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目标导向任务型教学理念在高专商务英语口语教学之应用 [2]

论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2014-08-11编辑:lgg点击率:2825

论文字数:36400论文编号:org201408051242086121语种:英语论文 English地区:中国价格:$ 66

关键词:目标导向任务型learning motivation商务英语口语教学高职院校

摘要:本文是商务英语论文,文章目的是研究把目标导向任务型教学法运用于高职商务英语口语教学中的有效性。The study is undertaken to study the effectiveness of applying Goal-oriented Task-based Approach (GOTBA) to the Teaching of Business Oral English (BOE) lesson inHVC.

and cultural awareness of social and businessbehavior.” Before we make clear what Business Oral English is and its importance, let’s reviewthe following basic fact: Oral English, namely speaking English is one of the mostimportant aspects of English. The others are listening, reading, writing and translating.The above five aspects which are generally regarded as the five major English skills areclosely connected with each other. However, they are not equally significant for learnerswho conducted business. Ellis & Johnson (1994) develop “a list of the performance skillswhich the majority of business learners need to acquire”.
………….


2.2 Studies on the Teaching Methods for the BOE Course
In the oral general English teaching, approaches as Communicative Approach (CA),Audio-lingual Method (ALM), Cognitive Approach, Situational Method, Case StudyTeaching Method and Task-based Language Teaching all take their effect and occupysome position in practices. Many of these approaches bring about effects on Business OralEnglish (BOE) teaching. Influenced by the oral teaching methods and the nature ofBusiness English, several particular teaching approaches have been developed in BOEteaching. Since Traditional “PPP” Teaching Method has dominated the Chinese Englishclass for decades, the author will firstly review the teaching model of it next. Traditional “PPP” Teaching Method is developed from communicative languageteaching mode in the 1970s. “PPP” language teaching is divided into the following threephases: presentation→ practice→ production. In the teaching process, The Teachersenable students to master knowledge through language presentation and then controlstudents to make assumed communication so to achieve the output of language(See Figure2.1).
……………


Chapter 3 Research Design.... 17
3.1 Research Questions .... 17
3.2 Research Subjects....... 17
3.3 Instruments ..... 18
3.3.1 Test Paper .... 18
3.3.2 Motivation Questionnaires ...... 20
3.3.3 Interviews .... 24
3.3.4 Statistical Software...... 24
3.4 Procedure of the Experiment ...... 24
3.5 Teaching Methods Adopted in the Control Class (CC) ………. 25
3.6 Summary .... 36
Chapter 4 Data Analysis and Discussion...... 38
4.1 Analysis of the Result of Pre-experiment....... 38
4.2 Analysis of the Result of Oral Test during the Experiment ....... 43
4.3 Analysis of the Result of Motivation Questionnaires... 50
4.4 Relationship of Motivation and Oral Test Result in the EC....... 57
4.5 Analysis of the Interview.... 59
4.6 Discussion of the Questions ....... 61
Chapter 5 Conclusion..... 64
5.1 Main Findings of the Study .... 64
5.2 Implications of the Study ....... 65
5.3 Limitations and Recommendation for the Further Study ....... 66


Chapter 4 Data Analysis and Discussion


4.1 Analysis of the Result of Pre-experiment
As referred in the previous chapter, all of the subjects in EC and CC were taken anoral test chosen from BOEC test paper (See Appendix I). The author collected the resultand analyzed the data with SPSS 19.0 software. The evaluation standard of BOEC iscomposed of the following five aspects: comprehension and response, tone of voice,vocabulary and grammar, interactive communication and论文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。

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