跨文化商务交际论文提纲

论文题目：Motivational Stimulation Strategies for Business English Majors in Interculture Business Communication

摘要：在二语习得领域中,学习动机一直被视为提高英语水平的重要因素,国内外关于学习动机的研究也已进行了60多年,但很少有将商务英语作为其专门的研究对象。而且这些研究也主要是学习动机对学生整体英语水平或者是在某些基本课程例如,口语,写作或阅读上的影响。然而关于学习动机在跨文化商务交际方面的实证研究却很缺乏。而跨文化商务交际能力却正是衡量学生英语水平的重要标准。因此,本文试图通过分析商务英语学生跨文化商务交际的学习动机特点及其影响因素的基础上,提出激发学习动机的策略,以提高学生的跨文化商务交际能力。本研究理论框架主要源于外语学习动机和跨文化商务交际相关理论,本文作者对这些理论进行了反复的研究,并在此基础上,对西安外国语大学商务英语专业学习跨文化商务交际的97位学生进行了一项相关的问卷调查。最后用SPSS18.0对数据进行了分析和处理。调查结果显示工具型学习动机在跨文化商务课堂上占主导,但学生也有明显的融入型动机;学习动机与学习强度正相关,与学习焦虑度负相关;男性学习动机明显高于女性,这和普通英语学习动机明显不同。同时,个人兴趣,教师的教学风格以及各种活动是影响学生学习动机的主要因素。基于这些发现,作者分别从学生和教师两个角度出发,提出了相应的动机激发策略:在学生方面,可以激发他们的学习兴趣,创造交流机会和设定特定目标;教师方面,可以采用合适的教学方法和课堂活动,以及培养教师性格特点。

关键词：动机激发策略;跨文化商务交际;商务英语专业

学科专业：外国语言学及应用语言学

ACKNOWLEDGEMENTS

ABSTRACT

摘要

CHAPTER I INTRODUCTION

1.1 Background of the Study

1.2 Significance of the Study

1.3 Organization of the Study

CHAPTER II LITERATURE REVIEW

2.1 Definitions of Main Terms

2.1.1 Learning Motivation

2.1.2 Intercultural Business Communication

2.1.3 Intercultural Business Communication Competence

2.2 Studies on Learning Motivation Abroad and at Home

2.2.1 Studies on Learning Motivation Theory Abroad

2.2.2 Studies on Learning Motivation at Home

2.3 Studies on IBCC Abroad and at Home

2.3.1 Studies on IBC Abroad

2.3.2 Studies on IBCC at Home

2.4 Studies on the BE learners’ Learning Motivation in the Intercultural BusinessCommunication Course

CHAPTER III THEORETICAL FRAMEWORK

3.1 Influential Motivation Theories in the Domain of Second LanguageLearning

3.1.1 Gardner’s Motivation Theories

3.1.2 Gao Yihong’s Motivation Theories

3.2 Influential Motivation Theories in the Domain of Psychology

3.2.1 Expectancy-value Theories

3.2.2 Goal Theories

3.2.3 Self-determination Theory

3.3 The Analytical Framework Adopted in the Present Study

CHPTER IV METHODOLOGY

4.1 Research Questions

4.2 Quantitative Research Design

4.2.1 The Subjects

4.2.2 Instruments

4.2.3 Research Procedures

4.3 Qualitative Research Design

CHAPTER V RESULTS AND DISCUSSION

5.1 Results and Discussion of the Quantitative Study

5.1.1 Students’ Learning Motivation in Course of IBC

5.1.2 Correlations between BE Major’s motivation types, motivation anxietyand intensity

5.1.3 BE majors’ Motivational Affecting Factors in IBC course

5.1.4 Possible Motivational Stimulating Strategies of BE Majors in the IBCCourse

5.2 Results and Discussion of the Qualitative Study

5.2.1 Discussion about Question One

5.2.2 Discussion about Question Two

5.2.3 Discussion about Question Three

5.3 Summary

CHAPTER VI STIMULATING STRATEGIES FOR IMPROVINGSTUDENTS’ IBCC

6.1 Stimulating Strategies from Students’ Perspective

6.1.1 Improving Intrinsic Interest

6.1.2 Creating More Communicative Opportunities

6.1.3 Setting Specific Learning Goals

6.2 Possible Stimulating Strategies from Teachers’ Perspective

6.2.1 Appling Appropriate Teaching Methods and Class Activities

6.2.2 Building up Teachers’ Personal Characteristics

CHAPTER VII CONCLUSIONS

7.1 Main Findings

7.2 Implications for Further Research

7.3 Limitations

7.4 Suggestions for future study

REFERENCES

APPENDIX