ABSTRACT
In terms of instruction, they found that the translation exercises and case studies are much stressed. Ying Li (1996) generally introduced its teaching methods such as group discussion, case study, role-play, oral presentation, and so on. Furthermore, Xiumei Fu in 2007 explored the in-class teaching methods of business communication course from the communicative approach, simulation approach, collaboration approach and heuristic approach under the teaching philosophy by integrating English language communication ability, expertise of international business and cross cultural difference. To be more specifically, Yourong Guo (2010) analyzed the implication of interactive teaching method in business communication course by illustrating four specific ways of instruction and emphasizes the significance of teacher’s role as organizer and guider. In Addition, the experiential teaching method is discussed by Juxiang Zhang (2010) from three approaches as simulation, role-play and transposition with the suggestion of its proportion in the overall teaching procedure. Similarly, Fengjuan Ji (2013) examined the implication of such teaching methods as case analysis, cosplay, task driving and interaction and group teaching in business communication. It can be seen from the previous studies on the teaching methods of business communication that most Chinese researchers limit their studies within the discussion of instruction ways, but not combine them with the development of new communication channels or the needs of learners in their workplace.
