Based on the theory of constructivism linguistics of Business English Training

Abstract: The Vocational and Technical Education is to develop production, construction, management and service work in the first line of moral, intellectual, physical, the United States, labor, all-round development of technology-based expertise, professional practical training in vocational education an important and indispensable part. Based on the author's own practical experience, from a linguistic point of construction in order to constructivist theory, to explore for Business English Training within the project
Capacity, the advantages and methods.
11 Introduction With the rapid development of the cause of China's foreign trade, China became a member of WTO, companies need a large number of qualified foreign trade personnel. This kind of technical proficiency in foreign trade business, are familiar with the relevant professional knowledge, but also need to master business English, so that pairs of large, secondary vocational schools train students in business English professionals also will be raised higher and more comprehensive requirements, The Professional Training is most important aspects of training. However, the current Business English Training to carry out situation is not very satisfactory. Therefore, the Business English Training must be based on the professional characteristics, combined with the latest business market trends to set up Training project, then the samples should be how to carry out their practical training in this profession do? This paper from a linguistic point of construction in order to construct Marxism as the theoretical basis for exploring the possibility of Business English Practical elements of the project, the advantages and methods. 21 Business English Training content and targeting analysis of 211 survey results, combined with the actual establishment of the project in establishing a Training Program Training prior to practical training for professional project content and form, the author of the school the second and third grade classes in Business English 119 conducted a survey of students, requiring students to visit a number of foreign trade sector or 'three-owned' business, according to the complete contents of the questionnaire to understand the situation and handed over to a 'Business English professionals survey the market demand'. Questionnaire are as follows: (1) you have visited the unit name: it belongs: A, foreign trade department or unit B ', 3 owned' enterprises (2) Based on your understanding of the employing unit's work in this professional capacity requirements, do you think Business English Practical Which of the following items should be in suitable? A, basic knowledge of business professionals (such as documents, contracts, etc.) B, foreign trade laws and regulations instance C, Business English, Oral D, Business English Writing E, Business English translation of F , business negotiation G, foreign etiquette H, International Finance I, others, such as: (3) In accordance with the actual situation, do you think of this profession to carry out practical training in whatever form should be more appropriate and more effective. (Optional number) A, teachers, teaching-based, student practice, supplemented by B, the students drilled the main, teachers, guided by C, the students contact their respective units or enterprises Training D, in-school practical training to carry out simulation E, small groups Training forms of cooperation to complete the project F, in order to display the form of a text or text content Training G, multimedia (such as audio and video recording, computers, networks, etc.) the creation of practical training scenarios simulate H, other forms, such as: statistical results table (a total of 119 students people, 114 valid questionnaires), students turned over the investigation report and the questionnaire results showed that: Training students to choose projects to 'basic knowledge of business professionals', 'Business English Spoken', 'business negotiations' and 'foreign etiquette' majority; most students Simulation Training in schools that is appropriate, but must be drilled mainly students and teachers for guidance, practical training should be flexible and diversified forms of activities (such as the Sub-Group to complete the creation of a multi-media business scenarios, make full use of network resources, etc.) ; same time, with the rapid economic development and China's accession to WTO, foreign trade departments and enterprises need to master business English, with the operational capabilities of foreign commerce, competent foreign affairs reception, business negotiation and translation, the Foreign Trade practical operation of the application-oriented talents. Business English at the school I set up a Business English Training Simulation Training, Business English speaking training, internet business negotiation simulation of practical training, business English writing and translation of training, business etiquette training, and special customs practices such as the six special Training Project and the organization of practical training of teachers to prepare teaching materials, the project brings special knowledge and practical training guidance, case studies, exercises, but also adding some related sites for students after-school reference, so that practical training is innovative, flexible and diversified forms to enhance the students ability to interact in English . 212 Business English Training content and targeting is a Business English Training Business English teaching important content, focusing on the depth of business English training, can make use of advanced multimedia tools and computer network technologies to common business of international business intensive training, business scenario simulation games, business role play and other forms of professional practical training to carry out its task is to use case modeling, scenario simulation, students practice and other forms, fully utilize network resources for the common business of international business such as: contract editing, trade system, a single, business English speaking, foreign etiquette, Internet, business negotiation, international business applications skills which focus on strengthening training, and this is undoubtedly the students took to the job before the 'specialist combat exercises'. While one can put some words is called 'Business English vocabulary,' but the majority of business English is used in the business context of English as a language, learning the ultimate goal is to communicate in business activities to improve English communicationSkills . Students in the language acquisition process, depends on the specific language environment, a few words to complete a communicative task; divorced from any specific language environment, a thousand words may not be able to complete a communicative task. Writer based on the theory of constructivism Linguistics Business English Training to carry out not only reflect on their professional characteristics, and even more flexibility, and practice their lively interaction. In practical training, the creation of an effective two-way interaction to promote business contacts between teaching and learning scenarios and English interaction scenarios, so that students theoretical knowledge in practical training in the sublimation, the ability to practical training in terms of growth. 31 Constructivism Constructivism linguistic theory (constructivism), its earliest proponents can be traced back to the Swiss Piaget (J1Piaget). Constructivism provides a traditional objectivism different learning theories. It is promoted under the guidance of the teacher, learner-centered learning. As the Chinese (1) A, foreign trade departments or units of 37.7% (43) B ', three-owned' companies and 62.3% (71) (2) A: the basics of business professionals (such as documents, contracts, etc.) 97.4% (111) B, an instance of foreign trade laws and regulations 18.4% (21) C, Business English Oral 100% (114) D, Business English Writing 59.7% (68) E, business English translation of 45.6% (52) F, business negotiation 78.1% (89) G, foreign etiquette 79.8% (91) H, the international financial 32.5% (37) I, other (one to fill out 'declaration practical training' majority) 53.5% (61 ) (3) A, teachers, teaching-based, student exercises, supplemented by 27.2% (30) B, the students drilled mainly guided by teachers, 73.7% (84) C, the students contact their respective units or 24.6% of enterprises in Training (28) D, to carry out simulated Training at school 71.1% (81) E, the form of cooperation in small groups to complete practical training projects 78.1% (89) F, in order to display the form of a text or text Training content 18.4% (21 persons ) G, a multi-media (such as audio and video recording, computers, networks, etc.) the creation of Simulations Training 76.3% (87) H, other forms of 36.8% (42) a saying: 'Teach One to fish, not as good as delegate to fish ', which stresses the teaching is to become a student and help the school. The teaching model can be summarized as follows: a student-centered, in the whole process of teaching by teachers from the organizers, mentors, helpers, and the role of facilitator, the use of scenarios. Collaboration, conversation and other elements of the learning environment of students into full play the initiative, enthusiasm and innovative spirit, and ultimately achieving students effectively to achieve what they have learned the meaning of the current construction purposes. Constructed from the perspective of language teaching students the practical use of language capabilities. Use of language must begin construction of dependent speech environment, select the destination from the language system materials, the flexibility to form words, so that the most appropriate way to complete communicative tasks. According to constructivist theory, linguistics, construction is a dynamic, through the actual language of communication, foreign language learners learn to use language system on the one hand the material construction of discourse, on the other from the discourse of learning a new language materials, and enrich its own language knowledge, and build his own master the language system (Wang-chun, 2002). Constructivism language teaching ideas, foreign language teaching mainly uses direct, comprehensive, imitating the method, taking into account comparison, analysis, and interpretation, the deduction method, which is available through the teaching materials and teacher to add a large number of words, so that students imitate, use, directly to learn speech. Therefore, this article is a Business English Training this as a theoretical basis, from the construction of Linguistics point of view 'Training Program established - the preparation of practical training materials - to carry out practical training project', using business scenarios to provide students with practical training in the improve the understanding of words, the ability to construct discourse, and have learned to use a professional language materials, dependent on the context, in verbal communication constantly build new professional language. 41 Based on constructivist theory, linguistics, the superiority of Business English Training Business English Training can make use of multimedia computer technology to provide meaningful learning environment construction, the project conducted primarily through multi-media computer technology to simulate business activities to the expertise of students and language skills training, and multimedia computers with a variety of features suited to achieve constructivist learning environment. Constructivism linguistics that language exists in the speech among speech is in the context of a specific task to complete communicative use of language, including language an active process and the resulting words. In this way, through the creation of multi-media network can be vivid, visual, image, close to practical learning scenarios, can effectively stimulate association, so that students can use their existing cognitive structures of the relevant knowledge and experience to the assimilation of new knowledge in the current study to give new knowledge in a certain sense. Training in the scenes of the creation of multimedia learning environment compared to extract the long-term memory of such knowledge, experience and created favorable conditions for appearance. Business English Training is the use of multimedia technology features and functions fully embodies the constructivist theory of guiding significance of linguistics: 'scenes' --- Constructivism emphasizes the creation of real-life linguistic theory, while the multi-media technology is precisely the creation of real scenarios the most effective tools. In Business English Training, the building is conducive to learners construct knowledge in Internet business scenarios, learning activities will be placed into the appropriate business environment, and from multiple angles and perspectives to provide students with opportunities to construct, the creation of a place the students learn from each other sharing . Multi-sensory stimulation for knowledge acquisition and conservation, stronger interaction is conducive to stimulate students interest in learning professional knowledge and understanding of the main role of the play. In which the students have, such as immersive feeling, training, international business application skills will have an immediate effect. 'Collaboration' and 'Conversation' --- the process of collaboration and conversation, mainly through language (and in some occasions also need to text) as the media, business practical training in spoken English training and Internet business simulation of negotiation is to have voice-enabled multi-media computer network in order to support, Net-meeting students can be better trained and master the trade, business processes spoken interaction, their participation in business communication at the same time, but also familiar with the production of foreign trade documents. 'Sense-making' --- meaning construction is to study purposes, it must rely on students to consciously take the initiative to complete. Training in multimedia technology as an interactive learning environment and can provide voice and facsimile in an integrated multi-sensory stimulation, and the mobilization of existing knowledge of students and provide problem-based learning, in the practical training to enable students to participate directly in the process of problem-solving , but also by hypertext organization and management of a variety of teaching methods of information and expertise, so that the students have learned about the significance of construction of the professional knowledge of the language is very beneficial. The relationship between the building as shown below: 51 Linguistics Theory of Constructivism in Business English Practical Application of 511 simulated business situations to determine the practical training learning task Constructivism linguistic theory that students rely on a certain context (that is, learn the language scenario) to achieve the significance of knowledge construction. Therefore, in practical training in business activities should be well-designed simulation scenarios, the use of multi-media network to show the students practical training projects were related to the information, video or computer animation and so on, causing the students attention and interest. By simulating business social, trade negotiations, business meetings and other scenes, the issue of practical training in the form of content presented to students, set learning tasks so that students have learned the professional knowledge to solve problems, students in the training of listening, speaking practical skills in English while also improving their level of trade, communication, and learn to master business English speaking and business negotiation skills. 512 independent exploration, self-learning in practical training process, not by the teacher should be direct and tell the students how to solve the problem, but by the teachers to provide students with the relevant clues to solve the problem. Students with problems, with the power of multimedia network, as well as the appropriate professional knowledge of teachers prompted to begin an independent, self-exploration of learning them through theoretical knowledge of the import and export trade documents and case information of 'collection - analysis - the use of' master the basic flow of trade, and participating in business communication at the same time, an independent documentary production and foreign trade, which has developed self-learning ability. 513 Consultative Group Interactive learning is also known as an interactive consultation dialogue interaction (conversationa linteraction), is continuing to occur among people conducted by social interaction. Dialogue, interaction is a kind of collaborative activities, involving interaction and interaction between both scenarios of the relationship between these three elements to establish. The two sides need each other to listen to each other to respond, which have occurred in certain scenarios being. Professional Training in Business English, the students formed their own team of 3-5, set up a 'simulated company' and each company in accordance with 'the establishment of trade relations (establish business rela2tions) - Inquiry (inquiry) - offer (offer) - is also set (counter-offer) - Consultation (consult / negotiate) - signed a contract (sign a contract) - Order (order) - confirm (confirm theorder) 'start the process to trade with each other. Students in a simulated combat training, small group interactive consultations, discussions, and thus familiar with the whole business of trade, also strengthened the business interactive spoken English, the final completion of what they have learned the meaning of business knowledge construction. A high level of language interactions can also be used twinning (Pair activi ties), discussion / problem-solving (Problem discussing / solving), and critical thinking (Critical thinking) and other forms. 514 Track Training process and impact evaluation was conducted in a timely manner for each stage of each project, practical training, the teacher organized the class to communicate summary, through the exchange of different points of view to supplement, amend, enhance each student's understanding of professional knowledge and understanding of ; in the collective process of learning and individual guidance, you can also build some good work carried out as a typical Comments on the results of student learning more accurate evaluation. At the same time, in order to ensure practical training effect, appraisal and evaluation program of practical training must be established to closely track the practical training process, timely evaluation of students in practical training effect. Evaluation, including self-assessment of individual students, groups of mutual evaluation and teacher evaluation of student professional practical training. Evaluation of the content focuses on: ① self-study analysis, the ability to solve practical problems; ② team collaboration and organizational skills; ③ Does the meaning of the completion of practical training expertise in construction. 61 Training should be noted that the problem in carrying out practical training projects, first of all teachers must give students a clear practical training objectives, a phased layout learning task, and to make Training effective and timely conclusion, regardless of the individual self-study or group collaborative learning, are must have a plan, step by step, assessment results. Training in the whole process, teachers should be to organize and guide our work. Secondly, we must create business scenarios as well as expertise in information collection and processing, the whole process is inseparable from the practical training multimedia computer network, to ensure that network devices with multimedia can the practical training proceed smoothly. However, the network resource rich and colorful, its combination of practical training must be carried out using the theme of choice and should be monitored, without the guidance and monitoring of teachers, those students with poor self-control will be online to attract a variety of information They will make use of learning time to find other resources, can not effectively complete the practical training of the learning task. In addition, the practical training requires students to try to use English in communication, especially in the group consultations, interactive learning, require students to use English to conduct business negotiations as far as possible so as to strengthen their ability to interact in English listening and speaking, but also exciting part of the negotiations can be taken into a video, or to organize the dialogue into a written form, as a practical training data archiving. 71 Conclusion ago, in the traditional English teaching, the students just a passive information 'consumers', that is, information is provided by teachers 'dumping' to students, the students actively participate in learning opportunities is very limited. Now, based on constructivist theory, linguistics, Business English Training, students in information processing, organizers, creators, is the active construction of knowledge, meaning persons; the same time, teachers should become active construction of meaning with the help of students who facilitators, as well as the practical training process, the organizers, instructors. In this 'situation created - provision of information - in consultation sessions - meaning construction' of the mode of practical training, students of the practical ability of exercise to strengthen and improve the professional level, so as to adapt to China's rapid development of foreign economic relations and trade.
[1] Breen, M1P1

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