波爷论文(第三稿)(格式正确).doc

绵阳师范学院本科生毕业论文（设计）题 目Application of Communicative Approach in Business English Teaching浅谈交际法在商务英语教学中的应用专 业英语(商务英语)院 部外国语学院学 号200604420519姓 名谭成波指导教师尹国杰 副教授答辩时间二九年十二月论文工作时间： 2009年 09 月 至 2009 年 12月浅谈交际法在商务英语教学中的应用学 生：谭成波指导教师：尹国杰摘 要:商务英语是专业英语的一个分支，既有英语语言的特点又有专门的商务知识，也是一门实践性很强的课程。商务英语课程的教学目标是培养学生商务英语交际能力和相关的专业技能。商务英语教学的课堂设计要考虑到学生的实际需要与课程的特点和教学目标。而交际法是以培养语言交际能力为目标的教学方法，这与商务英语的教学目标是一致的。本文依据商务英语教学存在主要问题和交际法理论，就如何运用交际教学法实施商务英语教学进行探讨，提出相应的教学手段，诸如角色模仿、分组讨论等，使之更有助于培养学生商务英语交际能力和语言能力。最后，举例阐述了课堂交际活动的开展步骤及其要注意的事项。关键词：商务英语：英语教学；交际法；交际能力Application of Communicative Approach in Business English TeachingUndergraduate: Tan ChengboSupervisor: Yin GuojieAbstract: Business English (BE), as a practical branch of English for Specific Purposes (ESP), has its special linguistic features and business knowledge and is also a very practical course. The teaching objective of BE course is to help students develop communicative competence and language proficiency in different business circumstances. BE teachers should design BE course according to students practical needs, linguistic features and objectives of the course. Communicative Approach (CA) is to cultivate students communicative competence, which is in agreement with the objective of BE course. Based on the theory of the communicative approach and problems of Business English teaching, this paper tries to present some effective methods, such as role play，group discussion and the like，which aim at cultivating students BE communicative competence. Finally, a sample of Business English classroom activities is presented.Key Words: business English; English teaching; communicative approach; communicative competenceContents1. Introduction12. Business English Teaching12.1 Definition of Business English12.2 Objectives of Business English Teaching12.3 Characteristics of Business English Teaching22.4 The current situation of business English teaching43. Communicative Language Teaching53.1 Definition of Communicative Language Teaching (CLT)53.2 Characteristics of Communicative Language Teaching53.3 Theoretical Bases for Communicative Language Teaching64. Application of CLT in BE teaching74.1 The Importance and Necessity of CLT in BE Teaching74.2 Specific Applications of CLT in BE Teaching74.2.1 Group Discussion74.2.2 Role Play84.2.3 Situational Simulation Language Teaching84.2.4 Case study94.3 Suggestions on the Application of CA in BE Teaching94.3.1 Tactics to Improve Communicative Competence in BE Teaching94.3.2 Classroom Activities to Cultivate Business Negotiation Ability105. Conclusion11Bibliography13Acknowledgements141. IntroductionAs an important branch of ESP, business English has developed into the fastest growing area in the field of ESP as business communication and exchanges are going on increasingly throughout the world. The same is true of its booming situation in China which has entered into WTO. An increasing number of foreign businesses keep coming to invest in China and more Chinese enterprises penetrate into the world market. Business English becomes increasingly important and useful to us, so, lacking of a mastery of them, it will be vitally difficult for English majors to play a good role in the unprecedented competitive business community and international cooperation. The importance of BE has been realized by most students and teachers. However, traditional business English teaching methods can not satisfy the requirement of present English teaching and there are still a number of defects, therefore, in order to improve efficiency of business English teaching and train qualified business English talents, there is a need to explore how to apply communicative approach better in business English teaching. 2. Business English Teaching This chapter will introduce the definition of business English, and objectives, characteristics and current situation of business English teaching to put forward some basic theories for the further discussion in the following chapter.2.1 Definition of Business EnglishIn the last two decades, Business English has attracted increasing interest and awareness. Business English is offered by many language schools worldwide. Yet despite this enormous interest, Business English is an area often neglected by linguistic researchers, who prefer to work on other more easily defined areas of special English. So there isnt a specific definition accepted all over the world.Business English must be seen in the overall context of English for specific purposes (ESP), as it shares important elements of needs analysis, syllabus design, course design, and material selection and development which are common to all fields of work in ESP. Compared with other types of ESP, Business English gets involved with the definition of a specific language corpus and emphasis on particular kinds of communication in a specific context. However, Business English differs from other types of ESP in that it is often a mixture of specific context (relating to a particular job area or industry )and general context( relating to general context relating ability to communicate more effectively), albeit in business situations.2.2 Objectives of Business English TeachingThe distinctive feature of business English is the combination of language with business expertise and the peculiarity decides that teachers need to emphasize cultivation of linguistic communicative competence and language output, and to consider the requirement and need of our society. Therefore, objectives of business English teaching are as follows: it aims to enlarge the scope of knowledge, master professional business English knowledge. Secondly, conducting the all kinds of activities, such as case study, group discussion and the like, it emphasizes enhancing the skills of handling business knowledge effectively in real business context.2.3 Characteristics of Business English TeachingBased on the learning theory of CA and the linguistic features of BE, some characteristics must be put forward in the BE teaching. 1) Attaching Importance to Business KnowledgeThere is a phenomenon in BE teaching class: the majority of English teachers inevitably pay more attention to the improvement of language knowledge such as phonetics, vocabulary and grammar, which are necessary in general English teaching. But more focuses should be put on business knowledge in BE teaching when we take the present situation of students into consideration. Most students take BE courses in their senior of college education. They have a good command of basic knowledge and skills of English. So in the process of teaching, it is not necessary for teachers to explain grammar in detail. However, most of our students have no working experience. It is difficult for them to comprehend some business definitions, operating procedures, technical terms and so on. BE teachers should put more emphasis on these aspects in class.2) Analyzing Special Linguistic Features of BE in Teaching BE has its special linguistic features, which are difficult to command. Students should have the ability to use generally acceptable forms in business activities. To achieve linguistic competence, linguistic features of BE should not be ignored. In BE teaching, the teacher should emphasize symbols, abbreviations and BE terms in business circumstance. For example:A. BE TermsThere are a variety of terms in business English. Business English teachers should emphasize business English terms and help students understand them. For example:a.general terms: labor content 工作量international division of labor 国际劳动分工b. commodity terms : more or less clauses 短溢装 gross weight 毛重c. cargo transporting terms: voyage charter 定程租船 time charter 定期租船d. insurance terms: absolute total loss 实际全损 average: 海损e. trade terms: cost and freight 成本加运费 free carrier 货交承运人f. banking terms: acceptance 承兑汇票 at sight 见票即付 clean bill 光票 (Shuai, 2003:30-85)B. NominalizationNominalization is one of the main features of BE. It is a grammatical process of generating nouns to express meanings that can usually be done by verbs or adjectives. In BE, nominalization is employed to make texts more formal and important. For example:Your proposal of making a personal visit here to smooth the way for our future cooperation has engaged our particular attention.In this sentence, the use of three nouns “proposal”, “cooperation” and “attention” makes the sentence compact and neat. The use of verb “propose” will make the sentence loose, teachers can point out this feature to students in their BE translating or writing.C. Business SymbolsBusiness symbols are frequently used in trade transaction, especially in business letters, telegrams and telexes. It is very convenient to express the purpose of trade and it is important to save money and time. Whats more, once these symbols and codes become popular in the world, it is convenient for different people from different countries to understand each other. Symbols can help to avoid barriers of language. For example:Business Symbols &: And ; #: Number； : at ;$30: thirty Dollars; 76”: seven feet six inches; 7”*8”: seven inches by eight inches (Shuai, 2003)D. Abbreviations in Business English In BE, some abbreviations have specific meanings in certain combinations.AWB: air waybill 空运提单B/L: bill of lading 提单DAF: Delivered at frontier 边境交货D/A: document against acceptance 承兑交单EXW: ex-works 工厂交货 (Shuai, 2003:11-89) There is a need to possess more business knowledge to understand these words accurately. Teachers should emphasize these words while teaching. The best way is to practice them in real situations.3)Arousing Students Cross-cultural AwarenessParticular attention has been paid in recent years to cultural appropriacy of CA. The importance of cross-cultural awareness has become a growing issue in the field of BE. This trend mirrors awareness in the business field of different management styles, and different attitudes and expectations as a result of changeable cultural influences. One of the distinctive features of CA is to attach importance to proper use of language in different situations. Students should be taught not only to abide by language rules but also to pay attention to context, communicative styles and the application of cultural words. The influence of business culture cannot be ignored, especially in cross-cultural communication.The introduction of cultures of other countries should become an important part of BE teaching. Unfortunately, this part is always ignored. Teachers have responsibility to compare different commercial cultures and arouse students cross-cultural awareness in business.4) Authentic Materials for TeachingCA advocates the use of authentic language. Language teaching materials should be as authentic as possible and should not present too much artificial language. The authenticity of materials also takes priority in BE teaching. There are no fixed materials in BE teaching. Some materials may be some paragraphs or articles excerpted from other journals or newspapers. Others may be documents extracted from import and export processes. No matter what kind of materials they are, their common feature is authentic. Materials should be compiled on the basis of learners interests, needs and purposes of learning BE. BE should keep with the pace of the development of international business, therefore materials should be changed more frequently than those of GE. There is a good trend now that BE materials are designed in terms of content instead of grading of grammar. 2.4The current situation of business English teachingWith the development of trade and with the popularity of English, business English gets a rapid development. In China, the real beginning and development of business English teaching begins with 1978, some high education institutions has trained large numbers of excellent business talented persons, according to current situations, business English teaching exists some problems. Firstly, many higher education institutions have set up business English major, but teaching plans and contents of each higher education institutions have huge differences, they dont have unitive teaching program and authoritative teaching materials, so, it is difficult to find real assistant materials under business contexts, such as company annual reports, minutes of conferences and the like. Secondly, as for business English teachers, most of teachers engaging in business English teaching have no educational background of business and know a little about the real business work environment. In the field of teaching methods, they still adopt traditional methods and consequently students cant get all round development. In addition, teachers using fluent English to teach business English have been still few, this cant meet the requirement of business. At last, from the angle of application, students cant effectively combine study of textbooks with social practice.3. Communicative Language TeachingThe above has discussed some aspects of business English teaching and following chapter will briefly introduce communicative language teaching. 3.1 Definition of Communicative Language Teaching (CLT)In approaches and methods in CLT, Richards and Rodgers point out that both American and British applied linguistics define the communicative approach as making communicative competence the goal of language teaching and developing procedures for the teaching of four language skills that acknowledge the interdependence of language and communication (Richards and Rodgers, 1986:66), CLT looks upon language as a system for the expression of meaning and the primary function of language is for interaction and communication. The structure of language reflects its functional and communicative uses, and the primary units of language are not merely its grammatical and structural features, but categories of functional and communicative meaning as exemplified in discourse. However, there is no single definition for the commutative approach; there are currently two versions of communicative approach in its global practice. A “weak” version and a “strong” version of the approach. The weak version advances the claim that communicative syllabi and teaching materials should provide learners with opportunities to acquire communicative competence to be used in actual communication. The strong version of the CLT has given rise to the planning and implementation of realistic communicative task, which give learners a chance to acquire the target language itself while using it. If the former could be described as learning to use English, the latter entails using English to learn it.3.2 Characteristics of Communicative Language TeachingCompared with traditional teaching methods, communicative approach has the following features:1).Student-centeredK. Morrow (1981) maintains that only with learners active involvement can language learning happen. So communicative language teaching should be student-centered, taking students as the center of teaching can greatly arouse the initiative and motivation of the students, enhance the interest in business English. 2).All activities related to communicationThe purpose of communicative approach teaching is to enhance students communicative proficiency; therefore, all activities should be associated with communication. In class, teachers should design activities to guide students to think, understand and practice. Through activities, students can improve their oral English and further comprehension of business knowledge.3). Discourse-centeredCommunicative approach argues that the basic unit of language is neither words nor sentences, but discourse, and emphasizes the understanding of underlying meaning, so, teachers should concentrate on teaching students how to deeply understand the implication of discourse, and students can grasp the skills of reading.4). Not always correcting mistakesProfessor John Trim, one of the founders of CLT holds that children learning in school must be taught that language learning is about communicating, not getting things right, Trim believes in emphasizing the importance of repair strategies and of the acceptance of errors. So teachers should develop different ways of enlarging that students communicative range, instead of always correcting mistakes (Xu: 2006).3.3 Theoretical Bases for Communicative Language TeachingEach teaching method has theoretical basis, there is no exception for communicative language teaching. Communicative language teaching derives from a multidisciplinary perspective that includes, at the least, linguistics, psychology, philosophy, sociology, and educational research. It starts from a theory of language as communication. That is to say, the central theoretical concept in communicative language teaching is communicative competence, so the goal of communicative language teaching is to develop students communicative competence. This communicative competence involves not only students ability to deal correctly with language usage, but also the ability to use it appropriately in a real situation. The focus has been the elaboration and implementation of programs and methodologies that promote the development of functional language ability through students participation in communicative events. 4. Application of CLT in BE teachingDefinition, characteristics and theoretical bases of CLT has been discussed. So, this chapter will