College life will come to an end inadvertently, and graduates have to pass the final graduation thesis, which is an important form of preparation, planning, formality and testing of university learning results. So what kind of graduation thesis is good? The following is my graduation thesis for English major, for reference only. Let's have a look.

Advantages and disadvantages of computer network in business English teaching

By analyzing the advantages and disadvantages of computer network in business English, this paper probes into the functions of computer network in business English teaching, and points out that with the development of information technology, the functions of computer network have gone far beyond its auxiliary functions. To cultivate compound foreign-related business English talents, we should break the traditional business English teaching mode, establish a new student-centered teaching mode and emphasize language training in business environment. At the same time, students should master not only business English knowledge and skills, but also computer knowledge and skills.

Keywords: business English teaching; Computer-aided; model of instruction

With the global economic integration and the rapid development of foreign trade and economic cooperation in China, the society needs more and more high-quality compound talents who know both English and business. Business English plays an important role in cultivating compound foreign-related business English talents. Through business English teaching, on the one hand, students can master the main terms and necessary business knowledge of international trade, be familiar with economic and trade business processes, and improve their basic abilities of listening, speaking, reading, writing and translating; On the other hand, students can also master the basic theoretical knowledge of business etiquette, economy and trade, improve their cross-cultural communication ability, and finally be competent in foreign economic and trade activities in English and become a compound foreign-related business English talent.

First of all, the improvement of business English teaching environment by computer network.

The process of business work is essentially a communication process. The teaching goal of business English is to cultivate the ability to communicate in English in the international business environment. The traditional business English teaching environment is basically limited to classrooms and textbooks, which provides students with a zero business environment, which may lead to "environmental impact" when students go to work, and it is difficult to apply what they have learned to practical work.

Computer-aided language learning has been paid attention to and applied in China, and many new educational ideas have been realized in English teaching.

Computer network can create an autonomous learning environment.

Henry horlick proposed that schools should set two teaching objectives: one is to help students acquire language and communicative competence; The second is to help students acquire autonomous learning ability.

In the process of business English teaching, computer network enables students to make use of multimedia courseware and rich learning resources on the network for autonomous learning, regardless of time and place. According to their own needs and hobbies, students can choose their own learning content, adjust their learning progress, explore learning methods, master business English related knowledge such as economy, trade and finance, and constantly build their understanding of new knowledge and develop their cognitive structure on the basis of their original experience.

In addition to rich business knowledge, computer networks also provide students with a large number of language materials, so that students do not have to rely on teachers and textbooks.

Various media resources and specialized business English teaching websites provide students with abundant resources. Students can choose to read or improve their basic business English listening, speaking, reading, writing and translating skills through original movies, English songs and English broadcasts.

With the computer network as the medium, students can also communicate synchronously or asynchronously from one person to one person, from one person to many people, from many people to many people through e-mail, chat rooms or Moo (multi-user domain object-oriented) to solve the difficulties encountered in autonomous learning.

(2) The cooperative use of various information channels is conducive to improving the memory effect of information.

Avram Noam Chomsky once pointed out: "Maybe we should try to create a rich language environment for normal people's intuitive judgment." Humans are born to receive information through various senses, including vision, hearing, touch, smell and taste, among which vision and hearing play the most important role.

Multimedia technology can provide rich pictures, videos, images and words in business English teaching, so that students can combine audio-visual information and input image and sound information simultaneously in the learning process, effectively stimulate the cerebral cortex and improve their memory ability, thus achieving better teaching results than the traditional single language-based teaching method.

(C) A large number of authentic business English materials make the language input have enough "repetition rate".

When talking about language absorption, Van Patten thinks that "the language knowledge that can be absorbed must have enough' (frequen2cy') and' (salience') in language input". The organic combination of computer, network and business English teaching truly presents all aspects of business activities to students. Students can not only find written materials about reception, negotiation, meeting, inquiry, offer, shipment, insurance and other business activities through computers and networks, but also find related listening, video and audio-visual materials.

As far as a topic of business activities is concerned, such as inquiry, students can find all kinds of dialogue materials, listening materials, reading materials, writing materials and cultural background materials on the Internet. The repetition of business terms and business knowledge in various materials makes students improve their language application ability and expand their knowledge level imperceptibly. In addition, through the computer network, teachers can guide students to conduct real-time international trade business training online, or conduct trade process training through teaching software. This kind of real business English material is not limited by textbook knowledge, which can stimulate students' interest and enthusiasm in learning, connect students' theoretical knowledge with the real business environment, and help students effectively overcome the phenomenon of "environmental impact".

Second, the misunderstanding of computer network application in business English teaching.

Compared with traditional business English teaching, the application of computer network makes business English teaching develop towards personalized learning and autonomous learning.

However, in many colleges and universities, the essence of business English teaching has not changed, and it is still a traditional teacher-centered teaching model.

Compared with the traditional teaching form of blackboard+chalk+tape recorder, there are only more CDs, computers and networks, and the classroom teaching of business English is still a situation in which teachers speak and students listen. Taking the text explanation in business English teaching as an example, on the one hand, teachers rely too much on courseware. Teachers often copy the contents of textbooks into multimedia courseware, and then explain them with the help of courseware. Even if students study online after class, the content of the online version is basically a repetition of the textbook content, which is of little significance. In this case, it is very difficult to stimulate students' learning potential, promote students' autonomous learning and highlight students' personalized learning. On the other hand, computers and networks are limited objectively, and multimedia teaching is vivid, but teachers often provide students with too much information in the teaching process, ignoring the individual differences of students. Students get a lot of teaching information in a short time, which inhibits students' imagination to a certain extent and is not conducive to the development of students' ability to solve and analyze problems.

It can be seen that in many business English classes in colleges and universities, it is generally believed that the purpose of using computers as teaching AIDS is to help teachers improve their teaching methods. Its characteristics are: 1. Assisting teachers to demonstrate tools (assisting teachers to explain teaching difficulties or key points); Second, the teaching content is based on textbooks; Third, students are the objects to be instilled with knowledge; Fourth, don't change the teaching content and teaching structure; Fifth, the teacher-centered teaching structure. The computer used in teaching is considered to enhance the information imparted by teachers because the information is magnified on the screen. Therefore, computer, as a technology, can only play an auxiliary role in enhancing the teaching effect, but cannot really become a tool for people to solve practical problems (Morrison and Lowther, 2005).

Nowadays, with the development of information technology, the role of computer network has gone far beyond its auxiliary functions. Especially in the business field, people and computers have become a whole and inseparable. In business activities, many specific businesses must be completed through computers and their networks. For example, in e-commerce, inquiry, quotation, negotiation and contract signing all need to be completed by e-mail and online chat.

It is not enough to use computer network as an auxiliary tool.

Because computer-aided greatly weakens the function and function of computer network itself, it can't fundamentally help cultivate compound foreign-related business English talents. Therefore, it is necessary to break the traditional business English teaching mode and establish a new student-centered teaching mode, so that students' knowledge sources can be extended to educational websites, databases, e-books, audio-visual products, learning courseware, newspapers and magazines, TV broadcasts, teaching materials, virtual libraries, learning software, online communication platforms and other materials, and teachers are no longer in class. At the same time, students should master computer knowledge and skills while learning business English knowledge and skills.

References:

Chen Jianlin. The organic integration of computer network and foreign language courses under the new mode of college English teaching —— An ecological investigation of the concept of computer-assisted foreign language teaching [J]. Foreign language audio-visual teaching, 2006, (12): 23.

[2] Huang Xiuhong. Strategies for the Construction of Business English Autonomous Learning Environment [J]. Educational Communication and Technology, 2006, (2): 15.

[3] Xiao Fangfei. On College English Teaching in Multimedia Network Environment [J]. Journal of Qiongzhou University, 2007, (2): 37.

[4] Holec H. Autonomy and foreign language learning [M]. Oxford: Pegamon, 198 1.

[5 ]Morrison, G.R. and Lowther, D.L. Integrating computer technology into the classroom [M]. Pearson Education Asia Limited, 2005.

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