A Study On International Trading Majors’ Business English Teaching Based On Experiential Teaching

Since China’s entry to WTO, national economy’s rapid development is playing a higher demand on high-level international business talents for the colleges. However, the current Business teaching theories and practices are mainly designed for the English majors. Actually, It is of same great significance to explore the International trading majors’business English teaching.Experiential teaching is a kind of teaching mode in which one gets to know the surrounding things by personal experiencing, conceptualizing, understanding and examining. Therefore, this thesis discusses the experiential teaching for non-English majors’business English teaching, aiming to prove that Experiential Teaching (ET) model is a very effective teaching mode to improve learners’business English learning interests and overall business proficiency.To be specific, this study aims to answer the following questions:1. Can ET increase the interests of non-English International trading majors’ Business English learning?(1) Can Learning habits be relevant to learners’interest under ET?(2) Can learning motivation affect learners’interest under ET?2. Can Experiential Teaching can effectively improve non-English International trading majors’Business English proficiency?(1) Is gender relevant to the students’business English comprehensive level improvement?(2) Among the four basic skills:speaking, listening, reading, and writing. Experiential Teaching can increase which items more evidently?The experimental subjects were100International trading major junior students. Two questionnaires and two business English proficiency tests before and after the experiment and one interview after the experiment were adopted respectively to collect research data. The two questionnaires were conducted before and after the experiment respectively, covering students’personal information, business English learning interests, learning motivation, and the real situation for students’current business English learning. It proved that ET was very helpful to improve students’ Business English learning interests. After the pre-questionnaire. a specified teaching experiment was designed, conducting two business proficiency tests before and after the experiment. We gained that ET can effectively improve non-English majors’overall business English proficiency, a) Gender was an influential factor to affect the students’business English comprehensive level? b) Among the four sub-items:speaking, listening, reading, and writing, students’ listening, speaking, writing could be more evidently improved through ET. The last interview of20students after the experiment further testified the conclusions.This thesis discusses experiential teaching from a multi-latitude to point that the non-English majors’students business English learning interests increase is closely related to the students learning motivation, teaching methods and teachers and students’roles.