First, the necessity of learning professional English in the logistics industry

Engaged in the logistics industry, you must have a certain English foundation. Some higher vocational colleges offer logistics English courses, but many colleges do not pay enough attention to the teaching of logistics English. Logistics enterprises need applied talents with both professional knowledge background and proficiency in logistics English. If they haven't studied professional English, basic English education alone can't meet the requirements of logistics enterprises for talents. Even English majors can hardly meet the requirements of the company through training in a short time. Once a graduate who passed TEM-8 entered the logistics industry and spent nearly a year correcting his "academic English". English is a language, which is difficult to master quickly in a short time. If you don't accumulate good knowledge of logistics English during your college study, it is unrealistic to hope to study by yourself after work or in work practice. Learning logistics English well will add a pair of favorable wings for future employment development and adapt to work faster.

Second, the status quo of logistics English teaching in higher vocational colleges

1. Logistics English teachers are weak. There is a difference between basic English and logistics English. In addition to some core words in basic English, professional English is mostly composed of logistics-related technical words such as transportation, warehousing and supply chain in logistics industry. Logistics English is also very extensive, involving insurance, transportation, customs declaration, trade and other disciplines. As logistics English is a new specialized English course, which was only offered in recent years, there are few experienced logistics English teachers. At present, many teachers engaged in logistics English teaching lack understanding of the operation process of the logistics industry, and have little practical experience in logistics. The arrangement of practical teaching of logistics English can not meet the teaching purpose of higher vocational education based on ability training.

2. The content of teaching materials for logistics specialty does not meet the requirements of higher vocational education. At present, most of the English textbooks for logistics majors circulating in the market are composed of some chapters in Introduction to Logistics translated into English, and some are directly pieced together by foreign articles related to logistics. Therefore, textbooks like this mainly emphasize the theoretical knowledge of logistics, which has nothing to do with the actual work scene. There is no description or dialogue about logistics documents's study, international logistics freight forwarding and other scenes, and there is no actual foreign trade correspondence practice. There is no practical training and learning in the old textbooks, and students learn.

3. The teaching method is monotonous. In the current professional English teaching in colleges and universities, many teachers still use traditional teaching procedures to explain English vocabulary, phrases, grammar and translate texts. Through this teaching mode, students can learn related phrases of logistics major and translation skills of logistics English, and master the application of various grammars to a certain extent. However, this teaching mode has poor interaction between teachers and students, and students' enthusiasm cannot be mobilized, which is not enough for cultivating students' language communication ability. In terms of teaching methods, although higher vocational colleges are basically equipped with multimedia teaching equipment, because teachers' courseware has not changed much, they still rely mainly on textbooks, so their teaching content still overemphasizes vocabulary and grammar, and lacks teaching content combined with actual work scenes, which leads to poor practical application ability of logistics English for students.

Three. Discussion on Teaching Reform of Logistics English Course in Higher Vocational Colleges

1. Improve teachers' quality and professional technology application ability. Improving the quality of logistics English teachers is the key to improve students' professional English learning. First, we should strengthen teachers' understanding of modern logistics, increase their understanding of the whole operation process of logistics enterprises, and organize logistics English teachers to go deep into logistics enterprises and practice in them; Second, all departments should encourage professional English teachers to further study logistics knowledge, and at the same time hire senior logistics English experts to hold lectures and provide them with relevant training. At the same time, teachers are encouraged to establish their own professional English teaching resource base, keep abreast of the latest logistics frontier information and keep pace with the times.

2. Choose practical teaching materials that are close to the actual work scene. The purpose of logistics English teaching in higher vocational colleges is practice, so the selection of teaching materials should be close to the actual working scene and strive for practicality. English used in actual logistics work requires not only understanding the definition and connotation of logistics, but also learning how to inform foreign agents of goods information, inquiry and quotation. In addition to using teaching materials, teachers can also supplement students' professional English content through documents collected from some logistics enterprises, international trade and online, and English descriptions on goods packaging, and can also recommend some good foreign trade and logistics websites for students to browse and learn.

3. Improve teaching methods and enrich teaching methods. Logistics workflow is complex, and there are many technical terms in logistics English. In addition, students studying in higher vocational colleges have poor English foundation and great learning difficulties. If only a single, boring and passive teaching method is adopted, students will become more and more disgusted and lose confidence in learning English. Therefore, in the teaching of logistics English, we should renew our ideas and cultivate students' practical skills in logistics English. You can make more use of case analysis, role-playing and other teaching methods. For example, we can use the actual case of international trade and transportation in international logistics to set up the business links and related documents that need to be solved, and then let students play the role of importers and exporters, such as freight forwarders, customs inspectors, customs declarers and so on. Through role-playing and case analysis, students can complete the corresponding business, learn logistics English knowledge and skills, strengthen scene practice teaching, and comprehensively cultivate students' listening and speaking ability. Make full use of the training bases inside and outside the school to create more practical opportunities for students, so that students can have the ability to handle professional business in English, have the skills and skills to engage in international logistics-related work, and be able to handle the application of professional English in some positions, such as packing list, bill of lading, letter of guarantee, etc.

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