Analyzing the Cultivation of Cultural Awareness of Business English Students商务英语专业毕业论文.doc

《Analyzing the Cultivation of Cultural Awareness of Business English Students商务英语专业毕业论文.doc》由会员分享，可在线阅读，更多相关《Analyzing the Cultivation of Cultural Awareness of Business English Students商务英语专业毕业论文.doc（13页珍藏版）》请在淘文阁 - 分享文档赚钱的网站上搜索。

1、Analyzing the Cultivation of Cultural Awareness of Business English Students IntroductionSince the reform and open policy of China, entering World Trade Organization in particular, foreign trade enterprises spring quite quickly. At this moment, multi-talented persons who understand foreign trade pro

2、cess and master English are urgently needed. It is known that foreign trade enterprises stream into China to open up markets. English is the world-wide official language for communication. However, many people meet obstacles and barriers when communicating with foreign businessmen. One of the import

3、ant reasons is the weakness of the cultural awareness. In the staffs eyes, they can be fluent in expressing themselves and can pour out words in a steady flow. However, foreigners just treat them as English speakers without culture or English illiterates who just can speak English. With regard to th

4、is phenomenon, this article will analyze the current teaching mode of business English major among Chinese universities and bring to light that graduates of business English majors could not be in line with enterprises, and the phenomenon of the poor cultural awareness is badly serious. At last, it

5、is suggested that changing teaching method and the cooperation between universities and enterprises are of great importance in cultivating the cultural awareness in business English learning. Cultivating the cultural awareness of the business English majors is put forward by a lot of Chinese scholar

6、s. Take the following cases for examples. Chen Bangguo and Ke Qunsheng has put forward that it is of great importance that during the process of teaching cultivation of the business cultural awareness should be taken into consideration. Li Taizhi also shares the same opinion as Chen Bangguo and Ke Q

7、unsheng. Li Taizhi has proposed definitely that cultivating the healthy business culture can benefit the learning of business English. These researches have indicated that the cultivation of the business cultural awareness is of great signifance. While none of the findings indicate the implement of

8、the school-enterprise cooperation in the education of business English. This paper will select the research methods such as introspective reflection, retrospective recall, case study. Thus it can prove the importance of the cultural awareness and put forward that the educators, the students and the

9、enterprises have the responsibility of the cultivation of the business cultural awareness. At last, the implement of the school-enterprise cooperation can benefit the three partsthe school, the students and the enterprise.The current English cultivating modes in Chinese universitiesTraditional stand

10、ard university education pays excessive attention to textism and lacks the business awareness. School education centralizes texts and examinations and has a long way to marketism.School cultivating modes can be concluded into the following situations: (a) Professional-based, English, supplemented. C

11、urriculum is based on professional courses. Only in the high stage, “foreign trade readings” or similar professional courses are set up to help students improve their English reading skills in writing. The amount of these courses is generally very few hours. (b) Mainly in English, supplemented by pr

12、ofessional. This kind of major is always linguistic major or literature, setting up few curriculums. Students have a small range of knowledge. Although students have a very good English skill, they are short of professional skills. (c) Both major and English are taken into consideration. This kind o

13、f major is called international business English major, whose curriculum is set up as the following three levels. (1) Basic English curriculum, including basic English listening, speaking, writing, translating, English and American literature, linguistic and literature knowledge. (2) International b

14、usiness English core curriculum, including business English listening, speaking, writing and translating, cultural communication. (3) International business English professional curriculum. From the above introduction, foreign trade-related training courses, however, seldom pay attention to the cult

15、ivation of cultural awareness, which is usually an instance of cultural exchange programs, but a minor course. This English + Business model misleads students to make a mistake or understanding that if they could speak English, they know how to apply business knowledge to practice smoothly. However,

16、 in practice, because of the lack or weakness of cultural awareness, many graduates with good academic results who are deeply into the work would meet a great deal of communication difficulties and may cause the failure of business at last. The reason why such cases happen is not due to the language

17、 factors, but mainly the lack of cultural competence. They will unconsciously use native language rules, communication habits, cultural backgrounds and ways of thinking to express ideas. Owing to different cross-cultural factors, the collision occurred. Thus the misunderstandings and conflicts somet

18、imes can affect the commercial success of the negotiations. Solution to this phenomenon3.1 Teachers and the cultivation of business cultural awarenessThe task of teaching business English and teaching situation calls for teachers to strengthen business and cultural teaching and enhance student aware

19、ness of the business culture. Business English educators must consider the cultural level of teaching content and teaching essentials, the commercial and cultural knowledge into skill training in the common sense to speak, to the education of business and cultural awareness or literacy protg, the bu

20、siness culture and business culture in awareness education for learning to speak English and business contacts together, so that complement each other. 3.1.1 The guiding principle of Teaching and improve their quality of educators University teaching business English teachers must update the concept

21、 of thought in the teaching guide. A clear business mission is to cultivate English talents by teaching business in a different environment, culture and communication and emphasize cultural factors which play an important role in the foreign business activities and treat cultural awareness training

22、of the target language as a teaching and learning goal. Teachers must keep on learning and improve their literacy, so that they have a strong cultural awareness of the target language, English-speaking countries political system, legal system, business environment, management philosophy, management

23、style and business concepts, which should be understood more comprehensively, so as to better help students to understand the business culture of English-speaking countries, familiar with the native culture and the target languages and cultural differences. Professional skill of teachers needs impro

24、ving continuously. The level of business and professional knowledge largely influences and determines the level of the students, so it is of great significance for educators to enrich and improve the level of business and professional knowledge. Teachers should foster a sense of urgency and responsi

25、bility, or there must be no progress, no Features for students to win the fierce sense of competition for talents. Trading a wide range of business activities, the only thing teachers can do is expand their knowledge, enhance business enrich professional knowledge and train students as genuine talen

26、ts. ESP teachers should be multi-disciplinary learning, while business English teachers need to improve not only the standard of English, but also be active in learning foreign trade and business knowledge. In addition, teachers can look for opportunities to participate in foreign trade business act

27、ivities, from practice, gain experience, enrich and improve their professional standards, have personal experience. Thus this will be more convincing and relevant in the process of teaching.3.1.2 The teaching process, the specific cultural awareness training to enhance business cultureIn the process

28、 of teaching, business English teachers should consider the cultural dimension of teaching content and teaching methods; business and cultural knowledge penetrate into the knowledge of the language learning skills, inculcate cultural awareness to students or the literacy business during the process

29、of teaching, and combine the business culture of involvement with business cultural awareness. Immersive in business English to practice extra-curricular learning, teachers can take students to multinational companies to visit corporate to observe the business meetings, participate in overseas educa

30、tion exhibitions, trade fairs internships. Through on-site, students feel stimulated to foreign language environment, have more occasions to communicate with foreigners among the Western countries and can experience the business culture. Students can be enhanced by osmosis type of nurturing environm

31、ent to achieve understanding of Western culture, by strong cross-cultural awareness purposes. This is first asked teachers themselves have a strong cross-cultural awareness in order to guide the students. On the basis of daily life for the phenomenon of Western culture, such as news, entertainment a

32、nd Western culture through the media appear, especially for coastal areas and can watch local television broadcasts in English, consciously concerned to watch, naturally gradually into the consciousness of Western and Chinese cultural background, produced naturally in the minds of contrast, the form

33、ation characteristics of both the awareness of two cultures. 3.1.2.1 Cross-cultural awareness into classroom teaching, focusing on cultural teaching In addition, the language teachers should take the responsibility of teaching the necessary knowledge and expertise, but also the social and cultural c

34、apacity of students. So they understand the profound differences between traditional Chinese and Western cultures. Lectures should be combined with authentic materials, to teach students the cultural factors in Western countries such as address forms, presentations, visits, dinner, and bid farewell

35、in the social interaction, depicting a form of language to help students improve their accuracy, attention to language usage appropriateness, thereby gradually to obtain cross-cultural sensitivity. 3.1.2.2 Student-centered teaching, communication skills training Teaching Business English teachers mu

36、st break the mouthpiece of the dreary situation, show the characteristics of business English communication and reflect the flexibility of teaching methods, fun and diversity. For example, alternating with situational approach, task-based approach, cognitive approach and other communicative approach

37、 to stimulate students interest in learning, develop creative thinking, and develop their independent thinking and problem solving skills. 3.2 Students and the cultivation of the business awarenessBusiness English is English for Specific Purposes in the specific areas compared with ordinary English;

38、 it has a clear learning objective, learning content and communication requirements. As English for Specific Purposes, Business English contains a wealth of business culture, including traditions and customs of different countries, business and business etiquette habits. Intercultural Communication

39、is the word translated from English intercultural communication, also known as cross-cultural communication refers to the different cultural backgrounds of communication between individuals, that is, between people from different cultural backgrounds. Interacts occur. Therefore, we in business Engli

40、sh learning students to promote awareness of cross-cultural communication, such as a better grasp of language and foreign language knowledge of the language; knowledge structure, such as the common-sense knowledge; strategic sense, as a good psychological quality and can the use of a variety of soci

41、al situations awareness of verbal and nonverbal skills; use of consciousness, mainly referring to in a timely manner using a variety of language forms of consciousness; behavior awareness, refers to the use of language when communicating with the exotic intellectuals demonstrated appropriate languag

42、e and nonverbal behavior awareness and so on.Business English students themselves must be fully aware of the importance of cultural awareness training. In Business English learning process, they can take a variety of channels to improve their cultural awareness and cultural awareness training.3.2.1

43、Full use of library resources Library possesses the extensive resources; students can use the spare time to study under many of books. In the library, among these books written in English, there is a large deal of books written to show different countries customs, literature and some other things ab

44、out English-speaking countries. Students should make the most use of the library. Only doing this can students learn the most and improve themselves without going abroad or without many foreigners to communicate.3.2.2 Full use of Internet resourcesChannels of commercial culture are to understand the

45、 English language learners than ever before and feel the wave of the English language and culture is much more intense and widespread. Business Website can provide the latest business information and business dynamics, learners simply click on the British and American sites where are easy access to

46、authentic English, brought about by the experience of English culture, the understanding of all aspects of American society: education, history, customs, current events, leisure and more. At the same time there are many E- products, such as email, e-commerce, e-business, e-learning. This fast and co

47、nvenient way to make people feel the culture of American society can be seen in the student environment; cultural differences continue to impact the conflict. Then, cross-cultural awareness training can play in the adjustment of which must guide the role. Through the above channels, audio-visual con

48、tact can accept a large number of audio-visual materials, and business English topics can greatly enrich our business English language and culture, to broaden our vision and deepen cultural sensitivity for the business, and develop a healthy business culture.3.3 Enterprise and the cultivation of the

49、 cultural awarenessCompanies need basic comprehensive compound talents of high quality and strong skills However, they have to change ideas and should share the responsibility that they play an important role in cultivating the cultural awareness and achieve zero-docking between the universities and the enterprises. Thus, they can select talents quite easily. There are many examples in recent years to put forward the strategy of School-enterprise cooperation. Take the following cases fo