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roficiency. The study specified its research objectives into therelationship between students' business English learning habits and learning interest,leaning motivation and learning interest, gender and business English proficiency andET and Business English sub-item proficiency .

Chapter 2 Literature Review

From the middle of the last century, Experiential Teaching has been widelyIapplied in education in western countries at every level and now it has formed a matureand systematic teaching system, while exploration and research on ExperientialTeaching in China just began from 1990s. The following is a brief introduction of thecurrent research situations of experiential teaching and current business Englishteaching.

2.1 Definitions of Experience and Experiential Teaching
To understand "experience" correctly is the key to research Experiential Teaching.So it is very necessary to explore the definitions of experience and ExperientialTeaching first. Many western and Chinese scholars mentioned or discussed theconcepts before.The concept did not exist in the 18^^ century and it was until the 1970s thatthe "Erlebnis" distinguished from the "Erleben". Wilhelm Dilthey(1833-1911)，aGerman philosopher was the first to mention “experience” as a concept.Hans-Georg Gadamer (1900-2002)，another German philosopher, once elaboratedthe "experience" in his Wahrheit und Methode, published in 1960.In China "experience" semantically came from Huainanzi. "...so the holywill experience it by their physical body..." and “Xunzi. Intoxication”“…experiencing the real needs and requirements from the people makes a manof virtue …”(Ocean Dictionary，1999)In Modern Chinese Dictionary, "experience" refers to “Get to know thesurrounding things by personal experience." iPei Tina (1998) believed that experience was one's feeling for desire and Iwants; Zhang Hua (1999) considered experience as a kind of value orientationthat experience was super-experience, which developed from one's mentalworld, combining the ego, nature and society systematically; Shen Jian (2001)suggest that experience was subject's inner synchronic experiencing andproving of knowledge, emotion, intentions and practices, starting from thestudents' two educational dimensions: subject's accepting participation andexperiencing participation. Ma Lina (2007) held that experience was in theunification of process and result and Yang Sigeng (2005) believed thatexperience is emotional and meaningful activities based on real experiencingand understanding of surrounding things.
It is generally acknowledged by the domestic scholars that the keywords forExperience Teaching (ET) are experience, practice, and environment. Zhao Xiaohui(2008) believed that ET was a kind of teaching method, by which teachers let studentsexperience new things and experience again the past experience throughcarefiilly-designed teaching activities and guided them to exam their own experience,to accumulate positive experience, to gain an intuitional and transparent conceptionand to reconstruct their mentality. Xin Jixiang (2003) defined ET as a teachingphilosophy, which was more than a teaching method or mode. Humanity concerningwas the core of the whole ET philosophy. Guo Jia (2005) and Qu Xinyi (2006) bothargued that ET was a teaching method, but from different aspects. Guo focused 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。