Abstract
The change of the environment of international business in China has greatly shifted the professional direction in universities and institutions in our country, affecting their teaching work and curriculum settings of English major. One of the typical features of this trend is the appearance of ESP in the English major courses in universities and vocational colleges, the most popular of which is Business English.
Our Educational field has always proposed that talents training should be directed toward the direction of broad extension, utility-type and inter-discipline. This demands that Business English teaching should be focused on students themselves and set a goal of ability training. We should put emphasis on the leading role of students and help them learn to study, to think over and deal with problems independently, to adjust themselves to be adapted to different business cultures and environments, to take the initiative to explore the knowledge, skills and strategies, to cope with various challenges and to participate in international business activities successfully. However, due to the rapid development of global economy, the current capacity of the post-graduates of this major can not, to some degree, cope with the increasingly frequent changes in the international business. In addition, the research of Business English teaching started late in China, so the relative teachers are comparatively lack of experience and there is no ready-made teaching mode for them to refer to.
In the teaching of Business English reading, teachers in most cases do the work of “teaching” and “indoctrination” rather than “organization” and “guidance”. The teaching modes used still follow the pattern of “analysis of a paragraph / translation the paragraph” or “translation / vocabulary”, therefore Business English teaching, especially the teaching of Business English reading is interpreted as language learning courses. In the traditional teaching process of business English reading, teachers are the decision-makers and executors and play the leading role in all classroom activities and teaching steps. Students do not participate in the teaching process of decision-making generally, and are passive listeners completely. The guide of learning is examination rather than practice, and students’ reading materials are mostly brief and untrue, a large number of text books make students’ English courses into doing exercises. Since then, what the teachers pay attention to are whether the students can remember the knowledge in classes and the final examination. While the students’ learning interests and the applications of knowledge are neglected. Teachers tend to explain the reading material sentence by sentence in the form of “cramming education”, so both the teachers themselves as well as their students are fed up. What is worse, the latter have even become passive recipients who actually have not participated in every stage of classroom teaching and may lose their interest in Business English learning. This results in ineffective classroom teaching.
The present researches on the existing reform in Business English teaching in vocational college are still mostly theoretical discussion and lack of empirical support. Little stress is put on ways of stimulating students’ potential and interests which ca，英语论文网站，英语毕业论文 |
