英语论文网

s many special textual types. The unitorganization of most BE textbooks is usually based on grammar and situation; however,a few BE textbooks organize their units according to genres.

1.2 Research Objective
The research objective of this paper is to analyze and evaluate business Englishtextbooks from three dimensions which include the needs analysis perspective, theperspective of textbook designing and evaluation criteria, and the genre perspective.The needs analysis is the theoretical basis of ESP teaching. Firstly, this paper tries toreveal the connection of classroom teaching and society, and the distance betweentextbook and application through analyzing and evaluating business English textbooksfrom the needs analysis perspective. Secondly, the paper evaluates the quality of thepresent business English textbooks from the perspective of the textbook designingcriteria. Then we can give some proper suggestions to improve the quality of presentbusiness English textbooks. Thirdly, we can analyze and evaluate business Englishtextbooks from the genre-based teaching perspective. Business English involves manyspoken and written genres, such as negotiation, contract, and business documents. Wecan explore the distance between genres used and genres covered in BE textbooks.

Chapter Two Theoretical Foundation

This Chapter demonstrates a theoretical overview of genre-based pedagogy, needsanalysis, business English textbook designing criteria.

2.1 Genre-based Pedagogy
The main task of this section takes on reviewing the studies of Genre-basedPedagogy. Martin (2009) found out that genre-based pedagogy is related with twotraditional schools: Systemic Functional Linguists of Sydney School and ESPapproach.

2.1.1 Genre-based Pedagogy in Systemic Functional Approach
In genre-based pedagogy informed by Systemic Functional Linguists of SydneySchool, students are apprenticed into reading and writing academic texts by exploringhow: (1) field constructs ideas (e.g., everyday versus disciplinary conceptions ofphenomena and events); (2) tenor enacts relationships (e.g., differences of familiarityand status); (3) mode manages and organizes the flow of information depending onwhether interactions take place orally, in writing, or through computer-mediatedmodes.

Chapter Three Research Design.......... 24-26
    3.1 Research Questions......... 24
    3.2 Research Method......... 24-25
        3.2.1 Sample BE Textbooks......... 24-25
        3.2.2 Questionnaire Design......... 25
        3.2.3 Interview Design......... 25
    3.3 Data Analysis......... 25-26
Chapter Four Multi-Dimensional Analysis .........26-63
    4.1 BE Textbooks from the Needs Analysis Perspective......... 26-37
        4.1.1 Target Communication and Target Needs......... 27-31
        4.1.2 Business Needs VS. Textbook Acquisition......... 31-36
        4.1.3 Suggestions for Improvement .........36-37
    4.2 BE Textbooks from the Genre-based Teaching Perspective......... 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。