《基于項目學(xué)習(xí)的高職商務(wù)英語教學(xué)模式探討》由會員上傳分享，免費在線閱讀，更多相關(guān)內(nèi)容在學(xué)術(shù)論文-天天文庫。
1^、f，～，Project—basedApproachinV，0cationalCollegeBusinessEnglishTeachingAThesisSubmittedtOSoutheastUn“ersi毋FortheAcademicDegreeofMaster0fArtsByZhu)(iSuperVisedbyProfessorLiXiaoxiangSchool0fForeignLanguagesSoutheastUniVersi夠May’2010 東南大學(xué)學(xué)位論文獨創(chuàng)性聲明本人聲明所呈交的學(xué)位論文是我個人在導(dǎo)師指導(dǎo)下進行的研究工作及取得的研究成果。盡我所知，除了文中特別加以標注和致謝的地方外，論文中不包含其他人已經(jīng)發(fā)表或撰寫過的研究成果，也不包含為獲得東南大學(xué)或其它教育機構(gòu)的學(xué)位或證書而使用過的材料。與我一同工作的同志對本研究所做的任何貢獻均已在論文中作了明確的說明并表示了謝意。研究生簽名：日期：東南大學(xué)學(xué)位論文使用授權(quán)聲明東南大學(xué)、中國科學(xué)技術(shù)信息研究所、國家圖書館有權(quán)保留本人所送交學(xué)位論文的復(fù)印件和電子文檔，可以采用影印、縮印或其他復(fù)制手段保存論文。本人電子文檔的內(nèi)容和紙質(zhì)論文的內(nèi)容相一致。除在保密期內(nèi)的保密論文外，允許論文被查閱和借閱，可以公布(包括刊登)論文的全部或部分內(nèi)容。論文的公布(包括刊登)授權(quán)東南大學(xué)研究生院辦理。研究生簽名：——導(dǎo)師簽名：日期： 一．——竺竺竺!墮!壁竺!坐．一一一●●-●-_-●___l_●______●____l--_____-__--__-_-_●-_____-__●---—I--__-__-__-__-●__-●__-_-_-●_-_●———————————————一一一一Acknowledgements1wouldliketoextendmywarmestth砌(stoa11those、7v_hohaVeassistedmeintheprocessofcompletingmythesis．Withouttheirhelp，thethesiswouldnothaVebeencompleted．Iowemydeepestandmostsincere鏟atitudetomyrespectedsuperVisoEProfessorLiXiaoxiang．HisacademicknowledgeandresearchmethodologyhaVebeenofgreatvalueforme．Hisunderstanding，encouragingandpersonalguidancehaveproVidedagoodbasisforthepresentthesis．Myheanfeltthanl(sareduetoProfessorZhengYuqi，ProfessorLiuXuming，ProfessorMoJinguoandProfessorGuoXiaoninetc．intheSchoolofForeignLanguages，SoutheastUniVersi劬f．ortheirValuablecourses獅dconscientiousteaching．1wishtothankmysmdentsinNantong、，ocationalC01lege，whoparticipatedintheexperiment咖dMfortheirkindcooperationindoingthequestionnairesandattendingtheimerview．Myspecialthanl(sareeXtendedtoZhouPu，my01dclassmateo仆ighsch001，forhergenerousassistance，whotookthetrollblebuyingmeanacademicbookandmailingittomef．romtheU．S．，whichgaVemeadeeperinsightintothestudy．I鋤alsograte向ltoJiangLi，nlycolleague，andSongⅥmzhou，myoldclassmateofUniversity，formeirassistanceinproVidingmetheaccesstotheacademicpapersandliteratureessentialf．orthethesis．Lastbutnottheleast，mylovingthanksgotomyhusbandandmy諏rinkids．Withouttheirunconditionalloveandunfailingsupport，thethesiswouldhaVebeenimpossible． 東南人學(xué)碩士學(xué)位論文摘要《商務(wù)英語》是高職英語專業(yè)的一門技術(shù)核心課程，對實現(xiàn)專業(yè)人才培養(yǎng)目標起著至關(guān)重要的作用。但是傳統(tǒng)的教學(xué)方法已無法適應(yīng)現(xiàn)代社會對高職應(yīng)用型人才動手能力的培養(yǎng)要求。究其原因：一是傳統(tǒng)教學(xué)方法不能充分調(diào)動學(xué)生學(xué)習(xí)的主動性和積極性：二是在傳統(tǒng)的課程教學(xué)中沒有把實踐環(huán)節(jié)擺在一個十分重要的位置。因此，改革傳統(tǒng)的教學(xué)方法和學(xué)習(xí)方法，引入現(xiàn)代教學(xué)模式，突出強調(diào)學(xué)生動手能力的培養(yǎng)就顯得尤為重要。項目教學(xué)法自上世紀80年代以來在基礎(chǔ)教育、職業(yè)教育以及高等教育中得到廣泛的應(yīng)用，它將傳授知識為主的傳統(tǒng)教學(xué)轉(zhuǎn)變?yōu)橐酝瓿身椖?、職業(yè)體驗和解決問題為主的多維互動式的教學(xué)，是典型的以學(xué)生為主體的教學(xué)方法。本研究基于ESP理論、建構(gòu)主義教學(xué)理論，杜威的教育理論，通過系統(tǒng)分析已有的研究成果、實踐經(jīng)驗和存在的問題，運用實驗研究、文獻閱讀、調(diào)查訪談等方法，提出了高職《商務(wù)英語》課程“基于項目學(xué)習(xí)的教學(xué)模式”，并對項目教學(xué)進行了設(shè)計，以現(xiàn)有的教材為藍本，以一個單元為一項任務(wù)，若干任務(wù)綜合起來完成一個大項目——商業(yè)計劃書。本研究實驗對象是高職院校英語專業(yè)二年級學(xué)生，總數(shù)94人，其中實驗班40人，控制班54人。經(jīng)過一學(xué)期的研究，對兩個班在實驗后的相關(guān)數(shù)據(jù)進行定量定性分析，旨在回答下面四個問題：1)是否使學(xué)生產(chǎn)生了正面的商務(wù)英語學(xué)習(xí)情感(興趣、動機／態(tài)度、信心)；2)是否更有效地提高學(xué)生語言能力(商務(wù)英語的讀、寫能力)，提供學(xué)生更多的商務(wù)英語的聽、說機會；3)是否促使學(xué)生主動拓展商務(wù)知識；4)是否增強了學(xué)生合作意識，培養(yǎng)了學(xué)生的創(chuàng)新能力。研究結(jié)果發(fā)現(xiàn)1)項目教學(xué)讓學(xué)生根據(jù)自己的認知和興趣確定項目主題，用多媒體形式呈現(xiàn)項目成果，有效地提高了學(xué)生的學(xué)習(xí)興趣，激發(fā)學(xué)生的創(chuàng)新熱情；2)為完成項目，學(xué)生學(xué)會利用現(xiàn)有資源，特別是互聯(lián)網(wǎng)，進行閱讀、小組討論協(xié)商，然后寫作，這樣有意義的語言輸入和輸出過程不僅提供學(xué)生更多的商務(wù)英語的聽、說機會，而且促使了學(xué)生的商務(wù)英語讀寫技能的提高。3)商務(wù)英語項目促使學(xué)生在課外學(xué)習(xí)有關(guān)商務(wù)領(lǐng)域的知識，課堂上商務(wù)項目的討論和項目小組 摘要間的相互交流，有效地幫助學(xué)生學(xué)習(xí)到課本與教師課堂教學(xué)之外的商務(wù)知識。4)項目以小組合作完成的方式讓學(xué)生在任務(wù)分工、意見分歧、化解矛盾的過程中學(xué)會尊重他人，增強了學(xué)生的服務(wù)意識、合作意識；項目合作的成果展現(xiàn)了學(xué)生不凡的創(chuàng)新能力，有效地提高了學(xué)生的創(chuàng)新意識。最后本研究探討商務(wù)英語項目教學(xué)實施中存在的問題以及本研究的局限性和對今后相關(guān)研究的建議。關(guān)鍵詞：項目教學(xué)；興趣；商務(wù)英語技能；商務(wù)知識；合作創(chuàng)新III AbstractBusinessEnglishisoneofthecoresubjectsfortheEnglishm句orsininstimtesofhighervocationaleducation，whichaimstoequipmestudentswiththepracticalskillsessentialinthebusinessworld．HowtoactivatethestudentsanddeVeloptheirhands．onabilitiesinBusinessEnglishteachingremainsahardnmthatthetraditionalwayofteacher-centeredteachingfailstocrack．Project．based1eaminghasgaineditspopul撕tyinelementary’Vocationalandhi曲ereducationsincelast80s．Itreflectsstudent—centeredleamingwithinthe疔ameworkofexp舐entialleamingthroughtheproblemssolVingandprqectimplementation．Thestudyexplorestheproject-basedapproachinBusinessEnglishteachingbased0nt11etheoriesofESP(EnglishforSpecificPu叩ose)，constm“VismandJohnDewey’seducationaltheoⅨbysettingacenainbusinesscontextforthestudentst01eambothlanguage鋤dbusinesscontentthrou曲doingtheprojectintheautonomous獅dcooperativeway．Theprojectisdesignedbased0nthetextbookavailable，inwhicheachunitconstitutesataskandanumberoftasksintegrateintoaproject—-Englishbusinessplanforanewcompany．．Aqllasi．experimentiscondllctedtoinVestigatewhetherproject-basedapproachismoree低ctivethanthetraditionaloneinBusinessEnglishcourse．ThepanicipantsintheexperimentarethesophomorcEnglishmajorsinaVocationalcollege．Thetotaln啪berinvolvedis94，40ofwrhichmakeuptheexperimental伊oup肌dtherest54belongtothecontr01鏟oup．AcomparatiVeanalysisisconductedaRertheone．semesterexperiment．Bydealingwiththedatacollected仔ommetestscores，questionnairesandinte州ewquantitatiVelyandquali協(xié)tiVely，thesmdyattemptstoanswerthefoUowingquestions：1)IsPBAconducivetoenhancingstudents’interestinleamingBusinessEnglish?2)IsPBAcon(1ucivetoimproVingstIJdents’businessEnglishreadingand、^陌itingskills?IVkll【、、卜 Abs仃act3)IsPBAconducivetobroadeningstudents’businessh嘶zon?4)IsPBAconducivetoraisingstudents’awarenessforcooperationandstimulatinginnoVationinstudents?Theresultsindicatethat1)PBAsetsuptheconditionsf．orimproVedinterest，whichallowsstudentstodefinetheirprojectthemesandtomakethebestofinfornlationtechnolog)，based0ntheirinterestaIld砸orlmowle電e．2)PBAcreatesopportLmitiesformeaningml1anguageinputandoutput，drawsstudents’attentionto1anguage-relatedissuessuchasVocabulaⅨdiscourse，communicatiVestrategiesandskillsetc．whichfacilitatestheadVanceinstudents’businessEnglishreading，、vrIitingskills．3)PBAassistsstudentsinapplying，deVelopingandextendingbusiness1(nowledgebeyondmetextbook鋤dlectureinclassthrou曲self-1e帥ingandgroupdiscussionsaswellaSinteF曠oupexchangesofinf．onnationandideas．4)PBAcallsforstudents’鏟oupworktodefine鏟oupgoals，topromoteindividualresponsibil時andtoprovideeachstudentinthegroupwithequaloppomm時forsuccess，w“chresultsintheenhancedawarenessofcooperationandstrongimpr0Vementinstudents’creatiVi夠Finally，the咖dyprobesintothepotentialproblemsandprospectoftheimplementationofproject．based印proachinbusinessEnglishteachinginVocationalcollegeforEnglishm萄ors，andputforwardthelimitationsofthestudyandrecommendationsfIor丘I饑”eresearch．Keywords：project—basedapproach，interest，businessEn91ishskills，businesslmowledge，cooperatiVenessandcreatiVi夠V 東南大學(xué)碩士學(xué)位論文一一——————————————————————————————————_———————————————一TableofContentsAcknowledgements??????????????????????????I摘要????????????????????????????????IIAbstract??????????????????????????????．IVTableofContents??????????????????????????．ⅥListofTables????????????????????????????ⅨCh印terOneIntroduction???????????????????????-l1．1Bac蠔roundoftheStudy????????????????????l1．2AimsofthePresentStudy????????????????????．21．3Signific鋤ceofthePresentStudy????????????????“31．4LayoutoftheThesis??????????????????????··4Ch印terTw0LiteratureReView?????????????????????·52．1ESP&BusinessEn91ish?????????????????????52．1．1ESP??????????????????????????．．52．1．2ESPTeachingMethodology?????????????????52．1．3BusinessEn鰣sh?????????????????????．·82．1．4BusinessEnglishTeaching?????????????????”92．1．5S啪mary????????????????????????ll2．2ConstmctivistTheoDr?????????????????????“122．2．1DefinitionofConstmctivist’111eo巧?????????????．．122．2．2111eMajorConc印tsofConstmctiVistllleory?????????．．132．2．3SocialConstlllctivism???????????????????142．2．4111eimplicationofSocialConstmctiVistTheory???????142．3JohnDewey’sEducationaltheo巧?????????????????142．3．1111eo拶ofLe鋤ing????????????????????·152-3．2Theo巧ofExperience???????????????????162．3．3TheoryofTransmission??????????????????．172．3．4Summan，????????????????????????172．4Project．basedLeaming?????????????????????·182．4．1DefinitionofPBL????????????????????．．182．4．2O堍inofPBL??????????????????????19Ⅵ，．_、， 一1'ableofContents2．4．3PositiveOutcomesofPBL?????????????????202．4．4Summ哪????????????????????????21Ch印terThreeConstmctionofProject—basedBusinessEnglishTeaching???．．253．1TheoreticalBasis???????????????????????．253．2TeachingObjectiVe??????????????????????。273．3TeachingFr鋤ework??????????????????????283．4T．eacherandStudentRelationship?????????????????293．5TeachingMethods???????????????????????3l3．6AssessmentthroughoutmeProject????????????????．．323．6．1AssessmentStrategy?????????????????????．323．6．2聊esofAssessment?????????????????????．．32ChapterFourMethod0109y??????????????????????．．414．1ResearchObjectiVes??????????????????????414．2ResearchHypotheses??????????????????????414．3Su切ects???????????????????????????4l4．4R-esearchInsnllTnents??????????????????????424．4．1Post．test????????????????????????424．4．2Questionnaire??????????????????????．434．4．3InteⅣiew????????????????????????43ChapterFiVeDataCollectionandAnalysis????????????????．445．1DataObtained行omtheEmpiricalStudy??????????????．445．1．1DataObtained行omPost．test????????????????445．1．2Data0btained舶mQuestionnaires???????．．j?????．45’5．1．3DataObtained仔0mInten，iews???????????????．485．2DataAnalysis?????????????????????????495．2．1SnIdents’LeamingEmotionf．0rBusinessEnglish????????495．2．2Students’LinguisticCompetence??????????????．．505．2．3Students’ExpansionofmeHorizonofBusinessKnowledge????5l5-2．4Students’AwarenessofCooperationandCrcatiV時???????。52ChapterSixConclusion????????????????????????53VTI 東南人學(xué)碩上學(xué)位論文6．1Reseal．chf‘mdings???????????????????????536．2LimitationsoftheResearchandSuggestions????????????．．53Ref．erences?????????????????????????????．56AppendixAPost-testPaper??????????????????????．．63AppendixBQuestionnaire1??????????????????????68AppendixC(砸estionnaire2??????????????????????69AppendixD(Hlestionnaire3??????????????????????70AppendixEQuestionsfortheInten，iew?????????????????．．71AppendiXFTranscriptoftheIntenriew??????????????????72AppendixGPublication????????????????????????75VIlI ListofThblesofTablesTable2．4一lMostofCommonlyCitedBenefitSAttributedtoProjectW6rkinSecondandForeignL姐guageSettings????????????????????．．24Chart3．3．1ConstmctionChartforProject-basedApproachinBusinessEn91ishTeaching?????????????????????????????。34Table3．6．1Assessmemstrategy?????????????????????351’able3．6．2．2．1ChecklistforFinalPowerPointPresentation??????????．36T，lble3．6．2．2．2PowerPointPresentationRubric??????????????．．37t出le3．6．2．2．30ralPresentationRubric??????????????????．38Table5．1ResultoftheTwoGroupsinmeTestaRertheExperiment??????．．43Table5．2Comp撕sonofthe7rwoGroupsintheFrequencyofUsingBusinessT0picsforEnglishSpeakingandListening???????????????????．44Table5．3BenefitsStudentsGained仔omProject-basedLe枷ing???????．．46Table5．4Students’PerformanceinCooperation??????????????．471IX Inthelasttwodecades，China’seconomyhasbeenboomingwiththedevelopmentofintemationalbusiness．SinceChina’sent巧intoWTO，enormouschangehastakenplaceinChineseenVironmentforintemationalbusiness，、)l，hichhasexerted鏟eatinnuenceontheorientationofEnglishm勾0rinVocationalcolleges．7rhus，thecumculumandtheEn鰣shcourseshaVetokeepupwithmeconstantchangeaccordin91y．ordertomeettheeVer-increasingdemandofqualifiedgraduatesforthe風(fēng)t-伊owingsocie吼ESP(En鰣shforSpecialPu印ose)coursesmaketheir印pearanceinhigherVocationaleducationandbecometheincreasin91yimponantbranchofEnglishlanguageteaching．InalltheESPcourses，BusinessEnglishremainsthefirstchoiceofVocationalcollegestudentsduetotheacceleratingpaceofdeVelopmentinworldtradeandbusinessactiVities．BusinessEnglishcourseistau曲tinuniVersitiesandcoUegesatdi仃erentleVels，、ⅣhichcallsfordifjFerentsyllabusandcoursedesigns．Forhigherinstitutesofvocationaleducation，theteachinggoalistopr印arestudentsforthesocietywithpracticalbusinessEngIishcommunicatiVeskillsandproblem·solVingsk訂ls．AsBusinessEnglishisacoresubjectforBusinessEnglishm旬or'howtoworkoutanea’ectiveapproachtobusinessEnglishteachingcateringforVocationalcollegestudentsremainsahugechallengeforbusinessEnglishteacherswhohaVeneitherteachingexperiencenorproVenteaching印proachtoleam．Project．basedapproach，widelyappliedtotheteachingoftechnicalandengineeringsubjectsinVocationalcolleges，proVesquitesuccessmlinpractice．ManyEn91ishpractitionersandresearchershaVelongbeendoingtheexperimentalteachinginthisrespect．NowagrowingnumberofbusinessEnglishteachersshowtheirkeeninterestandconcemsaboutitespeciallyintheinstitutesofhigherVocationaleducation，、vhere“work．inte鏟atedleaming’’(工學(xué)結(jié)合)isadVocatedandpopul撕zedtoachievetheirteachinggoals．Underthesecirc啪stances，theauthormal(esane行ortto印plyProject-based 東南人學(xué)碩士學(xué)位論文approachtothebusinessEnglishteachinginthehopeofexploringane毹ctiVewayofBusinessEnglishteachinginmeinstitIltesofhigherVocationaleducation．1．2AimsOfthePresentStudyThisthesisaimstoprobeintothetheoreticalunde印inningsofPBA(project-based印pmach)andthendesignandimplementPBA(project．basedapproach)intheBusinessEn91ishteachingtoassessthee仃ectiVenessofPBA觚dtoseektheideasforimprovementsbyconductingaquasi—experimentandemployingquantitativeandqualitative印proaches．Theaimsofthestudyaretoanswerthefollowingquestions：1)IsPBAconducivetoenhancingstudents’int盯estinleamingBusinessEn鰣sh?2)IsPBAconducivetoimprovingstudents’bllsinessEnglishreadingand、Ⅳntingskills?3)lsPBAconducivetobroadeningstudents’businesshorizon?4)IsPBAconducivetoraisingtheircooperatiVeawarenessandcultiVatingtheirinnovativeability?1．3SignificanceofthePresentStudyBusinessEnglishteachingandleaminginVocationalc011egesisstillinitsearlystageofresearchdevelopment．Amongthefewresearchp印ersaVailableonvocationalcollegebusinessEnglishteaching，therearemoretheoreticaldiscussionsthanenlpiricalstudy．ManybusinessEnglishteachersusedtobeEnglishteachers·Theypreferthefom_basedinstruction，咖icallythe3Ps：presentation，practiceandproduction，evensometimes鏟ammar-translationmodel．Thou曲鏟eate行onshavebeenmadetoimprovetheteachingmethod，theresultisnotdesirable．Accordingtotheself-conductedsunrey，stu(1entsarenotsatisfiedwimtraditionalTeacher_centered，gr鋤mar-translation，andBEC-orientedmodesinBusinessEn91ishteaching．Theyhopewhatthey1eaminclassc鋤bemorehelp缸1andpracticalfortheir姍career．Besides，theywantt0havemorechancestopmcticetheirbusinessEnglishespeciallybusinesscommunicativeskillsaIldtoimproVetheirsocia“ntelligenceaswell．2 Project．basedle鋤ing(PBL)isapower如1andwidelyadoptedeclucationalapproach，especiallyappropriatetoorganizeandteachlCT(InfomationandCommunicationTechnolog)，)印plicationsandbusinessmanagementcourses(ReeVes＆Laf．fey，l999；Finchereta1．，2001；Janeck&Bleel(，2002；StrandNomaneta1．，2004)．Project-based1eaminghasalsobeenadVocatedas獅ef佬ctiVemeansforpromotingpu叩osemllanguageleamingformorethan20years．(e．g．Fried-Booth，l982，l986，2002etc．)Project-basedinstructionhasbeengainingpopul撕t)rinthefieldofsecondlanguageacquisitionasan印proachtoteachinglanguageandsubjectmattercontentsimultaneously．(e．g．Beckett，1999，2002；Stoller，1997etc)Asateachingandleamingt001，PBLproVidesstudentswithexperientialleamingoppornlnitiesinordertoactiVelydeVel叩theirl(nowledgeandenrichtheirexperience．StudentsleamandpracticecognitiVeandinterpersonalskills，astheyworkin鏟oupprojects，copewithcomplex，realworldissuesandpracticesandproducecare向llydesignedproducts(Lemer，1995；Bowen，l998)．PBLcanbeinte哥atedwithconVemionallec劬陀．basedteachingapproachesaswell硒印pliedcomputertechnolog)r．TIledif艷renceisthatitshiftstheemphasisaway仔omthetI．a(chǎn)ditionalteacher．centeredapproachtostuiIent-centeredteachingandproject-based，cooperatiVe1earning．Therefore，thestudyconductsanexperimentonBusinessEnglishmajorsinavocation“collegebyapplyingPBAtotheBusinessEnglishteachingand1eaming．Itisquanti協(xié)tiveinnamre．ItexaminesthequalitiesandabilitiesBusinessEn鰣shleamershavegainedthrou曲PBAandfhrtherexplorestheextenttoⅥ，hich1eamershaveimprovedintemsofbusinessEnglishproficiency．SincenosnldyhasbeenconductedtoreportsuchteachingpracticeinVocationalcolleges，thisstudycontributesdirectlyt0me向nherresearchontllenew叩proachtoBusinessEnglishteachingintheinstitutesofhi曲erVocationaleducation．1．4LayOutoftheThesisThethesisisorganizedasfollows：ChapteronegivesabriefintroductionofmeresearchbackgromldaIldmeaims 東南人學(xué)碩士學(xué)位論文andthesignificanceofthestudy．ChaptertwoconductsacriticalreViewonthereleVamtheoreticalliteratureunderlyingBusinessEnglishanditsteachiT喀andPBA．Ch印terthreedescribestheconstmctionofprolject-basedapproachtoBusinessEn91ishteachingandleamingbyexaminingtheteachingobjectiVes，plans，rolesofteacherandle鋤ers，teachingmethodandassessments仃：童tegies．Ch印terf．ourprovidesanintroductionofresearchdesigll，instmments，andtheproceduresthatareadoptedtotesttheresearchhypothesis．Inaddition，thewaysinwhichthedataarecollected，pr印ared，analyzed，arepresented．Chapterfivereportsandanalyzestheresultofempiricalstudywithrespecttotheresearchhypomeses．Ch印tersiXpresentstheconclusionsofthepresentstud弘anditsimplicationsandsuggestionsformrtherresearCh．4 ■蘭!苧￡!!!!12蘭!堡垡竺堅墾!∑!!!ChapterTwoLiteratureReView2．1ESP&BusinessEnglish2．1．1ESPStudiesofESPmainIyfaUintotwocategories．ThefirstisresearchinlinguisticsthatcanbeappliedintheESPfield．ThesecondisresearchcloselyrelatedwithteachingpracticeofESP．MostoftheoreticalresearchwasaimedatdirectingpedagogicalpracticeinthepaStf．0rtyyears．ResearchesinESPteachingandleamingoriginatedintheUKinthel960sandhavebeen伊owingdramaticallyeVersinceESPestablisheditsfoundation，whichisattributedtomanyresearcherssuchasJohnSwales，La丌ySelinl(er’JohnLacl(strom，TomHutchisnsonandAlanW缸ers，T0nyDudleyEVans，Louis啊ableandHenryWiddowsonetc．TodayitisoneofthemainareasofEFLteaching，whichisrenectedinanincreasingdemandfjwESPcoursesinawideVariet)rofspecializedsubjectareaS．Antonynotesthatoverthedecades，therehasbeenafairamountofdebateaboutthedi仃erencesbe咐eenESPandgeneralEn91ish．DudleyEVans(1997)sonfeaturesofESPintoabsoluteandva矗ablecharacteristics．Abs01utecharacteristicsinclude：(1)ESPisdefinedtomeetspecificneedsofthele鋤ers；(2)ESPmakesuseof啪derlyingmethodologyandactivitiesofthedisciplineitserves；(3)ESPiscentered0nthelanguageappropriatetotheseactiVitiesinte咖sofgrammar，1exis，register，studyskills，discourseandgenre．Ⅵ麗ablechamcteristicsreferto：(1)ESPmayberelatedtoordesignedforspecificdisciplines；(2)ESPmayuse，inspeci丘cteachingsituations，adi仃erentmethodolog)r舶mthatofGeneralEnglish；(3)ESPislikelytobedesignedforadultleamers，eimeratatertia叫l(wèi)eVelinstitutionorinaprofessionalworksituation。Itcould，however，befor1eamersatseconda拶schoolleVel；(4)ESPisgenerallydesignedf；時intennediateoradVancedstudents；(5)MostESPcoursesassumesomebasiclmowledgeofthelanguagesystems．ThemaindistinctionofESPisthattheEnglishtaughtfIortheneedsof1eamersinspecificdisciplinesotherthantheansandlanguages． 東南大學(xué)碩士學(xué)位論文2．1．2ESPTeachingMethodologyESPis鋤印proachtolanguageteachinginwhicha11decisionsastocontentandmethodarebasedontheleamer’sreasonsf．orleaming．(HutchinsonandWaters，l987：l9)．ESPh懿itsdistinctiVeapproaches，materialsandmethod0109ies．2．1．2．1Genre．basedMethodSincetheearly80s，linguistsandlanguageteachersespeciallythoseconcemedwiththeteachingofESP，havesho、Ⅳna伊eatdealofinterestingenre-basedapproacht0theanalysisofwitten鋤dspokendiscourse．TIlisinterestingenreanalysishasbeenmotiVatedbypedagogicalconcem，inpanicularbytheneedtoproVidesatisfacto巧modelsanddescriptionsofacademicandscientifictextsandtoenhancetheabili夠ofnon—natiVespeakerstudemstounderstand肌dtoproducethem．(Holms，l997)．Thegeneralvalueofgenreanalysisisdemonstratedasameansforstudyingspokenand州ttendiscoursef．orappliedends．1’Wofeatures、Ⅳeresumm撕zedfortheclassesw11ichwerebased0nanalysis．Reading、Ⅳas鋤interactiVepmcessofcommunicationsoractiveinterrogationofatext州uttal，1982)．Readingwas詛kenasabidirectionalinteractiveprocessbe觚eenthereaderaIldwTiter．Thereaderwastheref．0reencouragedtogive向11playtotheirsubjectiVeinitiatiVeintheteXtreadingandcomprehension．Second，metextwasputtothehi曲estranl(insteadofsentences(K．L．Pike，1976)．ThiswasamajorbreakthroughinthedeVelopmentoflinguistics，forlinguistsbelievedthatthesentencewasthehighestrankof鏟ammaticalunitinquitea10ngtime．HoweVer，amain1imitationinsolelyusingthegenre-basedapproachisthetendencytobeoVerlyprescriptiVe，emphasizingonrulesofconstmctionofapaniculargenreaboVeothers(Bhatia，l993)．Theleamer’screatiV時isst訊ed，depnvingthemoftheabilit)，torespondmoreea’ectiVelyinachangingsocialcontextorworkplaceenVironment．2．1．2．2Problem-basedLearningProblem-basedleaming(PBL)isanotherinfluentialapproachtotheESP．PBLstarts五∞maproblem，aquestionorscen撕owiminwhichanumberthemes0rdiscussionsof1e鋤ingarepresent．(Barrows&TamblyIl，1980；walton&Mathews，6 一一蘭!型!!!!!生!堡翌!竺堡壁：!!!．．一一．一一．_-____--_--_●____-__-_●-____●__-_●-_●●____-__-●-I______--●-__●l___-___-_---●__-_●—————_-—————-———————————一一一一一一一19891．InPBL，studentswouldworktogetherin伊oups，withthehelpofafacilitator'usingproblem0rscenarioasabasisforstudy．AlthoughPBLVanesinitsimplementation，ithasvariousfcanlreswhichserVetodi繯jrentiateit仔omthemorenomallecture．basedcoursesoftraditionalESPeducation．InPBL，f．urtherstudyandinvestigationwillbeneededbeforestudentscancometoanyfi砷conclusions．Solutionsaresuggestedandmeirappropriatenesstothesituati嘰isdiscussed．Studentsthenreflectandevaluatewhattheyhaveleamedpersonallyandhowtheyhavecontributedtothegroup．(Mandsley，l999)ThedisadV加tagesofPBLwerealsodiscussed．TllecontentcoVeredin“swaywasreducedcomparedtothe鋤ountthatiscoVeredin1ecture-basedcourses．Groupwork01ftensuffers疳omnon-participationorpersonalit)，clashesandstrategieshaVetobeputinplacetodealwithgroupsthatdon’twork．Somestudentsmaynottaketheneedf．orindependentstudyseriouslyandsometimemayberequiredtomakecleartheoutcomesandcommitnlentrequired．2．1．2．31'ask-basedLearningTask．based印proachtotcachinglanguageisarecentapproachbasedonthefindingsoflinguistsandpsychologists．This印proachisagainsttraditional叩proachessuchasPPP(presentation，practice，production)modeloflanguageteaching．TBLandPBLhavemanythingsincommon．Kosel(2002)saysthat“theybothdevelopedasareactiontotraditionalmodelsonlythatmeydeVelopedalongdi腩rentpaths．，’‘‘PBLdevelopedasareactiontosub6ect—basedleaming?．sub6ect-basedleamingisapassivewayofleaming”，inPBL，studentshaVetothinl(independently，linkoldandnewl(nowledge，findasol“ontoaprobleminreall№Willis(1990：127)definesTBLasanactivit)rw11ichinV01Vestheuseoflanguagebutin、^，hichmefocusisontheoutcomeoftheactivi夠ratherthanonthe1anguageusedtoachieVematoutcome．Varioustask-based印proachesallsharethesameidea：giVingstudentstaskstotransact，ratherthanitemstoleam，andinthiswayare“pu叩oseiscreatedf-0rleaming．7 、東南大學(xué)碩士學(xué)位論文2．1．2．4CaseMethodCasemethodissaidtobeonesortofproblem-basedleamingapproachandisnowwellestablishedinbusinesseducationpr0可鋤sworldWide(Jackson，2004)．Casemethodisseenasatechniquebasedonanalysis，discussionanddecision—making。ThismethodologyisdesignedtoencouragestudentstodeVeloptheirinte印ersonal，analyticalanddecision—makingskills．Theflexibil時andad印tabil時ofthecasemethodishighli曲tedasoneofitsmostnotableadvantages(Jacl(son，l998)．Moreimportantly'casestudiesnallrowthegapbe鉚eentheoriesandpracticebymakingconnectionsbe觚eenl(nowledgeandpractice，presentingrelevantand行eshmaterial，con仔ontingle鋤erswithrealsitllation．Thedrawbacksofcasemethodarethatitisadimcultinstrumentalstrategytouse．Itplacesa伊eatdemandoninstmctors．Trhesuccessofthecasestudyla唱elydependsontheteacher’srole，preVious1(nowledge鋤dextensiVeprepamtiontogetherwiththecapaci哆tocopewiththeunexpectedastherewillbemanyquestionsandsituationswhichtheinstructorcannotanticipate．2．1．3BusinessEnglishThedeVelopmentofBusinessEnglishhasahisto巧ofnomorethan40years．TheoriginofBusinessEnglishiscloselyrelatedtotheeme瑪enceofESPandtheoreticallyhasmuchincommonwithESP．A咖icaldescriptionofBusinessEnglish，originated6．omESPis“BusinessEnglishmustbeseenintheoVerallcontextofESPasitsharestheimpoIrtantelementsofneedsanalysis，syllabus，andmaterialsselectionanddevelopmentwhicharecommontoa11fieldsofworl(inESP．AswithothervarietiesofESP’BusinessEnglishimpliesthedefinitionofspeci6clanguageco叩usandemphasisonpanicularkindsofcommunicationinaspecificconteXt'thebusinesscontext’’(E11is＆Johnson，l994)．Asamatteroffact，BusinessEnglishisdi幣cultt0def；ine．Picketthi曲1i曲tedthefaIctthatmereismorethan0nef．a(chǎn)cetobusinesscommunicationwithsomeofitbeing“alotnearertheeVerydaylanguagespokenbythegeneralpublicthanmanyothersegmentsofESP”(1986：16)．Heusedadia伊鋤toillus仃atetwopanicularaspectsofbusinesscommunication：8 、竺!呈旦!!!!塑蘭熊竺竺墾型竺commullicationwiththepublicandbet、Ⅳeencompanies：GeneralEnglishwiththepublicBusinessEnglish0Communicationamongbusiness8Specializedlanguageofpanicularbusiness(suchasinsurance，bartl【ing，marketingetc．)Formanybusinesses，communicationwittlthepublicismorelil(elytobeinL1(thefirstlanguage)．TheBusinessEnglishthatnon—natiVespeal(ersrequestismainlyforintercompanyinintemationalconglomeratesaIldi11tra-companydealings．(Nickerson，l998)．111edistinctionPickettmadeisusemlbutprobablynotgoodenoughfortoday’swide—rangingbusinessactiVities．BusinessEnglishisespecianyrelatedtointemationalbusinessescoveringextensiVefieldssuchastrading，accounting，management，barikjng，marketing，insurance，oVerseasinVestmentetc．Evenwithaparticularbusiness，thelanguageusedinnegotiationforcontraCtandthatforon．siteinstallationmaybeverydi偉暑rent．Thepurposeoftheinteraction，thetopicscovereda11dmebusinessrelationshipsctc．a(chǎn)rethefactorsthatdetemlinewhatandhowlanguageisused．HutchinsonandWaters(1987)a唱uethatgiVenmepanicularconteXtsinwhichEnglishisused，thelanguageV撕esaccordingtodi旋rentspecificcommunicationpurposes·2．1．4BusinessEnglish’reachingThou曲BusinessEnglishTeachingbelongstoESPteaching，itdiffers舶mothertypesofESPinthatitisoftenamixofspecificcontent(relatingtoapanicularjobandindust巧)，andgeneralcontent(relatingt0general1inguisticandcommunicativeSkillsinEnglishcontext)．9介妙mtaC．1nUnfm0CO 東南-人學(xué)碩士學(xué)位論文ThedevelopmentofBusinessEnglishinChinaisroughlydiVidedintotwophases(wangxingsun，1997：24-29；LinTianhu，200l：143一151；LangKem，1999：56-6U)．Thefirstphaseis仔oml950stol980s．A1fterthef．oundationofPeople’sRepublicofChina，plannedeconomicsystemisadoptedinChina．AUintemationaltradesareinthedirectorindirectcontrolofthegoVemment，whichtoa鏟eatde伊ee，1imitsmedevelopmentofintemationalcommercialtransaction．Underthiscircumstance，onlyafewo伍cialsneedtole鋤BusinessEnglish，mostlyBusinessEn鰣shcorrespondence．AccordingtoLangKefh(1999：56—60)，therearethreecharacteristicsofBusinessEnglishatthattime：smallscale，simplecontentandslowdeVelopment．Sincel980s，duetotheopen—doorpolicy，prof．oundchangeshavetakenplaceinChina’sintemationalcommercialtransaction．Onlycommoditytransactioncouldn’tmeettheneedsofintemationalcommercial把ansactionwhichalsoinvolvesseⅣiceandtechIlologytransactions．Sincethen，V撕ous帥esofBusinessEnglishcoursebool(shaVebeenpublishedaStocultivatethe1eamers’inte伊atedBusinessEnglishskills．Somefocus0nwritingskills，someonspokenskills，someonnegotiatingskillsandotherskills．卟ete咖inology‘‘BusinessEnglish’’isratheraVagueconceptinChina’sinstitutesofhi曲ereducation，withthediversifiednamessuchas：“經(jīng)貿(mào)英語”，‘‘商貿(mào)英語”，“商務(wù)英語”，“外貿(mào)英語’’aIldt11elike，althou曲inessence，t11eymeantllesame．BusinessEn鰣shinsomeinstitutesisoRenregardedasaninterdisciplina拶course，oratrainiIlgpro黟amf-0runde瑪raduatesorpost黟aduates．ThecontentofBusinessEnglishalsovarieswiththecoIlnotationsof‘‘business”，whichsometimesmeansanintegratedseriesofnegotiatingactiVitiessuchasinquiries，o腑rs，importandexporteventslikeestablishmentofL／C，shipment，insurance，inspection，claims鋤dpayment．Onsomeotheroccasions，BusinessEnglishref-erst0theVariouso唱anizationala任airsincompanies，businessfi咖sandbanlcs．IIlabroadsense，BusinessEnglishasaconceptcoVerstheknowIedgeoffinance，trade，t啪sportation， _，．要!型!!!竺些!型翌墾!!!竺．．一●___-_-_I_●____-____-_-__-_●-__●-_●-__-___---’__●-__●___●-__-。●____--___●_-____-___--_-_。?！馹。__。_●●。--。。。。。。?！??！?。’————————一一一investment，businessadministration，andaccountingaswenaseconomiclaws．Inthisthesis，BusinessEnglishusuallyreferstomeconceptinabroadsenseasitisnowthereali哆inmostoftheVocationalinstitutes．AsurveyconductedbyZhaoJunf．eng(2004)among40oddcollegesanduniversitiesindicatesthatuniversitiesoffbreignstudies，foreigntrade，financeofeconomicsmainlystartedpriort0the1980s，WhereastherestoftheuniVersitiesorcollegesstartedthespecialteachingofEnglishforbusinessonlyaRer廿1e1980s，andquitean啪berofthemstartedduringthe1990s．Thiscouldrenectthetr鋤sf．omationalprocessofthenationwithintheperiod．AndinVocationalschoolsandinstitutes，theBusinessEnglishcoursesweresetupmuchlatermtlleIatel990s．However，languageteachingwastoooRenremote丘Dmrealityrequiringshort-te肌‘ScrammingOfvocabula巧andgra】mmarmlesinaItificialexerciseswithsu幣cientaccuracytopasstheexam．Themtureuseofstudents’languagel(nowle電einrealta唱etsituationswashardlyconsidered．AstothebusinessEnglishteachinginvocationalschoolsandinstitLltes，thingsaremorecomplicated．2．1．5SummarySof．a(chǎn)rthemostcommonESPcoursestaughtinChinaarecoursesinbusinessEn91ish0nalllevels．Thisisnotsu叩risingsincebusinesssch00lsgrowin1argenumberscateringtotheneedsofanincreasinglyglobalisedworld．LanguagedepartmentsinuniVersitiesandcollegeshaVealsobeenaf!f．ectedbythestrongdemandsforgraduateswithl(nowle起eofEnglishforprofessionaluse，鋤do仃ercoursesinbusinessandprofessionalEn91ish．ForBusinessEnglish(BE)course，students繃-esupposedto1eamEGBP(Englishf．0rGeneralBusinessPmposes)whichincludesEnglishf．orf．oreigntrade，businessmanagement，economiccooperation，intemationalmarketing，companyperfomanceetc．Sincestuikntsinvocationalc01legesdonothaVeanyexperienceinthebusinessworld．111eyshouldnotonlyleambusiness1(nowledge舶mbool(sandotherresources，butalsogetexp甜enceofdoingbusinessthrou曲V撕oussimulatedactivities．SinceBEleamingisdefinedasgoal—o“ented1anguageleaming．InBEcourse，itll 1東南大學(xué)碩上學(xué)位論文isimportanttonotethatalthou曲languagemightseem丘md鋤entalto鋤Englishcourseforspecificpurposes，itisf-requentlynotatthefore觚ntofattention．Whatisseenasimportantarethetask(inatask-basedapproach)ortheleaming蛐?ategies(inaprocess印proach)．Languageisemployedinthepursuitofthosetasksandstrategies．StudentsstudyBEnotbecausetheyareonlyinterestedinmeEnglish1anguageassuchbutbecausetheyhaVetoperf．oHnataskinEnglish．TheircommandoftheEnglishlan伊lagemustbesuchthattheycanreachasatisfactor)rleVelinthattheyareabletocarryouttheirjobs．Itmaybeimportanttol(nowhowproficientastudentiseXpectedtobeinEnglish．AsforBEcourse，itisexpectedthatnotonlyEnglishbutalsobusinessknowledgeandskillsshouldbet2mght．AsthegoalofaBEstudentisnotprimarilytole鋤language，buttoperfbmvarioustaskthroughmedi啪ofEnglish．BEteachersmustfirst行ndoutwhattheirtasksare鋤dbycar叮ingoutmetasl(SBEstudentsdeVeloptheskillsofbusiness舔wenasof1anguage．2．2COnstructiVistTheory2．2．1DefinitionofConstructivismisapsych0109icaltheoryofknowledgewhicharguesthathumansgeneratel(nowledgeandmeaning仔omtheirexp甜ences．ConstmctiVismisnotaspecificpedagogy，itisaneducationaltheoDrdeVel叩edbySeymourP印ert·Fo啪alizationofthetheoryofconstructiVismisgenerallyattributedtoJeanPiaget，whoaniculatedmech鋤ismsbywhichknowledgeisintemalizedbyleamerS．Hesuggestedthatthroughprocessesofaccommodationandassimilation，indiVidualsconstructnewknowledge仔omtheirexperiences．Accordingtothetheory，accommodationistheprocessofre觸mingone’smentalrepresentationoftheextemalworldtofitnewexperiences．Accommodationcanbeunderstoodasthemechanismbywhichfailureleadstoleaming．Thetheo巧ofconstructivismsuggeStsthatle鋤ersconstructknowledgeoutoftheirexperiences．_JL0卜 However’constmctivismisoRenassociatedwithpedagogic-叩proachesthatpromoteactiVeleaming，or1eamingbydoing．2．2．2TheMajorConceptsofConstructiVistTheoryConstmctivismisabranchofcognitiveapproachtosecondlanguageacquisitionstudy．AccordingtoconstmctiVism，people’sperc印tionoftheworldissubjectiVe，andleamersacqpireknowlec瞻e缸oughrepetitiVeandmutualcomparisonbetweentheexistinglmowledgeintheirmindsandnewhowledge．Intheconstructionprocess，1e鋤ersneedtheexistingl(nowle始etounderstand鋤danalyzenewknowledge；ontheotherhand，theexistingknowledgeisreVisedthroughinputofnewknowledge．Inthisprocess，theleamersarenotacceptingknowledgepassiVelymthertheyareconstmctingtheirknowledgerepertoireactiVely．Americanpsych0109icalsociet)，(APS)proposesthatthepsychologicalbasisofconstructiVestudyincludesthefollowingaspects．TheNatureofstudyStudyisanaturalprocessofachieVingselfpu叩ose，anditisactiVeandself-monitored．Leamingshouldbeleamer-centered．LeamersareactiVecons仇Jctorsoflmowledge，andteachersonlyplayther01eofhelpersandguides．ThePurpose0fLearningLeamers0nlypayattentiont0thee仃ectiVeandmeaningmllmowledge．Cooperativeleamingishelpml，becauseindiscussionandnegotiationwithothers，knowledgeismeaningmlfor1eamers，whichisessentialforacquisition．TheProcessofLearningLeamerscanconnecttheeXistingl(nowledgeandnewl(nowledgetobe1eamedinauniqueande虢ctiveway．TheeXistingbeliefs，mou曲tsandcognitiVeabilitiesobtained6．ompastexperiencesarethebasisf．ornewknowledgeunderstanding，socommunicationcontextorfactualinputisVe巧imporcantformeaningconstmction．Thecomp撕sonbet、Ⅳeenexistingl(nowledgeandnewl(nowle衄ehappensinmeaning如lcontext(Zhou＆Shi2003：l38)．TheMotivationofLearningPeople’sbomcuriosit)raboutnewknowledgeisthemotiVationofstud弘andtoo 東南大學(xué)碩士學(xué)位論文muchneg“veemotionsc鋤re“cetheirpassionfor咖dy．A毹ctiVefactors(confidence，motivation，attitudestoleamingandam【ietyandsoon)aremoreimportanttotheleamingprocessthancognition，andaconfident，motiVatedleamerwillle鋤muchmoreeasilythanonesu仃ering舶mnegatiVeattitudelikelowselfconfidenceandhi曲anxie吼2．2．3SocialCOnstructivismSocialconstmctivismviewseaChleamerasauniqueindiVidualwithuniqueneedsandback鏟ounds．LeamersareuniqueindiViduals．Fromthesocialconstmctivistvie、Ⅳpoint，itisimportantt0tal(eintoaccounttheback鏟。岫dandcultureofmeleamerthrou曲outtheleamingprocess，asthisbackgroundalsohelpstoshapetheknowledgeand仇Jthmattheleamercreates，discoVersandattainsinthe1eamingprocess(Wertsch，l997)．nisarguedthattheresponsibilit)，ofle鋤ingshouldresideincreasinglywiththele鋤er(、廠onGlasersfeld，1989)．AccordingtoVronGlasersfeld(1989)，sustainingmotiVationtoleamisstronglyd印endentontheleamer’sconfiiIenceinhis0rherpotentialforle鋤ing．AccordingtothesocialconstmctiVistapproach，instlllctorshaVetoadaptt0ther01eoffacilitatorsandnotteachers(Bauersfeld，1995)．SocialconstmctiVistscholarsviewlea門『lingasanactiVeprocesswhereleanlersshould1eamtodiscoVerprinciples，conceptsandfactsforthemselVes，henceitisimportantfortheinstlllctortoencourageguessworkandinmitiVeminl(ingin1e鋤ers(Bro、Ⅳneta1．，l989；Ackeman，l996)·Afurthercharacte“sticoftheroleofthefacilitatorinthesocialconstTllctiVistViewpointisthattheinstmctorandthele鋤ers硼℃equallyinVolVedinleaming行omeachomeraswell(HoltandWillard-Holt，2000)．Leamerswithdifferentskillsandback釅oundsshouldcollaborateintasksanddiscussionsinordertoa】陌iveatasharedunderstandingofthetnlthinaspecificfield(Duf黟andJonasen，l992)．Leamersshouldconstantlybechallengedwithtasl(Sthatrefertoskillsandl(nowledgejustbeyondtheircullrentlevelofmasteⅨThiswillc印mretheirmotivationandbuildonprevioussuccessesinordertoenhancetheconfidenceoftheleamer(Bro、vnstein，2001)．14 AfacilitatorShouldstructuretheleamingexperiencejustenoughtomakesurethatthestudentsgetclearguidance鋤dpar鋤eterswiminwhichtoachicVethe1eamingobjectiVes2．2．4TheImpUcationofSocialConstructiVistTheoryOneimportantpointofsocialconstructiVismisself．confidence．PsychologistsbelievethatleamerS’selfconceptexertsa伊eatimpactontheirleaming．IftheyhaVeconf；idenceinleaming，theywillsetanoptimisticgoalandcontimJetheire髓rHton1eaming．Ine丘．ect，theirconfidenceisestdblishedintems0ftheirsenseOfaccomplishment仔omthetasl(s．Therefore，thesignificanceofprojectsliesinthat1eamersc鋤seetheirleamingefl’ectsandhaVeasenseofaccomplishmentdllet0their如lfillmentofprojects．Thustheirconfidencewillincrease．Infact，mepu叩osesofPBAaret0developthemaximumofle鋤ers’potentialandtoeVoketheirenthusiasmtoleaming．Inthisway'le踟ers’confidencecanbeest；ablishedintheprOcessofle鋤ing．2．3JohnDewey’sEducationalTheory2．3．1TheoryofLearningWhatisle鋤ing?Howareskillsandknowledgeacquired?AccordingtoJohnDewey，leamingisaprimarilyactivit)rwhiCharises仔ompersonalexperienceofgr印pingwithaproblem．Leamingis鋤activ時Ⅵ，hichinVolVesreachingoutofthemind．ItinVolVeso唱anic船similationstaning丘Iomwithin．Itisthe1eamerandnotthesubject—m甜er、Ⅳhichdeteminesbothquali夠andquant時ofleaming(De、ⅣeyJ．，l938)．LeamingmeanssomethingthattheindiVidualdoeswhenhestudies．HeleamsinconsequenceofhisdirectactiVities．T．hinkingisthemethodofintelligentleamingthatemploysandrewardsthemind(DeweyJ．，1938)．JohnDeweybelievesthatifstudentspassiVelyreceiVepackagedandpredigestedinfbmationor鋤endlessmassoffactsbyteachersandtextbool(swithoutbeingprovidedgenuineleamingexperiences，studentswillgiVethembackandfb唱etthemSOOn． 東南火學(xué)碩上學(xué)位論文Althoughthelogicalorganizationofsubjectmatoerismepropergoalofleaming，thelogicofthesubjectc踟notbetmlymeaningfultotheleamerwithouthispsychologicalandpersonalinVolVementinexploration．onlybyMestlingwiththeconditionsoftheproblemathand，”seekingandfindinghiso、Vnwayout，doeshethinl(?．Ifhecannotdevisehiso、Ⅳns01ution(not，ofcourse，inisolationbutincorrespondencewiththeteacher鋤dotherpupils)鋤dfindhiso、)~rnwayouthewillnotleam，notevenifhecanrecitesomecorrectanswerwithonehundredpercentaccuracy”(Dewey，1916，p．160)．2．3．2TheoryofExperienceAccordingtoDewey，goodeducationshouldhaVebothasocietalpu叩oseandpuIposefortheindividualstudent．ForDewey，educatorsareresponsibleforprovidingstudentswithexperiencesthatareimmediatelyValuableandbetterenablethestudentstocontributetosociety．Deweyarguesthateducatorsmustfirst明derstandthenan鵬ofhumaneXperience．Dewey-stheoDristhatexperience撕ses舶mtheinteractionof似oprinciples?continui夠andinteraction．Continuityisthateachexperienceapersonhaswillinnuencehis／her如ture，forbetterorforworse．Interactionreferstothesituationalinnuenceonone’sexperience．Inotherwords，one’spresentexperienceisa劬c“onoftheinteractionbetweenone’spastexperiencesandthepresentsituation．1tisimportanttounderstandt11at，fIorC》ewey，noexpe打encehaspre—definedvalue．Thus，、池atmaybearewardingexperienceforonepersoncouldbeahann血lexperienceforanother．Thevalueoftheexperienceistobejudgedbytheefrectthatexperiencehasontheindividual’spresent，their611：ure．De、耽ysaysthatbasedonthetheoDrofeXperience，educatorscansetaboutprogressivelyorganizingthesu巧ectmatterinawaythatittakesaccountsofstudents’pastexp甜ences，andthenproVidesthemwithexperiencesⅥ，hichwillhelptoopenup，ratherthanshutdo、Ⅳn，aperson’saccesstomtLIre伊owthexperiences．2．3．3TheoryofTransmission 竺!苧坐!!塑生!堡型堡墨!：!型●-●-__I___-___●●____●●__Il___l-____●__■__I_●_●_--__-__●__●__●___-____●_-。I__●-。-?！馹。_-?！痏-_。_-?！?。?！。。。。。。。。?！?。?！籄ccordingtoDewey，whatconcemsateacheristhewaysinwhichthatsubjectmaybecomeapanofexperience．ThisdoesnotmeantheteacheristostandofjFandlookon；heshouldparticipate，shareinanactiVit)r．Studentissystematicallyledt0utilizehisearlierlessonst0helpunderstandthepresentone，andalsot0IIsethepresenttothrowadditionalli曲tuponwhathasalreadybeenacquired．Tllebest啪eofteachingbearsinmindthedesirabilityofaf．fectinginterconnection．Deweystronglyadvocatedtheprima巧needfortransmissionofeducationthrougheffectivecommunication．Deweydenouncedanauthorit撕anaJ)proach．HebelievesthatstudentsshouldbeabletounderstandactualeXperiences鋤dbeapanofhands．onexp“entialeducation．LeamingisaliVedpanicipato拶actiVi哆，notapassivespectatorphenomenon．Studentsshouldnotwatchateacherastheywatchacart00n．Rathertheyshouldworkwiththeteacherandwithotherstudents．Thus，theeducatorshouldplayam旬orroleindecidingWhatthestudentisgoingthrou曲鋤dwhatheneedstoleamtosucceedintheprocess．Deweyarguesthatprovidingthe咖dentwithenjoyable1eamingexperiencesmotivatesthemtocontinuele鋤ing；thismotiVationmattersjustasmuchastheknowledgethatisleamed．What’smore，teachersshouldbecreatiVeandpracticalintheirapproacht0teachingtoproVidestudentswithopponlmitiestothinkforthemselves．(Dewey，l934)2．3．4SummaryTherearetwoextremeswehavetobalance．OneisjusttransferringknowledgetostudentsandaJlotherisjustValuingactiVi夠andexperience．Thefomercomes療omthedesireofateachertomakesurethesmdentl(nowsthelmowledgehelmows鋤dunderstandsthewayheunderstandsnThelattercomes仔omanoVeremphasisonf．reedomoutoftheactivit)，andexperience．Freedomindeed，shouldnottobethoughtofas仔eedomtodowhateverstudentswant，butas行eedomtocontinuetoleam．Completefkedomwouldmaketheteacher啪necessaryandexcludehim仃omtheeducationofthestudent．ItshouldbethegoaloftheteachertohelpmestudentstriVefonvardtothe丘Ieedomofintelligencenotmephysicalone．Sometimesateachertal(esawaythestudent’stempora可仔eedomiIlordert0giVethemtheimponant ButhowtohelpeachindiVidualstudenthaVeagoodexperienceinleaming，howtoleadastudenttothelandof“intellectual丘．eedom’’canbeadauntingtask．Sinceeducationistobroadenthehorizonsofopponuni夠forthestudenttochoosef而m，ateacherhasanimportantroletoplayinencouragingthestudenttocontinueleamingandensuringheencounterssituationsthatspurhimf．onVard．Leamingismorethanassimilating；itismoreofthedeVelopmentofhabitsthatenablemegrowingpersont0deale舵ctiVelyandmostintelligentlywithhisenvironment．P眥icipationinme鋤ingmlprojects，leamingbydoing，encouragingproblems鋤dsolvingthem，notonlyfacilitatestheacquisitionandretentionofknowledge，butfosterstherightcharactertraits：unselfishness，helpmlness，criticalintelligence，indiVidualinitiatiVeetc．2．4．Project—basedLearning(PBL)2．4．1originofPBLItisawell．kno、Ⅳnf．a(chǎn)ctthattheoriesofProject-basedLeaming(PBL)arenothingnew．Ithasmanyothernames，includingexperiential1eamingandnegotiatedlanguageleallling(e．g．，Eyring，200l；Legutke＆Thomas，199l；Padgett，l994)，investigativeresearCh(e．g．，KennMl993)，problem．based1eaming(e．g．，SaVoie&Hughes，1994；Wbod&Head，2004)，projectapproachorproject-basedapproach(e．g．，Ho，2003；Levis&Levis，2003)；Papandreou，1994)andprojectwork(e．g-，F(xiàn)ried．Booth，1986，2002；Haines，l989；HenⅨl994)．T11erootsofPBLbeginwithJohnDewey’datingbacktotheearly20thcentu夥Dewevalsobelievedthattheclassroomshouldbeareflectionofsociet)，andthatstudentsshouldbepanicipantsandactiVele鋤ers．HeViewedlogicalreasoninganddiscussion嬲imegralpartst0groupproblemsolVing(Eyring，2001)．DeweyemphasizedtheneedforttleleamingprocesstocreateresponsiblecitizensaIldan1R experimentalsocietyofcooperatingindiViduals(Legutke&Thomas，l991)．There、verealsoaf．ewnoteworthyEuropeaninfluenceswhoareconsidered硒contributorstothethreadsofthePBLquiltduringthistime．TheyareJohannPestalozzi，M撕aMontess耐，andJeanPiaget．Piagetis骶quentlycitedinthe1iteratureforhis伊ound-breakingtheo巧ofcognitivedevelopmem．Piagetstatedthat”education，formostpeople，means仃yingtoleadthechildtoresemblethetypicaladultofhissoci啊?，butformeandnooneelse，educationmeansmakingcreators?Youhavet0makeinVentors，i仰ovators—-notconfomists”(Bringuier’1980，p．132)。Itispartlyinthisquotethatonecanconnectthecreativesparl(snecessaryforProject-basedLeamingwithPiaget．Alsolyingwithintheback鏟oundtoPBListhesocialconstmctiVist，LeVⅦgotskyandhistheo拶ofthezoneofproximaldeVel叩ment．Ⅶgotsl(y0bseⅣedhowhighermentalmnctionsdeVelopedhistoricallywithinparticularculturalgroups，懿wellasindividuallythroughsocialinteractionswithsignificantpeopleinachildIslife，panicularlyparents，butalsootheradults(BroWn，2000)．TIlisprecursiVeoutlookonle鋤ingiseasilyappliedt0theclose—hitgroupworkandinte印ersonalcommunicationinvolVedwithprojects．K01b’s(1984)seminalwork，ExperientialLe鋤ing(ExperienceastheSourceofLe鋤ingandDevelopment)isbasedontheintellectualworksofDewey'Lewin，andPiaget．、聊1ileKolbisnot仔omthesameeraassomeofthepreViouslymentionedacademics，hedoeshaVeasolidplacewithintherootsofPBL，asthet、)l，oapproaches(ExperientialLeamingandProject·basedLeaming)areintertwined．’rheseresearcherscontributemostauspiciouslytoProject．basedLeaming．Withoutthesebrilliantmindstohelpshapeeducationalref．ormandthought，wejustmi曲ta11stillbesittinginrows，watchingourteacher、Ⅳriteoutalistofwordsforustomemorize．7rheircontributionstoconceptssuchasaction-basedleaming，1eamingbydoing，礦oupd”amicsandinte叩ersonalcommunicationhaVebeeninstmmentalinsh印ingmanytheoriesofleamingandteaching，andⅥ，hencombinedtogemer’revealthebarebonesofPBL．2．4．2DefinitionofPBL 東南大學(xué)碩上學(xué)位論文Pr巧ect．based1eamingisamorecomplexinstmctionalconceptthanthetemsuggests．Thereismuchmoretoproject-basedle鋤ingthanthesimpleinco印orationofprojectsintomecu丌icul啪．AccordingtoHen巧(1994)，althoughthereisnogeneralizeddefinitionofthetem“project”，manyeducatorsandscholarsa伊eethataprojectlastsoveraneXtendedperiod，allowsstudentstoselecttheirtopicsandlocatetheir0、Vnsourcematerials，andprovidesthemwithopponlmitiestoconductanindependentpieceofworkeitherindividuallyorin伊oupsunderthe”idanceoftheirteacherandtopresent鋤endproductincluding、塒ttenreportsand0ralpresentation．·Project-basedleanlinghasbeenequated，bysome，within—classgroupwork，out．ofclassactivities，cooperativeleaming，task_basedinstmction，aVehiclef-0rmllyintegratedl鋤guageandcontentleaming(Stoller’1997)，觚damechanismforcross—cmTicularworkbyexploitationofknowledgegainedinothersu巧ects(Hedge，2000)．Forsome，projectworkinvolvesfairlynon—elaboratedtasl(s；forothers，projectworkentailselaboratesetsofsequencedtasI(sduringwhichstudentsareactiVelyengagedininfonnationgathering，processing，andreporting，withtheultimategoalofincreasedcontemlmowledgeandlanguagemaste阱Someprojectsfocusonreal．worldissues(e．g．elections，theenVironmem，publictransportation)，whileothersarelinkedtothemesinmainstreamcllrlriculum(e．g．a(chǎn)nthropology，biotechn0109y，cateringandhotelrestaurantmanagement，socialstudies)．TheversatilityofprIDject—basedleamingmakesitdi幣culttoarticulateonesingledefinition．Butforeffectiveproject-basedleaming，accordingtothosesuccessmlandexperiencedpractitioners，f01lowingconditionsshouldbemet：1．haVeaprocessandpro(1uctorientation；2．bedefined，atleastinpan，bystudents，toencouragestudento、vnershipintheproJect；3．extendoveraperiodoftime(ratherthanasingleclasssession)；4．encouragethenatIJralintegrationofskills；5．makeadualcommitmentto1anguageandcontentleaming；6．obligestudentstoworkin鏟oupsand0ntheirwon；7．requirestudentstotakesomeresponsibili夠f研theiro、vnleamingthrough20 thegathering，processing，andreportingofinf．0rmationm蚰ta唱etlanguagereSOUrCeS；8．requireteachersandstudentstoassumenewrolesandresponsibilities(1eVy'1997)；9．resultinatangiblefinalproduct；andlO．concludewithstudentreflectionsonbothmeprocessandproduct．2．4．3PositiveoutcomesOfPBLProject-basedleaminghasbeenadVocatedaSane行．ectiVemeansforpromotingpurposemllanguageleamingformoreth鋤20years．(e．g．Fried-booth，l982，2002；Haines，1989；Ho，2003；Stoller，1997)．Duringthese帆odecades，mostsupportforprqect-based1eaminghasstemmed仔omteachers’anecdotalreponsofsuccessmlinco叩orationofprojectworkinto1anguageclaLssroomwithgeneral，Vocational，academic鋤dspecific1anguageitems(e．g．Allen，2004；Caner&Thomas，l986etc)．Practitionersr印ortmanybenefitsresulting仔omstudentengagementwithprIoject·based1eaming．1’able2．1reVealseightcommonlyreportedbenefitsinproject-basedleaminginL2andForeignLanguages鮑ings．1hemostcommonlyreportedpositiveoutcomeofprojectworkislinkedtoauthentic時ofstudents’experiencesandlanguagethattheyareexposedtoanduse．Anothercommonlyreportedbenefitofproject-basedleamingisintensit)rofstudents’motiVation，inVolVement，engagement，panicipation，鋤denjoyment．Project-basedleamingisalsosaidt0inspirecreatiVi吼asstudentsmoVeaway行ommechanisticleamingandtowardendeavorsthata110wf斷andbenefitfbmcreativi吼7rhethirdmostcommonlyreponedbenefitisstudents’enhancedlanguageskills．SnJdents’reading，、Ⅳriting，speaking，listening，Vocabula阱鋤dgrammarabilitieshavebeenimproved．Itispossiblyduetof．a(chǎn)ctthatprojectworkfacilitatesrepeated0pportunitiesforinteraction(output)，modifiedinputandnegotiatedmeaning．Anotherreportedbenefitofprojectworkisstudents’improVedsocial，coopera“Ve，，andcollaborativeskills．Projectwork，infact，iscompatiblewithcont朗t．basedinstnJctionanditsdualcommitmenttocontentandlanguage1e鋤ing(Stoller'2004)．Asstudentspro伊ess 東南大學(xué)碩士學(xué)位論文throu曲thevariousphasesoftheproject，theinfomationthatmeythemselVeshaVecollected，aswellastheinfomationcompiledbyclassmates，isrepeatedreadingandlistening，speakinginme鋤ingmlways(Stoller'2002)，thereforeconsolidatingcontent1eaming．otherbenefitsincludestudents’improVedselfconfidence，enhancedself-esteem，positiveattitIJdestowamle鋤ing，comfonusingofthelanguageandsatisfactionwithpersonalachieVements．The1iteraturealsoreferstostudents’increasedautonomy'iniI印endence，awillingnesstotakeresponsibilityfortheiro、Ⅳnleaming，F(xiàn)inany，improveddecision-makingabilities，鋤al”icalandcriticalthinkingskillsandproblem—solVingarewhatstudentsdemonstr；atedasaresultofprojectwork．2．4．4SummaryAsNunan(2003)reported，inSeptember2001，theMinistryofEducationofChinainstmcteda11c01legesanduniVersitiestouseEn91ish硒themainteaching1anguageinthefollowingareas：fin卸ce，foreign仃ade，economics，inf．omationtechnology'biotechnology'ne、Ⅳ-materialtechnology’鋤d1aw，anenomoustaskthatcallsfor鋤integratedapproachtolanguageandcontentteaching．HoweVer'Englishlanguagehastraditionallybeentaughtseparately丘．0msubjectmattercontentinChina．Asaresult，Chinahasproducedmanylanguageexperts、)l，hoarenotl(nowledgeableincontentor，viceversa，contentexpertsWhocannotcommunicateinEn91ish．Anomerproblemresulting仔omitsapproach，teachinglanguageass印aratesu切ectmatter，isthatChineseunivers時professorshavenotbeenpreparedtoteachlanguageandcontentinanintegratiVe、Ⅳay．ManyChinesecollegesanduniVersitieshaVebeeneXploringwaystoincorporateEn酣shlanguageandsubjectcontent．Project．basedleamingisonepossiblemeansforpromotinglanguageandcontentleaminginEnglishasaforeignlanguageinclassroom．Furthemore，project-basedleamingmightbeanefjf．ectiVemeansforaddressingtheweal(nessofChinesestudents．ManyofourstudentshaVesuccess允llypassedvarioustestsinEnglish，butnotmanyhaVedeVelopednecessarycommunicatiVecompetence．CommunicatiVecompetence，asCanaleandSwain(1980)propose，consistsofgrammaticalcompetence(aknowledgeofthelinguisticsystemofthe 竺!呈里堡!墜竺生!堡嬰堡墾!：!!!●______-■■_■_●■___I__-__-___-___-_-_-■l__--I_■_-_-I●_■●___-___●-●-●-●-_-_●__●●_●--_-_●_●_I_。__●’__’—I●’1--—’?！?。。’—1’——’’——?！灰灰灰籺a唱etlanguage)，socio．culturalcompetence(anunderstandingofmesocialmlesofl鋤母lageuseinsocialconteXts)，discoursecompetence(theabilit)rtointe叩rettheconnectionofaseriesofsentencesorutterancestofo徹ameaning如1wh01e)，andstrategiccompetence(theabilitytousestrategiestocompensateforimperfectl(nowle電eorlimitingfactorssuchasfatigueordistraction)．ChinesestudentshaVebeenstudyingEnglishformanyyears，butarcunabletouseEnglishforcommunication．Project-basedle鋤ingisaneducationalactiVi哆thatproVidesstudentswithopportunitiesforpu印ose向lcommunicationanddeVelopingtheirothermreecompetencesnotjust鏟ammaticalcompetence．MeanⅥ，hile，project-basedleamingmayenhancestudents’motiVationanddeVelopstudents’abilityt0le鋤moreindependentlyandautonomously： 亂>7。，o7>7Z’>、7’7>寸∞毒芝7>’≯oN．J>jY7>’，o工>’>No‘7>o氈一工>7>’>盂高ya’o>7’>ok>’、7—，>囂堇o'o山>2繭o>、7it西己o>薹喜C_●0‘O0西日=西C日一C西0■Ok蕾C甩∞>7>’No可《>’器歷CO量翟U老∞0西若!∞．蘭唑6功EC毋工C旦母C■∞，一、≥OE蘭o；刁亙旦守孥∞_∞雪)、罱圣N正蘭呂；口'五萎惹C寸‘麗們．三o)們一CEo旦量焉D△D3們o∞亂正巴L。藝o口’△CDo翟等o'Y2母6《C旦o焉邑Co∞帕o‘療匕‘；E∞_式勺∞=∞o．Q∞是LL—Co芝XDN的C≥C■妄昌罱oo'．妄∞蘭弓=≥詈苗刁葛EC∞．Q磊里o．∞苗Q甍了鞭量麗E與刁Coo'山．E田石n{∞生∞9_a’∞D(zhuǎn)oJ了‘是咆訪口’C仍JCoCrvo'面蘭o．Q∞Too．坦o∞芑需Co麗$∞暑囂焉∞口C口考o旦C∞萎蘿u-言劣酊口∞專曼C．o)．量E刁互①毋io∞o3E_毛奇刁C芒岳2o．蟲喜§o旦翟旦旦蘭o∞g舌Pj五蚤ic，)刁oo‘歷∞∞一∞哥口3∞刁∞器塞墨∞?！?奢弓D巴△匕巴o。二‘Q‘)o∞oO墨萋至蟲●一至8三E_-●No‘苔0。孑■‘，旦O磊芑_鼉喜巷0．三CL_=可器■■_一口_C《．Q∞o．右_．壘-．坌0七C曬口△§皇右雩∞·，C'∞0E_山o'門。島U∞口'★o'C∞C了oO已C量罟E旦oa母三E刁E∞OC2Q∞o墨童8>_C．量=‘O們．蟲-茜2CO笛．Q∞C置盟受∞o’：r奄∞．之∞七3oN岙芑oo'△0∞2’EC△-一旦。．a(chǎn)勺：互。墨罨日罷芒釜蓋主i邑正卜?！蕖瘹v旨暑C3旦0：《三≮乏呈E￡卜∞Nn寸舊‘oo叱乏。議嵇牮非．T隧籽≮證長 _，‘-～ChapterThreeConstructionofProject—basedBusinessEnglishTIeachingApproach3．1TheoreticalBasisWangXingsun(1997：24—29)definesBusinessEnglishasthat“BusinessEnglish，tlleEnglishusedinbusinessconteXt，isonebranchofESP，whichisle鋤tbybusinessprofessionalsorwould-beprofessionals．Itshouldcontainthef0110wingcourses：import．export，law，advenisement，finance，accounting，managementaIldsoon．’’SinceBusinessEn91ishisonebranchofESP，hesuggeststhatlanguageteachingshouldbemefoundationofBusinessEnglishteaching．Basedonthisp血ciple，he如nherdi行IcrentiatesBusinessEnglishcourse仔ombusinesscoursestaughtinEnglishin觚attempttoconsolidatethepositionofBusinessEnglish．BusinessEnglishteachingisaboVeallalanguageteaching，justasE11is&Jollllson(1994：26)statethataBusinessEnglishteacherisprim撕Iyalanguageteacher．Theoretically，BusinessEnglishisincludedinl肌guageresearch；instmctionally，BusinessEnglishteachingcentersonlanguageacquisitionandminorsinbusiness．LanguageteachingismerootofBusinessEn鰣shteaching，wrhichhasmuchincommonwithGeneralEnglishteaching(Doma，2000：2；Dudley-EVans，1998：54)．College咖dents，pre—experience1eamers，whotakemecourseofEnglishforGeneralBusinessPurpose(EGBP)arerequiredtoacquirebasicEnglishlanguageskillsthrough絀ingsuchcoursesincaseofengaginginbusinesscareerlater．Dudley．EvansandJohn(1998：55-56)arguethatsuchcoursesteachabroadrangeofEnglishthrou曲businesssettingsratherthanEnglishforSpecificBusinessPu叩oses．Thecomentsofthesecoursesembraceala唱e姍geofVocabularythatdiffers仔omthatofGeneralEnglish．Dudley-EvansandJohn(1998：55—56)findthatthebusinesssettingsinEGBPcoursesinclude‘meetingpeople’，‘makingarrangements’，‘ta墩ingaboutyourselfandyourcompany’，and‘traVeling’．聊icalbusinesscontenttopicsintheEGBPcoursesincludeo瑪anizationalcharts，marketing，branding，adVenisementandproductdevelopment．Actually，thesesettingsandtopicscoVerawidera】『IgeofbusinessconteXtandoffer觚鋤t11enticsituationfortIlepre—experienceleamers，Ⅵ，hichfocusonimproVingbasiclanguageproficiency．Project-basedapproach，asBeckettG．H．(2002)defines，isalong-te珊(seVeralweel(s)activi哆thatinvolvesaVarietyofindiVidual0rcooperatiVe協(xié)skssuchas25 ～————————————————————————一一—————————j壹登型奎deVeJoplngaresearchplanandquestions，andimplementingthep】anthroughemplncalordocumentresearchthatincludescollecting，鋤alyzing，andreportingdata0rally鋤d／orin、州ting．ProJect．basedapproachhasbeenre危rredt0，atagenerallevel，aSalanguageeducatlonapproachthatreflectsstudent—centered1eaming(e．g．F—ed．Booth，2002：He電e，2000)withinthe納meworkofexp喇e11tialleaming(E州ng，200l；Kohonen．2001；Legutke&T．homas，1991)．nhasalsobeendiscussedwithinthetheoretical打ameworkofleamerautonomy㈣ed—Booth，2002；V鈿Lier，2005)，cooperativeleamlng，andcriticalthinl(ing·Atamorespecificlevel，ithasbeendescribedasanapproachthatpromo‘escomprehensibleinputandoutput(E舛ng，1989)withempnasls0npracticingIisteningandspeakingskillsandasacontent-basedapproach(Stoller，2004)Manylanguageprofessionalshavepointedoutthatproject_based1eaming1eadstomcreasedstudentmotiVationbecausetheoriessuggestthathumansaremotivatedwhentoIIowingconditionsexist：i力diVidualsneedt0(a)&elcompetent，(b)begrantedsu胍1entautonomy，(c)haVetheopponunitytosetwonhwhilegoals(Beckett&Slater'2005)，(d)receiVe佗edback，and(e)bepositivelyaf!fj瑚edbyothers(Walker&Symons，l997)·Theseareallpossibleinproject．basedleaming：Motivationusuallvresults1jromsltuationsinwhichle鋤ersareengagedintasksthatareneithertooeasvnortoodif!Ficult，butratherch撇cterizedbyjusttherightamountofchallenge(E曲e吒2003)·MoreoVer，motiVationusuallyeVolVesgradually，asle鋤ersengageincomplexsetsot’tasl(Sthatmove療Dmpla徹ing，goalsetting，andtaskimplementationmroughoutcomeevalua‘ion．(Domyei，200lb)．Suchphasesarestalldardfeaturesofmanvproject-based仔ameworl(s．(Alan&St011er’2005)。M觚yl鋤guageprofessionalspraiseproject-basedle鋤ingbecauseitcreatespu巾ose血l叩portlmitiesforlanguageinput，Ianguageoutput，andexplicitattentjont01anguage’relatedfeatures(e·g·，fo冊s，Vocabulary'skills，strategies)．nleneedforcomprehenslbleinput，meaning砌output，andexplicitinstmctiononrelevantandcontextuallyappm州atelanguagefomshasbeenproposedbySwain(1985)．Swain，soutputhypothesisarjguesthatinpmisanecessa巧butinsufjFicientconditionfor1anguageleaming，studentsneedoppommitiesforspeakingand毗ing(i．e．，output)，andalsoactiveengagementinlanguage—Ieamingactivitiesbased0nexplicit1nstnlc‘10n(Mohan&Beckett，2001)．Relatedt0meaning向llanguageinputandoucput1sthecommonclaimthatproject-basedleaminglendsitselftothenatural’^ inte曠ationoflanguageskills(reading，啊iting，speaking，andlistening)．Project-basedle鋤ingalsolendsitselftotheinte伊ationoflanguageandcontemle鋤ingobjectiVes，asonemi曲tseeincontent_basedclassroom．(e．g．，Stoller＆Grabe，l997)FredrickStoller．2006inBeckett&MillerP34summ撕zesthefollowingconditionscontributingtothepositiVeoutcomessooRenassociatedwithprIDject—basedleaming：1．Projectsshouldbecontent耐Ven；2．Studemsneedtobeengagedinacomplexsetofmanageableyetchallengingtasl(Sthatareneithertooeasynortoodimcult．ThetasksshouldbestmcturedsothatstudentshavemeopportunitytoreinVestknowledgeinpro鏟essiVelymorecomplexproblem·s01VingactiVities；3．Studentsmustbegiv肌realchoices，possiblythrou曲menegotiationofselectedaspeCtsoftheproject(includinggoals，themes，procedures，outcomes)．4．Projectsmustbedefined鋤dorchestratedsoastoarousestudents’curiosit)randinterest．5．Studentwork掣oupsshouldbefo肌edt0c印italizc}onthestren蚰sof伊oupmembers．EachgroupmembershouldbegiVenmeopportunitytocontributemeaning如llyaIldsuccessmllyt0groupaims．Student乒oupmembersshouldunderstandoverallpr巧ectobjectiVes鋤dtheroleoftlleirirldiVidualcontributionstothegroupeffort．6．Studentsshouldbeheldaccountablef．0rtheirworl(．7．Studentsshouldbegiventheoppomm時toengageindeliberatepracticeofmeskillsaIldlanguagerequiredforthesuccess凡lcompletionofeachstageofthepr巧ect．8．Studentsmustbegivenongoingfeedback，inthefomoffomatiVeandsummativeassessment，sothattheycanevaluatetheiro、Ⅳn1eaming，pr0鏟ess，andattai姍entofprocess—andproduct—orientedgoals．3．2TeachingobjectiVesTheBusinessEnglishcourseaimstoequipstudentswimmeessentiallanguageskillsandknowledgeofbusinessworld；improVetheira_bili夠t0communicateinEnglishinawiderangeofbusinesssituations；buildcompetenceaIldconfidenceinstudentsinhandlingsocializing，negotiating，presentations，report、Ⅳ訂tingandotherskillsandqual“iesmatbusinessprofessionalsneedt0acquirein21蚍centuD，．ARerstudyingthiscourse，studentswillbecomemoref．a(chǎn)miliarwiththeconcepts，skills，27 —————————立墼塑墼．1exisanddiscourseofBusinessEnglish，dem。nstrateawar肌essandu11derstanding。fbuslnesspracticeandkeyissuesinworkplaceandintemationalbusiness．．Inthiscourse，studentswilIbeabIeto：。T。fos‘erauton。myinleaming。fEnglishandbusiness衄ou曲c。llab。rativegroupworkonBusinessPlanprojects；·loe肌chthelrl(1lowledgeofbusinessconcept，practice，仃ends，cultureinthe910balcontextthroughlectureandsurVeyingIntemetmaterials；。1odeVel叩appropriatecommunicatiVesl(ills(includingpresent噸，meeting’nego‘iating，e-communication)throughpeerinteraction；。Iobulldconfidenceandcompetencetheyshouldpossessfortheirfhturecareer．3．31’eachingFramework10achleVethe‘eachingobjectiVesofthisBusinessEnglishcourse，project-based印proach1nBusinessEnglishteachingengagesstudentsinabusinessEnglishproiecttha‘last16weeks，concludingwithaWittenbusinessplanforanewcompanyand0ralpresen‘a(chǎn)tionaidedbyPPT．BotharedoneinEnglish．111ewittenreponSobligestudentstoInte眥inforrIlation仔omtheteacher-orchestratedportionoft量leuIlitwittItnelrownpr0Jec‘．basedresearch．Thepr町ectextendsinstmctionbeyondthefourwalIsoft11e仃aditionalclassroom，takingstudentsontotheWorldWideWeborintottle“brary，giVil瑪tIlemaccesstonewinfo徹ationsources，andcreatinggenuiIleoppornJnltiesforcommunication．Project-basedapproachisactuallynotareplacementforotherteachingmethods，“israther孤approachtole鋤ingwhichcomplementsmainstreammethods(Haines，l989，p．1)．nleBusinessEnglishprojectcomprisessixphases：in咖duction，舒oupingandplannlng，researchingand州ting，PPTmakingandrehearsal，projectpresentationandeValuatlon，reflection·SeeChaIt3．3ConstructionofBusinessEnglishPr01jectrhaseone—Introducti鯽·T11eteacherin昀ducestostudentst11ebusinessEngllshp刪eclastowhatispu啪seofbusinessEnglishproject，whatisinvolvedin‘hewholeprqec‘，howtodoabusinessEng“shpr硝ect，、Ⅳhataretherequirementsformepr叼ect，howt0eValuatetheprojectachieVementsand、vhatarctheassessmentstrate91esforthecourseetc·Inaddition，theteacherhighlightsthevalueofpmiectworkandhelpstud咖sunderstal】dtheimportanceofactiveinvolvementinthep叫ectwork．。JIlthlsstage，s砌entsaremadewellawareofwhatt11eyaresupposedtod0for tllebusinessEnglishprojectthroughoutsemester-—abusinessplan(English)foranewlyestablishedcompany．Therequirememsformeprqectaremadecleart0studentsasf．ollows：(1)Theproject-basedleamingisprocessbasedandproductoriented；(2)Studentsareheldresponsibilit)rf10rtheiro、Ⅳnleamingthrou曲gathering，processing，andreportingofinfomation丘omta唱etlanguageresources；(3)Studentsworkingroupstocompletetheirprojects；(4)Studentsaretomakeplansfortheprojectincludingtimearrangements，labordivisionandcollaborationonthename，themarketpositioning，businessmodel，philosophy，mission，VisionandeVenthefinancialbudgetforthenewcomparly；(5)Studentsaretoconductmarketsurvey，produceSWOTanalysisreports，anddefinemarketingstrategies；(6)Studentsaretopresenttheirbusinessplansinboth嘶ttenfomandoralf．0mwiththeaidofPPT：(7)Teachersserveasasupervisor，facilitatorandfeedbackproViderinthewrholeprocess；(8)StudentsaregivenachecklistI．0rthepreparationoforalandPPTpresentations．TheyarealsoproVidedwiththerubricst0domeeValuationforthepresentation0fpeergroups．Tobuildconfidenceinstudents，theeXcellentEnglishbusinessplansdonebyfonnerstudentsarepresentedtoillustratemestrongpotentialsforthemtodiscoVerandessentialalbilitiestodeVelop．Phasetwo_●；roupingandPIanning．Studentsare黟oupedaccordingt0theirinterestandneed．Eachgrouphassixmemberswhostarttoworkontheirprojectplan，includ洫gpla蚰ing伊印hics，time覷lmes，project丘ameworkandidenti母theresponsibilitiesofeachmemberfortheprojectwork．Eachprojectteamisrequiredtoselectateamprojectmanager，meotherteammemberstaketumstooroneoftheteammembersis印pointedtoberesponsiblefortakinganddeliVeringmeetingminutestotheteampr巧ectmanagerandtheteacher．Inthisstage，studentsareinVolVedinselecting，modi匆ing，andoradaptingtheirgoalsandcontentaRertheyaremadeclearaboutthecomponentsofabusinessplan．neycreatetheirgoalsandchecklistsforeachpanoftheir鱸oupprojectpro曠鋤andtIlenidemi匆thes仃ategiestofhlfilltheirtaskseitherindiViduallyorc01lectiVely．All29 東南大學(xué)碩上學(xué)位論文thisisdoneoutofclass．Tbensurethesuccessandsmoothimplementatlonoftheproject，t11eteacherkeeps鋤eyeonstudents’reactiontoprojectworkandtheirperforIn鋤ceinthegmup．Ifstudentsshownointerestorfinditdimcultinthe伊oupwork，theteachertakesimmediatemeasurestoengagestudentsinme黟oupwork，andencouragemembygiVingsuggestionsormakingcommentson伊oup’swrittenpr巧ectplan0ransw耐ngquestionsorremoVingdoubts撕singillt11eirweeklyreponsthroughemails．Phasethree-一ResearchingandWriting．Studentsurldertal(eamarketresearchbyusingavailableresourcessuchasintemet，libraⅨ銜endsandteachers，familyrclativesandlearning證class．Theteacherdesignstheteachingsyllabusaccordingtoessentialcomponentsofstandardbusinessplansuchasbusinessdescription，companystmcture，employment，corporateculture，markets仃ategies，competitiVeaIlalysis，productdesignanddeVelopment，叩erationandmanagementplan，financialcornponentsetc．Foreachcomponent，吐leteacherbringsintotheclassroomtheauthenticstoriesorbusinesspracticeofthoseprestigiouscompanieseitherathomeoroverseastoenla曙estlJdents’knowledgeofrealworldofbusinessandtoelicitideasorthinkingf．romstudentsfIortheirnewcompany’sbusinessplan．ARerclassstudentsgather，process鋤dreponinfomation丘Dmresourcesandthendiscuss孤dnegotiateonbomthecontentanduseoflanguageforthefinaldraRofbusinessplan．PhasefourPPTmakingandrehearsing．StudentsareencouragedtOusepresentationso腳aresuchasMicrosoRPowerPoint，Photoshop，BooksFlipAlb啪，orwebautlloringso脅are，suchasMacromediaDrearnweaVeralldMicrosoftFrontPageinte鏟atetext，art，photo伊aphy'andmusicintoapresentation．Otherpresemationdeviceswithinteractiveelementscanalsobeusedtomotivateboththecreators觚dtheviewersofthepresemation．ARerthecompletionofPPT，studentsprepareoralpresentation．Eachof鏟oupmembersisresponsibleforonepartofpr巧ectpresentation．Sinceitis鏟oupwork，eachofthemshouldworktllebestbyhelpingeachotherwithoralpresentationskills．Phase6ve_一PresentationandEvaIuation．Studentsarerequiredtomaketheirpresentationpmfessionallyandskillmlly-Whileonegroupispresentingtheirbusinessplan，other伊oupslistenanentiVely．QuestionsareinVitedatmeendofpresentation．D研ngtheQAsection，studentstaketumstoactas‘‘experts”oftheirbusiness，giVingf．urtherexplanationby印pIyingwhattheyhaVele鋤ed缸oughprojectwork．When30 onegroupcompletesthepresentation，collaboratiVeassessments盯econductedbytheteacherandstudentsbasedonthegivenrubrics．TheteacherproVidesfeedbackastoⅥ，hythepieceofworkisputinasonoffairlylowmarkoranexcellentone，andfinallyscorestheperfb咖anceofindiViduals鋤dthewrhole黟oup．Phasesi】I【一Renection．Studentsarerequiredt0deVeloptheskillsofself-reflection．(1)renectonboththepmcessalldfinalproduct；(2)analyzemestren舀hs鋤d、Ⅳeal(nessesontheiro、Ⅳn；(3)summarizewhattheyhaVele帥edintemsoflanguage，businessl(IlowledgeandcommunicatiVeskillsetc；whattheybenefitmostandwhattheyneedtoimproVeetc，(4)voteforthebestprojectoutcome(Englishbusinessplan)andthebestperf-onner．3．41’eacherandStudentReIationshiphlproject-based印proach，theteacheraIldstudentrelationshipnkesonadifl’erentfo徹行omtheone、Ⅳeareaccustomedtoseeinginmetraditionalteaching—leamingpa位em，wheretllestudent’saccesstoknowle電enecess撕lygoesthroughtheteacherWhotakesonthesoleresponsibilit)rforallthath印pensintheclassroom．BusinessEn91ishprojectisnottaught．7I’heteacher’sroleinthepr00ect-basedle鋤ingisthatofafacilitator．’nleteacherisontlleoutside，notintIleinside；heorshedoesnotpanicipateintheinteraction，hasnopower0rresponsibilitiesforthedecision—mal(ing(Jones，1995)．hlproject-basedleaming，them旬orrolesthatmeteacherassumesarethoseofresourcepersonandarchitect．Asaresourceperson，theteacherdirectsstudentstoappropriateresourcesonlyifstudentsrequestit，asmepurposeistoleadstudentst0becomeautonomous，todeVelops仃ategiestoleam0ntheiro、wlbyusingsourcesotherthantheteacher．Asanarchitect，theteacherdividesando瑪anizestheworkinsuchawaytllatitwouldbeeasierforstudentst0tackle．Oncetheprojectisfinished，theteacherproVidesthestudentswithfeedbackthatwillhelps仃engthenmeirskillsfortheir觚urecareer．Therolesoftheteacherchange，sodotherolesofstudents．“Justasthereisnoteacher?neitherarethere．一咖dents’’(Jones，1995p11)．InBusinessEnglishproject-basedleaming，theroleofstudentsisno10ngert0listenandr印roduceinfomationbutt0puUcontemtogether’negotiatemeaning，renectonleaming，andcomeupwithan印propriatefinalproduc卜-BusinessPlan．T11e咖dents乜岫血llresponsibilityfortlleirleamingandconstantlymal(echoicesonhowtoobtain，display' 東南大學(xué)碩士學(xué)位論文0rmanipulateinfonnation．Theyworkingroupst0o瑪anizeprojectactiVitiestoachievemutualleaminggoalsbymeansofsharedresponsibilitiesandcooperati嘰．3．5TeachingMethodsThecourselastsonesemesterwitll64hoursofclassroominstnIctionswimfourhoursperweek．T‰hoursperweekaredeVotedtoinst九Jctiontime，additional觚ohoursaredevotedtotheprojectwork．Project-based印proachinBusinessEnglishteachingiscombinedwi也instructions，practice，伊oupworkinclassandregularconsultationmeetingsore—communicationwitheachprojectteamoutsideclass．Theteachingmethodsunderlyingproject-based叩proachinclassareusedasfollows：IIlClass·amixofteacher-ledinputsofs仃ategiesforcaITyingoutprojeCt，businessknowle岵e，businessEnglishte衄inologies，businessEnglishVocabula】嘎globaltrendofbusiness，communicativeskillsinintemationalbusinessandwofkplace，anythingrelatedtotheissuesort叩icscoVeredintheprojectt}latgiVestudentsabetterinsi曲tintotheirprojectwork鋤dhelpmemproduceeVenbetterfinalpmducts(EnglishBusinessPlan)．·黟oupdiscussionsontheaboVeissuesandtheprojectwork?！ど痮upworkonadVenisementfortheirnewlyestablishedcompany'questionnaireorinteⅣiewformarketresearchetc．·casestudy·simulationsOfmeetingsandnegotiationsetc．·1anguagedevelopmemactiVitiessuchasroleplay，tr￡mslation，presentationetc．OutofClassStudentsareengagedinselfdirectedleamingandcooperatiVe1eamingsupervisedbytheteacherthrou曲e—communicationsuchase—mail，phonecall，0rmeetingswitheachprojectteam，giVingstudentscomments，suggestionsandguidelinesastohowtooVercomethedi筑cultiesandhowtoimproVeetc．intheprojectwork．3．6AssessmentsthroughouttheProjectAssessmenthasadualroleofenhancingmeleamingprocessandassessing、)v_hether1eaminghasoccullred．ItisessentialtostudentsaSawayofeValuatingmeefrectivenessofteachingandleaming．Itisoneofthemostpowermlinnuencesonthe32 approachesstudentstaketotheirleaming．Project-basedapproachiscomparatiVelynewtoBusinessEnglishteachingintheinstitutesofhigherVocationaleducation，toensurethesuccessofsuchproject-basedleaminginstudents，theassessmentstrategiesandmethodsshouldbechangedotherthanfollowthetraditionalsystemoff．eedbackonachievementinherentinteacher-centerededucation．3．6．1AssessmentStrategyTheassessmemstrategyforproject-basedBusinessEn91ishteachinginVolVestwokmds：fomalsummativeassessmentandinf．omalfIonnativeassessment．Itconsistsoffourpartswithdifferentweightings(T{lble3．6．1)：assessmentforclassroomperf．omIance；autonomousandcooperatiVele鋤ingoutofclass；presentationofproject；finaltest．3．6．2耐pesofAssessmentTheassessmentsforproject-basedapproachinBusinessEnglishteachingcanbeclassifiedintotwol【inds．OneisfomativeassessmentCIesignedt0supporttheleamingprocessbyproVidingfeedbackonpe墑manceandsuggestionforimproVementsuchasclassroompe墑manceassessment，feedbackonautonomousandcooperatiVeleamingoutsideclass，presentationofproject；anotherissummatiVeassessmentdesignedtoeValuatewhetherleaminghasoccurredsuchasfinaltest．Thefourassessmentsinvolvedinproject-basedapproachareconductediIlthefollowingthreewayscoV甜ngthedi行酹entcontent．3．6．2．11№acher’sAssessmentTheteachefgiVes鏟adesforstudents’attendanceandperf．0徹anceorclassroomcontributions缸ou曲叫tthecourseeValuatingmeirbusinessl(110wledgeandbusinesscommunicativeskins．Afinalgradeisdecidedonacombinationofthese伊adeswhichaccountsfor15％ofthetotal．TheteachergiVesgradesfbrstudents’achieVementonthefinaltesteVaIuatingtheirbusinesslistening，reading，w—tingskillsintestconditions．Thisaccountsf．or20％ofthetotal．3．6．2．2CollaborativeAssessmentAssessmentsareundertakenthrou曲c011aborationbe帆eentheteacherandstudems．Thecontentisoralpresent“onofgroup’sEnglishBusinessPlanaidedbyPPTpresentation．T．hecriteriaforassessmentsarecare血llydecideduponandgiVentostudentswhentheycometothefounhphaseoftheprojeCt．(Table3．6．2．2·1，3．6．2．2-2)TobalancetheValidityandreliabilityofassessment，theratioofteacher’sand33 東南火學(xué)碩上學(xué)位論文students’is7to3．The伊oupandthestudentwhoarerankedasmebestperf．omerswillbe行eeoffinaltest．Thispartaccountsfor40％ofthetotalscore．3．6．2．3Portfo吐oAssessmentStudentscollectanumberofassigmentsincludingweeklyreport，languagedevelopmentexercises，documentsforresearchwork，emailscommunicationforproject，writtenbusinessplanandself-renectionr印ort，presentalltheseinafile．Thefileisusedasabasisforevaluatingstudents’businessknowledge，businesswnting，abilitiesofself-directedleamingandproblemsolVing，creatiV時andteamwork．Thisaccountsfor25％．Tosumup，studentsaregiVenahighmotiVationtoparticipateinprojectwork．Thegradingofprojectworkisequalto70％，whileclassperfomanceandf；inaltestis30％ofthefinalscore．ItisstatedexplicitlythatitisVe巧imponantforstudentstoactivelycontributetotheteam、Ⅳ0rkwhichincludesattendingtheteammeetings，contributingtheirideas，、Ⅳritingpro伊essr印ort-wee“yreportetc．) 竺壘苧坐!!坐!!竺2壘!墜型竺翌!!!型!!蘭!竺塑呈型里!!!蘭堅!墜：翌竺坐墨壘巳旦翌型COnstructionchart3．3PrOject—basedBusinessEng¨shTeachingConstructjonChartProjectIntroduClion上GroupingJrProjectpIanning7●ImpIementationofprojectpIanthroughautonomousandCOOperativeIeamingandcooperatiVeleaming上鼢gedreViewandsummary，PPTmakingandrehearsaI上PreSentatiOnandevaIua“On’rRefIectiOn35co一曲一^J∞△3乃oc仃co—133-I_∞c一．Ioco∞o一 東南大學(xué)碩士學(xué)位論文TabIe3．6．1ASSeSSmentStrategyV●SI(iII，KnowIedgeAssessmentWeighl-ngBusinessknowIedgeandAttendance，pe—：0rmanceinIanguageskilIScIass，exercisesandpracticeOfbusinesSknowIedgeandIanguage15％(inVoIVinggroupandindiVidualwork)Businesswr|ting，businessEffortsoutofcIass(portf0¨o)knowIedgeandself-directedofprojectpIanning，IabordiVision，learning：prObIems0IVingabj“ty，weekIyreports，ema¨30％creatiVityandteamworkcommunications．writtenbusinesspIanandreflectionreport)(invoIvinggroupandindividualwork)EngIishpresentatjOnSkiIIsandOraIpresentationofBusinesscOmputersk¨IsPIanprojectaidedbyPPT40％presentatjon(inVoIVjnggroupandindiVidualwork)Businesslanguage，reading，【Tbs‘(indiVidualw?！甼)15％writingsI‘iIIs36 h·■-●～Table3．6．2．2．1Check¨stfbrfinaIPowerPointpresentationStudentsw¨IusethisCheck¨stt0enSurethattheirfinaIP0werPOintpreSentationiscompIeteandcorrect．Thechecklistissim¨artotherubr．cbywhiChtheirpresentatiOnwⅢbeg陷ded．PowerPointPresentationTitIe：Date：Groupmembers：CATEGoRYRESPoNSIBILlTIESContentTheinfOrmatiOnweqavewasintereStingOrimpOrtanttOOtherS．Wewerewe|linformedabOutOurtopic．WeincludedreIiabIe，faCtuaI．nformation．WeaddedsupportiVedetailtothemainpoint(s)．Weut?zedmypriorprojeCtsforsuppor七．0rganizationWeOrqanizedideasina109icalway．Theinformationandarguments／detailswereeasytounderstand．WestayedfocusedanddidnOtgetO仟thetopic．TheintroductionincIudedacIearstatementofthemainpoint(s)．ThebOdyOfthepresentatiOncontajnedsupportiVedeta．IsabOutthemainDoint(s)．WeincIudedastrOngC0ncIusion．UseofvisuaIPicturesandgraphjcsimpr．0vedthepresentation0rreInfbrcedmainaidsandpOintS．TechnoIogyPictures，graphicsandtheirpIacementwerecreatiVe．PresentatiOnwaSattractive．LettersandfOntswereeasiIyViewedandreadbytheentireaudience．S|idescontainednOspeI|ing0rgrammaticaIerrors．DelivervWemaintainedeVe·cOntactmostOfthetime．Wespoketotheentireaudience，notjustoneortwopeopIeandevervOnecOuIdhearus．Wedidn’tspeaktOOfastOrt00s10w．Weusedstandardgrammar．WeusedmynotesbutIdidnotreaddirectIyfrOmthem．WeusedresOurcesthataddressedthetOpic．WeusedauthentiCDrintreSOurCes．WeusedinterViewswith0thersaSaresOurCe．WeusedOurOwnwOrdsinthespeech；wedidn’tcOpya|IthewordShttD：，，diSCOver．education．Durdue．edu，chaI|enae，PBL．，20022003，ENLProaress，PPPrubr．C．htm37 ‘東南大學(xué)碩上學(xué)位論文TabIe3．6．2．2．2POWerPOintPreSentatiOnRUbrICAcTIVITYExemplaryProficientPartia¨yIncompIetePoINTSProficientIntroduction4pOintS3pOints2DOint1pOintsTheintnOduCtiOnTheintrOdudiOnTheintroductiOnp陀SentstheOVe陷¨intrOductiOniSshowssOmedOesnOtOrientt0DicanddrawsthecIearandstrLJcturebuttheaudiencetOaudienceint0thecoherentanddOesnOtcreateaWhatw川fo¨Ow．DresentatlOnwithrelateStOthestrongSenseOfcOmpe¨ingtOpiC．whatistOf0¨Ow．ThesequencingquestionsOrbyMaybeOVerIyisunCIearand陀latingtothedeta．|edOrdOesnOtappearaudience’sinterestsincOmDIeteandisinte陀s“ngOrOrgOaIs．SOmewhatreIevanttOtheappealIngtOtheaudience．a(chǎn)udienCe．Content15pOintS12pOints8DOints5DOintsThecontentiSThecontentisThecOntentiSThecOntentIackswrittencIearIvandwrittenwithaVaguelnacJearDOintOfconciseIVwithaIOgicaICOnVeyingapOintViewand109icaIlOgicalprOgressiOnprogressionofOfviewanddOesseauenceOfOfideasandideasandnOtcreateainf6rmation．suppOrtlngsuppOrtingstrOngsenseOfinfbrmatiOn．informaliOn．pu巾Ose．IncIudeSl{ttIeDersuasiVeTheprojecIIncIudesInCIudeSSOnleinformatiOnandincludesmOtiVatingDerSUaSlVeperSuasIVeOnIyOneOrtwOaues“OnsandinformatiOninformationwithfactsabOuttheadvancedfromre¨abIefewfacts．tODiC．Organize倦．TheSOUr∞S．projedgiVestheSOmeOftheIn幣DrrTlatiOniSaudienceacIearjnformatiOnmayincompIete，OutOfsenseOft|1emainnotseemtOfit．dateand，Oridea．in∞r(nóng)旭Ct．InfOrmatjOnjsSOurcesusedaccurate．CurrentappearSequencingOfandcOmesmainlVunreIiabIe．ideasisuncIear．from’primarySOUrCeS．TeXt3pOints2pOints1pOint0pOintsEIementSThefontsa他SOmetimestheOve陷¨Thete)ctiseasy-tO·readandfontsare陀adabi|ityiSextremeIvdi怖cunpOintsizeVarieSeasy·tO-陀ad，dIfficuItwithtOreadwithIOngapprOpriatelyfbrbutinafewlengthybIOcksOfle)dandheadingsandte)(t．plaCeS針1euSeparagraphs，tOOSma¨pOintsjzeOffonts。．ta¨cs。manydif艷rentfOntS．UseOfitaIics．bOId，bOld，IOngfonts．darkOr1napprOp幾ateandindentatiOnSparagraphs．busybackgrOund。cOntrastjngenhancesCOlOrOrbusyOveruseOfbOIdc0IOrs．pOOrUse倫adabiI咐．backgrOundOrIackOfheadings，detractsandapprOprlateSubheadIngS，Te)(tisappropriatedOesnoIindentationsofindentatIOns．0renhancete}xt．bOIdforfTlatfjng．inlengthfOrthereadabi¨ty．targetaudienceand38 -●、ChapterThreeConstructionofProject．b船edBusinessEnglishTeachingApproachtOthepOjnt．ThebackgrOundandcOIOrsenhan∞the陀adabiIityOfte)(I．LayOut4DOints3pOints2DOint1DOinlsTheIayOutisThelayOutusesThelayOutshOwsThelayOutiSVisua¨ypIeasjnghOr．zOntaIandsOmestructu陀．cluttered．a(chǎn)ndcOntnbutest0verticalwhitebutappearscO九fusing，andtheOvera¨SDaCecIutteredanddoesnOtusemessagew．thapprOpriateIy．buSy0rspacing，appropr．a(chǎn)teuseOfdistraclingwithheadingsandheadings，IargegapsOfsubheadingstOsubheadingsandwhitesDaceOrenhancethewhitespace．usesadjStracting限adabiIjty．backgrOund．GraphiCs，4pOints3points2pOint1pointsSoundand／orAnimationThegraphics，ThegraphiCS，SOme0ftheThegraphics，sOundand，OrSOund／andOrgraphi∞，sOunds，sOunds．a(chǎn)nd，OranimatiOnassistinanimatiOnand／0ranimatIOnsarepresen“nganVisuaIIydepictanima“0nsseemunreIatedtOtheOvera¨themeandmateriaIandunrelatedlOthecontent．enhanceassistthetODic／themeandunderstandingOfaudienceindOnOtenhanceG陽phicsdOnOtcOncept，ideaSandunderstandingtheOvera¨enhancereIatiOnshipS．thefIOwOfCOnCepts．undersfandingOfjnfOrmatjOnOrthecOntent．Or0riginaI．magesa陀COntent．MOst．magesa悖aredistradingCreatedusingc¨partorrecycleddecOratiOns”1atpropersizeandOrlginaIImagesfromtheWVvvV．CreateabusyresOIutiOn．a(chǎn)nda¨areused．f色eIingandimagesenhance1magesa陀tOOdetractfrOmtheCOntent．Imagesa倫large，Sma¨incOntent．prOperslZe，size。ThereisareSOIutiOn．cOnsistentvisuaIImagesa陀theme．pOOrlycropped0rtheCOIOr，reSOIutiOnisfuzzy．Writing10pOints8pOints6DOints4pOintSIqechaniCSThete)(tiswrittenThete)(tisSpe¨ing，ErrOrsinspe¨ing，withnOerrOrsIncIearIywrmenpunctuatIOn，andcapitaIizatiOn，grammar，withIittleOrnOgrammarerrOrspUnCtuatiOn，capital．za“On，editing陀quireddist陷cf0rimpa．rusageanapunctuatiOn．a(chǎn)ndfDrg陷mmar，舊adabiIity．grammarspeI|ing．puncIuation，repeatedlydisIracttheandspelling．(3ormo舊erro隅)readerandmajoredi“naandrevisionisn喜quired．(morethan5errors)TOTALPOINTS：40 東南人學(xué)碩士學(xué)位論文PrimarysOurceScaninCludeOrigina|fetterSanddiaries，perS0naIObsen，ations，interviews，first．handaccounts，newspaperanicles，magazineanIcles．journaIarticles，Webpages，audi0recOrdings，VideopnoductionsandphOtOgraphy．Copiedandadaptedfromb叢巳；』△型墜0出：些巡墨!Q垡!：坌墊垡』§Q金』巳盟!璺坌Y』巳Q![絲壘[i曼：b!也lTable3．6．2．2—3OralPresentatiOnRubriC681012To切l(wèi)：AudienCecannOtAudiencehasStudentDresentsStudentDresentsunderstandDresentatiOndifncultyfO¨owingnformatiOnininfbrmatiOninOrganizationDresentatiOnOgiCaISequenceIOgicaI，jnterest．ngbecauSethereiSbecauseStudent～hichaudienCeseauencewhichnOseauenceOfinfOrmatiOn．jumpsaround．：anfoIIOw．a(chǎn)udjencecanfb¨Ow．StudentdoesnOtStudentisdemOnstratesfU¨haVegraspofuncOmfOrtablewithStudentiSateaSeknowledge(mo陀SubjectinfbrmatiOn：infOrmatiOnandisⅣIthexDectedKnOwIedgestudentcannotabIetOanswer0nly|nswerstOa¨thanrequired)byanswerauest．OnSrudimentary】uestions．butfajlsansweringa¨cIaSSauestionsw．thaboutsubject．questiOns．OeIabOrate．e×OIanatiOnsandelaboratiOn．。。?jStudent-sDreSentat．OnhaSPresentationhasPresentationhasLanguagefourOrmO旭PreSenta“OnhaSnOandspe¨ingerro佟threemjsspe¨ingsnOmOrethant、ⅣOStructureand，Orand，orgrammaticaImisSpe¨ingsand，OrmisspelllngsOrgrammatic釧erralrS．grammatlcalerro偈．g陷mmaticalerro侶．errOrS．Studentreadsa¨StudentOccasiOna¨yStudentmaintainsStudentmaintainsEyeContactOfrepOnwithnOuseseyecOntact，eyecOntactmOstOfbutst川readsmOstthetimebuteyecOntactwitheyeCOntact．frequently陀tumsaudience．seldOmOfreDOrt．陀tumingtOnOtes．tOnOteS．StudentmumbIes．StudentlsvOiceisStudent’svOiceisStudentusesaclearinCOrreclIyIOw．StudentcIear．StudentVOICeanacorrect．prOnOunceSterms，incOr陀clIyDronOunCeSmOstprecISeandSDeakStOODn)nOunceStermS．wOrdscorrectIV．DrOnunciatiOnOfEIocutjOnquietIyfbrAudiencemembersM0staudiencetermssOthata¨StudentSin竹1ehavedif廳cuItvmemberscanhearaUdIenCememberSbackOfcIasstOhearingDreSentat；On．cannearhear．preSentatiOn．DreSentatlOn．TOtalPOjn協(xié)60～COpiedandadaptedfrOmb!!巳；厶壘6凸△業(yè)：!bi凸KQQd：Q￡g絲圣旦!§坌曼壘：晝魚坌垡：壘曼晝魚：璺Q壘壘：ZQ壘Z2墾ZZ坌g(shù)Z璺：坌壘墨金l ChapterFourMethodoIogy4．1ResearchobjectivesThecullrentstudyaimstoexplorethewayofapplyingp啊ect南ased印proachtoBusinessEngliShteachingandexamineitse彘ctonstudents，leamiTlg．Tllou幽manystudieshavesho、)mthepositiVee行ectsresulting廳omproject-based1e帥ingormstmctiononstudents’motiVation，contemle鋤i119，autonomyanddecision-m拋ngabilitiesetc．，fewstudieshaVeexaminedthee行ectofproject-based印proach徹studentsininstitutesofhi曲erVocationaleducation，panicularlyinBusinessEnglishteaching．4．2ResearchHypotheses1)IfPBAisusedincollegeBusinessEnglishcourse，students，interestjn1e啪ingBusinessEng“shwillbestimulated．2)IfPBAisusedincollegeBusinessEnglishcourse，students，businessEnglishreadingand砒ingskillswillbeenhanced．3)IfPBAisusedincollegeBusinessEnglishcourse，stLIdents，businessknowle起ewillincrease．4)IfPBAisusedincollegeBusjnessEnglishcourse，students’coopeIativeskills觚dcreatiVi夠willbecultivated．4．3Subjects94studentswhopanicipateinthisstudyweree11r011edinNantongVrocationalCollegein2007，majoringinBusinessEngl娥94s砌entsirI觚oclassesweredefinedas帆。黟oups：thecontrolgroup(n=54)andtheexperim朗talgroup(n=40)．Theexperimentalgroupwastaughtwithproject-based印proach．Thecontrolgroupwas咖J曲tbytraditionalteaching印proach(PPPmodel)．0therfactorsremainC0nStant．Withrespecttotheotherfactors，thesubjectS行omt、Ⅳoclasseshadsimilareducationalbackground．TheywereaII行omJiangsuprovinceandhadreceivedsix‘yearfomalEnglishinstmctioninjuniorandseniorhi曲school，andoneandhalfyearsofEnglishinstmction(reading，listening，speal(ingandwriting)incollege，haVingalso衄kenthreeChinesecoursesrclatedtobusinesssuchasEconomics．ManagementScienceetc．75％ofeachgro叩hadpassedCET6(thescoreover426)．Funhermore，theywereinstmctedbythesameteacher(theauthor)whospec圳zedinBusinessEnglishteaching，andwasexperiencedinbothproject．basedinstmctionand -■-b●東南大學(xué)碩士學(xué)位論文PPPmodel．ThematerialsusedbystudemswereNewInsightsintoBusiness(2ndhalD．4．4ReSearchInstrumentsTheinstnlmentsusedinthisstudyincludetest，questionnaire，inten，iew'combiningaspectsofbothquantitatiVeandqualitatiVeresearchmethod．ThedescriptivestatisticsandpIlincipalconlponentsanalysisusingSPSS17．0areusedtointerprettheresuhs．4．4．1POst．testToexaminewrhethertherearesomesignificantdif．ferencesbe似een錒。o黟oupsinaspectsoflanguageskills，specificaIlyreadingand、)盯itingskills．7rwopans(readingandwnting)of2008BusinessEnglishCertificate(BEC)constitutethetestp印er．BECcert訊catesa11eintemationaUyrecognisedqualificationsthatshowemployerstheskillsforusingEnglishmtheworkplace．111ereare恤eedifferentlevelsofBEC：BECPrelimina口，BECVantageandBECHi曲er．TestquestionsanditemsinBECVantagearechosenforthisstudy．SeeAppendixA．Toanalyzethetestscoresof觚。鏟oups，meaIlscore，standarddeViation，andsignificanceareemployed．Me鋤scoreis“the撕thmeticaVerageofasetofscores．Itisthemostcommonlyusedandmostwidelyapplicablemeasureofthecentraltendencyofadistribution”(Richards，J．P1attandH．P1att，2002)．Meanscoretakesintoaccountallthescoresinagroup·StandardiIeviationisthecommonestmeasureofthedispersionofadistribution，thatis，thede乒eetowhichscoresVa巧行omthemeanscore．nisdefinedasmesquarerootofmeV撕ance(ibid：438)．4．4．2QuestionnaireT11reequestionnairesaredeVelopedbasedontheliteraturereView鋤dinf．omalconversationswithcollegestudentsandEnglishteacherswhohaVetaughtbusinessEn鰣shinVocationalcolleges．Firstquestionnaireconsistsof11itemscoVeringBusinessEnglishlisteningandspeakingtopics．The仔equencyofusingthetopicsiscategorizedinto4：neVer，rarely(onceamonth)，nomlally(onceaweek)，often(twice0rthreetimesi11aweek)．ThisquestionnaireisusedtoexaminehowthepanicipantspracticetheirEnglishspeakingandlisteningconcemingbusinesstIlroughproject-basedleaming．SeeAppendixB42 竺!呈唑!!!竺堅!!!竺1211墅一．●■--●_-●---_--______■■■■-■--___■____■■l--_-__-●-__-●___●___--__-__-_-。_●_?！?___-_____●-___-。-。_________-l-■_●--●-■__●●-●_______●_。I●-?！瘛馹。-。——一一SecondquestionnaireiscomposedoftenqllestionswithanswerscategorizingintofoureXtentsranging舶mmuchtolittle．Thesequestionsaredesignedtoexaminethepositiveef-fectonthepanicipantsoftheproject-based印proachinBusinessEnglishteaching．SeeAppendixCThirdquestionnaireisusedtoinVestigatehowtheawarenessandskillsofcooperationandcollaborationthepanicipantshaVedeVelopedt11roughprojectwork．SeeAppendixD94copiesofthefirstquestionnairearedistributed白。撕ogroupsand40copiesofthesecondandmethirdaredistributedtotheexperimental伊oup．Allofthethreearecollectedbackattherateof100％．4．4．3InterviewTheinterviewisconductedamongmeauthorastheintenriewer，siXparticipantsastheinterViewees，byusingat印erecorder．Thereare13pr印aredopen-endedquestionsdesignedtodiscoVerstudents’attitude，experiencesaJldresponsestomeproject—basedapproach．SeeAppendixE．43 東南大學(xué)碩上學(xué)位論文ChapterFiVeDataCoUectionandAnalysis5．1DataObtainedfromtheEmpiricalStudy5．1．1DataObtainedfrom1’estScOresBoththeexperimental鏟oupandcomrol鏟ouptaketIletesta舭rmeeXp舒ment．ThescoresareanalyzedfIromtheaspectsofthemeanscoreandstandarddeViation，whichshowmecentralteIldencyofthescores．ARerthat，thesignificanceValueisusedtoexaminewhetherthereissignificantdifjF-erencebet、)l，eenthe觚。伊oupsintemsofBusinessEnglishabilities．Thetestpaperisadapted仔om2008BECtest(readingand、Ⅳritingparts)．SeeAppendixA．Theresultsofthetestaresho、硼iIlttlefolIowingT曲Ie5-1．TabIe5·1ReSu№Ofthet1II，Ogrou陴inthetesta代ertheexperimentStd．GrOupNMeanDeviationStd．ErrorMeanCOntrol5464．25938．953101．21836E×Derimental4069．52508．482221．34116Levene’sTestforEqualityofVariancesT-testforEqualityofMeans99％confidenceIntervaloftheDifferenceSignificanceMeanStd．EfrorFSig．tdf(2-tailed)DifferenceDifferenceLowerUpperEqualvariances．465．497．2．88392．O(J5．5．265741．82672．10．07061．．46087ass岫edEqualvariances．2．90686．555．0(J5．5．265741．81193．10．03807．．49341notassumedInT曲le5-1，itisobserVedthatthemeanscoreoftheexperimental釅oupis69．5250，麥：2魚§2pointshi曲erthanthat(64．2593)ofcontrolFoup，aIldthesignificanceValue衛(wèi)墮issignificantlylowerthanthecriticalValueQ墮．Itis印parentthatthereisgreatsignificancebetweentheexp舒mental乒oupandthecontroIgroup．ThestandarddeViationofexperimentalgroupis8．48222，(8．953l0)ofthecontrolgroup．O．47088lowerthanthat cha腳erFjVeDa協(xié)collectjon刪A艙Jy塾From廿1ereSultsof協(xié)eaboVeta_ble．theconclusloncanbe出awnthatthereisabigdi撩玎encebetween也etwo鏟oupsinpost—tcstscores，thatist0say，theexperiInental乎．oupperfbmsbettertllanthecontrolgroupmtlletest．5．1．2Da協(xié)ObtainedfromQuestionnai陽s5．1．2．1QuestlOnnaire1Illorderto矗ndoutwhetllerPBAengagesstudentsillmorepracticeofEnglishspeaking翮dlisteningonbuSinesstopicsthantlle砌itional搬t(yī)chingapproach，queStiom璁irel(AppendixB)isgiVen0lJtt0bo廿ltlleexperimental粵．oupandtllecon臼ol伊吼IpaRertheeXperiment．Thercsultsarcpresented洫me如llowiIlgTablc5—2．Table5-2ComparjsOnofthetlIyog∞upsjnmefrequencyofusjngBusinesstopj∞fOrEng¨shspeakingandIisteningTopicsAnSwereXper．men切l(wèi)ContrOIEXperlmentaIContrOINever0ORareIy1102％19％1．1NOrma¨y3198％35％O代en362590％46％NeVerO6O11％RareIy54312％80％1。2NOrma¨y20550％9％Often15038％ONever0250％46％RareIy92922％54％1．3N0rma¨y31078％0Ofcen0ONever047O87％RareIy29773％13％1．4NOmla¨y"027％0OfIen0Never013024％Rarely234158％76％1．5Norma¨y10O25％OOf【en7O17％0Never0306％Rarely235158％94％1．6．N0rma¨y12030％0OfIen5012％0Never0ORarely164740％87％1．7N0rma¨y22755％13％Of愴n205％0Never0O0RareIy104225％78％1．8NOrma¨y191248％22％Often11027％01．9Never045 東南大學(xué)碩上學(xué)位論文RareIy94023％74％N0rma¨y221455％26％Of【en9022％0Never042078％RareIy61115％20％2．1N0rma|ly21153％2％Of【en13032％0NeverO38070％RareIy41610％30％2．2NOrmaI|y30075％0Ofcen6015％0NeVer(AP)RareIy(AP)NormaIIy(AP)Often(AP)Experimen切IO％31％46％23％ContrOI29％57％8％1％AP：meansaVeragepercentageTheabovedataindicatet}latthereisasigIlificantdi仃erencebe似eenme觚ogroupsinthe疳equencyofpracticingEnglishspeakingandlisteningontheBusinesstopics．TheeXperimental黟oupshows46％and23％(aVeragepercentage)iIlthe伍。qpencyofnomallyandoftenwhereasthecontrolgrouphasonly8％and1％respectiVely．ThatmeaIlsmeeXperimental鏟oupusestheBusinessEnglishspeakingand1isteningtopicsmoreoftenthanmecon仃ol伊oup，panicularly'thetopicssuch嬲dealingwithaggression0ra唱ument0nanybusinessissuesanddealingwithproblemsordimcultiesandsolutions．Them萄orit)，ofstudents(78％and70％)inthecontr01groupshownoexpe訂enceofgettingtogether，handlingmeaboVe似otopicswhereas85％and90％oftheexperimental曠oupnomally(oncea、veek)oroRen(Miceormoreaweek)touchupontheaboVeissues．neseexperiencesarecriticalforstudentstole鋤businessandtodeVelopnegotiatingandproblem—s01Vingskills，asDeweyemphasizesinhiseducationaltheory'theexperiencesgained丘ominteractionwillhelpto0penup，ratherthanshutdo、釉aperson’saccesstomture伊owth．Forothertopicslikedescribingproducts，伊aphs，presentingmarketingstrategiesetc．，theexperimental伊oupalsodemonstratessignificantlyhigherpercentagesinthe ．I■■-ChapterFiveDataCollection觚dAmlysis(沁estionnairesaredistributedtotheexperimental鏟oupaftertheexperiment．Theresultsaresho、Ⅶ．inthefollowingtable5-3and5—4．1-abIe5—3ResuItsofQuestiOnnai陀2BenefitsGainedfromProject-basedLearningBenefitsmUchmode陽teIyaIi竹IeIinle103178％717％25％22562％1230％25％13％31947％1845％13％25％41332％2358％25％25％5717％1640％1435％38％61435％1845％717％13％71025％1742％1025％38％81127％2358％512％13％922％1948％1025％25％10512％2255％1025％38％11615％1435％1742％38％12820％1435％1537％38％13615％1333％1844％38％14615％1127％2050％38％AVerage1025％1845％1024％26％Thedatain1'able5—3indicatethat62％(item1)，thehighestpercentageofthestudentstlliIll(theircooperatiVeskillhas鱸eatlyimpr0Ved．Thatistosay，whatproject-basedleamingbenefitsthemmostistheirimpr0Vedabili夠to如nctionina伊oup．Thesecondbenefitthestudemsgainmost(47％initem3)istheskillofinformationgatheringandprocessing．Thisshowstheincreasedawarenessamongthestudentst量lattheabilityofsearChingandprocessinginfomationisvitalfortheiffhturecareer．Whatfollows(35％initem6)isthesenseofachieVementmestudentsdeVelopmuch行omtheprojectwork．ThestudentsperceiVethemselVesasbotllsuccessfhlandc印ablewhichmotiVatesthemtodomorechallengingjobinthemmre．Wimregardt0languageskills，thestudentsdon’tthinkmeyhaVeimproVeda10tbutjustmoderately(78％)inlanguageproficiency．TherearemanyfactorsthatafFectone’slanguageacquisition．LanguageleaminginVoIVesaVerycomplicatedprocess．h47 東南大學(xué)碩上學(xué)位論文makessensethatthestudentswhohaVereachedacertainleVelofEnglishprof!iciency’find“dimculttoachieveanotableimprovementintheirlanguageskillswithinashorttime．Fromtheabovedata，itisobservedthattwo0rthreestudentsbenefittheleast，whichcon．espondst0whatissaidbysomeofthestudentsintheinterviewa_boutoneoftheirgroupmembers．Tbsumup，themajori哆oftheexperimentalgroupgainmoreorlessbenefitS丘．0mpr巧ect．basedleaminginmanyaspects，forexample，language，computer，cooperatiVeskillsandtheabilitiesofproblem—solVing，decision—making，andcreativityetc．TabIe5—4ResuItofQuestiOnnai陀3DidIhelp7ItemOftenSometimeSseIdomneVer1．3280％410％25％25％2．2973％717％38％12％3．2665％820％410％25％4．2666％717％512％25％5．2460％1127％38％25％6．2050％1230％615％25％Thedatain11able5-4showthehighpercentages(oVerhalf)inansixitemsfanattlle丘equencyofoRen，whichdemonstratestheactiVeengagememofstudentsintIlegroupwork．MostofthestudentshaVedeVelopedco叩eratiVeandc01laboratiVeskills．TheirhighmotiVationandpositiVeattitudetowardprojectworkhaVealsobeeninspired．5．1．3DataobtainedfromInterviewTheinten，iewwasoVer0nehourinlengthaRertheexperiment．6students仔omttleexperimemal伊oupwereaskedtoreflectontheirleamingeXperienceandassesstheproject—basedapproachoVerallbasedonthepreparedquestions．(seeAppendixE)．Thetranscriptoftheaudio—recordedinteⅣiew(seeAppendixF)revealsthatPBAispopularwiththemajorityofthestudentsbecauseitpr0Videschancesforthemtoexploretheirpotentials，、vhichhelpstobuildtheirconfidence．Fromthefinalproducts， h’’ChaDterFiveDataCollectionandAnalysisthe咖dentsseethatthedecisivefactorforthesuccessofprojectiscooperationandcollaborationamonggroupmembers．WhattheteamleadershaVegainedmore丘omtheprojectworkaretheimproVedabilitiesofdecision-makingandproblems01Ving．Thecreativitydemonstratedintheprojectenhancesthestudents’self-confidence．PBAcallsforheavycommitmentsoftimeande行brts，whichgoesagainstthestudents’preparationforVariouscertificatetests．That’swhysomeofthestudentsdon’tshowmuchinterestintheproject．AnotherreasonwhyafewstudentsresistPBAisthattheyregardteachersasknowledgeproViders，ifthestudentswereaskedtoteachthemselVes，、ⅣhataretheteacherSneededfor?Thisclearlyshowsthatthe咖dentshaddi伍cultyiIlacc印tingtheideathatstudentsaretheactiVeagentoftheiro、Ⅳnleamingaspartofproject—basedapproach．5．2DataAnalysis5．2．1Students’LearningEmotionforBusinessEngUshData仔omselfr印ortedquestio徹aire2andsemi-stn．Icturedinterviewindicatethat57％ofthe40students’interestandpos“iVeattitudetowardBusinessEnglishleaminghasbeendeVelopedwithinPBA．17％ofthestudentsshowgreatinterestand40％aremoderatelyinterestedinle鋤ingBusinessEnglish．ABusinessEnglishProjectinVolVesaVarie夠ofleamingactiVitiesthatrequire咖dents’panicipationinthedi脆rentways．Ellis(1999)suggestedtllatincreasingleamers’participationisagoodwaytoraisetheirinterestinleamingwhichin咖increasemotivation．BusinessEnglishProject-basedleamingallowsstudentstosettheiro、Ⅳngoals，evaluatetheiro、Vnpro黟esswhowerefoundtobemoremotiVated(Holec，l987；l980；Dickinson，l987)．Throughinten，iewandreflectiondata，alargem旬ori鑼ofthe40students(78％)werefoundVe巧muchimpressedwithmeirfinalproductstheyachieVedthfoughprojects．ThisgiVesthemastrongsenseofachieVement，thatmotiVatesthemt01eam向rtherinBusinessEnglishclass．Inadditiontofinishingthecourseleamingwitha伊adeandacademiccredit，students、耽reaUleftwithatangibleproductoftheirprojectwork．IIlreality，achieVementoftangibleproductsisoRenameasureofsuccessandaccomplishment．Project-basedapproachpreparesstudentswellforrealworldeVents．BusinessEnglishprojectsrequirestudentstoworkin盯oupswithwell-defined黟oupgoals，indiVidualresponsibility，andequal0ppommitiesforeachstudentintIle49 ●■-東南大學(xué)碩上學(xué)位論文伊oupf-0rs．uccess．7rhisresultsinhighermotiVationfIor1eaming，morepositiVe陽ldentattributionsforleamingsuccess，betterattitIldetowardleaming(S1aVin，1995)Thus，Itisnotsu印risingthatprojectsstimulatestudentinterest，leadtoactiVestudentinv01vementin1eamingactiVities．5．2．2Students’LinguisticCompetenceTheData丘omthetestscoresrevealthatthestudents丘ommeexperimental伊oupperformbetterinBusinessEn91ishreadingand州tingthanthose丘omthecontrol鏟oup．Andthedataf}omtheself．reportedquestionnaire2＆3andsemi．stmcturedinteⅣiewasmentionedaboveconfimlthatproject-basedle鋤inginBusinessEnglishclasscreatespurposemlopportlmitiesforlanguagei印utandou．cput．、^mat’smore，theStudents’finalbusinessEnglishplansandmeirpe墑manceinthepresentationalsodemonstratemeirimprovedlanguageskillsincluding仃anslationskill，duetothef．a(chǎn)ctthattheBusinessEn91ishprojectproVidesmore叩poItlmitiesfort11emeaningmluseoflanguagesuchdsinteraction，negotiatedmeaninginthe野oupandbe鉚eentheteacher．BeingengagedinmeBusinessEnglishproject，thestudentshadtogatherandprocessinfonnationmroughextensiVereading；communicatewiththeirgroupmemberstomal(ethedecisions／s仃ategiesorsolVetheproblemsornegotiatemeaningsofbusinessconcepts；puttheideas，a伊eedplanetc．inwords．Whenco刪municating，thestudentsasked鋤dansweredquestions，requestedcl撕fication，persu削【ed，compromised，andtooknotes．Studems’useoflanguageastheynegotiateplans，analyze，anddiscussinfomationandideasisdeteminedbygenuinecom肌“catiVeneeds．Comprehensiveinput(exposuretomeaningmllanguageuseincommunicatiVeinteractions)isconsideredthemostc11lcialforlanguageacquisition(Khshen，l985)．Theirattentiontof．oms，vocabula巧，a11dskillswerenaturallyelicitedintIlecommunication．Forexample，immediatelyprecedingthestageofpresentation，mestudentshadtofocusonfo珊andotheraspectsofl肌guagetheyusedforthefinalproductpresentation．T11eyworkedingroupsfor伊ammaticallycorrect、枷ttentextsbyproo仔eadinganddiscussions．Fororalpresentation，peerco玎ectionforpronunciationandintonationfacilitatestheimproVementintheirEnglishspea_king．Tosumm撕ze，secondlanguageacquisitionandcooperatiVele鋤ingare，asKagan(1995)putit，a“namralma仃iage”．Pr巧ect-basedleamingismuchthesamewithcooperativeleaminginthissense，whichproVidesopportunitiesforstudemstodevelopandimprovetheirlanguageskillsinthatlanguageacquisitionisdeteminedSn Ch印terFiveDataCoIlectionandA眥lysisbyinput，outputandconteXtV撕able㈣hecommullicatiVesituationsinameaning觚manner。5．2．3Students’ExpansionoftheHorizonofBusinessKnowledgeData仔ommequeStionnaire2(interView)，t11estudems’businessplansandmeirrenectionproducetheeVidenceoftheincreasedbusinesslmowledgethatthestudentshaVeleamedresultingf．romtheirinVolVementiIltheproject．TheaboVedatashowthat90％ofthe40studentsr印orttheyhaVebroadenedthehorizonofbusinessImowledge，32％ofwhichtlliIll(theirbusinessl(IlowledgehasVe巧muchexpanded．TheVeDrnatureofprojectworkassistsstudentsinapplying，deVelopingandextendingsu巧ect_matterlmowledge，addingtotheirgrowingexpertise(Stoller’2006)．BereiterandScardamalia(1993)haVeoutlinedatheo巧ofexpenisein、ⅣhichmeyarguethateXpenisedeVelopswhenleamersreinVesttheirl(110wledgeillasequenceofpro鏟essiVelymorecomplexproblem—solVingactiVities．TheBusinessEnglishpIanforacompaIlyisbigandcomplexeIloughformestudentstofindmanyopponlmitiestoconnectnewinformationwithlmo、Ⅳninfomation，thusconsolidatingtheleamingofthecomplicatedprocessofmebusinesspractice．Funhemore，theprojectaIlowsthegtudentstotouch0ntheV撕ousindustriesandthereleV鋤tmarkets，whichhelpstobroadentheirhoriz嘰ofbusiness．Extendedengagementwithbusinessmatter，inadditiontopu叩ose旬lpracticehasbeenidentifiedasnecessary；thoughnotsufficient，f．orbuildingexpertise(Ericsson，2002)．Inpr叫ectcontext，studentsarelikelytoseetheir黟adual鏟owthofbusinessknowledge．Assuch，PBAhastherealpotentialforleadingtoincreasedstudentexpertise．5．2．4Students’AwarenessofCooperationandCreatiVi時Data仔omthepresentstudyindicatethat92％ofthe40studemsreporttheyhaVeimproVedtheabili夠to如nctionina鏟oup．Someofthestudentswriteintheirsummaryr印ortthatwhatthey1ikebestiscooperatingwiththeirFoupmembersandbeingabletousetheirimaginationandcreatiVity．OnesnJdentsaysthatthemost劬aspectoftlleprojectisthe叩portlmityt0becreatiVe?theyarenotoRengiVenopponImitieslikethisinmeEnglishclasses．Fromthestudents’finalproduct—businessplans，itisobViousthatif咖dentsareproVidedtheopportlmitytoleamthroughdoing，theywillbebetterabletointe鏟atethecoursecontentintheiro、Ⅳnuniqueways． -●■-東南人學(xué)碩士學(xué)位論文Kagan(1995)listsanumberofreasonsofwhystudentsaremoremotiVatedandfeelmoresupportinacooperatiVeclassroom．(1)Theyaremore行equentlyaskedquestions；(2)TheyneedtocommuJlicatetoaccomplishthecooperatiVeleamingprojects；(3)PeersarefarmoresupportiVethaninthetraditionalclassroombecausetheyareallonthesameside；(4)CooperatiVele￡LrningstructLlresdemandspeech；(5)Studentsaretaughttopraiseandencourageeachother；鋤d(6)Studentsaremadeinterdependentsotheyneedtoknowwhattheothersknow．PBAcreatesacooperatiVesettingtoinspirecreatiVity．ItmoVesstudentsaway丘ommechanicle鋤ingdriVenbytheteSttotheself．definingproject-basedleaming．ItcallsoncreatiVi哆inthatthereisnoendtowhattheyc鋤do．IthelpsstudentstoimproVetheirgroupskillsinthatfor黟oupprojects，theyhaVetoworktogether肌dusegroupskillssuchasdoingdiVisionoflabor，leaming仔omoneanother，teachoneanother，beingmains仃eamedetc．Tos啪up，PBAinBusinessEnglishteachingenhancesstudents’awarenessoftheimportanceofco叩erationandcreatiVityiIltheir向_turecareer．Throu曲theeXperientialleamiIlg，theirgroupskillsandcreatiVeabilityareaccordinglyinlproVedtosomeextent．52 竺!竺!!!!堅曼!竺!竺!!里ChapterSixConclusion0-6．1ResearchFindingsThepresentsmdyhasinVestigatedthebenefitsofPBAr印ortedbypreViousPBAresearlchersinvocationalcollegebusinessEnglishcourse．Theresultsofthestudyaddtothe1iteratureontheconnectionofPBAtothebenefitsoftheenhancementofinterestinbusinessEnglishleaming；theimproVementofEnglishskills，mei11creaseofbusinesshowle姑e，andthedeVel叩mentofcooperatiVeandi肌oVatiVeabilitiesonstudents’part．ThereisdirectandindirecteVidence行omthestudythatPBAisamorepopularapproachwiththestudentsth鋤traditionalinst】nJctions．Them旬ori夠ofthestudentshaVedeVelopedinterestinBusinessEnglishle鋤ingwhobelieVethatPBAismorebeneficialtotheir觚uredeVelopment．ThereissomeeVidencethatPBAhasValueforenh鋤cingthequalit)rofstIldents’1eamingofBusinessasstudentsapplywhattheyleam丘omlectu_res鋤dinter黟oupexchangesinclass鋤dselfstudy鋤d伊oupdiscussionoutsideclasstopractice，州hichleadstotheincreasedcognitiVeskillsaswellastheirbusiIlessknowledge．Moreimportant，thereisampleeVidencethatPBAis獅efrectiVemethodforo虢ringstudentsmemorablechancest0leamlanguageinaIlinte伊ated鋤dme鋤ingmlwaywhichf．a(chǎn)cilitatestheadVanceinstudents’languageskills．Finally，thereissomeeVidencethatPBApromotesthecultiVationofcreatiVityandcooper“oninstudentsthrou曲student—centeredleamingandgroupwork．However，thereisalsosomeeVidencethatstudentshavedi伍cultiesbenefiting舶mselfdirectedleanlingwithinPBA，includingcomplexprocessesandprocedlIressuchasplanning，timemanaging，communicatiIlg，problemsolVing，decisionmaking，andproductiVeuseoftechnologyetc．Therefore，theef．fectiVenessofPBAmaydepend，toagreaterextent，ontheefrortstohelpstudentsle鋤howtoleam．FunherresearchisneededtoinVestigatewhateffortsshouldbemadet0enhancetheef．fectivenessofPBAintemsofthe印propriatefeedbackandtheassessmentstrategiesforthesimultaneousleamingoflanguage，content，andskills(Beckett&Slater，2005，p．108)throughproject．basedapproachinbusinessEnglishteaching．6．2LimitationsoftheResearchandSuggestionsThestudypresentsseVeralmajorlimitationsinPBAinBusinessEnglishteaching．First，thedif．ferencesinstudentsareneglectedwhodonotrespondinan53 東南大學(xué)碩士學(xué)位論文equallypositiVeattitudeandmannertotheproject-based印proach，norc00peratewillinglyandactiVelywith伊Dupmembers．ThesestudentsmaybeaccustomedtobeingpassiVeortraditionallectures．Theymaybeslowleamers，ortheywouldratherspendtimeprep撕ngforV撕ouscenificateteststhandoingproject．Thesestudentsneedtimetoa由usttobeingactiVe．WhatcanbedonetomotiVatetheresistantstudentst0beactivelyengagedintheprojectwork?OnewaytodothiswouldbetoallowthesestudentstimeandstresstheValueofPBAandindiVidualresponsibili夠atthebegillllingofthecourse，explaintothemclearlytheassessments證ategyformecourseandmeprojectassessmentcriteriaandexpectations．Fortheslowstudents，teacherscangetthemmoVingfbrwardbyproVidingproceduresforusingparticularstrategiestoaccompIishthetask．Thereisaneedfor缸therresearchoftheroleofstudents’variationonmeachievementsofstudentswithinPBAinBusinessEnglishteaching．Thesecondlimitationhastodowi也thelanguagesideofthepresentationoffinalproducts．SinceitisthefirsttimeformestudentstopresentsuchabigprojectinPPTfom，thestudentsinVestalotmoretimeandeffortsinpreparingPPTmaninpreparationoforalEnglishpresentation．Asaresult，thestudents’PPTpresentationsontheonehand，areincrediblyappealing，ontheother，theiroralpresentationsarefar丘omnuencyandaccuracy．StudentstIlemselVesarenotsatisfiedwiththeirperfomancein“span．111eyrenectintheirs啪m叫reportsas“?brokenEngHshwithquiteanumbermis戧kesinpronunciationandeXpressions?”，“?lesscommunicationwithaudienceasIhaVetoref打tothewrittennotesr印eatedly?”，“?IcouldhaVehadmoreinteractionssuchasposingquestionsorernployingsomeprops?”．Assuch，studentsshouldbegiVenmoreadViceonthetimearrangement．ThemoreefrectiVewayisto肌surethatasignificantamoumofthetotalmarksintheprojectassessmentcriteriaisawardedforthe1anguageoutputsothatstudentswouldstriveforrichnessincontentandlinguisticcompetenceratherthanfocustoomuchonvisualattractiveness．Thethirdlimitationofthestudyisthelackofongoingfeedback仃omtheteacherinthecourseofprojectimplementation．HerethefeedbackinVolVesthecommentsonaspectsofbothlanguageandbusinessareas，andtllesupervisionoVermeprogress咖dentsmakeontheirprojects．Thisisindeedfairlydemandingfortheteacher．Onmeonehand，meteachershouldelicitattentiontostudents’languageandSkillatVariouspointsintheproject．111isfallswithintheteacher’spower，butisstin54 ，■一■●Ch印terS．xConcluSionchallengingasitcallsfortheincreasedtimecommitnlentsontheteacher’spart．Onmeother，EnglishteacherswhoteachBusinessEnglish鋤．enotexpertsinbusinessfieldnorVariousindustries．TomaximizethebenefitsreportedbyproponentsofPBAanddiscoveredinthepresemstudy，theissuessuchashowtomakethefeedback，howtogiVethefeedback，ortobemoreexact，howtosupervisestudents’projectimplementationneed向rtherresearchtoexplore．55 l■r～東南大學(xué)碩士學(xué)位論文RefbrencesAIanB．&sto¨erF．L．(2005)Ma×imizingthebenefitsofpnojectworkjnfbreignIanguagecIassroom．勘g，，S，7兩ac廳，仃gFo剛忉，43(4)，10—21．A¨en，L．Q．(2004)．ImpIementingacuItureportfblioprojectwithinaconstructiVistparadigm．Fo，．e，g門厶a門g￡，ageA門，7a／§．37，23，一239．AnaAImagroEsteban，Mar．a(chǎn)LuisaPerezCanado．(2004)．MakingthecasemethOdworkjnteachingbusinessEngI．sh：Acasestudy．Jbur仃a／0fEngliShforspeci矗cpurpOSeS。飛3_i-、6、．Barrows，H．S．&1-ambIyn，R．M．(1980)．ProbIem-basedIeaming．AnapproachtOmedicaIeducatiOn．NewYbrk：Springer．Beckett，G．H．(1999)．Project-basedins”uctioninaCanadjansecondaryschOOI，sESLcIaSSeS：G0aISandeValuatiOns．UnDubIisheddOctoraldissertation，UniVersityOfBritishCOIumbia，VancOun，er．Beckett，G．H．(2002)．TeacherandstudenteVaIuationsofproject—basedinstruclion．丁ES￡一Ca門ada√o￡，，-仃a，，19(2)，52-66．Beckett，G．H．＆SIater，T．(2005)．TheprojeCtframework：AtoolforIanguageandcOntentintegratiOn．E仃g打s，7上-a門g￡，age7-eac廳仂gJ0u廠仃a／，59，108—116。Bereiter，C．＆Scardama¨a，M．(1993)．SurpassingOurseIVes：AnlnquiryintotheNatureandImpIicationsOfExpertise．ChlcagO，lL：OpenCOun．Bhatja，V：K．(1993)AnaIysinggenre：Languageuseinprofessionalsettings．LOndon：LOngman．Brown，J．，Co¨ins，A&Duguid，P：(1989)．SituatedcognltionandthecultureofIearning．Educa“o，7a，尺esea，℃，7eC41，3242．CanaIe，M．，＆Swain，M．(1980)．TheoreticaIbasesofcommunicatiVeapprOachestOsecOndIanguageteachingandtesting．App，，ed￡．『仃g腑f：『cs，1(1)，147．Carter-G．，＆Thomas，H．(1986)．“DearBrownEyes”：ExperientiaIIearninginapn川ect—orientatedapproach．￡．仃g／f§，7Language7-eac，7fngJo￡，，．仃a，，4D，196—204．Dewey，J．(1938)．Experienceandeducation．NewYbrk：Co¨ierBooks．Dewey，J．(1916)．Democracyandeducation：A門，仃的duc的門幻所ep，7，，0s9p砂O廠ed￡，ca打0n．IqewYbrk：Macm¨Ian．Dornyei，A．(2001b)．MotiVatjonaIstrategiesintheIanguagecIassroom．Cambrjdge。UK：CambridgeUniVersityPress DeVeIOpmentsinEn91．shfor¨naryapproach．Cambr．dge：Duf哆，T．M．a(chǎn)ndJonassen，D．H．．(1992)．“ConstructiVismandTheTechnologyOfinStruction：AC0nversatiOn”．NewJersey：LawrenceEr|baUmASsOC．InC．．Egbert，J．(2003)．AstudyoffIowtheo吖inthefo陀ignIanguageclassrOom．TheMOdernLanguageJOurnaI，87，499-518E川is，M．&Johnson．C．(1994)．TeachingBusinessEngIish．USA：OxFordUniVersityPress．Er．csson，K．A．(2002)．Attainingexce¨encethroughde¨beratepractice：Insightsfromthestudyofexpertperformance．InM．Ferrar-(Ed．)．7hepu，．S￡腑o，exce，，e門ce仂，．0ug，，educa“o門(pp．21-55)．Mahwah，NJ：Er|baum．Eyr．ng，J．L．(1989)．Teachere×per．enceandstudentresponsesinESLprojectwOrkinstructiOn：Acasestudy．UnpubIisheddOCtOraIdissertatiOn．UniVersity0fCa¨fbrnia，L0sAngeIes．Eyr．ng，J．L．(2001)．E×per．entiaIandnegotiatedIanguageIearning．inM．CeIce—Murcia(Ed．)，7舀ac，7，門gEng，，s廳asaseco門do廠廠0，弩，g門，a門g￡，age(3rded．，333．344)．Boston：HelnIe＆HeinIe．Fr．ed．Booth，D．L．(2002)．ProjeCtwork(2nded．)．NewYork：Oxf6rdUniVers．tyPreSS．Gardner，R．C．(2001)．LanguageLearningMotiVation：TheStudent，theTeacher，andtheResearcher．7，exas尸置pe，．s，仃Fo，．e，g仃正-a門g￡，age￡．duca的仃．6(1)Haines，S．(1989)．ProjeclsfortheEFLteachers．WaIton—On—Thames．UK：cIasSr00m：ResOurcemater．a(chǎn)lfbrNeIsOn．Hedge，T．(2000)．。reachingandIearninginthelanguagecIassroom．Oxf6rd：OxfordUniVersjtyPress．Hen嘎J．(1994)．‘reachingthroughpr13jects．London：KoganPage．Ho，R．(2003)．Projectapproach：‘reaching(2nded．)．(ERICDocumentReproductionSerVioeNo．ED478224)Hutchinson，T．1991，IntroductiontoProjectWo水，O炯rd：O)crordUniVersityPreSS．Hutchinson．T．&A．Waters．(2002)Eng¨shf6rSpeciaIPurpose．ShanghaiForeignLanguageEducatiOnPress：P5-6，128S7 東南大學(xué)碩士學(xué)位論文Hutchinson，T．a(chǎn)ndA．Waters．(1984)．“HowcommunjcatiVeisESP?”EL7．√ou廠仃a『．(38)：108—113．Hutchinson，T．a(chǎn)ndA．Waters，(1987)．EnglishfbrSpeciaIPurpose：AIearning—centeredApprOaCh．Cambr．dge：Cambr．dgeUniVersityPress．19．30Hu，G．(2002)．PotentlaIcuIturaIresistancetopedagogicaIimports：Thecase0fcommunicatiVeIanguageteachinginChina．￡．a(chǎn)門guage，Cuf細，lea門dCu刪eumm。15，93-105JaneJackson．(1998)．ReaIity—basedDecisionCasesinESP1-eacherEducation：WindowsonPractice．√0ur仃afo，勖g，『S—forSpec托Purp0Ses，151-167JaneJackson．(2004)．Case—based。reachinginaB¨inguaIConte蚶：：PerceptionsOfBusinessFacuItyinHongK0ng．J0￡，，-仃a，0廠E仃g胎力，-0廠specffjf；cP￡Jrposes，213—232JaneWi¨is．(2002)A伺exibIeframeworkf6rtask-basedIearning．Shanghai：ShanghaiFOreignLanguageEducatiOnPress．52·61．Kagan，S．(1995)．“GroupGradesMisstheMark?！盋oope廠a“怕feam，ngandco／／egefeac，，『仃g，6(1)：5—8Kagan，S．(1994)．CooperatiVeIearning．SanCIementa，CA：KaganPub¨shing．KoIb，D．(1984)．ExperientialIearning：Exper．enceasasouroeofIearnlng．EngIew00dCI訊Is．NJ：PrenticeHaII．KoseI，B．(2002)．ProbIem·BasedLeaming；nTeachingEn91．shAcrosstheCurr-cuIum．，A匹FfES尸SfGNewsLe抬‘，ss￡，e27．Krashen，S．(1985)．TheInputHypothesis：IssuesandlmpIications．London：Longman．Lam，Y．&Lawrence，G．(2002)．Teache卜StudentRoIeRedefinitiondur．ngaComputer—BasedSecondLanguageProject：AreComputersCataIystsforEmpOweringChange?C0mp￡，招廠Ass，sfedLa門guage厶ea廠仃，仃g，75(3)，295—315．Laroche¨e，M．，Bednarz，N．a(chǎn)ndGarr．son，J．(eds．)(1998)ConstructiVismandEduCatiOnCambrIdge，NewYOrk：Cambr-dgeUniVersityPress．Levis，J．M．&Levis，G．M．(2003)．AprI叫ect—basedapproachtoteachingresearchwritingt0nOnnatiVewr．ters．，EEE7冶，7sfa“0門s0門Pr0，ess，0門a，C0mmun，Ca№n，46，210-221．Legutke，M．&Thomas，H．(1991)．Processandexper．enceintheIanguagecIassroom．LOndon：NewYOrk：LOngman．58 ReferencesLiu＆Matthews．(2005)Vygotsky’sphilosophy：ConstructiVismanditscriticismse×amined．InternationaIEducationJournaI，6(3)，386-399．Mahony，M．(2003)．WhatisconstructiVismandwhyisitgrowing?【On¨neathttp：力～Vww．construCtiVisml23．com／WhaLIs，VVhaLjs—constructIVism．ht盟，retrjeVed22December2004】．MarkE¨is&Chr．stineJohnson，(2002)．。reachingBusinessEnglish．Shanghaj：ShanghaiF0reignLanguageEducatiOnPress．MaudsIey，G(1999b)．RoIesandresponsibilitiesoftheprobIem—basedIearningtutorintheundergraduatemedicaIcurricuIum．￡i，-，】吁s，7^，，ed，ca／√0￡，廠仃af，318，657-661MehdiHase¨Songhor．．(undated)．?！?、ⅣoModelsCompared：Problem—BasedLearningand。rask—BasedLearningfrOmb鰱巳；』△型塑凸型：曼墨巳：巡Qd垡：iD!Q』△叢l晝!金墨墨』凹金b魚l：b!匝Mohan。B．&Beckett，G．H．(2001)．AfunctionaIapproachtoresearchoncOntent—basedIanguageIearning：RecaStSincauSaIexpIanatjons．CanadianMOdernLanguageReView，58，133-155．Mohan，B．(2001)．ThesecondIanguageasamediumofIearning．1nB．Mohan，C．Leung，&C．DaVison(Eds．)，Ehg，，s力asaseco門d／a門g￡，age，仃仂e門1a，仃S艙a，n．LOndOn：PearSOn．107-126Mohan，B．&Huang，J．(2002)．AssessingtheintegrationoflanguageandcOntentinaMandar．nasafOreignIanguagecIassrOOm．￡-』ngusf，csa門dEduca打。門，13(3)，407_435Emand，N．I．＆，SarahFraser(2000)，TheEducationaITheo吖ofJohnDewey(1859-1952)fromb!!巳』△凸凸凸業(yè)：凸魚煦垡凸魚坌!lQD墨：gQ幽f魚△LL巨BY』旦金巡金)[：b!幽!Nunan，D．(2003)．TheimpactofEng¨shasagIobaIIanguageoneducationaIpo¨ciesandpractjcesintheAsia—Pacificregjon．丁ESOLQua胎，以，f37。589—613．Nunan，D．(1995)．ClosingthegapbetweenIearningandinstrucCion．了ESO￡_Q￡，a，fe—M29(1)，133-158Nunan。D．(2004)．。rask-basedlanguageteaching．Cambr．dge：Cambr．dgeUniVers時Press．NunaI，C．(1982)．TeachIngReadingskⅢsInaforeignIanguage．Oxford：HeinemannPhi¨ips，D．C．(ed．)(2000)Press．COnstructivisminEducatiOnUnjvers59ity0fChiCagO 東南人學(xué)碩士學(xué)位論文Pickett，D．(1989)．ThesIeepinggiant：lnVestigationinBusinessEng“sh．LanguageInternational。iSSue1ReeVes，T．C．&La仟ey，J．M．(1999)．Design，assessment，andeValuationofaprObIem—basedIearningenVironmentinundengraduateengineerIng．HigherEduCationResearehandDeVelopmentJ0umal。1812、l219‘232．Sto¨er，F(xiàn)．L．(1997)．Prl川eCtwork：AmeanstopromoteIanguageandcontent．Ehg，『s，，7-eac，7『仃gFo，u，r7，35(4)，2-9，37Sto¨er，F(xiàn)．L．＆Grabe，W．(1997)．Asix—T’sapproachtocontent．basedjnstruc“on．1nM．A．Snow＆D．M．Br．nton(Eds．)．7hec0門fe門f乙6asedclaSsroOm：PerspeCtiVeS0nintegratinglanguageandContent(pp．78—94)．NewYork：Longman．Sto¨er，F(xiàn)．L．(2006)．EstabI．shingatheoreticaIfbundationforproject-basedIearninginsecOndandforeignlanguageCOnte)(tS．InG．H．Beckett＆MilIer(Eds．)．F仲c■6asedseco門da門d，0，_e，gn／a門g￡，ageeducaf幻力：pastp廠ese門f，幻山廠e．(ppl9-40)．Greenwjch，CT：InformatjonAge．Skehan，P．(1998)．AcognitiVeapproachtoIanguageIearning．O×fbrd：OxfbrdUniVerSjtyPreSS．270—282Swain，M．(1985)．CommunicatiVecompetenCe：SomeroIesofcomprehens．bIeinputandcomprehensibIe0utputinitsdeVelopment．Ins．Gass&C．Madden(Eds．)，，門p￡，f，仃second／a門guageacqu良’『f『o門(pp．235-253)．Rowley，Ma：NewburyH0use．Swain，M．L．，Sharon．(2004)．Task-BasedSecondLanguageLearning：TheUsesoftheFirstLanguage．La門g￡，age7一．eac，7，，79尺esea，1c由，4(3)，251．274．YanGuo．(2006)．ProjeCt—basedEnglishasaforeignlanguageeducationinChina．InProject—basedsecondandforeignIanguageeducation，143—155．Greenwich：InfbrmatiOnAgePublishing．VbnGIasersfbId，E．(1989)．ConstructiVismineducation．InT．Husen&N．PostIewaite(Eds．)．，力挎，"af幻門a／E衍9}，c’『9pecⅣao，Edc，ca打b門【SuppI．】，(pp．162—163)．Oxford：PergamonPress．WarShauer，M．(1997)．Compute卜mediatedcoIIaboratiVeleaming：Theo吖andpractice．丁heM0de，-仃La門guageJou，．仃a，，87，470—481．WaIton，H．J．＆Matthews，M．B．(1989)EssentiaIsofprobIem—basedlearning．^伯d把a／Ed￡，ca打0門。23，542—558Wu，Y(2001)．Eng¨shIanguageteachinginChina：Trendsandcha¨enges．阼SO厶Q￡，a胎比35，191—194．YanGuo．(2006)．Project—basedEng¨shasafbreignIanguageeducationin China．InPrI)ject—basedsecondandfbreignIanguageeducation，143—155．Greenwich：InfOrmatiOnAgePub¨shing．b叢Q；絲魚i墨QQy金[：金魚豎坌坌!iQ凸：巳垡型垡金：皇垡豎』Qb坌!!曼Dg星』已墾L絲QQ2．2QQ圣』E醚L已[Qg￡金璺s／PPPrubric．htm鮑文，(2007)，高職商務(wù)英語專業(yè)人才能力體系的調(diào)查研究【J]．山東外語教學(xué)．(2)蔡莉，(2006)，建構(gòu)主義學(xué)習(xí)理論指導(dǎo)下的商務(wù)英語口語教學(xué)【J】．外語界，，(2)顧佩婭，方穎，(2003)，基于建構(gòu)主義的計算機輔助項目教學(xué)實踐【J】．．外語與外語教學(xué)，(7)顧佩婭，(2007)，多媒體項目教學(xué)法的理論與實踐【J】．外語界，(2)郎可夫，(1999)，面向新世紀的商務(wù)英語教學(xué)[J]．高等教育研究(1)梁雪松，(2006)，英語專業(yè)ESP課程建設(shè)中的問題與對策【J】．外語界，(4)劉法公，(2001)，論專門用途英語的屬性與對應(yīng)教學(xué)法【J]．外語界．(12)王興孫，(2001)．對商務(wù)英語課程體系的幾點思考【J】．國際商務(wù)研究(5)汪雙飛，陳堅林，(2006)，信息網(wǎng)絡(luò)技術(shù)與英語課程的整合[J】．外語電化教學(xué)(3)楊瑞和。(2004)，語言研究應(yīng)用SPSS軟件實例大全．北京：中國社會科學(xué)出版社．張建成，陳琦，(1996)，從認知主義至建構(gòu)主義[J】．北京師范大學(xué)學(xué)報(社會科學(xué)版)．趙軍峰，(2004)，AComparativeStudyontheCullrentBusinessEnglishCourseDesi印Practices．第五屆全國國際商務(wù)英語研討會論文集．北京：高等教育出6l 東南大學(xué)碩士學(xué)位論文版社．墨張佐成，王彥，(2002)，商務(wù)英語的界定叨．國際商務(wù)(1)蔡小麗，(2006)，任務(wù)類型對中國EFL課堂配對互動影響的研究．廣東外語外貿(mào)大學(xué)：碩士論文．王建國，(2007)，EsP相關(guān)理論及其在我國大學(xué)商務(wù)英語教學(xué)中的應(yīng)用研究山東大學(xué)碩士論文房寶娟，(2008)，AStudyofmeProblemsinBusinessEnglishTeachinginInstitutesofHi曲erV0cationalEducation，南京師范大學(xué)碩士論文 ●．1I．READlNGPARTONE1’x35，2’x10Questions1—7LookatthesentencesbeIowandthejobadVertisementsontheoppositepage．Whichjobdoeseachsentence1-7referto?Foreachsentence，markoneletter(A，B，CorD)onyourAnswerSheet．Y0uwiI|needt0uSesOmeoftheSeIettersmOrethan0nCe．0ABCDThispostinv0Ivessomesecretar．a(chǎn)lduties．1Y0uw．IIberesponsjbIefortheOperation0fa∞mputersystem．2Y0umustbeabIetoforecastwhatpeOpIew．|1wanttowear．3Y0uwi¨beabIetOworkwithpeOplefrOmmanydi仟erentcOuntr．esandbaCkgrounds．4YouwiIIhaveaquaIificationwhichC0verstwosubjectareas．5ItisnecessarvtOhaveworkedinthissectorbef0愴．6Y0uwi¨needt0keepincontactwiththeheadquarters0fthe0rganizatiOn．7Theadvertisementemphasisestheneedt0haveasuitabIeapprOacht0jmportantpeOpIe．ABUSINESSMANAGERY0uwⅢberespons．bIeforOur910baIbusinesswithinspeC訊CCOuntr．esandwi¨haVea900dunderstanding0finlernationaIdistr．butiOn，possiblybased0npreViOuse×perience，pluStheabiIityt0wOrkinmarkefsthatarehighIyVarjedintheircuIture．YOuwi¨befIuentinasecOndIanguage，bewi¨ingt0lraVeIextensiVeIy。andprefe陽bIyhaVeadegree．BDEPARTMENTSTOREBUYERBasedatOurhead0fficeinLOndon，youwⅢseIectand0rderst0CkfrOmOurSuppIIersInItaly．Y0uw¨IneedtOpredictf吾shiOntrI≥ndsandbu¨dastrOngreIationshipw．thOurltaI．a(chǎn)n0ffice．Y0uwi¨haVegainedyourbuyingexper．enceinwOmen’sfashionandw川hok】adegreeindesjgnwithabusinesSStUdiesC0mpOnent．CLEGALSERVICESADMINISTRATORAshead0ftheIegalOffice，yourworkw川incIudemanagingthe0fficeITnetwOrk，typingrepons，dia吖maintenanceandsuperVisionOfanothersta仟member．Y0uw¨Ineed900dOrganizationaIski¨sin0rdert0keepahead0favar．edwOrkload．YOuw¨IbedeaIingwithSeniOrexecutiVeSandgOVernmentOfficiaIS，SOamatureandefficientmannerisessential．DREGIONALLElSURESITESMANAGERY0uw．Ilberespons．bIeforbudgetarypIanning，contractnegOtiations。IOcalmarketingandeffeCtiVeadministration．YOuw川communicatefrequentIywithourmaino仟iceusingtheIatesttechn0Iogy．YourexperiencecouldbefromanybusinesssectorbutyoushouIdenjoyoutdoorIif色andw¨Iidea¨ypossessaneslatemanagementquaIification．PARTTvVOQuestions8—12ReadtheeXtraCtbelowfrOmanarticIeabouttheco仟eeindustry．Ch00sethebestsentencefrOmtheIistOnthe0pposItepagetOfi¨each0fthegapS．Eachgap8—12，markoneIetter(A-I)onyourAnswerSheet．N0tuseanyIettermonethan0nce． _l東南大學(xué)碩上學(xué)位論文CofFeeisworthappro×imately$50-60bnperannuminte丌11s0fworldsales．ItisatruIyinternationaIcommOdity，andtodaymorethan50cOuntr．esinthew0rIdgrowc0仟eebeans．(exampIe)——I——．ICOorganizationhelpsco仟eeproducersandpromotescoffeeconsumptiOnworIdwide．ICOeStimatesthatwOrIdproductjonnextyearw川陀ach97．5mi¨ionbaqs．11．3m¨Iionbagshigherthanthecurrentyear．(8)．Asthelargestproducingcountry，Braz¨isparticuIarIyimportantjnthecof艷ew0rId．In1994Braz¨wasrespOns．bIefor25％ofwOrIdproductiOn，COIombjawasne)(twith13．4％，Indonesiahad7．5％，Me×ico4．7％。GuatemaIa3．8％andEthiopiaandVietnamwereequalwith3．4％．Co仟eeisatoughcrop，andCanbegrowninareaswhereitisdifFicuItOrimpOssibIetogrowothercrops．(9)However，diseaseisalwaysprobIemfor∞仟eeproduction，aswecanseeinsOmepansofS0uthAmeriCaatthemoment．100isactiveineduCalinafarmerSaboutaVOidingdiseaseanddeaI；ngwithprObIemswhenthey0ccur．Thedistr．bu“onchainvariesfrOmC0untrytOCOuntry，e×pIainsPabl0DuboiS．1nmOStcountriesthesma¨erfarmersse¨theircroptoa10caIt陽der，wh0thense¨sit0ntOexpOrters．Thereare，howeVer，0therdistr．butionsystems．(1O)——．Somecountries，likeVietnam，haVespeciaIgOVemmentmarketing0rganizationsforcoffee．Co仟eeprices0ftenva吖greatIyfromoneyeartOthene)(t．In1997，fore×ampIe，therewasaIargeriseintheworIdprice，whjchwasimmediateIyfeItbythecOnsumer．RisingpriceSalwaySresu|tinadrOp}nSaIes，whichwi¨haVeabadeffect0nthosedeVeIOpingcountries，whjcharehighIydependentonfbreignexchangefromcoffeeexports．(11)．IntheopinionofPabl0Dubois，thebiggestproblemforhis0rganiSat．0nist0creategreatercOnsumerawa門enessofthedi仟erentVarieties0fcof艷eanddifrerentwaysOfprl≥par．ngit．1COisthereforeconcentratingitspromotjonaIacti、，itiesOnRussiaandChina．1tiSaIs0enC0uragingenvirOnmenta¨yfrIendIycO仟eeproduclion，andIastyear．sseminar0ncof艷eandtheenvirOnmentcreatedalOt0finterest．Thefuture100ksbrightforthec0仟eeindustry．ItisestjmatedthalconsumptjOnOverthenextfewyearswilIcOntinuet0riSestead¨y．I、|ewmarkets|jkeEasternEurOpeandChinaareexpectedt0deVeIOpfast．A．Asaresult。themembershipnOwrep怕sents94％ofa¨e×portersand60％ofa¨impOrters．B．InsOme0fthesecountr．es，IhiscanamounttOaSmuchaS50％0fa¨exportearning．C．InNOrthAmerica，mOstconSUmersaIreadyhaveabOveaverageknowledge0ftherangeaVa¨abIe．D．FOre×ampIe，frostandwindareparticuIarIydamagingt0cof艷eCrOps．E．LargercO仟eegrowers，forexample，frequentIyexpOrtdirectIy．F．ThemainreasonforthisishigherBraziIjanoutputasproduction怕coversfromweatherdamagetOcrops．G．ItiscuItivatedinmOuntainregionswhichCanonIybereachedbyanimaltranSport，andinOtherdi仟icuItareaswheremodernagriculturaIequjpmentcannotbeused．H．ThisisbecausethereisademandfbrcoffeeinGermany，andjtjsaIsosoldintheUKandintheUS．I．ThismakethecoffbeindustryfairIyuniVersaI，accOrdingtOPabl0Dubois，Head0ftheInternationaICo仟eeOrganisat；on(1CO)，basedinLondon．PARTTHREEQuestjons13．20ReadthearticlebelOwaboutstressmanagemenI，andanswerquestjons13．20OntheOppositepage．ALessOnInStressManagementDemandspIacedOnusatworkcan0ftenleadtOconsiderabIeworryanddiSCOmfort．Thereare，however，ways0fprotecting0urseIVesfrOmthestresSwefaceatwork．WeinterviewedJaneCo¨ard，aconsuItantinstressmanagement．1．InJaneCOIIard’s0pinion，st陀ssiSbecominganincreasingIycommonfeatu陀0ftheworkplace．StressisahighlyjndiViduaIreac“0n。whichVar．esconsiderabIyfrompersOntOpersOn。anditisd而cuItforsomeemployeeSt0aVOidit．1ndeed，stressisregardedbymanyaspartoftheorganizationaIcuItureofourinstitutes：itcomeswiththejob．Recent 勘一．’、-一、AppendixAfiguresindicatethattimetaken0f『wOrkbecauseofstresshasincreasedby500percentsincethe1950s．UndOubtedIV，ChangeslnworkingconditionshaveIedt0greaterpreSSureatworkata¨IevelS．WithreductiOnsinsta仟ing，workloadsfOrindividuaIempIOyeeshaveincreased．1naddition，manvempIoyeesareIeftworwingaboutthesecur．tyoftheiriobs．2。OnthestreSsmana口ementcoursesthatsherunS。JaneC0¨ardtr．eStOmaketheIraineesrealisethatstressinitseIfisnotharmful．EvervOneneedSacertainlevelOfStresstOenabIethemt0feeImotivatedandt0perflorme仟ectiveIy．AC0mpleteabSenceOfstresscanbeasdamagingas0Verstress，sjnceitcanmakepeopIe10seinterestintheirwOrk，andevenleadt0depression．Thedi仟icuIties0ccurwhentheamOunt0fstressr．sesaboveaIevelwhichishealthyforaparticuIarjndividuaI．IfthiShappens。thee仟ectsareveryObviousandthetraineesaretaughtt0recOgnizethesignS．Stressmaybee×pressedphysica¨y，fore×amplethrOughheadachesandtiredness。OrthrOuahemOtionaIprObIemsSuchasdepression．ApersonsufferjngfrOmstreSsmayalSOstarttObehavedifrerentIy。andcanbedi仟icultt0dealwith．3．WhiIeitmaynotalwaysbep0Ss．bIetopreventstresS，thereareanumberOfwaVsinwhichitcanbecontr0¨ed．ThefirStthingthatthetraineesIearnishowtOmanaaethejrtinleeffecaveIy．ThisinvOIves，f．rSt0fa¨，settingrea|．stic90aIsforbOththeshOrtand10ngterm．Oncet}1isframeworkhaSbeeneStablished。tasksarethenprioritisedOnada¨ybasis．ThetraineeSareaIsOn≥mindedthatwhentheyareunderpressuretheIesSimpOrtantitemsshouIdbeIeft．a(chǎn)ndtheyshouIdneverhesitatet0deIeqate．EveryOneiSencouragedt0100katways0freducing‘wastedtime’，forexampIebygroupingSimilartaskstOgether0rdea|ingwithitemsimmediateIy．4．Janef色eIs付1at0neOfthemostusefulfeatures0fthecourseisthatitenableStraineeSt0dealwiththosedemandSOrdead¨nesthattheyregardaSunreasOnabIe．Theyareencouragedt0avOidbeingdefensive，butatthesametimetheVafeadvisednOttObeafraid0fsaying‘n0’．TheyareaskedtogjVereasOns0nlyifnecesSa吖．ThetrainingheIpsthemt0fOreSeedi仟iCuItsituations0runwanteddemands，andtheylearnhOwtOpreparethemSeIVeSmentaIly．EVeryoneisencouragednOtt0getstuckinnegatjVethoughtpatterns，wherestresscanfeedacircuIarsenseOfheIpIessneSs．OnesoIutiontheydiscUsSist0think0famoreencouragingalternativef6reaChneqativemessa口e．TheyIearn，f6rexample，t0remindthemseIvesthatnothingterribIehappenSwhenademandisrefused0radead¨nemissed．Life90esOn。Questions13—16FOrques“0ns13—16，Ch00sethebeSttitIeforeaChnumberedparag陽phfromthelistbelow．．F0reachnumberedpa陽graph1—4，mark0neletter(A—G)onyourAnswerSheet．DOnotuseanyIettermOrethanOnCe．13Paragraph114Paragraph215Paragraph316Paragraph4AH舊herstreSSleVeISamOnatODmanagersBC0pingwithStresSthroughapositiveattitudeCTimeIostatworkthroughsicknessDCauses0fincreasedstressjn廿1ewOrkenvirOnmentEExDIana“0nsfOrmlsseddeadlinesFstreSsreductionthr《)uqhbetterOrganiSatlOnGTypicaIprobIemSassOciatedwithstreSSQuestions17．20Usingtheinforma“0ninthete)(t，C0mpIeIeeaChSentenCe17-20withaphraseA-Gfromthe¨stbelow．Foreachquestion17．20，markoneIetler(A-G)onyourAnswerSheet．D0nOtuseanVlettermorethan0nce．17M0stpeopIeagreethatthereCentincreaseinStressjSduet0ChangeSin65 ■P、’h-、．＼東南大學(xué)碩士學(xué)位論文18Thetraineesaretaughtthatther．ghtIeVeIofstressatworkisimpOrtantfOrgood．19TraineesIearnthat0newayOfl-rnitingstressisbydecidingupOn．20OneofthemostimportantpartsofthecourseisIeamjnghowto陀acttoPARTFOURQuestiOns21·35ReadthetextbelowaboutjobprospectsattheProVinciaIBank．Ch00sethecorrectwordA．B。C，Or，D0nthe0ppOSitepagetOfi¨eaChgap．Eachquestion21-35，markoneletter(A，B，C，orD)onyourAnswerSheet．EmpIoymentOpportunitiesf6rGraduateswiththeProVinciaIBank．TheProvinciaIBankisoneofthebiggest(e×ampIe)——insIjtutesintheU．K．W．thits1，900branchesand58，000empIoyees，ithas(21)——ahousehoIdname．AImost4，0000ftheseempIoyees(22)——managerialorexecutiVepositions．Thebankhasanoutstanding(23)——ofprof．tabiIIty，whichhasbeenaChieVedbyintroduCinginnOVationsattheSametimeasmaintainingIeadershipofthe(24)——．Thebank’scomprehensiVetrainingprogrammeconcentrateson(25)——themostimportantsk¨Isthatgraduatesneedinorderto(26)——earIymanagementresponsibi¨ty．Traineestakerespons．bi|ityfortheirOwncontinuousseIf-deVelopmentthroughVisiting0therbrancheSanddepartments，andby(27)——coursesinmanagementski¨s．TheyaIsoreceiVetraininginordertoincreasetheirknowledgeofthebank’s(28)——．Thebanksupports(29)——ofsta仟whowlshtotakeprofessionaIexaminations，anditsGraduateTrainingSchemeis(30)tothenatlona¨yrecognizedDipIomainManagement．ObViousIythequaIityofitsmangersisof(31》importancetothebank。sperformance．ItweIcomesgoodgraduatesinanysubjectarea，(32)theycandemonstratetheabiIitytoinf|uenCeeVents，andhaVethepotentiaIto(33)bothasIeadersandaspartofateam．MostgraduatetraineesjointheRetailBankingdiVisionjnitia¨y．Thosestaningonthisprogrammew¨IsoonhaVethe(34)toworkinotherpartsofthebankandcan(35)aVariedand何e×ibIeworkinglifb．ExampIe：AbudgetaryBfiScaICfinanciaIDeCOnOmicExampIe21A0DenedBenteredCturnedDbecome22AhOIdBdOCkeepD0wn23AcareerBCataIogueCrecOrdDexperience24AareaBtradeCrecordDmarket25AmakingBreachingCdeVeIopingDheightenIng26ApresentBtreatCdeaIDhandle27AObseⅣingBattendingCinvOlvIngDstaying28AservicesBgOOdsCcreationsDab¨itieS29Ac0¨eagueBmembersCpeOpIeDpersonS30Aqua¨fiedBcombinedCfastenedD¨nked31AmajnBvitaICnecessaWDsuperior32AtherefOreBthUsCprOvidedD0nly33ASucceedBreallzeCaainDoverC0me34AChoiceBChanceCIikeIih00dDprObabj¨ty35AforecastBbeIieveCsupp0SeDe×pectPARTFIVE2’x10SectionAQuestions36-40Readthete×tbeIowabOutaspecialkindOfcompetition．InmOStOfthelines3640thereiS0neextrawOrdwhichdoeSnot行t．One0rtw0ljneS．hOwever．a(chǎn)recorrect．IfaIineiscOr陀ct，writeCORRECTOnyourAnswerSheet．盯thereisanex”aW0rdintheIine，Wr．tetheeXtraWOrdinCAPITALLETTERS0nyourAnswerSheet． 一．AppendixAE×ampIes：0TheinternatiOnaIYOuthSki¨sOIympicsisaVOcationaISk．1ISC0mpetitioninOCORECT00whiChtheyoungpeopIedemonstratetheirachieVementsinarangeOfareas．00THE36Thecompetition，whichthereisheIdeverytw0years，is0raaniZedbytheintemat．0nal37TrainingOrganisation．A¨U．K．competitorSqua|ifyfortheteambygettjngthrough38a白0ughnationaIC0mpetit；On．TheirbackgroundsarevaryfrOmartst0sciences，39andstudentsIOtheseIf．employed．Sincetheyd0nOtknOwwhichski¨areathey40w川betestedin。theymusttotrajnforeverythingbeforethestartofthecOmpetition．SectiOnBQuestiOnS41—45Readthete×tbelowabOutmarketresearch．1neachIine41_45thereisOnewronawOrd．F0reachIine41-45，writethecOrrectwOrdinCAPlTALLETTERS0nyourAnswerSheet．E×ampIes：0Yourbusinessw川onIysuccessifcustomersIikeVourproductOSUCED00OrserviceandarepreparedtOgiveyoumOneyinexchangeaboutit00FORMarketResearch41BefOreyoustartabusiness，jtisimportancetOundertakemarketresearch42andt0assesstheresuItswithgreatcare：youneedt0finding0utabOulyOur43potentiaIcustOmersandthestate0fthemarket，includedyourcompetitOrs。44ThemOredetailedyourmarketresearchare，themoreprOfitabIeyOurbusiness45isIikeIyt0be．Carry0utyourstudythorough，andrlepeatittOensUreyourreSuItsarerenable．¨I．WRITINGQUESTIONS46and47p唳RTO糙E10’Question46YouarethetrainingmanagerOfacompanywhiChhaswonaIargee×port0rder．Y0uhaVebeenaskedtOorganizeforeignIanguagetrainingfbrsome0fyoursta仟．Wr．teamem0Of40．50wordst0staff：expIainingwhythecoursesareneceSsa呵sayingwhjchmembers0fsta仟shOuldattendannouncingwhenthecoursesw¨lstartWr．te0nyourAnSwerSheet．觸時刑O15’Question47YourcOmpanyexportstOanumberOfCOUntrieSaroundthewOrId．Thecompanyis100kingfornewagentsfbrinternatjonaIfreight．ReadthetwOadvertisementsbelOw，0nwhiChyouhavemadesOmenotes．Then，usingthenotes，wr．teashOrtrepOrtfortheExportSaIesManager，cOVeringa¨yOurpoIntsandsayIngwnIcnagentyoureC0nlmend．Write120．140wordS．Write0nvourAnswerSheet．UNIVERSITYOFCAMBRlDGELOCALEXAMlNATIONSSYNDICATEExaminationsinEnglishasaF0reignLanguageBUSINESSENGLlSHCERTlFlCATE!Q些DQ巡b坌Y曼iQ蟲i凸垡!金墨!Q!旦3凸墨!金【)[Q垡[坌凸§巡金墮!Q)[Q垡[△D璺叢生【§壘金曼!：67 ■L、東南大學(xué)碩上學(xué)位論文AppendixBQuestionnaire1BelowaretheIistSOfBusinessEng¨shtopicsforcomnlunjcation．COnsldereachitemCarefU¨yandCheCkthefreqUency0fusingitintheC0urseOfBusinessEngIjshlearn；ng．FrequenCyOfUSingBuSineSsEnglishSpeakingandListeningTopics?--neverUSed——rarelyused(onceamonth)——一norma¨yused(onceaweek)———o代enused(t、^，iceorthree“mesaweek)TOpiCSneVer怕陀Iynorma¨yO代en1．Presentation1．1Reportingmessages，information1．2Descr．bingproducts(functjonsandfeatures)1．3DesCrIbinggraphS1．4Descr．bingwOrkingpr0CeSs，1．5Descr．bingreSponsibi¨tieSOfpOSitjons1．6．Descr．bingruIesandreguationSOfthecompany0rVar．Ousdepartments1．7AnaIyZingbuSineSStrendS1．8PresentingnewideasCOncerningbrandname．trademark1．9Presentingmarketingst陽tegies2．Meeting2．1DeaIingwithaggressiOn0rargumentOnanyissueconcerningthepn。jectworkorbusiness．2．2DeaIingwithprObIemsOrdj仟icuItjesandSOlutionS ■壘業(yè)!翌璺!蘭曼一．AppendixCQuestionnaire2BenefitsGainedfromPrIoject．basedLearninginBusinessEng¨shCourseName：GroupNo．BenefitsmUChmOde陽teIyalittIeIi仕le1HaVeyouimpr0VedIanguageski¨s?IncludingtransIatiOnSk¨IHaVeyOuenhancedtheabiIitieStofunctionina2group(incIudingsociaI，cooperatjVeandc0¨aborativesk川s73HaVeyOuimpr0Vedtheski“S0finf6rmationgather．ng，processingetc．?4HaVeyoubroadenyOurhorizOnjnthebusinesswOrId?5DoyOufbelinterestedinIearningBusinessEnglish?6AreyOusatisfiedwiththeachieVementfrOmtheprojectwork?7HaVeyouimpr0VedtheabiIityOfseIf-Study?8HaVeyouimproVedthebusinessski¨s(includingpresentation。negotiation，sociaIizingetc)9HaVeyouimprOVedtheC0mputerski¨s?10DOyOufeeImOrecOnfidentabOutyourseIfinIeaming?11HaVeyOUdeVelopedyOurcreatiVity?12HaVeyoudeVeIOpedprObIem—s0IVingab¨ity?13HaVeyOudeVeIopeddecision-makingability?14Doyoufeelyouaremo陀anaIyticaI? t●、●東南火學(xué)碩士學(xué)位論文AppendixDQuestionnaire3DIdIHelp?NameGroupNo．Date：oftenSOmetlmeSseldomneVer1．IcheckedtOmakesureeVeryOneUndersIOOdwhatldid2．1answeredanyqUestionSthatwereasked．3．IgaVeexpIanatiOnswheneVerlcould．4．IaskedspecificqueStionsaboutwhatIdidn’tunderstand5．WhenIhaddifficuIty；l90te)(trapraCtiCeOrheIp．6．IparaphrasedwhatOtherssaidtObeSureIunderst00d．HowcanIbemorehelpml?kCopiedandadapted丘omKagaIlPublishing，Kagan，Spence卜￡ooperatiVele姍ingt一-L、70 t0AppendixEQuestionsforInterView1．Doyoulikethepn叨ectwearedoing?Pleaseexplainwhyorwhynot．2．Whichareasoftheproject(projectitseIf)doyouthinkaregood?3．Howdoestheprojectandtheprocessofproject-basedIearningmakeyouthinkdifferently?4．WhatpartoftheoutcomeOfprojectdoyoufeeIConfidentabout?5．HowdidyoufeeIabouttheprojectwhenyoustarted16weeksago?6．V＼，hatwasthemostdifficuItpartintheprocessofdoingtheproject?Howdidyou90abOutfixingIt?7．DidyouuseEngIiShinthegrOupwOrk?H0wo№n?8．Listtwoormorethingsyou’VeIeamedfromdoingtheprojedthatyoudidn’texpeCttOIeafn79．1fyouweretodotheprojectagain，whatonechangewouIdyoumake?1O．WhatdOyOuthinkisthemOstdI儷cult0rfrustratingproblemencOunteredintheprocessofimpIementationoftheproject?11．DoyouhaveanysuggestionsfbrimproVement(teacher’sroIe，othertypesofproject，Iengthoftime，cr．teriaforeVaIuationetc．)?12．HowdoesthisprojeCtheIpyouwithIearningEngIlshandBusiness?13．Whatdoyoubenefitmostintheprocessofproject-basedIearnlng? —一、一o‘東南大學(xué)碩上學(xué)位論文AppendixFSelectedpartofthetranscriptoftheaudio—recordedinterview’I’standsfi3rteacheLSf_orstudent．T．HowdidyoufeelabouttheprojectwhenyouwererequiredtodoattheVerybeginningofthecourse?Sl：WefeltitimpossibleforusEnglishm勾orst0dosuchakindofproject．S2：Ithoughtit唧ealisticbecausewehadneit}lerbusinessknowledgenorpracticalexperience．S3：Weworriedmuchabouttlleprojecttheteacheraskedustodobecausenoneofusthoughtwecouldmakeit．T：Nowdoyouliketheproject-basedlearningandinstruction?Whyorwhynot?Sl：WelikeitVe巧muchbecauseita110wsustodowhatwewantanddoeVerythingbyourselVesrathertllanjuStlistentoseeminglyuse缸lbutboringlessons．S4：WblikethechanceitproVidesustoexploreourpotentials，toshowourSelves明denhanceour丘iendshipthoughconflictsor伍ctionsoftenoccurintheprocess．S5：Franl(1yspeaking，it’smefirsttime1wasengagedinproject、∞r(nóng)k．ItwasexcitingaIldalsochallenging．I’VegottoknowInys缸Ien舀hsandweal(nessesthrou曲theprojectwork．T：Whatdoyoubenefitmostfromtheprojectwork?S6：Ifeelmoreconfidentaboutmyselfafterdoingtheproject．Asishowntoall，confidenceisthekeytosuccess．IneVerthou曲t、vecouldworkoutabusinessplanforrullningacompanybefore，nowwemakeit．Theexperienceofdoingtheprojecttellsmenothingisimpossible，justdoit．Soremember，ifyouneVert吼youwillnotknowwhatyoucando?．S2：Whatbenefitsmemost仔omtheprojectworkisthatI’Vegottoknowhowimponamcooperationisfor鏟oupwork．Successoftheprojectliesinthegoodcooperationandc01laborationamong伊oupmembers．Businessplanforanewcompanyissuchahugeprojectthatitcannotbedonebyoneperson．Onemightmakeas眥，butonlya伊oupcanmakeitsuccessmllycompleted．GroupworkimpelsustobecooperatiVe，tobetolerant，patientandbeagoodlistener?．S4：?Wecan印plywhat、Ⅳeleam仔ombool(Sandclasst0ourpractice，andwe’Vele鋤edmuchmorethingswhich、VecaIlnotgain670mthebooks．Sl：Ileamtalot1jrommygroupmembers，theyhelpedmewithmycomputer -一^√intonationandwritingtothemfbrtheirkindimproVedabilitiesof、_l‘伊ou糾．10lmpIememhointhe孕oupdoesdothemarketresearch(howmanypeopleshouldbesurveyed，howtolocatemepeoplewhowillbesurveyed)；howt0dothemarketingfortheproductorservice；howtopresentthebusinessplan；whatshouldbedoneifthingsdon’tgoasexpectedetc．S3：Beforethebusinessprojectwork，Ihavenointerestinbusinessata11．NowIfeellikedoillgbusinessintlle觚ure．ProjeCtworkisgoodthatputEnglishandbusinesstogether．Thoughwemetmanydi銜cultiesindoingthepr巧ect，wele鋤tmanynewtIlingsalongtIlewaytotheend．S5：?．a(chǎn)senseofresponsibil時isequallyessentialtothesuccessofwork?T．Whatpartoftheprojectdoyoulikemost?S2：IloVethebusinessphilosophyweworkedoutforournewcompany：Comingtogemerisabeginning，keepingtogetherisprogress，workingtogetherissuccess．Sl：I’mve巧proudofourbrandname‘‘GuFeiLi’’(古菲力)Itoriginates仔omtheideaofgoodtasteofourchocolatepies，andthengoodfeeling．I衄oVatiVe，isn’tit?S5：Ienjoytheprocessofleaming?Ialsolikethelogowedesigned，it’suniqueandcarriesaspecialmeaning“greenandhope”forourproduct．I’malsodeeplyimpressedbytheslogandesignedbyanother黟oupwhichreads“eyeballsembracemeglobe’’(眼球容納地球)fortheproductglasses．S3：OurPPTpresentationisthebestpartweareproudofOurlayoutisvisuallypleasingandthecontentisweUo唱anizedwithappropriateuseofheadings，subheadings．Weincorporatethegraphics，soundandanimationwhichenhancetllecontentaswenastheaudience’sunderstandingofourpresentation?．．T：WhatpartoftheprojectworkdoyouHkebest?S5：Ilikemepresentationpan，teacher’seValuationandstudents’reflectionpan．Intllefinalprojectoutcomepresentation，wegottoknowhowwellothergroupshaddone舶mouro、vnperspectiVeandthrou曲theteacher’seyes．Comp撕ngourassessmentswitllt11eteacher’seValuation，wediscoVeredthegapintlleunderstanding73
此文檔下載收益歸作者所有
