Business English Reading Teaching Research

In the last two decades, business English has attracted increasing interest andawareness and become one of the most developed ESP. And China is playing aleading role in world economy and market, so there is an urgent need for qualifiedbusiness English majors to bridge the gap of intercultural communication or businessnegotiation in foreign companies in the daily new globalization phase. Traditionalbusiness English reading course relies too much on fixed teaching material, and theteaching method is also out-of-date. Students are forced to learn in a passive andunhappy way. While proper use of encouragement and identification can increase thestudents’ confidence to motivate their learning potential and accept the effectiveinformation in an active and happy way. The research of second language acquisitionhas important implication to both foreign language learning and teaching.Traditionally speaking, language learning is actually a process from input to outputand it is affected by different factors mentioned in the five hypotheses. To put SLAtheories research results into daily practice of business English reading course iswin-win to both learners and teachers to meet the demand of modern business world.Three chapters make up the basic structure of the thesis besides the introduction.In the introduction part, Krashen’s five hypotheses and Swain’s output together withpeople’s doubts and suspicions about the theories are briefly discussed. How to putthese results into daily practice and how to realize from input to intake in businessEnglish reading teaching are superficially introduced. The present situation andproblems of business English teaching is also mentioned with the launching of theapplication of the five hypotheses in business English reading teaching from aspectsof teaching material, teaching method and tests.Chapter1is the proposal of "effective input" and "effective output". In thischapter, a comparison is made between the traditional linear procedure of secondlanguage learning and the new procedure. How to realize changes from "input" to"effective input" and those from "output" to "effective output" is the core of this part.To highlight the specific application of this transfer in business English reading teaching, essential factors are discussed, such as the option and supervision of input,self-correction and teachers’ monitoring of output.Chapter2evaluates the new proposed teaching method and the traditionalteaching mode. It lists the characteristics of business English reading teaching in an ITenvironment, research design and methodology, and the implementation of theexperiment. The pre test and post test are also introduced in this chapter. The groupingbasis of arrangement of the experiment class is suggested. It also has descriptionsabout the demonstration of a typical teaching procedure of one class in the experimentgroup and the comparison of the teacher and the learner’s roles in the two contrastclasses.Chapter3is about results and discussions. Test papers used in the pretest andposttest are analyzed and evaluated from aspects of validity and reliability. By SPSS,the scores taken by students in the two tests are thoroughly and scientifically analyzedand compared. Frequencies analysis and comparisons between scores of different testsof different students are convincing enough to prove the significance of the newteaching methodology. By Excel, the questionnaire taken among students from theexperiment class is analyzed and presented in a visible and direct way.The last part of this chapter goes to the conclusion, summarizing and evaluatingthe advantages and disadvantages of the new method proposed in this experiment. Itsimplications to future teaching are also mentioned to direct future research in thisfield.