0.1 General Research Background
Business English is generally defined as the English used in business circumstances. It consists of business and English, and is aimed to develop double-raised talents. Up to now, several questions about business English have been hotly debated, including l) it should fall into Linguistics，英语论文范文，Economics or other disciplines;2) its focus should be on business , English language or both of them; and 3) how its teaching should be organized, language-based instruction, content-based instruction(CBJ) or other teaching methods. Although it's proposed that according to teaching contents, business English ‘ can be classified into two types—English for General Business Purpose(EGBP)and English for Special Business Purpose (EGSE) ，the former focused on language and the latter business, most of researchers have classified it into Linguistics and studied it mainly from the perspective of English for Special Purpose (ESP). Lin Tianhu(2017) pointed out that business English could be differently positioned based on exact situation of each college. Zeng Lisha(2017) proposed that Business English in different colleges should differ from each other, and Business English in higher vocational colleges mainly raise application-and skill-oriented talents, who learn to cope with practical international business issues. Huang Weixin(2017) even claimed that business English is only the preliminary form of Business in English(BinE), holding that English language is only a communication tool and business the core.
1.1一般探讨背景
商务英语通常被定义为商业环境中使用英语。它由业务和英语，并旨在开发双募集人才。现在对于商务英语的，有几个问题已引起激烈辩论，包括升）应该落入语言学，经济学或其他学科;2）其重点应放在业务，英语语言或两个;3）如何教学应组织，语言教学，英语论文网站，基于内容的指令（CBJ）或其他教学措施。虽然它的提出，根据教学内容，商务英语'可以被划分成2类型的英语一般公司用途（欧盟近版）和英语为特殊商业用途（EGSE），前者专注于语言和后者的业务，大部分的探讨人员它归类为语言学及特殊用途（ESP），它主要从英语的角度探讨。林天湖（2017）指出，商务英语可以不同定位的基础上各高校的具体情况。 ：曾哩挲（2017）提出，应彼此不同，在不同的院校商务英语和商务英语高职院校主要是提高运用程序和技能型人才，谁学习，以配合实际的国际业务问题。黄委馨（2017）甚至声称，商务英语商务英语（茎）只是初步形成，英语是唯一的通信工具和业务的核心。
While many stick with traditional language teaching methods,Content-based Instruction(CBI) and Task-based Teaching(TBT), provento be efficient teaching methods, have gained increasing popularity bothat home and abroad. Some researchers(Zhang Ligai and Zhang Guo hui,2017; Yin Xiaobai,2017; Lai Guofang, 2017; etc,) have employed CBI tostudy Business English Major. Meanwhile, others (Zhang Tingting,2017;XuQion，2017，Chen Caizhen, 2017; etc,) have employed TBT to studyit.However, fewer researchers have integrated CBI and TBT to conducttheir studies. Lingley (2017) integrated a task-based approach withcontent-based instruction for intermediate-level EFL learners to overcomethe difficulties in teaching a content-based course on Canadian Studies.Besides, Du Jingping (2017) explored the foreign language teaching bycombining CBI and TBT . What's more, Li Li(2017) specificallyexplored the application of LCT(Language-Content-Task) in business English teaching.Besides, some researchers (Wang Ruijie,2017; You Liping, ZhuHengzhang, 2017; ect，）studied the professional competence of BusinessEnglish Major in higher vocational colleges, claiming that practicalinternational business skills are the key ingredient. Cheng Dajun(2017)claimed that the core competence of Business English Major in highervocational colleges should be "the ability to carry out front lineinternational business operations in English", reiterating the core status ofin
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