届 别 2015 届 学 号
毕业设计（论文）
基于内容的商务英语教学模式研究
CBI-BASED TEACHING OF BUSINESS ENGLISH
姓 名 （华文中宋、小三）
院系、 专 业 外国语学院、英语 导 师 姓 名、职 称
完 成 时 间 2015年4月
CBI-BASED TEACHING OF BUSINESS ENGLISH
A Thesis
Submitted in Partial Fulfillment of the Requirements For the Bachelor’s Degree in English Language and Literature
By
Undergraduate Program Department of Foreign Languages
University
Supervisor:
Academic Title: Signature＿______ Approved December 2014
摘 要
内容依托教学（Content-Based Instruction,简称 “CBI”）强调的是将学科内容和语言学习相结合，在提高学生学科知识水平和认知能力的同时，促进其语言能力的发展。在国内，关于 CBI的理论研究和实证研究有很多，在实践教学上也取得了丰富的经验。随着我国对外贸易的高速发展，商务英语成为了一个非常热门的专业。本文将内容依托教学应用在商务英语教学方面，期待将二者结合，探索商务英语教学的好方法。
本研究在前人 CBI 理论和应用相关研究成果的基础上，探讨了商务英语教学的CBI 教学模式及其应用。本文分析了内容教学理念引入商务英语教学的可行性，提出了符合商务英语课程特点的语言-内容-任务教学模式, 并在此基础上探讨了该模式在商务英语教学中的应用方法。本文的主要结论是，内容依托式教学模式能在一定程度上有效地提高商务英语教学实效。由此我们可以初步断定，内容依托式商务英语教学模式在英语教学实践中是有效的，能够增强英语学习者学习英语的兴趣和主动性，提高英语教学效果。
关键词：内容依托教学；英语教学；教学模式； 商务英语
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ABSTRACT
Relying on teaching content (Content-Based Instruction, referred to as \"CBI\") to emphasize that the subject matter and language learning combine to improve students' academic knowledge and cognitive skills, while promoting the development of their language skills. At home, on the theory and empirical research CBI has a lot in practice has made teaching experience. With the rapid development of China's foreign trade, business English has become a very popular profession. This article will rely on the content of the application of the teaching of English in business, and look forward to a combination of both, a good way to explore business English teaching.
On the basis of previous CBI theory and application of research results, this paper discusses the CBI teaching business English teaching model and its application. This paper analyzes the feasibility of introducing the concept of the content of teaching business English teaching business English courses proposed in line with the characteristics of the language - content - the task of teaching mode, and on this basis, the model discussed in the Business English Teaching methods. The main conclusion is that the content can rely on teaching model to some extent, to effectively improve business English teaching effectiveness. Thus, we can conclude that the initial content of relying on type of business English teaching model to be effective in English teaching practice, English learners can enhance interest in learning English and initiative to improve English teaching.
Key words: Content-Based Instruction; English teaching; teaching model; Business English
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目录
CBI-BASED TEACHING OF BUSINESS ENGLISH ............................................................................... 1 摘 要 ................................................................................................................................................................ i ABSTRACT ................................................................................................................................................... ii Introduction ................................................................................................................................................... 1 1. Background and Significance ................................................................................................................... 2
1.1. Background ...................................................................................................................................... 2 1.2. Significance ...................................................................................................................................... 2 1.3. Research Methods ............................................................................................................................ 3 2. Meaning content teaching philosophy ..................................................................................................... 4
2.1. CBI teaching philosophy Interpretation ........................................................................................... 4 2.2. CBI teaching theoretical model ........................................................................................................ 5 3. Teaching content used in business English teaching theoretical basis .................................................. 6 4 Content Teaching Business English Teaching .......................................................................................... 7
4.1. Language-based Teaching ................................................................................................................ 7 4.2. Content-based teaching .................................................................................................................... 8 4.3. task-based teaching .......................................................................................................................... 8 5. Implementation language teaching, teaching content, teaching methods integration tasks ............... 9 6 Conclusion ................................................................................................................................................. 11
6.1. task-based teaching ........................................................................................................................ 11 6.2. The value of this research, limitations and future research prospects ............................................ 11 References .................................................................................................................................................... 13 Acknowledgments ....................................................................................................................................... 14
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外国语学院英语专业2015届本科毕业论文
Introduction
Business English is a living language requirements to adapt the workplace for the purpose of covering all aspects of the business activities. Business English courses are not simply on the level of students' English ability improved, it is to teach students more a Western concept of enterprise management, work psychology, and even how to deal with foreigners, and how they collaborate, work ways, and their living habits, to some extent is included in the concept of culture.
Business English itself has \"interdisciplinary\" feature, which to cultivate their English skills and business knowledge combined with complex talent as the goal. Therefore, business English teaching should not only pay attention to the language and skills, but also pay attention to the business professional content, two elements are indispensable. How will foreign language teaching and teaching organic integration is the key to the success of business English teaching.
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1. Background and Significance 1.1. Background
With economic globalization and China's increasing foreign exchange, social and workplace English language proficiency for higher requirements. To enable students to master the basic knowledge and basic skills in English, while the culture of their daily life and the workplace application ability, cultural awareness training for future career development and lifelong learning continue to lay the foundation. According to my understanding, teaching business English teachers mostly use the traditional bottom-up teaching methods, from Business English syllabus and objectives, the teaching effect is not ideal. Teaching traditional bottom-up approach is to focus on grammar and language usage, showing linguistic knowledge to students through linear and organized manner, and to consolidate the knowledge gained through repeated practice out of context, ignoring learners environmental characteristics and language use. This teaching method is rarely able to stimulate students 'interest and motivation, and often increase students' anxiety. Therefore, under the new situation, how to better implement the secondary vocational school English syllabus, the effective realization of the goal of teaching syllabus requirement is an important issue related to the quality of training of personnel, should be subject to business English teaching profession and the research community attention. 1.2. Significance
With economic globalization and China's increasing foreign exchange, social and workplace English language proficiency for higher requirements. To enable students to master the basic knowledge and basic skills in English, while the culture of their daily life and the workplace application ability, cultural awareness training for future career development and lifelong learning continue to lay the foundation. According to my understanding, teaching business English teachers mostly use the traditional bottom-up (bottom-up) teaching methods, from Business English syllabus and objectives, the teaching effect is not ideal. Teaching traditional bottom-up approach is to focus on grammar and language usage, showing linguistic knowledge to students through linear and organized manner, and to consolidate the knowledge gained through repeated practice out of context, ignoring learners environmental characteristics and language use. This teaching method is rarely able to stimulate students 'interest and motivation, and often increase students' anxiety. Therefore, under the new situation, how to better implement the secondary vocational school English syllabus, the effective realization of the goal of teaching syllabus requirement is an important issue related to the quality of training of personnel, should be subject to business English teaching
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profession and the research community attention. 1.3. Research Methods
Research methods used in this study, in addition to the literature, the main application of the design and empirical research methods. Application Discussion is based mainly on the practical application of the principle of relying on the contents of the theoretical researches proposed teaching, combining teaching objects and conditions, design education. Empirical research is carried out to verify some of the major studies on the effectiveness of the teaching model, including vocational English teachers, learners questionnaires, interviews, experiments and tests.
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外国语学院英语专业2015届本科毕业论文
2. Meaning content teaching philosophy
Relying on foreign language teaching course content is the rise in the 1980s of a second language or foreign language teaching approach. This will be the target language and subject matter fully integrated with teaching philosophy is to optimize a second or foreign language learning provides a new perspective. The classroom, the direct object of language is not only learning but also as a means of learning a particular topic. Therefore, teachers in teaching should not deliberately teach grammar, language function, or locales, such as knowledge of the language, but should focus on teaching content. By teaching content, while students in the language as a tool to acquire knowledge naturally enhance the ability to use this language. CBI researchers believe that this teaching approach should not be a fixed teaching methods. Rather, it is a flexible framework for the operation of teaching, there is a wide choice of teaching mode and method of use to meet the needs of different scenarios and teaching purposes. Stryker & Leaver and so that CBI truly holistic teaching foreign language, it can be a research-oriented, but can also be a methodology, a concrete frame structure of the entire curriculum design or teaching projects.
1986 \"language and content,\" a book published for the first time put forward the theory of content-based language teaching, after which many European countries education, and have adopted the content-based language teaching, namely CBI (Daiqing Ning, 2006). And educators Johnson has even more prestige in Europe CBI theoretical innovations introduced to the bilingual education in the past, creating a pioneer CBI in bilingual education in teaching theory applications. In 1999, Professor Liu Runqing once famous speech: the future of our high school English education and university or vocational education should be from a purely English language skills to learn, gradually transformed into content-based teaching content up. He believes that the second language as a mere \"sign language\its own sense of what it comes loaded; second language that is foreign, is always a tool, just a shell only one, if not deep meaning, no rich content, then still unable to complete intercourse. 2.1. CBI teaching philosophy Interpretation
CBI, the English name \"Content- based Instruction\also known as content-based teaching is a content-based, relying on teaching methods (Han Bing et al, 2005). CBI teaching philosophy is to have to learn the target language (English), as a carrier, through the study of theoretical knowledge of other disciplines in the classroom, to master the English language, this teaching philosophy, the target language and other subjects in the content of organic integration Together, compared with the traditional English teaching, is a new type of foreign language teaching. Its novelty lies in learning the target language does not directly, but to shift
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the focus from teaching to learning the language itself by learning other subjects knowledge to learn and master the target language. CBI teaching has been produced since 1980 gradually matured, now has as a typical example of language teaching, which at the same time, students of various disciplines of knowledge concept, subtly enhance the students' English proficiency (Tian Xiaoqing, 2007). CBI teaching philosophy and teaching targeted marketing professional English teaching coincide, first, we must improve students 'language skills; second, we must enhance students' knowledge of other disciplines literacy. So, with the combination of marketing CBI teaching English teaching theory, called the perfect fit. In the classroom, students use English (instead of native Chinese) this medium to learn these different disciplines and theoretical knowledge in these courses, while students not only mastered the subjects theoretical knowledge, and ultimately achieve the purpose of learning the target language, kill two birds with great meaning. 2.2. CBI teaching theoretical model
CBI teaching philosophy is a content-based foreign language teaching methods by learning other subjects and theoretical knowledge to learn the target language, CBI teaching philosophy teaching model first asked subjects to learn core content knowledge and theory; secondly requirements apply language materials should be derived from the authentic language materials; third, requiring teachers to teach the students to learn the information should be the new information; fourth, a different student learning when teachers should have a different curriculum. These are the four characteristics CBI teaching philosophy teaching mode.
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外国语学院英语专业2015届本科毕业论文
3. Teaching content used in business English teaching theoretical basis
Business English in the teaching process, teachers not only the ability to train students in their daily business dealings, but also develop their ability to communicate in the business areas of expertise in foreign languages. From the second language / foreign language learning theory and cognitive learning theory perspective, the use of CBI teaching philosophy, so that students not only learn professional content, but at the same time learning the language, can help students meet the requirements of business English teaching.
Krashen (1982) Second language acquisition theory that relies on language acquisition \"meaningful, comprehensible input\" and does not rely on a lot of conscious use of grammar rules or boring exercises, second language acquisition should focus on meaning, and not a form of language. CBI has changed the traditional teaching philosophy bottom-up approach, you can put the focus of teaching business English business language learning itself from direct transfer to the business content, by learning the business theme, not simply learning the language of business to get language skills, and more help develop students' ability to use English in the business world to communicate. CBI also be used in business English teaching cognitive learning theory to explain. American cognitive psychologist Anderson (1995) The learning process is divided into three stages: 1) the cognitive stage; 2) contact phase; 3) automated stage. Business English learners, in order to achieve the automation of language learning phase, that requires a lot of practice and need a lot of business knowledge in order to make the knowledge of the language program, the formation of accurate and comfortable to use business language skills. Therefore, to be able to show the business English language skills, subject knowledge required complex business areas. CBI teaching emphasizes learning through language learning content, which can effectively increase the students' knowledge of the language of business and business aspects of the acquisition.
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外国语学院英语专业2015届本科毕业论文
4 Content Teaching Business English Teaching
Although the contents of teaching are collectively referred to as a \"language and content integration,\" the teaching methods, but the \"content\" and \"language\" to produce a number of different understanding of CBI's operating mode. CBI traditional model has a \"content\" based immersion in the language-based themes and weights between curriculum and auxiliary mode between content and language. But no matter which model adopted, not only split the language and content of the relationship, in order to really achieve the effect of CBI's teaching. Short proposed language - content - tasks (hereinafter referred to as the \"LCT\") new teaching mode, teaching them how to solve the look and weigh the \"language learning\" and \"professional learning content\" relationship issues, thereby provide a reliable way for business English teaching.
LCT teaching model concern teachers in the classroom how to make the language (L), content (C) and tasks (T) interaction of the three aspects, in order to cultivate the students' academic language skills. This mode is particularly useful for financial discipline as one of the subjects and English language teaching style, Figure 1 depicts the LCT mode in Business English Teaching.
4.1. Language-based Teaching
In LCT mode, the \"language\" for language teaching, the use of the contents of teaching Business English teaching, still can not ignore the cultivation of students' language skills. Applied linguists Bachman & Palmer (1996) considered the main foreign language skills and knowledge of the language policy by the majority of the capacity of these two components. Linguistic knowledge, including knowledge of the structure and pragmatic knowledge. Therefore, teachers must not only impart knowledge, including syntax, that knowledge of the business areas of grammar, vocabulary, sentence structure and other aspects, but also to teach collusion relationships constitute the knowledge required for business conversation discourse structure. The so-called pragmatic knowledge to be able to refer to the communicative intention and the environment based on such factors as the correct use of the language have the knowledge, which includes how to use English in the business world for clarification, persuasion, argumentation, negotiation, and summarizing. Strategic competence is an indispensable part of language skills, teachers should focus on content pedagogy emphasizes
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the ability of students to use communication strategies in the business world to achieve the specific purpose of the exchange. 4.2. Content-based teaching
\"Content\" refers to the business knowledge. In the CBI teaching, teachers with different business theme center, rather than in the form of language, functions and skills center to organize courses. Through the study of a particular subject matter acquire language communication skills. As Dupuy (2000) said, CBI is a professor in the target language knowledge of a subject, thereby ensuring that students can acquisition target language, but also control of both the teaching of subject knowledge.
In Leaver & Stryker (1989) summarized the CBI must have four basic characteristics, in addition to the first \"Content-core\" is the basis for the implementation of the framework of CBI teaching other three are teaching content requirements. Where the second is to use real corpus: core material (text, audio and video products, etc.) should be mainly from the development and use of native speakers of the corpus; the third is learning new information: learners should be aware of the new information in the target language and have ability based on the knowledge of the family culture and gradually learned the target language culture to evaluate new information; Fourth choose to meet the special needs of learners Materials: topic, subject content knowledge, teaching materials and learning activities should be identified and learners known to adapt to the needs and emotional needs, and should adapt the language level classes.
CBI's classrooms can be used on a particular business topic authentic material requires students not only to master the language of business, but also to understand business information, business information and summarize, interpret and evaluate. 4.3. task-based teaching
Teaching content and teaching activities will be considered as the task of teaching, but the content of teaching in the \"mission\" is different from the simple to improve students' ability to use language is the language of communication tasks purposes. In the classroom, \"task\" is not only involved in business language skills training, but also to help students understand the business field or use \"procedural knowledge\
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外国语学院英语专业2015届本科毕业论文
to do\" or \"how to\" problems.
CBI teaching task is a \"carriage.\" Students from the outset faced with a series of tasks. These tasks step by step guide students to complete collect, summarize, interpret and evaluate each business process information. These tasks are set in order to facilitate the input of those challenging business language, and teach a variety of learning strategies. When students became familiar with these effective learning strategies and skills, and then encourage them to reduce the \"cradle\" of self-directed exploration of the subject. CBI teaching philosophy used in business English teaching purpose is to cultivate students' ability to independently learn business English. The ultimate aim is to enable students to language teachers to leave the nest, independent fly. CBI is to show our students to demonstrate how to fly.
5. Implementation language teaching, teaching content, teaching methods integration tasks
LCT mode cross section as the \"glue\" the same language, content and tasks of the three closely linked. Intersection of language and content, highlighting the significance of the business domain language teaching, business English language has its own unique place, they differ in vocabulary, language structure and textual forms. Difficult for students learned these differences in foreign language, they can go to experience in the business of learning English, to imitate, to learn. Use English to communicate in the business process to consciously abide by the rules of the appropriate language to use.
Intersection of content and tasks, focus on the habit of thinking of business people. Refers to the habit of thinking is to explore problems or complete tasks. If you can not use effectively the habit of thinking for specific tasks, even if there thinking strategies and skills, do not have any value. For example, businessmen from different cultural backgrounds are very different in the habit of thinking, if not understand these differences will lead to the parties are unable to communicate. Therefore, guide students to specific business tasks using appropriate habits of mind that will help improve students' ability to solve business problems.
Intersection of language and task reminders teacher attention to layout tasks explained. For learners, teachers in addition to verbal commands, but also issued written instructions for their reference, and most importantly, the teachers were asked to complete the task demonstration. In addition, teachers must ensure that students have the language skills needed to complete the task.
Language, content, task due to the interaction of the three cross each other at the same time, they interact effectively promote their integration. Business English in the classroom,
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外国语学院英语专业2015届本科毕业论文
teachers are not in a simple business knowledge or knowledge of the language, but a combination of business content, design closer to the actual business of teaching activities to attract and organize students to actively participate in teaching activities. How teachers guide students through Turn explicit conversion collaborative group learning, etc. interact, learn and use content and language, complete the learning task. Students are conducted to understand the business content and complete business tasks in the process of interactive dialogue, resulting in language acquisition. This interactive teaching model for students to participate in and complete the task's or relative's business in the field of teaching, and to cultivate students' ability to use English.
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外国语学院英语专业2015届本科毕业论文
6 Conclusion
Training complex business professionals much-needed innovation and business English teaching. CBI This LCT based Instruction around specific tasks related to the content and business start teaching activities for students seeking the right answers and complete the task in the process, learn to think, so as to master the language of business, the purpose of the exchange of business information. This in a real or relative real language environment, through the use of commercial content and learning a foreign language teaching model is more conducive to both students use English in everyday communication, but also the ability to use English for business communication. But it is worth noting that the implementation of a multi-mode LCT teaching challenges, such as curriculum, teaching materials, teaching staff, teaching equipment. Teachers should fully take into account the above factors and flexible use in business English classroom teaching, in order to make this teaching mode CBI to maximize the effect.
6.1. task-based teaching
This study was based on the content of relying teaching theory, combined with business English curriculum requirements, teaching object characteristics and teaching conditions, relying on the contents of the design business English teaching model, and applied research in teaching practice. As can be seen from the results of this study, this study design business English teaching model can rely on the contents of a certain extent, to effectively improve business English teaching effectiveness. Relying on English Teaching content type is effective in business English teaching practice, to a certain extent, enhance the learners' interest in learning English and initiative to improve vocational English teaching. 6.2. The value of this research, limitations and future research prospects
The results of the study demonstrated for the business of teaching students English teaching model relying on the contents of the more capable of causing business English learners' interest in learning English, to more effectively improve business English learning achievement, develop their English proficiency. It should be noted, CBI teaching mode application in practice to be applied flexibly according to the characteristics of the object and the actual needs of teaching, teaching methods and teaching fully incorporated in the learning of English, the difficulty of the task learners arrangements should be moderate, while authenticity and significance of learning. Therefore, English teachers at school English teaching reform thinking and implementation should be further recognized that teaching English through CBI positive. Meanwhile, English teachers should be encouraged to combine practical and concrete environment to promote student teaching mode CBI to reform the
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外国语学院英语专业2015届本科毕业论文
traditional emphasis on language knowledge and usage, neglect teaching model language use, in order to improve teaching effectiveness.
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外国语学院英语专业2015届本科毕业论文
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Acknowledgments
This thesis was worked out on the basis of my four—year graduated study. During the whole course of writing, I experienced and benefited a lot.
The retrospection of the writing brings me to express my gratitude to all those who helped me during the writing of this thesis. A special acknowledgment should be known to my supervisor—Associate Prof. Li from whom I got invaluable constructive suggestions and encouragement. As a conscientious teacher, he instructed me patiently and, kindly eliminated the errors in the thesis all along, from the first draft to the last. Additionally, Mr. Li told me the information about cultural misinterpretation and many useful translation strategies occasionally which deepened my understanding of the intercultural translation studies and improved my writing. It should also be remembered clearly that I encounter some difficulties in my writing, but under the help of Mr. Li, I overcame them smoothly. For instance, when I failed to find suitable solutions to the problem of cultural misinterpretation, Mr. Li offered me some materials from the Internet and his books.
Finally, I wish to extend my thanks to my classmates who revised my language in the thesis carefully and gave me some advice. Without the help of people above, my thesis could not so successfully.
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