I. Australian ISLPR language proficiency scale
The foreign language competence standard runs through the whole process of foreign language teaching and is the reference of foreign language teaching objectives and evaluation system. It describes the language ability of English learners and users from two dimensions: language knowledge and language skills. The Australian ISLPR Language Proficiency Scale focuses on the dimensions of language users' communicative language competence, cross-cultural competence and the ability to complete language activities. This standard can not only be used to evaluate the language ability of second language users, but also provide a reference for foreign language teaching and a reference framework for language policy making, language testing and development.
ISLPR and its test mode are developed on the basis of multiple intelligences theory and constructivist learning theory. It classifies language users' foreign language competence into twelve levels, from 0 (zero proficiency) to 5 (mother tongue proficiency), and briefly describes the tasks and task environments that learners at this level can complete, as well as the language types needed to complete the tasks. All the parameters of the test (language accuracy, fluency and appropriateness) meet the requirements of specific fields and can evaluate candidates' language behavior more accurately and continuously. The focus of ISLPR test is whether language users can skillfully use the language, not the narrow sense of language knowledge itself. Therefore, it can be considered that the ISLPR Competence Scale provides a method to measure the actual language use ability of language users.
Second, the Australian Occupational English Test
OET (Occupational English Test) is a professional English qualification test formulated by the Australian government. It is based on the description of language ability in the ISLPR scale and combined with the requirements of English language ability in the medical field. It is entrusted by the Language Testing Center of Melbourne University and is aimed at professionals who are committed to medical and health care in Australia. The examination is divided into two forms: OET nursing and OET practicing physician, covering oral cavity, nutrition, clinical medicine and other 12 majors. At present, it has been recognized by Australian Medical Council, Australian Nurses Association and other 13 competent departments to evaluate the language ability of overseas general practitioners, specialists and overseas nurses who apply to practice in Australia.
OET professional English test includes four individual tests, namely, listening, reading, writing and speaking. The final scores of candidates are A to E, which corresponds to the language ability from high to low. OET test results will be announced within 15 working days after the test. The exam does not provide a total score, only a single score. In order to ensure the authority and fairness of the test results, the professional marking team of the University of Melbourne is responsible for marking the test papers. In the listening part, the relevant marking staff will be trained in advance on how to explain and use the answer standard to ensure the accuracy and consistency of the scoring standard. The reading part of the OET test is graded by the computer. The subjective part of the exam, that is, the oral and writing parts, is graded by two examiners. The oral part considers the accuracy of candidates' grammar, fluency of expression and effectiveness of communication; The writing part examines the accuracy of candidates' language, their ability to understand and explain problems and their unique language style.
Thirdly, foreign language education in Australia.
(A) Australia's foreign language education policy
As a country advocating multicultural coexistence, Australia is a pioneer in formulating and implementing multilingual policies in the world. The formulation, implementation and gradual improvement of its foreign language education policy have been highly recognized by linguists and political scientists at home and abroad in Australia.
(B) Australian occupational English education
As Australia itself is an English-speaking country and English is its official language, the vocational English education in Australia is mainly aimed at overseas people who are committed to studying or living in Australia. ELICOS (Intensive English Language Course for Overseas Students) provides English-related training courses for students from all over the world.
In Australia, ELICOS training courses can be provided by secondary schools, Australian Vocational Education Institute (TAFE), public universities, private universities or specialized English language centers. These courses are designed to help international students and tourists develop their English language skills and enable them to fully participate in Australian life. The courses of ELICOS can be roughly divided into the following six categories: General English); The purpose is to cultivate listening and speaking ability and improve communication ability; English for academic purposes written for academic papers and scientific research reports: focusing on English training in high school subjects, English that prepares for middle school entrance to colleges and universities; English for special purposes; IELTS and TOEFL preparation); Courses specially designed for candidates preparing for TOEFL or IELTS; Short-term training courses for tourists and investigators (study tours). ? Educational institutions with ELICOS training qualifications have been strictly evaluated, and students who receive training courses enjoy the same teaching environment as students at school, such as multi-functional language laboratories, libraries and various entertainment facilities. The training period of ELICOS ranges from four to forty-eight weeks, and the training cost is about 300 Australian dollars per week. In addition, for overseas immigrants who are committed to working in Australia, ELICOS also provides professional English courses such as Australian Life English, Customer Service, Professional English, Employment Preparation, See (Education and Employment Skills) and SPMP (Technical Professional Immigration Program).
Fourthly, the enlightenment of ISLPR to China's business English curriculum and evaluation system.
(A) to develop a unified standard business English training model
Vocational education in Australia follows the competency-based education and training model, namely CBET (competency-based education and training) model. One of the characteristics of this model is to establish a unified national education and training model, effectively connect compulsory education, vocational education and higher education, and form a unified standard vocational qualification certification system.
Formulating a national unified business English language proficiency scale and carrying out related tests to describe the language proficiency of language users from four aspects: listening, speaking, reading and writing, and cooperating with scientific scoring, will be beneficial to teaching and examination, and ultimately to the adoption of examination results. From the perspective of teaching and language testing, dividing the whole process of language teaching into several small stages with clear goals is beneficial to the development of classroom teaching, the development of supporting teaching materials and the evaluation of teaching effect; From a practical point of view, an excellent business English language proficiency certification system is conducive to employers' correct selection of candidates' input. So as to improve the transparency of the education system, realize the accuracy, effectiveness and fairness of the examination, and play an important role in ensuring social equity and building a harmonious society.
With the rise of China's economy, international exchanges are becoming more and more frequent. It is the social need of talents to effectively absorb the achievements of civilizations of various countries and ensure the smooth progress of economic and trade activities. For a long time, business English education in China has been based on basic English, and rarely involves business communication in real situations. This kind of cultivation will have a series of adverse effects. In order to improve the practicability of English teaching in higher vocational colleges, it is suggested to start from the following two aspects: integrating simulated business activities into language teaching; Cross business English courses with professional courses.
As one of the compulsory courses for international trade majors, business English not only emphasizes the proficiency in using English as a communication tool, but also emphasizes the ability to solve practical problems in foreign trade. The management concept of foreign companies, the working psychology of employees in foreign companies and the skills of getting along with foreigners should be included in the curriculum outline. Integrating business situations into language teaching can be achieved through school-enterprise cooperation. Teachers combine the language skills of professional English with practical skills in business communication and set up targeted courses. This will not only reduce the future training costs of enterprises, but also meet the actual needs of enterprises and facilitate students' employment. This requires teachers to pay more attention to the combination of business culture and language culture in the daily teaching process, and to the creation of language environment in the course, so that students can understand the connotation of business culture while mastering language knowledge.
The organic combination of comprehensive English course, business English course and compulsory courses for economic and trade majors is also a way to solve students' weak professional English ability and improve learning efficiency. We can start with the interactive teaching between language teachers and professional teachers. Professional teachers can assign some professional-related assignments, such as text analysis of business letters, so that students can find Chinese and foreign materials by themselves. Language teachers can help their classmates. Homework can also be written or presented in English. Through this teaching mode, professional courses and language courses can be well combined, and students' learning interest and learning effect can be effectively improved.
(two) on the basis of general English test, the implementation of specific business English test.
In recent years, large-scale foreign language tests represented by CET-4 and CET-6 have been criticized by people. One of the reasons is that although it tries to reform, it is still difficult to get rid of the traditional standardized examination based on multiple-choice questions. The level of foreign language teaching in China is complex, and there are many kinds of foreign language examinations. There are also great differences in the description and scoring of language ability in various teaching and examination syllabuses, which brings many inconveniences to the organization and implementation of language teaching and the interpretation of examination results. Throughout the world, countries have widely recognized and implemented the supporting examinations for practicing qualifications: in the United States, there is a TOEIC (English Test for International Communication) to test candidates' English communication ability in the international working environment; In Britain, there is a Cambridge Business English Certificate, which examines the ability of language users to use English in business and general living environment from four aspects. In Australia, there is the OET exam mentioned above.
On the other hand, in China, although the domestic professional English level grading standards (trial standards) have been promulgated, the promotion level is not enough; Although the popularity of CET-4 and CET-6 is very high, the questions, questions and examination points are exactly the same, only distinguishing the amount of words. When the CET-4 and CET-6 transcripts are useless except as a stepping stone for students to find jobs, students will inevitably fall into a vicious circle of rote memorization and exam weariness.
The purpose of language testing should be to evaluate candidates' ability to do things in language or their language ability by allowing them to complete tasks or simulated tasks that may be encountered in real life. In view of the fact that after students enter the workplace, the scores reflected in the report cards of CET-4 and CET-6 are often inconsistent with their actual ability to use English, the author proposes to comprehensively promote the examination for economic and trade fields or jobs, that is, the examination for business English for specific purposes, to examine the language scene analysis, the interaction between language ability and professional knowledge, and the ability to use language knowledge to complete tasks.
(C) to promote the construction of business English teachers
In Australia, there is a strict admission system for teachers. Anyone who applies to become a registered teacher must first have five certificates (diploma, teacher qualification certificate, professional post certificate, skill level certificate and continuing education certificate). In China, as long as you have a teacher qualification certificate, you can go to work. In addition, the Australian government also stipulates that professional teachers in higher vocational colleges must have more than three years of enterprise work experience and have the corresponding scientific research ability.
Looking at my English teachers, they can be roughly divided into two categories: public English teachers who speak fluent English and teach basic English courses, and professional English teachers who explain their professional knowledge in proficient English. What makes some English teachers take the lead by referring to some professional books? How to imagine how a teacher who has never been exposed to foreign trade can teach business English and how a teacher who has no accounting foundation can explain accounting English? In order to get out of this dilemma, we should strengthen the training of English teachers who are committed to teaching business English courses, and establish and improve the national professional appointment qualifications and standards. These qualifications and standards should be different from the evaluation of public teachers, not only evaluating the applicant's English language ability, but also evaluating his professional ability in the courses he teaches.
Australia's ISLPR language framework and OET test based on this framework provide an effective reference for the setting and evaluation of business English courses in China. Strict teaching standards, scientific evaluation system and strict employment system are three indispensable measures for the construction of business English major in China.
;