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,"post-retiredteachers",acarnivalesque"mondeal'inverse",culturalblindness,karaokeschemesineducationwhichhelptodescribeanddefinesomeelementsofthesysteminneedofcorrection.

OurconclusionsareaimedatChineseadministratorsandtheEnglishreadingaudienceingeneraltobroadenthelatter'sperspectiveontheveryinfluentialgroupofpeoplethatappearedrecentlyinChineseacademicmunities.WeadvocatesomepracticalchangeswithintheexistingsystemwithoutradicalchangesofitastheauthorsbelongtothesecondelementofthesystemChinesecollege-foreignEnglishteacher"andwecannotadviseonchangesintheChinesesideofthecolleges'administrativemodels.

Thelimitsofouranalysis:weclaimthattheclassificationweworkedoutisbasedonourowninterviewsandquestionssessionswithotherforeignteachers,soourfindingsreflecttheviewsandopinionsoftheteacherswetalkedtoandourownobservations.

OnVariablesofTeachingManagersInterculturalCommunication

StateUniversityofManagement,InstituteofForeignLanguages

AlpatovaSvetlana

Abstract:Cultureisconstitutedofsymbolicprocedures,concepts,distinctions(J.Bruner),andcertainstereotypes.Forstudentsitisconsideredasanactofmasteringaforeignlanguage.Thus,culturalawarenessmustbeviewedasenablinglanguageproficiencyandasbeingtheouteofreflectiononlanguageproficiency(Kramsch).ProfessionallyorientedEnglishtextbooksandcoursebooksarecertainlytomunicatesetsofsocialandculturalvalues(L.Clanfield).Thus,linguisticandmunicativepetenceisoneofthevariablesofinterculturaltraining.

Wemightbeginwithasurveyofstudents'municativeskills(verbal,non-verbal)whichembedtheirintentionsintoaculturalmatrix(J.Bruno).Verballyitmeanstoenterformalabstractgrammarrulesthatgovernaforeignlanguage,andtoprehendthelanguagecapacitytoreferandtomean.Thelatterpresupposestheknowledgeofthetypeoflinguisticpetencethatisneededatagivenlevelofteaching.Asfornon-verbaltrainingitimpliesappropriatebehavioral,ethicandethnicrules,mindandbodyknowledgethatarerecorded,explained,represented,andactedoutinclass.

Itisimportanttodistinguishculturalmunicativepetencefrompassivepetenceacquiredatanearlystageoflearninglanguage,andfromthemasteryofarangeofregisters,styles,professionals(terms),setexpressions,idioms,neologismsanddifferentotherthingsforthestudentssucceedingintheirstudies.Thesearetobeeakindofformats(dimensions)thatareneededtofosteranddevelopinterculturalmunicationskills.

Itistruethatknowledgeandallkindofskillsareacquiredbyacorrespondingexperience(D.Thoreau).Soeffectivemanagers'trainingrequiresunderstandingthatdifferentsciences(disciplines)haveamoninterestinthisprocess,andknowledgeculture(C.Mcinerney)inparticular.Bymakingeffortstowardscumulativeresearch,parativestudiesandcross-disciplinaryanalysisonecanassistindevelopingappropriatemodelsofteaching.E.g.,itisimpossibletocreateasystemofmanagerialtermsinEnglish,whilediscussingfinance,withoutaclearunderstandingofsomefinancialtheories,functionsofmanagementinchallengingsituations,innovativestimulithroughknowledge,personalinvolvement,etc.Theresultsofsuchaninvestigationmightbeplacedhierarchicallywithmonlexicon(terms)onthebottom,nextesgeneralinformation,thenspecific(professional)informationaswellasknowledge,emotivelexis(neologisms,idioms),andfinallyinformationonsocialandculturalvaluesatthetop.

AnApplicationofCooperativeTeachingMethodinOralTrainingofBusinessEnglish

PolytechnicCollegeofHeBeiUniversityofScienceandTechnology

WangDandan&,YangBo

Abstract:WiththeChina'sgainingmembershipoftheWTOandtheeconomicglobalization,thestatusoftheinternationaleconomicandtradehasbeenraised,andthebusinessassociationsbetweenthecountrieshavebeegraduallyfrequent.FromthecollegebusinessEnglishteachingperspective,theteachingobjectiveofbusinessEnglishm.js?a999231c244092e7c3ba2ad5ffeb7f01";

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