英语论文网

of Credit，shipping, insurance, inspection, claim，payment, import and exportbusiness，etc. while others think it belongs to one branch of English for Specific Purpose.It is not a special kind of English with a special grammar but simple English used inbusiness field. The following passage will introduce some remarks on definition of BE.According to Tony Dudley-Evans and Maggie Jo St John (1998)，English can beclassified into two categories; English for General Business Purpose (EGBP), English forSpecific Business Purpose (ESBP). EGBP courses are usually provided for novices whoare at beginning stages of their career. Students take this course usually in universitiesand colleges or other training schools. Learners take ESBP courses are usuallyjob-experienced learners with a certain kind of cultivated business skills. Apparently, BEto be discussed in this thesis is limited to EGBP. (cited from 雷亮华 2008)Views on BE definition are different according to different people. Many famouslinguists show their different opinion on this issue. Among them, many people favor thatof Mark Ellis and Christine Johnson. They concluded that BE must be seen in overallcontext of English for Specific Purpose (ESP), as it shares the important elements ofneeds analysis, syllabus design, and materials selection and development which arecommon to all fields of work in ESP. BE implies the definition of a specific languagecorpus and puts emphasis on particular kinds of communication in a specific context.
…………

2.2 Blended-learning method
"Blend" in Oxford English Dictionary is defined as "to mix, mingle, esp. to uniteintimately, so as to form a uniform or harmonious mixture." Blended teaching is not anew term, the concept of blending different learning experiences has been in existenceever since humans started thinking about teaching. What makes it new is the infusion ofweb-based technologies into the learning and teaching process. These technologies havecreated new opportunities for students to reach authentic learning materials, interact withpeers, teachers and experts, administrate their learning process and present their learningproduct both inside and outside the classroom. At the same time, there is an absence ofblended leaning research and theory in higher education (Garrison &Kanuka, 2004). It isdifficult for educators and researchers aboard to agree in opinion with a single definitiontoward Blended teaching since today's framework of Blended teaching is filled withvarious blends and there are several understandings of this field(cited from 张蕴 2009).Blended teaching is sometimes referred to as integrated learning, hybrid learning,multi-method learning, or mixed learning (Franks, 2002). Hybrids are courses in which a significant portion of the learning activities have been moved online, and timetraditionally spent in the classroom is reduced but not eliminated. The goal of thesehybrid courses is to join the best features of in-class teaching with the best features ofonline learning to promote active，self-directed learning opportunities for students withadded flexibility ^(Gamham&Kaleta, 2002). However, in some educational literature,these two terms —hybrid learning and blended teaching have technical meanings thatdistinguish themselves from each other，for purposes of keeping the writing lively andfresh these terms will be used as synonyms throughout this text. Colis and Moonen (2001本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。