Academic journal article Studies in Literature and Language

Systematic Teaching Design of Communicative Context in Business English Writing in Chinese Context

Academic journal article Studies in Literature and Language

Systematic Teaching Design of Communicative Context in Business English Writing in Chinese Context

Article excerpt

Abstract

It is a heated discussion among researchers of foreign-language teaching on how to enhance the interest of study and teaching effect through the design, organization and implementation of classroom teaching of EFL writing, which is responsible for the enhancement of the student's writing competence. This study is devoted to the systematic teaching design of communicative context in EFL writing within the paradigm of communicative language teaching, concentrating on the exploring of the cultivation of communicative environment in the aspect of macro-view, middle-view and micro-view on the practice of Business English Writing. Contrastive analysis and survey revealed that this overall design of the curriculum was much more effective in the teaching practice compared to the traditional one in arousing the learner's interest and awareness of readers on the chosen topic.

Key words: Systematic teaching design; Communicative context; Business English writing

1. INTRODUCTION

1.1 Introduction of Business English Writing

Business English Writing (BEW) is the course that aims to teach non-native college students in economy-related fields how to convey clear, concise messages and avoid verbosity or flowery on common forms of business writing from traditional business letters, reports, and memos to e-mail and other electronic communications. It has a diversity range of knowledge including general Business English Writing, specific paperwork (summary, employment letters, interoffice memos, news release, report etc.) and Business correspondence (business letters) (see Table 1). According to survey and feedback in Hunan International Business Vocational College, nearly 90% of students regard it as the most difficult course and half of them try to communicate with their real business opponent afterwards in professional practice just by reciting a number of model samples of BEW. Therefore, it is a consensus among practitioners that the interest of study and teaching effect must be enhanced.

1.2 Introduction of Present Problem

Both of the cognitive psychology and communicative language acquisition hold the belief that language acquisition only happen in language practice. Therefore, the best teaching design of second language writing must focus on writing practice in the paradigm of the communicative context, which can accelerate the students process of accomplishing internalization of the tacit knowledge to explicit one and self-construction of writing knowledge and skills by experiencing the series process of composition such as planning, organization, imitation, drafting, editing, revision, etc.. However, it is a consensus that the correlation between various themes, genres or styles in writing teaching contents is loose, or even has nothing to do with each other, such as Contract, Notice and Minutes in the practical writing. The lack of internal logical or meaningful relationship among teaching themes is an obstacle in cultivating overall communicative environment, which partly results in low proficiency. Nevertheless, skilled instructional designers cultivate systematic teaching design of communicative context as a countermeasure to this problem in the teaching practice. That is to cultivate the communicative environment in the aspect of macro-view, middle-view and micro-view.

2. LITERATURE REVIEW

2.1 Cognitive Psychological Perspective

Constructivism, which serves as the outstanding representative of current leading cognitive psychological achievement and becomes as a paradigm or worldview, posits that learning is an active, constructive process in which the learner constructs knowledge and meaning based upon their experiences and current/past knowledge (Bruner, 1986). This theory emphasizes on the creation of a conducive learning environment where encourage the learners to construct their own perception of reality based on their experience and beliefs as well as dialogues with others (Razak & Asmawi, 2004). …

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