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A Study on Motivation and Needs of Business English Students

Author: ChangGenHua
Tutor: ZhangJinFan
School: University of Electronic Science and Technology
Course: Foreign Linguistics and Applied Linguistics
Keywords: Institutions of higher learning Business English Needs analysis Motivation
CLC: H319
Type: Master's thesis
Year: 2009
Downloads: 772
Quote: 0
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Abstract


With further research on language teaching and psycholinguistics, researchers began to focus on the learners individual differences (including the understanding of knowledge, emotional, physiological characteristics, etc.) and other studies, the motivation is regarded as the key factors affect language learning. Needs analysis is the first step in curriculum design. Education industry's demand for foreign language / Second Language analysis formed a relatively complete system. Its unique value in the curriculum, teaching materials, syllabus design, course evaluation, exam preparation and education policymakers fully unfolded. Motivation and demand is closely related to some of the motivation sometimes overlap and foreign language requirements. Only by understanding the motivations and needs of the students to learn business English teachers can effectively play an intermediary role to stimulate students' motivation to continue to improve the effectiveness of teaching, in order to better meet the social demand Business English professionals. The purpose of this study was to investigate institutions of higher learning business English professional learner motivation, learning needs, and the talent needs of society (the employer), the analysis of the survey results, discussion and commentary for the Business English Business English teaching and curriculum design suggestions for improvement, and to provide a basis for students to improve the efficiency of our training the composite business English talent to play a certain reference. Research for institutions of higher learning business English major students in 240, 10 teachers, 74 graduates, 10 350 Business English recruitment advertising and employer questionnaires and interviews, research methods for the quantitative analysis and qualitative analysis. The results showed: Business English Majors integrative motivation and instrumental motivation, integrative motivation more; unique needs of Business English learning, master business English skills conducive to future employment; learning styles, students like highly interactive classroom activities, preference scenario simulation and role-playing; hope to have the opportunity to internship; textbooks, student teachers spend less time in the textbooks speak more peripheral knowledge; domestic institutions practice training limited, learners require the use of multimedia teaching regularly invite experts to lecture, and to make a report. Business English teacher is a general lack of experience in business practices, students expect teachers also have a high level of English and practical teaching ability. Requirements of the employer of the graduates is high, including a solid English language skills, acquire business knowledge, proficient in business skills and operational, and pay more attention to the overall quality of They prefer to Business English talent with relevant work experience. Analysis: Business English teaching and student learning needs do not match a certain distance, and with the needs of society. To understand the motivation of students and demand, improve teaching, can effectively stimulate student motivation, improve learning outcomes. The scientific business English curriculum should be established on the basis of the needs analysis. Business English teaching should focus on practical teaching, improve students Business English operating skills, students participate in business practice opportunity; teachers should continuously improve their business, and actively participate in the corporate practice.

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CLC: > Language, writing > FOREIGN > English > Language teaching
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