A Study on Multi-modal Classroom Teaching of Business English from the Perspective of Output-Driven Hypothesis
- https://doi.org/10.2991/icecsd-19.2019.45How to use a DOI?
- Output-driven Hypothesis; Multi-modal Classroom Teaching; Business English
Under the guidance of The National Criteria of Teaching Quality for Undergraduate Business English Majors, this paper focuses on the deficiencies of traditional classroom teaching in training applied business English talents and explores building of a multi-modal classroom teaching system of business English from three aspects: multi-modal input, multi-modal output and multi-modal evaluation based on output-driven hypothesis theory and multi-modal teaching theory. Taking Business English Correspondence as an example. this paper introduces the multi-modal classroom teaching practice of business English with the help of modern educational technology, so as to optimize the efficiency of language input and improve the quality of business English talents cultivation.
- © 2019, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Li Rong PY - 2019/08 DA - 2019/08 TI - A Study on Multi-modal Classroom Teaching of Business English from the Perspective of Output-Driven Hypothesis BT - Proceedings of the 2019 3rd International Conference on Education, Culture and Social Development (ICECSD 2019) PB - Atlantis Press SP - 343 EP - 357 SN - 2352-5398 UR - https://doi.org/10.2991/icecsd-19.2019.45 DO - https://doi.org/10.2991/icecsd-19.2019.45 ID - Rong2019/08 ER -