Investigation On The Obstacles Of Oral English Output Of Business

Nowadays,the global business environment is developing rapidly,international exchanges are becoming more frequent,and the scope of communication is becoming more and more extensive.As a universal language for communication in the world,English has always occupied a place on the international stage,but it can no longer meet the language requirements of the rapidly changing society.It is developing in a diversified direction,and business English was born.In daily communication and business activities,reading and writing skills account for 30%,while listening and speaking skills account for up to 70%.This shows the importance of “understanding” and “speaking” in language learning.Through educational practice,it is found that the majority of secondary vocational students’ oral English ability is not enough to fluently express their wishes.Only a few students can carry out simple communication,and many students still cannot complete the foreign-related tasks in their work,such as business negotiation,foreign trade documentary,correspondence reply,etc.The teaching focus of some secondary vocational business English teachers has long been biased towards students’ reading ability and vocabulary mastery,and less training for listening and speaking skills.This will lead to the phenomenon of “dumb English” for learners,who dare not speak English,their oral ability is stagnant,and even obstacles appear,causing secondary vocational business English teaching to fall into a certain predicament.Therefore,as a secondary vocational business English teacher,it is necessary to create a good language environment for students,stimulate their interests in learning,adopt appropriate teaching methods,and break the barriers to oral output.This research is guided by the input-output hypothesis,the language block theory,and the training objectives of business English majors in secondary vocational schools.Taking C Vocational School in Guizhou Province(the author’s internship school),Z Vocational School in Sichuan Province,and X Vocational School in Jilin Province as the research objects,through classroom observation method,questionnaire survey and interview to investigate the oral output obstacles of business English majors in secondary vocational schools.This article finds that the current vocational business English majors do have oral output barriers,which are mainly manifested as language barriers and non-verbal barriers;among them,students’ mental state(such as anxiety,inferiority complex,timidity,etc.),learning attitude and knowledge reserve level,cultural differences,mother tongue interference,lack of a real language environment,teachers’ teaching styles and questioning methods will all become obstacles to students’ oral output.Through “linguistic block” teaching,oral APP teaching,multi-mode teaching,creating a good language environment and other methods,we hope to promote the development of students’ oral ability and improve the methods of business English oral teaching.Encourage students to practice in a real business environment,enhance language confidence,stimulate interest in learning,and improve professionalism and comprehensive ability.