Problems-in-Business-Oral-English-Learning英语毕业论文.doc

Problems in Business Oral English Learning

Abstract: With the further development of reform and opening up and international exchanges among all the countries, business English is more widely used in production and management, high technology and other various fields. As an important communication tool, business oral English plays an important role in international communication which has received unprecedented attention. After China's accession to WTO, the global economic integration is speeding up, more and more foreign companies enter China, China's trade with other countries have become increasingly frequent. Both the influx of Chinese domestic enterprises and multinational companies are in urgent need of a large number of English language learners who not only understand the business knowledge but also understand professional business English . Business oral English ability is one of the most practical requirements of business English learners. It allows learners to have a certain ability to increase their access to international business work. Most business English learners also see the trend of social development. However, the current situation of business oral English learning in China is still not satisfied. For a long time, there is a certain gap between Business peoples' oral communication ability and actual social demands. There are certain problems in business oral English learning. In this paper, the author clarifies the problems existing in business oral English learning and divides the problems in business oral English learning into two categories: objective problems and subjective problems. And then the author of this paper describes more details about the problems, such as limitations of class materials, teaching methods, learning materials, necessary language environment, etc. and analyzes the factors causing those problems in business oral English learning. At last, some suggestions for business oral English learning are proposed to help those business English learners.
Key words: business oral English； problems； reasons；suggestions

摘要：随着改革开放的深入和国际交流的加强。近几年来，商务英语更加广泛的应用于生产经营、高科技和生活的各个领域。作为一个重要的国际交流工具，商务英语的交际作用受到
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了前所未有的重视。中国加入世界贸易组织后，全球经济一体化步伐加快，越来越多的外企进入中国，中国与其他国家的贸易往来也日益频繁。无论是本国企业还是涌入中国的跨国公司都急需一大批既懂商务知识又会英语技能的商务英语专业人才。商务英语的口语能力是商务英语学习者的最基本技能要求。商务英语口语能力使学习者增加了进入国际化企业工作的机会。大部分商务英语学习者也看到了这个社会的发展趋势。然而，目前在中国的商务英语口语学习情况并不令人满意。在很长的一段时间里，商务英语学习者的口语交流能力与实际商务需求存在着很大的差距，商务英语口语学习也存在很多问题。因此，本文作者首先概括了中国商务英语口语学习现状，从语言学习认知的角度分析了商务英语口语学习中存在的问题，把商务英语口语学习中的问题分成客观问题和主观问题两大类并借助案例进行详细的分析；此外，作者还从课堂内容，教学手段，学习材料，必要语言环境等方面对问题产生的原因进行了分析；然后，针对商务英语口语学习的提高技巧提出了有效建议，希望对商务英语口语学习者及商务人士有所帮助。

关键词:商务英语口语学习; 主观问题; 客观问题；原因; 建议

1. Business Oral English Learning in Business Oral English Learning
With China's entering WTO and the deepening of global economic integration, more and more foreign companies enter China, foreign business continuing to expand. As a result, both Chinese domestic enterprises and multinational companies are in urgent need of a large number of English language learners who not only can understand English but also understand the professional business knowledge. Therefore, the cross-cultural communication and business English skills become very important. Business English is widely used in the business world, it is the key to business success. With the development of globalization, economic and cultural exchanges among different countries all over the world have become increasingly complex. Business oral English, as a major means of communication and media, plays a crucial role in this process.
      Business oral English belongs to English for special purposes. It contains both general English knowledge and business knowledge, including English for communicative activities, English for commercial services. These topics not only include the reception of guests, business visits and other daily international business activities, but also cover the meeting, business communication, negotiation, marketing, trading, capital and other basic international business links.
1. Classifications of the Problems in Business Oral English Learning
As we all known, there is a certain gap between business peoples' oral communication ability and actual social demands for a long time. There are some certain problems in business oral English learning. Main problems in business oral English learning can be divided into two groups: objective problems and subjective problems.
2.1 Objective Problems in Business Oral English Learning
2.1.1 Limitations of Class materials
The establishment of business English subject is very late in china. The establishment and development of business English in China are not only related to the establishment and development of ESP theory abroad, but also are concerned with other connected subjects. However, the impetus to promote the learners’ enthusiasm and prosperity of learning business English in China are China's export-oriented economy and the large global economic environment. China's Business English teaching can be dated back to the early 1950s, when the subject is called 'Business English, and has been used until the 1980s "(Wang Guan Fu Xu 1997: 10). However, business English being recognized as a separate discipline is just in 2007, namely it is the first time for the Ministry of Education to approve the establishment of the business English majors of the University Of International Business and Economics. This marks that the business English becomes a separate discipline through 50 years of development, achieving a proper status in our professional undergraduate higher education field. After the establishment of business English Majors in University Of International Business and Economy , in 2008 the Ministry of Education also approved that the Guang dong University of Foreign Studies and the Shanghai University of International Business and Economy can established business English majors. At the same time, many Business English learners are keen to apply for the Professional Business English. Business English seminars all over the country turn to be more great, but are not recognized as a fact of business English subjects. Consequently, many business English teachers who are engaged in business English teaching feel a lack of discipline ownership. At that time, business English is not recognized as a separate discipline and this topic will be talked about every time in business English seminar delegates . The developments of many things should be from the evolution of theoretical to the evolution of the practice, but the development of Business English in China can be said to be changed from practice to theory, and even can be said that after a long practice it began to produce the theory .
Business oral English class materials are currently limited to foreign trade English conversation business English learning, which is a very common phenomenon. This is also learned from the phenomenon that the colleges with business English tend to take the books with many foreign English conversations as their textbooks. This problem’s existence can be dated back to the historical development of our business English in China. Since the 1950s, it is known as business English (Foreign Trade English or English for Foreign Trade), and has been used for 80 years. Under the planned economy system, business English was mainly used in the exchanges of foreign trade and the import and export trade primary commodity. In the meanwhile, it was rarely used in other ways of business. Therefore, foreign trade English title is in line with the situation, and it is very appropriate. But in the past 20 years, China's economy has developed at a pretty high speed, which is along with the impact of global economic integration. Hence, our foreign relations have more diversified forms of commerce and business covers a wider range today, including many aspects, such as finance, marketing, management, tourism and logistics, and trade is only one component of them. So, the trade expands from the original trade related to goods to trade including services and intellectual property trade. Obviously, many English words in foreign trade are not suitable for the actual situation of China's economic development any longer, and are gradually replaced by business English or International Business English. But the name’s change has not brought about real change for Business English learning content. In many business English class, content of Business English courses focusing on teaching conversational English is still the foreign trade English. Foreign trade business teaching processes to each the main part of the subject of conversation lesson, focusing on the theme of learning demonstration dialogue, have some key words and sentences. On this basis, we can do situation dialogue practice. But, after all, it can not be equated to Business English.
2.1.2 Limitations of Teaching Methods
In current situation, business oral English teaching methods have some problems. At present, business oral English classes use some auxiliary teaching tools in China, such as multimedia projectors, network technology and other teaching equipment. However, many business oral English teachers in practical teaching application are still unable to master or use modern teaching equipment frequently. Business oral English class still does not employ various teaching methods.
2.1.3 Limitations of Learning Materials
There are many limitations among business oral English learning materials. Business oral English learning lacks systematic, suitable materials which is a common problem in business oral English textbooks. Materials have diverse range but uneven quality. There are many problems in the actual teaching applications. In particularly, the existing business oral English textbooks emphasize knowledge of systematic textbook and sort of arrangement is entirely in accordance with the business activities carried out. While ensuring systematic knowledge, each essay in business oral English textbook has a corresponding contact and activity, and the form and the knowledge there have certain similarities. The development of students' oral communication ability is greatly neglected, as a result, it’s unable to meet the actual needs of business oral English, business oral English learning has a blindness.
2.1.4 Limitations of Language Environment
There are limitations in necessary language learning environment of business oral English learning. Necessary language learning environment is one of the important factors for business oral English learners to improve their oral English. Our business oral English learners are in learning Chinese monolingual environment while learning business oral English. In addition to the limited business oral English classes, there is little exposure to English. Business oral English learners just get a little training, and it is difficult to review and consolidate in extracurricular training that seriously affected the development of students’ business oral English ability.
2.2 Subjective Problems in Business Oral English Learning
2.2.1 Deficient Business Knowledge
Business Oral English learners lack the necessary business knowledge. English majors in colleges and universities study mostly are in intensive reading, extensive reading, grammar, listening, writing, speaking and other English courses mainly exposed to little knowledge of the business area during four years. Out of professional needs, business English majors have more opportunities to contact business knowledge which will be relatively easy for business oral English learning, but many technical terms can not be used fluently. It is worse for the students in other majors. Business activities are various, from trade to the management, from marketing to logistics, from finance to insurance, from stock to the content of cultural differences involved very broad indeed. Many students are very fluent in English, but when it comes to business oral English, they become the "outsider". They could not solve international business in the various business transactions fluently in English.
2.2.2 Communicative Incompetence
Business English learners lack cross-cultural oral communicative competence. Existing business oral English teaching modes, only meet the learning needs of the students' oral English in generic terms. The lack of oral communication Intercultural Education has a serious impact on the success of international business activity. Training communicative language ability is inevitable for BOE learners to understand and learn the culture of countries which use the language, because language and culture are inseparable. Some business oral English teachers in the teaching process emphasize too much on basic knowledge and skills, but not enough infiltration of western culture, ignoring the culture involvement, and thus make the language and culture out of touch, so education isolates from the western culture, and when students use business oral English to communicate, it is easy to arise cultural conflicts, which may directly lead to the failure of business activities.
2.2.3 Ignoring Differences in Thinking Ways
There are differences between Chinese and Western thinking Ways. People of different cultural background have different thinking modes and expression habits. Many business oral English learners in oral communication situations are influenced by Chinese thinking ways, sometimes they simply copy the expression habits of Chinese which can only be understood by Chinese people. Talking about thinking ways, British and American people focus more on quantitative analysis of the logic while Chinese pay more attention to intuition and transcendence which are based on experience to analyze, judge or solve problems. Such difference do cause misunderstanding in communication.
2.2.4 Inadequate Practice
Business oral English learners do not have enough practice. On the one hand, the time of business oral English classes are limited, business oral English learners do not have a lot of opportunities to practice in class. On the other hand, many business oral English learners lack perseverance. At the beginning, learners may practice business oral English very frequent. However, after a short time practice, learners do not have a lot interests of business oral English any more. Practice makes perfect, no practice, no progress. At the same time, the practice also should pay attention to methods.
2.2.5 Psychological Barriers
Many business oral English learners have psychological barriers, they are not confident enough, afraid to make mistakes and lacking interests. Most business oral English learners worry about being laughed by classmates or blamed by teachers. These psychological barriers make business oral English learners anxious and nervous