An Empirical Study on Business English Curriculum Design Based on SIOP Model

doi:10.12002/j.bisu.076

Abstract

Abstract: Based on SIOP (The Sheltered Instruction Observation Protocol) Model instruction theory from the United States of America, this study harnesses its instruction features in combining language contents with subject knowledge, and applies it to the curriculum design of Business English, a course for non-English-major college students, in order to explore a new teaching mode for the course. SIOP Model is theoretically supported by Stephen D. Krashen’s Hypothesis of Comprehensible Input and Lev Vygotsky’s Socio-cultural Theory, featuring non-threatening environment, comprehensible input and comprehensive assessment. The researchers have conducted a balanced hierarchy experiment on 60 business English learners from experimental class and control class respectively with different teaching methods (the SIOP instruction mode and the usual instruction mode). They tested and surveyed the two classes at the beginning of the term and end of the term to collect raw data. After horizontal and vertical comparative study of the data in quantitative analysis, and the study of the recording and the manuscript of group interview in experimental class in qualitative analysis, a conclusion is reached that Business English course design and classroom application based on SIOP Model helps students to lower their English classroom anxiety, to improve their English language skills, as well as their business subject knowledge. Therefore, business English curriculum design and classroom application based on SIOP model is proved to be a new successful attempt for the current curriculum design of ESP English, and provides a fresh line of thinking for the expansion and development of foreign language teaching reform.

Keywords: SIOP Model; curriculum design; Business English; ESP; teaching mode

摘要： 本研究采用美国SIOP（庇护式教学观察协议）教学理念，利用其将内容与学科知识相融合的教学模式特点进行教学设计，以探索非英语专业大学生商务英语教学的新模式。SIOP教学模式以可理解性假说和社会文化理论为依托，以低威胁性环境、可理解性输入、综合性评价为特征。研究者对实验班及对照班60名商务英语学习者进行对比教学并采用平衡分层实验设计，于学期初和学期终分别对两个班级进行调查问卷、学业成绩前测与后测，通过对测试结果进行横向及纵向对比定量分析，以及对实验班小组访谈定性分析后，得出研究结论：基于SIOP模式的商务英语课程设计和教学实践有助于降低学习者焦虑，提高其英语技能及学科知识掌握程度，是现阶段专门用途英语课程设计的一种新尝试。

关键词: SIOP模式, 课程设计, 商务英语, 专门用途英语, 教学模式

CLC Number:

H319.3

XIA Lu. An Empirical Study on Business English Curriculum Design Based on SIOP Model[J]. Journal of Beijing International Studies University, 2017, 39(3): 105-116.

夏　璐. 基于SIOP模式的商务英语课程设计实证研究[J]. 北京第二外国语学院学报, 2017, 39(3): 105-116.

References

［1］Bartolome L I. Beyond the methods fetish： toward a humanizing pedagogy ［J］. Harvard Educational Review，1994，64（2）：173~194.
［2］Echevarria J， Short D & Powers K. School reform and standards-based education： an instructional model for English language learners ［J］. Journal of Educational Research，2006，99（4）：195~211.
［3］Echevarria J， Richards-Tutor C， Chinn V & Ratleff P. Did they get it? The role of fidelity in teaching English learners ［J］. Journal of Adolescent and Adult Literacy，2011，54（6）：425~434.
［4］Gardner H. Multiple Intelligences： The Theory in Practice ［M］. New York：Basic Books，1993.
［5］Guarino A J，Echevarria J， Short D， Schick J E， Forbes S & Rueda R. The sheltered instruction obeservation protocol ［J］. Journal of Research in Education，2001，11（1）：138~140.
［6］Horwitz E K，Horwitz M B＆ Cope J． Foreign language classroom anxiety［J］． The Modern Language Journal，1986（2）：125~132．
［7］Krashen S. The Input Hypothesis： Issues and Implications ［M］. Torrance CA：Laredo Publishing Company，Inc.，1985.
［8］Short D，Fidelman C & Louguit M. Developing academic language in English language learners through sheltered instruction ［J］. TESOL Quarterly，2012，46（2）：333~360.
［9］Vygostsky L. Mind and Society： The Development of Higher Psychological Processes ［M］. Cole M，John-Steiner V， Scribner S & Souberman E（Eds.）. Cambridge，MA：Harvard University Press，1978.
［10］李高阳. 可理解性语言输入及庇护教学法在第二语言阅读课堂中的应用研究［D］. 大连：辽宁师范大学外国语学院，2010：1~40.
［11］汪洁，王蓓蕾. 基于需求分析的课程设计对降低非英语专业大学生外语焦虑的作用研究——一项基于大学英语演讲课的实证研究［J］. 外国语文，2014（6）：157~162.
［12］吴厦厦. 美国SIOP模式与中国外语专业大学生批判性思维能力发展研究［J］. 外语教学，2015（7）：60~63.

[1]	Wu Heping, Li Le. Twenty-Five Years of Research on Foreign L2 Formulaic Language: Hotspots and Trends — Knowledge Map Analysis Based on WoS-Indexed Journals [J]. Journal of Beijing International Studies University, 2023, 45(5): 67-81.
[2]	Qiu Dejun, Chen Qianrui. Research on Discourse Functions and Related Grammatical Expressions: A Historical Review [J]. Journal of Beijing International Studies University, 2021, 43(1): 80-95.
[3]	Shen Tian. Survey of Domestic Focus and Trends in Business English Research （2001-2018）in the Perspective of Co-word Visualization [J]. Journal of Beijing International Studies University, 2020, 42(3): 85-98.
[4]	Feng Quangong, Xu Jun. About the Commitment and Responsibility of Scholars in the Humanities:An Interview with Professor Xu Jun [J]. Journal of Beijing International Studies University, 2020, 42(2): 3-13.
[5]	Chen Bihao. Desire, Surplus-enjoyment and Dreams: A Psychoanalytic Reading of Macbeth [J]. Journal of Beijing International Studies University, 2020, 42(2): 76-90.
[6]	Shijian Xie,Xiaoying Huang. On Translation Strategies of Hendiadys in Shakespeare’s Plays from Conceptual Blending Theory [J]. Journal of Beijing International Studies University, 2019, 41(6): 83-94.
[7]	Jigang CAI. On the Revision of The College English Teaching Guide in the New Era and Its Theoretical Basis [J]. Journal of Beijing International Studies University, 2019, 41(3): 3-16.
[8]	Lifei WANG,Bin AI. Forty Years of Reform and Opening-up: Revisiting and Rethinking the Historical Development of Business English Education [J]. Journal of Beijing International Studies University, 2019, 41(1): 3-19.
[9]	Xia JIANG,Xuemei WANG. On Constructing Quality Assurance System for Business English Program in China Based on a Case Study of Stanford University [J]. Journal of Beijing International Studies University, 2018, 40(5): 123-134.
[10]	Guoyue ZHAO. A Response to Several Questions about Translator Behavior Criticism [J]. Journal of Beijing International Studies University, 2018, 40(4): 13-23.
[11]	Xiangchi MEN,Yang LI. An Exploration into Cultivating Scientific Translation Talents via Language Service Industry: Taking Liaoning’s Reform of the Supply Front as A Case Study [J]. Journal of Beijing International Studies University, 2018, 40(3): 58-68.
[12]	DIAO Hong. An Overview of China’s Translation Technology Studies [J]. Journal of Beijing International Studies University, 2017, 39(6): 69-81.
[13]	LI Weimin. Gu Shouchang and Shakespeare Studies [J]. Journal of Beijing International Studies University, 2017, 39(6): 101-109.
[14]	ZHANG Xiang. Bidirectional Artifact Analysis in Applied Research of Critical Incidents for Interactions in Thematic English Reading Teaching Model [J]. Journal of Beijing International Studies University, 2016, 38(4): 114-126.
[15]	Liu Yueming / Lu Renshun. The Interpretation of the New Framework for College English Teaching in China [J]. Journal of Beijing International Studies University, 2015, 37(2): 79-.