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/>         3.6.2 Direct Phase........... 66-67
        3.6.3 Indirect Phase........... 67-69
    3.7 A Sample Teaching ...........69-80
    3.8 Data Collection........... 80-81
    3.9 Data Processing ...........81-83
Chapter 4 Data Analysis and Discussion...........83-108
    4.1 The Result of the Pre-test and Its Analysis........... 83
    4.2 The Results of the Questionnaires and Its Analysis........... 83-97
    4.3 The Result of the Classroom Observation ........... 97-98
    4.4 The Result of the Interview and Its Analysis...........98-101
    4.5 The Result of the Business Imitation Test and Its Analysis...........101-102
    4.6 Discussion ...........102-108
Chapter 5 Findings,Implication and Suggestions........... 108-114
    5.1 Summary of Major Findings ...........108-111
    5.2 Implications ...........111-112
5.3 Suggestions for Future Orientations........... 112-114

Conclusion

As is known to us, business English has been rapidly gainingincreasing popularity in China, taking the form of business Englishcourses or Business English Major. As the integration of business andEnglish language, it focuses not only on English language but also onbusiness. To Business English Major in higher vocational colleges,business English serves as the working language to bridge the languagegap among international businessmen with the final purpose of achievingbusiness goals, namely, BinE. Therefore, business English is thepreliminary phase of BinE, and business English should be treated as atype of international business skill, which needs more practical work.CBI features dual development of language and content and has beenproven highly effective in many empirical studies in western countriesand in China. So, CBI naturally meets the requirements of BusinessEnglish Major in higher vocational colleges, also featuring dualdevelopment of language and vocational content. Since CBI involvestasks, CBI and TBT can also integrated into the teaching of BusinessEnglish Major in higher vocational colleges. Thus, LCTV proposed inthis study is reasonable and workable.
Following the obtained research results of CBI, TBT and professional teaching, the author designed and implemented this study. The final resultof the research suggests that LCTV is a very effective approach andmethod to improve professional ability of Business English Majors inhigher vocational colleges. It greatly interests and motivates students. Itgreatly makes up for the lack of practical work for Business EnglishMajors in higher vocational colleges. It greatly improves students'international business skills accompanied by improvement of businessEnglish language. It greatly helps students get an insight into their futurecareer life. But LCTV has higher demands for teachers, so teachersshould pay close attention to their self development. The author givessome practical suggestions, including balancing language and content,designing meaningful and interesting vocational tasks to promote activelearning, using performance assessment for evaluating task results, anddesigning different tasks for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。