The Study Of Business English’s Teaching Problems And Their Strategies In Higher Vocational College

In the process of China’s rapid development in the aspect of integrating with global economy after entering WTO, job market needs a large amount of high-quality skilled talents who could do business negotiations, deal with business matters well. And at the same time, the development of national region economy, such as the rise of central region, western big development and northeast old industrial base revitalization shows the better job chances for graduates whose major are Business English. And as one of the vocational Institutes, we should take advantage of the job plat to educate high-quality graduates. However, from the teaching practice, we found that there are many deficiencies and problems in Business English’s teaching in higher vocational institutes to be dealt with. So to have the effectiveness of Business English’s teaching in X Institute to target to our students will promote students in vocational Institute to grasp the employment opportunities, enhance the value of competition and add new bloods for the development of China’s Trades.Therefore, I first analyzed Business English’s teaching in higher vocational institute, and through questionnaires and interviews to find problems of Business English’s teaching in four aspects---eacher, students, teaching materials and evaluation.’in X Institute. And then we put forward the followings for improvements. Firstly, to develop the realistic curriculum goals, including knowledge goals, ability goals and quality goals. Secondly, we take the strategy of "go to society" and "welcome to our school" to improve the teachers’ abilities. Thirdly, to change teaching methods to use communicative approach, task-based approach and scenarios method to improve teaching quality. Fourthly, to develop individual teaching to help students enhance their English level. Fifthly, we organized teaching materials to strengthen students’practice ability. Finally, we adopted the form of oral test and written test, process assessment and final assessment, teacher assessment and self-assessment to complete the assessment of teaching content to improve the enthusiasm of students.