經(jīng)濟(jì)全球化的背景下商務(wù)英語人才的培養(yǎng)方向英文畢業(yè)論文

解放軍理工大學(xué)指揮自動(dòng)化學(xué)院學(xué)員論文解放軍理工大學(xué)指揮自動(dòng)化學(xué)院學(xué)員論文AbstractSineeChinaenteredWTO,withtheboominginternationalbusinessactivities,businessEnglisharisesatthehistoricmoment.BusinessEnglishmajorisaninterdisciplinaryprofessional.ItinvoIvesaprofessionalknowledgeofEnglish,business,secretarialandcommunication,etc.Ininternationalbusinessactivities,culturalconsciousnessonitsplaysanimportantrole,isthekeytosuccess.So,whenintrainingbusinessEnglishtalents,notonlytopayattentiontothecultivationofbusinessEnglishprofessionalknowledge,alsowanttopayattentiontobusinesscultureconsciousnesstraining.AftercompletingtheirstudiestheprofessionalstudentsshouldbegoodatEnglishIanguageknowledge,basicknowledgeofeasternandwesternculture,trade,andhasthebasicconceptofinternationalculturecommunicationskillsandbusinessskills.Canadaptworkplaceneeds,becomeourcountryeconomydevelopmentandinternationalbusinessactivitiesneedto"applied,composite"talents.Keywords：BusinessEnglish,Teachingdefectsbusinesscultureconsciousness,"applied,composite"cultivationoftalents摘要自中國入世后，隨著國際商務(wù)活動(dòng)的增多，商務(wù)英語應(yīng)運(yùn)而生。商務(wù)英語專業(yè)是一門跨學(xué)科專業(yè)，它的專業(yè)知識涉及了英語，商貿(mào)，文秘和交際學(xué)等方面。在國際商務(wù)活動(dòng)中，文化因素對其起到了重要的作用，是國際商務(wù)活動(dòng)能否順利的關(guān)鍵。所以，在培養(yǎng)商務(wù)英語人才時(shí)，不僅要注重商務(wù)英語專業(yè)知識的培養(yǎng)，也要注重商務(wù)文化意識的培養(yǎng)。該專業(yè)學(xué)生完成學(xué)業(yè)后應(yīng)具備較好的英語語言知識，商貿(mào)基本知識，東西方文化基本概念，且具有跨國文化交流能力和商務(wù)運(yùn)作能力。能適應(yīng)職場需要，成為我國經(jīng)濟(jì)發(fā)展和國際商務(wù)活動(dòng)需要的“應(yīng)用型，復(fù)合型”人才。關(guān)鍵詞：商務(wù)英語，教學(xué)缺陷，商務(wù)文化意識， “應(yīng)用型、復(fù)合型”人才培養(yǎng)ContentsBusinessEnglishintheimportanceofunderthebackgroundofTOC\o"1-5"\h\zglobalization ..5BusinessEnglishteachingproblems 6?????Teachingthelackofarealbusinesssituations 6????Studentclassispositiveparticipationispoar 7Theroleofteacherswithoutfullplay. 7BusinessEnglishspecializedcurriculumteachingmode 8UnderthebackgroundofglobalizationsituationofbusinessEnglishteachingreform ?11?BusinessEnglishcourses 12???Undertheperspectiveofglobalizationtheimportanceofinterculturalcommunicationcompetence .13Businesscultureconsciousnesstraining[4] 15BusinessEnglishinbusiness culture. 16TheculturalphenomenonofbusinessEnglish 16.Businesscultureconsciousnesstraining .17References .19BusinessEnglishintheimportaneeofunderthebackgroundofglobalizationEconomicglobalizationwithitsunstoppablemomentumissweepingtheglobe,countriesincreasinglycloseeconomicandtraderelations,globalvaluerelationsarehappenevenrevolutionarychange.Chinaasanemergingdevelopingcountrieswithapositiveattitude,ontheonehand,thefamilyinvoIvedintheworldeconomy,ontheotherhand,isalsofacingaglobaltalentwasstarvedofreality.Asaglobaltalent,inadditiontoaglobalperspective,theglobalizationmanagementability,moreimportantistograsptheinternationalIanguageabilitytocommunicatewithglobalization.Therefore,businessEnglishisthenecessarycapacityabilityofglobalization.China'sentryintoWTO,thehumanresourcesmarketforinternational,demandmoreandmoretalents.Therefore,businessEnglishmajor[1]facedgreaterchallenges,itsgraduatesmusthavegoodEnglishcommunicationability,interculturalbusinesscommunication[2],masterbasicrules,andbusinessactivitiesshouldhaveverystronglearningandinnovationability.SimpleEnglishprofessionalandtradeprofessionalcoursesarenotverygoodcommercialEnglishtalentstomeetthesocialrequirement,alsocannotreflectthebusinessEnglishprofessionalcharacteristics.Inaddition,Englishmajorandtradeprofessionalclasscurriculummore,occupymoreteachingclass.Alongwiththedevelopmentofinformationtechnology,somebusinessmeanshavebeeneliminated,somebusinessconceptisbehindTheTimesdevelopment.BusinessEnglishprofessionaltalentsmustbeexplicitly"lines,threeoutstanding",namelytoEnglishapplicationabilitiesasthemainline,outstandingprofessionalcompetenee,outstandingautonomouslearningabilityandtheinnovationabilitytraining,outstandingstudentteamspiritandserviceconsciousnesstraining,reallyreflectvocationalstudents'professionalhaveexpertise,andthecharacteristicsofemploymenthaveadvantages.BusinessEnglishteachingproblemsTeachingthelackofarealbusinesssituationsThemostobviouscharacteristicsofbusinessEnglishisthatitis"businessenvironmentapplicationofEnglish","thefocusofIanguageteachinginabusinessenvironment".SpecificSofirsttobusinessEnglishteachinggoaloflearnersareanalyzed,letlearnersenvironmentinspecificbusinesssituations,maximumlimitarousesstudent'senthusiasm,activelyparticipateintheclasses.Thisrequiresteachersinteachingprocesssimulationtruebusinessseeneorbringthestudenttotruebusinessseene,sotheirexperienee.TherealityofbusinessEnglishcoursesteaching,ourteacherexcessivespendalotoftimeintheIanguageitselfandstudy,emphasizethepronunciation,vocabularyandgrammarstudy,hasneglectedthebusinessEnglishshouldbepositionedinthe"languageability".BusinessEnglishteachingproblemsStudentclassispositiveparticipationispoorMostcollegesbusinessEnglishcourseswithtraditionalteachingor"teacher-centered"teaching.Isamanspeaking,byteachersandteachersintheclassroomhasdecidedtoauthority,studentsshouldlisten,makenotes,andfinishhomeworkassignedbytheteacher,striveforthefinalgoodmarks.Inthewholeprocess,theteachersimpartknowledgetostudentsofpassiveacceptance.Mostofthestudentsintheclasswouldkeepsilent,don'tparticipateinclasspracticeanddiscussion,seriouslyinflueneedthelearningeffectTheroleofteacherswithoutfullplayThestaff,mostengagedinbusinessEnglishteachingwork,nobusinessEnglishteachereducationalbackgroundoftruebusiness,workingenvironmentisnotveryunderstanding,inteachingmethodmoregroundstillusingthetraditionalgeneralEnglishteachingmode,causingtheteachingandlearningofdoublepassive;AbletouseEnglishprofessorbusinessEnglishandotherprofessionalcourseteacherstillinminoritygrowingcompetition,cannotsatisfytheneedsofbusiness.BusinessEnglishspecializedcurriculumteachingmodeBusinessEnglishmajorsshouldhavethefollowingabilities:BusinessEnglishcommunicationability[3].AcompleteIanguagecommunicativecompeteneedefinitionshouldincludefourcontents:grammarpossibility;Practicalfeasibility;Occasionsapplicability;Realreality.Thefourpartsofcommunicativeabilityreflectsthespeakersandlistenersindiscoursegrammarknowledge,psychologicalknowledgeoflinguistics,socialandculturalknowledgeandfieldapplicationIanguageability.Therefore,thestudentsexceptforasolidIanguageknowledgebase,stillshouldcultivatetheirculturalawarenessandbusinessactivitiesIanguageabilityofpracticalapplication,especiallycross-culturalcommunicativeability.Businessoperationability.Namelystudent'sbeginningabilityandpracticeability,istodivideoutsidebusinessIanguageskillsworkingskills.Suchas:businessareasofbusinessoperationabilityandoperationability,communicationskills,problemsolvingskillsandability,teamcooperationability,informationandnetworkapplicationability,etc.ThisisbusinessEnglishtalentstoworkanddevelopanabilitynecessary.Autonomouslearningabilityandtheinnovationability.Alsoabilityofsustainabledevelopment.Nowistheageoftheknowledgeeconomy,knowledgeupdatesoon,improvetheoverallqualityofstudents,cultivatethestudents'learningabilityandtheinnovationabilityistheguaranteeinthefastdevelopingsocietysurvivalanddevelopmentfoundation.Tohelpstudentsdevelopvocationalability,letthemquicklyadapttothesociety,businessEnglishteachingshouldemphasizethestudents'businessEnglishbasicworkskills,businessEnglishbusinessoperationabilityandoperationability,independentlearningability,communicationskills,problemsolvingskillsandability,teamcooperationability,informationandnetworkapplicationability.Theseprofessionalabilityisstudents'futuredevelopmentneeds,shouldbecomebusinessEnglishteachingcontentcore."Student-centered"teachingmethodemphasizethatthe"learning"ratherthan"teach";Attentionispaidtothestudentstolearnwhat,notshouldlearnwhat;Emphasisisonthelearningprocessinsteadoflearningresults,attentionisthestudents'participation;Teachingevaluationisdiversifiedevaluationmethod;Concerningindividuallearners,alsopayattentiontoall.Thisteachingmethod,caneffectivelytrainstudents'oralcommunication,oralpresentations,teamcooperation,informationcollection,suchascomputeroperation,businessetiquetteskills.DiversifiedassessmentmaymanifestasevaluationcontentdiversityasbusinessEnglishcommunication,businessEnglishletter,informationsearch,teamwork,secretarialskills,officeequipmentoperationskill,internationaltradebusiness,internationalbusinessandculturalknowledge,etc.;Evaluationmodediversificationclassperformanee,suchasEnglish,oralargument,marketresearch,productdemonstrationsandclassdiscussions,assignment,unittest,midtermfinalexam,etc.Assessmentistheprocessoftimingdiversifiedemphasizeevaluation.Atdifferentstagesofteachingforstudentrepair,formative,diagnosticandsummarizingassessment.Soletstudentsfounditselfintheproblemsanddeficienciesandimprovethelearningefficiencyandimprovethestudents'businessEnglishskillstrainingandimprove.Therefore,inbusinessEnglishteachingprocess,shouldenhancestudent'smainrole,toconstructthestudentsasthecenter,adoptdiversifiedassessmentcareerteachingmode.BusinessEnglishmajorswithChina'seconomicdevelopmentastheinternationalbusinessactivitiescloselyrelatedprofessionals,itstalentshouldhighlightthestrongbusinessEnglishprofessionalability,itscurriculum,teachingcontentandteachingmethodshouldbetodevelopprofessionalabilityasthebasis,andstudentsasthecenter,takingmultipleevaluationforteachingmeanstoChina'seconomicdevelopment,cultivationofinterculturalcommunication,businessoperationabilityandtheabilityofsustainabledevelopmentofforeigntrade,compositeapplication-orientedtalents.UnderthebackgroundofglobalizationsituationofbusinessEnglishteachingreformAlongwiththeglobalizationtrendofsocialinformatizationleveltofurtherstrengthen,improve,bytransnationalenterpriseandprojectisincreasing.ChineseinEnglishlearninginvestedalotoftimeandeffort,buttheactualapplicationabilityofEnglishisveryweak,thebasicreasonisthatthetraditionalEnglishteachingandsocialcultureevolutionandthedevelopmentofTheTimesdisconnection.Therefore,itisChineseEnglishlearnersisconcerned,itsfinalcommunicativecompetenceheightalsodependsonitsinterculturalconsciousnessandabilityofruling.BusinessEnglishprofessionaltalenttraininggoalsshouldbecombinedwithsocialneedsAndtheactuallocalmarketrequirementsandactualconditionmatching.CultivatingbusinessEnglishspecializedtalentedperson'sgoalistodevelopmorally,intellectuallyandphysically,havehigherideologicalandculturalqualitiesandtobegoodatEnglishcommunicationskills,businessoperationabilityandautonomouslearningabilityandtheinnovationability,abletodealwithinternationaltrade,internationalbusinessactivitiesforapplication-typetalents.BusinessEnglishcoursesTotrainmoreadaptedtothemarketneedsofbusinessEnglishtalents,makeitshavemorelivingspaceanddevelopmentspace,businessEnglishprofessionalcurriculumshouldundertakeadjustment,makeitmorescientificandmorerational.BusinessEnglishprofessionalcoursecanbedividedintothreemodules:Englishlanguageprofessionalfoundationcoursemodule:includingspeech,basicEnglishgrammar,Englishlistening.BusinessEnglishprofessionalcurriculummodules:businessEnglish,businessEnglishwriting,businessEnglishreading,businesstranslation,businessinterpretation,businessEnglishaudio-visual.Tradeprofessionalcurriculummodules:includinginternationaltradepractice,internationalmarketing,internationalmakeodd,interculturalbusinesscommunication,businessnegotiation,e-commerce.BusinessEnglishspecialtycoursefocusesontrainingistheinternationalbusinessactivitiesneedskills.BusinessEnglishcoursecoversthebasicprincipleandoperationbusiness.BusinessEnglishreadingincludebusinesscommonlyusedfilessuchasstatements,etc.ThecommercialEnglishwritingcoverstheoriginalEnglishbusinesscorrespondenceandpracticalEnglishwriting,businessEnglishtranslationandinterpretingtrainingcourseofbusinessisinbusinessactivitymeetingtranslation,negotiationtranslation,companyandproductintroductionsskills.BusinessEnglishprofessionalcoursemoduleSettingssothemoreeffectiveuseoftheteachinghoursandteachingresources,themorelimitsensurepersonneltraininggoalrealization.UndertheperspectiveofglobalizationtheimportaneeofinterculturalcommunicationcompeteneeUnderthebackgroundofglobalizationtoimproveEnglishteachinggoalistowillIanguageskillsintointerculturalcommunicationcompetenee.Interculturalconsciousness,reasonableculturalintroductoryandconstructcommunicationtypeteachingmodecanbeignored.TraditionalbusinessEnglishteachinginaccordaneewiththe"English,businessknowledge"andcausedbusinessculturetrainingandculturaleducationconsciousnessinadequate.EveninpracticebyunconsciouslynativeIanguagerules,communicationhabits,wayofthinkingandculturalbackgroundtoexpressideas,leadtocommunicatecommunicationmisunderstandings.IntheperspectiveofglobalizationinhowbusinessEnglishteachingstudents'interculturalcommunicativeabilitybecomenowadayscollegebusinessEnglishteachingisoneofthehottopicsdiscussed,alsobecomebusinessEnglishprofessionaltrainingmodereformgoal.UndertheglobalizationAngleofthecultivationofinterculturalcommunicationcompeteneeandbusinessEnglishteachingwiththerapiddevelopmentofChina'seconomyandChinaforeignexchangeactivities,thefrequenttravelabroadandlearningmoreandmore,andtohireforeignerswithforeignministerisbecomingmoreandmorecommon.Cross-culturalawarenessandinterculturalcommunicationcompeteneefortheseactivitieswillbeholdsuccessfullyplaystheinfluencecannotbeunderestimated.Businessactivityisakindofinterculturalcommunication.Countrieswithdifferentculturalbackground,ifyoudonotunderstandeachother'sculture,accordingtotheirownculturalexpressionmeaningtoactandwillcausetheculturalconflict,resultinginfailureofcommercialactivities.Thefollowinginbusinessnegotiations,forexampletoillustratetheroleofcultureinthecommercialactivity.Businessnegotiationistheimportantlinkofthebusinessactivitiesofitssuccess,andplayakeyrole.Thenegotiationsbothsidescomefromdifferentcountries,differentculturalbackground,ifpriordon'tunderstandeachother'scultureofinterculturalcommunication,nomeanandcross-culturalcommunicationability,perhapsbecausetinylinkdivergenee.Businessnegotiations,shouldbefamiliarwiththeothercountriesoftheculturalbackground,graspthecharacteristicsofnegotiatingparty,sointhenegotiationsintheinitiative.Businesscultureconsciousnesstraining[4]InbusinessEnglishteaching,someEnglishteachersonlytotaketheIanguageknowledgeandskills,whileignoringthebusinessculture,Ianguageandculturetointervenedisjointed.AndbusinessEnglisheverylinkofallinvoIvedChineseandwesterncultureinthediffereneeoftradepractice,ifneglectingtheproblem,canproducemanydifferences,makingthedealsuccessfully.Intheeconomicglobalizationtoday,businessEnglishtheultimategoalofteachingistocultivateunderstandinternationalbusinessrules,grasptheothernationsoftheworldculturecharacteristictalents,andcancrossculturalbarriers,avoidculturalconflict,istheinternationalbusinessactivitiescanbethekeytodevelopsmoothly.Therefore,inbusinessEnglishteachingstrengthenbusinesscultureconsciousnesstraininghasbeenmentionedmoreandmoreimportantposition.BusinessEnglishinbusinesscultureCultureisdeeplyrootedinIanguage,languagecontainsrichculturalfactors.Differentnationalitiesofdifferentcountriestraditionalcustoms,etiquettebusinessdifferencesbetweenhabitsetc.InEnglishandChineseIanguageandculture,somebusinessEnglishwordsandChinesereferredtoonthesurfaceconsistent,butmeaningisdifferent.ThisistheIanguageculturaldifferences.[5][8]TheculturalphenomenonofbusinessEnglishDifferentnationalitieshavedifferentfordifferentvaluesinthebusinessculture,orientation,differentcountrieshavedifferentcustoms,differentetiquettehabits,etc.Forexample,Chinesecompanybusinesspersonnelmeetforeignoftenacigarette.InChina,totheguestsandsmokeissaidpoliteandfriendly,andinforeigncountries,especiallytheEuropeanandAmericancountries,manypeopleopposedtosmoke,insteadisclodhoppingexpression.Belikeagain,differentnationalrulesalsodifferentgifts.InBritaincustomershaveadinnerwithyou,takeagifttobeunnecessary.Ifyouwanttotakewine,priortoaskownerslikewhatwine,thisjustappropriate.InJapan,however,onthecontrary,whenyouwereinvitedtodinneratthehome,youaretoopoliteWithoutgiftsandwillbethinkrash,ifprioraskneedwhattosendgift,youwillbeconsideredrude[6].SuchculturalphenomenoninbusinessEnglisheverywhere.BusinesscultureconsciousnesstrainingCollegeofbusinessEnglishteachersmustrenewtheteachingconcept,teachingguideline,clearthetaskofbusinessEnglishteachingistocultivateindifferentbusinessenvironment,theculturalbackgroundofforeignbusinesstalentcommunication;Emphasisculturalfactorsinforeignbusinessactivities,theimportantroleofthetargetIanguagecultureconsciousnesstrainingasoneofthegoalsoftheteachingandstudying.Teachersmustkeeplearning,andconstantlyimprovetheirculturalliteracy,makeoneselfhasstrongpurposeIanguagebusinesscultureconsciousness,toEnglishnation'spoliticalsystem,legalsystem,businessenvironment,managementconcept,modeofoperation,businessconceptsamorecomprehensiveunderstanding,sotheycanbetterhelpstudentsunderstandtheEnglishnationalbusinessculture,familiarwiththenativecultureandpurposeIanguagedifferences.BusinessEnglishteachingtaskandteachingsituation,requestmuststrengthenbusinesscultureteaching,improvestudents'businesscultureconsciousness」npracticalteachingprocess,businessEnglishteachersmustconsiderfromonthecultureteachingcontentsandteachingmethods,thebusinessandculturalknowledgetoinfiltratetheIanguageknowledgeskilllearning,cultivatestudentsinbusinesscultureconsciousnessorliteracy,thebusinesscultureinterventionandbusinesscultureconsciousnesscultivationandbusinessEnglishIanguagelearningunified,madeitssupplementeachother,promoteeachother.TheIanguageteacherexceptimpartingprofessionalknowledgeand,stillshouldcultivatestudents'socialculturalability,letthemaprofoundunderstandingofthedifferencesbetweenChineseandwesternculturaltradition.LecturesrealIanguagematerials,combiningtohisstudentswesterncountries,introduction,callIanguagevisit,banquets,farewellsocialinteractionandculturalfactors,imperceptibletoimproveIanguageformforthecorrectnessofthestudents,payattentiontotheapplicationofIanguage,thusgraduallyappropriatenessacross-culturalsensitivity.Teachingmethodsshouldreflecttheflexibility,interestanddiversity.Forexample,withthescenarioalternatelytask-basedteachingmethodofcommunicativeteaching,cognitive,stimulatesthestudenttostudytheinterest,thedevelopmentofcreativethinking,andcultivatetheirindependentthinkingandproblem-solvingability.[7]Tosumup,businessandculturalfactorsseepagei