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Business-Finance

Published on January 7, 2009

Author: aSGuest9557

Source: authorstream.com

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Business Chinese beyond Business: Incorporating the Teaching methodologies of Conventional Chinese courses into Business Chinese : Business Chinese beyond Business: Incorporating the Teaching methodologies of Conventional Chinese courses into Business Chinese Hsin-hsin Liang University of Virginia October 14, 2006 Overview : Overview Present realities in Chinese language programs Use of case studies as the required text Adoption of Basaluzzo’s (2004) “Hierarchical multi-layered model” to design the curriculum TCFL methodology Conclusion Challenges in the Chinese language program : Challenges in the Chinese language program Enrollment of advanced Chinese courses is increasing Students studying Chinese with very practical needs Not enough resources and instructors to offer all the courses needed Difficult to meet students’ needs for courses having specific but divergent purposes Contemporary China-related subjects are more welcome than literature-oriented content Language instructors don’t feel confident to teach Business Chinese course Problem 1: student body : Problem 1: student body Advanced Chinese courses tend to attract students with wide range of backgrounds and levels of proficiency Students with novice knowledge of business world and advanced knowledge of business world are in the same class Question: how to use one course to satisfy students’ different interests and accommodate their different levels of Chinese proficiency? Problem 2: Teachers : Problem 2: Teachers Chen’s (1998) requisites for teacher preparation for courses in Business Chinese: Common knowledge of business (?) Business experience (??) Business connections (???) LSP (Language for Special Purposes) theory and practice Basic computer skills Having internal and external resources (?) People skills Question: Am I qualified as a Business Chinese instructor? Business Chinese at the University of Virginia : Business Chinese at the University of Virginia Students’ Chinese background: Beyond 4th Year Chinese Student body: Mixer of heritage learners and non-heritage learners due to lack of staff Most of them are business school students Many of them are seniors with a few graduate students The course is offered once a year Paths to a solution : Paths to a solution A solution will have three dimensions: Selection of textbook/reading material Curriculum redesigned to allow greater flexibility New (?) teaching methodologies Case-study approach : Case-study approach Advantages: Real cases taken from the real world Strong issues (pros and cons) in each case generate active discussions in the classroom and in the students’ essays Relevant information can be easily found in the Media—on the Web, in newspapers and magazines How to use a case-study approach to address the challenges of a diverse student body and teachers unfamiliar with the business world? : How to use a case-study approach to address the challenges of a diverse student body and teachers unfamiliar with the business world? Adopting Basaluzzo’s (2004) “Hierarchical multi-layered model” : Adopting Basaluzzo’s (2004) “Hierarchical multi-layered model” (Teacher) Course Mainstream Theme (Student B) General interest from the viewpoint of a particular profession (Student A) The viewpoint of a particular profession (Student C) The viewpoint of a particular profession (Teacher’s responsibility) Development of sociolinguistic skills and grammar reinforcement Applying the teaching methodology of the conventional Chinese language course : Applying the teaching methodology of the conventional Chinese language course Thematic approach “forms” and “functions” are equally emphasized Question-raising techniques Connection with real world knowledge Coordination of class activities and test content Applying and modifying Basaluzzo’s model to the case study approach : Applying and modifying Basaluzzo’s model to the case study approach A case in the textbook Student D: Related issue In the case Student A: Related issue In the case Student E: Related issue In the case Student C: Related issue In the case Student B: Related issue In the case Development of sociolinguistic skills and grammar reinforcement Adoption of “Hierarchical multi-layered model” for Business Chinese courses : Adoption of “Hierarchical multi-layered model” for Business Chinese courses Use a “case” to set the ultimate teaching objective for the lesson Study the aspect of “forms” in the lesson Allow students’ individual interests to be developed in the lesson Oral presentation and discussion of the readings students have chosen and studied Tests are based on the students’ presentations as well as on the lesson Research term paper and report Example I: The case of “KFC” : Example I: The case of “KFC” A lesson: KFC in Beijing KFC’s strategies in Korea KFC’s strategies in Japan KFC’s strategies in Malaysia KFC’s strategies in Singapore KFC’s strategies in Arabia Study of language forms & KFC’s marketing strategies Essay questions in the test: 1. We have learned KFC’s marketing strategies in different nations. What are the characteristics of KFC’s marketing strategies? (Required words and sentence patterns…….) 2. If KFC were to launch in Iraq now, what marketing strategies would you recommend? (Required words and sentence patterns……) Example II: After lessons on KFC, Starbucks, Ikea and Wal-mart : Example II: After lessons on KFC, Starbucks, Ikea and Wal-mart Theme: Foreign companies launching in the China Market Similarities and differences in their marketing strategies What are the prospects of each company? Why? (Justify your position.) Essay question in the test: 1.Among these four companies which one has the better chance to succeed in China over the next ten years? Why? (Required words and sentence patterns are:….) Comparison between a Business Chinese course and a Conventional Chinese course : Comparison between a Business Chinese course and a Conventional Chinese course Conventional Chinese course Lecturing from a thematic approach “forms” and “functions” are equally emphasized Each text has a plot/an argument/ Teachers need effective teaching methodology Usually teachers know much more than students Business Chinese course Lecturing from a thematic approach “forms” and “functions” are equally emphasized Each case has a plot/an argument Teachers need effective teaching methodology Teachers do not necessarily know more than students do Conclusion : Conclusion Teaching/learning Business Chinese can be as exciting and rewarding as teaching/learning a conventional Chinese language course Students’ strong language proficiency helps the achievement of the class as a whole Business Chinese and conventional Chinese courses should not be mutually excluded in this new era As language teachers, we need to enrich our knowledge of business and world economy (and beyond).

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