Abstract
Business English Teaching aims at cultivating students’ ability to analyze and solve problems, improving students’ comprehensive language competence and honing their business practical skills. Adhering to the principle of learning by doing and learning by teaching others, Case-Task Based Approach emphasizes students’ ability of language use in authentic situation as well as their competence of taking part in social practices, which, to a large extent, corresponds to the objectives of Business English Teaching. Based on a diachronic combing of research ideas of Case-Task Based Approach, this writing analyzes the marketing course offered in School of English for International Business of Guangdong University of Foreign Studies through Case-Task Based Approach, expounds the implementation process of this approach and investigates into its strengths and weaknesses. Finally this writing will have a tentative exploration on how to improve the approach in practice so as to enhance the understanding of its application in Business English Teaching.
Highlights
In the 6th National Symposium on English for International Business, Dou (2004) firstly proposed and successfully practiced the idea of combining the strengths of both case study and task-based teaching
Wang and Duan (2010) believed that Case-Study Method (CSM) is the concrete application of Task-Based Language Teaching (TBLT) in Business English Teaching; “case” and “task” are basically the same since cases are composed of various tasks and tasks can be reflected as different cases
Case-Task Based Approach, which synthesizes CSM and TBLT, is more widely applicable. This writing has a tentative summary of the teaching process of Case-Task Based Approach: 1) Theoretical knowledge preparation; 2) Case preparation; 3) Case analysis; 4) Case presentation; 5) Case summary; 6) Case report writing
Summary
In the 6th National Symposium on English for International Business, Dou (2004) firstly proposed and successfully practiced the idea of combining the strengths of both case study and task-based teaching. He advocates that it is necessary to give full display of the two teaching methods’ advantages and break through their limitations, in a hope to really enhance students’ all-around English competence. The intended combination of case study and task-based teaching can perfectly meet this objective, making it possible for students to walk more smoothly into the work world after their graduation. Students and teachers are confronted with great challenges in the practical use of this combined method and there are many problems remain to be solved
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