communication practice and comprehensive practice
combining English and knowledge and skills of
Business. No matter it is the language English,
Business or other knowledge, it should centre on
application, presenting the application orientation.
Business English is English applied in business
environment, so it is “directed by linguistics theories
and practical linguistics theories, and it is a
comprehensive and interdisciplinary complex, am
important variety of English and an important branch
of ESP(English for specific purpose)” (
Sun
Xiangsheng, 2001
)The central ability cultivated by
Business English teaching in Application-oriented
Universities is students’ language application
ability in the business environment, therefore
knowledge and skills of English required are more
specified than other skills, and higher in rank than
the others. English is predominant and almost all
courses are in English. Throughout the four years,
the number of all kinds of English courses occupies
no less than 77%, credits and hours are no less than
90% of the totality, which embodies thoroughly the
principle that English is the principal line. “Taking
business as the setting” is the talent localization of
application-oriented universities. English, the
professional basic, is always acquired in the
background of “business”, and also we can say,
“business” knowledge and skills should blend in
“English learning”—— students study courses not
only in professional module, such as Business
English, but also language module, such as Oral
Englishl, English audio-visual course,
Comprehensive English to become application
talents with adequate English knowledge and
powerful Business practice ability.
3 THE CURRICULUM DESIGN
OF BUSINESS
INTERPRETATION UNDER
PEB MODE
Let’s take Business Interpretation as an example.
The practice of business interpretation is the logical
starting point of the course Business Interpretation,
and all relations and structures involved are around
this practice. That English is the principal line is the
design principle, which means this course’s basic
task is to develop students’ capability of oral
translation between English and Chinese in business
practice and grasp the concrete procedure and
relevant skills of business affairs interpretation. Just
as we have discussed above, “Taking business as the
setting” is the talent localization of
application-oriented universities, this course is
bound to serve it. The two kinds of knowledge and
skill, “English-Chinese translation” and “Business”
are inseparable. “English and Chinese verbal
translation knowledge”, the course fundamental is
always abtained in rich “business situation”, and on
the contrary, business knowledge and skill integrate
into English and Chinese verbal translation learning
organically. Finally the combined action generate
strong ability of business interpretation.
Under PEB Mode, we adopt 3P process, namely
Pre-interpreting, Interpreting-performing,
Post-interpreting Packaging. In the course, we
organize all together 20 units, and each unit include
one training project about a common situation in
front- line of professional posts in international trade
and business and one set of theory and exercise
about the relevant English and Chinese verbal
translation knowledge.
Combined 20 units and 3P process, we can
arrange the teaching procedures of each unit as
follows: firstly, design specific class teaching tasks
and projects for students to complete. Secondly,
introduce theoretical knowledge. Teachers brief
certain knowledge concerned, such as the relevant
oral interpretation skills and business culture
background, laying the groundwork for students’
mastering knowledge and skills in their project
participation. Thirdly, practice in groups. Students
do itemized tasks which possess certain scene design
according to the knowledge learned in the above
step. In project design of the task, teachers need to
consider the degree of difficulty and students’
participation. Fourthly, simulate the scene. Students
practise comprehensively interpreting tasks in
simulation business scenario in the whole class. One
group performs the simulation task, while other
students act as spectators or judges, being asked or
evaluating. Video or record are encouraged to use to
increase the actual effect. Fifthly, assess after
interpretation. Teachers and students participate
together, that is to say, teachers organize students to
dicuss the performance of group simultation,
evaluating all aspects including their professional
knowledge, language expression, and interpretation
techniques, deportment ,and team cooperation, etc..
Lastly, summarize the whole unit. Teachers
conclude in details the applicable extent of unit aims,
clarify knowledge and skills, emphasize the difficult
and key points, and deploy next unit’s project tasks.
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ISME 2015 - International Conference on Information System and Management Engineering