要求教师在口语教学过程中不断地向学生传播不同的文化知识，采取多种多样的教学措施，培养和提高学生的文化意识和文化习得能力。只有这样才能从根本上进一步提高学生的英语综合运用能力，英语论文，特别是他们的交际能力。
Chapter One Introduction引言
1.1 The Raise of the Question问题的提出
近年来，随着中国改革开放和国际交流与合作的不断扩大的进一步发展，英语论文范文，对熟练的外语人才的社会需求。作为一种通用的语言，英语扮演一个越来越重要的影响，在跨文化交际和对外贸易中，尤其是商务英语中。In recent years, with the further development of China’s reform and opening-upand the increasing expansion of international exchange and cooperation, there is agreater social demand for talents skilled in foreign languages. As a universal language,English has come to play a more and more important part in internationalcommunication and foreign trade, especially business English. As a result, teachingBusiness Oral English (BOE) has become an important part of English teaching atvocational colleges. Until now, the number of colleges and universities offeringBusiness English subjects has increased to more than 2,000 in China. Today, BusinessEnglish is often seen as a branch of English for Specific Purposes (ESP), which aimsto enable the students to use English skillfully as the working language, to befamiliarized with international trade and business and to become compound andapplied talents capable of operating modern office equipment and communi nfacilities. From the ESP perspective, Business English should not be controlled by thetraditional mode of English major and view language learning as the ultimate goal ofteaching but emphasizing the cultivation of students’ communicative competence inEnglish so as to avoid “dumb English” or “deaf English” and to prepare them for theneeds of society and competition.BOE, giving priority to oral English expression, is a practical and comprehensiveapplied course which combines English language with business knowledge andcommunication. Oral business English teaching requires students to acquire not onlythe solid language knowledge but also the capability to solve practical businessproblems. Although BOE has become one of the professional required courses forBusiness English majors, for a long time, oral English teaching is still a weak link inChina’s English teaching. Due to the relatively limited time and the onerous skilltraining, together with the influences of examination-oriented education andtraditional teaching method, in BOE classes, teachers attach more importance toEnglish language knowledge and the teaching of business knowledge, neglecting thecultivation of students’ cultural awareness. Teachers spend less time teaching thecultures of English-speaking countries and the cultures language carries, which resultsin their being lack of necessary cultural background knowledge and littleunderstanding of local customs, social values and living styles. In addition, studentshave a smattering of knowledge about English idioms and cannot develop topicsexactly and fluently. Because of a lack of culture acquisition, students use theso-called “correct” English which complies with the grammar, thus going against thecultural habits of English-speaking countries, hindering the effects of normalcommunication, and even leading to some jokes. At the present day, oral businessEnglish teaching in vocational colleges is mainly based on the training of oral skills,emphasizing the pronunciation, vocabulary, grammar, expression, etc., but payinglittle attention to one of the most important elements that affects oralcommunication-culture acqu |
