论商务英语教材的不足：以商务沟通为例

论文总字数：34945字

摘 要

很大程度上，教材是所需教授知识的载体，特别是对语言类教材而言，更是如此，语言类教材需要与人们在日常生活中创造和使用的语言同步发展。商务英语教材，融合了英语的使用和对商业知识的掌握，需要对英语与商务两方面的综合性与平衡性。中国商务英语教材市场迅速发展，商务英语教材数量激增，而质量却留有很大的不确定性。教材中的知识与技能并不是实际所需要和期望的，这给教材学习使用者带来了困扰。对于中国学习者而言，商务英语教材更倾向于被用来学习商务函电中的语言点，无法在商务与英语之间保持一个平衡的状态。鉴于我国的商务英语教材存在许多问题与缺陷，而国外的杰出商务英语教材已经发展到了一个更加进步的状态，兼具实用性与趣味性，因此，本文以ESP理论与需求分析为理论基础，通过将三本国内商务沟通教材与一本国外权威商务沟通教材进行对比，以国外权威教材为优秀范本，从对于语言知识及沟通技巧的比例分配、适用范围、编写模式方面，分析我国商务英语教材的不足之处,以此推动中国学习者即将使用的商务英语教材的发展与改进。

关键词：商务英语教材；ESP理论；需求分析

Table of Contents

Acknowledgements i

English Abstract ii

Chinese Abstract iii

Chapter One Introduction 1

1.1 Background of the Research 1

1.2 Significance of the Research 1

1.3 Layout of the Thesis 1

Chapter Two Literature Review 3

2.1 Theoretical Basis 3

2.1.1 ESP(English for Special Purpose) Theory 3

2.1.2 Need Analysis 4

2.2 Textbooks of Business English 5

2.2.1 The Definition of Business English 5

2.2.2 A Brief introduction of the Textbooks of Business English in China 6

Chapter Three The Case Study of Defects and Problems of the Chinese Textbooks 8

3.1 Application Scope 9

3.2 Patterns of Demonstration 11

Chapter Four Reasons of the Defects and Suggestions 13

4.1 Reasons of the Defects 13

4.1.1 Learners 13

4.1.2 Editors 13

4.2 Suggestions 14

4.2.1 Suggestions for Learners 14

4.2.2 Suggestions for Editors 15

Chapter Five Conclusion 16

5.1 Summary 16

5.2 Limitations and Suggestions for Further Study 16

References 18

I. Introduction

1.1 Background of the Research

The textbooks of Business English, with the function of enhancing the efficiency of business communication, are supposed to mirror new trends and advancements of the society. The teaching of Business English in China, launched from the Late Qing Dynasty, has witnessed a large amount of updates in its textbook. However, the textbooks of Business English in market now, face the dilemma in both number and quality: thousands of unqualified kinds. Emphasizing on language rather than business communication itself, Chinese textbooks of Business English lack necessary business essentials learners conform to in reality, depriving learners of the ability to negotiate on business issues in decent manner with abound knowledge; even worse, language points in some textbooks are outdated. Only the textbook provides content both pragmatic and suitable in language and business can learners enrich their knowledge and improve their skills. Currently, although many evaluation papers and reports on the textbooks of Business English popular in China have been released, it is necessary to analyze the defects existing in those textbooks in comparison with the foreign classic textbooks.

1.2 Significance of the Research

This research concentrates on the defects of the textbooks of Business English, comparing the textbooks of Business Communication published in China with the foreign classic textbook as the example. Through the comparison in both content and forms of the two kinds of textbooks, the conspicuous defects are pointed out. The existing defects are concluded and analyzed respectively and the suggestions are put forward according to each defect in this paper. The result of the paper can be applied to accelerate reforms and improvements in the compiling of the textbooks of Business English in China.

1.3 Layout of the Thesis

This paper, with the first chapter introducing the background and the second chapter laying out relevant theories of Business English and the evaluation of the textbooks, mainly analyze the defects in the textbooks in China through comparing three Chinese textbooks with the foreign textbook which is set as the standard. Then, in the fourth chapter, reasons leading to the defects are specified and then the suggestions are given to both the learners and the compilers of the textbooks . At last, the conclusion is drawn in the fifth chapter, summarizing the whole research and stating the limitations of this paper.

II. Literature Review

2.1 Theoretical Basis

2.1.1 ESP(English for Special Purpose) Theory

ESP(English for Special Purpose) is a relative concept to EGP(Englsih for General Purpose). Hutchinson amp; Waters(1987) pointed out that a revolution in linguistics in which the English used in real communication under real circumstances had been focused on and studied, is the essential incentive to the emergence and formation of ESP as the psychology of learners is another important and indispensable reason contributing to the formation and the development of ESP.

According to Strevens(1988), two variable characteristics of ESP are: contrary to the concept of EGP, ESP is likely to cover an certain area or aspect of language skills, for instance, textbooks of foreign language are usually designed to meet the needs of listening, speaking, reading and writing separately and respectively; an pre-existing methodology is not the necessity in the process of teaching ESP, in other words, any unprecedented but effective and efficient methodology can be applied to teaching in order to meet the special needs.

Strevens(1988) also states four absolute characteristics of ESP as follow:

1. ESP is defined to meet the special needs of the learners.
2. ESP uses content related to the discipline and profession it serves.
3. ESP concentrates on appropriate and practical lexis, syntax, grammar, discourse and study skills to those activities.
4. ESP is contrary to EGP.

Antony(1997) suggests that “ESP is likely to be designed for adult learners, either at a tertiary level institution or in a professional work situation. It could, however, be for learners at secondary level”, ”ESP is generally designed for intermediate or advanced student”. As a result, the student learning ESP is likely to have a grasp of English before, and no extra language course are needed to assure the student of understanding the language points themselves.Antony’s views imply that to certain degree, ESP focuses more on the skills than the language points.

The research of Hutchinson and Waters(1987) announces the five stage of the development of ESP: register analysis, studying the linguistic devices and features in sentences that contribute to a distinguishable register ; discourse or rhetorical analysis, specifying the organization and the structure ; need or target situation analysis, focusing on the differences in differences occasions; skills and strategies analysis, studying deeper to the process of learning ESP; learning-centered approach, specifying the approach used to have a better master of ESP.

2.1.2 Need Analysis

Need analysis is used broadly to evaluate the textbooks of Business English. Need analysis is composed of target needs analysis and learning needs analysis, according to Hutchinson and Waters(2002). Target needs refer to what the learners are supposed to do in the target situation while learning needs point out what lexis, syntax, and grammar and other language-related skills the learners have to learn in the learning process to meet the needs of communication with special purpose.

Hutchinson and Waters(2002) argue that basing on only target objectives is as naive as planning a journey only with the consideration of the starting point and the termination. As a result, those roads taken in the journey must be paid attention to and be pondered according to the different situations; in other words, learning needs should play the indispensable role in the learning of ESP.

Hutchinson and Waters(2002:59-60) build up a framework of target situation analysis:

--Why is the language needed?

--How is the language used?

--What will the content areas be?

--Who will the learners use the language with?

--Where will be the language used?

--When will be the language used?

The above framework indicates the elements included in the practical communication and therefore set the goals or destinations of the learning.

A framework of learning needs analysis is also put forward by Hutchinson and Waters(2002:62-63) as follow:

--Why are the learners taking the course?

--How do the learners learn?

--What resources are available?

--Where will the ESP course take place?

--When the Business English will be used?

This framework emphasizes on the content and the methodology adopted in the learning, focusing on more details and thus motivating the learners in more specific aspects.

2.2 Textbooks of Business English

2.2.1 The Definition of Business English

Business English, especially connected to international trade, is a part of ESP(English for Special Purpose).

Academically, there is a large amount of scholars at home and abroad who has described the term “Business English” with an authoritative definition while the definitions offered by linguists are based on the characteristics of Business English comparing to other disciplines of ESP. In the first chapter “Definition of Business English” of the his book Business English, Lewis(1914:1) introduces that “Business means buying and selling, and English is the name of our mother tongue. Business English is obviously such English as is used in mercantile transactions. Our definition is quickly made”, which explained to native English speakers what “Business English” is---the mother tongue we speak only for business purpose rather than general purposes or another industrial purpose. Lyon(1918:576) announces his definition of “Business English” that “The term ‘Business English’ is used more or less generically to designate all those studies which are concerned with business communications. When the more restricted meaning is intended business English will be written without quotation marks.”

Shigeru Ozaki(1973) suggests that “Business English embodies a knowledge acquired through investigations into linguistic and commercial aspects of English as a means of human communication”, obviously emphasizing the function of communication between human beings speaking English and pointing out a blend of linguistics and commerce. Ellis and Johnson(1994) also highlight the emphasis of Business English in business communication context. Pickett(1986) states that Business English is “ a lot nearer to every language spoken by the general public than other segments of ESP” . Pickett’s statement indicates the extensiveness of the use of Business English. Business English may be not as perfect as general English in terms of grammar is another statement made by Pickett(1989) and Buhlig(1914) points out that most lexis in business communication appear in everyday life as only a tiny part belongs to jargon.

For Chinese, Shi Nailv(1948:23-24) suggests that briefly,what so-called language with commercial meaning is Business English.

Mainstream definitions concentrate on the relation between Business English and ESP. In other words, Business English is a branch of ESP used in the context of business communication.

2.2.2 A Brief introduction of the Textbooks of Business English in China

The teaching of Business English in China can date back to the late Qing Dynasty, according to the research of Mo Zaishu(2012). Besides, Mo Zaishu and Xiao Yun’nan(2012:86-89) point out that CPE(Chinese Pidgin English) popular among the ports in GuangDong province during the early 18^th century to the middle 19^th century is the initial form of Business English in China. Dai Nian(2010:88-91) suggests that Pidgin English is the origin of Business English in China as in China, CPE is created and used for the purpose of trade, and at first, Pidgin English stands for Business English which are used between British and Chinese. The textbooks of Business English in China in record includes 英语集全， written by Tang Tingshu in 1862,英字指南，written by Yang Xun in 1868，and a series of textbooks written by both Chinese and foreigners. At this stage, the textbooks aimed at communicate with English speakers with an intention to trade, laying an emphasis on the understanding rather than the articulation, grammar, and correctness in discourse.

The teaching of Business English in real sense may start from the early 1950s as College for Senior Cadre College specialized in training students for foreign trade, which is regarded as the beginning by many researchers of the Chinese textbooks of Business English. As a result of the thriving economy from 1980s, the textbooks of Business English witness and experience an increase in both kinds and numbers. Since 2002 when China became a member of WTO, the flourishing need for personnel for foreign trade led to the boom of the publication of the textbooks with different quality. A evaluation research conducted by Cai Li(2006) , choosing 287 textbooks in China, divided those textbooks into different kind according to uses: for translation, for writing, for business skills, for vocabulary, and so on.

Many evaluation papers, for instance, the evaluation paper of Sun Wenjuan(2009),provides an assessment of the textbooks of Business English based on need analysis, pointing out both merits and problems of the textbooks.

III. The Case Study of Defects and Problems of the Chinese Textbooks

剩余内容已隐藏，请支付后下载全文，论文总字数：34945字