course for intermediate business people

With the great impact of WTO and the business globalization, professional internationalized business people are heavily demanding, which imposes pressure and necessity on practical and effective Business English program. This essay intends to design an intensive, non-assessed, inservice oral business English course for intermediate business people.

Pragmatically interpret vagueness in English for business negotiation

Vagueness in English for business negotiation will be interpreted by pragmatic theories, such as, the cooperative principle, the polite principle, and the face theory through many practical cases picked from the real communication between the negotiators, which aims at providing a systematic theory framework for the language users and researchers.

Presenting Knowledge System of International Trade Terms in Business English Learners＇ Dictionaries

Dictionaries should present business encyclopedic knowledge as well as business linguistic knowledge. This paper, taking Incoterms for international trade as an example （with ＂CIF＂ as the case for analysis）, introduces 7 types of dictionary structures （overall structure, frame stzucture/megastrncture, macrostructure, microstzucture, distribution structure, cross-reference stzucture/mediostrncture and access structure）, summarizes the knowledge system of international trade terms （consisting of ＂international trade＂, ＂sets of rules of international trade terms＂, ＂Incoterms 2010＂, and ＂CIF＂）, and illustrates the methods of systematically presenting the knowledge system of international trade terms through dictionary structures in an English-English-Chinese bilingualized business English learners＇ dictionary with Oxford Business English Dictionary for Learners of English （New Edition） as a reference. Such presentation is intended for enhancing business English learners as dictionary users to grasp the knowledge of international trade terms as a whole.

Experiencing Business English in Community-Based Projects

With more emphasis on the communicative and pragmatic function of Business English learning, the author discusses a case study of a Business English course based on projects conducted by the students in their community This curriculum aims at students experiencing and implementing their knowledge of Business and English in the real business environments, engaging community in the process, and avoiding isolation and separation of business English teaching and learning from communities. The research lays more importance on the students＇ experiencing and participating process by providing them with a series of guidelines as reference and assessment, but meanwhile the students have their freedom of choices and decision-making in many aspects. Integrative skills are practiced including linguistic skills, business-related skills, communicative skills, and technology-related skills. Specifically, the students are required to conduct a mini market research in their community. The topic of the research is negotiated, classified, and grouped in the entire class until each individual student belongs to a group. The project procedure and requirements are given to the students on weekly basis, including field of research, questionnaire, data collection and analysis, report, and the final group presentation. Based on their experience from the research, the students write down their reflections. Based on the observation of the instructor and students＇ feedback, the research found that students＇ expectations and teacher＇s roles varied in a number of aspects. A variety of knowledge and skills have been practiced. Problems have also been found in each step of the project.

Schema Theory and Business English Teaching

Schema Theory, which emphasizes on the effects of existing knowledge on language learning, has been applied into varied areas of language teaching. And BE （business English）, on the other hand, is drawn more and more attentions as a specialized usage of language. This paper will probe into the application of Schema Theory into BE teaching through discussing three types of schemata. In order to facilitate learning, BE teachers should help students modify their exiting schemata, such as teaching them the terminology used in BE, and the factual and socio-cultural knowledge of the business, and improve their ability to speak and listen English in business

The constructivist educational effectiveness of TM-aided specialized translation

This article evaluated the constructivist pedagogical effectiveness of a TM-aided specialized translation project tested on 16 undergraduates at a technological university using student reflections and the questionnaire for qualitative analysis. The results showed that TMs-students-instructor interaction facilitated the learning of specialized translation strategies, meeting the constructivist educational principle of ＂interaction＂. In addition, students effectively constructed new translation knowledge through the negotiation of the differences between student and professional translators＇ translations, concurring with the constructivist educational principle of ＂conflict resolution＂. Finally, students successfully learned technical skills of the Trados tool through hands-on practice, and cognitively acquired specialized translation knowledge through reflections writing and oral presentations, fitting the constructivist educational principle of ＂active participation＂. Overall, most students＇ positive responses justified the constructive educational effectiveness of TM-aided specialized translation through TMs consultation, peer help and the instructor support in the self-paced and student-centered learning environment.

Effectiveness Analysis of Flipped Classroom on Business English Teaching under Multimedia Network Environment

In the era of rapid technological development, business English teaching methods are in the development and changes and multimedia network technology gradually appeared. It has brought great convenience to business English teaching.This paper starts from the feasibility and necessity of multimedia network teaching in Business English to discuss the advantages of multimedia network Teaching Business English. Finally, it is to put forward multimedia network teaching mode, to provide practical recommendations for the majority of business English teacher during the multimedia network teaching.

Action Research on Application of Cooperative Learning in Business English-Viewing, Listening ＆ Speaking

Business English-Viewing, Listening ＆ Speaking is a practical course for business English majors. Cooperative learning is the teaching mode mainly based on the group work. The author applied the cooperative learning in the teaching for 10 weeks. The action research attempts to investigate the feasibility and effectiveness of cooperative learning through teaching practice, questionnaire, interview, and classroom observation. The results show that cooperative learning can improve the learning behavior, and facilitate the students＇ communicating skills

On Building Practice Teaching Models for Business English Major

Practice teaching is playing a more and more important role in cultivating qualified graduates for the society, Business English combines both English language and business together, and it itself is an application of language. For English major students, schools should innovate their teaching models and improving teaching conditions to help students to get practical knowledge and acquire real skills to be used in real business situations.

Research on Application of Bilingual Teaching in College Business English Profession

Due to the process of closer connection between China and the world, Business English has been paid more and more attention, and gradually changed from a course to a major. Many colleges open course and major on Business English.In this profession, therefore, bilingual teaching of business professional courses has become an inevitable trend. But unlike some other countries practicing bilingual teaching, China has its own characteristics. In the course of teaching, we find some problems on the bilingual teaching of Business English.We put forward some improvement measures so as to solve these problems.

Business English Teaching model based on MOOC

This study was based on self-established MOOC business English teaching. Firstly, based on the typical characteristics of MOOC, this paper analyzes MOOC leveraging business English courses and reports the concrete practice MOOC business English teaching mode. Quantitative and qualitative data analysis of learner feedback survey showed MOOC based teaching model suits for business English teaching, MOOc teaching students have been highly recognized and the two give full play to both collaborative IT and foreign language teaching deep integration of hybrid learning potential.

Research on the Reform of Pronunciation Teaching in Business English Major

Traditionally, English pronunciation teaching in universities in China is always focused on the theoretical teaching in classroom, which cannot meet the requirements of society. At the same time, the new national standard of business English major puts forward higher demands of the educational objectives of the course. In order to adapt to the reform of business English major, university teachers of English pronunciation course should be active in promoting the curriculum reform. This paper proposes to make suggestions to change the traditional theory teaching of classroom and to improve the students＇ practical skills by training.

A COMPARATIVE STUDY OF BUSINESS ENGLISH MAJORS' GENERAL ENGLISH AND BUSINESS ENGLISH VOCABULARY LEARNING STRATEGIES

This thesis is based on O'Malley and Chamot's classification of L2 vocabulary learning strategies and other scholars' studies. Through a questionnaire, vocabulary tests, and interviews with business English learners, the author conducted an investigation into various kinds of vocabulary learning strategies employed by Business English majors in General English and Business English study. The subjects participating in this investigation are 95 third year Business English majors from our college. Detailed analyses of both the quantitative and qualitative data have yielded the findings: 1) The frequency of some General English learning strategies and Business English learning strategies employed by Business English majors coincides, but the difference between General English learning strategies and Business English learning strategies employed by the subjects is apparent. More English learning strategies are obviously used in General English learning than in Business English learning. 2) There is a certain correlation between vocabulary learning strategies and vocabulary size of General English and Business English, and capable Business English learners tend to positively transfer English learning strategies employed in General English learning into Business English learning. Based on analyses and results, the thesis suggests that Business English learners should be specially trained for English learning strategies. Specialized courses offered should be designed to help students without any professional knowledge organize mental schema associated with specific vocabularies, and to help specialized vocabularies enlarge rapidly. Business English learners can positively transfer General English learning strategies into Business English learning, and thereby smoothly transform General English learning into Business English learning.

RESEARCH ON NEGOTIATED TEACHING AND LEARNING IN CLASSROOM DECISION MAKING

This paper deals with the hypothesized problems or difficulties in the practice of negotiated teaching and learning in classroom decision-making, and with the solutions to them. Negotiation in teaching and learning has great elicitation of the reform of college English teaching, which involves the joint participation in classroom-decision-making, new teaching perspectives, and new designs of teaching modes.

On Teachers’ Professional Qualities Structure and Development Mechanisms in the Business English Discipline

Business English is a newly developed applied discipline quite different from the traditional English discipline, and it requires different qualities for Business English teachers. This paper attempts to explore the specific professional qualities required of Business English teachers and put forward teacher development mechanisms for the purpose of promoting professionalism of Business English teachers and facilitating construction and development of the Business English discipline.