從需求分析理論看基于案例分析的商務(wù)英語教學(xué)

摘 要：本文基于需求理論對商務(wù)英語教學(xué)中的案例教學(xué)需求進行了分析，并提出可行的案例教學(xué)步驟。

關(guān)鍵詞：案例教學(xué)；商務(wù)英語；需求分析

[中圖分類號]：G633.41 [文獻標(biāo)識碼]：A

[文章編號]：1002—2139（2012）—18—00—01

At present， there are a lot of studies about case—based teaching in BE and many studies about one of the important theories in ESP， needs analysis， however， there are few studies combine the two subjects together. This paper aims to have a needs analysis approach to study case—based teaching.

1. Values of case—based teaching in BE from the perspective of needs analysis

Based on the relative features of case—based teaching and needs analysis in BE， the author holds an idea that， with the help of needs analysis， the application of case—based teaching in BE will accelerate studies on ESP， moreover， it will help the learners better understand， in the field of BE learning， no matter about the language ability or the business knowledge， what they have learnt， what they need to learn， and how to acquire such required ability and knowledge.

2.Applicability of case—based teaching in BE

2.1 Analysis of BE learner’ needs

For the requirement of BE learners’ future job， they need both language ability and business knowledge. The case—based teaching should be used between upperclassmen that have already had language ability and professional knowledge. Learners’ language ability can be divided into four types： （1） Learners are with good English and excellent business knowledge. （2）Learners are with poor English but excellent business knowledge. （3） Learners are with both poor English and poor business knowledge. （4） Learners are with good English but poor business knowledge. When applying case—based teaching， learners’ different needs should be considered and met.

2.2 Procedures of applying case—based language teaching in BE

2.2.1 Pre—class preparation

There are two tasks are concerned in pre—class preparation： case selection and theories learning.

（1） Case selection. It is mainly the teacher’s work. Cases should come from course books， classical international business cases， or typically local business cases no matter they are a failure or a success. The easiness of the case should be considered， and the learners’ needs in language and business knowledge should also be considered.

（2） Theories learning. Once the case is selected， teacher should design some tasks or questions.

2.2.2 In—class application

This step is divided into three sub—steps： small group discussion， whole class discussion， and personal presentation.

Small group discussion means all the learners in a class are divided into small groups； group members should exchange their own getting from previews and try to finish given tasks， answer questions and solve newly found problems.

Whole class discussion means all the learners take part in the discussion of the task finishing and questions answering. Learners in need of improving their English language should try to speak and practice their language ability.

Personal presentation means leaders of all the groups present their group discussion results， and points out their difficulties. Meanwhile， the other learners should try to learn the presenter’s merits to avoid their demerits.

2.2.3 After—class evaluation

After in—class application， learners are required to write a case discussion report by person. And teacher gives an evaluation according to the in—class performance and report writing. Meanwhile， based on the previous class performance， teacher gives a conclusion including learners’ language expression and business knowledge learning to encourage learners to do well next time.

3.Conclusion

Nowadays， society calls for interdisciplinary English talents. Business English teaching is an important approach to cultivate qualified talents. Although this study method is relatively new， it is inevitable to have some shortcomings. And it will be continually perfected.

Reference：

[1]、陳建平，（2010）.商務(wù)英語研究.杭州：浙江大學(xué)出版社.[2]、 Tom Hutchinson， Alan Waters，（2002）. English for specific purposes. 上海：上海外語教育出版社.