多媒体商务英语论文

1、AbstractAbstract: For college business English listening teaching, the use of multimedia can provide more listening learning materials and more realistic language situations for college business English listening teaching. According to the theory of constructivism and Krashens second language acquis

2、ition theory, multimedia technology plays an important role in college English listening teaching. However, there are still some problems in the practice of college business English multimedia listening teaching activities. Therefore, the research on college business multimedia English listening tea

3、ching is not only beneficial to the improvement of college students business English listening level, but also helps to improve the effect of college business English listening teaching.Key words：Multimedia; university business English listening teaching; teaching mode目录Abstract1Chapter one Introduc

4、tion21.1 Research Background21.2 Research purposes2Chapter two Problems in Business English Listening Teaching22.1 Lack of English vocabulary32.2 Language and culture differences32.3 Weak English foundation in middle school32.4 The students listening content is single.32.5 Lack of locale42.6 Listeni

5、ng teaching mode single4Chapter Three Theoretical guidance and practice of multimedia teaching43.1 Teachers guide students to choose content that is suitable for independent learning.53.2 Teachers guide students to increase their interest and enthusiasm for learning53.3 Krishan second language acqui

6、sition theory6Chapter Four Advantages of multimedia English listening teaching74.1 Optimize Vocabulary Teaching74.2 Understanding the background culture74.3 Innovative teaching methods74.4 Strengthen student extracurricular exercises84.5 Optimize multimedia listening software8Chapter Five Problems a

7、nd Suggestions in Multimedia English Listening Teaching95.1 Problems95.2 Suggestions9Chapter Six Conclusion9Acknowledgement10References10Chapter one Introduction1.1 Research BackgroundSince the beginning of the 21st century, with computer and modern internet technologyThe multimedia teaching mode ba

8、sed on technology has a profound influence on students learning. Xi, the traditional teaching method of college English listening also constitutes a serious challenge Warfare, the multimedia listening teaching model has become a teacher must take seriously. How to conduct universities efficiently in

9、 a multimedia environment English listening teaching is an urgent question for English educators.1.2 Research purposesIn business English teaching, listening teaching plays an important role. Listening represents the learning and use of language. The key to learning and using language is to be able

10、to communicate in the language. Nowadays, English is a very practical language, especially in the context of globalization, English learning is very necessary. In English learning, listening and speaking are more important, because listening and speaking are the core and foundation of English learni

11、ng. Developing English listening teaching is an important means of cultivating students listening and speaking ability. Therefore, the listening teaching method combined with modern advanced multimedia technology enables students to make higher progress in listening to improve the quality of teachin

12、g. Whats more important is that students who study business English should work in foreign trade and foreign countries in the future, so they must learn business English listening. In order to avoid the embarrassment of not knowing what foreign customers are saying. Therefore, how to make multimedia

13、 play the biggest role in the teaching of business English listening is a relatively important issue in the study of business English listening teaching.Chapter two Problems in Business English Listening TeachingThrough surveys, random interviews, and other forms of investigation, we investigated an

14、d studied the classes of business English listening classes in various schools. We also interviewed many teachers and students. We found several problems that multimedia is currently used in business English at the university. 2.1 Lack of English vocabularyBusiness English students learn English lis

15、tening, not only to improve the vocabulary of their own vocabulary, but also to pay attention to the pronunciation of vocabulary, especially in the pronunciation of some near-sound words, such as house and horse, students cannot divide syllables, weak reading, etc. Well mastered, leading to students

16、 not being able to accurately distinguish. The accuracy of English speaking affects the overall listening level of students. Vocabulary is the foundation of English learning. The accumulation of students vocabulary often becomes the bottleneck of improving listening level.2.2 Language and culture di

17、fferencesLanguage is an important manifestation of cultural differences. Although our business English teachers did not pass on some knowledge of English listening to students, our business English listening students did not have an in-depth understanding of the culture of English-speaking countries

18、. Many are ignorant, so the content of many courses has not been studied so thoroughly. In addition, there are many English-speaking countries, and the culture involved is too broad. Our business English listening learning did not have an in-depth understanding of the culture of these other English-

19、speaking countries in the early English learning. Therefore, in the process of learning, there is a lack of a sense of substitution, and there is no atmosphere for English learning. This has also led to poor quality of business English learning when learning English listening.2.3 Weak English founda

20、tion in middle school Many students have a weak foundation in English learning in middle and high school. Because of the English learning in the middle school, the main content of the study is written English. There are few applied learning English listening and speaking. Therefore, in the business

21、English learning stage of college, these people are weak because of their own English foundation, and they have a certain fear of English. Coupled with the backwardness of English ability after going to college, they cant break through some of the English listening skills. Read difficult questions.2

22、.4 The students listening content is single.At present, most college English listening textbooks have their limitations, and students listening materials. It depends on the recording of the textbook. Hearing materials do not meet the needs of students. In this period of time, the exchanges between t

23、he state and the country are becoming more frequent, and our business English listening is limited to the previous small piece of content. We still use some old cases to let the students learn, not only the content is single, but also one-sided. It is still behind the times and cannot open up the ey

24、es of the students. In todays business English learning, we should constantly update the content of the textbooks, and let the students learn with the latest cases, which not only greatly enriches the students knowledge reserves, but also keeps pace with the times. Not behind the times.2.5 Lack of l

25、ocaleCollege listening teaching lacks an English-language environment that is exposed to real nature. In fact, it is difficult for students to really get to know the speed of speech, language habits and language phenomena of British Americans in their daily lives. Since college English listening lea

26、rning pays more attention to the cultivation of language communication ability, the creation of realistic situations is extremely important; otherwise the ability of language application cannot be cultivated, resulting in schools.The disconnect between learning and social communication. We often say

27、 that even if a person does not speak any English, but put him in the United States for half a year, then he will learn English and be able to live on his own. This is what we call an English environment important for English learning. And in the current business English listening learning, we lack

28、such a pure English learning environment. Although such a pure English environment and atmosphere, we are difficult to do in daily teaching, but we can put students in an English environment in the classroom, which requires our business English teachers to be taught in English. At the same time, wit

29、h multimedia to conduct business English listening teaching.2.6 Listening teaching mode singleIn daily business English listening teaching, listening teachers usually look for students to listen to a conversation or a voice to answer the questions given according to the content of these conversation

30、s. This model is already in the basic teaching mode, and this model is suitable for major schools. However, such a teaching model is too singular, not only cannot mobilize students interest in learning, but also leads to students exposure to too narrow a knowledge, only to listen to English and then

31、 answer questions. Once you change your way in future life, you will have a hard time adapting. Therefore, business English listening teaching should continue to enrich and expand its form, constantly innovate teaching methods, and strive to build a better learning environment and learning style for

32、 students.Chapter Three Theoretical guidance and practice of multimedia teachingThe theory of constructivism and Krishans second language acquisition theory have been widely recognized in the education field. Applying these two theories in the multimedia teaching environment is conducive to solving

33、the problems in college English listening teaching.Constructivism is a branch of cognitive theory that began with the Swiss psychologist Piaget and was enriched and refined by Kohlberg and Katz. Constructivist learning theory holds that learners actively and meaningfully construct knowledge in a mor

34、e realistic environment. Teachers are the instructors and organizers of activities, and students are the constructors of learning.Multimedia listening teaching conforms to the viewpoints put forward by constructivist learning theory, can take advantage of multimedia technology, provide students with

35、 more realistic environmental scenarios, and enable students to realize the active construction of listening through cooperative learning. In the multimedia environment of English listening teaching, the sound, color, light and shadow are integrated into one, creating an atmosphere that is highly cl

36、ose to the real life situation. This rich and varied external stimuli effectively stimulates the students enthusiasm for learning and mobilizes the various senses of the learners. Focus on learning scenarios, choose more information to enter the cognitive processing system, and achieve meaningful co

37、nstruction. A more realistic context environment is conducive to improving the effect of students listening learning. Multimedia technology also provides the resources and support needed for collaboration between students and between students and teachers. According to the different listening levels

38、 of the students, the teachers focus on the students and implement personalized listening and learning guidance and organization. Students can choose their own listening materials and learning methods in a multimedia environment. In the teaching of multimedia listening, the guiding role of teachers

39、is reflected in many aspects.3.1 Teachers guide students to choose content that is suitable for independent learning.When students are attracted by too much information on the Internet and are likely to deviate from the direction and track of learning, teachers should conduct guided management. Teac

40、hers should guide students to select the number and difficulty of listening materials according to their different listening levels, and discuss with students the listening learning objectives and materials. This will help students to easily accept and master the learning content and stimulate stude

41、nts. The motivation for students to learn independently.3.2 Teachers guide students to increase their interest and enthusiasm for learningFrom the high school stage to the university stage, students self-learning ability needs to be gradually cultivated and strengthened. Students are afraid of diffi

42、culty due to the difficulty of listening materials and improper listening methods. The confidence of learning is hit. Teachers need to give necessary psychological support and guidance. This is an advantage that multimedia does not have. Teachers play an important professional guiding role both insi

43、de and outside the classroom. Teachers can organize various forms of extracurricular activities, such as the English film dubbing contest, so that students have the opportunity to accurately grasp the pronunciation and imitation of the characters in the film. These colorful opportunities can motivat

44、e students to learn to listen. The subjective status of students self-directed learning is that, with the help and cooperation of teachers and learning partners, the audio-visual materials in multimedia courseware and various information resources obtained on the network can be fully utilized to rea

45、lize interactive and personalized English listening learning. Students can choose their own listening materials, control their progress in listening, and communicate difficulties and rewards with teachers and students through multimedia interactive functions. This form of learning highlights the fle

46、xibility of learning and the subjectivity of the student.3.3 Krishan second language acquisition theoryTeachers as language input should choose the appropriate language input and make reasonable adjustments to keep it. At “i +1”, i represents the students current level and 1 represents a language ma

47、terial that is slightly above its current level. Multimedia technology can provide college students with i +1 language input, which is conducive to the improvement of students listening level. According to Krishans second language acquisition theory, in the practice of college listening teaching, te

48、achers should select the listening materials that students can easily understand and accept, which are related to their life learning, and also consider the learning purpose, motivation and personality of each student. Characteristics, emotional factors, thus mobilizing their interest in learning, m

49、aking them happy to learn, and getting listening exercise without knowing it. At present, the number of English listening courses at the university level is small, and there are only two to four listening courses per week. It is difficult to carry out the necessary listening training to meet the nee

50、ds of students. According to Krishan IIFrom the perspective of language acquisition theory, teachers can carry out the teaching activities of the second classroom of college English listening in a targeted manner, and carry out full language listening input exercises for students through a variety o

51、f extracurricular listening activities. Teachers encourage students to be good at using multimedia networks and other channels, using real and diverse language materials, to achieve a combination of listening and listening, and consciously using all opportunities to practice listening. In this conti

52、nuous, contently, and interesting conversational context, students listening skills are practiced.The multimedia English listening teaching guided by the constructivist theory and the Krishan second language acquisition theory brings about the reform and practice of the listening teaching mode. At p

53、resent, listening teaching can be divided into classroom teaching mode, guiding communication mode, collaborative learning mode and other modes. The classroom teaching mode is that teachers use the network environment to collect various information resources and integrate them into the teaching to h

54、ighlight the teaching characteristics of the classroom. The guided communication mode is that the teacher presents various kinds of listening materials to the students through multimedia, guides the students to carry out listening learning activities, and discusses and answers questions with the stu

55、dents, but does not explain in detail. Teachers encourage students to form personalized listening learning methods based on their listening interests and hobbies. Collaborative learning mode is a group discussion and communication, using various network application technologies to design and complet

56、e individual and group work, and to realize self-development of language communication ability through network communication and discussion. There are many other modes of English listening multimedia teaching, each of which is correct. Teachers teaching objectives and courseware production requireme

57、nts are very high, and they also challenge students self-supervising self-evaluation.Chapter Four Advantages of multimedia English listening teaching4.1 Optimize Vocabulary TeachingStrengthen the accumulation and training of English vocabulary, optimize vocabulary teaching in English listening teach

58、ing, through the combination of multimedia technology, let students master the basic phonetic rules is the basic link to learn English listening. Phonetic teaching is an important part of English teaching. One. In the teaching process, teachers can pay attention to the reading skills of the voice to

59、 train and train the students voice knowledge, so that students can master the language habits such as continuous reading, assimilation and weak reading. Teachers should consciously cultivate the accumulation of vocabulary of students, guide and guide students to remember vocabulary, and memorize vocabulary through accurate pronunciation rules; Actively