A Study Of The Application Of Working-Learning-Combined Education Model To Business English Teaching In Higher Vocational Colleges

With the continuous development of global economic integration, the business communication between China and the world has become more and more frequent. Foreign trade and business are presenting unprecedented prosperity, and the Business English major has a huge market potential. Therefore, the universities have set up business English major, and Business English major becomes a popular major for the students.But the current Business English professional teaching is not satisfactory, and the traditional teaching model can not meet the demand of the society.In recent years, a few schools began to use Working-Learning-Combined Education Model in the process of Business English Teaching. It combined the students'study and work together, which can not only help students learn some theoretical knowledge but also help them to improve their vocational skills. But the application of Working-Learning-Combined Education Model to Business English Teaching is almost blank. Recently, our College (Hunan College of Foreign Studies) proposed EEBVRM working-learning-combined education model independently, which is suitable for the teaching of Business English Department in Vocational Colleges. There are five different parts of EEBVRM, including EGP+ ESP+BC+VCTS+RCP+Mon-English for General Purpose+English for Specific Purpose+Business Courses+Virtual Company Training System+Real Company Practice+Monitor, which has begun to be used into Business English teaching in our college.In this thesis, we use two Senior classes as experimental subjects. One is Class 1103 (46 students), and the other one is 1106 (48 students) from Business English major in Hunan College of Foreign Studies. We carried out the teaching experiment for these two classes for two semesters and studied the effectiveness of EEBVRM working-learning-combined education model in the Business English teaching, aiming to study the following questions:1) Does EEBVRM Working-learning-combined model improve the English comprehensive ability of the students? 2) Does EEBVRM Working-learning-combined model raise the business English knowledge of the students? 3) Does EEBVRM Working-learning-combined model enhance the business English application ability of the students? 4) What is the students' attitude toward EEBVRM Working-learning-combined model?Through the investigation and analysis of pretest and posttest, questionnaires and interviews, the author has the following findings: 1)Through EEBVRM Working-Learning-Combined Education Model, the comprehensive English knowledge of the students in the experimental class are improved to some extent; 2) Under the study of Working-Learning-Combined Education Model, the business English knowledge of the students in the experimental class has a great improvement, and their scores of business English knowledge test are much higher than those of the students in controlled class; 3) The business English application ability of the students in the experimental class is much higher than that of the students in controlled classes; 4)The students have a positive attitude to the EEBVRM working-learning-combined education model, and they think that their study has improved a lot. Furthermore, EEBVRM Working-learning-combined model enhances the students' interest, increases the self-confidence of English learning, and helps the students to have full confidence of the future.