A Study On Business Chinese Learners’ Learning Needs And Teaching Status

With the continuous growth of China’s economy and Yiwu’s reputation as the world’s largest commodity market,the number of foreign business people is increasing,and "Business Chinese" is gradually becoming a popular major.In this paper,we used a combination of questionnaires,interviews and text analysis to investigate business Chinese learners and teachers at Yiwu Z Vocational Technical College based on demand analysis theory(Hutchinson & Waters,2002).The survey found that the collective characteristics of business Chinese learners in this school are: a large age difference and an imbalance in the ratio of men to women;mainly from Arab countries,followed by African countries;mostly with entrepreneurial business experience and no relevant Chinese learning background;strong listening and speaking ability,but weak reading and writing ability.At the same time,influenced by the characteristics of regional entrepreneurship,learners take learning business knowledge as the motivating factor,obtaining a study visa as the actual demand,and successful business employment as the ultimate goal.From the analysis of the questionnaire results,it is concluded that learners of business Chinese in this school have the following learning needs in terms of curriculum,teaching materials,teachers and teaching methods: in terms of curriculum,learners have a greater demand for "specialized business knowledge" and hope that more courses on business application will be offered,such as courses on the interpretation of laws and regulations related to entrepreneurship;they hope that They hope that the teaching will focus on Chinese language knowledge in the early stage and specialized business knowledge in the later stage.In terms of teaching materials,the learners hope that the teaching materials will be suitable for their current learning situation and will not be out of step with the current situation;business cases should be current,new and practical.In terms of teachers,learners have a high demand for the business knowledge reserve of full-time teachers of business Chinese.In terms of teaching methods,learners hope that a combination of online and offline teaching methods can be used to improve learning efficiency.Combining with the interview results,we can see that the current situation of teaching business Chinese in this school has problems such as the lack of practicality in the professional curriculum,the disconnectedness and lag of the teaching materials,the relatively arbitrary appointment of teachers,the lack of diversified teaching methods,and the relatively loose assessment of students.Combining the learning needs of learners,this paper puts forward corresponding suggestions.In terms of curriculum,the curriculum should be reasonably planned according to business knowledge,graded teaching should be carried out according to the learning situation,high-quality courses should be created by grasping local characteristics,and diversified teaching methods should be adopted for different students;in terms of teaching materials,core teaching materials should be selected according to the actual learning situation,and online resources should be innovatively used in line with the development of the times;in terms of teachers,full-time teachers should learn business knowledge and strengthen their core literacy,and colleges should enhance the teaching force and standardize the part-time teachers;in terms of teachers,full-time teachers should learn business knowledge and strengthen their core literacy.In terms of teaching,innovative teaching methods should be adopted,novel models should be explored,and media resources should be used to consolidate basic teaching;in terms of management,the entrance threshold should be raised,the college should play a supervisory role,the promotion conditions should be strictly controlled,and the learning atmosphere should be built.We hope that the above study can serve as a brick to draw inspiration for other universities to teach business Chinese.