The Application Of Multi-Dimensional Interactive Teaching In College English For Specific Purposes

With the development of globalization, English has been more important in international Business. College English for Specific Purposes (ESP) at senior years featuring with technical jargons, culture, contexts and practices, aims to improve business major students’technical knowledge, capability of scientific research and communicative competence, which is different from general English teaching. In this study, the author takes the majors of economics and management for example. As advances fast since last century, information technology has been widely used in business education in western universities. However, teaching and learning of college English for Specific Purposes in China is still in a simple pattern-lecture, which seems a major reason why business majors are not competitive in job market. Figuring out how to enhance students’communicative competence and increase their interest in college English for Specific Purposes with the assistance of information technology would execute great implications to China’s Business English education.Multi-dimension interaction means the process of information sending and receiving is not in one-way. Instead, multiple ways of interaction is the key concept. In this study, interactions between teachers and students, students and students, teachers and teachers, students and computer information has the most emphasis.In China, college English for Specific Purposes is offered at senior years, assuming students have enough background knowledge. Business majors in this study pertains to all majors in Departments of Economics and Management, such as Accounting, Finance, Marketing, Business Administration Management, Information System for Management, Human Resource Management, etc.The research is carried in two groups-Shanghai and Liaoning, with three instruments employed including preview investigation, questionnaire and interview. The study tries to answer three research questions as followed:(1) Are technological features of technology-assistance associated with students’ interactive learning?(2) Does information technology incorporate interactive class into the communicative principle of college English for Business and Economics teaching and learning?(3) Does technology-assisted interactive class allow for individualized instruction?The result of data reveals the fact that two groups have significant difference on the last two parts of the questionnaire. Shanghai group is much more positive than Liaoning group. The author summarizes the reasons from various aspects and comes up with the strategies accordingly.