Business English reading teaching under the mode of“literature circles”focuses on cultivating students’autonomy in reading,group cooperation,and the exchange of ideas among group members.In this teaching mode,teach...Business English reading teaching under the mode of“literature circles”focuses on cultivating students’autonomy in reading,group cooperation,and the exchange of ideas among group members.In this teaching mode,teachers are no longer the masters of the reading classroom,but the helpers,participants,and researchers in the process of students’reading.The reconstruction of teachers’role can promote the benign development of relationship not only between teachers and students,but also between students and students,inject new impetus and vitality into the classroom,and improve students’reading literacy.展开更多
This research reviews the construction process of business English teachers in China,and puts forward the notion that business English teachers should establish correct scientific research concept,correctly understand...This research reviews the construction process of business English teachers in China,and puts forward the notion that business English teachers should establish correct scientific research concept,correctly understand the dialectical relationship between scientific research capability and teaching,the role of scientific research capability and the necessity for teachers to carry out scientific research in teaching.Business English teachers should realize the deficiency of their own scientific research capability,and the necessity of strengthening it.They should learn to combine scientific research theory with teaching practice.Business English teachers in different colleges and universities should learn how to improve their research capability according to reality.Only in this way can they improve their understanding of the necessity of strengthening their scientific research capability and promoting their own professional quality as well as improving students’learning ability and cultivating high-level business English personnel for the society.展开更多
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 s...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.展开更多
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 in...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.展开更多
In the Chinese higher education sector, Business English, a newly emerging discipline, has attracted great attention, and since it was approved officially in 2007, about 400 universities and colleges have offered this...In the Chinese higher education sector, Business English, a newly emerging discipline, has attracted great attention, and since it was approved officially in 2007, about 400 universities and colleges have offered this degree course to students. Among in-service Business English teachers, some of them have transferred from teaching English for General Purposes. Business English teachers face many changes and challenges to their professional identity, yet few scholars have looked into the identity construction of these teachers. Using critical narrative as a method, this paper closely examines the identity construction experiences of the first author and two other Business English teachers. It is found that the participants, including the first author himself, have endured identity negotiations and various challenges in turning from a teacher of English for General Purposes to a teacher of Business English. These teachers' experiences and their perception of identity construction and professional development throw light on the changing pedagogy and practice of Business English in Chinese universities.展开更多
基金“Research on Reading Teaching Mode of Business English Majors From the Perspective of Literature Circles”(Project No.:2021SCG112)Laboratory Opening Project in Quzhou University(Project No.KFXM201808).
文摘Business English reading teaching under the mode of“literature circles”focuses on cultivating students’autonomy in reading,group cooperation,and the exchange of ideas among group members.In this teaching mode,teachers are no longer the masters of the reading classroom,but the helpers,participants,and researchers in the process of students’reading.The reconstruction of teachers’role can promote the benign development of relationship not only between teachers and students,but also between students and students,inject new impetus and vitality into the classroom,and improve students’reading literacy.
文摘This research reviews the construction process of business English teachers in China,and puts forward the notion that business English teachers should establish correct scientific research concept,correctly understand the dialectical relationship between scientific research capability and teaching,the role of scientific research capability and the necessity for teachers to carry out scientific research in teaching.Business English teachers should realize the deficiency of their own scientific research capability,and the necessity of strengthening it.They should learn to combine scientific research theory with teaching practice.Business English teachers in different colleges and universities should learn how to improve their research capability according to reality.Only in this way can they improve their understanding of the necessity of strengthening their scientific research capability and promoting their own professional quality as well as improving students’learning ability and cultivating high-level business English personnel for the society.
文摘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.
基金part of the outcome of the province-sponsored project:Study of Business English professional knowledge structure and self-development based on grounded theory [201405013WLH15]
文摘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.
基金supported by Shanghai University of Finance and Economics [Grant No.2019110115]the National Research Fund for Social Sciences [Grant No.16BYY178]
文摘In the Chinese higher education sector, Business English, a newly emerging discipline, has attracted great attention, and since it was approved officially in 2007, about 400 universities and colleges have offered this degree course to students. Among in-service Business English teachers, some of them have transferred from teaching English for General Purposes. Business English teachers face many changes and challenges to their professional identity, yet few scholars have looked into the identity construction of these teachers. Using critical narrative as a method, this paper closely examines the identity construction experiences of the first author and two other Business English teachers. It is found that the participants, including the first author himself, have endured identity negotiations and various challenges in turning from a teacher of English for General Purposes to a teacher of Business English. These teachers' experiences and their perception of identity construction and professional development throw light on the changing pedagogy and practice of Business English in Chinese universities.
