BE (Business English) has been unprecedentedly emphasized and gradually developed into an independent discipline. The paper aims to explore a holistic course design for business professionals in IBC (Intercultural ...BE (Business English) has been unprecedentedly emphasized and gradually developed into an independent discipline. The paper aims to explore a holistic course design for business professionals in IBC (Intercultural Business Communication) based on CLT (Communicative Language Teaching). The proposed course design encompasses three-dimensional contents: comprehensive language and expertise training, intercultural communicative competence cultivation, and intercultural PBL (project-based learning). A survey is conducted in a training program of Chinese business professionals in international institutions. Three principles are identified: (1) BE teaching is need-oriented, so the pedagogical methods should be tailored to meet the international workplace requirements; (2) The linguistic and professional knowledge acquisition is achieved through communicative function of the target language; and (3) Learners' participation in intercultural PBL can stimulate learners' interest and enhance their operational capabilities. The findings of the case study indicate that a holistic course design is: (1) Course syllabus should not be formed without taking the leamers' expectation and feedback into consideration; (2) Teaching strategies should be innovated to enhance learners' communicative confidence and competence; and (3) Teaching materials should be adapted and subjected to modification according to the authentic language used in intercultural settings. The study outcomes may also shed light on other disciplines of ESP teaching.展开更多
This paper focuses on current theoretical research in second language education and on how the Language Awareness Approach, specifically, is key to successful second language teaching. LAA methodology gives students t...This paper focuses on current theoretical research in second language education and on how the Language Awareness Approach, specifically, is key to successful second language teaching. LAA methodology gives students the tools and confidence to internalize the second language for the long term. Through the Language Awareness Approach, students become highly motivated self-learners, expertly analyzing the syntax of their native language as well as that of the second language. As students become more skilled in understanding how language works, they are able to internalize the new language and make it their own. Eventually, students do not have to "change the chip to the target language" when they walk through the classroom door.展开更多
文摘BE (Business English) has been unprecedentedly emphasized and gradually developed into an independent discipline. The paper aims to explore a holistic course design for business professionals in IBC (Intercultural Business Communication) based on CLT (Communicative Language Teaching). The proposed course design encompasses three-dimensional contents: comprehensive language and expertise training, intercultural communicative competence cultivation, and intercultural PBL (project-based learning). A survey is conducted in a training program of Chinese business professionals in international institutions. Three principles are identified: (1) BE teaching is need-oriented, so the pedagogical methods should be tailored to meet the international workplace requirements; (2) The linguistic and professional knowledge acquisition is achieved through communicative function of the target language; and (3) Learners' participation in intercultural PBL can stimulate learners' interest and enhance their operational capabilities. The findings of the case study indicate that a holistic course design is: (1) Course syllabus should not be formed without taking the leamers' expectation and feedback into consideration; (2) Teaching strategies should be innovated to enhance learners' communicative confidence and competence; and (3) Teaching materials should be adapted and subjected to modification according to the authentic language used in intercultural settings. The study outcomes may also shed light on other disciplines of ESP teaching.
文摘This paper focuses on current theoretical research in second language education and on how the Language Awareness Approach, specifically, is key to successful second language teaching. LAA methodology gives students the tools and confidence to internalize the second language for the long term. Through the Language Awareness Approach, students become highly motivated self-learners, expertly analyzing the syntax of their native language as well as that of the second language. As students become more skilled in understanding how language works, they are able to internalize the new language and make it their own. Eventually, students do not have to "change the chip to the target language" when they walk through the classroom door.