【作者】 杨梅；

【导师】 胡健；

【作者基本信息】 安徽大学 ， 英语语言文学， 2012， 硕士

【摘要】 中国入世以来,国民经济取得了快速发展的同时也对高校商务人才的培养不断提出了更高要求。当前的商务英语教学理论和实践多服务于英语专业教学的,实践研究表明,研究经贸类非英语专业学生的商务英语教学模式同样具有重要的现实意义。“体验教学”是一种以学习者为中心的教学模式,强调通过个人体验,获得抽象概念,理解领悟所得,并将抽象概念及经验所得运用到新体验当中的教学模式。本文研究的非英语专业学生商务英语的体验教学模式,正是将商务英语融入传统的体验教学模式。本研究对高校商务英语教学采用的体验教学模式的概念,理论基础及相关研究进行了详细论述,指出体验教学作为商务英语的教学模式有其理论依据和研究基础,然后对设计了一次“基于体验教学的商务英语教学”的教学实验,旨在提高学生的商务英语学习兴趣和语言综合运用能力。本文以100名非英语专业大三同学作为研究对象,设置两个研究问题及两个子问题：1.体验教学能否增强国贸非英语专业学生商务英语学习兴趣?(1).学生的学习习惯是否能提高商务英语学习兴趣?(2).学生的学习动机是否能提高商务英语学习兴趣?2.体验教学能否有效提高国贸非英语专业学生商务英语成绩?(1).性别是否和非英语国贸专业学生商务英语成绩提高幅度相关?(2).在各分项商务英语成绩,如口语,听力,阅读,写作各项中,哪些在商务英语教学中提高的更为明显?在研究工具方面,作者分别采用了实验前后两次问卷调查,两次商务英语综合水平测试和一次访谈的手段进行研究。两次问卷调查题目都涉及了学生个人信息,学生对商务英语学习的兴趣,动机等情感因素,学生真实的当前的商务英语学习状况的询问,以及对学校商务英语的教学的期望和意见,对非英语专业学生商务英语的学习现状作了调查与分析,初步得出结论体验教学对学生商务英语学习兴趣有明显的增强作用。针对第二问题,作者进一步设计了商务英语体验教学实验,实验前后分别进行了两次商务英语水平综合测试,进一步得出结论：体验教学模式能够有效地提高学生的商务英语综合成绩,实验班男生在试验过后的测试中进步更大,各分项能力测试中,商务英语体验教学对口语和听力促进更显著。测试结束后,作者又随机从实验班学生中随机挑选20名学生进行访谈,进一步验证了实验的结论,体验教学模式确实较好地增强了学生的学习兴趣,并有效地帮助他们提高商务英语综合水平,这一教学模式不仅丰富了商务英语这门特殊用途英语的教学实践和理论,也更是对大学英语的英语教学的做了一次勇敢的尝试。作者对实验得出的结论深入地进行了多维度的结果讨论与反思,指出学生学习兴趣的增强与新的商务英语教学理念,新的教学模式和教学中师生的角色的转变有很大关联,而对于实验班级学生商务英语成绩显著提高。更多还原

【Abstract】 Since China’s entry to WTO, national economy’s rapid development is playing a higher demand on high-level international business talents for the colleges. However, the current Business teaching theories and practices are mainly designed for the English majors. Actually, It is of same great significance to explore the International trading majors’business English teaching.Experiential teaching is a kind of teaching mode in which one gets to know the surrounding things by personal experiencing, conceptualizing, understanding and examining. Therefore, this thesis discusses the experiential teaching for non-English majors’business English teaching, aiming to prove that Experiential Teaching (ET) model is a very effective teaching mode to improve learners’business English learning interests and overall business proficiency.To be specific, this study aims to answer the following questions:1. Can ET increase the interests of non-English International trading majors’ Business English learning?(1) Can Learning habits be relevant to learners’interest under ET?(2) Can learning motivation affect learners’interest under ET?2. Can Experiential Teaching can effectively improve non-English International trading majors’Business English proficiency?(1) Is gender relevant to the students’business English comprehensive level improvement?(2) Among the four basic skills:speaking, listening, reading, and writing. Experiential Teaching can increase which items more evidently?The experimental subjects were100International trading major junior students. Two questionnaires and two business English proficiency tests before and after the experiment and one interview after the experiment were adopted respectively to collect research data. The two questionnaires were conducted before and after the experiment respectively, covering students’personal information, business English learning interests, learning motivation, and the real situation for students’current business English learning. It proved that ET was very helpful to improve students’ Business English learning interests. After the pre-questionnaire. a specified teaching experiment was designed, conducting two business proficiency tests before and after the experiment. We gained that ET can effectively improve non-English majors’overall business English proficiency, a) Gender was an influential factor to affect the students’business English comprehensive level? b) Among the four sub-items:speaking, listening, reading, and writing, students’ listening, speaking, writing could be more evidently improved through ET. The last interview of20students after the experiment further testified the conclusions.This thesis discusses experiential teaching from a multi-latitude to point that the non-English majors’students business English learning interests increase is closely related to the students learning motivation, teaching methods and teachers and students’roles.更多还原