Academic journal article Canadian Social Science

An Integrated Approach to Business English Teaching in China/UNE APPROCHE INTEGREE A L'ENSEIGNEMENT DE L'ANGLAIS DES AFFAIRES EN CHINE

Academic journal article Canadian Social Science

An Integrated Approach to Business English Teaching in China/UNE APPROCHE INTEGREE A L'ENSEIGNEMENT DE L'ANGLAIS DES AFFAIRES EN CHINE

Article excerpt

Abstract

Chinese Business English Teaching (BET) has developed more rapidly since China's entering the World Trade Organization (WTO). However, traditional BET has its problems such as too much emphasis on business knowledge and professional vocabularies, which leads to learners' lower practical language ability. There is a great necessity to solve the problems to meet the increasing demand for high quality business talents being able to work competently in the context of economic globalization. Based on sound language teaching theories and practices, this paper proposed an integrated approach to BET which aims to cultivate business expertise rather than just teach professional terms and knowledge.

Key Words: Business English Teaching (BET); Integrated approach; Task-based teaching; Application of video; Text structure analysis

Résumé

L'enseignement de l'anglais des affaire en Chine (BET) s'est développé au plus rapidement depuis la Chine est entré dans l'Organisation mondiale du commerce (OMC). Toutefois, BET traditionnelle a ses problèmes qui sont trop l'accent sur la connaissance des affaires et des vocabulaires professionnels, ce qui conduit à la capacité des apprenants de langue inférieure pratique. Il ya une grande nécessité de résoudre les problèmes afín de répondre à la demande croissante pour les hauts talents d'affaires de qualité étant capable de travailler avec compétence dans le contexte de la mondialisation économique. Basé sur de solides théories d'enseignement des langues et des pratiques, ce document propose une approche intégrée de BET qui vise à cultiver l'expertise d'affaires plutôt que de simplement enseigner des conditions professionnelles et de connaissances.

Mots Clés: L'enseignement de l'anglais des affaires (BET); L'approche intégrée; basée sur les tâches d'enseignement; L'application de la vidéo; Analyse de la structure du texte

INTRODUCTION

Economic globalization leads to increasingly frequent business communications which greatly boosts the demand for business talents. However, traditional teachercentered BET system has its problems such as putting too much emphasis on vocabulary and grammar learning, too much mechanical exercises, lack of exposure to authentic language and lack of opportunities to interact with teachers and classmates. Consequently students who have already got used to the passive learning habits turn out to be communicatively incompetent in real business world. Therefore BET teachers should creatively combine the theory and practice and develop an efficient teaching system effective in enhancing learners' practical language proficiency.

AN INTEGRATED APPROACH TO BUSINESS ENGLISH TEACHING

Richards & Rodgers pointed out that the commonest solution to the "language teaching problem was seen to lie in the adoption of a new teaching approach or method (Richards & Rodgers, 2001, 244)". However the teaching problems cannot be solved by resorting to any single particular approach. Zhang (2007) proposes a tripartite curriculum for teaching Business English, which is composed of three component parts: subject knowledge, business practice and language skills. It is mainly an innovation in the field of curriculum design. This paper proposed an integrated teaching approach with taskbased approach (TBA), multimedia-based approach and discourse-based approach as its main framework.

Task-based Approach (TBA)

Traditional Chinese BET is teacher-centered, with teachers explaining vocabularies and grammatical structure. However Probhu (1987) argues that focusing on a descriptive grammar is likely to inhibit learners' language acquisition. Students under teacher-centered system are learning passively with fewer opportunities to use the language which severely prohibit the development of their language competence needed in the authentic communicative world. Nunan (2004) advocates the concept of learning by doing. …

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