商务英语毕业论文

商务英语毕业论文

篇一：商务英语毕业论文

毕业论文

论文题目：商务英语函电的文本特征学生班级：外语系商务英语班学生姓名：

指导教师：

2021 年 4 月 20 日

诚信声明

本人郑重声明：

本人所呈交的毕业论文《商务英语函电的文本特征》是在方教师的指导下，根据任务书的要求，独立撰写的。本论文中所引用的其他个人或集体已发表的文字和研究成果，或为获得教育机构的学位或证书所使用过的材料，均已明确注明。

凡为本文的撰写所提供的各种形式的帮助，本人在致谢中已经明确表达了谢意。

本人完全意识到本声明的法律结果。

毕业论文作者签名：2021年4 月 20日

目录

一、摘要 (4)

二、关键词 (4)

三、前言 (5)

四、商务英语函电的文本特征 (6)

1. 商务英语函电的语言特征 (6)

1．1商务英语函电的词汇特征 (7)

1．2商务英语函电的句型特征 (7)

五、参考文献 (8)

六、致谢 (9)

摘要

商务英语函电是日后与客户建立往来业务关系的一种书面交际语言，其意义是为了成一笔交易，建立贸易关系。我作为商务英语专业的学生，选此题的目的一是它与专业相关，二是我想从事外贸跟单、外贸业务等工作，能写出优秀的商务英语函电是开发客户，拿到定单和业绩的基础，所以写好商务英语函电这篇论文可以整理如何写商务英语函电的方法技巧对日后的写作水平是很有作用的。它的主要研究内容包括语言特点、词汇特征、句法特征及结语。语言特点的范围包括：其行文通常严格遵守原则是礼貌、体谅、完整、清楚、简洁、具体、正确。词汇特征有正式词汇、专业术语、缩略词汇，一词多义等等。句法特征的主要句型有复合句、并列句与被动句。要写好商务英语函电常常会遇到语言生硬、书面化、句式单一，用词枯燥等问题，然而平时注重单词量的积累，多看英文杂志，多练口语，多跟外国人交流是解决这些问题的有效方法。

关键词：语言特征，词汇特征和句法特征。

前言

英文写作体现了一个人英文水平，最主要的是英文写作能力。然而外贸函电不仅仅再现地是书写能力，还有语言表达技巧，交流技巧。那么论文呢？则体现了对相关专业知识的掌握程度，对知识的整理。我写的这篇论文一是为了梳理自

己学到的函电知识，二是为了给日后的工作打下坚实的写作基础，三是为了顺利地毕业，它是我大学的最后一门功课，是我学习的机会。说到这，请老师耐心地看完我的论文设计。

商务英语函电是国际商务往来中非常受欢迎的一种联系方式，因为它提供了信息传递长久的记录。这种交流方式由各种各样的体裁组成。它们包括信函、备忘录、报道、说明书、通知、会议日程等等。就商务英语函电的内容而言，它涉及到对外贸易实务的各个环节，主要包括：建立贸易关系；询价及回复；报价、推销信。报盘及还盘；订单、接受和回绝；售货确认书及购货合同；支付；包装；装运与保险；申诉索赔和理陪；资信调查；促销；代理和商业合同等等。商务英语函电主要应用于外贸公司之间和公司与个人之间。它们主要涉及到商业事务并且本质上信息的传递是以商务为目的，外贸商务英语函电是商务活动取得成功的关键。它们在公司与外界联系中扮演着重要的角色。

本文从其语言特点、词汇特征和句法特征入手，分析商务英语函电的文本特征。

篇二：商务英语毕业论文

On the Differences and Influences of

Chinese and Western Business Table

Manners

（初稿）

提纲（目录）

一前言

-------------------------------------------------------------1 二学习中西方餐桌礼仪差异的重要性--------------------- 2

三典型的中西方餐桌礼仪------------------------------------

1 典型中国餐桌礼仪

2 典型西方餐桌礼仪

四中西方餐桌礼仪的典型差异及主要原因分析---------1 待客方式

2 座次安排

3餐具

五商务餐桌礼仪在商务活动中的影响 --------------------

1 谈判氛围轻松

2 提高谈判成功率同时加深友谊

3有利于将来的发展

六结语

-------------------------------------------------------------- 七致谢

--------------------------------------------------------------

3 3 6 7 8

Contents

Ⅰ

Introduction---------------------------------------------------------1

Ⅱ. The importance of learning about the differences of Chine se and Western table manners--------------------------------------------2 Ⅲ. Typical table manners of China and we stern countries----3

1. Chinese Table Manners

2. Western table manners

Ⅳ. The reasons for major differences of table manne rs in China and

Western

countries---------------------------------------------------3

1. The ways of hospitality

2. Seating arrangements

3. The tableware

Ⅴ. The influences on business activities-------------------------6

1. Helpful to create relaxed atmosphere

2. Helpful to guarantee the success of business activities and deepen the

friendship

3. Beneficial for the future development

Ⅵ. The

end-------------------------------------------------------------7 Ⅶ.

Thanks--------------------------------------------------------------8 On the Differences and Influences of Chinese and Western Business Table Manners

浅谈中西商务餐桌礼仪文化差异及影响

摘要：随着中西交往不断深入与发展，餐桌礼仪逐渐成为交往的重要影响因素。商务餐桌礼仪能够反映一个人的行为素养，尤其对于国际间的商务餐会，保持良好的商务餐桌礼仪能够给对方留下更好的印象，从而提升协议达成的可能性。本文通过列举中国餐桌礼仪与西方餐桌礼仪一些典型案例，分析中西餐桌礼仪主要差异，进一步探讨了差异所产生的原因，指出商务餐桌礼仪在商务活动中的重要影响。

关键词：商务餐桌礼仪差异商务活动影响

Abstract: With the development of international trade, the different table manners in different countries play a very important role on

communications. Business table manners can reflect a person s behavior literacy. It’s very important to maintain good business etiquette to leave a better impression, so as to enhance the possibility of signing an agreement, especially for the international business dinner. This article discusses about the relationship between table manners and business activities expose the major differences and reasons for these differences. And it analyses the influences of the table manners on the business activities.

Key words: Business table mannersdifferencescommercial activityinfluences

1. Introduction

Along with the increase of the exchanges between China and foreign countries, to learn about the differences and reasons of table manners is very important for the businessmen. Because table manners can reflect your personal quality to a large

degree. The ancient word says that bread is the staff of life. But today, eating is no longer serves to solve the problems of hunger. In the face of a wide variety of dishes and national flavor, diet has become a kind of fashion and the pursuit of the high quality life. More and more people gather in the table talking and laughing. Therefore, graceful table behaviors bring not only others’ praise, but also a key to the door of success.

China is a country of manners with a long history; western countries have also formed unique table manners. Because table manners reflect the national culture, to understand these table manners and be able to behave decently and naturally are helpful to communications, which at the same time also improve the possibility of being successful in business activities. Therefore, in the process of globalization, it is very

important to study the differences of table manners between China and western countries.

2. The importance of learning about the differences of Chinese and Western table manners

Since the reform and opening up in China, it has promoted the growth of the national economy. And with the development of the Chinese economy, Chinese and Western economic exchanges also contribute to the cultural communication. Business table manners occupies a very important position and is also become indispensable for the business activities. To learn about these differences has been decisive to promote the communications and businesses.

Dinning is not only physical needs nowadays, but also one of the most important social experiences. Therefore, to master some necessary knowledge and skills of business table manners has been a particularly important thing. So businessmen are supposed to master some basic etiquette knowledge no matter they are the hosts or guests, in order to avoid some unpleasant things and promote business cooperation and future development.

篇三：商务英语专业毕业论文范文

Abstract

With the establishment of student-centered teaching concept, independent learning has been a hot topic in the field of educational psychology research at home and abroad. However in China, owing to the impact of traditional teaching pattern, teacher neglect learners’ status as the main role in language learning. In modern English teaching concept, students’ independent learning competence is the key to improving English level. education. The investigation shows that the students’ independent learning ability is at medium level. In detail, most of students’

instrumental motivation is stronger than integrative motivation; they hold positive learning belief but seldom know the teacher’s aims and requirements; they have clear learning goals and plans but seldom carry them out; In addition, they lack knowledge of learning strategies, self-monitoring and self-assessment, and they make little use of learning resources. The author tries to analyze the possible reasons and proposes some appropriate suggestions to promote learners’ autonomy.

Key words: English major freshmen; Independent learning; Improve English Level.

摘要

随着以学生为中心的教学观的确立,自主学习成为国内外教育心理学研究的热点。然而，由于受到传统教学模式的影响，忽视了学习者作为学习主体的地位的现象。在现代英语教育教学理念中，英语专业学生的自主学习能力是提高自身英语总体水平的关键。通过调查发现英语专业新生的自主学习能力处于中等水平，大多数新生学习英语的外部动机强于内在动机；学习观念积极，但是对教师的教学目的与要求不是很了解；新生有明确的学习目标和计划，但是很少付出实际行动；学习策略匮乏，自我监控和评估的能力不足，不能充分利用学习资源。针对以上情况，分析其原因并给出建议以提高学习者的自主学习能力。。。。

关键词：英语专业新生；自主学习；提高英语水平

Chapter One: Introduction

1.1 The structure of the thesis

This paper is composed of six chapters. Chapter one is an introduction to the situation of independent learning, its necessity and significance. Chapter two is the literature review related to independent learning, including some concepts and previous studies at home and abroad. Chapter

three concentrates on the concerning factors on independent learning. Chapter four is the survey design, which describes the subjects and questions of the survey. Chapter five reports the result of survey and analyzes the data. Based on the results of survey, factors affecting independent learning and reasons are discussed in detail. Chapter six is the conclusion, which discusses the implication of survey, with hopes to promote independent competence, then some suggestions on teachers’ roles, learners’ roles and teaching environment are put forward.

1.2 Need for independent learning

In recent years, with the development of domestic and international economic, the demands for foreign talents increase gradually in China. Second language learning has been a heated point for educators at home and abroad. Since 1980s, Holec put forward the concept of independent learning, which has been a popular discussion in the West. Compared with the traditional teaching —teacher-centered teaching, which teachers pay more attention to how they teach rather than how students learn, the contemporary English teaching lays emphasis on the main role of learners. In China, most of teachers adopt traditional teaching methods in foreign language teaching, they devote too much time and attention to how to teach more than how to learn, unilaterally emphasize teachers’ role of “input” and stress uniqueness and standards, the role of learners as learning subjects has been overlooked. Educators advocate a new English teaching pattern: student-centered teaching. With this new teaching model, developing students’ independent learning ability is a primary task for teachers and educators. Furthermore, independent learning is also vital for second language learners in the future. At present, in China, Owing to big size of class, a teacher can not instruct every single student at any time. In addition, one foreign language learner’s ability differs from

others, so learners should spend more time on independent learning to achieve their goals. Especially for freshmen, they should adjust themselves to the college English teaching, which advocates

student-centered teaching pattern. Once they foster a sense of independent learning and take action, they will get great progress in English learning.

Chapter Two: Literature Review

2.1 The concept of independent learning

Over the last few decades, autonomy has been a heated topic for language learning in the western countries. The concept of “independ ent learning” stemmed from debates about the development of lif e-long learning skills and the development of independent thinkers, both of which originated in 1960s (Gardner Miller, 2021:6). It is

difficult to define concepts of autonomy, because different writers have defined the concepts in different ways. Various terms are used by many scholars such as “learner autonomy”, “self-instruction”, “self-direction”, “self-access”, etc. It was Holec (1981:3) who first brought forward the definition of independent learning in 1981, he defines autonomy as “the ability to take charge of one’s own learning”. According to Gardner and Miller (2021:6), there are some definitions of autonomy. Dickinson (1987:11) accepts the definition of autonomy as “a situation in which the learner is totally responsible for all of the decisions concerned with his or her learning and the implementation of those decisi ons”. In terms of different schools of thoughts, there are three major schools. Little (1990:7) considers learner autonomy as “essentially a matter of the learner’s psychological relation to the process and content of learning”. Kenny (1993:436) states that autonomy is not only the freedom to learn but also “the opportunity to become a p erson”. Both of them see autonomy as a personal characteristic. As the

representative of political framework, Benson(1997:29) defines learner auton omy is “a recognition of the rights of learners within educational systems”. As for one school of thou ghts viewing autonomy as an educational practice, Bound (1988:17) suggests that autonomy is “an approach to educational practice”.

The above definitions deal with the concept of learner autonomy in past years. Later years, more and more discussion and additional details are carried out by a great numbers of scholars in western countries. These results offer perfect theory framework and instruction for researchers in language teaching.

The research on independent learning in China began in the early 1990s. The researchers combine western scholars’ achievement and the situation in China and then define independent learning in different ways. Pang Weiguo (庞维国，2021:79) describes the independent learning from two angles:

1). The first is discussed from dimensionality: if learners can make choice and control themselves consciously, the process of learning can be regarded as independent learning. To be specific, if learners’motivation is self-driven, the content of learning is self-selected, learning strategies are self-regulation and the learning time is planed and managed by learners, they can create the condition of learning and evaluate the results. Then we can say that the learning is independent.

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