Business English Writing textbooks task set [4]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2012-11-05编辑:hynh1021点击率:7290
论文字数:21000论文编号:org201210202002199886语种:英语 English地区:中国价格:$ 66
关键词:authentic learningbusiness English writingtask design
摘要:Based on the research findings, this thesis believes that future BE education issuggested to attach importance to the career development of business Englishteachers, to better teaching conditions and resources, to improve material writers’theory accomplishments. And task design in BE writing materials is supposed to bebased on the syllabus of business English teaching, remove the influence oftraditional teaching concepts and examinations, put the authentic learning as aguideline and finally meet the needs of teaching practice and talent cultivation at thesame time.
na, the traditional teaching and learningapproach has influenced task design in BE writing materials a lot. The teacher actsas the knowledge disseminator and students are passive recipients. Therefore, it’snot very important for students to construct knowledge through consideration ofalternatives. For the purpose of learning, students will address a concept, problem orissue similar to the one they will encounter in the real world. But they are notrequested to find an audience beyond school for their learning probably because oflacking pedagogical supports.2. For the characteristics of task design of different development stages, due tothe introduction of some new teaching approaches, such as task-based learning andconstructivism, we’ve found that growing and rapidly developing stages indicateauthentic learning much better than the former two stages. Task design in BE writingmaterials at the initial stage highlights the consolidation of subject-based languagelearning and practicality of tasks; when it comes to the initial stage, we’ve found astart of training students’ ability of communication and a balance between absorptionand application of knowledge; task design at growing stage reveals a realization ofthe necessity to develop students’ open way of thinking ability and an emphasis onthe training of BE written communication abilities; for the current stage, task designemphasizes the development of analysis ability and begins to consider task’s valuebeyond school. And due to development of syllabus for business English, updatingof language teaching theories and methodologies, amelioration of teaching conditionand improvement of material writers’ theory accomplishment, task design in BEwriting materials presents three development features: from disciplined knowledgeconsolidation to application, from pure pedagogical value to real value added, andthe tendency from partial indication of authentic learning to all-round indication.3. After analysis of three categories of task types in BE materials at the currentstage, we’ve found that open ended tasks indicate authentic learning better; closeended tasks implies the nature of writing courses to some degree; semi-close endedtasks highlight disciplined characteristics of BE and practicality of business English;open ended tasks design realizes the importance of tasks’ real-world values, andattaches importance to the fulfillment of interdisciplinary talent cultivation goal anddisciplined characteristics of BE; while because of the influence of the nature ofdifferent task categories and traditional teaching concepts, the restriction of teachingresources and constraint of material writers’ theory accomplishment, the designs ofall the three categories of tasks ignore the development of students’ open way ofthinking ability, and close ended and semi-close ended tasks which are lack of valuebeyond school fail in the fulfillment of interdisciplinary talent cultivation goal.
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