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论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2014-06-30编辑:lgg点击率:5054
论文字数:36200论文编号:org201406301048458485语种:英语 English地区:中国价格:$ 66
摘要:In recent years,researches of Business English disciplines positioning, curriculumdesign, teaching methods and teaching materials raise great concern. Nevertheless, theemployment situation of the Business English graduates is not optimistic.
Chapter Five Analysis of the Present Curriculum of Business English Majors and Some Countermeasures
5.1 Present Situation of National Business English Major Curriculum and Countermeasures
According to the statistics, there are more than 1000 universities which haveopened business English majors or oriented courses. Due to different guiding ideologiesof running universities and different levels of faculties, there are big differences ofcurriculum setting. It can be broadly divided into three modes.The first mode is the curriculum of English courses and business knowledge andskill courses (Chinese). This model is provided with a series of business knowledge andskill courses besides English, such as International Trade and Practice, BusinessNegotiation, Marketing, Economics, and Management Science. This type is the mainmode of China's college curriculum of business English majors. But due to differentrunning conditions of various institutions and levels of teachers, and the breadth anddepth of the opening of business knowledge and skills courses are also different. Thismode is designed to cultivate English talents with a little business knowledge.
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Conclusion
1) Most high grade students think Business English curriculum design needs to befurther improved. Because of the interest in business knowledge, it is generally believedthat courses of business skills should be strengthened. They also hope to have morepractice opportunities. For the humanities courses, they are considered to be reduced.Such courses can be conducted by students themselves or under the guidance of theteachers online, which is good for improving students' autonomous learning ability.
2) From the previous graduates’ point of view, the operational skills in work needto be enhanced. In addition, through the investigation of the frequency of their workf—with English communication in the business activities,it reveals that graduates often useEnglish in such business activities: writing e-mail, sending and receiving fax and letter,introducing product or project and business negotiation. Graduates feel difficult incommunication in such business activities (in descending order): business negotiation,attending meeting, writing reports, writing email, introducing product or project,sending and receiving letters and fax.
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Reference (omitted)