Teaching Approach of Theory-Centered Course for Freshmen of Business English Major: A Case Study of "Research Methodology" Course

Autor/inn/en	Siwei, Yue; Xuefei, Wang
Titel	Teaching Approach of Theory-Centered Course for Freshmen of Business English Major: A Case Study of "Research Methodology" Course
Quelle	In: English Language Teaching, 12 (2019) 3, S.191-199 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Teaching Methods; English (Second Language); Second Language Learning; Second Language Instruction; Majors (Students); International Trade; Business Administration Education; Educational Change; College Freshmen; Business English; Linguistic Input; Lecture Method; Blended Learning; Foreign Countries; Student Attitudes; Case Studies; Research Methodology; China + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Trade; International relations; Handel; Internationale Beziehungen; Bildungsreform; Studienanfänger; Business; English language; Wirtschaft; Englisch; Wirtschaftsenglisch; Sprachbildung; Ausland; Schülerverhalten; Case study; Fallstudie; Case Study; Research method; Forschungsmethode
Abstract	This study explores the teaching approach of the general courses of theoretical knowledge targeted at the freshmen based on a pilot study of the course Research Methodology in School of English for International Business (SEIB) in Guangdong University of Foreign Studies. A questionnaire survey of 163 freshmen who take the course at two consecutive terms indicates that the course is pedantic and lectures' inputs are invariable and the teacher participation is insufficient. After implementing a teaching reform against these defects, the methods of adopting case study and improving teacher participation meet the expectation of students in spite that the teacher participation is over-performed. Meanwhile, the pedantic attribute of the course remains even with an attempt to diversify the lecture inputs and to reduce the ratio of English to Chinese as the working language in lectures. This study suggests that the general courses of theoretical knowledge should be put off to the second year of university. Flipped classroom philosophy is recommended where the pre-class preparation is enforced and the teacher performs as a learning assistant for the students when executing research projects. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01