隨著中國加入WTO和經(jīng)濟全球化進程的加快,我國迫切需要既能熟練掌握一門外語又能精通專業(yè)知識的綜合型人才,為此能夠熟練準確地運用商務(wù)英語與外國人進行經(jīng)濟貿(mào)易活動已經(jīng)成為眾多英語學(xué)習者的需求和社會發(fā)展的需要。CBI(Content-Based Instruction)作為ESP的一支其將內(nèi)容學(xué)習與語言學(xué)習緊密結(jié)合,以學(xué)科內(nèi)容為媒介來學(xué)習語言從而實現(xiàn)語言和學(xué)科知識的共同提高的教學(xué)手段近年來已成為業(yè)界學(xué)者的研究熱點。但多數(shù)研究集中于對CBI理論的研究以及CBI應(yīng)用于各類學(xué)科和各種層次的學(xué)生群體。研究對于CBI與大學(xué)商務(wù)英語相結(jié)合的實證研究卻少之又少。本文采用定量的研究方法,選取由黑龍江大學(xué)新生入學(xué)分級考試篩選出來的兩組商務(wù)英語水平相當?shù)囊患墝W(xué)生作為實驗對象,旨在研究:(1)通過前測和后側(cè)結(jié)果對比分析發(fā)現(xiàn)CBI與傳統(tǒng)教學(xué)方法相比較哪一種對學(xué)生的商務(wù)英語語言能力有更大的影響以及在哪些方面產(chǎn)生影響;(2)CBI與傳統(tǒng)教學(xué)方式相比哪一種對學(xué)生在商務(wù)素質(zhì),即商務(wù)思維、跨文化意識、交際能力和團隊合作能力等方面的作用更明顯。經(jīng)過一學(xué)期的教學(xué),通過前后測對比發(fā)現(xiàn)從兩班語言能力上看CBI班級成績略好于傳統(tǒng)授課方...

【文章頁數(shù)】：86 頁

【學(xué)位級別】：碩士

【文章目錄】：
摘要
Abstract
1 Introduction
    1.1 Background of the Research
    1.2 Significance of the Research
    1.3 Layout of the Thesis
2 Literature Review
    2.1 Research Status of Business English Teaching Abroad and at Home
        2.1.1 Relevant Research of Business English Teaching Abroad
        2.1.2 Relevant Research of Business English Teaching at Home
    2.2 Research Status of CBI Abroad and at Home
        2.2.1 Relevant Research of CBI Abroad
        2.2.2 Relevant Research of CBI at Home
    2.3 Summary
3 Theoretical Framework
    3.1 The Concept and Theoretical Model of CBI
        3.1.1 Krashen's Input Hypothesis
        3.1.2 Immersive Education
    3.2 Business English Teaching Model under CBI
        3.2.1 Theme-Based Courses
        3.2.2 Sheltered Subject Matter Instruction
        3.2.3 Adjunct/linked Courses
    3.3 Principles of Business English Teaching Based on CBI
        3.3.1 Focusing on Subject-Matter Core
        3.3.2 Using Authentic Language and Texts
        3.3.3 Fitting to the Needs of Specific Student Groups
    3.4 Summary
4 Research Methodology
    4.1 Research Questions
    4.2 Research Participants
    4.3 Research Instruments
        4.3.1 Pre-test and Post-test
        4.3.2 Questionnaire
    4.4 Research Procedures
        4.4.1 Experimental Group
        4.4.2 Control Group
    4.5 Data Collection
        4.5.1 Pre-test and Post-test Data Collection
        4.5.2 Questionnaire Data Collection
    4.6 Summary
5 Results and Discussions
    5.1 Results and Discussion on Pre-test and Post-test
        5.1.1 The Effect of Two Methods on Business English Teaching
        5.1.2 The Comparison of Two Methods on Business English Teaching
    5.2 Results and Discussion on Questionnaire
    5.3 Summary
Conclusion
Bibliography
Appendix 1 Pre-test and Post-test of the Research Pre-test
Appendix 2: Questionnaires for Students
Publications during M.A. Study
Acknowledgements



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