《剑桥商务英语教程》教材评估外国语言学及应用语言学专业论文.docxVIP

中南民族大学硕士学位论文 中南民族大学硕士学位论文 iii iii vi vi simulation, multiple-choice test, translation and so on. Teachers have the similar opinions. In business English teaching, students expect that more background knowledge on language and business are added into coursebooks to further their learning. Moreover, both students and teachers believe that business English should be taught by multi-media and the assistant means of coursebooks should be various. It is found that the participants think it necessary to update the content of coursebooks to reflect changes in international business and emphasize its profession, relevance and practice. The in-use business English coursebook can well reflect the needs of participants except for some aspects to be improved. The coursebook GA is designed appropriately in structure and difficulty. It is closely related to daily business activities and provides a good start for students to learn business English. However, some aspects still need improving, for example, the update of the content, the specification of the cultivation of language skills and business abilities for practical needs, the diversity and informatization of assistant means and so on. Key Words: vocational college students, business English, needs analysis, coursebook evaluation Coursebook Evaluation on Getting Ahead: A communication skill course for Business English List of Abbreviations BE Business English CEQ Coursebook Evaluation Questionnaires CPC Changjiang Professional College ELT English Language Teaching ESP English for Special Purpose GA Getting Ahead: A communication skill course for Business English NAQ Needs Analysis Questionnaires Q Question SPSS Statistical Package for the Social Science VC Vocational College WP Wuhan Polytechnic 中南民族大学硕士学位论文 中南民族大学硕士学位论文 vii vii List of Tables and Figures Tables Table 5.1.1- 1 The reasons of students to learn business English 17 Table 5.1.1- 2 Proficiency of language needed in future work 17 Table 5.1.1- 3 The langua