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One of the major consequences of the current phase of economic globalization has been the emergence of English as the leading lingua franca of international business (Ku & Zussman, 2010). According to National Bureau Statistics, as gross import and export trade reached the peak of more than 39 trillion yuan in 2021, China’s multilateral trade collaboration with other countries continues to be more closely. It was reported that about 65% of the jobs in coastal cross-border e-commerce enterprises whose occupations comprise foreign trade salesman, vouching clerk, secretary, customs declarer, translators, etc., were in line with Business English (BE) major (Li, 2015), which has intensified demand for courses of various kinds in BE. It was reported that the talents of cross-border e-commerce are in severe shortage, especially the sales and marketing experts (Liu, 2016). Therefore, the cultivation of compound talents who can use English proficiently to engage in global e-commerce is of great significance for BE major.

商务英语论文怎么写

It is widely recognized that BE should actually adopt effective teaching approach on the basis of individual and social needs. A proper needs analysis (NA) can “lead to courses designed to ensure that students will learn precisely what they need” (Serafini et al., 2015). In the history of NA, some of the traditional units of analysis have been lexical items or grammatical structures, which have tended to be based on the intuitions of teachers or linguists rather than empirical, evidence-based studies using different sources of information (Long, 2015). Most language faculty are not experts in specialized domains and thus are not likely to know what real-world tasks their students need to be able to accomplish in the target profession. Therefore, these approaches to NA rarely prepare learners for the actual performance of real-life tasks.

1.2 Research purpose

In BE, a branch of English for Specific Purposes (ESP), identifying needs is an integral part of curriculum development. Given the flourishing state of BE (Chan & Frendo, 2014), it is reasonable to believe that a great many needs analyses (Huh, 2006; Evans, 2010, 2013; Mancho-Bares & Llurda, 2013) have been conducted to inform the design of a wide variety of BE courses in different parts of the world. However, needs analyses related to BE published in the last two decades mostly had some methodological weaknesses, including a lack of detailed explanation of sampling procedure, a lack of use of multiple sources and multiple methods, and a lack of triangulation to interpret findings (Serafini et al., 2015). Methodological rigor in NA practice and reporting has become increasingly valued, and the NA procedures in TBLT developed by Serafini et al. (2015) was adopted by NA research for Foreign Service Officers (Hillman & Long, 2020) and summer study abroad program (Takehiro, 2019). Nevertheless, the task-based NA is less explored in BE domain, not to mention the methodological improvement of a NA procedure. For that, the objective of the study is not only to identify target tasks that foreign trade salesmen are 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。