文档介绍：该【2025年analyzingthecultivationofculturalawarenessofbusinessenglishstudents商务英语专业毕业设计论文 】是由【读书之乐】上传分享，文档一共【14】页，该文档可以免费在线阅读，需要了解更多关于【2025年analyzingthecultivationofculturalawarenessofbusinessenglishstudents商务英语专业毕业设计论文 】的内容，可以使用淘豆网的站内搜索功能，选择自己适合的文档，以下文字是截取该文章内的部分文字，如需要获得完整电子版，请下载此文档到您的设备，方便您编辑和打印。Analyzing the Cultivation of Cultural Awareness of Business English Students
Ⅰ Introduction
Since the reform and open policy of China, entering World Trade Organization in particular, foreign trade enterprises spring quite quickly. At this moment, multi-talented persons who understand foreign trade process and master English are urgently needed. It is known that foreign trade enterprises stream into China to open up markets. English is the world-wide official language for communication. However, many people meet obstacles and barriers when communicating with foreign businessmen. One of the important reasons is the weakness of the cultural awareness. In the staff’s eyes, they can be fluent in expressing themselves and can pour out words in a steady flow. However, foreigners just treat them as English speakers without culture or English illiterates who just can speak English. With regard to this phenomenon, this article will analyze the current teaching mode of business English major among Chinese universities and bring to light that graduates of business English majors could not be in line with enterprises, and the phenomenon of the poor cultural awareness is badly serious. At last, it is suggested that changing teaching method and the cooperation between universities and enterprises are of great importance in cultivating the cultural awareness in business English learning.
Cultivating the cultural awareness of the business English majors is put forward by a lot of Chinese scholars. Take the following cases for examples. Chen Bangguo and Ke Qunsheng has put forward that it is of great importance that during the process of teaching cultivation of the business cultural awareness should be taken into consideration. Li Taizhi also shares the same opinion as Chen Bangguo and Ke Qunsheng. Li Taizhi has proposed definitely that cultivating the healthy business culture can benefit the learning of business English. These researches have indicated that the cultivation of the business cultural awareness is of great signifance. While none of the findings indicate the implement of the school-enterprise cooperation in the education of business English.
This paper will select the research methods such as introspective reflection, retrospective recall, case study. Thus it can prove the importance of the cultural awareness and put forward that the educators, the students and the enterprises have the responsibility of the cultivation of the business cultural awareness. At last, the implement of the school-enterprise cooperation can benefit the three parts—the school, the students and the enterprise.
ⅡThe current English cultivating modes in Chinese universities
Traditional standard university education pays excessive attention to textism and lacks the business awareness. School education centralizes texts and examinations and has a long way to marketism.
School cultivating modes can be concluded into the following situations: (a) Professional-based, English, supplemented. Curriculum is based on professional courses. Only in the high stage, “foreign trade readings” or similar professional courses are set up to help students improve their English reading skills in writing. The amount of these courses is generally very few hours. (b) Mainly in English, supplemented by professional. This kind of major is always linguistic major or literature, setting up few curriculums. Students have a small range of knowledge. Although students have a very good English skill, they are short of professional skills. (c) Both major and English are taken into consideration. This kind of major is called international business English major, whose curriculum is set up as the following three levels. (1) Basic English curriculum, including basic English listening, speaking, writing, translating, English and American literature, linguistic and literature knowledge. (2) International business English core curriculum, including business English listening, speaking, writing and translating, cultural communication. (3) International business
English professional curriculum. From the above introduction, foreign trade-related training courses, however, seldom pay attention to the cultivation of cultural awareness, which is usually an instance of cultural exchange programs, but a minor course. This "English + Business" model misleads students to make a mistake or understanding that if they could speak English, they know how to apply business knowledge to practice smoothly. However, in practice, because of the lack or weakness of cultural awareness, many graduates with good academic results who are deeply into the work would meet a great deal of communication difficulties and may cause the failure of business at last. The reason why such cases happen is not due to the language factors, but mainly the lack of cultural competence. They will unconsciously use native language rules, communication habits, cultural backgrounds and ways of thinking to express ideas. Owing to different cross-cultural factors, the collision occurred. Thus the misunderstandings and conflicts sometimes can affect the commercial success of the negotiations.
Ⅲ Solution to this phenomenon
Teachers and the cultivation of business cultural awareness
The task of teaching business English and teaching situation calls for teachers to strengthen business and cultural teaching and enhance student awareness of the business culture. Business English educators must consider the cultural level of teaching content and teaching essentials, the commercial and cultural knowledge into skill training in the common sense to speak, to the education of business and cultural awareness or literacy protégé, the business culture and business culture in awareness education for learning to speak English and business contacts together, so that complement each other.
The guiding principle of Teaching and improve their quality of educators
University teaching business English teachers must update the concept of thought in the teaching guide. A clear business mission is to cultivate English talents by teaching business in a different environment, culture and communication and emphasize cultural factors which play an important role in the foreign business activities and treat cultural awareness training of the target language as a teaching and learning goal.
Teachers must keep on learning and improve their literacy, so that they have a strong cultural awareness of the target language, English-speaking countries' political system, legal system, business environment, management philosophy, management style and business concepts, which should be understood more comprehensively, so as to better help students to understand the business culture of English-speaking countries, familiar with the native culture and the target language’s and cultural differences.
Professional skill of teachers needs improving continuously. The level of business and professional knowledge largely influences and determines the level of the students, so it is of great significance for educators to enrich and improve the level of business and professional knowledge. Teachers should foster a sense of urgency and responsibility, or there must be no progress, no Features for students to win the fierce sense of competition for talents. Trading a wide range of business activities, the only thing teachers can do is expand their knowledge, enhance business enrich professional knowledge and train students as genuine talents. ESP teachers should be multi-disciplinary learning, while business English teachers need to improve not only the standard of English, but also be active in learning foreign trade and business knowledge. In addition, teachers can look for opportunities to participate in foreign trade business activities, from practice, gain experience, enrich and improve their professional standards, have personal experience. Thus this will be more convincing and relevant in the process of teaching.
The teaching process, the specific cultural awareness training to enhance business culture
In the process of teaching, business English teachers should consider the cultural dimension of teaching content and teaching methods; business and cultural knowledge penetrate into the knowledge of the language learning skills, inculcate cultural awareness to students or the literacy business during the process of teaching, and combine the business culture of involvement with business cultural awareness.
Immersive in business English to practice extra-curricular learning, teachers can take students to multinational companies to visit corporate to observe the business meetings, participate in overseas education exhibitions, trade fairs internships. Through on-site, students feel stimulated to foreign language environment, have more occasions to communicate with foreigners among the Western countries and can experience the business culture. Students can be enhanced by osmosis type of nurturing environment to achieve understanding of Western culture, by strong cross-cultural awareness purposes. This is first asked teachers themselves have a strong cross-cultural awareness in order to guide the students. On the basis of daily life for the phenomenon of Western culture, such as news, entertainment and Western culture through the media appear, especially for coastal areas and can watch local television broadcasts in English, consciously concerned to watch, naturally gradually into the consciousness of Western and Chinese cultural background, produced naturally in the minds of contrast, the formation characteristics of both the awareness of two cultures.
Cross-cultural awareness into classroom teaching, focusing on cultural teaching
In addition, the language teachers should take the responsibility of teaching the necessary knowledge and expertise, but also the social and cultural capacity of students. So they understand the profound differences between traditional Chinese and Western cultures. Lectures should be combined with authentic materials, to teach students the cultural factors in Western countries such as address forms, presentations, visits, dinner, and bid farewell in the social interaction, depicting a form of language to help students improve their accuracy, attention to language usage appropriateness, thereby gradually to obtain cross-cultural sensitivity.
Student-centered teaching, communication skills training
Teaching Business English teachers must break the "mouthpiece" of the dreary situation, show the characteristics of business English communication and reflect the flexibility of teaching methods, fun and diversity. For example, alternating with situational approach, task-based approach, cognitive approach and other communicative approach to stimulate student’s interest in learning, develop creative thinking, and develop their independent thinking and problem solving skills.
Students and the cultivation of the business awareness
Business English is English for Specific Purposes in the specific areas compared with ordinary English; it has a clear learning objective, learning content and communication requirements. As English for Specific Purposes, Business English contains a wealth of business culture, including traditions and customs of different countries, business and business etiquette habits. "Intercultural Communication" is the word translated from English intercultural communication, also known as cross-cultural communication refers to the different cultural backgrounds of communication between individuals, that is, between people from different cultural backgrounds. Interacts occur. Therefore, we in business English learning students to promote awareness of cross-cultural communication, such as a better grasp of language and foreign language knowledge of the language; knowledge structure, such as the common-sense