problems-in-business-oral-english-learning英語本科生畢業(yè)設(shè)計(jì)論文設(shè)計(jì)論文

iiofiiiiiofiiiProblemsinBusinessOralEnglishLearningAbstract:Withthefurtherdevelopmentofreformandopeningupandinternationalexchangesamongallthecountries,businessEnglishismorewidelyusedinproductionandmanagement,hightechnologyandothervariousfields.Asanimportantcommunicationtool,businessoralEnglishplaysanimportantroleininternationalcommunicationwhichhasreceivedunprecedentedattention.AfterChina'saccessiontoWTO,theglobaleconomicintegrationisspeedingup,moreandmoreforeigncompaniesenterChina,China'stradewithothercountrieshavebecomeincreasinglyfrequent.BoththeinfluxofChinesedomesticenterprisesandmultinationalcompaniesareinurgentneedofalargenumberofEnglishlanguagelearnerswhonotonlyunderstandthebusinessknowledgebutalsounderstandprofessionalbusinessEnglish.BusinessoralEnglishabilityisoneofthemostpracticalrequirementsofbusinessEnglishlearners.Itallowslearnerstohaveacertainabilitytoincreasetheiraccesstointernationalbusinesswork.MostbusinessEnglishlearnersalsoseethetrendofsocialdevelopment.However,thecurrentsituationofbusinessoralEnglishlearninginChinaisstillnotsatisfied.Foralongtime,thereisacertaingapbetweenBusinesspeoples'oralcommunicationabilityandactualsocialdemands.TherearecertainproblemsinbusinessoralEnglishlearning.Inthispaper,theauthorclarifiestheproblemsexistinginbusinessoralEnglishlearninganddividestheproblemsinbusinessoralEnglishlearningintotwocategories:objectiveproblemsandsubjectiveproblems.Andthentheauthorofthispaperdescribesmoredetailsabouttheproblems,suchaslimitationsofclassmaterials,teachingmethods,learningmaterials,necessarylanguageenvironment,etc.andanalyzesthefactorscausingthoseproblemsinbusinessoralEnglishlearning.Atlast,somesuggestionsforbusinessoralEnglishlearningareproposedtohelpthosebusinessEnglishlearners.Keywords:businessoralEnglish；problems；reasons；suggestions摘要：隨著改革開放的深入和國際交流的加強(qiáng)。近幾年來，商務(wù)英語更加廣泛的應(yīng)用于生產(chǎn)經(jīng)營、高科技和生活的各個領(lǐng)域。作為一個重要的國際交流工具，商務(wù)英語的交際作用受到了前所未有的重視。中國加入世界貿(mào)易組織后，全球經(jīng)濟(jì)一體化步伐加快，越來越多的外企進(jìn)入中國，中國與其他國家的貿(mào)易往來也日益頻繁。無論是本國企業(yè)還是涌入中國的跨國公司都急需一大批既懂商務(wù)知識又會英語技能的商務(wù)英語專業(yè)人才。商務(wù)英語的口語能力是商務(wù)英語學(xué)習(xí)者的最基本技能要求。商務(wù)英語口語能力使學(xué)習(xí)者增加了進(jìn)入國際化企業(yè)工作的機(jī)會。大部分商務(wù)英語學(xué)習(xí)者也看到了這個社會的發(fā)展趨勢。然而，目前在中國的商務(wù)英語口語學(xué)習(xí)情況并不令人滿意。在很長的一段時間里，商務(wù)英語學(xué)習(xí)者的口語交流能力與實(shí)際商務(wù)需求存在著很大的差距，商務(wù)英語口語學(xué)習(xí)也存在很多問題。因此，本文作者首先概括了中國商務(wù)英語口語學(xué)習(xí)現(xiàn)狀，從語言學(xué)習(xí)認(rèn)知的角度分析了商務(wù)英語口語學(xué)習(xí)中存在的問題，把商務(wù)英語口語學(xué)習(xí)中的問題分成客觀問題和主觀問題兩大類并借助案例進(jìn)行詳細(xì)的分析；此外，作者還從課堂內(nèi)容，教學(xué)手段，學(xué)習(xí)材料，必要語言環(huán)境等方面對問題產(chǎn)生的原因進(jìn)行了分析；然后，針對商務(wù)英語口語學(xué)習(xí)的提高技巧提出了有效建議，希望對商務(wù)英語口語學(xué)習(xí)者及商務(wù)人士有所幫助。關(guān)鍵詞:商務(wù)英語口語學(xué)習(xí);主觀問題;客觀問題；原因;建議1.BusinessOralEnglishLearninginBusinessOralEnglishLearningWithChina'senteringWTOandthedeepeningofglobaleconomicintegration,moreandmoreforeigncompaniesenterChina,foreignbusinesscontinuingtoexpand.Asaresult,bothChinesedomesticenterprisesandmultinationalcompaniesareinurgentneedofalargenumberofEnglishlanguagelearnerswhonotonlycanunderstandEnglishbutalsounderstandtheprofessionalbusinessknowledge.Therefore,thecross-culturalcommunicationandbusinessEnglishskillsbecomeveryimportant.BusinessEnglishiswidelyusedinthebusinessworld,itisthekeytobusinesssuccess.Withthedevelopmentofglobalization,economicandculturalexchangesamongdifferentcountriesallovertheworldhavebecomeincreasinglycomplex.BusinessoralEnglish,asamajormeansofcommunicationandmedia,playsacrucialroleinthisprocess.

BusinessoralEnglishbelongstoEnglishforspecialpurposes.ItcontainsbothgeneralEnglishknowledgeandbusinessknowledge,includingEnglishforcommunicativeactivities,Englishforcommercialservices.Thesetopicsnotonlyincludethereceptionofguests,businessvisitsandotherdailyinternationalbusinessactivities,butalsocoverthemeeting,businesscommunication,negotiation,marketing,trading,capitalandotherbasicinternationalbusinesslinks.ClassificationsoftheProblemsinBusinessOralEnglishLearningAsweallknown,thereisacertaingapbetweenbusinesspeoples'oralcommunicationabilityandactualsocialdemandsforalongtime.TherearesomecertainproblemsinbusinessoralEnglishlearning.MainproblemsinbusinessoralEnglishlearningcanbedividedintotwogroups:objectiveproblemsandsubjectiveproblems.2.1ObjectiveProblemsinBusinessOralEnglishLearning2.1.1LimitationsofClassmaterialsTheestablishmentofbusinessEnglishsubjectisverylateinchina.TheestablishmentanddevelopmentofbusinessEnglishinChinaarenotonlyrelatedtotheestablishmentanddevelopmentofESPtheoryabroad,butalsoareconcernedwithotherconnectedsubjects.However,theimpetustopromotethelearners’enthusiasmandprosperityoflearningbusinessEnglishinChinaareChina'sexport-orientedeconomyandthelargeglobaleconomicenvironment.China'sBusinessEnglishteachingcanbedatedbacktotheearly1950s,whenthesubjectiscalled'BusinessEnglish,andhasbeenuseduntilthe1980s"(WangGuanFuXu1997:10).However,businessEnglishbeingrecognizedasaseparatedisciplineisjustin2007,namelyitisthefirsttimefortheMinistryofEducationtoapprovetheestablishmentofthebusinessEnglishmajorsoftheUniversityOfInternationalBusinessandEconomics.ThismarksthatthebusinessEnglishbecomesaseparatedisciplinethrough50yearsofdevelopment,achievingaproperstatusinourprofessionalundergraduatehighereducationfield.AftertheestablishmentofbusinessEnglishMajorsinUniversityOfInternationalBusinessandEconomy,in2008theMinistryofEducationalsoapprovedthattheGuangdongUniversityofForeignStudiesandtheShanghaiUniversityofInternationalBusinessandEconomycanestablishedbusinessEnglishmajors.Atthesametime,manyBusinessEnglishlearnersarekeentoapplyfortheProfessionalBusinessEnglish.BusinessEnglishseminarsalloverthecountryturntobemoregreat,butarenotrecognizedasafactofbusinessEnglishsubjects.Consequently,manybusinessEnglishteacherswhoareengagedinbusinessEnglishteachingfeelalackofdisciplineownership.Atthattime,businessEnglishisnotrecognizedasaseparatedisciplineandthistopicwillbetalkedabouteverytimeinbusinessEnglishseminardelegates.Thedevelopmentsofmanythingsshouldbefromtheevolutionoftheoreticaltotheevolutionofthepractice,butthedevelopmentofBusinessEnglishinChinacanbesaidtobechangedfrompracticetotheory,andevencanbesaidthatafteralongpracticeitbegantoproducethetheory.BusinessoralEnglishclassmaterialsarecurrentlylimitedtoforeigntradeEnglishconversationbusinessEnglishlearning,whichisaverycommonphenomenon.ThisisalsolearnedfromthephenomenonthatthecollegeswithbusinessEnglishtendtotakethebookswithmanyforeignEnglishconversationsastheirtextbooks.Thisproblem’sexistencecanbedatedbacktothehistoricaldevelopmentofourbusinessEnglishinChina.Sincethe1950s,itisknownasbusinessEnglish(ForeignTradeEnglishorEnglishforForeignTrade),andhasbeenusedfor80years.Undertheplannedeconomysystem,businessEnglishwasmainlyusedintheexchangesofforeigntradeandtheimportandexporttradeprimarycommodity.Inthemeanwhile,itwasrarelyusedinotherwaysofbusiness.Therefore,foreigntradeEnglishtitleisinlinewiththesituation,anditisveryappropriate.Butinthepast20years,China'seconomyhasdevelopedataprettyhighspeed,whichisalongwiththeimpactofglobaleconomicintegration.Hence,ourforeignrelationshavemorediversifiedformsofcommerceandbusinesscoversawiderrangetoday,includingmanyaspects,suchasfinance,marketing,management,tourismandlogistics,andtradeisonlyonecomponentofthem.So,thetradeexpandsfromtheoriginaltraderelatedtogoodstotradeincludingservicesandintellectualpropertytrade.Obviously,manyEnglishwordsinforeigntradearenotsuitablefortheactualsituationofChina'seconomicdevelopmentanylonger,andaregraduallyreplacedbybusinessEnglishorInternationalBusinessEnglish.Butthename’schangehasnotbroughtaboutrealchangeforBusinessEnglishlearningcontent.InmanybusinessEnglishclass,contentofBusinessEnglishcoursesfocusingonteachingconversationalEnglishisstilltheforeigntradeEnglish.Foreigntradebusinessteachingprocessestoeachthemainpartofthesubjectofconversationlesson,focusingonthethemeoflearningdemonstrationdialogue,havesomekeywordsandsentences.Onthisbasis,wecandosituationdialoguepractice.But,afterall,itcannotbeequatedtoBusinessEnglish.2.1.2LimitationsofTeachingMethods Incurrentsituation,businessoralEnglishteachingmethodshavesomeproblems.Atpresent,businessoralEnglishclassesusesomeauxiliaryteachingtoolsinChina,suchasmultimediaprojectors,networktechnologyandotherteachingequipment.However,manybusinessoralEnglishteachersinpracticalteachingapplicationarestillunabletomasterorusemodernteachingequipmentfrequently.BusinessoralEnglishclassstilldoesnotemployvariousteachingmethods.2.1.3LimitationsofLearningMaterialsTherearemanylimitationsamongbusinessoralEnglishlearningmaterials.BusinessoralEnglishlearninglackssystematic,suitablematerialswhichisacommonprobleminbusinessoralEnglishtextbooks.Materialshavediverserangebutunevenquality.Therearemanyproblemsintheactualteachingapplications.Inparticularly,theexistingbusinessoralEnglishtextbooksemphasizeknowledgeofsystematictextbookandsortofarrangementisentirelyinaccordancewiththebusinessactivitiescarriedout.Whileensuringsystematicknowledge,eachessayinbusinessoralEnglishtextbookhasacorrespondingcontactandactivity,andtheformandtheknowledgetherehavecertainsimilarities.Thedevelopmentofstudents'oralcommunicationabilityisgreatlyneglected,asaresult,it’sunabletomeettheactualneedsofbusinessoralEnglish,businessoralEnglishlearninghasablindness.2.1.4LimitationsofLanguageEnvironmentTherearelimitationsinnecessarylanguagelearningenvironmentofbusinessoralEnglishlearning.NecessarylanguagelearningenvironmentisoneoftheimportantfactorsforbusinessoralEnglishlearnerstoimprovetheiroralEnglish.OurbusinessoralEnglishlearnersareinlearningChinesemonolingualenvironmentwhilelearningbusinessoralEnglish.InadditiontothelimitedbusinessoralEnglishclasses,thereislittleexposuretoEnglish.BusinessoralEnglishlearnersjustgetalittletraining,anditisdifficulttoreviewandconsolidateinextracurriculartrainingthatseriouslyaffectedthedevelopmentofstudents’businessoralEnglishability.2.2SubjectiveProblemsinBusinessOralEnglishLearning2.2.1DeficientBusinessKnowledgeBusinessOralEnglishlearnerslackthenecessarybusinessknowledge.Englishmajorsincollegesanduniversitiesstudymostlyareinintensivereading,extensivereading,grammar,listening,writing,speakingandotherEnglishcoursesmainlyexposedtolittleknowledgeofthebusinessareaduringfouryears.Outofprofessionalneeds,businessEnglishmajorshavemoreopportunitiestocontactbusinessknowledgewhichwillberelativelyeasyforbusinessoralEnglishlearning,butmanytechnicaltermscannotbeusedfluently.Itisworseforthestudentsinothermajors.Businessactivitiesarevarious,fromtradetothemanagement,frommarketingtologistics,fromfinancetoinsurance,fromstocktothecontentofculturaldifferencesinvolvedverybroadindeed.ManystudentsareveryfluentinEnglish,butwhenitcomestobusinessoralEnglish,theybecomethe"outsider".TheycouldnotsolveinternationalbusinessinthevariousbusinesstransactionsfluentlyinEnglish.2.2.2CommunicativeIncompetenceBusinessEnglishlearnerslackcross-culturaloralcommunicativecompetence.ExistingbusinessoralEnglishteachingmodes,onlymeetthelearningneedsofthestudents'oralEnglishingenericterms.ThelackoforalcommunicationInterculturalEducationhasaseriousimpactonthesuccessofinternationalbusinessactivity.TrainingcommunicativelanguageabilityisinevitableforBOElearnerstounderstandandlearnthecultureofcountrieswhichusethelanguage,becauselanguageandcultureareinseparable.SomebusinessoralEnglishteachersintheteachingprocessemphasizetoomuchonbasicknowledgeandskills,butnotenoughinfiltrationofwesternculture,ignoringthecultureinvolvement,andthusmakethelanguageandcultureoutoftouch,soeducationisolatesfromthewesternculture,andwhenstudentsusebusinessoralEnglishtocommunicate,itiseasytoariseculturalconflicts,whichmaydirectlyleadtothefailureofbusinessactivities.2.2.3IgnoringDifferencesinThinkingWaysTherearedifferencesbetweenChineseandWesternthinkingWays.Peopleofdifferentculturalbackgroundhavedifferentthinkingmodesandexpressionhabits.ManybusinessoralEnglishlearnersinoralcommunicationsituationsareinfluencedbyChinesethinkingways,sometimestheysimplycopytheexpressionhabitsofChinesewhichcanonlybeunderstoodbyChinesepeople.Talkingaboutthinkingways,BritishandAmericanpeoplefocusmoreonquantitativeanalysisofthelogicwhileChinesepaymoreattentiontointuitionandtranscendencewhicharebasedonexperiencetoanalyze,judgeorsolveproblems.Suchdifferencedocausemisunderstandingincommunication.2.2.4InadequatePracticeBusinessoralEnglishlearnersdonothaveenoughpractice.Ontheonehand,thetimeofbusinessoralEnglishclassesarelimited,businessoralEnglishlearnersdonothavealotofopportunitiestopracticeinclass.Ontheotherhand,manybusinessoralEnglishlearnerslackperseverance.Atthebeginning,learnersmaypracticebusinessoralEnglishveryfrequent.However,afterashorttimepractice,learnersdonothavealotinterestsofbusinessoralEnglishanymore.Practicemakesperfect,nopractice,noprogress.Atthesametime,thepracticealsoshouldpayattentiontomethods.2.2.5PsychologicalBarriersManybusinessoralEnglishlearnershavepsychologicalbarriers,theyarenotconfidentenough,afraidtomakemistakesandlackinginterests.MostbusinessoralEnglishlearnersworryaboutbeinglaughedbyclassmatesorblamedbyteachers.ThesepsychologicalbarriersmakebusinessoralEnglishlearnersanxiousandnervouswhichwillinfluencetheexpressionandthinkingwaysoflearners.3.FactorsCausingtheProblemsinBOEL3.1IncorrectTargetingInmanypeople'sopinion,thepurposeofspeakingcourseistoletalotofstudentsuseEnglishfluentlyandcommunicateaccurately.Wecannotdenythisview,butfortheBusinessEnglishlearning,theyarenotaccurateandcomplete.Thepurposeofspeakingcourseistoletthestudentsdaretosay,butwhattosayandhowtosayindifferentsituations,thisisactuallyamatterofstudentsthinkingsubject.Languageisthedressofthought.Goodcommunicationexpressionlanguagedoesnotonlyrefertostandardfluidtone,butthemeaningfulcontext.BusinessEnglishlearnersarelearningEnglishmajors,standardsandcorrectgrammarintonationornotshouldnotbethemaintaskatthisstageinoralcourses.Thetopicsthestudentspracticeshouldnotstillbeabouttheintroductiontoeachother,interests,andtheweather,instead,theyshouldcombinethespokenlanguagetrainingandbusinessexpertisetogether.ButtheabilitytocommunicateinEnglishunderbusinesssituationsshouldnotbelimitedtotheimitationofthetextdialogues.Imitationisnecessary,butitwon’tbebeneficialtooralEnglishlearningifsolelylimitedtoimitation3.2LearnersNon-dominantPositionTeachersremainthecoreandcontrolleroftheclassroom,andstudent-centeredteachingovertheyearsinthebusinessoralEnglishhasnotbeentrulyimplemented.AccordingtoobservationandunderstandingaboutbusinessEnglishcourses,nowwefindseveralmainwaystoteachinthebusinessEnglishlearningclass:thefirstislisteningtothedemonstrationsoftextdialoguerecordingorwatchingvideos,andthenexplainvocabularyandlanguagepointsappearedinthetexts,anddothepracticeofeachunitdesignedaccordingtotextcontentandlanguagepoints,andfinallymakeanumberofdialoguesofsimilarscenesbasedonwhatyouhavelearnedinthisunit.Thislearningmodeseemstocorrespondtostudents'learningrules,firstlytobefamiliarwithtextcontent(listeningtotapes,watchingvideos,listeningtotheteachertoexplain,etc.),secondly,tosimplyutilizetheknowledgeandcontentofthelearnedlesson(doingexercisestotestunderstandingonthecontentofthetextsandongrammar,vocabulary,sentencepatternsmastery),finallytomakemorecomplicateduseoftheknowledge(makingscenariodialoguesbasedonwhattheylearn).Butoncloserscrutiny,itisnotdifficulttofind,inthiswholelearningprocessthatstudentsjustpassivelyaccomplishthestepsandtasksassignedbyteachers,butnotactivelyparticipate.ThereisnotenoughopportunitiesandtimeforstudentstopracticeoralEnglishcreativelyintheclassroom,andtheirinitiativeandenthusiasmhavenotbeentrulymobilized.Intheprocess,teachersarelikethedirector,whilethestudentsarejustactorswiththelines,plotsandperformingstylepre-setbythedirector,andthetheyjustcompletealllinkspreinstalledbydirector.Obviously,thetraditionalmodeoflearningdidnotachievegoodresults.4.EffectiveWaystoImproveBusinessOralEnglishLearning4.1SetyingupcurriculumsystemandcontentBusinessoralEnglishteachingcurriculumsystemandcontentshouldbesetscientifically.OnthecharacteristicsthatbusinessoralEnglishlearnershaverelativelyweakfoundationandrelativelybroadcoverageofBusinessoralEnglishlearning,inordertoimprovetherelevance,wemustpayattentiontooralcurriculumsystemandteachingcontentselection,anddaretobreakthetraditionalbusinessEnglishlearningmaterials.4.2ImprovingCulturalCommunicateCompetenceTostrengthentheculturalcommunicativecompetence,itneedtointroducetheculturalbackgroundknowledgetobusinessoralEnglishlearnersinbusinesseducation.InoralbusinessEnglishteaching,wemusttakefullyintoaccounttheimpactthatEnglishculturemaybringonoralcommunicativecompetenceofbusinessEnglishlearners.Forexample,ifamanpraisesalearnerforhisgreatoralcommunicativecompetence,hewilldirectlyexpressgratitudewhenspeakingintheEnglishculturalbackground,butChinesepeople'sthinkingisoftenmoreintrovertedormodesty,whichcaneasilyleadtomisunderstanding.Therefore,inBusinessEnglishteaching,EnglishteachersmustconsciouslyteachknowledgeabouttheculturalbackgroundsofWesterncountries,customs,religiousbeliefs,habitsofmindandeffectivelyimprovetheinterculturalcommunicativecompetenceoflearners.4.3CarryingOutOralPracticalTeachingActivitiesOnthedisadvantagesinthetraditionaloralbusinessEnglishtextbooksandteachingmode,weshoulddaretobreakthelimitationoftextbooksintheteachingprocess,developteachingawarenessofinnovation,leavingtheinitiativetotheBusinessEnglishstudentsintheconversationclassesandmoreopportunitiestopracticebusinessEnglish,andtoformagoodoralEnglishteachingatmosphere.Atthesametime,accordingtobusinessEnglishteachingpracticalneeds,wecanorganizevariousformsofbusinessEnglishpracticeactivities,suchasbusinessEnglish"EnglishCorner",speechcontests,oralmimicry,BusinessEnglishSkillsCompetition,BusinessEnglishsimulatednegotiations,whichcanfullymobilizethelearners’enthusiasmoflearningoralEnglish,expandtheirknowledgeofbusinessEnglish,andincreasethelearners’chancescommunicateinbusinessEnglish.4.4ImprovingQualityofTeachingStaffOntheonehand,weshouldactivelyintroducebusinessEnglishteacherswithpracticalexperienceandstrongoralexpressionabilitytopromotetheoptimizationofthestructureofteachertroopandbettermeettherealneedsofthecurrentBusinessEnglishTeaching.Ontheotherhand,wemustfocusontrainingexistingteachersresourcestoguideteacherstostrengthenthelearningofbusinessEnglishknowledge,implementrelativepoliciesofexistingprofessionalteachertraininginthepost,andtotrainagroupwithgoodoralEnglis