Research and Practice of Flipped Classroom Teaching Mode of Integrated Business English Course Under MOOC Environment

As an online course-teaching mode,Massive Open Online Course(MOOC)has drawn great attention from both teachers and students.It is necessary to give full play to the advantages of MOOC resources and to enhance teachers’consciousness of“identity remodeling”in the process of Integrated Business English flipping classroom teaching.Combining the advantages of MOOC and flipped classroom teaching during before-,during-,and after-class will greatly help promote the overall quality of business English teaching in universities.

The Survey on Course Design for Business English Majors on the Base of Needs Analysis

Based on the needs analysis theory, a survey on the course design of Business English at Honghe University are conducted. Business English majors' learning needs and attitudes towards course design of Business English are researched through questionnaires. Business English competences needed in workplaces and society's needs for Business English talents are investigated. After analyzing recruitment information for Business English talents collected from domestic credible websites, some suggestions on course design of business English are supplied.

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.

Needs Analysis of Non-English Majors Taking Business English as An Optional Course

The course design of business English as an optional course to Non-English majors should be based on needs analysis.A survey is conducted in the form of a questionnaire in this paper to find out about the needs of the non-English majors taking the course.Implications are provided for the future course design of business English as an optional course.

Multiliteracies Pedagogy:An Integrated English Course Lesson Plan

Based on the multiliteracies framework proposed by New London Group,this paper puts forwards a 90-minute lesson plan for An Integrated English course which includes situated practice,overt instruction,critical framing and transformed practice,aiming to provide teachers with a new perspective to design lesson plans with multiliteracies pedagogy in this new era of media English language teaching.

A Case Study of The Course Setting of Business English of South-Central University For Nationalities

With the economic globalization and the demand of the situation, many higher universities set up business English major. However, since business English is still a new major and research field in higher education, lots of problems exist in the major construction, in which the issue of course settings is a heated one. The author believes that as for the course setting of business English that is an important branch of English for Specific Purposes (ESP), it should be based on the demand toward business English talents from the market and the characteristics of business English.This thesis will, based on the point view of student, further discuss the issue of business English. Based on the analysis, it is concluded that the course setting of business English in China is not mature enough, which has problems involved in the content and the time arrangement. The significance of this thesis is to put forward reasonable proposals in the hope of solving the problem in the course setting of business English so that the business English graduates will be fit for the needs of the society.

Exploring the Principles Underlying Business English Course DesignBased on a Training Program

In order to make a business English training course cost effective, the course is to be designed based on certain language teaching theories and principles involving needs analysis to identify learners' needs and wants, appropriate teaching approaches and during-and-after evaluation of the training effects.

Material Evaluation:An Analysis of First Insights into Business English

Material evaluation is an important part of our course design in business English teaching.The article attempts a detailed analysis of the textbook First Insights into Business English by using a set of criteria well justified by the relevant course design rationale within a communicative teaching and learning framework.

The PAD Class Teaching of Business English Translation

The author is constantly thinking of a problem that what kind of teaching method of Business English translation teaching should take in the course of teaching.In this paper,a new kind of teaching mode"PAD class"has been applied to explore the teaching of business English translation course,and to analyse the effect of classroom teaching.

A Case Study of ACCA-Oriented Course Offering for Business English

ACCA (The Association of Chartered Certified Accountants), as one of the most famous professional organizations for accountants, has long placed great importance on the cultivation of international accountants with colleges. Up to the present, more than forty universities all over the country have ACCA-oriented course offering. This study aims at embedding ACCA course into the curriculum system of Business English Majors. The new course offering would apply a bilingual teaching approach. This study would be beneficial to the construction of our English department and pave a brand new way of breeding international accountants.

Blended Learning Mode in Undergraduate Integrated English Course

With the digital revolution,blended learning is widely adopted in Chinese higher education.The mode has been applied in our undergraduate integrated English course since April.2020.Based on the teaching practice and a questionnaire survey,this paper analyzes the characteristics of blended learning mode,discusses the new changes and the challenges of it,and aims to forward optimized proposals to explore an integrated blended learning mode in undergraduate integrated English course for English majors.

Teaching Pre-experience Learners in the Integrated Business English Class

Differences on teaching goals between general English and business English are obvious to teachers. However, experi-ence gap commonly found among pre-experience business English learners may prevent them from understanding their specific needs of learning business English, hence resulting in the fallback on learning general English. This gap may also lead to their diffi-culties in understanding complex business concepts. This article analyzes the characteristics of pre-experience learners and elabo-rates on potential benefits of"guest speakers"which can be introduced into classes to help students narrow the experience gap.

Material Evaluation on Century Business English Comprehensive Course

The paper reports a survey on material evaluation on Century Business English comprehensive course of 80 students of Business English majors in Normal College.The survey covers students’and teachers’opinions and suggestions of the CBE.The result is helpful for Business English teachers to effectively improve the students’Business English learning.

A Holistic Course Design for Intercultural Business Communication Based on CLT A Case Study of a Training Program for Chinese Business Professionals

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.

A Tentative Exploration into Business English Textbooks for English Majors

There are many universities and colleges open the Business English courses for English Majors. These courses are orientated at improving practical business skills of the students for meeting the demands of the rapid development of society. Choosing the right text-books for these courses plays a vital role in cultivating the interdisciplinary English majors. After the empirical investigations and theoretical studies conducted for this paper, it is suggested the proportion and difficulty level of business knowledge and English language should be adjusted according to the real situation of universities as well as the needs of English major students. Moreover, the use of authentic material from the professional portfolio and task-based activities are also highly recommended to be included in the textbooks.

An Empirical Study of Business English Teachers’ Knowledge Structures in Different Course Modules

The establishment of Business English (abbreviated as BE hereafter) as an independent discipline for undergraduate education appeals to the higher professionalism of BE teachers' knowledge structure. This paper introduces the results of a study that, by in-depth semi-structured interviews, investigated the knowledge structure of 18 teachers across three different BE course modules. Data are analyzed based on grounded theory. Eleven knowledge types required of a qualified BE teacher across three different structures (i.e., three BE course modules) are identified. The construction of BE teachers' knowledge structures differs in the three BE course modules. The findings are a meaningful supplement to the theoretical analysis of the “should-be” description of BE teachers’ knowledge structure and can improve the understanding of the constituents of BE teachers' knowledge structures at a micro-level, which should, in turn, provide references for different module teachers' development.

On Integration of Corporate Operations into BE Courses

With the rapid development of e-commerce under the globalization, international trade is roaring up as well. Such increase in e-business created a gap between the demand and supply of BE talents, esp. those of e-business. Yet on the other hand, most academies with BE majors in China are sticking to the traditional schedule of talent cultivation, focusing on the language skills and cultural knowledge. Some colleges have detected new modes for such BE talent cultivation by integrating foreign trade firms into the BE courses and have provides us with many valuable inspirations. Study of the cases can offer more practical tips on such cooperation, so far as the academies are ready to adopt to the new situation and reform their teaching schedules. Study shows that such cooperation is beneficial to the academies, to the firms, and above all, to the students.

讲好中国故事视域下综合英语课程思政探索与实践

讲好中国故事有助于推进综合英语课程思政建设;有助于应对意识形态新挑战,满足新形势下大学生成长成才的需要;有助于学生更好地理解中华优秀传统文化、坚定文化自信,提升学生的跨文化交际能力,促使大学生全面发展;有助于树立当代中国的新形象。大学生能否讲好中国故事,体现了综合英语课程思政的实际教学效果。分析综合英语教学中讲好中国故事的必要性和现实意义,探索讲好中国故事视域下综合英语课程思政建设与实践。

CIPP模式下英语专业写作课程评价体系应用研究——以商务英语函电与写作实践课程为例

探讨基于CIPP的“商务英语函电与写作实践”课程评价体系的应用,以及提出相应的教学实施对策具有一定意义。文章通过问卷调查法,收集了某高校商务英语专业本科二年级学生的反馈,对商务英语函电与写作实践课程的背景、设置、实施和效果进行了评价。结果显示,学生普遍认可课程理念、目标设定和教学模式,但同时指出了课程思政元素融入不足、国家和行业需求对接不明确、数字人文工具应用不足等问题。针对这些问题,提出相应的教学实施对策,通过构建基于CIPP模式的商务英语函电与写作实践课程评价体系,为该课程的评价提供了全面、深入的视角,也为其他类似课程的评价提供参考。

商务英语课程思政及其实现路径

课程思政是高校落实“立德树人”根本任务的重要举措,在商务英语教学过程中融入思政教育元素,既能满足学生对商务知识的需求,也能帮助学生树立正确的世界观、人生观和价值观。商务英语教师要树立“育人为本”的教育理念,合理配置中西文化在教学内容中的比重,充分挖掘商务英语教学内容中所蕴含的思政元素,自觉拓展思政教育资源,改革教材教法,以实现课程思政的目标,努力实现知识传授、能力培养与价值引领三者有机统一。