英文论文.docx
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英文论文.docx
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英文论文
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理工大学指挥自动化学院本科毕业设计论文
UnderthebackgroundofEconomicglobalization
BusinessEnglishtalentsdirection
经济全球化的背景下
商务英语人才的培养方向
姓名:
杜新宇
队别:
二十一队
专业:
商贸英语
理工大学指挥自动化学院训练部制表
二〇一一年五月
Abstract
SinceChinaenteredWTO,withtheboominginternationalbusinessactivities,businessEnglisharisesatthehistoricmoment.BusinessEnglishmajorisaninterdisciplinaryprofessional.ItinvolvesaprofessionalknowledgeofEnglish,business,secretarialandcommunication,etc.Ininternationalbusinessactivities,culturalconsciousnessonitsplaysanimportantrole,isthekeytosuccess.So,whenintrainingbusinessEnglishtalents,notonlytopayattentiontothecultivationofbusinessEnglishprofessionalknowledge,alsowanttopayattentiontobusinesscultureconsciousnesstraining.AftercompletingtheirstudiestheprofessionalstudentsshouldbegoodatEnglishlanguageknowledge,basicknowledgeofeasternandwesternculture,trade,andhasthebasicconceptofinternationalculturecommunicationskillsandbusinessskills.Canadaptworkplaceneeds,becomeourcountryeconomydevelopmentandinternationalbusinessactivitiesneedto"applied,composite"talents.
Keywords:
BusinessEnglish,Teachingdefects,businesscultureconsciousness,"applied,composite"cultivationoftalents
摘要
自中国入世后,随着国际商务活动的增多,商务英语应运而生。
商务英语专业是一门跨学科专业,它的专业知识涉及了英语,商贸,文秘和交际学等方面。
在国际商务活动中,文化因素对其起到了重要的作用,是国际商务活动能否顺利的关键。
所以,在培养商务英语人才时,不仅要注重商务英语专业知识的培养,也要注重商务文化意识的培养。
该专业学生完成学业后应具备较好的英语语言知识,商贸基本知识,东西方文化基本概念,且具有跨国文化交流能力和商务运作能力。
能适应职场需要,成为我国经济发展和国际商务活动需要的“应用型,复合型”人才。
关键词:
商务英语,教学缺陷,商务文化意识,“应用型、复合型”人才培养
Contents
1BusinessEnglishintheimportanceofunderthebackgroundofglobalization…………………………………………………………..4
2BusinessEnglishteachingproblems5
2.1Teachingthelackofarealbusinesssituations5
2.2Studentclassispositiveparticipationispoor6
2.3Theroleofteacherswithoutfullplay7
3BusinessEnglishspecializedcurriculumteachingmode7
4UnderthebackgroundofglobalizationsituationofbusinessEnglishteachingreform10
5BusinessEnglishcourses11
6Undertheperspectiveofglobalizationtheimportanceofinterculturalcommunicationcompetence13
7Businesscultureconsciousnesstraining[4]14
7.1BusinessEnglishinbusinessculture15
7.2TheculturalphenomenonofbusinessEnglish15
7.3Businesscultureconsciousnesstraining16
8References19
1BusinessEnglishintheimportanceofunderthebackgroundofglobalization
Economicglobalizationwithitsunstoppablemomentumissweepingtheglobe,countriesincreasinglycloseeconomicandtraderelations,globalvaluerelationsarehappenevenrevolutionarychange.Chinaasanemergingdevelopingcountrieswithapositiveattitude,ontheonehand,thefamilyinvolvedintheworldeconomy,ontheotherhand,isalsofacingaglobaltalentwasstarvedofreality.Asaglobaltalent,inadditiontoaglobalperspective,theglobalizationmanagementability,moreimportantistograsptheinternationallanguageabilitytocommunicatewithglobalization.Therefore,businessEnglishisthenecessarycapacityabilityofglobalization.
China'sentryintoWTO,thehumanresourcesmarketforinternational,demandmoreandmoretalents.Therefore,businessEnglishmajor[1]facedgreaterchallenges,itsgraduatesmusthavegoodEnglishcommunicationability,interculturalbusinesscommunication[2],masterbasicrules,andbusinessactivitiesshouldhaveverystronglearningandinnovationability.SimpleEnglishprofessionalandtradeprofessionalcoursesarenotverygoodcommercialEnglishtalentstomeetthesocialrequirement,alsocannotreflectthebusinessEnglishprofessionalcharacteristics.
Inaddition,Englishmajorandtradeprofessionalclasscurriculummore,occupymoreteachingclass.Alongwiththedevelopmentofinformationtechnology,somebusinessmeanshavebeeneliminated,somebusinessconceptisbehindTheTimesdevelopment.
BusinessEnglishprofessionaltalentsmustbeexplicitly"lines,threeoutstanding",namelytoEnglishapplicationabilitiesasthemainline,outstandingprofessionalcompetence,outstandingautonomouslearningabilityandtheinnovationabilitytraining,outstandingstudentteamspiritandserviceconsciousnesstraining,reallyreflectvocationalstudents'professionalhaveexpertise,andthecharacteristicsofemploymenthaveadvantages.
2BusinessEnglishteachingproblems
2.1Teachingthelackofarealbusinesssituations
ThemostobviouscharacteristicsofbusinessEnglishisthatitis"businessenvironmentapplicationofEnglish","thefocusoflanguageteachinginabusinessenvironment".SpecificSofirsttobusinessEnglishteachinggoaloflearnersareanalyzed,letlearnersenvironmentinspecificbusinesssituations,maximumlimitarousesstudent'senthusiasm,activelyparticipateintheclasses.Thisrequiresteachersinteachingprocesssimulationtruebusinesssceneorbringthestudenttotruebusinessscene,sotheirexperience.TherealityofbusinessEnglishcoursesteaching,ourteacherexcessivespendalotoftimeinthelanguageitselfandstudy,emphasizethepronunciation,vocabularyandgrammarstudy,hasneglectedthebusinessEnglishshouldbepositionedinthe"languageability".BusinessEnglishteachingproblems
2.2Studentclassispositiveparticipationispoor
MostcollegesbusinessEnglishcourseswithtraditionalteachingor"teacher-centered"teaching.Isamanspeaking,byteachersandteachersintheclassroomhasdecidedtoauthority,studentsshouldlisten,makenotes,andfinishhomeworkassignedbytheteacher,striveforthefinalgoodmarks.Inthewholeprocess,theteachersimpartknowledgetostudentsofpassiveacceptance.Mostofthestudentsintheclasswouldkeepsilent,don'tparticipateinclasspracticeanddiscussion,seriouslyinfluencedthelearningeffect
2.3Theroleofteacherswithoutfullplay
Thestaff,mostengagedinbusinessEnglishteachingwork,nobusinessEnglishteachereducationalbackgroundoftruebusiness,workingenvironmentisnotveryunderstanding,inteachingmethodmoregroundstillusingthetraditionalgeneralEnglishteachingmode,causingtheteachingandlearningofdoublepassive;AbletouseEnglishprofessorbusinessEnglishandotherprofessionalcourseteacherstillinminoritygrowingcompetition,cannotsatisfytheneedsofbusiness.
3BusinessEnglishspecializedcurriculumteachingmode
BusinessEnglishmajorsshouldhavethefollowingabilities:
(1)BusinessEnglishcommunicationability[3].Acompletelanguagecommunicativecompetencedefinitionshouldincludefourcontents:
grammarpossibility;Practicalfeasibility;Occasionsapplicability;Realreality.Thefourpartsofcommunicativeabilityreflectsthespeakersandlistenersindiscoursegrammarknowledge,psychologicalknowledgeoflinguistics,socialandculturalknowledgeandfieldapplicationlanguageability.Therefore,thestudentsexceptforasolidlanguageknowledgebase,stillshouldcultivatetheirculturalawarenessandbusinessactivitieslanguageabilityofpracticalapplication,especiallycross-culturalcommunicativeability.
(2)Businessoperationability.Namelystudent'sbeginningabilityandpracticeability,istodivideoutsidebusinesslanguageskillsworkingskills.Suchas:
businessareasofbusinessoperationabilityandoperationability,communicationskills,problemsolvingskillsandability,teamcooperationability,informationandnetworkapplicationability,etc.ThisisbusinessEnglishtalentstoworkanddevelopanabilitynecessary.
(3)Autonomouslearningabilityandtheinnovationability.Alsoabilityofsustainabledevelopment.Nowistheageoftheknowledgeeconomy,knowledgeupdatesoon,improvetheoverallqualityofstudents,cultivatethestudents'learningabilityandtheinnovationabilityistheguaranteeinthefastdevelopingsocietysurvivalanddevelopmentfoundation.
Tohelpstudentsdevelopvocationalability,letthemquicklyadapttothesociety,businessEnglishteachingshouldemphasizethestudents'businessEnglishbasicworkskills,businessEnglishbusinessoperationabilityandoperationability,independentlearningability,communicationskills,problemsolvingskillsandability,teamcooperationability,informationandnetworkapplicationability.Theseprofessionalabilityisstudents'futuredevelopmentneeds,shouldbecomebusinessEnglishteachingcontentcore.
"Student-centered"teachingmethodemphasizethatthe"learning"ratherthan"teach";Attentionispaidtothestudentstolearnwhat,notshouldlearnwhat;Emphasisisonthelearningprocessinsteadoflearningresults,attentionisthestudents'participation;Teachingevaluationisdiversifiedevaluationmethod;Concerningindividuallearners,alsopayattentiontoall.
Thisteachingmethod,caneffectivelytrainstudents'oralcommunication,oralpresentations,teamcooperation,informationcollection,suchascomputeroperation,businessetiquetteskills.DiversifiedassessmentmaymanifestasevaluationcontentdiversityasbusinessEnglishcommunication,businessEnglishletter,informationsearch,teamwork,secretarialskills,officeequipmentoperationskill,internationaltradebusiness,internationalbusinessandculturalknowledge,etc.;Evaluationmodediversificationclassperformance,suchasEnglish,oralargument,marketresearch,productdemonstrationsandclassdiscussions,assignment,unittest,midtermfinalexam,etc.Assessmentistheprocessoftimingdiversifiedemphasizeevaluation.
Atdifferentstagesofteachingforstudentrepair,formative,diagnosticandsummarizingassessment.Soletstudentsfounditselfintheproblemsanddeficienciesandimprovethelearningefficiencyandimprovethestudents
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