《基于项目学习的高职商务英语教学模式探讨》由会员上传分享，免费在线阅读，更多相关内容在学术论文-天天文库。
1^、f，～，Project—basedApproachinV，0cationalCollegeBusinessEnglishTeachingAThesisSubmittedtOSoutheastUn“ersi毋FortheAcademicDegreeofMaster0fArtsByZhu)(iSuperVisedbyProfessorLiXiaoxiangSchool0fForeignLanguagesSoutheastUniVersi够May’2010 东南大学学位论文独创性声明本人声明所呈交的学位论文是我个人在导师指导下进行的研究工作及取得的研究成果。尽我所知，除了文中特别加以标注和致谢的地方外，论文中不包含其他人已经发表或撰写过的研究成果，也不包含为获得东南大学或其它教育机构的学位或证书而使用过的材料。与我一同工作的同志对本研究所做的任何贡献均已在论文中作了明确的说明并表示了谢意。研究生签名：日期：东南大学学位论文使用授权声明东南大学、中国科学技术信息研究所、国家图书馆有权保留本人所送交学位论文的复印件和电子文档，可以采用影印、缩印或其他复制手段保存论文。本人电子文档的内容和纸质论文的内容相一致。除在保密期内的保密论文外，允许论文被查阅和借阅，可以公布(包括刊登)论文的全部或部分内容。论文的公布(包括刊登)授权东南大学研究生院办理。研究生签名：——导师签名：日期： 一．——竺竺竺!堕!壁竺!坐．一一一●●-●-_-●___l_●______●____l--_____-__--__-_-_●-_____-__●---—I--__-__-__-__-●__-●__-_-_-●_-_●———————————————一一一一Acknowledgements1wouldliketoextendmywarmestth砌(stoa11those、7v_hohaVeassistedmeintheprocessofcompletingmythesis．Withouttheirhelp，thethesiswouldnothaVebeencompleted．Iowemydeepestandmostsincere铲atitudetomyrespectedsuperVisoEProfessorLiXiaoxiang．HisacademicknowledgeandresearchmethodologyhaVebeenofgreatvalueforme．Hisunderstanding，encouragingandpersonalguidancehaveproVidedagoodbasisforthepresentthesis．Myheanfeltthanl(sareduetoProfessorZhengYuqi，ProfessorLiuXuming，ProfessorMoJinguoandProfessorGuoXiaoninetc．intheSchoolofForeignLanguages，SoutheastUniVersi劬f．ortheirValuablecourses狮dconscientiousteaching．1wishtothankmysmdentsinNantong、，ocationalC01lege，whoparticipatedintheexperiment咖dMfortheirkindcooperationindoingthequestionnairesandattendingtheimerview．Myspecialthanl(sareeXtendedtoZhouPu，my01dclassmateo仆ighsch001，forhergenerousassistance，whotookthetrollblebuyingmeanacademicbookandmailingittomef．romtheU．S．，whichgaVemeadeeperinsightintothestudy．I锄alsograte向ltoJiangLi，nlycolleague，andSongⅥmzhou，myoldclassmateofUniversity，formeirassistanceinproVidingmetheaccesstotheacademicpapersandliteratureessentialf．orthethesis．Lastbutnottheleast，mylovingthanksgotomyhusbandandmy诹rinkids．Withouttheirunconditionalloveandunfailingsupport，thethesiswouldhaVebeenimpossible． 东南人学硕士学位论文摘要《商务英语》是高职英语专业的一门技术核心课程，对实现专业人才培养目标起着至关重要的作用。但是传统的教学方法已无法适应现代社会对高职应用型人才动手能力的培养要求。究其原因：一是传统教学方法不能充分调动学生学习的主动性和积极性：二是在传统的课程教学中没有把实践环节摆在一个十分重要的位置。因此，改革传统的教学方法和学习方法，引入现代教学模式，突出强调学生动手能力的培养就显得尤为重要。项目教学法自上世纪80年代以来在基础教育、职业教育以及高等教育中得到广泛的应用，它将传授知识为主的传统教学转变为以完成项目、职业体验和解决问题为主的多维互动式的教学，是典型的以学生为主体的教学方法。本研究基于ESP理论、建构主义教学理论，杜威的教育理论，通过系统分析已有的研究成果、实践经验和存在的问题，运用实验研究、文献阅读、调查访谈等方法，提出了高职《商务英语》课程“基于项目学习的教学模式”，并对项目教学进行了设计，以现有的教材为蓝本，以一个单元为一项任务，若干任务综合起来完成一个大项目——商业计划书。本研究实验对象是高职院校英语专业二年级学生，总数94人，其中实验班40人，控制班54人。经过一学期的研究，对两个班在实验后的相关数据进行定量定性分析，旨在回答下面四个问题：1)是否使学生产生了正面的商务英语学习情感(兴趣、动机／态度、信心)；2)是否更有效地提高学生语言能力(商务英语的读、写能力)，提供学生更多的商务英语的听、说机会；3)是否促使学生主动拓展商务知识；4)是否增强了学生合作意识，培养了学生的创新能力。研究结果发现1)项目教学让学生根据自己的认知和兴趣确定项目主题，用多媒体形式呈现项目成果，有效地提高了学生的学习兴趣，激发学生的创新热情；2)为完成项目，学生学会利用现有资源，特别是互联网，进行阅读、小组讨论协商，然后写作，这样有意义的语言输入和输出过程不仅提供学生更多的商务英语的听、说机会，而且促使了学生的商务英语读写技能的提高。3)商务英语项目促使学生在课外学习有关商务领域的知识，课堂上商务项目的讨论和项目小组 摘要间的相互交流，有效地帮助学生学习到课本与教师课堂教学之外的商务知识。4)项目以小组合作完成的方式让学生在任务分工、意见分歧、化解矛盾的过程中学会尊重他人，增强了学生的服务意识、合作意识；项目合作的成果展现了学生不凡的创新能力，有效地提高了学生的创新意识。最后本研究探讨商务英语项目教学实施中存在的问题以及本研究的局限性和对今后相关研究的建议。关键词：项目教学；兴趣；商务英语技能；商务知识；合作创新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锄dbusinesscontentthrou曲doingtheprojectintheautonomous狮dcooperativeway．Theprojectisdesignedbased0nthetextbookavailable，inwhicheachunitconstitutesataskandanumberoftasksintegrateintoaproject—-Englishbusinessplanforanewcompany．．Aqllasi．experimentiscondllctedtoinVestigatewhetherproject-basedapproachismoree低ctivethanthetraditionaloneinBusinessEnglishcourse．ThepanicipantsintheexperimentarethesophomorcEnglishmajorsinaVocationalcollege．Thetotaln啪berinvolvedis94，40ofwrhichmakeuptheexperimental伊oup肌dtherest54belongtothecontr01铲oup．AcomparatiVeanalysisisconductedaRertheone．semesterexperiment．Bydealingwiththedatacollected仔ommetestscores，questionnairesandinte州ewquantitatiVelyandquali协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电e．2)PBAcreatesopportLmitiesformeaningml1anguageinputandoutput，drawsstudents’attentionto1anguage-relatedissuessuchasVocabulaⅨdiscourse，communicatiVestrategiesandskillsetc．whichfacilitatestheadVanceinstudents’businessEnglishreading，、vrIitingskills．3)PBAassistsstudentsinapplying，deVelopingandextendingbusiness1(nowledgebeyondmetextbook锄dlectureinclassthrou曲self-1e帅ingandgroupdiscussionsaswellaSinteF旷oupexchangesofinf．onnationandideas．4)PBAcallsforstudents’铲oupworktodefine铲oupgoals，topromoteindividualresponsibil时andtoprovideeachstudentinthegroupwithequaloppomm时forsuccess，w“chresultsintheenhancedawarenessofcooperationandstrongimpr0Vementinstudents’creatiVi够Finally，the咖dyprobesintothepotentialproblemsandprospectoftheimplementationofproject．based印proachinbusinessEnglishteachinginVocationalcollegeforEnglishm萄ors，andputforwardthelimitationsofthestudyandrecommendationsfIor丘I饥”eresearch．Keywords：project—basedapproach，interest，businessEn91ishskills，businesslmowledge，cooperatiVenessandcreatiVi够V 东南大学硕士学位论文一一——————————————————————————————————_———————————————一TableofContentsAcknowledgements⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯I摘要⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯IIAbstract⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．IVTableofContents⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．ⅥListofTables⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯ⅨCh印terOneIntroduction⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯-l1．1Bac蚝roundoftheStudy⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯l1．2AimsofthePresentStudy⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．21．3Signific锄ceofthePresentStudy⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯“31．4LayoutoftheThesis⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯··4Ch印terTw0LiteratureReView⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯·52．1ESP&BusinessEn91ish⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯52．1．1ESP⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．52．1．2ESPTeachingMethodology⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯52．1．3BusinessEn鲥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锄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锄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时⋯⋯⋯⋯⋯⋯⋯。52ChapterSixConclusion⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯53VTI 东南人学硕上学位论文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铲eatinnuenceontheorientationofEnglishm勾0rinVocationalcolleges．7rhus，thecumculumandtheEn鲥shcourseshaVetokeepupwithmeconstantchangeaccordin91y．ordertomeettheeVer-increasingdemandofqualifiedgraduatesforthe风t-伊owingsocie吼ESP(En鲥shforSpecialPu印ose)coursesmaketheir印pearanceinhigherVocationaleducationandbecometheincreasin91yimponantbranchofEnglishlanguageteaching．InalltheESPcourses，BusinessEnglishremainsthefirstchoiceofVocationalcollegestudentsduetotheacceleratingpaceofdeVelopmentinworldtradeandbusinessactiVities．BusinessEnglishcourseistau曲tinuniVersitiesandcoUegesatdi仃erentleVels，、ⅣhichcallsfordifjFerentsyllabusandcoursedesigns．Forhigherinstitutesofvocationaleducation，theteachinggoalistopr印arestudentsforthesocietywithpracticalbusinessEngIishcommunicatiVeskillsandproblem·solVingsk订ls．AsBusinessEnglishisacoresubjectforBusinessEnglishm旬or'howtoworkoutanea’ectiveapproachtobusinessEnglishteachingcateringforVocationalcollegestudentsremainsahugechallengeforbusinessEnglishteacherswhohaVeneitherteachingexperiencenorproVenteaching印proachtoleam．Project．basedapproach，widelyappliedtotheteachingoftechnicalandengineeringsubjectsinVocationalcolleges，proVesquitesuccessmlinpractice．ManyEn91ishpractitionersandresearchershaVelongbeendoingtheexperimentalteachinginthisrespect．NowagrowingnumberofbusinessEnglishteachersshowtheirkeeninterestandconcemsaboutitespeciallyintheinstitutesofhigherVocationaleducation，、vhere“work．inte铲atedleaming’’(工学结合)isadVocatedandpopul撕zedtoachievetheirteachinggoals．Underthesecirc啪stances，theauthormal(esane行ortto印plyProject-based 东南人学硕士学位论文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鲥sh?2)IsPBAconducivetoimprovingstudents’bllsinessEnglishreadingand、Ⅳntingskills?3)lsPBAconducivetobroadeningstudents’businesshorizon?4)IsPBAconducivetoraisingtheircooperatiVeawarenessandcultiVatingtheirinnovativeability?1．3SignificanceofthePresentStudyBusinessEnglishteachingandleaminginVocationalc011egesisstillinitsearlystageofresearchdevelopment．Amongthefewresearchp印ersaVailableonvocationalcollegebusinessEnglishteaching，therearemoretheoreticaldiscussionsthanenlpiricalstudy．ManybusinessEnglishteachersusedtobeEnglishteachers·Theypreferthefom_basedinstruction，咖icallythe3Ps：presentation，practiceandproduction，evensometimes铲ammar-translationmodel．Thou曲铲eate行onshavebeenmadetoimprovetheteachingmethod，theresultisnotdesirable．Accordingtotheself-conductedsunrey，stu(1entsarenotsatisfiedwimtraditionalTeacher_centered，gr锄mar-translation，andBEC-orientedmodesinBusinessEn91ishteaching．Theyhopewhatthey1eaminclassc锄bemorehelp缸1andpracticalfortheir姗career．Besides，theywantt0havemorechancestopmcticetheirbusinessEnglishespeciallybusinesscommunicativeskillsaIldtoimproVetheirsocia“ntelligenceaswell．2 Project．basedle锄ing(PBL)isapower如1andwidelyadoptedeclucationalapproach，especiallyappropriatetoorganizeandteachlCT(InfomationandCommunicationTechnolog)，)印plicationsandbusinessmanagementcourses(ReeVes＆Laf．fey，l999；Finchereta1．，2001；Janeck&Bleel(，2002；StrandNomaneta1．，2004)．Project-based1eaminghasalsobeenadVocatedas狮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铲oupprojects，copewithcomplex，realworldissuesandpracticesandproducecare向llydesignedproducts(Lemer，1995；Bowen，l998)．PBLcanbeinte哥atedwithconVemionallec劬陀．basedteachingapproachesaswell硒印pliedcomputertechnolog)r．TIledif艳renceisthatitshiftstheemphasisaway仔omthetI．aditionalteacher．centeredapproachtostuiIent-centeredteachingandproject-based，cooperatiVe1earning．Therefore，thestudyconductsanexperimentonBusinessEnglishmajorsinavocation“collegebyapplyingPBAtotheBusinessEnglishteachingand1eaming．Itisquanti协tiveinnamre．ItexaminesthequalitiesandabilitiesBusinessEn鲥shleamershavegainedthrou曲PBAandfhrtherexplorestheextenttoⅥ，hich1eamershaveimprovedintemsofbusinessEnglishproficiency．SincenosnldyhasbeenconductedtoreportsuchteachingpracticeinVocationalcolleges，thisstudycontributesdirectlyt0me向nherresearchontllenew叩proachtoBusinessEnglishteachingintheinstitutesofhi曲erVocationaleducation．1．4LayOutoftheThesisThethesisisorganizedasfollows：ChapteronegivesabriefintroductionofmeresearchbackgromldaIldmeaims 东南人学硕士学位论文andthesignificanceofthestudy．ChaptertwoconductsacriticalreViewonthereleVamtheoreticalliteratureunderlyingBusinessEnglishanditsteachiT喀andPBA．Ch印terthreedescribestheconstmctionofprolject-basedapproachtoBusinessEn91ishteachingandleamingbyexaminingtheteachingobjectiVes，plans，rolesofteacherandle锄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 ■兰!苎￡!!!!12兰!堡垡竺坚垦!∑!!!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锄ers；(2)ESPmakesuseof啪derlyingmethodologyandactivitiesofthedisciplineitserves；(3)ESPiscentered0nthelanguageappropriatetotheseactiVitiesinte咖sofgrammar，1exis，register，studyskills，discourseandgenre．Ⅵ丽ablechamcteristicsreferto：(1)ESPmayberelatedtoordesignedforspecificdisciplines；(2)ESPmayuse，inspeci丘cteachingsituations，adi仃erentmethodolog)r舶mthatofGeneralEnglish；(3)ESPislikelytobedesignedforadultleamers，eimeratatertia叫leVelinstitutionorinaprofessionalworksituation。Itcould，however，befor1eamersatseconda拶schoolleVel；(4)ESPisgenerallydesignedf；时intennediateoradVancedstudents；(5)MostESPcoursesassumesomebasiclmowledgeofthelanguagesystems．ThemaindistinctionofESPisthattheEnglishtaughtfIortheneedsof1eamersinspecificdisciplinesotherthantheansandlanguages． 东南大学硕士学位论文2．1．2ESPTeachingMethodologyESPis锄印proachtolanguageteachinginwhicha11decisionsastocontentandmethodarebasedontheleamer’sreasonsf．orleaming．(HutchinsonandWaters，l987：l9)．ESPh懿itsdistinctiVeapproaches，materialsandmethod0109ies．2．1．2．1Genre．basedMethodSincetheearly80s，linguistsandlanguageteachersespeciallythoseconcemedwiththeteachingofESP，havesho、Ⅳna伊eatdealofinterestingenre-basedapproacht0theanalysisofwitten锄dspokendiscourse．TIlisinterestingenreanalysishasbeenmotiVatedbypedagogicalconcem，inpanicularbytheneedtoproVidesatisfacto巧modelsanddescriptionsofacademicandscientifictextsandtoenhancetheabili够ofnon—natiVespeakerstudemstounderstand肌dtoproducethem．(Holms，l997)．Thegeneralvalueofgenreanalysisisdemonstratedasameansforstudyingspokenand州ttendiscoursef．orappliedends．1’Wofeatures、Ⅳeresumm撕zedfortheclassesw11ichwerebased0nanalysis．Reading、Ⅳas锄interactiVepmcessofcommunicationsoractiveinterrogationofatext州uttal，1982)．Readingwas诅kenasabidirectionalinteractiveprocessbe觚eenthereaderaIldwTiter．Thereaderwastheref．0reencouragedtogive向11playtotheirsubjectiVeinitiatiVeintheteXtreadingandcomprehension．Second，metextwasputtothehi曲estranl(insteadofsentences(K．L．Pike，1976)．ThiswasamajorbreakthroughinthedeVelopmentoflinguistics，forlinguistsbelievedthatthesentencewasthehighestrankof铲ammaticalunitinquitea10ngtime．HoweVer，amain1imitationinsolelyusingthegenre-basedapproachisthetendencytobeoVerlyprescriptiVe，emphasizingonrulesofconstmctionofapaniculargenreaboVeothers(Bhatia，l993)．Theleamer’screatiV时isst讯ed，depnvingthemoftheabilit)，torespondmoreea’ectiVelyinachangingsocialcontextorworkplaceenVironment．2．1．2．2Problem-basedLearningProblem-basedleaming(PBL)isanotherinfluentialapproachtotheESP．PBLstarts五∞maproblem，aquestionorscen撕owiminwhichanumberthemes0rdiscussionsof1e锄ingarepresent．(Barrows&TamblyIl，1980；walton&Mathews，6 一一兰!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缳jrentiateit仔omthemorenomallecture．basedcoursesoftraditionalESPeducation．InPBL，f．urtherstudyandinvestigationwillbeneededbeforestudentscancometoanyfi砷conclusions．Solutionsaresuggestedandmeirappropriatenesstothesituati叽isdiscussed．Studentsthenreflectandevaluatewhattheyhaveleamedpersonallyandhowtheyhavecontributedtothegroup．(Mandsley，l999)ThedisadV加tagesofPBLwerealsodiscussed．TllecontentcoVeredin“swaywasreducedcomparedtothe锄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够ratherthanonthe1anguageusedtoachieVematoutcome．Varioustask-based印proachesallsharethesameidea：giVingstudentstaskstotransact，ratherthanitemstoleam，andinthiswayare“pu叩oseiscreatedf-0rleaming．7 、东南大学硕士学位论文2．1．2．4CaseMethodCasemethodissaidtobeonesortofproblem-basedleamingapproachandisnowwellestablishedinbusinesseducationpr0可锄sworldWide(Jackson，2004)．Casemethodisseenasatechniquebasedonanalysis，discussionanddecision—making。ThismethodologyisdesignedtoencouragestudentstodeVeloptheirinte印ersonal，analyticalanddecision—makingskills．Theflexibil时andad印tabil时ofthecasemethodishighli曲tedasoneofitsmostnotableadvantages(Jacl(son，l998)．Moreimportantly'casestudiesnallrowthegapbe铆eentheoriesandpracticebymakingconnectionsbe觚eenl(nowledgeandpractice，presentingrelevantand行eshmaterial，con仔ontingle锄erswithrealsitllation．Thedrawbacksofcasemethodarethatitisadimcultinstrumentalstrategytouse．Itplacesa伊eatdemandoninstmctors．Trhesuccessofthecasestudyla唱elydependsontheteacher’srole，preVious1(nowledge锄dextensiVeprepamtiontogetherwiththecapaci哆tocopewiththeunexpectedastherewillbemanyquestionsandsituationswhichtheinstructorcannotanticipate．2．1．3BusinessEnglishThedeVelopmentofBusinessEnglishhasahisto巧ofnomorethan40years．TheoriginofBusinessEnglishiscloselyrelatedtotheeme玛enceofESPandtheoreticallyhasmuchincommonwithESP．A咖icaldescriptionofBusinessEnglish，originated6．omESPis“BusinessEnglishmustbeseenintheoVerallcontextofESPasitsharestheimpoIrtantelementsofneedsanalysis，syllabus，andmaterialsselectionanddevelopmentwhicharecommontoa11fieldsofworl(inESP．AswithothervarietiesofESP’BusinessEnglishimpliesthedefinitionofspeci6clanguageco叩usandemphasisonpanicularkindsofcommunicationinaspecificconteXt'thebusinesscontext’’(E11is＆Johnson，l994)．Asamatteroffact，BusinessEnglishisdi币cultt0def；ine．Picketthi曲1i曲tedthefaIctthatmereismorethan0nef．acetobusinesscommunicationwithsomeofitbeing“alotnearertheeVerydaylanguagespokenbythegeneralpublicthanmanyothersegmentsofESP”(1986：16)．Heusedadia伊锄toillus仃atetwopanicularaspectsofbusinesscommunication：8 、竺!呈旦!!!!塑兰熊竺竺垦型竺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伟暑rent．Thepurposeoftheinteraction，thetopicscovereda11dmebusinessrelationshipsctc．arethefactorsthatdetemlinewhatandhowlanguageisused．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 东南-人学硕士学位论文ThedevelopmentofBusinessEnglishinChinaisroughlydiVidedintotwophases(wangxingsun，1997：24-29；LinTianhu，200l：143一151；LangKem，1999：56-6U)．Thefirstphaseis仔oml950stol980s．A1fterthef．oundationofPeople’sRepublicofChina，plannedeconomicsystemisadoptedinChina．AUintemationaltradesareinthedirectorindirectcontrolofthegoVemment，whichtoa铲eatde伊ee，1imitsmedevelopmentofintemationalcommercialtransaction．Underthiscircumstance，onlyafewo伍cialsneedtole锄BusinessEnglish，mostlyBusinessEn鲥shcorrespondence．AccordingtoLangKefh(1999：56—60)，therearethreecharacteristicsofBusinessEnglishatthattime：smallscale，simplecontentandslowdeVelopment．Sincel980s，duetotheopen—doorpolicy，prof．oundchangeshavetakenplaceinChina’sintemationalcommercialtransaction．Onlycommoditytransactioncouldn’tmeettheneedsofintemationalcommercial把ansactionwhichalsoinvolvesseⅣiceandtechIlologytransactions．Sincethen，V撕ous帅esofBusinessEnglishcoursebool(shaVebeenpublishedaStocultivatethe1eamers’inte伊atedBusinessEnglishskills．Somefocus0nwritingskills，someonspokenskills，someonnegotiatingskillsandotherskills．卟ete咖inology‘‘BusinessEnglish’’isratheraVagueconceptinChina’sinstitutesofhi曲ereducation，withthediversifiednamessuchas：“经贸英语”，‘‘商贸英语”，“商务英语”，“外贸英语’’aIldt11elike，althou曲inessence，t11eymeantllesame．BusinessEn鲥shinsomeinstitutesisoRenregardedasaninterdisciplina拶course，oratrainiIlgpro黟amf-0runde玛raduatesorpost黟aduates．ThecontentofBusinessEnglishalsovarieswiththecoIlnotationsof‘‘business”，whichsometimesmeansanintegratedseriesofnegotiatingactiVitiessuchasinquiries，o腑rs，importandexporteventslikeestablishmentofL／C，shipment，insurance，inspection，claims锄dpayment．Onsomeotheroccasions，BusinessEnglishref-erst0theVariouso唱anizationala任airsincompanies，businessfi咖sandbanlcs．IIlabroadsense，BusinessEnglishasaconceptcoVerstheknowIedgeoffinance，trade，t啪sportation， _，．要!型!!!竺些!型翌垦!!!竺．．一●___-_-_I_●____-____-_-__-_●-__●-_●-__-___---’__●-__●___●-__-。●____--___●_-____-___--_-_。。●_。__。_●●。--。。。。。。。’’。’————1。’————————一一一investment，businessadministration，andaccountingaswenaseconomiclaws．Inthisthesis，BusinessEnglishusuallyreferstomeconceptinabroadsenseasitisnowthereali哆inmostoftheVocationalinstitutes．AsurveyconductedbyZhaoJunf．eng(2004)among40oddcollegesanduniversitiesindicatesthatuniversitiesoffbreignstudies，foreigntrade，financeofeconomicsmainlystartedpriort0the1980s，WhereastherestoftheuniVersitiesorcollegesstartedthespecialteachingofEnglishforbusinessonlyaRer廿1e1980s，andquitean啪berofthemstartedduringthe1990s．Thiscouldrenectthetr锄sf．omationalprocessofthenationwithintheperiod．AndinVocationalschoolsandinstitutes，theBusinessEnglishcoursesweresetupmuchlatermtlleIatel990s．However，languageteachingwastoooRenremote丘Dmrealityrequiringshort-te肌‘ScrammingOfvocabula巧andgra】mmarmlesinaItificialexerciseswithsu币cientaccuracytopasstheexam．Themtureuseofstudents’languagel(nowle电einrealta唱etsituationswashardlyconsidered．AstothebusinessEnglishteachinginvocationalschoolsandinstitLltes，thingsaremorecomplicated．2．1．5SummarySof．arthemostcommonESPcoursestaughtinChinaarecoursesinbusinessEn91ish0nalllevels．Thisisnotsu叩risingsincebusinesssch00lsgrowin1argenumberscateringtotheneedsofanincreasinglyglobalisedworld．LanguagedepartmentsinuniVersitiesandcollegeshaVealsobeenaf!f．ectedbythestrongdemandsforgraduateswithl(nowle起eofEnglishforprofessionaluse，锄do仃ercoursesinbusinessandprofessionalEn91ish．ForBusinessEnglish(BE)course，students绷-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东南大学硕上学位论文isimportanttonotethatalthou曲languagemightseem丘md锄entalto锄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锄language，buttoperfbmvarioustaskthroughmedi啪ofEnglish．BEteachersmustfirst行ndoutwhattheirtasksare锄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锄ismsbywhichknowledgeisintemalizedbyleamerS．Hesuggestedthatthroughprocessesofaccommodationandassimilation，indiVidualsconstructnewknowledge仔omtheirexperiences．Accordingtothetheory，accommodationistheprocessofre触mingone’smentalrepresentationoftheextemalworldtofitnewexperiences．Accommodationcanbeunderstoodasthemechanismbywhichfailureleadstoleaming．Thetheo巧ofconstructivismsuggeStsthatle锄ersconstructknowledgeoutoftheirexperiences．_JL0卜 However’constmctivismisoRenassociatedwithpedagogic-叩proachesthatpromoteactiVeleaming，or1eamingbydoing．2．2．2TheMajorConceptsofConstructiVistTheoryConstmctivismisabranchofcognitiveapproachtosecondlanguageacquisitionstudy．AccordingtoconstmctiVism，people’sperc印tionoftheworldissubjectiVe，andleamersacqpireknowlec瞻e缸oughrepetitiVeandmutualcomparisonbetweentheexistinglmowledgeintheirmindsandnewhowledge．Intheconstructionprocess，1e锄ersneedtheexistingl(nowle始etounderstand锄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 东南大学硕士学位论文muchneg“veemotionsc锄re“cetheirpassionfor咖dy．A毹ctiVefactors(confidence，motivation，attitudestoleamingandam【ietyandsoon)aremoreimportanttotheleamingprocessthancognition，andaconfident，motiVatedleamerwillle锄muchmoreeasilythanonesu仃ering舶mnegatiVeattitudelikelowselfconfidenceandhi曲anxie吼2．2．3SocialCOnstructivismSocialconstmctivismviewseaChleamerasauniqueindiVidualwithuniqueneedsandback铲ounds．LeamersareuniqueindiViduals．Fromthesocialconstmctivistvie、Ⅳpoint，itisimportantt0tal(eintoaccounttheback铲。岫dandcultureofmeleamerthrou曲outtheleamingprocess，asthisbackgroundalsohelpstoshapetheknowledgeand仇Jthmattheleamercreates，discoVersandattainsinthe1eamingprocess(Wertsch，l997)．nisarguedthattheresponsibilit)，ofle锄ingshouldresideincreasinglywiththele锄er(、厂onGlasersfeld，1989)．AccordingtoVronGlasersfeld(1989)，sustainingmotiVationtoleamisstronglyd印endentontheleamer’sconfiiIenceinhis0rherpotentialforle锄ing．AccordingtothesocialconstmctiVistapproach，instlllctorshaVetoadaptt0ther01eoffacilitatorsandnotteachers(Bauersfeld，1995)．SocialconstmctiVistscholarsviewlea门『lingasanactiVeprocesswhereleanlersshould1eamtodiscoVerprinciples，conceptsandfactsforthemselVes，henceitisimportantfortheinstlllctortoencourageguessworkandinmitiVeminl(ingin1e锄ers(Bro、Ⅳneta1．，l989；Ackeman，l996)·Afurthercharacte“sticoftheroleofthefacilitatorinthesocialconstTllctiVistViewpointisthattheinstmctorandthele锄ers硼℃equallyinVolVedinleaming行omeachomeraswell(HoltandWillard-Holt，2000)．Leamerswithdifferentskillsandback酽oundsshouldcollaborateintasksanddiscussionsinordertoa】陌iveatasharedunderstandingofthetnlthinaspecificfield(Duf黟andJonasen，l992)．Leamersshouldconstantlybechallengedwithtasl(Sthatrefertoskillsandl(nowledgejustbeyondtheircullrentlevelofmasteⅨThiswillc印mretheirmotivationandbuildonprevioussuccessesinordertoenhancetheconfidenceoftheleamer(Bro、vnstein，2001)．14 AfacilitatorShouldstructuretheleamingexperiencejustenoughtomakesurethatthestudentsgetclearguidance锄dpar锄eterswiminwhichtoachicVethe1eamingobjectiVes2．2．4TheImpUcationofSocialConstructiVistTheoryOneimportantpointofsocialconstructiVismisself．confidence．PsychologistsbelievethatleamerS’selfconceptexertsa伊eatimpactontheirleaming．IftheyhaVeconf；idenceinleaming，theywillsetanoptimisticgoalandcontimJetheire髓rHton1eaming．Ine丘．ect，theirconfidenceisestdblishedintems0ftheirsenseOfaccomplishment仔omthetasl(s．Therefore，thesignificanceofprojectsliesinthat1eamersc锄seetheirleamingefl’ectsandhaVeasenseofaccomplishmentdllet0their如lfillmentofprojects．Thustheirconfidencewillincrease．Infact，mepu叩osesofPBAaret0developthemaximumofle锄ers’potentialandtoeVoketheirenthusiasmtoleaming．Inthisway'le踟ers’confidencecanbeest；ablishedintheprOcessofle锄ing．2．3JohnDewey’sEducationalTheory2．3．1TheoryofLearningWhatisle锄ing?Howareskillsandknowledgeacquired?AccordingtoJohnDewey，leamingisaprimarilyactivit)rwhiCharises仔ompersonalexperienceofgr印pingwithaproblem．Leamingis锄activ时Ⅵ，hichinVolVesreachingoutofthemind．ItinVolVeso唱anic船similationstaning丘Iomwithin．Itisthe1eamerandnotthesubject—m甜er、Ⅳhichdeteminesbothquali够andquant时ofleaming(De、ⅣeyJ．，l938)．LeamingmeanssomethingthattheindiVidualdoeswhenhestudies．HeleamsinconsequenceofhisdirectactiVities．T．hinkingisthemethodofintelligentleamingthatemploysandrewardsthemind(DeweyJ．，1938)．JohnDeweybelievesthatifstudentspassiVelyreceiVepackagedandpredigestedinfbmationor锄endlessmassoffactsbyteachersandtextbool(swithoutbeingprovidedgenuineleamingexperiences，studentswillgiVethembackandfb唱etthemSOOn． 东南火学硕上学位论文Althoughthelogicalorganizationofsubjectmatoerismepropergoalofleaming，thelogicofthesubjectc踟notbetmlymeaningfultotheleamerwithouthispsychologicalandpersonalinVolVementinexploration．onlybyMestlingwiththeconditionsoftheproblemathand，”seekingandfindinghiso、Vnwayout，doeshethinl(⋯．Ifhecannotdevisehiso、Ⅳns01ution(not，ofcourse，inisolationbutincorrespondencewiththeteacher锄dotherpupils)锄dfindhiso、)~rnwayouthewillnotleam，notevenifhecanrecitesomecorrectanswerwithonehundredpercentaccuracy”(Dewey，1916，p．160)．2．3．2TheoryofExperienceAccordingtoDewey，goodeducationshouldhaVebothasocietalpu叩oseandpuIposefortheindividualstudent．ForDewey，educatorsareresponsibleforprovidingstudentswithexperiencesthatareimmediatelyValuableandbetterenablethestudentstocontributetosociety．Deweyarguesthateducatorsmustfirst明derstandthenan鹏ofhumaneXperience．Dewey-stheoDristhatexperience撕ses舶mtheinteractionof似oprinciples⋯continui够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!苎坐!!塑生!堡型堡墨!：!型●-●-__I___-___●●____●●__Il___l-____●__■__I_●_●_--__-__●__●__●___-____●_-。I__●-。-。●_。_-。’_-_。_-。—。。’。_。。。。。。。。。’。。—————————————————一AccordingtoDewey，whatconcemsateacheristhewaysinwhichthatsubjectmaybecomeapanofexperience．ThisdoesnotmeantheteacheristostandofjFandlookon；heshouldparticipate，shareinanactiVit)r．Studentissystematicallyledt0utilizehisearlierlessonst0helpunderstandthepresentone，andalsot0IIsethepresenttothrowadditionalli曲tuponwhathasalreadybeenacquired．Tllebest啪eofteachingbearsinmindthedesirabilityofaf．fectinginterconnection．Deweystronglyadvocatedtheprima巧needfortransmissionofeducationthrougheffectivecommunication．Deweydenouncedanauthorit撕anaJ)proach．HebelievesthatstudentsshouldbeabletounderstandactualeXperiences锄dbeapanofhands．onexp“entialeducation．LeamingisaliVedpanicipato拶actiVi哆，notapassivespectatorphenomenon．Studentsshouldnotwatchateacherastheywatchacart00n．Rathertheyshouldworkwiththeteacherandwithotherstudents．Thus，theeducatorshouldplayam旬orroleindecidingWhatthestudentisgoingthrou曲锄dwhatheneedstoleamtosucceedintheprocess．Deweyarguesthatprovidingthe咖dentwithenjoyable1eamingexperiencesmotivatesthemtocontinuele锄ing；thismotiVationmattersjustasmuchastheknowledgethatisleamed．What’smore，teachersshouldbecreatiVeandpracticalintheirapproacht0teachingtoproVidestudentswithopponlmitiestothinkforthemselves．(Dewey，l934)2．3．4SummaryTherearetwoextremeswehavetobalance．OneisjusttransferringknowledgetostudentsandaJlotherisjustValuingactiVi够andexperience．Thefomercomes疗omthedesireofateachertomakesurethesmdentl(nowsthelmowledgehelmows锄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够forthestudenttochoosef而m，ateacherhasanimportantroletoplayinencouragingthestudenttocontinueleamingandensuringheencounterssituationsthatspurhimf．onVard．Leamingismorethanassimilating；itismoreofthedeVelopmentofhabitsthatenablemegrowingpersont0deale舵ctiVelyandmostintelligentlywithhisenvironment．P眦icipationinme锄ingmlprojects，leamingbydoing，encouragingproblems锄dsolvingthem，notonlyfacilitatestheacquisitionandretentionofknowledge，butfosterstherightcharactertraits：unselfishness，helpmlness，criticalintelligence，indiVidualinitiatiVeetc．2．4．Project—basedLearning(PBL)2．4．1originofPBLItisawell．kno、Ⅳnf．actthattheoriesofProject-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-，Fried．Booth，1986，2002；Haines，l989；HenⅨl994)．T11erootsofPBLbeginwithJohnDewey’datingbacktotheearly20thcentu夥Dewevalsobelievedthattheclassroomshouldbeareflectionofsociet)，andthatstudentsshouldbepanicipantsandactiVele锄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铲oundtoPBListhesocialconstmctiVist，LeVⅦgotskyandhistheo拶ofthezoneofproximaldeVel叩ment．Ⅶgotsl(y0bseⅣedhowhighermentalmnctionsdeVelopedhistoricallywithinparticularculturalgroups，懿wellasindividuallythroughsocialinteractionswithsignificantpeopleinachildIslife，panicularlyparents，butalsootheradults(BroWn，2000)．TIlisprecursiVeoutlookonle锄ingiseasilyappliedt0theclose—hitgroupworkandinte印ersonalcommunicationinvolVedwithprojects．K01b’s(1984)seminalwork，ExperientialLe锄ing(ExperienceastheSourceofLe锄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，矿oupd”amicsandinte叩ersonalcommunicationhaVebeeninstmmentalinsh印ingmanytheoriesofleamingandteaching，andⅥ，hencombinedtogemer’revealthebarebonesofPBL．2．4．2DefinitionofPBL 东南大学硕上学位论文Pr巧ect．based1eamingisamorecomplexinstmctionalconceptthanthetemsuggests．Thereismuchmoretoproject-basedle锄ingthanthesimpleinco印orationofprojectsintomecu丌icul啪．AccordingtoHen巧(1994)，althoughthereisnogeneralizeddefinitionofthetem“project”，manyeducatorsandscholarsa伊eethataprojectlastsoveraneXtendedperiod，allowsstudentstoselecttheirtopicsandlocatetheir0、Vnsourcematerials，andprovidesthemwithopponlmitiestoconductanindependentpieceofworkeitherindividuallyorin伊oupsunderthe”idanceoftheirteacherandtopresent锄endproductincluding、埘ttenreportsand0ralpresentation．·Project-basedleanlinghasbeenequated，bysome，within—classgroupwork，out．ofclassactivities，cooperativeleaming，task_basedinstmction，aVehiclef-0rmllyintegratedl锄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．anthropology，biotechn0109y，cateringandhotelrestaurantmanagement，socialstudies)．TheversatilityofprIDject—basedleamingmakesitdi币culttoarticulateonesingledefinition．Butforeffectiveproject-basedleaming，accordingtothosesuccessmlandexperiencedpractitioners，f01lowingconditionsshouldbemet：1．haVeaprocessandpro(1uctorientation；2．bedefined，atleastinpan，bystudents，toencouragestudento、vnershipintheproJect；3．extendoveraperiodoftime(ratherthanasingleclasssession)；4．encouragethenatIJralintegrationofskills；5．makeadualcommitmentto1anguageandcontentleaming；6．obligestudentstoworkin铲oupsand0ntheirwon；7．requirestudentstotakesomeresponsibili够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锄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锄dspecific1anguageitems(e．g．Allen，2004；Caner&Thomas，l986etc)．Practitionersr印ortmanybenefitsresulting仔omstudentengagementwithprIoject·based1eaming．1’able2．1reVealseightcommonlyreportedbenefitsinproject-basedleaminginL2andForeignLanguages鲍ings．1hemostcommonlyreportedpositiveoutcomeofprojectworkislinkedtoauthentic时ofstudents’experiencesandlanguagethattheyareexposedtoanduse．Anothercommonlyreportedbenefitofproject-basedleamingisintensit)rofstudents’motiVation，inVolVement，engagement，panicipation，锄denjoyment．Project-basedleamingisalsosaidt0inspirecreatiVi吼asstudentsmoVeaway行ommechanisticleamingandtowardendeavorsthata110wf断andbenefitfbmcreativi吼7rhethirdmostcommonlyreponedbenefitisstudents’enhancedlanguageskills．SnJdents’reading，、Ⅳriting，speaking，listening，Vocabula阱锄dgrammarabilitieshavebeenimproved．Itispossiblyduetof．actthatprojectworkfacilitatesrepeated0pportunitiesforinteraction(output)，modifiedinputandnegotiatedmeaning．Anotherreportedbenefitofprojectworkisstudents’improVedsocial，coopera“Ve，，andcollaborativeskills．Projectwork，infact，iscompatiblewithcont朗t．basedinstnJctionanditsdualcommitmenttocontentandlanguage1e锄ing(Stoller'2004)．Asstudentspro伊ess 东南大学硕士学位论文throu曲thevariousphasesoftheproject，theinfomationthatmeythemselVeshaVecollected，aswellastheinfomationcompiledbyclassmates，isrepeatedreadingandlistening，speakinginme锄ingmlways(Stoller'2002)，thereforeconsolidatingcontent1eaming．otherbenefitsincludestudents’improVedselfconfidence，enhancedself-esteem，positiveattitIJdestowamle锄ing，comfonusingofthelanguageandsatisfactionwithpersonalachieVements．The1iteraturealsoreferstostudents’increasedautonomy'iniI印endence，awillingnesstotakeresponsibilityfortheiro、Ⅳnleaming，Finany，improveddecision-makingabilities，锄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’锄d1aw，anenomoustaskthatcallsfor锄integratedapproachtolanguageandcontentteaching．HoweVer'Englishlanguagehastraditionallybeentaughtseparately丘．0msubjectmattercontentinChina．Asaresult，Chinahasproducedmanylanguageexperts、)l，hoarenotl(nowledgeableincontentor，viceversa，contentexpertsWhocannotcommunicateinEn91ish．Anomerproblemresulting仔omitsapproach，teachinglanguageass印aratesu切ectmatter，isthatChineseunivers时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!坠竺生!堡婴堡垦!：!!!●______-■■_■_●■___I__-__-___-___-_-_-■l__--I_■_-_-I●_■●___-___●-●-●-●-_-_●__●●_●--_-_●_●_I_。__●’__’—I●’1--—’。’—。。’—1’——’’——。’—————一一一一ta唱etlanguage)，socio．culturalcompetence(anunderstandingofmesocialmlesofl锄母lageuseinsocialconteXts)，discoursecompetence(theabilit)rtointe叩rettheconnectionofaseriesofsentencesorutterancestofo彻ameaning如1wh01e)，andstrategiccompetence(theabilitytousestrategiestocompensateforimperfectl(nowle电eorlimitingfactorssuchasfatigueordistraction)．ChinesestudentshaVebeenstudyingEnglishformanyyears，butarcunabletouseEnglishforcommunication．Project-basedle锄ingisaneducationalactiVi哆thatproVidesstudentswithopportunitiesforpu印ose向lcommunicationanddeVelopingtheirothermreecompetencesnotjust铲ammaticalcompetence．MeanⅥ，hile，project-basedleamingmayenhancestudents’motiVationanddeVelopstudents’abilityt0le锄moreindependentlyandautonomously： 乱>7。，o7>7Z’>、7’7>寸∞毒芝7>’≯oN．J>jY7>’，o工>’>No‘7>o毡一工>7>’>盂高ya’o>7’>ok>’、7—，>嚣堇o'o山>2茧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《>’器历CO量翟U老∞0西若!∞．兰唑6功EC毋工C旦母C■∞，一、≥OE兰o；刁亘旦守孥∞_∞雪)、罱圣N正兰吕；口'五萎惹C寸‘丽们．三o)们一CEo旦量焉D△D3们o∞乱正巴L。艺o口’△CDo翟等o'Y2母6《C旦o焉邑Co∞帕o‘疗匕‘；E∞_式勺∞=∞o．Q∞是LL—Co芝XDN的C≥C■妄昌罱oo'．妄∞兰弓=≥詈苗刁葛EC∞．Q磊里o．∞苗Q甍了鞭量丽E与刁Coo'山．E田石n{∞生∞9_a’∞DoJ了‘是咆访口’C仍JCoCrvo'面兰o．Q∞Too．坦o∞芑需Co丽$∞暑嚣焉∞口C口考o旦C∞萎萝u-言劣酊口∞专曼C．o)．量E刁互①毋io∞o3E_毛奇刁C芒岳2o．虫喜§o旦翟旦旦兰o∞g舌Pj五蚤ic，)刁oo‘历∞∞一∞哥口3∞刁∞器塞墨∞叮∞>奢弓D巴△匕巴o。二‘Q‘)o∞oO墨萋至虫●一至8三E_-●No‘苔0。孑■‘，旦O磊芑_鼍喜巷0．三CL_=可器■■_一口_C《．Q∞o．右_．垒-．坌0七C晒口△§皇右雩∞·，C'∞0E_山o'门。岛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们．虫-茜2CO笛．Q∞C置盟受∞o’：r奄∞．之∞七3oN岙芑oo'△0∞2’EC△-一旦。．a勺：互。墨罨日罢芒釜盖主i邑正卜。∞’历旨暑C3旦0：《三≮乏呈E￡卜∞Nn寸旧‘oo叱乏。议嵇牮非．T隧籽≮证长 _，‘-～ChapterThreeConstructionofProject—basedBusinessEnglishTIeachingApproach3．1TheoreticalBasisWangXingsun(1997：24—29)definesBusinessEnglishasthat“BusinessEnglish，tlleEnglishusedinbusinessconteXt，isonebranchofESP，whichisle锄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鲥shteaching，wrhichhasmuchincommonwithGeneralEnglishteaching(Doma，2000：2；Dudley-EVans，1998：54)．College咖dents，pre—experience1eamers，whotakemecourseofEnglishforGeneralBusinessPurpose(EGBP)arerequiredtoacquirebasicEnglishlanguageskillsthrough绌ingsuchcoursesincaseofengaginginbusinesscareerlater．Dudley．EvansandJohn(1998：55-56)arguethatsuchcoursesteachabroadrangeofEnglishthrou曲businesssettingsratherthanEnglishforSpecificBusinessPu叩oses．Thecomentsofthesecoursesembraceala唱e姗geofVocabularythatdiffers仔omthatofGeneralEnglish．Dudley-EvansandJohn(1998：55—56)findthatthebusinesssettingsinEGBPcoursesinclude‘meetingpeople’，‘makingarrangements’，‘ta墩ingaboutyourselfandyourcompany’，and‘traVeling’．聊icalbusinesscontenttopicsintheEGBPcoursesincludeo玛anizationalcharts，marketing，branding，adVenisementandproductdevelopment．Actually，thesesettingsandtopicscoVerawidera】『IgeofbusinessconteXtandoffer觚锄t11enticsituationfortIlepre—experienceleamers，Ⅵ，hichfocusonimproVingbasiclanguageproficiency．Project-basedapproach，asBeckettG．H．(2002)defines，isalong-te珊(seVeralweel(s)activi哆thatinvolvesaVarietyofindiVidual0rcooperatiVe协skssuchas25 ～————————————————————————一一—————————j壹登型奎deVeJoplngaresearchplanandquestions，andimplementingthep】anthroughemplncalordocumentresearchthatincludescollecting，锄alyzing，andreportingdata0rally锄d／orin、州ting．ProJect．basedapproachhasbeenre危rredt0，atagenerallevel，aSalanguageeducatlonapproachthatreflectsstudent—centered1eaming(e．g．F—ed．Booth，2002：He电e，2000)withinthe纳meworkofexp喇e11tialleaming(E州ng，200l；Kohonen．2001；Legutke&T．homas，1991)．nhasalsobeendiscussedwithinthetheoretical打ameworkofleamerautonomy㈣ed—Booth，2002；V钿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锄ersareengagedintasksthatareneithertooeasvnortoodif!Ficult，butratherch撇cterizedbyjusttherightamountofchallenge(E曲e吒2003)·MoreoVer，motiVationusuallyeVolVesgradually，asle锄ersengageincomplexsetsot’tasl(Sthatmove疗Dmpla彻ing，goalsetting，andtaskimplementationmroughoutcomeevalua‘ion．(Domyei，200lb)．Suchphasesarestalldardfeaturesofmanvproject-based仔ameworl(s．(Alan&St011er’2005)。M觚yl锄guageprofessionalspraiseproject-basedle锄ingbecauseitcreatespu巾ose血l叩portlmitiesforlanguageinput，Ianguageoutput，andexplicitattentjont01anguage’relatedfeatures(e·g·，fo册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旷ationoflanguageskills(reading，啊iting，speaking，andlistening)．Project-basedle锄ingalsolendsitselftotheinte伊ationoflanguageandcontemle锄ingobjectiVes，asonemi曲tseeincontent_basedclassroom．(e．g．，Stoller＆Grabe，l997)FredrickStoller．2006inBeckett&MillerP34summ撕zesthefollowingconditionscontributingtothepositiVeoutcomessooRenassociatedwithprIDject—basedleaming：1．Projectsshouldbecontent耐Ven；2．Studemsneedtobeengagedinacomplexsetofmanageableyetchallengingtasl(Sthatareneithertooeasynortoodimcult．ThetasksshouldbestmcturedsothatstudentshavemeopportunitytoreinVestknowledgeinpro铲essiVelymorecomplexproblem·s01VingactiVities；3．Studentsmustbegiv肌realchoices，possiblythrou曲menegotiationofselectedaspeCtsoftheproject(includinggoals，themes，procedures，outcomes)．4．Projectsmustbedefined锄dorchestratedsoastoarousestudents’curiosit)randinterest．5．Studentwork掣oupsshouldbefo肌edt0c印italizc}onthestren蚰sof伊oupmembers．EachgroupmembershouldbegiVenmeopportunitytocontributemeaning如llyaIldsuccessmllyt0groupaims．Student乒oupmembersshouldunderstandoverallpr巧ectobjectiVes锄dtheroleoftlleirirldiVidualcontributionstothegroupeffort．6．Studentsshouldbeheldaccountablef．0rtheirworl(．7．Studentsshouldbegiventheoppomm时toengageindeliberatepracticeofmeskillsaIldlanguagerequiredforthesuccess凡lcompletionofeachstageofthepr巧ect．8．Studentsmustbegivenongoingfeedback，inthefomoffomatiVeandsummativeassessment，sothattheycanevaluatetheiro、Ⅳn1eaming，pr0铲ess，andattai姗entofprocess—andproduct—orientedgoals．3．2TeachingobjectiVesTheBusinessEnglishcourseaimstoequipstudentswimmeessentiallanguageskillsandknowledgeofbusinessworld；improVetheira_bili够t0communicateinEnglishinawiderangeofbusinesssituations；buildcompetenceaIldconfidenceinstudentsinhandlingsocializing，negotiating，presentations，report、Ⅳ订tingandotherskillsandqual“iesmatbusinessprofessionalsneedt0acquirein21蚍centuD，．ARerstudyingthiscourse，studentswillbecomemoref．amiliarwiththeconcepts，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吨，meeting’nego‘iating，e-communication)throughpeerinteraction；。Iobulldconfidenceandcompetencetheyshouldpossessfortheirfhturecareer．3．31’eachingFramework10achleVethe‘eachingobjectiVesofthisBusinessEnglishcourse，project-based印proach1nBusinessEnglishteachingengagesstudentsinabusinessEnglishproiecttha‘last16weeks，concludingwithaWittenbusinessplanforanewcompanyand0ralpresen‘ationaidedbyPPT．BotharedoneinEnglish．111ewittenreponSobligestudentstoInte眦inforrIlation仔omtheteacher-orchestratedportionoft量leuIlitwittItnelrownpr0Jec‘．basedresearch．Thepr町ectextendsinstmctionbeyondthefourwalIsoft11e仃aditionalclassroom，takingstudentsontotheWorldWideWeborintottle“brary，giVil玛tIlemaccesstonewinfo彻ationsources，andcreatinggenuiIleoppornJnltiesforcommunication．Project-basedapproachisactuallynotareplacementforotherteachingmethods，“israther孤approachtole锄ingwhichcomplementsmainstreammethods(Haines，l989，p．1)．nleBusinessEnglishprojectcomprisessixphases：in咖duction，舒oupingandplannlng，researchingand州ting，PPTmakingandrehearsal，projectpresentationandeValuatlon，reflection·SeeChaIt3．3ConstructionofBusinessEnglishPr01jectrhaseone—Introducti鲫·T11eteacherin昀ducestostudentst11ebusinessEngllshp删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觑lmes，project丘ameworkandidenti母theresponsibilitiesofeachmemberfortheprojectwork．Eachprojectteamisrequiredtoselectateamprojectmanager，meotherteammemberstaketumstooroneoftheteammembersis印pointedtoberesponsiblefortakinganddeliVeringmeetingminutestotheteampr巧ectmanagerandtheteacher．Inthisstage，studentsareinVolVedinselecting，modi匆ing，andoradaptingtheirgoalsandcontentaRertheyaremadeclearaboutthecomponentsofabusinessplan．neycreatetheirgoalsandchecklistsforeachpanoftheir鲈oupprojectpro旷锄andtIlenidemi匆thes仃ategiestofhlfilltheirtaskseitherindiViduallyorc01lectiVely．All29 东南大学硕上学位论文thisisdoneoutofclass．Tbensurethesuccessandsmoothimplementatlonoftheproject，t11eteacherkeeps锄eyeonstudents’reactiontoprojectworkandtheirperforIn锄ceinthegmup．Ifstudentsshownointerestorfinditdimcultinthe伊oupwork，theteachertakesimmediatemeasurestoengagestudentsinme黟oupwork，andencouragemembygiVingsuggestionsormakingcommentson伊oup’swrittenpr巧ectplan0ransw耐ngquestionsorremoVingdoubts撕singillt11eirweeklyreponsthroughemails．Phasethree-一ResearchingandWriting．Studentsurldertal(eamarketresearchbyusingavailableresourcessuchasintemet，libraⅨ衔endsandteachers，familyrclativesandlearning证class．Theteacherdesignstheteachingsyllabusaccordingtoessentialcomponentsofstandardbusinessplansuchasbusinessdescription，companystmcture，employment，corporateculture，markets仃ategies，competitiVeaIlalysis，productdesignanddeVelopment，叩erationandmanagementplan，financialcornponentsetc．Foreachcomponent，吐leteacherbringsintotheclassroomtheauthenticstoriesorbusinesspracticeofthoseprestigiouscompanieseitherathomeoroverseastoenla曙estlJdents’knowledgeofrealworldofbusinessandtoelicitideasorthinkingf．romstudentsfIortheirnewcompany’sbusinessplan．ARerclassstudentsgather，process锄dreponinfomation丘Dmresourcesandthendiscuss孤dnegotiateonbomthecontentanduseoflanguageforthefinaldraRofbusinessplan．PhasefourPPTmakingandrehearsing．StudentsareencouragedtOusepresentationso脚aresuchasMicrosoRPowerPoint，Photoshop，BooksFlipAlb啪，orwebautlloringso胁are，suchasMacromediaDrearnweaVeralldMicrosoftFrontPageinte铲atetext，art，photo伊aphy'andmusicintoapresentation．Otherpresemationdeviceswithinteractiveelementscanalsobeusedtomotivateboththecreators觚dtheviewersofthepresemation．ARerthecompletionofPPT，studentsprepareoralpresentation．Eachof铲oupmembersisresponsibleforonepartofpr巧ectpresentation．Sinceitis铲oupwork，eachofthemshouldworktllebestbyhelpingeachotherwithoralpresentationskills．Phase6ve_一PresentationandEvaIuation．Studentsarerequiredtomaketheirpresentationpmfessionallyandskillmlly-Whileonegroupispresentingtheirbusinessplan，other伊oupslistenanentiVely．QuestionsareinVitedatmeendofpresentation．D研ngtheQAsection，studentstaketumstoactas‘‘experts”oftheirbusiness，giVingf．urtherexplanationby印pIyingwhattheyhaVele锄ed缸oughprojectwork．When30 onegroupcompletesthepresentation，collaboratiVeassessments盯econductedbytheteacherandstudentsbasedonthegivenrubrics．TheteacherproVidesfeedbackastoⅥ，hythepieceofworkisputinasonoffairlylowmarkoranexcellentone，andfinallyscorestheperfb咖anceofindiViduals锄dthewrhole黟oup．Phasesi】I【一Renection．Studentsarerequiredt0deVeloptheskillsofself-reflection．(1)renectonboththepmcessalldfinalproduct；(2)analyzemestren舀hs锄d、Ⅳeal(nessesontheiro、Ⅳn；(3)summarizewhattheyhaVele帅edintemsoflanguage，businessl(IlowledgeandcommunicatiVeskillsetc；whattheybenefitmostandwhattheyneedtoimproVeetc，(4)voteforthebestprojectoutcome(Englishbusinessplan)andthebestperf-onner．3．41’eacherandStudentReIationshiphlproject-based印proach，theteacheraIldstudentrelationshipnkesonadifl’erentfo彻行omtheone、Ⅳeareaccustomedtoseeinginmetraditionalteaching—leamingpa位em，wheretllestudent’saccesstoknowle电enecess撕lygoesthroughtheteacherWhotakesonthesoleresponsibilit)rforallthath印pensintheclassroom．BusinessEn91ishprojectisnottaught．7I’heteacher’sroleinthepr00ect-basedle锄ingisthatofafacilitator．’nleteacherisontlleoutside，notintIleinside；heorshedoesnotpanicipateintheinteraction，hasnopower0rresponsibilitiesforthedecision—mal(ing(Jones，1995)．hlproject-basedleaming，them旬orrolesthatmeteacherassumesarethoseofresourcepersonandarchitect．Asaresourceperson，theteacherdirectsstudentstoappropriateresourcesonlyifstudentsrequestit，asmepurposeistoleadstudentst0becomeautonomous，todeVelops仃ategiestoleam0ntheiro、wlbyusingsourcesotherthantheteacher．Asanarchitect，theteacherdividesando玛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' 东南大学硕士学位论文0rmanipulateinfonnation．Theyworkingroupst0o玛anizeprojectactiVitiestoachievemutualleaminggoalsbymeansofsharedresponsibilitiesandcooperati叽．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锄dhelpmemproduceeVenbetterfinalpmducts(EnglishBusinessPlan)．·黟oupdiscussionsontheaboVeissuesandtheprojectwork。·莎oupworkonadVenisementfortheirnewlyestablishedcompany'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锄ingoutofclass；presentationofproject；finaltest．3．6．2耐pesofAssessmentTheassessmentsforproject-basedapproachinBusinessEnglishteachingcanbeclassifiedintotwol【inds．OneisfomativeassessmentCIesignedt0supporttheleamingprocessbyproVidingfeedbackonpe墒manceandsuggestionforimproVementsuchasclassroompe墒manceassessment，feedbackonautonomousandcooperatiVeleamingoutsideclass，presentationofproject；anotherissummatiVeassessmentdesignedtoeValuatewhetherleaminghasoccurredsuchasfinaltest．Thefourassessmentsinvolvedinproject-basedapproachareconductediIlthefollowingthreewayscoV甜ngthedi行酹entcontent．3．6．2．11№acher’sAssessmentTheteachefgiVes铲adesforstudents’attendanceandperf．0彻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 东南火学硕上学位论文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时andteamwork．Thisaccountsfor25％．Tosumup，studentsaregiVenahighmotiVationtoparticipateinprojectwork．Thegradingofprojectworkisequalto70％，whileclassperfomanceandf；inaltestis30％ofthefinalscore．ItisstatedexplicitlythatitisVe巧imponantforstudentstoactivelycontributetotheteam、Ⅳ0rkwhichincludesattendingtheteammeetings，contributingtheirideas，、Ⅳritingpro伊essr印ort-wee“yreportetc．) 竺垒苎坐!!坐!!竺2垒!坠型竺翌!!!型!!兰!竺塑呈型里!!!兰坚!坠：翌竺坐墨垒巳旦翌型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 东南大学硕士学位论文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。‘k)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 ‘东南大学硕上学位论文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．audienCe．Content15pOintS12pOints8DOints5DOintsThecontentiSThecontentisThecOntentiSThecOntentIackswrittencIearIvandwrittenwithaVaguelnacJearDOintOfconciseIVwithaIOgicaICOnVeyingapOintViewand109icaIlOgicalprOgressiOnprogressionofOfviewanddOesseauenceOfOfideasandideasandnOtcreateainf6rmation．suppOrtlngsuppOrtingstrOngsenseOfinfbrmatiOn．informaliOn．pu巾Ose．IncIudeSl{ttIeDersuasiVeTheprojecIIncIudesInCIudeSSOnleinformatiOnandincludesmOtiVatingDerSUaSlVeperSuasIVeOnIyOneOrtwOaues“OnsandinformatiOninformationwithfactsabOuttheadvancedfromre¨abIefewfacts．tODiC．Organize倦．TheSOUr∞S．projedgiVestheSOmeOftheIn币DrrTlatiOniSaudienceacIearjnformatiOnmayincompIete，OutOfsenseOft|1emainnotseemtOfit．dateand，Oridea．in∞r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针1euSeparagraphs，tOOSma¨pOintsjzeOffonts。．ta¨cs。manydif艳rentfOntS．UseOfitaIics．bOId，bOld，IOngfonts．darkOr1napprOp几ateandindentatiOnSparagraphs．busybackgrOund。cOntrastjngenhancesCOlOrOrbusyOveruseOfbOIdc0IOrs．pOOrUse伦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．andcOntnbutest0verticalwhitebutappearscO九fusing，andtheOvera¨SDaCecIutteredanddoesnOtusemessagew．thapprOpriateIy．buSy0rspacing，appropr．ateuseOfdistraclingwithheadingsandheadings，IargegapsOfsubheadingstOsubheadingsandwhitesDaceOrenhancethewhitespace．usesadjStracting限adabiIjty．backgrOund．GraphiCs，4pOints3points2pOint1pointsSoundand／orAnimationThegraphics，ThegraphiCS，SOme0ftheThegraphics，sOundand，OrSOund／andOrgraphi∞，sOunds，sOunds．and，OranimatiOnassistinanimatiOnand／0ranimatIOnsarepresen“nganVisuaIIydepictanima“0nsseemunreIatedtOtheOvera¨themeandmateriaIandunrelatedlOthecontent．enhanceassistthetODic／themeandunderstandingOfaudienceindOnOtenhanceG阳phicsdOnOtcOncept，ideaSandunderstandingtheOvera¨enhancereIatiOnshipS．thefIOwOfCOnCepts．undersfandingOfjnfOrmatjOnOrthecOntent．Or0riginaI．magesa陀COntent．MOst．magesa悖aredistradingCreatedusingc¨partorrecycleddecOratiOns”1atpropersizeandOrlginaIImagesfromtheWVvvV．CreateabusyresOIutiOn．anda¨areused．f色eIingandimagesenhance1magesa陀tOOdetractfrOmtheCOntent．Imagesa伦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．andfDrg陷mmar，旧adabiIity．grammarspeI|ing．puncIuation，repeatedlydisIracttheandspelling．(3ormo旧erro隅)readerandmajoredi“naandrevisionisn喜quired．(morethan5errors)TOTALPOINTS：40 东南人学硕士学位论文PrimarysOurceScaninCludeOrigina|fetterSanddiaries，perS0naIObsen，ations，interviews，first．handaccounts，newspaperanicles，magazineanIcles．journaIarticles，Webpages，audi0recOrdings，VideopnoductionsandphOtOgraphy．Copiedandadaptedfromb丛巳；』△型坠0出：些巡墨!Q垡!：坌垫垡』§Q金』巳盟!璺坌Y』巳Q![丝垒[i曼：b!也lTable3．6．2．2—3OralPresentatiOnRubriC681012To切l：AudienCecannOtAudiencehasStudentDresentsStudentDresentsunderstandDresentatiOndifncultyfO¨owingnformatiOnininfbrmatiOninOrganizationDresentatiOnOgiCaISequenceIOgicaI，jnterest．ngbecauSethereiSbecauseStudent～hichaudienCeseauencewhichnOseauenceOfinfOrmatiOn．jumpsaround．：anfoIIOw．audjencecanfb¨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钏erralrS．grammatlcalerro偈．g陷mmaticalerro侣．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厅cuItvmemberscanhearaUdIenCememberSbackOfcIasstOhearingDreSentat；On．cannearhear．preSentatiOn．DreSentatlOn．TOtalPOjn协60～COpiedandadaptedfrOmb!!巳；厶垒6凸△业：!bi凸KQQd：Q￡g丝圣旦!§坌曼垒：昼鱼坌垡：垒曼昼鱼：璺Q垒垒：ZQ垒Z2垦ZZ坌gZ璺：坌垒墨金l ChapterFourMethodoIogy4．1ResearchobjectivesThecullrentstudyaimstoexplorethewayofapplyingp啊ect南ased印proachtoBusinessEngliShteachingandexamineitse彘ctonstudents，leamiTlg．Tllou幽manystudieshavesho、)mthepositiVee行ectsresulting厅omproject-based1e帅ingormstmctiononstudents’motiVation，contemle锄i119，autonomyanddecision-m抛ngabilitiesetc．，fewstudieshaVeexaminedthee行ectofproject-based印proach彻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够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●东南大学硕士学位论文PPPmodel．ThematerialsusedbystudemswereNewInsightsintoBusiness(2ndhalD．4．4ReSearchInstrumentsTheinstnlmentsusedinthisstudyincludetest，questionnaire，inten，iew'combiningaspectsofbothquantitatiVeandqualitatiVeresearchmethod．ThedescriptivestatisticsandpIlincipalconlponentsanalysisusingSPSS17．0areusedtointerprettheresuhs．4．4．1POst．testToexaminewrhethertherearesomesignificantdif．ferencesbe似een锕。o黟oupsinaspectsoflanguageskills，specificaIlyreadingand、)盯itingskills．7rwopans(readingandwnting)of2008BusinessEnglishCertificate(BEC)constitutethetestp印er．BECcert讯catesa11eintemationaUyrecognisedqualificationsthatshowemployerstheskillsforusingEnglishmtheworkplace．111ereare恤eedifferentlevelsofBEC：BECPrelimina口，BECVantageandBECHi曲er．TestquestionsanditemsinBECVantagearechosenforthisstudy．SeeAppendixA．Toanalyzethetestscoresof觚。铲oups，meaIlscore，standarddeViation，andsignificanceareemployed．Me锄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锄dinf．omalconversationswithcollegestudentsandEnglishteacherswhohaVetaughtbusinessEn鲥shinVocationalcolleges．Firstquestionnaireconsistsof11itemscoVeringBusinessEnglishlisteningandspeakingtopics．The仔equencyofusingthetopicsiscategorizedinto4：neVer，rarely(onceamonth)，nomlally(onceaweek)，often(twice0rthreetimesi11aweek)．ThisquestionnaireisusedtoexaminehowthepanicipantspracticetheirEnglishspeakingandlisteningconcemingbusinesstIlroughproject-basedleaming．SeeAppendixB42 竺!呈唑!!!竺坚!!!竺1211墅一．●■--●_-●---_--______■■■■-■--___■____■■l--_-__-●-__-●___●___--__-__-_-。_●_。●-___-_____●-___-。-。_________-l-■_●--●-■__●●-●_______●_。I●-。●●_。-。——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 东南大学硕上学位论文ChapterFiVeDataCoUectionandAnalysis5．1DataObtainedfromtheEmpiricalStudy5．1．1DataObtainedfrom1’estScOresBoththeexperimental铲oupandcomrol铲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酽oupis69．5250，麦：2鱼§2pointshi曲erthanthat(64．2593)ofcontrolFoup，aIldthesignificanceValue卫堕issignificantlylowerthanthecriticalValueQ堕．Itis印parentthatthereisgreatsignificancebetweentheexp舒mental乒oupandthecontroIgroup．ThestandarddeViationofexperimentalgroupis8．48222，(8．953l0)ofthecontrolgroup．O．47088lowerthanthat cha脚erFjVeDa协collectjon删A舱Jy塾From廿1ereSultsof协eaboVeta_ble．theconclusloncanbe出awnthatthereisabigdi撩玎encebetween也etwo铲oupsinpost—tcstscores，thatist0say，theexperiInental乎．oupperfbmsbettertllanthecontrolgroupmtlletest．5．1．2Da协ObtainedfromQuestionnai阳s5．1．2．1QuestlOnnaire1Illorderto矗ndoutwhetllerPBAengagesstudentsillmorepracticeofEnglishspeaking翮dlisteningonbuSinesstopicsthantlle砌itional搬tchingapproach，queStiom璁irel(AppendixB)isgiVen0lJtt0bo廿ltlleexperimental粤．oupandtllecon臼ol伊吼IpaRertheeXperiment．Thercsultsarcpresented洫me如llowiIlgTablc5—2．Table5-2ComparjsOnofthetlIyog∞upsjnmefrequencyofusjngBusinesstopj∞fOrEng¨shspeakingandIisteningTopicsAnSwereXper．men切lContrOIEXperlmentaIContrOINever0ORareIy1102％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怆n205％0Never0O0RareIy104225％78％1．8NOrma¨y191248％22％Often11027％01．9Never045 东南大学硕上学位论文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铲oupusestheBusinessEnglishspeakingand1isteningtopicsmoreoftenthanmecon仃ol伊oup，panicularly'thetopicssuch嬲dealingwithaggression0ra唱ument0nanybusinessissuesanddealingwithproblemsordimcultiesandsolutions．Them萄orit)，ofstudents(78％and70％)inthecontr01groupshownoexpe订enceofgettingtogether，handlingmeaboVe似otopicswhereas85％and90％oftheexperimental旷oupnomally(oncea、veek)oroRen(Miceormoreaweek)touchupontheaboVeissues．neseexperiencesarecriticalforstudentstole锄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铲oupaftertheexperiment．Theresultsaresho、Ⅶ．inthefollowingtable5-3and5—4．1-abIe5—3ResuItsofQuestiOnnai陀2BenefitsGainedfromProject-basedLearningBenefitsmUchmode阳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鲈eatlyimpr0Ved．Thatistosay，whatproject-basedleamingbenefitsthemmostistheirimpr0Vedabili够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 东南大学硕上学位论文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彻aire2andsemi-stn．Icturedinterviewindicatethat57％ofthe40students’interestandpos“iVeattitudetowardBusinessEnglishleaminghasbeendeVelopedwithinPBA．17％ofthestudentsshowgreatinterestand40％aremoderatelyinterestedinle锄ingBusinessEnglish．ABusinessEnglishProjectinVolVesaVarie够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锣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 ●■-东南大学硕上学位论文伊oupf-0rs．uccess．7rhisresultsinhighermotiVationfIor1eaming，morepositiVe阳ldentattributionsforleamingsuccess，betterattitIldetowardleaming(S1aVin，1995)Thus，Itisnotsu印risingthatprojectsstimulatestudentinterest，leadtoactiVestudentinv01vementin1eamingactiVities．5．2．2Students’LinguisticCompetenceTheData丘omthetestscoresrevealthatthestudents丘ommeexperimental伊oupperformbetterinBusinessEn91ishreadingand州tingthanthose丘omthecontrol铲oup．Andthedataf}omtheself．reportedquestionnaire2＆3andsemi．stmcturedinteⅣiewasmentionedaboveconfimlthatproject-basedle锄inginBusinessEnglishclasscreatespurposemlopportlmitiesforlanguagei印utandou．cput．、^mat’smore，theStudents’finalbusinessEnglishplansandmeirpe墒manceinthepresentationalsodemonstratemeirimprovedlanguageskillsincluding仃anslationskill，duetothef．actthattheBusinessEn91ishprojectproVidesmore叩poItlmitiesfort11emeaningmluseoflanguagesuchdsinteraction，negotiatedmeaninginthe野oupandbe铆eentheteacher．BeingengagedinmeBusinessEnglishproject，thestudentshadtogatherandprocessinfonnationmroughextensiVereading；communicatewiththeirgroupmemberstomal(ethedecisions／s仃ategiesorsolVetheproblemsornegotiatemeaningsofbusinessconcepts；puttheideas，a伊eedplanetc．inwords．Whenco删municating，thestudentsasked锄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锄ingare，asKagan(1995)putit，a“namralma仃iage”．Pr巧ect-basedleamingismuchthesamewithcooperativeleaminginthissense，whichproVidesopportunitiesforstudemstodevelopandimprovetheirlanguageskillsinthatlanguageacquisitionisdeteminedSn Ch印terFiveDataCoIlectionandA眦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铲essiVelymorecomplexproblem—solVingactiVities．TheBusinessEnglishpIanforacompaIlyisbigandcomplexeIloughformestudentstofindmanyopponlmitiestoconnectnewinformationwithlmo、Ⅳninfomation，thusconsolidatingtheleamingofthecomplicatedprocessofmebusinesspractice．Funhemore，theprojectaIlowsthegtudentstotouch0ntheV撕ousindustriesandthereleV锄tmarkets，whichhelpstobroadentheirhoriz叽ofbusiness．Extendedengagementwithbusinessmatter，inadditiontopu叩ose旬lpracticehasbeenidentifiedasnecessary；thoughnotsufficient，f．orbuildingexpertise(Ericsson，2002)．Inpr叫ectcontext，studentsarelikelytoseetheir黟adual铲owthofbusinessknowledge．Assuch，PBAhastherealpotentialforleadingtoincreasedstudentexpertise．5．2．4Students’AwarenessofCooperationandCreatiVi时Data仔omthepresentstudyindicatethat92％ofthe40studemsreporttheyhaVeimproVedtheabili够to如nctionina铲oup．Someofthestudentswriteintheirsummaryr印ortthatwhatthey1ikebestiscooperatingwiththeirFoupmembersandbeingabletousetheirimaginationandcreatiVity．OnesnJdentsaysthatthemost劬aspectoftlleprojectisthe叩portlmityt0becreatiVe⋯theyarenotoRengiVenopponImitieslikethisinmeEnglishclasses．Fromthestudents’finalproduct—businessplans，itisobViousthatif咖dentsareproVidedtheopportlmitytoleamthroughdoing，theywillbebetterabletointe铲atethecoursecontentintheiro、Ⅳnuniqueways． -●■-东南人学硕士学位论文Kagan(1995)listsanumberofreasonsofwhystudentsaremoremotiVatedandfeelmoresupportinacooperatiVeclassroom．(1)Theyaremore行equentlyaskedquestions；(2)TheyneedtocommuJlicatetoaccomplishthecooperatiVeleamingprojects；(3)PeersarefarmoresupportiVethaninthetraditionalclassroombecausetheyareallonthesameside；(4)CooperatiVele￡LrningstructLlresdemandspeech；(5)Studentsaretaughttopraiseandencourageeachother；锄d(6)Studentsaremadeinterdependentsotheyneedtoknowwhattheothersknow．PBAcreatesacooperatiVesettingtoinspirecreatiVity．ItmoVesstudentsaway丘ommechanicle锄ingdriVenbytheteSttotheself．definingproject-basedleaming．ItcallsoncreatiVi哆inthatthereisnoendtowhattheyc锄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!!!!坚曼!竺!竺!!里ChapterSixConclusion0-6．1ResearchFindingsThepresentsmdyhasinVestigatedthebenefitsofPBAr印ortedbypreViousPBAresearlchersinvocationalcollegebusinessEnglishcourse．Theresultsofthestudyaddtothe1iteratureontheconnectionofPBAtothebenefitsoftheenhancementofinterestinbusinessEnglishleaming；theimproVementofEnglishskills，mei11creaseofbusinesshowle姑e，andthedeVel叩mentofcooperatiVeandi肌oVatiVeabilitiesonstudents’part．ThereisdirectandindirecteVidence行omthestudythatPBAisamorepopularapproachwiththestudentsth锄traditionalinst】nJctions．Them旬ori够ofthestudentshaVedeVelopedinterestinBusinessEnglishle锄ingwhobelieVethatPBAismorebeneficialtotheir觚uredeVelopment．ThereissomeeVidencethatPBAhasValueforenh锄cingthequalit)rofstIldents’1eamingofBusinessasstudentsapplywhattheyleam丘omlectu_res锄dinter黟oupexchangesinclass锄dselfstudy锄d伊oupdiscussionoutsideclasstopractice，州hichleadstotheincreasedcognitiVeskillsaswellastheirbusiIlessknowledge．Moreimportant，thereisampleeVidencethatPBAis狮efrectiVemethodforo虢ringstudentsmemorablechancest0leamlanguageinaIlinte伊ated锄dme锄ingmlwaywhichf．acilitatestheadVanceinstudents’languageskills．Finally，thereissomeeVidencethatPBApromotesthecultiVationofcreatiVityandcooper“oninstudentsthrou曲student—centeredleamingandgroupwork．However，thereisalsosomeeVidencethatstudentshavedi伍cultiesbenefiting舶mselfdirectedleanlingwithinPBA，includingcomplexprocessesandprocedlIressuchasplanning，timemanaging，communicatiIlg，problemsolVing，decisionmaking，andproductiVeuseoftechnologyetc．Therefore，theef．fectiVenessofPBAmaydepend，toagreaterextent，ontheefrortstohelpstudentsle锄howtoleam．FunherresearchisneededtoinVestigatewhateffortsshouldbemadet0enhancetheef．fectivenessofPBAintemsofthe印propriatefeedbackandtheassessmentstrategiesforthesimultaneousleamingoflanguage，content，andskills(Beckett&Slater，2005，p．108)throughproject．basedapproachinbusinessEnglishteaching．6．2LimitationsoftheResearchandSuggestionsThestudypresentsseVeralmajorlimitationsinPBAinBusinessEnglishteaching．First，thedif．ferencesinstudentsareneglectedwhodonotrespondinan53 东南大学硕士学位论文equallypositiVeattitudeandmannertotheproject-based印proach，norc00peratewillinglyandactiVelywith伊Dupmembers．ThesestudentsmaybeaccustomedtobeingpassiVeortraditionallectures．Theymaybeslowleamers，ortheywouldratherspendtimeprep撕ngforV撕ouscenificateteststhandoingproject．Thesestudentsneedtimetoa由usttobeingactiVe．WhatcanbedonetomotiVatetheresistantstudentst0beactivelyengagedintheprojectwork?OnewaytodothiswouldbetoallowthesestudentstimeandstresstheValueofPBAandindiVidualresponsibili够atthebegillllingofthecourse，explaintothemclearlytheassessments证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戗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锄．enotexpertsinbusinessfieldnorVariousindustries．TomaximizethebenefitsreportedbyproponentsofPBAanddiscoveredinthepresemstudy，theissuessuchashowtomakethefeedback，howtogiVethefeedback，ortobemoreexact，howtosupervisestudents’projectimplementationneed向rtherresearchtoexplore．55 l■r～东南大学硕士学位论文RefbrencesAIanB．&sto¨erF．L．(2005)Ma×imizingthebenefitsofpnojectworkjnfbreignIanguagecIassroom．勘g，，S，7两ac厅，仃gFo刚忉，43(4)，10—21．A¨en，L．Q．(2004)．ImpIementingacuItureportfblioprojectwithinaconstructiVistparadigm．Fo，．e，g门厶a门g￡，ageA门，7a／§．37，23，一239．AnaAImagroEsteban，Mar．aLuisaPerezCanado．(2004)．MakingthecasemethOdworkjnteachingbusinessEngI．sh：Acasestudy．Jbur仃a／0fEngliShforspeci矗cpurpOSeS。飞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门ada√o￡，，-仃a，，19(2)，52-66．Beckett，G．H．＆SIater，T．(2005)．TheprojeCtframework：AtoolforIanguageandcOntentintegratiOn．E仃g打s，7上-a门g￡，age7-eac厅仂gJ0u厂仃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门，仃的duc的门幻所ep，7，，0s9p砂O厂ed￡，ca打0n．IqewYbrk：Macm¨Ian．Dornyei，A．(2001b)．MotiVatjonaIstrategiesintheIanguagecIassroom．Cambrjdge。UK：CambridgeUniVersityPress DeVeIOpmentsinEn91．shfor¨naryapproach．Cambr．dge：Duf哆，T．M．andJonassen，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门ce仂，．0ug，，educa“o门(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，门gEng，，s厅asaseco门do厂厂0，弩，g门，a门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门g￡，age￡．duca的仃．6(1)Haines，S．(1989)．ProjeclsfortheEFLteachers．WaIton—On—Thames．UK：cIasSr00m：ResOurcemater．alfbrNeIsOn．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 东南大学硕士学位论文Hutchinson，T．andA．Waters．(1984)．“HowcommunjcatiVeisESP?”EL7．√ou厂仃a『．(38)：108—113．Hutchinson，T．andA．Waters，(1987)．EnglishfbrSpeciaIPurpose：AIearning—centeredApprOaCh．Cambr．dge：Cambr．dgeUniVersityPress．19．30Hu，G．(2002)．PotentlaIcuIturaIresistancetopedagogicaIimports：Thecase0fcommunicatiVeIanguageteachinginChina．￡．a门guage，Cuf细，lea门dCu删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厂E仃g胎力，-0厂specffjf；cP￡Jrposes，213—232JaneWi¨is．(2002)A伺exibIeframeworkf6rtask-basedIearning．Shanghai：ShanghaiFOreignLanguageEducatiOnPress．52·61．Kagan，S．(1995)．“GroupGradesMisstheMark。”Coope厂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讯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￡，招厂Ass，sfedLa门guage厶ea厂仃，仃g，75(3)，295—315．Laroche¨e，M．，Bednarz，N．andGarr．son，J．(eds．)(1998)ConstructiVismandEduCatiOnCambrIdge，NewYOrk：Cambr-dgeUniVersityPress．Levis，J．M．&Levis，G．M．(2003)．AprI叫ect—basedapproachtoteachingresearchwritingt0nOnnatiVewr．ters．，EEE7冶，7sfa“0门s0门Pr0，ess，0门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￡，厂仃af，318，657-661MehdiHase¨Songhor．．(undated)．。『、ⅣoModelsCompared：Problem—BasedLearningand。rask—BasedLearningfrOmb鲢巳；』△型塑凸型：曼墨巳：巡Qd垡：iD!Q』△丛l昼!金墨墨』凹金b鱼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门d／a门g￡，age，仃仂e门1a，仃S舱a，n．LOndOn：PearSOn．107-126Mohan，B．&Huang，J．(2002)．AssessingtheintegrationoflanguageandcOntentinaMandar．nasafOreignIanguagecIassrOOm．￡-』ngusf，csa门dEduca打。门，13(3)，407_435Emand，N．I．＆，SarahFraser(2000)，TheEducationaITheo吖ofJohnDewey(1859-1952)fromb!!巳』△凸凸凸业：凸鱼煦垡凸鱼坌!lQD墨：gQ幽f鱼△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时Press．NunaI，C．(1982)．TeachIngReadingskⅢsInaforeignIanguage．Oxford：HeinemannPhi¨ips，D．C．(ed．)(2000)Press．COnstructivisminEducatiOnUnjvers59ity0fChiCagO 东南人学硕士学位论文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．L．(1997)．Prl川eCtwork：AmeanstopromoteIanguageandcontent．Ehg，『s，，7-eac，7『仃gFo，u，r7，35(4)，2-9，37Sto¨er，F．L．＆Grabe，W．(1997)．Asix—T’sapproachtocontent．basedjnstruc“on．1nM．A．Snow＆D．M．Br．nton(Eds．)．7hec0门fe门f乙6asedclaSsroOm：PerspeCtiVeS0nintegratinglanguageandContent(pp．78—94)．NewYork：Longman．Sto¨er，F．L．(2006)．EstabI．shingatheoreticaIfbundationforproject-basedIearninginsecOndandforeignlanguageCOnte)(tS．InG．H．Beckett＆MilIer(Eds．)．F仲c■6asedseco门da门d，0，_e，gn／a门g￡，ageeducaf幻力：pastp厂ese门f，幻山厂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．)，，门p￡，f，仃second／a门guageacqu良’『f『o门(pp．235-253)．Rowley，Ma：NewburyH0use．Swain，M．L．，Sharon．(2004)．Task-BasedSecondLanguageLearning：TheUsesoftheFirstLanguage．La门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幻门a／E衍9}，c’『9pecⅣao，Edc，ca打b门【SuppI．】，(pp．162—163)．Oxford：PergamonPress．WarShauer，M．(1997)．Compute卜mediatedcoIIaboratiVeleaming：Theo吖andpractice．丁heM0de，-仃La门guageJou，．仃a，，87，470—481．WaIton，H．J．＆Matthews，M．B．(1989)EssentiaIsofprobIem—basedlearning．^伯d把a／Ed￡，ca打0门。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丛Q；丝鱼i墨QQy金[：金鱼竖坌坌!iQ凸：巳垡型垡金：皇垡竖』Qb坌!!曼Dg星』已垦L丝QQ2．2QQ圣』E醚L已[Qg￡金璺s／PPPrubric．htm鲍文，(2007)，高职商务英语专业人才能力体系的调查研究【J]．山东外语教学．(2)蔡莉，(2006)，建构主义学习理论指导下的商务英语口语教学【J】．外语界，，(2)顾佩娅，方颖，(2003)，基于建构主义的计算机辅助项目教学实践【J】．．外语与外语教学，(7)顾佩娅，(2007)，多媒体项目教学法的理论与实践【J】．外语界，(2)郎可夫，(1999)，面向新世纪的商务英语教学[J]．高等教育研究(1)梁雪松，(2006)，英语专业ESP课程建设中的问题与对策【J】．外语界，(4)刘法公，(2001)，论专门用途英语的属性与对应教学法【J]．外语界．(12)王兴孙，(2001)．对商务英语课程体系的几点思考【J】．国际商务研究(5)汪双飞，陈坚林，(2006)，信息网络技术与英语课程的整合[J】．外语电化教学(3)杨瑞和。(2004)，语言研究应用SPSS软件实例大全．北京：中国社会科学出版社．张建成，陈琦，(1996)，从认知主义至建构主义[J】．北京师范大学学报(社会科学版)．赵军峰，(2004)，AComparativeStudyontheCullrentBusinessEnglishCourseDesi印Practices．第五届全国国际商务英语研讨会论文集．北京：高等教育出6l 东南大学硕士学位论文版社．墨张佐成，王彦，(2002)，商务英语的界定叨．国际商务(1)蔡小丽，(2006)，任务类型对中国EFL课堂配对互动影响的研究．广东外语外贸大学：硕士论文．王建国，(2007)，EsP相关理论及其在我国大学商务英语教学中的应用研究山东大学硕士论文房宝娟，(2008)，AStudyofmeProblemsinBusinessEnglishTeachinginInstitutesofHi曲erV0cationalEducation，南京师范大学硕士论文 ●．1I．READlNGPARTONE1’x35，2’x10Questions1—7LookatthesentencesbeIowandthejobadVertisementsontheoppositepage．Whichjobdoeseachsentence1-7referto?Foreachsentence，markoneletter(A，B，CorD)onyourAnswerSheet．Y0uwiI|needt0uSesOmeoftheSeIettersmOrethan0nCe．0ABCDThispostinv0Ivessomesecretar．alduties．1Y0uw．IIberesponsjbIefortheOperation0fa∞mputersystem．2Y0umustbeabIetoforecastwhatpeOpIew．|1wanttowear．3Y0uwi¨beabIetOworkwithpeOplefrOmmanydi仟erentcOuntr．esandbaCkgrounds．4YouwiIIhaveaquaIificationwhichC0verstwosubjectareas．5ItisnecessarvtOhaveworkedinthissectorbef0怆．6Y0uwi¨needt0keepincontactwiththeheadquarters0fthe0rganizatiOn．7Theadvertisementemphasisestheneedt0haveasuitabIeapprOacht0jmportantpeOpIe．ABUSINESSMANAGERY0uwⅢberespons．bIeforOur910baIbusinesswithinspeC讯CCOuntr．esandwi¨haVea900dunderstanding0finlernationaIdistr．butiOn，possiblybased0npreViOuse×perience，pluStheabiIityt0wOrkinmarkefsthatarehighIyVarjedintheircuIture．YOuwi¨befIuentinasecOndIanguage，bewi¨ingt0lraVeIextensiVeIy。andprefe阳bIyhaVeadegree．BDEPARTMENTSTOREBUYERBasedatOurhead0fficeinLOndon，youwⅢseIectand0rderst0CkfrOmOurSuppIIersInItaly．Y0uw¨IneedtOpredictf吾shiOntrI≥ndsandbu¨dastrOngreIationshipw．thOurltaI．an0ffice．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东南大学硕上学位论文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艳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阳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门enessofthedi仟erentVarieties0fcof艳eanddifrerentwaysOfprl≥par．ngit．1COisthereforeconcentratingitspromotjonaIacti、，itiesOnRussiaandChina．1tiSaIs0enC0uragingenvirOnmenta¨yfrIendIycO仟eeproduclion，andIastyear．sseminar0ncof艳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艳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．andtheyshouIdneverhesitatet0deIeqate．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阳phfromthelistbelow．．F0reachnumberedpa阳graph1—4，mark0neletter(A—G)onyourAnswerSheet．DOnotuseanyIettermOrethanOnCe．13Paragraph114Paragraph215Paragraph316Paragraph4AH旧herstreSSleVeISamOnatODmanagersBC0pingwithStresSthroughapositiveattitudeCTimeIostatworkthroughsicknessDCauses0fincreasedstressjn廿1ewOrkenvirOnmentEExDIana“0nsfOrmlsseddeadlinesFstreSsreductionthr《)uqhbetterOrganiSatlOnGTypicaIprobIemSassOciatedwithstreSSQuestions17．20Usingtheinforma“0ninthete)(t，C0mpIeIeeaChSentenCe17-20withaphraseA-Gfromthe¨stbelow．Foreachquestion17．20，markoneIetler(A-G)onyourAnswerSheet．D0nOtuseanVlettermorethan0nce．17M0stpeopIeagreethatthereCentincreaseinStressjSduet0ChangeSin65 ■P、’h-、．＼东南大学硕士学位论文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．arecorrect．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．触时刑O15’Question47YourcOmpanyexportstOanumberOfCOUntrieSaroundthewOrId．Thecompanyis100kingfornewagentsfbrinternatjonaIfreight．ReadthetwOadvertisementsbelOw，0nwhiChyouhavemadesOmenotes．Then，usingthenotes，wr．teashOrtrepOrtfortheExportSaIesManager，cOVeringa¨yOurpoIntsandsayIngwnIcnagentyoureC0nlmend．Write120．140wordS．Write0nvourAnswerSheet．UNIVERSITYOFCAMBRlDGELOCALEXAMlNATIONSSYNDICATEExaminationsinEnglishasaF0reignLanguageBUSINESSENGLlSHCERTlFlCATE!Q些DQ巡b坌Y曼iQ虫i凸垡!金墨!Q!旦3凸墨!金【)[Q垡[坌凸§巡金堕!Q)[Q垡[△D璺丛生【§垒金曼!：67 ■L、东南大学硕上学位论文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阳tegies2．Meeting2．1DeaIingwithaggressiOn0rargumentOnanyissueconcerningthepn。jectworkorbusiness．2．2DeaIingwithprObIemsOrdj仟icuItjesandSOlutionS ■垒业!翌璺!兰曼一．AppendixCQuestionnaire2BenefitsGainedfromPrIoject．basedLearninginBusinessEng¨shCourseName：GroupNo．BenefitsmUChmOde阳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●、●东南火学硕士学位论文AppendixDQuestionnaire3DIdIHelp?NameGroupNo．Date：oftenSOmetlmeSseldomneVer1．IcheckedtOmakesureeVeryOneUndersIOOdwhatldid2．1answeredanyqUestionSthatwereasked．3．IgaVeexpIanatiOnswheneVerlcould．4．IaskedspecificqueStionsaboutwhatIdidn’tunderstand5．WhenIhaddifficuIty；l90te)(trapraCtiCeOrheIp．6．IparaphrasedwhatOtherssaidtObeSureIunderst00d．HowcanIbemorehelpml?kCopiedandadapted丘omKagaIlPublishing，Kagan，Spence卜￡ooperatiVele姗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俪cult0rfrustratingproblemencOunteredintheprocessofimpIementationoftheproject?11．DoyouhaveanysuggestionsfbrimproVement(teacher’sroIe，othertypesofproject，Iengthoftime，cr．teriaforeVaIuationetc．)?12．HowdoesthisprojeCtheIpyouwithIearningEngIlshandBusiness?13．Whatdoyoubenefitmostintheprocessofproject-basedIearnlng? —一、一o‘东南大学硕上学位论文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、∞rk．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铲oupwork．Successoftheprojectliesinthegoodcooperationandc01laborationamong伊oupmembers．Businessplanforanewcompanyissuchahugeprojectthatitcannotbedonebyoneperson．Onemightmakeas眦，butonlya伊oupcanmakeitsuccessmllycompleted．GroupworkimpelsustobecooperatiVe，tobetolerant，patientandbeagoodlistener⋯．S4：⋯Wecan印plywhat、Ⅳeleam仔ombool(Sandclasst0ourpractice，andwe’Vele锄edmuchmorethingswhich、VecaIlnotgain670mthebooks．Sl：Ileamtalot1jrommygroupmembers，theyhelpedmewithmycomputer -一^√intonationandwritingtothemfbrtheirkindimproVedabilitiesof、_l‘伊ou纠．10lmpIememhointhe孕oupdoesdothemarketresearch(howmanypeopleshouldbesurveyed，howtolocatemepeoplewhowillbesurveyed)；howt0dothemarketingfortheproductorservice；howtopresentthebusinessplan；whatshouldbedoneifthingsdon’tgoasexpectedetc．S3：Beforethebusinessprojectwork，Ihavenointerestinbusinessata11．NowIfeellikedoillgbusinessintlle觚ure．ProjeCtworkisgoodthatputEnglishandbusinesstogether．Thoughwemetmanydi衔cultiesindoingthepr巧ect，wele锄tmanynewtIlingsalongtIlewaytotheend．S5：⋯．asenseofresponsibil时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’’(眼球容纳地球)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
此文档下载收益归作者所有
