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ondecoding the teaching principles and applied and testified them constantly in practices，while Qu held that the essence of Experience was experiencing different aspects oflife for real and first hand emotions and feelings.

Chapter 3 Methodology........... 30-41
    3.1 Research Questions.........30
    32 Research Subjects......... 30-31
    3.3 Research Instruments......... 31-34
        3.3.1 Questionnaires......... 31-32
        3.3.2 Pre-test and Post-test......... 32-33
        3.3.3 Interview .........33-34
    3.4 Experimental Treatment......... 34-39
    3.5 Data Collection and Analysis Procedures .........39-40
    3.6 Summary .........40-41
Chapter 4 Results and Discussion.........41-54
    4.1 Non—English Major Students'Interest......... 41-48
        4.1.1 ET and Students'Interest......... 41-43
        4.1.2 Learning Habits and Students'Interest.........43-44
        4.1.3 Learning M0tivation and Students'Interest......... 44-45
        4.1.4 IterviewAnalvsis on Students'Interests .........45-48
    4.2 Students'Business English Proficiency .........48-53
    4.3 Summary......... 53-54
Chapter 5 Conclusion and LimitatiOn......... 54-58
    5.1 MajorFindings ofthe Study......... 54
    5.2 Implications ofthe Study .........54-56
5.3 Limitations and Suggestions......... 56-58

Conclusion

The application of ET in business English teaching or other ESP courses' stillhave some limitations and the following are some recommendations for fartherresearches: first, all of the subjects came from two classes of Suzhou UniversityInternational majors and the total number was 100，which is too limited to berepresentative. To make the experimental results more convincing, further studies couldemploy more subjects from different college backgrounds to test the effect of the ETmodel. Second, the study lasted from September 5th and December 21st ? 2011.Sixteenweeks were too short to study such a complex subject. If the experimental period in thefuture researches can be lengthened to a longer period, the results could be morecompelling and persuasive.
The study is of certain limitations, but still is a very beneficial attempt andsupplement in the foreign language teaching for the non-English majors. It can be a goodexample to improve the current ESP teaching in many college English teaching.Additionally, the study has been proved as a beneficial supplement to the traditionalEnglish majors' Business English teaching and the current non-English major's Englishteaching. As far as the study was concerned, the experiential teaching changed thetraditional knowledge-centered teaching, problem-solving teaching and task-basedmulti-cooperation teaching. The ET inspired students' Business English learning interestsand improved their comprehensive Business English proficiency. Under ET model, thetheory evaluation is comb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。