案例教学法在多元文化环境下提高交际效果的作用(以商务外语学习为例)

S. Medynska
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引用次数: 0

摘要

本文探讨了案例教学法作为一种互动技术的使用问题及其成功应用的条件,旨在提高非语言专业商务学位专业学生在学习商务英语时在多元文化环境下的沟通效果。在学习商务英语的背景下,分析了案例法作为一种与多元文化背景下沟通能力组成部分相关的技术的潜力。考虑到英语作为商业通用语(BELF)的观点,本文研究了与交际和跨文化方法有关的概念,以及交流障碍和信息多样性。这种方法被用来确定在这种背景下应用案例方法的有利条件,强调从传统教师转变为学习促进者。本文研究了案例的类型以及案例学习的阶段,以确定商务英语课堂中案例学习的有效框架。值得注意的是,一些框架缺乏所谓的互动预热阶段,这可以确保学生逐渐沉浸在案例主题中。因此,这一阶段是提高学生认知兴趣和发展他们的预期性和批判性思维的关键组成部分。在这个特殊的阶段,学生试图通过回答与案例主题相关的问题来预测一般的关键问题方面,并且可以自然地在这里添加多元文化设置层,以匹配大多数案例的国际背景。同时也发现了英国出版社商务英语课程中案例教学法的一些特点,分析了案例教学法的优点和缺点。在此基础上,提出了在多元文化背景下如何提高商务英语课堂案例分析的有效性。研究了一些在线资源,其中包括关键业务领域和国际交流的案例研究。也有人指出,鉴于不同的技能和能力组合,英语教师将更成功地调整案例研究,以匹配学生在学习商务英语时应该获得的预期学习成果,而不是开发与商业领域相关的案例研究。研究表明,在商务英语课堂的案例学习中,学生不仅培养了口语能力和跨文化交际能力,而且还提高了合作能力、创造力、解决问题能力、预见性和批判性思维、团队合作能力、人际交往能力和领导能力等软技能,这对提高多元文化环境下的沟通效果非常重要。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Case-Method as a Tool for Enhancing Effectiveness Of Communication in Multicultural Settings (with Studying Business Foreign Language Taken as an Example)
The article covers the issue of using the case method as a type of interactive technology and the conditions for its successful application aimed at enhancing effectiveness of communication in multicultural settings of students of non-language majors with business degree specializations while studying business English. The potential of the case method as a technology correlating with the components of the communication competence in multicultural settings in the context of studying business English is analyzed. The concepts related to the communicative and intercultural approaches as well as barriers to communication and information diversity have been researched taking into consideration the view on English as a business lingua franca (BELF). This approach is used to determine the favourable conditions for the application of the case method in this context with the emphasis on transforming from a traditional teacher to a learning facilitator. The types of case, as well as the stages of case-based learning have been studied to determine the effective framework of case-based learning in Business English classes. It has been noted that some of the frameworks lack the so-called interactive warmup stage which can ensure a gradual immersion of students in the case topic. Thus, it is argued that this stage is a crucial component aimed at enhancing the students’ cognitive interest and developing their anticipatory and critical thinking. At this particular stage, students try to anticipate the key problematic aspects in general by answering questions related to the subject of the case, and the tier of multicultural settings can be naturally added here to match the international background of most cases. It has also been found out that there are certain features typical of case studies in Business English courses of British publishing houses, thus their benefits and downsides have been analyzed. As a result, the ways of increasing the effectiveness of case studies in Business English classes in the context of enhancing effectiveness of communication in multicultural settings have been suggested. A number of online resources with the case studies in the key business areas and international communication have been researched. It has also been stated that, given a different skillset and a competence portfolio, an English teacher will be more successful in adapting a case study to match the intended learning outcomes which the students are supposed to gain while studying Business English rather than in developing their own case study related to the business areas. It has been concluded that in case-based learning in Business English classes, students develop not only their speaking skills and intercultural ones, but they also improve such soft skills as cooperation, creativity, problem solving, anticipatory and critical thinking, teamwork, interpersonal skills and leadership, which are important for enhancing effectiveness of communication in multicultural settings.
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