A Study On Business English Teaching Based On Motivation Theory

With the further development of psychological linguistics and language teaching research, learners’differences (including the understanding of knowledge, emotion, physical characterist ics, etc.) have drawn more and more researchers’attention. Researchers found that motivation is the key factors affecting language learners, thus its impact should not be neglected. In many of the foreign language learning motivation theory studies, the most influential one is Dornyei’s three level motivation theory. The theory studies from three levels:the language level, learners level and learning situation level. The theory measures and defines the influence of motivation for language learners in learning a foreign language. In general English field, a lot of theories and researches have confirmed the motivation effect for foreign language learners. However, in the field of English for Specific Purposes, more specifically in the field of Business English, related research is rare.Motivation and needs are closely related to each other. Some contents in motivation will be coincident with the needs. Only by fully understanding the learning motives and needs of Business English students, can Business English teachers effectively stimulate students’ motivation to learn and thus improve teaching effectiveness, promote the teaching level to better meet the society’s requirements for business English talents.This study aimed to investigate a group of foreign language learners, specifically the undergraduate Business English major students in a university. This thesis tries to survey Business English learners’learning motivation, learning needs. The survey results were analyzed, discussed and reviewed to provide the basis for business English teaching, to improve the efficiency of the learners, and provide some guidance for the teaching of Business English.The subjects of the study are140Business English undergraduate students,10teachers. The research is in the form of questionnaires and interviews. The research methods are quantitative and qualitative analysis. The results show that:Business English students have integrative motivation and instrumental motivation, and instrumental motivation plays a leading role. As for the unique needs of Business English learning, the main purpose is to learn Business English for future employment. In terms of learning approach, students prefer interactive and practical classroom activities, such as simulation and role-play. With respect to the use of textbooks, students prefer the original version textbooks, and they hope that teachers spend less time on textbooks but teach more practical knowledge. Regarding to the current practice training conditions of the institutions, learners suggest multimedia teaching. Business English teachers generally lack experience in business practices, but the students expect that Business English teachers have a higher level of English, business knowledge as well as practice teaching ability.Analyses show that Business English teaching and student learning needs do not match, and the motivation of students cannot be stimulated. Only through understanding the students’ motivation and needs, can the teachers improve teaching, and better stimulate students’ motivation, improve learning outcomes. Business English teaching should focus on practical teaching to enhance students’business English practice skills. Teachers should continuously improve their operational capacity, constantly enhance the business knowledge, and raise the level of practice teaching.