第一篇：商務英語寫作的體裁教學模式構建

商務英語寫作的體裁教學模式構建

【摘要】當今，有“世界工廠”之稱的中國對外語人才的要求不斷提高，而商務英語教學內容與實踐的結合度不是很強，即使是簡單的商務信函交流往來，很多英語專業(yè)的學生也無法很好地處理跨國企業(yè)之間的書面文件。因此，本文基于商務英語寫作的體裁分析，探索構建一種更易于學生學習的教學模式，力求幫助學生縮短從校園進入企業(yè)這種身份轉變的周期，盡快熟悉業(yè)務知識，滿足個人職業(yè)發(fā)展，更好地為社會服務。

【關鍵詞】商務英語寫作 體裁 體裁分析 教學模式

一、引言

根據(jù)用人單位對人才的反饋來看，用人單位對學生的英語水平要求越來越高。在面試階段，用人單位要求畢業(yè)生應該有能夠證明其語言能力水平的證書，如專門從事翻譯工作，則應具備高水平的翻譯證書。此外，對外語人才的招聘，用人單位通常會安排專業(yè)人員進行口試，檢驗應聘學生是否具有良好的溝通能力。進入用人單位后，還有試用期來考核所招聘人員是否能夠勝任所應聘的崗位。在語言水平過關的情況下，很多跨國企業(yè)會對招聘進來的英語專業(yè)畢業(yè)生進行專業(yè)培訓，尤其是進行與經(jīng)營行業(yè)相關的貿易知識的培訓，使其在短期內適應崗位需求。作為教師，我們必須在教學中保持與時俱進，主動了解用人單位的需求，幫助學生牢牢抓住國際市場這塊就業(yè)空間，實現(xiàn)學生從校園到企業(yè)的無縫對接。商務英語寫作體現(xiàn)的是學生的書面溝通能力，能夠反映出學生在實際運用語言中的表達能力和水平。因此，商務英語寫作教學應該把重點放在讓學生熟悉常用的商務體裁上面。商務英語寫作通常會有固定的規(guī)范和表達方式，本文主要介紹商務信函這種使用頻率較高的體裁類型。

二、商務英語寫作教學現(xiàn)狀分析

從教師自身分析，教授商務英語寫作課程的教師通常為英語專業(yè)的教師，他們本身缺乏對商務知識的掌握，也缺乏對商務英語體裁類型的了解；而通過調查發(fā)現(xiàn)，以新東方教育集團為代表的培訓機構通常會雇傭經(jīng)濟類相關專業(yè)里英語水平較好的教師。我們不難發(fā)現(xiàn)，兩種類型的教師各有利弊。用人單位通常會招聘英語專業(yè)的畢業(yè)生然后對其進行經(jīng)濟貿易類的相關培訓，很少招聘經(jīng)濟貿易類的畢業(yè)生，再對其進行專門的英語培訓。因為用人單位清楚的是，一方面英語培訓的費用較高，另一方面也無法在短期內迅速提升英語表達能力和水平。作為英語教師，應充分彌補經(jīng)濟貿易知識缺失這一弱點，在教學中，實現(xiàn)英語語言的運用與經(jīng)貿知識的有機結合。

從學生角度分析，大多數(shù)中國學生不愿意開口說英語，甚至害怕說英語。根據(jù)問卷調查得知，學生在學習英語的過程中，覺得最難掌握的就是“說”和“寫”這兩個部分，而這兩個部分屬于語言的“輸出”，也就是說，相對于“聽”和“讀”這兩種語言的“輸入”，對學生而言，他們苦于無法找到英語語言的運用方法，因而不能自由地運用英語進行交流。原因大致分為以下三種：第一，學生的詞匯量不夠，商務詞匯掌握的太少；第二，句式過于單一；第三，語言表達不夠地道、準確。為了提高學生的商務英語寫作水平，教師不妨根據(jù)寫作特點把商務英語體裁進行歸納，運用體裁教學法進行授課。

三、構建商務英語寫作的體裁教學模式

商務環(huán)境下英語體裁教學模式的構建應該充分考慮如何培養(yǎng)學生的英語語言交際能力。《歐洲語言共同參考框架》（2013）把語言的交際能力劃分為：語言能力、社會語言能力和語用能力三個主要方面。在語言能力中，包括正確使用詞匯、語法和語義等。在社會語言能力中，能夠正確使用表明社會關系的標識性詞語和禮儀規(guī)則，同時強調了要正確區(qū)分語體之間的差異。在商務氛圍中，建議盡量謹慎地使用正式的語體，避免產(chǎn)生誤解。語用能力則包括話語能力和功能能力。怎樣在教學中提高以上這些能力？通過對比研究，我們發(fā)現(xiàn)運用體裁分析理論對指導商務英語寫作教學和培養(yǎng)學生的交際能力具有相對明顯的效果。

1.教學方法。在教學方法方面，改變傳統(tǒng)的以教師為中心的教學方式，讓學生成為課堂活動的主體，積極參與到學習中。在商務寫作教學中，采用體裁教學法。例如，在講授商務信函寫作時，可以為學生創(chuàng)建一個模擬的商務場景，讓學生在商務活動中扮演不同的角色，教師可以按照教學大綱的要求，提供相關案例的具體商務環(huán)境，例如需要撰寫投訴信、道歉信或者邀請信等，事先教師應該與學生共同進行體裁分析。商務信函比較常用的體裁就是詢問信、投訴信、道歉信、邀請信、致謝信和祝賀信以及推薦信。

首先，針對題目進行體裁分析。因為特定的體裁都有其規(guī)律性，也就是說同一種體裁的寫作具有某種特定的語言特點和組織結構，所以體裁分析的重點在于分步驟地達到交際目的（王偉強 2010）。在商務英語寫作中，需要分析體裁的“圖式結構”。以商務英語信函為例，大體上可以把商務信函所包括的幾種體裁分為三個語步：寫作目的、分析問題、解決問題。其中，出于主動寫信或者被動回復的原因，寫作目的這里指的是所要達到的目標或者能夠滿足對方的哪些條件。接下來，根據(jù)具體的商務英語信函，建議教師能夠為學生提供更為詳細的模板，初期讓學生進行公式化的套用和仿寫，學生可以充分利用互聯(lián)網(wǎng)練習軟件，例如004km.cn這個網(wǎng)站為學生的寫作提供修改建議，學生可以把文章放在網(wǎng)站上進行修改，然后再用網(wǎng)絡傳給授課教師，教師在批閱后在課堂上進行點評，把共性錯誤指出來。經(jīng)過實驗，一方面我們發(fā)現(xiàn)學生對這種“網(wǎng)絡+教師”批改的方式感到非常新鮮，也就吸引了學生進行英文寫作的興趣。另一方面也減輕了教師批改寫作作業(yè)中為學生糾正單詞拼寫、語法錯誤的工作量，同時網(wǎng)絡批改對商務詞匯運用不準確性的缺陷則可以由教師批改過程進行彌補。最后，學生將修改后的文章加以消化，教師可以把商務情景切換為商務談判或者商務會議等口語表達場景，讓學生利用之前的寫作材料進行口語模擬訓練。這種基于體裁分析的商務英語寫作教學方法把體裁與情景、任務融合起來，同時充分利用了互聯(lián)網(wǎng)資源，實現(xiàn)教師在教學活動中角色的轉變，結合課上和課后學習的成果，很大程度上提高了學生課程學習的參與度。

2.教學內容。在教學內容方面，商務英語寫作的體裁教學也應該充分考慮學生的職業(yè)需求。教學內容的選擇，不應該只顧及到商務英語體裁寫作的難易程度，還應該從實際情況出發(fā)，根據(jù)新型人才培養(yǎng)方案和學生準備就業(yè)時從面試到工作中真正所用到的英文體裁，通過重要性從主到次的順序排序來安排教學。根據(jù)研究結果表明，學生在準備進入跨國企業(yè)時，所面對的第一類商務英語寫作體裁就是個人求職信和英文簡歷。很多學生甚至是英語專業(yè)的學生畢業(yè)后仍然無法用英文流暢地寫一份自我介紹。所以，教師的教學內容一定要根據(jù)學生的實際需求進行調整，而不應該單純從易到難進行詞匯訓練、再到句子訓練、段落訓練等等。我們提倡讓學生根據(jù)體裁類型從語篇整體上去學習和訓練。建議教師在初級階段把學生一定會使用到的商務英語體裁進行分類整理。經(jīng)過篩選和排序，可以按照如下英文體裁類型進行教學：在初級階段，教學內容應該涵蓋自我介紹、個人求職信、英文簡歷、便條、備忘錄、通知、請假條、行程表等；中級階段教學內容調整為處理各種商務信函，例如詢盤函、報盤函、還盤函、邀請信、祝賀信、致謝信、投訴信和道歉信等；高級階段為合同或者協(xié)議、商務活動安排、廣告、海報、公司英文介紹、商務計劃書、商務會議演講辭、新聞稿等。

3.教學手段。談及教學手段這里主要是指教學過程中能夠輔助教學，起到良好效果的互聯(lián)網(wǎng)網(wǎng)站、學習軟件和教學多媒體設備。例如，通過調查發(fā)現(xiàn)，很多學校搭建了大學英語網(wǎng)絡自主學習的平臺；有些學校使用先進的“藍鴿”英語學習的平臺，把云平臺和人工智能結合，安裝智能化備課和上課系統(tǒng)、作業(yè)留批系統(tǒng)、考試系統(tǒng)以及互動式的自主學習系統(tǒng)；很多學校與句酷批改網(wǎng)合作，這些都為師生提供了更高效的商務英語寫作教學環(huán)境。隨著經(jīng)濟形態(tài)的不斷發(fā)展，2015年我國提出“互聯(lián)網(wǎng)+”計劃，力求通過互聯(lián)網(wǎng)與傳統(tǒng)行業(yè)的結合，推動經(jīng)濟社會發(fā)展的新形勢。教師可以通過互聯(lián)網(wǎng)獲取最新行業(yè)動態(tài)，也可以充分利用互聯(lián)網(wǎng)平臺與學生進行互動式學習和輔導。為了能夠保持與時俱進，英語教師應該充分汲取互聯(lián)網(wǎng)知識，整合互聯(lián)網(wǎng)資源并熟練掌握先進的教學軟件，提高篩選和整理教學資源的能力，為學生呈現(xiàn)最精華的學習資源，實現(xiàn)課上課下、線上線下不間斷，隨時隨地方便快捷地為學生答疑解惑。以商務英語寫作的體裁教學為例，教師可以通過微信建立社群學習小組，教師通過微信平臺在授課班級內招募社群學習小組成員，學生在線上與教師進行學習，以一個月為周期，每期僅限10人，調動學習的競爭意識，學習四種商務英語寫作體裁，每周進行2-3次的學習，上課時教師講解，下課后10分鐘教師全線答疑，隨時進行“@+網(wǎng)絡名稱”互動。因在網(wǎng)絡平臺不采用實名制，所以社群學習小組內學生可以大膽進行寫作創(chuàng)作，不會擔心自己因英語語言運用錯誤而感到“丟面子”，有效解除學生在英語表達方面的心理障礙。教學內容選取的體裁主要以上文提到的初級體裁類型為主，夯實學生商務英語寫作的基礎。同時，鼓勵學生參與高級別的商務英語寫作大賽，鼓勵并提升學生的英語寫作自信心。

4.教學評價。傳統(tǒng)的商務英語寫作教學評價只是教師把布置的寫作任務收集上來，然后逐個批改，教師花費了大量的時間放在詞匯、句式、語法等語言基礎方面的修改。國內很多大學在外語教學方面達不到小班授課，教師作文批改任務繁重，學生的學習收效甚微?；隗w裁的商務英語寫作教學則重點強調從語篇的角度出發(fā)，經(jīng)過透徹分析寫作體裁，使學生樹立體裁意識，遇到某種特定的體裁寫作實踐，可以迅速反應出相應的“圖式結構”，按照既定的語步來完成流暢的英文寫作。在評價方面建議分為三個步驟：教師鼓勵學生首先采取同伴互評的方式對文章進行評價，評價重點放在所學的體裁語言結構和規(guī)則上面；接著在同伴互評的基礎上，學生利用互聯(lián)網(wǎng)批改軟件幫助自己糾正詞匯拼寫和語法錯誤，這個環(huán)節(jié)互聯(lián)網(wǎng)評價要與自評相結合；最后再由任課教師對寫作內容進行總結性評價，學生對自己的寫作進行修改并反思總結不足之處。

四、結語

商務英語體裁寫作能力的培養(yǎng)要把教學方法、教學內容、教學手段和教學評價充分有機結合起來。教師要實時了解商務英語寫作的最新動態(tài)和發(fā)展趨勢，如今互聯(lián)網(wǎng)上的交際互動日趨接近于現(xiàn)場的實時交際，對學生的英語語言應用能力提出了更高的挑戰(zhàn)。因此，要求教師根據(jù)用人單位對人才的要求及時調整授課體裁類型，增強學生的體裁意識，利用網(wǎng)絡資源平臺豐富教學內容和手段，學生通過同伴反饋、師生反饋、自我反思進一步達到完善寫作水平的目的。

參考文獻：

[1]歐洲理事會文化合作教育委員會.歐洲語言共同參考框架：學習、教學、評估[M].劉俊，傅榮譯.北京：外語教學與研究出版社，2013.[2]王偉強.體裁教學法與商務英語寫作教學[J].長春師范學院學報（人文社會科學版），2010（9）：128-132.[3]刑麗榮，崔春曉.外貿企業(yè)對國際經(jīng)貿類人才需求的調研報告――基于商務英語溝通能力[J].時代教育，2014（3）：50-51.作者簡介：

李丹丹，講師，碩士，主要研究方向為英語教育、商務英語。

嚴明，教授，博士，主要研究方向為跨文化交際、二語習得、商務英語等。

第二篇：商務英語寫作

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第三篇：商務英語寫作

A: You must be Ms.Lee from the United States?

B: That’s right.I’ m Lee Junru.You are...?

A: My name is Zhang Guiyang.I’m from the Sunshine Corporation.I’m pleased to meet you.Welcome to Fuzhou.B: Nice to meet you, too.Thanks for coming to the airport to meet me.A: That’s my pleasure.My manager, Mr.Wang has sent me to meet you here.He felt sorry he could’t come himself.He is at a meet right now.B: It’s OK.Thank you very much.Where are we heading now?

A: We’ re going to accompany you to the Fuzhou Friendship Hotel.Is the luggage all here, Ms.Lee? The car is just out there in the parking lot.B: Oh, thank you.Well I can handle this handbag myself.A: OK, this way, please.A: Here is our car.Let me put the luggage into the trunk.B: Thanks.A: Please get on, Ms.Lee.B: Thanks.A: Off we go.How’s your flight, Ms.Lee?

B: Fine, I got on the plane at New York, and it took about 1 hours to get here.But is was a smooth flight.A: That was really kind of long in the airplane.Wasn’t it? I hope you’ll feel rested after a right of good sleep.B: Thank you.What is the weather like here, today?

A: Fair and sunny today with gentle breeze.As I know, Ms.Lee, you’ re been to Fuzhou for a couple of times.B: It’s true.I travel so much and visit Fuzhou once a year?

A:How do you like it here.B:well, I like it a lot.Fuzhou is really a fantastics place.There are many interested places to visit.I hope I can visit once again.A:I hope you can enjoy your stay here.It’s nice to have a look around.B:Yes that must be very interesting.Hope we will have the time.A:I think you must be tired, why don’t you take a break.I wake you up in to the hotel.B:Than’s great.Thank you.

第四篇：商務英語寫作3

A Report on College Students

Employment Intention

Prepare for

Teacher Xu

Prepared by

Student

November 22, 2011

`To:Teacher Xu

From:Student Lu Shuiya

Subject: A Report on College Students Employment

Intention

Date:Nov.22,2011

As time goes by, we became undergraduate students from high school students.At the same time, employment is also a problem around the corner, so I carried out a survey about college students employment intention.This report gives the results of the investigation.Investigation

In order to know more information about college students’ employment intention, I conducted a survey.I interviewed some students in our college by questionnaires.The interviewers ranged from first year students to graduate students, among whom freshmen accounted for 5 percent, sophomores 25 percent, juniors 30 percent, seniors 40 percent.In the process of the investigation, we are confronted with some problems that some students failed to respond to the questionnaires.The overall outcome is mainly satisfying.Through investigation, I learned that a number of students except this year’s graduates put their main attention on their studies not on employment.However, there are

still students who have comprehensive employment intention.·Some students expect to work in national enterprises because in such enterprises, there are relatively much better working conditions, living

conditions and higher salary.Also, it can show their good abilities to

work in national enterprises, which can improve their sense of

accomplishment and make them satisfied.· Some students expect to work in some smaller enterprises or enterprises that set up for only a short time because they think in such

enterprises, they can get more chances to learn more things, improve

their practical ability, as well as get promotion.· Some students expect to start an undertaking by themselves.They insure that they have enough courage and abilities to have a try.They

think that staring an undertaking by themselves can temper themselves

in a hard work, and then make them stronger.One student said that

doing a job for myself is better and much enjoyable than doing it for

others.· Some students are lower year students, so they have no specific employment intention.· Some students are going to further themselves to be a graduate student, so they have no idea about employment intention temporarily.Problems

· Students know litter about the extensive competition of employment in modern society.· Students commonly have higher expectations of finding a perfect job as their first job.· Students who are going to further themselves and students in lower grades have no long-term plan about employment intention.· Students are still confused with their further, and have no clear aims.Recommendations

· School should ask students to make the employment plan as quickly as possible, which can help them be clear and definite about their future studying and employment goals.The students will have more motivation.· Students should learn to lower their expectation of finding a perfect job as their first job due to the extensive competition of employment.The main aim of the first job is to learn something useful.Students

don’t need to find a very good job for the first time.It should be

remembered that it’s wise to find a job first and then to choose a job to

the person who intends to look for a job for the first time.· The students who are going to further themselves should make preparations for both advanced studies and employment.Students in

lower grades are better to make a plan at an early time in such a

competitive society although there are still some time before they

graduate.· Students should learn more about employment information in the society by whatever ways, which can help them become nervous and

make employment intention in an earlier time.08英三

08070215

第五篇：商務英語寫作作業(yè)

1、I’m in responsibility for answering the phone and receiving our guests ,managing the timetable,and handling files and letters.2、My experience and educational background make me equal to this position.3、Ifyou want to know more and further ,if we both are available.I’d like to have a conversation in person with you in your company.4、I believe that you will agree to my suggestion ,to say the least ,I’m the most competent candidate on this position.5、I strongly believe that I’m that person can satisfy all your requirements.2、108 Long Mian Road,Nanjing JiangsuFebruary 24,2014

Mr Li

Graduate from high school

234Jianai Avenue

Nanjing,Jiangsu 210002

Dear Mr sirs

Having learned that you need stenographers ,I venture to submit this application for the post as stenographer.I graduated from high school,since I get low diploma,how dare I apply for this job?look,since high school, I kept stenographing and typing in evening school.Besides,I’m a well disciplined,highly motivated person with a conscientious heart.I believe that my qualifications will benefit your company.I also have a good relationship,I can handle any problems about PR.my ability is beyond doubt.Ifyou show any interests on me,you can reach me at above address or by phone at ***.I shall appreciate it if you will grant me an interview at your earliest convenience,Thank you in anticipation.Yours sincerely,Ms Wei