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本文是一篇商务英语教学论文，笔者认为 POA法是提高学生阅读能力的有效方法。基于POA的各种活动可以有效地让学生参与阅读过程，帮助他们提高阅读水平。实验表明，基于POA的教学方法可以提高学生的BEC阅读能力。前测结果表明，英语阅读能力与英语阅读能力基本相同。但在后测结果中，EC和CC有显著差异。因此，基于POA的教学测试是影响测试的重要因素。它对学生的能力起到了积极的作用，促进了学生能力的发展。
Chapter 1 Introduction

1.1Research Background

In recent years, vocational education has developed rapidly. At present, vocationaleducation in our country emphasizes ability training, wit emphasis on training operational andapplied abilities. For students majoring in business English, can they better apply English as atool in foreign business activities only by improving their communication skills? Professionalforeign language communication skills include listening, speaking, reading, writing,translation, and other professional practical foreign language skills. This means that most ofthe time devoted to professional teaching is dedicated to improving these skills. Improvingstudents' reading skills and reading ability would occupy most of the teaching hours inbusiness English reading teaching class. Influenced by the characteristics of reading coursesand assessment methods, teachers' teaching thinking is easily restricted, and classroomactivities still focus on reading and doing a lot of exercises, leading to a dull classroomatmosphere in reading classes. In addition, business English reading materials are professionaland challenging.

In traditional teaching, as the teaching link of interpreting the teaching target content, itis almost the same teaching flow line mode. The design of this model is to understand thegeneral idea of the article, using the method from pre-class introduction to fast reading. Next,analyze the structure of the text, explain the essential knowledge of the language, and finallysummarize the writing ideas and methods of the text. The teaching mode itself is reasonableand based, but this kind of rationality is gradually submerged in the actual teaching operation,making the class boring and monotonous. So teachers spend a lot of time explainingvocabulary, syntax, and morphology in class, while it still leads to a poor teaching effects.Thus, the students can’t produce total output well. So it is essential to improve their readingability and produce ability in effective ways.

1.2.Purpose of the Study

Although the theoretical framework of POA (Wen Qiufang, 2015) and implementationeffect of using POA in teaching English (Zhang Wenjuan,2015; Huang Zhen, 2015) isestablished, the implementation effect of using POA in business English reading in vocationalschool is not clearly understood. The majority of the researches have emphasized the teachingeffect of POA. The thesis about the POA teaching method has proved very effective inteaching practice, especially on the impact of writing, listening and speaking, and vocabularyacquisition skills. Few studies are related to the implementation of using POA in thesecondary vocational school. As a result, a limited amount of empirical data existed onimplementing POA in teaching business English reading in a vocational school. In order tofully master how the implementation of POA affects vocational school students’ businessEnglish reading learning, more practical studies are required.

With the characteristics of difficulty on business English reading, students are notenthusiastic about learning and have no clear purpose, which res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。