袁長征商務(wù)英語溝通與技巧教學文本

1、商務(wù)英語溝通與技巧整體教學活動實施計劃學 時 64 適用專業(yè) 工商企業(yè)管理 國際金融 任課教師 袁 長 征 開 封 大 學 二0一 0 年 七 月商務(wù)英語溝通與技巧課程簡介課程的教學目的：本課程的開設(shè)的目的是引導學習者在有一定的普通英語的基礎(chǔ)上，學習商務(wù)英語的語言知識（包括商務(wù)詞匯、商務(wù)慣用表達等）和 國際商務(wù)基礎(chǔ)知識（包括國際貿(mào)易、國際市場營銷、人力資源管理、國際商務(wù)文秘、國際商務(wù)文化等）培養(yǎng)其在國際商務(wù)背景下，為完成特定的商務(wù)任務(wù)而運用商務(wù)英語進行交際的能力和處理簡單國際商務(wù)業(yè)務(wù)的技能。 課程開設(shè)的對象：商務(wù)英語分為 1-3 個級別，課程開始的對象高職高專商務(wù)英語專業(yè)的學生，商務(wù)英語 1

2、還可以作為應用英語、國際商務(wù)文秘等專業(yè)的基礎(chǔ)課程。 課程涵蓋的內(nèi)容：本課程涵蓋的內(nèi)容有三個模塊：一是商務(wù)英語的專業(yè)語言知識，包括商務(wù)英語的專業(yè)詞匯、術(shù)語、慣用表達和常用的商務(wù)文體； 二是基礎(chǔ)國際商務(wù)知識，包括國際貿(mào)易、國際市場營銷、人力資源管理、國際商務(wù)文秘、國際商務(wù)文化等；三是國際能力， 即運用商務(wù)英語在商務(wù)背景下為完成商務(wù)任務(wù)而進行有效交際的能力。 教學指導理論：本課程所采用的指導理論主要有：1）建構(gòu)主義-讓學習者在自我探索和實踐中掌握知識、 提高技能。 2） 交際理論：讓學習者在比較正式的語用環(huán)境中，運用語言為達到某一真實的目的而進行交際，培養(yǎng)交際能力。 教學方法：本課程采用的教學方法有

3、項目教學法、任務(wù)教學法、交際教學法、案例教學法等。 教學模式：在教學模式上，我們在國內(nèi)外先進的教學模式基礎(chǔ)上探索出一個針對高職高專學生的“ADA” （Acquiring/Applying-Displaying -Assessing/ Amending）商務(wù)英語教學模式。Acquiring指學生在教師的引導下，通過課堂、活動、調(diào)研等，自主學習、“獲取”商務(wù)英語語言知識、基礎(chǔ)商務(wù)知識以及基礎(chǔ)業(yè)務(wù)操作技能； Applying 指學生以項目小組的形式，在較為真實、自然的商務(wù)環(huán)境中，為完成特定的商務(wù)任務(wù)、達到特定的目的，“運用”獲得的語言知識、基礎(chǔ)商務(wù)知識、基本技能，進行具體的操作和實踐；Display

4、ing 把在公司、企業(yè)、市場等商務(wù)環(huán)境中的實踐情況、任務(wù)完成結(jié)果等用報告或 PPT 的形式在課堂上“展示” ；Assessing 老師、學生對“展示”進行“評估” ；Amending 在評估的基礎(chǔ)上對項目小組任務(wù)完成中不完善的地方進行“修正” 。 課程教材：課程使用最新的、原汁原味的自編教材商務(wù)英語溝通與技巧根據(jù)我國高職高專學生和我國現(xiàn)代企業(yè)發(fā)展的特點，目前，我院正在編寫商務(wù)管理概論教材，計劃在 2009 年7 月由北京大學出版社正式出版發(fā)行。 課程教師：課程擁有一個專業(yè)知識扎實，實踐經(jīng)驗豐富，結(jié)構(gòu)合理的“雙師型”教學隊伍。商務(wù)英語溝通與技巧教學大綱簡介商務(wù)英語溝通與技巧是一門以商務(wù)技能為主，

5、語言技能為基礎(chǔ)的融實踐性、 交際性為一體的課程。它以大量而真實的語言素材為載體，突出講授在特定的商務(wù)環(huán)境中如何運用英語來處理相關(guān)的商務(wù)問題，并培養(yǎng)學生的商務(wù)操作、溝通技能。 本課程的本課程的最終目標是培養(yǎng)學生在一定工作環(huán)境中運用語言進行交際的能力。即通過英語聽、說、讀、寫譯等基本技能的綜合訓練，培養(yǎng)學生的國際商務(wù)溝通能力.課程雙語教學，本課程突出操作，同時講述商務(wù)溝通方面的基本知識、基本方法，獲得商務(wù)溝通成功的技巧，可能遇到的問題及解決方法。主要內(nèi)容包括：商務(wù)溝通概論、口頭交流傾聽、非語言溝通、電話溝通、工作面談和求職面談、演講、群體溝通、組織和參加會議、視覺輔助手段、商務(wù)信函、商務(wù)報告、視圖

6、交流、商務(wù)禮儀、跨文化交流。根據(jù)本課程教學的實踐經(jīng)驗，本課程除了統(tǒng)一采用多媒體課件進行教學外，根據(jù)實踐要求，在教學方式方法加入了情景再現(xiàn)、角色扮演、戶外拓展、卡耐基口才訓練、小組討論、實例分析、真實企業(yè)管理及商務(wù)溝通活動組織中的色角扮演體驗等教學方式，促進學生在管理領(lǐng)域溝通技巧的提升。教學設(shè)計在設(shè)計商務(wù)英語課程的教學時，我們非常重視研究性、探索性和協(xié)作性學習等現(xiàn)代教育理念在教學中的應用。該課程分為英語語言知識和商務(wù)知識的傳授, 學生在商務(wù)活動背景下的語言交際能力和商務(wù)活動技能的培養(yǎng)兩個部分。在設(shè)計教學時，我們在國內(nèi)外先進的教學模式基礎(chǔ)上探索出一個針對高職高專學生的“ADA” （Acquirin

7、g/Applying-Displaying-Assessing/Amending）商務(wù)英語教學模式。并根據(jù)該課程的具體特點以及學生的反饋情況形成了一套詳細、完整的課程評估體系。 教學方法“商務(wù)英語”課程不僅要傳授英語語言知識和商務(wù)理論知識,還要培養(yǎng)學生在商務(wù)活動背景下的語言交際能力和商務(wù)活動技巧。在教學中我們主要采用ADA教學模式和項目教學法、任務(wù)教學法、案例教學法和交際法。這些方法主要充分體現(xiàn)了協(xié)作式、探究式的學習方式，教學方式以分組形式為主。在實踐項目的完成過程中，學生需到企業(yè)、生產(chǎn)中進行大量的實際調(diào)查和查閱大量的資料。實踐教學實踐教學是商務(wù)英語課程教學的重要組成部分。我們?yōu)閷W生提供了全方

8、位的現(xiàn)代 化的實踐教學條件，例如：集語音室和網(wǎng)絡(luò)功能于一體的數(shù)字語言實驗室、仿真的實訓中心、“商務(wù)英語”資源庫、現(xiàn)代化數(shù)字校園網(wǎng)等。對教學和學生的自主學習起到了很大作用。三大實踐教學平臺：校內(nèi)商務(wù)溝通實訓室（中心）、商務(wù)實習基地（開封市商務(wù)局）、項目、會展服務(wù)實踐教學內(nèi)容：-實踐教學項目 （實踐教學大綱）實踐教學的目的是讓學生在較為真實的商務(wù)背景中，完成較為真實的任務(wù)和項目，培養(yǎng)學生的實踐操作知識、提高實踐操作技巧和能力。在商務(wù)英語課程教學中，我們根據(jù)教學要求和目的，對教學中涉及不同的內(nèi)容和模塊，設(shè)計實踐項目。實踐教學方法-交際教學法、項目教學法、案例教學法和任務(wù)教學法的應用 交際教學法 交際

9、法是以語言功能項目為綱、著重培養(yǎng)交際能力的教學方法。該教學法重視學生語言交際能力的培養(yǎng)。強調(diào)課堂教學以學生為主，教師充當交際過程的組織者與監(jiān)控者，要求教師以學生的需要作為教學目標，為學生提供和創(chuàng)造真實的交際情景，組織學生開展交際活動，使他們能主動地、自由地運用語言。 在商務(wù)英語的實際教學中，交際教學法是最常用的方法。例如,在第五單元“商務(wù)談判”這一小節(jié)的教學過程中，教師在教會學生商務(wù)談判的基礎(chǔ)英語知識、商務(wù)談判的技巧和談判中經(jīng)常使用的一些習慣用語和表達法后，讓學生自由組合成個小組,每個項目由兩個小組參與談判，分別代表商務(wù)談判的雙方，然后根據(jù)教師設(shè)計的商務(wù)情景, 運用所學的談判知識,進行一場模擬

10、商務(wù)談判。在談判的 過程中，教師不參與談判，只起監(jiān)督和指導的作用。在談判結(jié)束后，教師對各小組的表現(xiàn)進行評估，指出各小組在活動中存在的不足，以便學生在今后的學習中加以改進和提高。 以上交際教學法的使用， 既可以讓學生學會商務(wù)談判的基礎(chǔ)知識和技巧，又讓學生在相對真實的商務(wù)情景中充分應用了所學的知識， 達到了商務(wù)英語課程的向?qū)W生傳授商務(wù)理論知識以及培養(yǎng)學生在商務(wù)活動背景下的語言交際能力的教學目的。 項目教學法 項目教學是指教師將項目以需要解決的問題或需要完成的任務(wù)的方式交給學生， 并指導學生按照實際工作的完整程序，完成信息資料的收集、項目的決策、項目的實施、成果的展示以及項目成果的評估和總結(jié)的過程。

11、 在該教學法的實踐教學過程中， 教師通常給學生設(shè)計一些較為真實的包含一系列相關(guān)任務(wù)的商務(wù)項目，讓學生以項目小組的形式到公司、企業(yè)、市場進行調(diào)查或考察，收集相關(guān)的資料，再分析、整理，寫出商務(wù)報告或者做出商務(wù)計劃或方案，最后在課堂上作商務(wù)演示并回答聽眾提出的相關(guān)問題。 比如，在教授“公司結(jié)構(gòu)”這一單元時，教師可以把全班學生分成 6 個小組，設(shè)計一個以公司結(jié)構(gòu)為主題的項目，要求學生以小組為單位，選擇一家國內(nèi)的公司和一家跨國公司，調(diào)查這兩家公司的公司結(jié)構(gòu)，收集關(guān)于兩家公司結(jié)構(gòu)的所有資料，對兩家公司的結(jié)構(gòu)設(shè)置進行分析，指出它們的優(yōu)點和缺點，然后寫出商務(wù)報告，并做成 PPT演示課件，在課堂上做演示。最后，

12、教師和學生共同完成對項 目的評估和總結(jié)。 項目教學法的應用，可以充分調(diào)動學生的學習主動性，提高學生自主學習和運用專業(yè)知識完成任務(wù)的能力，培養(yǎng)了他們的團隊合作精神。 案例教學法 案例教學法是指通過對一個含有問題在內(nèi)的具體教學情境的描述， 引導學生對這些特殊情況進行討論分析，并找出解決方法的教學方法。案例教學的目的主要是培養(yǎng)學生的分析能力、進行辯論和批判性思維的能力以及協(xié)調(diào)和溝通能力。 案例教學把培養(yǎng)學生能力放在比獲得知識更重要的位置，因為學生在學校所獲得的知識會隨著時間的推移而過時， 而學習到的解決實際情況的能力卻可讓學生受益終身。案例教學使用的材料是案例。案例是對一個真實情景的描述，這個情景中

13、包含一定的思考題，要求學生思考、分析、消化、吸收。案例教學的過程是學生之間的討論和辯論。教師提供一些源于實際、具有研討和爭論的空間、描述的情境與當今面對的環(huán)境有一定聯(lián)系的案例。學生通過查找資料分析案例，培養(yǎng)自學、分析能力；通過討論和闡述，培養(yǎng)溝通能力、團隊精神；通過撰寫案例報告，培養(yǎng)英語寫作能力。 例如，在學習“管理與多元文化”這一單元時，教師可以設(shè)計出這樣一個案例：某在華跨國公司的員工來自多個國家，有著迥然不同的、復雜的文化背景和宗教信仰。某天，文化差異導致了一起員工之間的嚴重糾紛。作為公司的管理層，你應該怎樣去解決這次糾紛。然后讓學生以小組為單位，自主查找資料，分析案例，最后撰寫出案例報告

14、。大量的教學實踐表明，案例教學法非常適合本課程的教學，為培養(yǎng)學生的自學能力、分析能力和寫作能力起到了明顯的作用。 任務(wù)教學法 任務(wù)型教學(task-based language teaching)是二十世紀八十年代末興起的一種“做中學”的語言教學方法,旨在把語言教學真實化,把課堂社會化，把語言學習的注意力集中在意義而非形式上。任務(wù)型教學強調(diào)“做中學以及學中做” 。外語教學中的任務(wù)原指語言課堂上的練習，現(xiàn)在通常指以真實世界為參照、以形成語言意義為主旨的活動。Nunan認為，任務(wù)是一項要求學習者用目的語進行理解處理生成互動的課堂作業(yè)。Nunan 創(chuàng)造性地將任務(wù)分為兩類，一是“真實世界的任務(wù)”或“目

15、標任務(wù)”(real-world tasks or target tasks)；一是“教學任務(wù)”(pedagogical tasks)，它未必直接反映客觀實際的任務(wù)，只限于在一定的教育環(huán)境中運用。Skehan 認為，任務(wù)包括五個特征：(1)意義至上；(2)有問題需通過交流加以解決；(3)與現(xiàn)實生活息息相關(guān)；(4)完成任務(wù)優(yōu)先；(5)對任務(wù)的評價是看任務(wù)完成的結(jié)果。 商務(wù)英語的教學目的就是讓學習者在學習商務(wù)英語語言和國際商務(wù)業(yè)務(wù)基礎(chǔ)知識的同時，培養(yǎng)在較為真實的國際商務(wù)環(huán)境中運用國際商務(wù)交際技巧完成商務(wù)任務(wù)的技能?？紤]到商務(wù)英語的特點，我們可以采用任務(wù)教學法，因為它可以強調(diào)語言、以學習者為中心、學習

16、過程；既可以注重結(jié)果，也可以注重過程；既注重準確性，又注重流利性?；谥袊鴮W生的基礎(chǔ)英語能力、英語學習背景等實際情況，商務(wù)英語教學要求教學既要注重學習的結(jié)果，也要注重學習過程；既注重語言的準確性，又要注重語言的流利性，而任務(wù)教學法在商務(wù)英語教學中的應用可以滿足這一要求。Chapter1 Business Communication. Aims RequirementsCommunication skills are a critical element in delivering effective training .Teachers must be able to use a variet

17、y of communication techniques in order to create an environment that enables participants to engage actively in the learning process.n To understand what communication is;n To explore the use of words, tone of voice, and body language in communicationn Learn techniques to manage and ensure proper co

18、mmunication. n To know the major purpose of communicationn What are the four levels of communication n To compare the communication flows in organization. ContentsIntroduction(In what ways do animals communicate? The ways of animal communication .The ways and purposes of animal communication? Basics

19、 of human communication )Why should we learn the course?How to learn the course?The definition of communication and business communicationCommunication goalsCommunication processLevels and types of communicationCommunication barriers . Focuses Difficulties Communication process Communication skillsO

20、vercoming the communication barriers. Teaching StepsStep 1 Brief IntroductionCommunication is a vital part of our daily routines. We sit in school and listen to teachers. We read books and magazines. We talk to friends, watch television, and communicate over the Internet. The workplace is no differe

21、nt. Experts tell us that 7080 percent of our working time is spent in some kind of communication. Were reading and writing memos, listening to our coworkers, or having one-to-one conversations with our supervisors. 1. Why should we learn the course?Human communication is as old as mankindNeeds and P

22、urposes for CommunicationMaslows hierarchy of needs2. How to learn the courseReading and understanding, presentation, pair work or group workerStep 2 whats communication? Whats business communication? Can you find a Chinese equivalent to the English word “communication”? Probably some of you have ci

23、rcled the first, others the second, and still others the first three and so on. In Chinese mainland, all are used to translate the word. 溝通is preferred in the field of communication. 交流is basically used by people with psychological background. 交際is mostly used by people with linguistic background, a

24、lthough its usage is not confined to the field of linguistics. So we use 跨文化交際for intercultural communication. But some people also use 溝通 or 交流.To understand intercultural communication and business communication, we must first understand human communication. Understanding the human communication p

25、rocess means knowing what happens when people interact, why it happens, the effects of what happens, and finally what we can do to influence and maximize the result of a particular communication event.1. Human communication is as old as mankindAt first humankind did not have languages, so how did hu

26、mans communication?l      Facial expressions, exclamations, and noises were used to communicate. (100,000 years ago)l       Cave paintings were done to record life. (discovered in Australia 30,000 years ago)l     &#

27、160; A speakable language that caused people to communicate verbally began to evolve. (20,000 years ago)l       The use of symbols and script to communicate began to evolve. (5,000 years ago)So now the question can be asked is, what was the motivation that made people s

28、tarted to communicate. The answer can be found a review of the respected work of Abraham Maslow and his hierarchy of needs.2. Needs and Purposes for CommunicationOne much used version of needs is that of Abraham Maslow, in which he describes people as being driven by sets of needs in a hierarchy, fr

29、om the most basic at the bottom to the most refined at the peak of a triangle.Basic needs are about foods, shelter, and sex. Just above that come the needs of safety-having a roof over ones head and knowing that one belongs to some group such as family. Then there are social needs for things like lo

30、ve and friendship, which urge us into relationship. These are followed by ego and esteem needs, which are about us as individuals wanting self-respect, recognition, and even power. Finally, at the top of the triangle comes the most sophisticated need-for self actualization. This is about self fulfil

31、lment, about finding and being oneself.While Maslows hierarchy of needs is a useful tool, caution should be exercised in employing it in an intercultural setting. The hierarchy is a theory based on Western behavior and has not been proven applicable t non-Western or developing countries. For instanc

32、e, dominant values may clash with the pragmatic idea that you have to be able to buy food before buying a refrigerator to keep the food fresh. Some cultures (for example, Hindu) encourage needs of self-realization imply material consumption. The need for safety (shelter and basic personal protection

33、) is not satisfied according to the same criteria in different cultures.Thus one of the basic axioms of Maslows theory-that needs must be satisfied at a particular level in order that the needs higher up the hierarchy may appear-is not true from an intercultural point of view. In many Third World co

34、untries one may deprive oneself of food so as to be able to buy a refrigerator, thereby replacing status and self-esteem.Generally speaking, purpose related to needs in that our purpose is what we intend to get done through communication. In other words, we have needs, which communication can help t

35、o satisfy. 3. The following is a described list of common purpose and needs of communicating.(1) SurvivalWe communicate to survival. For example, we found communicate in order to rent a flat (shelter). If we felt ourselves in physical danger, we would also communicate with others to try to get help.

36、(2) Co-operationWe communicate in order to work with others. It is obvious that our need to form social groups actually comes from our need to co-operate with each other in order to survive. Organize groups of people in any society work together to provide basic needs and also less basic needs.(3) P

37、ersonal needsWe communicate to satisfy personal needs. We have a personal need to fell secure within ourselves. This leads to other needs-to have a good opinion of ourselves, to feel that we are wanted and valued by other people. These personal needs are behind acts of communication such as dressing

38、 in the right way for an occasion, having a cry on somebodys shoulder, or giving people presents.(4)RelationshipsWe communicate to be involved with other people, to form and maintain relationship. This could be in terms of number (pairs of groups); in terms of what binds those involved (friendship o

39、r love); and in terms of what description we may give the involvement (family or social club).(5)PersuasionWe communicate to persuade other people in the way that we do or to act in the way what we do. The most obvious example of this is advertising. The advertiser intends to persuade a certain cate

40、gory of people-car owners or old age pensioners, for instance-to buy a given product or service communication makes the connection with these people persuasively. Besides, we may want to persuade someone to lend us some money, to join our drama group, or to help us repair our car. It is true that th

41、e word “persuasion” has a certain sense of manipulation-to get what we want.Step 3 Discussion: My Way of CommunicationStep 4 Communication ProcessSource:n Why to communicate?n What to communicate?n Usefulness of the communication.n Accuracy of the Information to be communicatedEncoding:n The process

42、 of transferring the information you want to communicate into a form that can be sent and correctly decoded at the other end.n Ability to convey the information.n Eliminate sources of confusion. For e.g. cultural issues, mistaken assumptions, and missing information.n Knowing your audience.Step 5 Le

43、vels and types of Communication1. Types of CommunicationWritten Communication/Oral Communication/Mixed Communication2. Four levels of CommunicationIntrapersonal Communication Interpersonal communication Group communication Organization Communication Step 6 Communication Barriers and Overcoming Barri

44、ersCommunication involves at least two people: the sender and the receiver. In this book, well look a four types of communication between senders and receivers: writing, speaking, listening, and conducting meetings. Each one is important to your success in the workplace.For example, a poorly written

45、 cover letter can prevent you from being hired for a job. On the other hand, the ability to write effectively and make clear presentations can make the difference between your being promoted or being left behind. A communication skill thats often overlooked listening. Yet recent surveys tell us that

46、 we spend 45 percent of our time listening. Do we listen carefully to what people are telling us? According to one study, we hear only one quarter of whats being said. The rest of the time were daydreaming or just tuned out completely.For example:One sales manager in a printing company tells the sto

47、ry of needing a job rushed through in 24 hours so his best customer could have it on time. He gave careful instructions about the project to the production supervisor. But before he could finish, the supervisor had already stopped listening. He assumed that the customer wanted the job three days lat

48、er, which was the usual deadline for most of these projects. When the sales manager went to pick up the job the next day, it wasnt ready. As a result, he almost lost the customer. Unfortunately, stories like these are common in many organizations.Listening, writing, and speaking are all skills we us

49、e in meetings. Today, meetings are a common method for making decisions. More and more work is done by teams of people who come from different areas of a company. They accomplish many of their tasks in team meetings. In these situations, we must be able to speak and write clearly so others can under

50、stand us and listen carefully to what they say. Sadly, we waste many hours in meetings because of poor communication. A study by one university estimated that $37 billion is lost annually through unproductive meetings.Whether youre writing, listening, speaking, or attending meetings, communication s

51、kills are critical to your success in the workplace. In this book, well look at some of the skills that will enable your communications to be more successful. These include:Understanding the purpose of a communicationAnalyzing the audienceCommunicating with words as well as with body languageGiving

52、each communication greater impactOvercoming Barriersn Adopt audience-centered approachn Foster open communication climaten Commit to ethical communicationn Create lean, efficient messagesChapter 2 Critical Thinking. Aims RequirementsDefining Critical Thinking;To know the approaches to reasoning;Five

53、 criteria of informed decision making;Whats meant by brainstorming?. ContentsIntroduction to Critical ThinkingWhats thinking? Types of thinkingWhats critical thinking? Critical thinking standards Benefits of critical thinking Barriers to critical thinking Characteristics of a critical thinkerThe def

54、inition of Critical Thinking Approaches to ReasoningInformed Decision Making Brainstorming. Focuses Difficulties Deduction/Induction/ The Toulmin ModelBarriers to critical thinkingHow to make Effective Decision. Teaching StepsStep 1 Brief IntroductionIntroduction to Critical Thinking: What does not

55、thinking critically look like? What does Critical Thinking Look Like?What are the Major Concepts in Critical Thinking? Why is Critical Thinking of Value?(You can answerwhy of value to you? Whats value of cognitive skills? Whats value of the critical spirit? Would these mean more success at what you

56、do? Would it mean better grades for students?)Step 2 Whats thinking? Whats critical thinking? Classic definitions: Scriven & Paul and Wikipedia The definition of the text book: Critical thinking is the process of finding, interpreting, integrating and evaluating information. At its base is the c

57、oncept that all evaluation depends on a series of judgments, reports, abstractions, perceptions, inferences, and predictions。Step 3 Benefits of Critical Thinkingn Academic Performanceq understand the arguments and beliefs of othersq Critically evaluating those arguments and beliefsq Develop and defe

58、nd one's own well-supported arguments and beliefs.n Workplaceq Helps us to reflect and get a deeper understanding of our own and others decisionsq Encourage open-mindedness to changeq Aid us in being more analytical in solving problemsn Daily lifeq Helps us to avoid making foolish personal decisions