翻译成中文,不要用翻译软件AbstractFacing that the students were afraid of

翻译成中文,不要用翻译软件
Abstract
Facing that the students were afraid of speaking English, we conducted a business English mock companies program to encourage students to communicate in English within a business environment. After fully preparation, students found they could speak English fluently to motivate their interest of English. This article is a report stating the aim, method, result and conclusion of this program. Besides, a foreign instructor gives her opinion of the mock program.
Key words
mock companies program; co-operative achievement; introspection and self reports; motivate; "performance avoidance"
Aim
The aim of this project is to encourage students to communicate in English within a business environment. This requires the students to not only use the words that they have been taught within their business English curriculum but to also identify words, sentences and phrases that are becoming valuable in the practical business environment.
The students are required to work in a team, operating within set roles and boundaries. Imagination, creativity, and originality are nurtured within this environment.
Alternately, the project is a valuable resource for measuring the levels of motivation, achievement orientation and increasing co-operative achievement among the students.
Method
Students form a number of small groups for the purpose of operating a mock business. The students then work as a team to meet deadlines and challenges similar to that found in the business environment.
Case studies are utilized and analyzed within the team while serving a duel purpose:
1.To encourage the students to openly discuss their ideas and opinions with others.
2.To highlight some of the cultural differences and barriers between Western and Chinese business practices.
Introspection and self reports are necessary as well as observation of others input and responsibilities. Communication is of paramount importance, with emphasis placed on delegation and self-motivation.
At the end of the program the students are graded as a group and given constructive criticism regarding the two parts of their project.
Students are then invited to write an anonymous letter outlining their personal thoughts, feelings and assessment of the project and their own progress. Students are taught the skills regarding self-analysis needed to complete the task.
Results