基于能力本位教育理论的多元商务英语能力探究

发布时间：2017-12-31 13:31

本文关键词：基于能力本位教育理论的多元商务英语能力探究　出处：《长江大学》2016年硕士论文　论文类型：学位论文

【摘要】：能力本位教育(简称CBE)是职业教育与培训的一种方法,它明确规定了知识、能力和态度,其目的是定义、掌握和实现国家资格框架体系内的能力标准。能力本位教育中的能力关注的是人们在具体的工作中能够做什么,它包括在特定的环境中的工作能力以及把知识和技能迁移到新的任务和环境中的能力。设计能力本位教育的首要步骤是明确规定学生需要掌握的能力。除了语言和交流的目的外,商务英语还具有商务的目的和功能。《商务英语专业本科教学要求》指出,商务英语教学目标是培养复合应用型商务英语人才,他们能熟练应用英语从事国际商务活动。此外,外贸市场需要具备多种能力的商务英语人才。为了培养满足商务英语教学要求和市场需要的人才,商务英语教学的首要任务是探究从事外贸行业的商务英语学生需要具备的能力。文章以能力本位教育理论中的澳大利亚雇佣能力框架,捷克共和国的迁移能力框架以及《商务英语专业本科教学要求》为依据,假设从事外贸行业的商务英语学生需要多元商务英语能力：商务硬能力和商务软能力。商务硬能力是人们从事外贸活动所需要的具体能力,可以通过教育和工作经验来获取它,包括6项语言能力和7项国际贸易流程操作能力。商务软能力,是人们从事外贸活动必不可少的个人品质,能使个人在工作场所中提高表现或者业绩,包括13项子能力。文章采用定量与定性的分析法、数据来自问卷调查和访谈。本文分别从用人单位和学生的视角探究他们对商务英语能力的重要性及其掌握的认识情况,即哪些能力比较重要,哪些能力不太重要：学生哪些能力掌握的较好,哪些能力掌握的较差。来自50家中小型外贸公司和工贸一体化公司的100位主体参与了调查研究。本文将100份能力要求调查问卷和100份能力掌握问卷分别发送给了50名学生和50名销售经理：文章总共收回63套有效问卷：32套有效问卷来自学生,31套有效问卷来自经理。首先,本文从学生和经理的视角,总结了双方认为比较重要和不太重要的商务英语能力；接着,文章总结了学生所缺乏的商务英语能力。其次,为了获取更有说服力的结果,文章对来自国企和中外合资企业的2名经理和3名学生进行了访谈,目的是为了弄清学校教育忽视了哪些能力的培养,学生还要具备什么能力以及对于商务英语教学的启示。问卷调查和访谈结果表明,商务英语学生和经理都认为商务硬能力和软能力在商务活动中扮演重要角色,这证明上述假设是正确的,即商务英语学生从事外贸行业需多元商务英语能力。经理认为国际商务意识、写作与领导能力比较重要,学生认为口语、自我管理、人际洞察和顾客导向比较重要；双方认为英语听力、市场调研,产品需求与数据分析能力、终身学习、团队合作和其它3项能力比较重要；访谈者认为立法和监管意识比较重要,国际物流与报关能力不太重要,这与问卷调查的结果相反。此外,学生还必须掌握信息通用技术能力。就学生的商务英语能力的掌握情况而言,学生和经理一致认为商务英语学生对于以下能力掌握较差：英语听力、口语、写作能力、文件处理与海关申报、国际物流与货运能力、立法与监管意识、执行力、灵活性与创造性。此外,经理认为学生缺乏市场调研与产品分析能力、自控和抗压等5项能力。而学生并未充分意识到他们缺乏这些能力。结合问卷调查和访谈的结果,基于能力本位教育理论,文章总结了此次调查研究对于商务英语课程设置的启示：在传统商务英语课程体系中加入商务英语能力实践教学体系。商务英语能力实践教学体系包括课内实践教学体系和课外实践教学体系,前者明确规定了学生和经理认为都比较重要的商务硬能力和软能力的培养；后者包含一系列的课外实践活动,旨在培养商务硬能力和软能力。
[Abstract]:Competency based education (CBE) is a method of occupation education and training, it makes clear the knowledge, ability and attitude, its purpose is to define, grasp and implement national qualification framework within the ability standard. Attention of competency based education in is what people can do in the body work. It is included in the specific environment in the work ability and the knowledge and skills the ability to migrate to new tasks and environment. The first step design of the competency based education is clear that students need to master the skills. In addition to language and communication purposes, business English has the business requirements of the purpose and function of business. "English Major undergraduate teaching pointed out that the goal of business English teaching is to cultivate the talents of business English composite applications, they can be proficient in English in international business activities. In addition, the needs of the market with a variety of foreign trade The ability of business English talents. In order to meet the requirements of cultivating business English teaching and the market needs of talents, the primary task of business English teaching is the ability to explore industry engaged in foreign trade business English students should have. Based on the ability standard Australia hire competency framework in educational theory, Czech Republic migration framework and business English majors. Teaching requirements "as the basis, if engaged in foreign trade business English students need multiple business English: business hard skills and business ability. Business ability is soft hard concrete ability of people engaged in foreign trade activities need, through education and work experience to obtain it, including 6 language and 7 International trade process soft skills. Business ability, people are engaged in foreign trade activities necessary personal quality, can make the person in the workplace. High performance or performance, including 13 sub abilities. By the analysis of quantitative and qualitative data from questionnaires and interviews. This paper from employers and students from the perspective of their importance for business English ability and knowledge mastery, which can force the more important, what is not important. Grasp the students' ability is good, what competence is poor. 100 subjects from 50 companies in small and medium sized foreign trade companies and trade integration in the research. The 100 capacity requirements of questionnaires and 100 questionnaires were sent to a master for 50 students and 50 sales managers: the total recovery 63 sets of questionnaires: 32 valid questionnaires from students, 31 valid questionnaires from the manager. First of all, this article from the perspective of students and managers, summed up both sides that are important and not too heavy To business English ability; secondly, the article summarizes the students lack of business English ability. Secondly, in order to obtain more convincing results, the article conducted interviews from state-owned enterprises and joint ventures 2 managers and 3 students, the purpose is to find out what the school education ignored the cultivation of the ability of students, but also what have the ability and for business English teaching. The questionnaire survey and the interview results show that business English students and business managers believe that the hard and soft ability the ability to play an important role in business activities, which proves that the hypothesis is correct, that is engaged in foreign trade business English students need multiple business English ability. The manager believes that international business sense, writing and leadership ability is more important, students think oral English, self management, interpersonal insight and customer orientation is important; both sides believe that English listening, Market research, product demand and data analysis ability, lifelong learning, teamwork and other 3 abilities are more important; interview that important legislative and regulatory awareness, international logistics and customs clearance capacity is not too important, and the survey results on the contrary. In addition, students must also master the general technical ability of students' information. Business English ability to grasp the situation, students and managers agree that business English students for the following: poor ability to grasp English listening, spoken, writing, document processing and customs declaration, international logistics and transportation capacity, legislation and supervision consciousness, executive ability, flexibility and creativity. In addition, the manager believes that students lack of analysis ability of market research with the product, self-control and compressive 5 ability. While the students are not fully aware of their lack of ability. The combination of questionnaire and interview results, based on Competency based education theory, this paper summarizes the research on business English curriculum enlightenment: into the teaching system of business English practical ability in the traditional business English curriculum system. Business English practical teaching system including curricular practice teaching system and teaching system of practice, the former clearly provides students and managers that are more training an important business ability and hard soft skills; the latter includes a series of extra-curricular activities, aims to develop the business hard and soft ability ability.

【学位授予单位】：长江大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：H319.3;F7-4

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