Analysis of Business English teaching

Abstract: This paper describes the development of Business English teaching and background of the characteristics of business English and business English teaching and English language teaching the difference between ordinary and put forward some constructive and feasible ways of teaching.
Introduction 20 years of reform and opening up of China's rapid economic development and gradual integration into the world economy 20 years, China joined the World Trade Organization is an important milestone in this process, will further promote China's economic integration with the world economy and integration. The trend of increasing economic globalization and the urgent need for us to cultivate a large number of proficiency in foreign languages, knowledge of business knowledge, familiar with international business environment, good at cross-cultural communication in international-type, compound talents. The success of such personnel training involves many aspects and factors, which are essential to business English teaching. I will the development of Business English teaching and background characteristics of business English, business English and general English in teaching the difference, and how to effectively conduct business in English teaching in discussions. 1, business development and prospects of English language teaching business English, business English belongs to category (ESP), the same as with other English language teaching, business English teaching also need to have a needs analysis, outlines the development, curriculum, teaching materials selection process. However, unlike other types of industry, compared to English language teaching, Business English, pay more attention to the communicative function of language. As early as the late 60s in the last century and the early 70s, special word used as a distinction between Business English and general English watershed. J. Firth 1971, prepared by the B ritish B ank ing a book that is well reflected this characteristic. Teaching Business English teaching materials will be an early focus on a particular industry-specific terms, the matching exercises are also conducted on these terms, but the students ignored the overall knowledge and understanding of the curriculum, but also ignored the students in a real environment the ability to apply knowledge of those languages , entirely on paper, there is no real combat training, so that language skills can not be used in practical work. 1972, prepared by the BBC's Eng lish for B usiness a book come out. The material began to focus on business in the context of English listening, speaking, reading and writing skills training, particularly in the training of listening comprehension, sentence structure, training, topic of training, dialogue and drills, as well as the role of simulation training has done very well. The book mainly uses the structure of language listening training methods, and for business English teaching has opened a new path. The mid-70s of last century to 80 years, teaching business English and general English language teaching, are beginning to increasingly focusing on the function of language. The main representative there Functioning in Business (Knowlesand B ailey, 1987). The tutorial in the lower level provides students with a hearing training for business meetings, the company plans, product introduction, a working lunch and other business activities such as these listed a large number of examples for imitation. After the training of listening comprehension, oral language Peiyoudaliang functional training, including requests (quotations, supply) and agreed (price, payment method, delivery time), to clarify the (information, subject of the claim), and the role of simulation training activities. Since the last century since the 80's, business English teaching, there has been a new development, more emphasis on students in real situations of language proficiency. This teaching concept in the Business Objectives (V icki Ho llett, 1991) a book has been fully manifested. This tutorial mainly focus on communication skills area to start a lot of language practice activities. Second, the characteristics of business English, as English, a functional variant of the use of Business English in the language has its own distinctive feature, mainly in the following areas: (a) the purpose of business English and strong. The purpose of business English is to understand and become familiar with international business rules and operating procedures in order to successfully carry out all kinds of business communication, such as business meetings, telephone, fax, E-mail, as well as negotiations. The language is to achieve the most effective vehicle for that purpose, successful use of business English will bring satisfactory results. (B) Business English language form, vocabulary and content are closely related and professional. In other words, business English, or by the host to express the business theory and business practice areas such as information (Zhang Xin-hong, 2002). (3) Business English terms easy to understand, formal specification, a brief to convey his ideas. The general nature of the terms used internationally to ensure that for the general public to understand. (D) Business English in the statement of things and convey information is often specific, not vague and should guard against general and abstract. For example, Business English, do not say 'We wish to confirm our orderNo.103 dispatched lastMonday.' And say 'W e con2firm our order No.103 of Dec.20, 2004.' Because the former vague and broad, the latter clarity . 3, Business English and general English in teaching business English from the difference between General English, and in plain English-based. Therefore, the Business English General English language has both features, but also business knowledge and English complex, has its uniqueness. M ark Ellis and Christine Johnson in their book of Teach ing B usiness Eng lish a detailed description of the book Business English and general English in the teaching of similarity and difference, the author summarized it as follows (see Table 1). Table 1 Business English and general English teaching similarities and differences of the project General English Business English needs analysis assessment of companies, jobs and demand for workers to determine the language level required for the job. Assess the student's language level. Language standards of evaluation forms used formal tests or interviews. Use of diagnostic tests or interviews, mainly used for streaming of students. The course syllabus provides a clear teaching objectives and programs; special programs in need of special outline determined by the selected materials. Broader framework, including the scope of the term, various genre (literature, general books, entertainment, news, etc.). Course Objectives objective setting in line with the needs analysis and, based on work or learning process required in the language, tasks, skills required to be clearly defined. Any examinations, verified program has its own pre-defined goals. However, the students themselves have their own objectives: the interest in culture, to travel abroad or emigrate, or feel that language skills will help job-seekers and so on. Project Business English General English students are often expected of students targeted, expected success, because business people are usually for efficiency, quality, and high expectations of professional ethics. Students may also want to make progress, but in the school, within the rigid time frame, they are often less likely to set specific goals for themselves. Various types of publications, teaching materials, audio materials, video materials can be used for business English teaching. When these materials can not meet some special needs, teachers need to develop, collect and prepare special courses teaching room for a great selection of ready-made teaching materials, teachers need to develop educational materials in general. Many teaching methods, learning tasks and activities with the general English language teaching roughly the same. In particular, teaching sentence structure, vocabulary, especially with regard to communication such as English language. Characters commonly used in the simulation of teaching business English and general English teaching, but their language and the language in which scenes of a big difference. Business English teaching and also learn from management training approach, using problem solving, decision-making type, team-based and task-based and other teaching methods. General English classroom teaching methods used by a very wide, and many teaching activities focus on how to make learning more fun to design. Due to lack of specific needs, teaching methods, diversification becomes more important purpose is to stimulate student interest in learning and make it continue. Performance evaluation in the formal examination, mainly written, oral two kinds. In an informal assessment, focused on assessing the success of language skills, testing students in the scenario set up, the expression is accurate and appropriate. Mainly used regular tests, including written tests, oral. Written on the accuracy of grammar, involving the scope of vocabulary and proper usage of scoring. Assessment criteria include oral fluency, pronunciation is standard and common communication capabilities. 4, effective business English teaching several measures (a) a needs analysis and to establish teaching objectives demand is the foundation to do anything, with the demand, will determine the work of the objectives, needs goal is to increase the driving force to do things. The meaning of the needs of the community, including students demand and market demand. Therefore, prior to conducting business English teaching, teachers should do a detailed survey analysis, to understand why students selected this course, in this course, in which they want to learn what their expectations are. At the same time teachers should also be thoroughly social and market survey to find out what kind of business English language skills in order to meet employer standards. In view of the information provided requirements analysis, teachers, develop educational programs, establish training objectives and design of teaching plans and teaching content. (B) the design of teaching content and selection of suitable materials as business English and general English, there are large differences between, in determining the choice of teaching contents and teaching materials shall be based on the characteristics of business English, focusing on its authenticity, relevance, practicality and operable. Taking into consideration the language itself can be analyzed and its comprehensive, teaching content should be considered forward-looking. So, what kind of teaching content and teaching materials in order to meet the outline established by the request? Teachers from the following aspects to be considered: (1) the teaching materials in line with the students learning needs and language standards? (2) whether the subject material highlights ? (3) the credibility of how the subject matter? (4) whether there are matching with the textbooks tape, video, etc.? (5) whether there is an open language drill activities? (6) whether there is supporting expansion of language skills practice? (7 ) teaching materials and learning tasks is fun? In addition, the teachers choice of teaching content can be achieved through the following two ways: (1) from the ready-made materials in the select, adapt and integrate existing educational materials. Aims to meet the needs of students choose the actual teaching content and teaching, reflecting people-oriented, emphasizing personalized teaching philosophy. (2) self-compiled teaching materials. The purpose is to compensate for lack of readily available materials. Teachers, according to market demand and the employing unit standards, and creativity to develop school-based teaching materials, supplementary teaching content, and the material more relevant and targeted. The scope of selection of books related to materials outside of, but also including English newspapers and magazines, professional literature, audiovisual materials, corporate documents, annual reports, annual plans, product information, company profile, fax, letters, financial reports, product user survey reports, memoranda , professional contract as well as customs, banking, taxation, commodity inspection and other related materials. (C) Since the implementation of teaching business English has its unique functional role of classroom teaching should focus on the performance of students in language ability. 11 Teachers should create a good classroom atmosphere, so that the true language of communication can be implemented and continued to deepen. This means that teachers themselves must have the following three kinds of personal skills or qualities: (1) he must have outgoing personality, likes contact with different types of people. Able to students who are not good at communication as a challenge, rather than the burden. (2) He must be a good negotiator. (3) He must be interested in a variety of business activities, and a slight foot. Because motivation and inspire students to learn tap the potential for them to learn the best way I can be the teacher that students are most concerned about the various disciplines in the teaching of organic integrated. If teachers are cheerful, approachable, self-esteem of students is likely to double, feeling nervous. Drill the students language skills in the process, teachers should never interrupt the students to correct their mistakes, it will not only affect the smooth conduct of the whole language communication, but will also discourage students self-esteem. In other words, teachers should be tolerant, to make students feel safe psychologically (emo2tionally secure), so as to give full play to their initiative. 21, need to establish a good team of co-operation mechanism (group dy2nam ics). Students learn from each other, and working together to face difficulties and together solve the problem. In the process of cooperation, the students bring a variety of classroom activities as training opportunities to improve language skills, rather than to test their own language means terrible. 31 in Business English teaching and learning process, we must always deal with the relationship between input and output (input: enter the target language, and related information. Output: Language skills training and expanding opportunities). If the teachers have to spend a lot of time to introduce and explain the long list of words and phrases to explain the phenomenon of meticulous grammar and sentence structure, and drilling time will be significantly reduced. It should be emphasized that, in Business English teaching, we enter the overall teaching time is only a small part of a lot of time applied to the output. Because the purpose of learning is to improve language fluency and rapid response time of more drilling will help the formation of this ability. 41 Teachers should implement task-based teaching. Business English teaching should focus on the practical work of students in the future be faced with the tasks carried out simulation training, and extend them as well. The simulated training missions may include: (1) require students to describe one or two products of a company's performance or compare the two different products; (2) require students to play with our business partners, describe the first meeting of the scene; ( 3) require students to simulate holding a business meeting or business negotiations. In the arrangement task, teachers should make students aware of the contents of each task, scenarios, role, how should the expression, activity goals to be achieved. The simulated training missions to be closely related to the future work with the students. 51 teachers in response to expression of students timely feedback assessment. Feedback should be learning task as a whole, teachers should first consider whether a student is making effective communication, these exchanges is easy to understand, whether they try to clear up misconceptions, the way in exchange norms. Only by grasping these principles, teachers may identify those that may affect the language of communication errors. Conversely, if the blind pursuit of language teachers, the accuracy of, and constantly interfere with student exchanges, it will make the exchange can not be carried out smoothly, and dampen the enthusiasm of students. V. Conclusion With the Business English teaching toward diversity, it demands more and more teachers. Teachers should further study the characteristics of business English, and around its functional characteristics of bold innovation, and continually explore and progress, to fully activate the classroom teaching mechanisms to continually enhance the effectiveness of classroom teaching, to be closer to the needs of students, more in line with the community reality, making it play a greater role.
References:
[1] J.Firth.B ritish B ank ing [M]. London: Cassell, 1971.
[2] Know les

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