Business Chinese (Advanced) Course
Syllabus
(I) Course Overview
1. Course Name: Business Chinese (Advanced)
2. English Name: Business Chinese (Advanced)
3. Course Category: Specialized Elective
4. Target Student: Chinese learners who have engaged in or intend to engage in trade and business cooperation with China, and Chinese learners who are interested in business Chinese. For example, overseas people coming for business activities in China, people who are in charge of Chinese business in overseas trading companies, international students in China study in economic and trade majors, and so on. Learners are required to have higher Chinese listening, speaking, reading and writing skills, and the Chinese language level is equivalent to HSK Level 4 or above.
5. Class Hours: The standard teaching period is 16 weeks and the short programs are 4-8 weeks; 4 class hours per week; Credit can be obtained with more than 64 class hours (including review, examination and various teaching activities) in total. This course is 4 credits.
6. Use of Teaching Materials: “New Silk Road · Intermediate Quick-learned Business Chinese 1” (Peking University Press)
(II) Teaching Objectives
This course is based on real business corpus and focuses on intensive teaching of listening, speaking, reading and writing, so that learners can use Chinese to engage in business affairs freely and calmly.
Through 64 hours of learning, learners will complete the following language skills and business culture knowledge objectives:
1. Master about 500 commonly used business words and 60 syntactic structures.
2. Basically master the common written expressions of business and workplace related topics such as enterprise introduction, investment and loan, investment and franchise, recruitment and job application, welfare treatment, team training, job reporting and promotion, product innovation, etc., and be able to accurately state information, analyze cases, express opinions and make paragraph expression for relevant topics.
3. Understand certain business system, market characteristics, business pattern, workplace rules and skills in China.
(III) Teaching Content and Teaching Requirements
Topics | Take the business management and the development of the workplace as the main breakthrough point, and choose the topics such as enterprise introduction, investment and loan, investment and franchise, recruitment and job application, welfare treatment, team training, job reporting and promotion, products and brands. |
Business Culture and Business Knowledge | Each course has a section of “Business Background Knowledge Link”, which introduces the knowledge about China's economy, society, business culture and other aspects. The content is related to the words, concepts, topics or background in the text of the unit. This part of the content can be learned by students themselves after class or by teachers in class by explaining and group discussion. The teacher can update the content. Specific Contents Include: Administrative divisions and special economic zones of China, overview of major banks in China, business pattern of chain operation, names and titles of cadres of administrative departments at all levels in China, welfare and salary, new “Labor Law”, Top 500 enterprises in China in 2008, ranking list of Chinese brands, etc. |
Language Ability | This course aims to improve students' business Chinese proficiency in four aspects: listening, speaking, reading and writing. In particular, 1. Through the learning and input of the main text (narrative articles) and its new words, students can master the common vocabulary and knowledge concepts related to the topic and prepare for the output of listening, speaking, reading and writing. 2. Listening: Listen to a topic-related material (mostly in the form of dialogue) and complete the corresponding exercises to consolidate the vocabulary and business knowledge learned in the text, and supplement relevant words and common expressions. 3. Reading: Read a practical article (company profile, press release, cover letter, form, etc.) related to the topic and complete the exercise accordingly. Lead students to analyze the structure of language materials, accurately understand the content, and capture key information. Develop reading strategies and micro-skills such as guess reading, skip reading, finding information and summarizing key points. 4. Speaking: Be able to use the words, expressions and business background knowledge learned in the previous text to complete topic expression and communication tasks. Have certain written language expression ability, be able to make paragraph expression, can express personal opinions accurately in interaction, and carry on discussion and negotiation, with rich and appropriate words and strong logic. 5. Writing: Be able to write in an applied style related to the subject, including enterprise registration application, loan application, business letter, job application resume, chart analysis report, etc. The language is accurate, the format is correct, and the expression is standard. |
(IV) Teaching Principles
Business Chinese (Adcanced) aims to develop students' ability to use Chinese for business communication. Its teaching principles are as follows:
1. The learner-centered principle. On the one hand, teaching should be based on the students' learning needs, aiming at the obstacles and difficulties that learners encounter in the learning of business Chinese. On the other hand, teachers should play the role of director in teaching, fully mobilize students' initiative in learning through ingenious teaching design, and make students become the protagonists of learning activities through flipped classroom and strong communication activities in the classroom.
2. The principle of communication. The application shall be emphasized in teaching, focusing on practice and supplemented by lecture. The teacher guides the students to use the vocabulary, sentence structure and expression structure to complete the communication task in combination with the teaching content. In addition, classroom teaching will supplement relevant real cases, through student-centered case-based teaching and rich and interesting classroom interaction, to help students learn and apply, and truly build up the ability to analyze and solve problems. In addition, both vocabulary teaching and vocabulary practice should emphasize the principle of communication, explain the example sentences used with new words, and help students practice the designed situation of new words, and pay attention to the common use and authenticity.
3. The principle of the combination of “structure-function-culture”. The structure is the foundation, the function is the purpose, and the culture is the auxiliary. To master the language rules of business Chinese through the systematic and comprehensive study of language structure, the purpose of learning language structure is to express the specific functions of job hunting and job reporting, so as to achieve the basic purpose of language communication, so function is the goal of structure. Know the culture of business or workplace activities allows for the proper use of the target language. The introduction of culture should be closely combined with language teaching, and culture teaching should serve the teaching of structure and function.
(V) Use of Teaching Materials
1. Main Textbook. “New Silk Road · Intermediate Quick-learned Business Chinese 1” published by Peking University Press is used as the main textbook. This textbook is one of the series of business Chinese textbooks with practical content, rich practice, strong communication and comprehensive training of listening, speaking, reading and writing skills. The vocabulary compilation of the textbook takes into account the actual communication needs of the business scene, and closely links the vocabulary outline of the BCT test, which is also of great help for students to prepare for the test.
2. Supplemental Learning Materials. In order to make up for the limitation and timeliness of teaching materials, and to meet the diversified learning needs of students, teachers can supplement relevant articles, videos and books for expanded teaching. The selection of materials shall follow the principles of content authority, novel viewpoint and vivid language standard.
(VI) Test
1. Nature of Tests: Written and spoken language proficiency tests.
2. Test Purpose: Evaluation of written expression ability of business scenarios; Evaluation of business oral communication, expressive ability and flexible language ability.
3. Test Form: Written Test+Oral Test.
4. Test Content: Take the topic, communication task and expression as the examination main body, at the same time, not stick to the text itself, pay attention to the examination of the practical application ability of students.
5. Score Weight: Among the graduation grades, the final examination score accounts for 50%, the usual performance accounts for 30%, and the attendance and classroom performance account for 20%.
