Chapter One Introduction
1.1 Research Background
With the economic globalization of the world, time and place are not barriersfor international business trade any more, and intercultural communicationbecomes more and more frequent and unavoidable. As a developing country, Chinabecomes stronger and stronger, and thus it plays a vital role in the business world.Therefore China requires more interdisciplinary talents not only master goodlanguage skills but also possess professional knowledge. As the most popularlanguage in the world, English is very important for people from different culturesto communicate; however, only commanding general English cannot cater to therequirement of increasing international trade. As a result, Business Englishbecomes more and more popular, and Business English teaching is developing fastin China. Many universities have set up courses related to Business English,although not all of those schools are mature and qualified enough in BusinessEnglish instruction, especially those independent colleges which also take a largepart of the responsibility in cultivating Business English talents.
1.1探讨背景
随着经济全球化的世界，时间和地点都没有国际商贸任何障碍，跨文化的沟通变得越来越频繁和不可避免的。作为一个发展中国家，中国变得强大，因此在商业世界中起着至关重要的影响。因此，中国需要更多的复合型人才，不仅掌握良好的语言技能，而且还要具备专业知识。在世界上最流行的语言，英语是很重要的，来自不同文化背景的人沟通，英语论文，但是，只有主将英语不能满足越来越多的国际贸易的要求。因此，商务英语变得越来越流行，商务英语教学在中国发展迅速。许多大学设立了商务英语课程，虽然不是所有的这些学校是否还有指令，特别是那些独立学院商务英语人才培养的责任也很大一部分不够成熟，合格。
In order to achieve higher marks, teachers in the high schools are reluctant tointroduce cultural elements in the limited classroom time. However, this traditionalteaching method has been followed by many college English teachers for quite along time as well, especially in independent colleges. Like general Englishteachers who want students to pass CET-4, Business English teachers wantstudents to pass TEM-4 and some other certificate examinations. Although some of the teachers have noticed the importance of culture teaching，there are still someproblems in putting it into practice.In line with the viewpoint of Zhang Zuocheng (2017)，lacking businessbackgrounds, a few of Business English teachers are from general English teacherswho have gained some business knowledge in the textbook and followedtraditional general English teaching mode. Therefore, some Business Englishteachers in independent colleges are used to putting emphasis on the new termsexplanation, complicated sentence structure analysis, some fixed expressionsintroduction as well as translation rather than cultural factors. So after severalyears' study，英语论文范文，students are influenced by the traditional teaching approach seriously.Although some students may master foreign language skill, grammatical rules andbusiness knowledge very well, and can also speak English fluently, sometimesthey cannot understand the utterance of people from different cultures successfullyor make themselves understood effectively, which may give rise tomisunderstanding and communicative breakdown because of different individualinterpretations of the same message under different cultures. According to JennyThomas (1983)，this phenomenon is called pragmatic failure which can becategorized into two types: pragmalinguistic failure and sociopragmatic failure,and the two aspects are related to verbal communication and quite concerned withlacking culture input of the target language. Thus proper and successfulexpressions are attracting more attention bec
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