Using task-based approach in business English courses for English-majors at a Chinese university

Using two-stage surveys, this study investigates 145 China’s English major students’ business communication learning needs, the effectiveness of task-based approach, and how teachers improve approach in courses. The results showed that students had greater needs output skills speaking, translation interpreting than other skills. They expressed specific developing reading, writing, speaking listening skills, using resources, cases, knowledge, language knowledge simulation tasks. Based on learner a teaching was designed implemented. Most participants considered as effective. most important outcomes they reported were relevant to improvements motivation, strategies, confidence, cooperation knowledge. Learner autonomy greatest improved competence. largest gains corporate information. To suggested integrating framework, more instructions Business Certificate (BEC) exam preparation, practice simulation, oral communication, multimedia resources pedagogical innovation. For post-course practice, professional lectures, internship, BEC preparation.