Business English Course Design In The Chinese Context

With the enormous expansion in international economic activities, Business English (BE), as a sub-branch of English for Specific Purposes (ESP), has attracted increasing interest and awareness. In China, since it carried out the open-door policy in the 1980s, especially since it entered World Trade Organization in 2001, a large number of joint ventures and foreign-funded enterprises have come into being and the need for highly proficient and effective English-speaking business persons has become urgent.Nowadays there are many foreign-funded enterprises in China that are providing BE training to their employees, and there are many English teachers as trainers. However, it is observed that most of the teachers are treating these BE students in the same manner as they are treating students with English for General Purposes (EGP). They do not understand the nature of BE training and there is no theoretical guidance for them to improve the training quality. Furthermore there has existed a lack of researches on BE course design from a comprehensive and macro point of view in China. Because the research achievement of course design can directly serve the BE teaching practice, this paper attempts to examine the BE course design in the Chinese context from a macro point of view and provide some suggestions to the practitioners in this field.This dissertation is composed of an introduction, five chapters and a conclusion.The introduction briefly states the emergence of Business English and the present situation of BE teaching in China, and puts forward the objective of this paper.Chapter One firstly examines the differences between ESP and EGP, then states that BE is presented in the framework of ESP. The main content of BE course design is also briefly presented in this chapter.Chapter Two points out that the most significant difference between ESP and EGP isthat an ESP course is based on needs analysis. The aim of needs analysis is to find out"needs"-what the learner lacks or is weak at-so as to establish the objectives of the 'course. Parameters in needs analysis and the generally used means to conduct needsanalysis are also introduced. Then an investigation is carried out.Chapter Three includes analyses of different kinds of syllabuses, the scope of materials to be included in the course, and the process of syllabus design. It is pointed out that Communicative Language Teaching (CLT) is of special meaning to a BE course for its stress on the language functions and notions.Chapter Four deals with the selection and gradation of BE materials. The principles of material selection are analysed and gradation is suggested to be the major principle of material arrangement. A case study is also presented in this chapter.Chapter Five points out that both internal evaluation and external evaluation are necessary for a BE course. Some questions that may help the evaluation are suggested and different evaluation forms are introduced. The writer's practice is also made.The conclusion, based on the examination of the BE course design in China, makes some suggestions to teachers teaching in the field of Business English and emphasizes the aim of this paper.