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yment-oriented Teaching Mode....19
3.4.3 The Second-round Survey.....25
Chapter Four Results and Discussion ........26
4.1 Results of the First Survey .........26
4.2 Situation of Business English Teaching before.......34
4.2.1 Analysis of Students' English Learning ........35
4.2.2 Analysis of Students’ Knowledge about BE .......38
4.2.3 Analysis of the Curriculum of Business English Major........40
4.3 Results of Employment-oriented Teaching Mode ....42
4.4 Summary ......47
Chapter Five Conclusion....49

Chapter Four Results and Discussion

4.1 Results of the First Survey
In the question 1, the reasons for choosing BE major are analyzed like this: 59students choose the major for personal interest, 24 students for better employmentafter graduation, 14 students for continuing studying English and 4 are for parents’choice. From this question we can see 58.4% of students choose BE for their owninterests and they can have internal motivation. The results can be clearly shown inTable 4.1. Questions 3 and 4 concern about the specific learning targets and skills. 53students are interested in social communication and 48 students want to improvecomprehensive English language ability. 18 students focus on telephonecommunication and 22 students want to improve English listening and speaking. Theauthor also interviews these students to probe into deeper reasons. Students have agood knowledge of future job acquirements. They have joined a few job fairs andlearnt a lot from their teachers and graduates. Most jobs require a high level ofEnglish, while speaking and listening ability are their weakness and also what toimprove eagerly.
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Conclusion

With the high-speed development of China’s economy, more and more businessEnglish talents are in great demand. There have been many related researches at homeand abroad about business English teaching. It is very necessary to know about theneeds of market, students, teachers and graduates. This thesis is conducted on thebasis of needs analysis theory, designing four questionnaires and two interviewsrespectively for BE senior students, teachers, graduates and HR managers. Accordingto the analysis of the investigation, an employment-oriented teaching mode ofbusiness English was proposed in Foreign Language Department of Jinan VocationalCollege from the following aspects:According to the documents of teaching reform in Jinan Vocational College, at thesame time of breaking the subject-centered curriculum system, the author advised toreorganize curriculum structure, to renew teaching content, and to establish the coursesystem, taking occupation comprehensive ability as the center. Practical teachingmethodology was adopted into teaching which mainly include demonstration teaching,case teaching, unit practice training exercises, simulation practice in school,extracurricular practice and social investigation. Teachers were asked to take part incompiling new materials in accordance with the requirements of enterprises,instructing students to finish the teaching task in the training position.
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Reference (omitted)

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