Chapter 1 Introduction第1章简介
1.1 Background of the Research1.1探讨背景
Content-based instruction (CBI) has been very popular in foreign countries suchas Canada and America where CBI models have been applied and tested in large scale.However, in China, CBI is a relatively new concept introduced. So it is very valuablefor Chinese educators to draw lessons from foreign countries in CBI studies.Meanwhile, practical studies should also be carried out to adapt CBI to the localenvironment.Two incentives stimulate the writer to conduct the research. One is to prove theeffectiveness of business English under CBI. The other is to explore possible ways tosolve problems in Chinese business English teaching through CBI.Compared with the traditional way, CBI is a more effective way for languageteaching. Since the foundation of CBI theory in the West in the 1960s, many empiricalresearches and experiments have proved the effectiveness of CBI in foreign languageteaching. In China, however, English is taught mostly by the traditional way. Teacherswould teach students grammar, vocabularies and etc. So most students in China wouldfind English learning boring and they would be lack of interest and motivation duringthe learning process. CBI integrates English learning with subject learning.Connecting language learning with practical application, it helps stir up students'interest in learning English and thus makes their learning more efficient.基于内容的指令（CBI）已在国外已经非常流行，CBI模型已经在中国的运用和检验在大scale.However，哪里，诸如加拿大和美国CBI是一个相对较新的概念引入。所以它是非常valuablefor中国教育从CBI studies.Meanwhile的外国国家中吸取经验教训，也应进行实际探讨，以适应CBI到localenvironment.Two的诱因刺激作家进行探讨。其一是根据CBI证明theeffectiveness商务英语。另一种是探究可能的方式tosolve通过与传统方式CBI.Compared的中国商务英语教学中存在的问题，CBI是一种更有效的方式为languageteaching。 CBI理论的基础，在西方在20世纪60年代以来，许多empiricalresearches和实验已经证明的有效性CBI在外国languageteaching的。然而，在中国，英语是教主要是通过传统的方式。 Teacherswould学生传授语法，词汇等，所以大部分学生中国wouldfind英语学习无聊，他们将学习过程，英语论文，兴趣和动机duringthe的不足。 CBI将英语学习与的主题learning.Connecting语言学习与实际运用，它有助于激起学生的学习兴趣学习英语，从而使他们的学习更有效率。
CBI not only enables students to improve their language proficiency, but alsohelps them master the subject knowledge. The language serves as the carrier forlearning the content. The students can get the subject knowledge while at the sametime acquiring the language. As most of the business theories are introduced from USand translated into Chinese from English, authentic textbooks will help students to getthe original materials and thus appreciate the full significance of the content. Astranslation will take time, the learning of English versions will also enable students to get access to the latest developments in the business field.However, there are many difficulties when implementing CBI in businessEnglish in China. Many people even doubt the feasibility of applying CBI in businessEnglish in China for reasons such as lack of qualified teachers and students’ poorEnglish level. Besides, there are varied teaching contexts in different places of China.Therefore, it becomes an urgent need to find suitable CBI models for business Englishteaching to satisfy local students’ needs and achieve fruitfulness.CBI不仅使学生提高他们的语言能力，但alsohelps他们掌握学科知识。的语言作为载波forlearning内容。学生可以在Sametime学科知识的同时获得语言。由于大部分的商业理论是从英语翻译成中国的美国相关介绍，正宗的教科书将帮助学生得到本结点的原始材料及欣赏内容的全部意义。需要一定的时间Astranslation，学习英文版本也将让学生获得的最新发展业务field.However在实施CBI时，你们是否在中国也有很多困难。很多人甚至怀疑CBI你们是否在中国申请的原因，如缺乏合格的教师，英语毕业论文，学生poorEnglish水平的可行性。此外，还有多样的教学上下文中不同的地方China.Therefore的，它成为一个迫切需要找到合适的CBI业务Englishteaching模型
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