英语专业教师专业教学
能力提升的方法和途径
上海立信会计学院
高等职业技术学院
常务副院长
陈雪翎
学习语言的目的多半不是为了研究。大部分
人是为了用语言工具去跟别人交流。
当今的商务活动强调人实际的商务沟通能力
达到沟通的理想状态和以“商务”为核心的
这样一个语言培训过程，商务英语的教师应
该有扎实的英语功底和丰富的商业背景。
只有具备语言、商业知识、商务技能的老师
，在课堂上才能传授给学生商务英语方面的
知识，更能辅之以大量的商务知识和商务技
能的讲解。
Good teachers
people who have some sort
of connective capacity, who
connect themselves to their
students, their students to
each other, and everyone
to the subject being studied
Parker J. Palmer
Requirements to teachers
English knowledge (grammar, lexis,
syntax, rhetoric, style, etc.)
high level of language competence
English teaching methodology
a working knowledge of the conceptual
framework of the subject
more roles and responsibilities than a
common language teacher or a subject
teacher
What do students need to learn in BE?
Workplace English
English used in international business
context
The language that is useful for a business
career
Competence in English, ability to
communicate for essential business needs
What does business context affect?
• the vocabulary
• the types of texts selected
• the situations presented in the
tasks
Business Readings
Notices
Messages
Adverts
Leaflets
Lists
Plans
Contents
Graphs
Charts
Tables
Directories
Letters
Product descriptions
Reports
Minutes
Newspaper articles
Magazines
Memos
Emails
Brochures
Catalogues
Graphic information
What kind of English is BE?
English for General Purpose
English for Academic Purpose
English for Specific Purpose
English
English
English
English
for
for
for
for
Business Purpose
Occupational Purpose
Vocational Purpose
Professional Purpose
ESP
an approach to language teaching
in which all decisions as to content
and method are based on the
learner's reason for learning
a goal-oriented language teaching
or a type of ELT in the end
Variable characteristics of ESP
may be related to or designed for a
specific discipline
may make use of the underlying
methodology and activities of the
discipline it serves
may use, in specific teaching
situations, a different methodology
from that of general English
Variable characteristics of ESP
generally designed for
intermediate or advanced
students
designed for adult learners,
either at a tertiary level
institution or in a professional
work situation
Hazy scope of BE teaching
Contents of BE course books vary
Teaching business subjects in English
Booming popularity of BE courses and
books
BE: language-based or skill-based
teaching of English language
knowledge and skills for business
purposes
BSIE: content-based teaching of an
independent specialized subject
BE vs. BSIE
Text shorter, easier
to understand
Text longer, more
academic
not necessarily
following a
systematic teaching
of business
knowledge
In a logical order to
provide a comprehensive
and systematic
introduction to business
knowledge
Exercises
BE
to check whether the
learners understand the
main ideas
to use business-related
vocabulary
BSIE
to help learners
master the Business
content only
Case study
BE
to enhance the reading
comprehension ability
BSIE
to solve a problem
Business content
BE
belongs to carrier
content
the context for
English teaching
BSIE
belongs to real
content
focus of instruction
Lack of proper focus in BE teaching
improper emphasis on Business
knowledge acquisition, a process of
teaching Business knowledge in English
with the help of Chinese translation
learners scarcely get enough
improvement in language competence
to deal with business-related situations
BE focus
the improvement of learners’
language competence in
business-related context
the acquisition of certain
business content at the same
time
Problems with some BE books
The percentage and level of Business
knowledge in the BE textbooks tend to
increase.
Many BE teachers have become slaves of
the available published textbooks, unable to
evaluate their suitability.
Some original English Business books are
used in BE in order to keep teaching
materials authentic.
Problems with some BE books
BE teachers are unable to perform the
necessary analysis of difficult specialist texts
to verify their contents.
More Business content definitely needs more
time and energy in the practical teaching,
and that unavoidably distracts the focus of
BE from language teaching.
To Solve the problems
collaboration between language
teacher and subject teacher
task-based approach, contentbased approach and case study
methodology
BE: A carrier of culture
readings take on meaning only when
they are situated in real contexts of use
employees need to have cross-cultural
understanding
culture awareness especially important
in BE communication, and deserves
special attention in BET
A lack of knowledge of Business
English can lead to problems worse
than using the wrong tense and/or
the wrong word!
Poor communication can lead to
mistakes & mistakes cost MONEY.
If there is anything I haven’t made
clear, please...
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Companies sensitive
A good learner
A good observer
Current approaches
Socio-cultural influences, skills and
needs
Development of communication skills
Commercial correspondence
Participating in meetings, negotiations
Discourse analysis and genre
Influence of genre
types of texts – examined in context
Cross/multicultural communication
Contents
Business environment
Starting a new business
Management
Managing employees
Marketing
Financial management
Motives and functions of a business
Business ethics and social responsibility
Assessing economic conditions
Assessing global conditions
Selecting a form of business ownership
Entrepreneurship and business planning
Managing effectively
Organizational structure
Improving productivity and quality
Motivating employees
Hiring, training and evaluating
employees
Creating and pricing products
Distributing products
Promoting products
Accounting and financial analysis
Be a good observer
Thank you