1000字的英語(yǔ)專(zhuān)業(yè)畢業(yè)論文范文
1000字的英語(yǔ)專(zhuān)業(yè)畢業(yè)論文范文
寫(xiě)英語(yǔ)論文時(shí)，有些同學(xué)覺(jué)得1000字的英語(yǔ)論文難寫(xiě)，可能是因?yàn)闆](méi)有思路。所以小編為大家?guī)?lái)了范文。下面是學(xué)習(xí)啦小編為大家精心挑選的論文，希望能幫到大家!
1000字的英語(yǔ)論文范文篇一
Discuss the Gricean account of the semantics and pragmatics of
conjunctive utterances
Introduction
Semantics studies the meaning and it is concerned with the literal meaning of words and sentences. Semantics focuses on the relationship between signifiers, such as words, phrases, symbols and signs, and what they stand for. While the transmission of meaning doesn’t only depend on the linguistic knowledge (e.g. lexicon, grammar etc.) of the listener and speaker but also depend on the context of the utterance, the inferred intent of the speaker, knowledge about the status of those involved, and so on. (Shaozhong, Liu, 2009) Pragmatics is the study of the contributions of context to meaning, and it encompasses conversational implicature, speech act theory, talk in interaction and other approaches to language behavior in sociology, philosophy, and linguistics. (Mey, Jacob L, 1993)
The semantics and pragmatics of conjunctive utterances
Generally many semantic theories (Russell 1905, Frege 1892, Davidson 1967, Kaplan 1977/89, Segal and Larson 1995) concern truth conditions (Carston, 1999). Grice’s (1967) influential concepts showed in addition to what a speaker says, that is both largely conventional and the content on the basis of which her utterance will be judged true or false, and a speaker may also convey implicatures which don’t affect the truth-value of what she says; so these conversational implicatures are calculated by assuming speakers are being cooperative and adhering to the certain expected standards of informativeness, truthfulness, relevance, and manner of expression (Grice, 1975). That suggests a natural way of drawing the semantics-pragmatics distinction that is semantics will correspond to the truth-conditional content of the
utterance, and the pragmatics to the conveyed meaning which falls outside the truth-conditional content.
So semantic content could be equated with Grice’s what is said, and it has two features. Firstly it is the truth-conditional content of the utterance, and secondly it is determined almost entirely by the encoded, conventional meaning of the linguistic expressions used. And as Grice acknowledged, the truth-conditional content isn’t completely free of contextual input, and in some brief comments on the utterance of “He is in the grip of a vice”, one says, “for a full identification of what the speaker has said, one will need to know (a) the time of utterance, (b) the identity of x, and (c) the meaning, on the particular occasion of utterance, of the phrase in the grip of a vice” (1975/89: 25). But he seemed not to see these processes of reference assignment and disambiguation as requiring appeal to the conversational maxims; instead, the concept seems to be that they are resolved more automatically, and the requisite values being something like objective features of the utterance’s context (Carston, 2002).
A particular division of labor between semantics and pragmatics of Grice (1967) has prevailed in the account of what is communicated by utterances of and-conjunctions. For instance:
a. It’s autumn in New Zealand it is spring in England and.
b. He handed her the scalpel and she made the incision.
c. We spent the day in town and I went to Harrods.
d. She fed him poisoned stew and he died.
e. I left the door open and the cat got in.
“And” is taken to be pretty well semantically empty and it’s taken to be the natural language equivalent of the truth-functional logical conjunction operator. The pragmatics focuses on variety of cause-consequence, temporal and other sorts of relationships understood to hold between the states of affairs which are described, some of that come through in the asymmetrical examples in (1b)-(1e). For example, we all understand the making of the scalpel and the interval of a few seconds to have intervened; and a quite different temporal relation is understood to hold between the states of affairs which are described in (1c), and the event of going to Harrods interpreted as contained within the period of time that is spent in town. The different sorts of consequence relationships are understood in (1d) and (1e): and the feeding of poisoned stew is the sufficient cause for death the leaving open of the door is just one of the range of factors contributing to the cat’s getting in.
These relationships are taken to be derived inferentially via the interaction of the decoded-semantic content with the general knowledge assumptions about the way things connect up and relate in the world, the interaction constrained by some general criterion and criteria of rational communicative behavior.
An interpretation has the two properties as following:
An utterance, on a given interpretation, is optimally relevant:
(a) it achieves enough effects to be worth the hearer’s attention;
(b) it puts the hearer to no gratuitous effort in achieving those effects.
(Wilson and Sperber, forthcoming) Once the listener has accessed an interpretation consistent with the expectation he looks no further but takes this to be the interpretation the speaker intended. The utterance, on a given interpretation is consistent with the presumption of optimal relevance if the speaker can rationally have expected it to be optimally relevant to the
listener on that interpretation. The implications of the definition are fully discussed elsewhere.
As with any utterance there is a range of possible interpretations of (1d) that are compatible with the linguistically encoded, semantic and content. Two of the logical possibilities for (1d) are as following:
a. She fed him poisoned stew and as a result he died shortly after.
b. She fed him poisoned stew and he died years later in a car crash.
Though these are both possible and consistent, the first sentence is absolutely more likely to be recovered by the listener, and to have been intended by the speaker, than the second sentence. That’s because everyone knows that poison can cause the death and that one who knowingly feeds someone poison is most likely doing that with the intention of killing the person. And the relevance-theoretic pragmatic account captures the intuitions without seting up any special principles telling listeners to interpret in accordance with their standard stereotypic assumptions.
Conclusion
The current state of the debate relating the interface between semantics and pragmatics is the upshot of the revolutionary period in the research of meaning known as radical pragmatics and aided by the views of ordinary language philosophers. The two relatively separate disciplines, the formal research of sentence meaning and the relatively informal research of the properties of speech acts became more and more intertwined as a result of the adoption of the semantic underdetermination and the admittance of the pragmatic inference about the speaker’s intentions, as well as other contextbound informations, into the semantic content. That facilitated the shift of the centre of attention from the sentence to the utterance. But the direction of change hasn’t been steady throughout the past three decades. Attempts keep semantics and pragmatics apart either through denying that semantics has to provide the propositions and hence truth-conditional content, or through keeping the objectives of the semantics and pragmatics apart and stressing the theoretical utility of the sentence’s truth conditions, just like minimalists of the syncretic flavour do. And the dominant orientations are however various forms of contextualism. The state of affairs is undoubtedly aided by the overall desideratum to stay faithful to the speakers’ intuitions about meaning and to the view that the aim of the semantic theory is to cater for these intuitions. Whether contextualism will retain its power, succumb to the minimalism, or evolve into the radical form of occasion-meaning of the meaning eliminativism remains to be seen.
References
Carston, R. 1999. The semantic-pragmatics distinction: A view from relevance theory. In The Semantics/Pragmatics Interface from Different Points of View (CRiSPI 1), ed. K. Turner, 85-125. Oxford: Elsevier.
Davidson, D. 1967. Truth and meaning. Synthese 17: 304-323. von Fintel, K. and Gillies, A. 2011. Might made right. In Epistemic Modality, eds. A. Egan and B. Weatherson, 108-130. Oxford: Oxford University Press.
Frege, G. 1892. Über Sinn und Bedeutung. Zeitschrift für Philosophie und Philosophische Kritik 100: 25-50.
Grice, H. P. 1975/1989. Logic and conversation. In Syntax and Semantics 3: Speech Acts, eds. P. Cole and J. Morgan, 41-58. New York: Academic Press; reprinted in Grice, H. P. 1989, 22-40.
Grice, H. P. 1989. Studies in the Way of Words. Cambridge, MA: Harvard University Press.
Kaplan, D. 1977/89. Demonstratives. In Themes from Kaplan, eds. J. Almog, J. Perry and H. Wettstein, 481-563. Oxford: Oxford University Press.
Larson, R. and Segal, G. 1995. Knowledge of Meaning: An Introduction to Semantic Theory. Cambridge, MA: MIT Press.
Mey, Jacob L. (1993) Pragmatics: An Introduction. Oxford: Blackwell (2nd ed. 2001). Shaozhong, Liu. (2009) “What is pragmatics?” http://www.gxnu.edu.cn
1000字的英語(yǔ)論文范文篇二
Abstract (in English)…………………………………………………………………..1
Abstract (in Chinese) ………………………………………………………………….1
Ⅰ Introduction………………………………………………………………………...1
1.1Multi-Media With Erroneous Zones………………………………………………1
1.1.1 Erroneous Zone 1……………………………………………………………2
1.1.2 Erroneous Zone 2……………………………………………………………2
1.1.3 Erroneous Zone 3……………………………………………………………2
1.1.4 Erroneous Zone 4……………………………………………………………3 ⅡCountermeasures………………………………………………………………….3
2.1 Unsuitable Operation ……………………………………………………………4
2.2 Over stimulation In Courseware…………………………………………………4
2.3 Vague Content with Automatical Transformation…………………………………5
2.4 Neglect Of Teachers’ Function……………………………………………………5
?、驝onclusion…………………………………………………………………………..6
3.1 Prospect in English Teaching……………………………………………………...6
3.2 Personal Opinions of Further Research……………………………………………6
BIBLIOGRAPHY…………………………………………………………………….7
Discussion on the Application of Multi-media
In English Teaching
(字體：Times New
Abstract: With the rapid development of computer and popularization of the network, the present teaching pattern that still uses traditional teaching method “one chalk, one blackboard” seems to be unable to meet the requirements in the present society any longer, and English teaching is no exception. The introduction of the multi-media teaching method to the English class has been one of the tendencies to the development of English teaching. But the misuse of the modern tools will surely result in the bad effect to English teaching. So English teachers should take an active part in the research of how to use the multi-media teaching method in English teaching and try to avoid its misuses.
Key words: multi-media; English teaching; overcome
(英文摘要和關(guān)鍵詞都是兩邊對(duì)齊;5號(hào)字;行距：?jiǎn)伪? 字體：Times New Roman;
“Abstract” 和 “Key words” 兩個(gè)詞或詞組要加粗)
(關(guān)鍵詞之間用分號(hào)隔開(kāi);詞與詞之間相隔一個(gè)英文字符)
(空一行)
摘要：隨著電腦和網(wǎng)絡(luò)的迅速發(fā)展，那種“一盒粉筆，一塊黑板”的傳統(tǒng)教學(xué)模式的應(yīng)用已遠(yuǎn)遠(yuǎn)不能滿(mǎn)足現(xiàn)代社會(huì)對(duì)教學(xué)的需要。英語(yǔ)教學(xué)也不例外。怎樣將多媒體運(yùn)用于英語(yǔ)教學(xué)已成為教育趨勢(shì)，但是一旦錯(cuò)誤使用多媒體英語(yǔ)教學(xué)，將導(dǎo)致教學(xué)障礙從而給英語(yǔ)教學(xué)帶來(lái)負(fù)面效果。英語(yǔ)教學(xué)者應(yīng)當(dāng)積極從事研究與克服多媒體英語(yǔ)教學(xué)的弊端。(300字以?xún)?nèi)) 關(guān)鍵詞：多媒體;英語(yǔ)教學(xué);克服
(英文摘要和關(guān)鍵詞都是兩邊對(duì)齊;5號(hào)字;行距：?jiǎn)伪? 字體：楷體;“摘要”和“關(guān)鍵
詞”兩個(gè)詞或詞組要加粗)
(關(guān)鍵詞之間用分號(hào)隔開(kāi)) Roman;小3號(hào)字;居中;加粗)
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І Introduction (一級(jí)標(biāo)題4號(hào)字;字體：Times New Roman;加粗) (以下正文均為：小4號(hào)字;字體：Times New Roman;行距：1.5倍)
The application of multi-media in English teaching has broken the traditional
teaching pattern “one chalk, one blackboard”. It processes the words, images, voice and animation and other information by the computer and forms an all-around teaching system. It is not only a good medicine to the Chinese student with their mute English but also benefit to the improvement of students’ language ability and students’ subjective initiative shall be fully developed. It can improve teaching efficiency and teaching quality effectively.
1.1 Erroneous Zones in the Use of Multi-Media
(二級(jí)標(biāo)題小4號(hào);字體：Times New Roman;加粗)
Multi-media teaching is a brand news teaching model and poses a new challenge to teachers. If it is used improperly or used with erroneous zones in rational knowledge, it can bring much bad effect to the teaching.
1.1.1 The use of the multi-media as the leading teaching methods (與二級(jí)標(biāo)題相同;加粗)
There are many outstanding strong points in multi-media teaching comparing with the traditional teaching. But it is not valid everywhere. It has both advantages and disadvantages. Some teachers cannot see the advantages and disadvantages of the multi-media in their teaching and cannot exploit to the fully the multi-media’s favorable conditions and avoid unfavorable ones. They cannot use the multi-media and ignore the function of teacher. The multi-media teaching programs of theirs are only the accumulation of letters, images, and the contents of books, just like a refurbished version of the book. There is no innovation in their class. They just show the multi-media teaching program in their English class and teacher just like a projectionist. Teacher become the slave of the multi-media and cannot be as the leading teaching main subject.
1.1.2 The change of the “Teacher Teaching” into “Machine Teaching” and the ignorance of the main teaching status of students
The multi-media teaching encourages students to combine speaking and practice and to strengthen the memory. But some teachers consider that advanced teaching methods must bring the advanced teaching ideas. Some teachers use the
multi-media as the teaching tools. Teacher still acts as the center of the teaching and students are still the passive accepter. Force-feed type educates still give full play to their remarkable skill (Bernard, 1995;210). (夾注方法：1. 寫(xiě)出作者的姓名(英語(yǔ)學(xué)者用last name，中國(guó)學(xué)者用其姓名的全稱(chēng))加逗號(hào);2. 作品出版時(shí)間加分號(hào);
3. 參考作品的頁(yè)碼) (夾注內(nèi)容應(yīng)放在應(yīng)放在標(biāo)點(diǎn)符號(hào)之前)
1.1.3 The replacement of the Student-to-Teacher with Student-to-Machine.
There is a very friendly interface in the multi-media teaching program. Students can choose different study content according to their own practical study standard and their own interests. But this does not mean that teacher can give up. Teaching is a mutual activity to both teacher and students. Teacher and students can communicate with each other by talk, information commutation and feedback to implement teaching plan and accomplish teaching target (Christopher, 1986: 46). If the multi-media is used blindly in teaching processing, only think a lot of student-to-machine talk and ignore the student-to-teacher communication, the relation between the student and teacher will become dim as time passes. Further more, the relation between the student and teacher will become dim as time passes. Further more, the multi-media will be cold reception by students. The enchantment of the class does not exist any more and the teaching effect is seriously influenced. How we can make the best use of the multi-media teaching program and how to improve our teaching effect is left to every teacher.
1.1.4 The misunderstanding of multi-media method
Some teachers pursue the newest high technology and braveness simply, make the teaching program to the achievement exhibition of the multi-media teaching and cannot use the multi-media to put the axe in the helve that cannot be solved in the traditional teaching. They do not look the multi-media as the assistant teaching tool. They make the multi-media teaching program very beautiful and flaming, but this just detracts students’ attention and bothers students’ observation. We must know that the multi-media assistant teaching is not only the art, but also the science. As the assistant English teaching software, solving the problems met in English teaching should be the
primary. We should look the actual effect of the software, not emphasis on the eyewash.
?、?Countermeasures (一級(jí)標(biāo)題4號(hào)字;字體：Times New Roman;加粗)
The countermeasures are the measures and the remedies which the educators can take measures to correct the misunderstandings or misusing of multi-media English teaching.
2.1 (二級(jí)標(biāo)題小4號(hào);字體：Times New Roman;加粗)
Take the man as the primary and adopt the advantages of the multi-media. When we make the multi-media teaching program, we must know that it is only and can be only the assistant teaching tool for our teaching. Students and teacher should be always the primary. Teacher is the leading and students are the principal part. With the interposition of multi-media, teacher is less participated in the class and students are more active in the class. But this does not mean that teacher is not the leading any longer, Teacher is always the designer of the class, exponential of the study and the organizer of the class. The teaching art is improved. Teacher should pay more attention to giving students advices. Further more, teacher should set up his own teaching style in his multi-media teaching program to make his lessons more vivid and vigorous. Every teacher must not be controlled by the multi-media. The multi-media teaching program is not the repeat of the hook, not the relish of the lessons, it is the re-creation which can meet the requirement of teaching contents and students' practical cites by teacher.
2.2 Pay attention to actual effect and be intent on nothing but usefulness. Although computer has the function of multi-media and super-media, it can only be a media in teaching program. Some teachers take it as all-media. They cannot look the multi-media computer all round from the sides of media. They use computer to complete every thing they can do. The blackboard is only the ornament within their vision and computer becomes another book to students. As we all know, the function of the multi-media does not always work. We must think over when, where and how
the multi-media should be used in teaching. You are to be sure to keep in mind that multi-media cannot be misapplied anywhere. It should serve the teaching. The multi-media teaching program is bad or good should be reflected by its teaching
result. When we use multi-media, we must proceed from actual conditions and pay attention to actual effect. Teaching mistake will be made if you follow the fashion of applying multi-media everywhere. Once a teacher applied multi-media in his teaching for only five minutes but all the other teachers attend the lesson felt that was the most successful multi-media lesson they had ever attended. Thus it can be seen that the use of the multi-media is one not of quantity but of quality. Moreover, when we use multi-media as the teaching tool, we should also study intensively the teaching materials and have a definite object in view. None but in this way can the application of the multi-media in teaching make the finishing point.
2.3 Center on the teaching material and grasp the main point. To gain the teaching goal, the percept can be presented to students visually with the usage of multi-media and students are impressed by the voice, image or color to set aroused students' interests in studying, make them concentrate on the class more carefully, more steadily and more actively(Gary G Bitter, 1989: 229). But in many practical classes, some multi-media teaching program departures the teaching goal more or less because teacher ignores the careful research on the teaching goal and teaching material. As an example, some English multi-media teaching programs use a lot of phonotype, videotape, pictures, images, some editing and rearrangement of historical film or people dialogue to introduce the background of the text, which makes students understand the lesson more difficultly and can not learn knowledge better. We must know, sometimes, it is very necessary for us to use media to help us in teaching, but if we cannot use multi-media in a good time and use too much media information in our class, the teaching goal will be dim to students. It is necessary to adopt multi-media properly in teaching, but going too far is as bad as not going far enough. When the multi-media bring into play its roll, we must think over the best time and best method we use it so that we can help students solve problems. Remember that you mustn't a
presumptuous guest usurps the host's role.
2.4 Grasp the rhythm of the multi-media and seize the opportunity to use the multi-media. More knowledge is brought to the class because of the application of multi-media in teaching. If teacher cannot grasp the rhythm very well, teaching process will be quicker easily. Students cannot grasp the knowledge well. Time passing by, the study enthusiasm of students' may be reduced. So grasp the rhythm of the multi-media in English teaching is very important. Teacher should give students enough time to think over the teaching content. If heaps of knowledge were tipped to students and there is not enough time to digest, students will be busy reading and ignore the teaching of teacher's. You should remember that students are always the principal part in teaching (Retailer, 1980: 109). If there is not enough communication with eyes and mouths between teacher and students, students will lose the interest of study very easily. Much time is saved when we use multi-media to help our teaching, so teacher must try his best to enlighten, suggest, communicate and enliven the atmosphere of the class, which may encourage students to study and improve teaching efficiency.
?、?Conclusion (一級(jí)標(biāo)題4號(hào)字;字體：Times New Roman;加粗)
3.1 Prospect in English Teaching (二級(jí)標(biāo)題小4號(hào);字體：Times New Roman;加粗)
All in all, multi-media teaching is a great reform and development of the traditional teaching. Although the advantages of English teaching assisted with multi-media have been confirmed and advocated by both teacher and students, yet we cannot negate its negative side. Even in some parts of our country, certain middle schools want to win the competition of “High Quality Class” only by using multi-media technique. Why we apply the multi-media to the English teaching? Because our target of English teaching is to establish effective system of ETL.
3.2 Personal Opinions of Further Research(二級(jí)標(biāo)題小4號(hào);字體：Times New Roman;加粗)
Further more, we couldn’t simply regard this problem as the mutual
incorrectness between right or wrong. The key to the problem is continue transforming the attitude,the angle, the role, the method between traditional English teaching and the modern one. All teachers shall make joint efforts to take certain countermeasures to the various problems occurring during multi-media English teaching， in order to promote teaching reform, improve teaching quality, develop the language ability of students.
For this essay, the author would like to share the discussion and opinions with every English educators who always pay attention to the problem. More achievements will be succeeded by getting down to the real practice. Thank you for correcting my improperness in this essay and expressing your thought.
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BIBLIOGRAPHY (全部大寫(xiě);字體Times New Roman, 小4號(hào)字;加粗)
(以下字體小4號(hào);字體Times New Roman;行距：1.5倍)
Bernard, J. Poole. (1995). Education for an In formation Age. C. Brown
Communications, Inc.(換行的詞首右縮4個(gè)英文字符)
Christopher, N. Candlin. (1986). Computers in English Language Teaching and
Research. Longman Inc, New York.
Gary, G. Bitter. (1989). Microcomputers In Education Today. Mitchell publishing,
Inc.
Handler, Diced. (1983). Exploring English with Microcomputers. London:
Educational Technology
Leech, G. N. and Beale. (1984). Language Teaching. UCREL.
Robert, Taylor. (1980) The Computer In the School: Tutor, Tool, Tutee. Columbia
University Press.
何克抗. 信息技術(shù)與課程整合[J]. http://www.etc.edu.cn.：教育技術(shù)通訊，2003(2). 鄭夫揚(yáng). 恰當(dāng)應(yīng)用多媒體，提高課堂教學(xué)效率[J]，江蘇：教育與現(xiàn)代化，2001(3). (換行的詞首右縮2個(gè)中文字符)
DECLARATION
(以上字體Times New Roman, 小3號(hào);加粗)
(以下字體小4號(hào);字體Times New Roman;行距：1.5倍)
LiYang , the undersigned, hereby declare that this thesis does not contain any material which has been accepted for the award of any other higher degree or graduate diploma in any tertiary institution and that, to the best of my knowledge and belief, this thesis does not contain any material previously published or written by another person, except when due reference is made in the text of the thesis.
Signed:
Dated:
1000字的英語(yǔ)論文范文篇三
如果說(shuō)當(dāng)下選擇出一門(mén)世界語(yǔ)，走遍世界都皆可交流的話，那當(dāng)然是英語(yǔ)莫屬了，英語(yǔ)的交流涵蓋了世界組成因素的方方面面，經(jīng)濟(jì)、文化、政治、藝術(shù)等交流方式，而在國(guó)際貿(mào)易中的經(jīng)濟(jì)往來(lái)，需要接觸不同國(guó)籍、不同民族的人們、不同生活禮儀習(xí)慣的人等，相互交織在一起，使用商務(wù)英語(yǔ)可可大大加深合作深度和廣度，提升他們之間的交流黏度，使用商務(wù)英語(yǔ)此工具成為全球一體化后的國(guó)際貿(mào)易交流中不可或缺的重要手段，因此如何在當(dāng)下的國(guó)際貿(mào)易中拔得頭籌，贏得先機(jī)就必須了解其應(yīng)用規(guī)律和應(yīng)用方法，更好的融入國(guó)際貿(mào)易中，加深其了解，了解商務(wù)運(yùn)行的規(guī)律和卓越的商務(wù)英語(yǔ)能力都得兼得，如何應(yīng)用的巧妙，讓國(guó)際貿(mào)易更加順暢，才是本文要研究的主旨。
一、新時(shí)期下的商務(wù)英語(yǔ)
商務(wù)英語(yǔ)作為一門(mén)語(yǔ)言，頻繁出入于國(guó)際貿(mào)易場(chǎng)合，而作為商務(wù)英語(yǔ)就決定了服務(wù)范圍限定于商務(wù)范圍的服務(wù)性商務(wù)工具，是在國(guó)際商貿(mào)交流中產(chǎn)生的商務(wù)交流亦或是經(jīng)濟(jì)交流發(fā)生時(shí)多采用的輔助性的語(yǔ)言工具，精準(zhǔn)的表達(dá)雙方含義和意思，明確商務(wù)往來(lái)的范圍和合作項(xiàng)目的意圖的整齊劃一的功能性語(yǔ)言。不同于廣泛英語(yǔ)含義的是，在產(chǎn)生國(guó)際貿(mào)易交的時(shí)候多會(huì)產(chǎn)生貿(mào)易商務(wù)專(zhuān)有名詞和專(zhuān)有意義，而作為商務(wù)英語(yǔ)的掌握者還必須了解國(guó)際貿(mào)易中的具體細(xì)則和專(zhuān)業(yè)特殊性以及基礎(chǔ)商貿(mào)知識(shí)等。
但在當(dāng)下，專(zhuān)業(yè)程度日益加深的現(xiàn)在，職業(yè)細(xì)分化逐步嚴(yán)重，導(dǎo)致國(guó)際貿(mào)易中的交流和聯(lián)系日益繁復(fù)和復(fù)雜，僅僅依靠過(guò)去單一的傳統(tǒng)的商務(wù)英語(yǔ)已經(jīng)遠(yuǎn)遠(yuǎn)不能適應(yīng)當(dāng)下日益復(fù)雜和聯(lián)系加深的時(shí)代。交流比以往任何一個(gè)時(shí)期都更加頻繁和加深的國(guó)際貿(mào)易中不斷充實(shí)和加深每一名商務(wù)英語(yǔ)的學(xué)習(xí)者的英語(yǔ)程度迫在眉睫。由于現(xiàn)如今的國(guó)際關(guān)系復(fù)雜，由國(guó)際貿(mào)易中而產(chǎn)生的多方面的交流存在很大差距，尤其是制度、政治、文化、經(jīng)濟(jì)等習(xí)慣方式不盡相同，從而導(dǎo)致在國(guó)際貿(mào)易中互相雖然運(yùn)用商務(wù)英語(yǔ)，但在交流過(guò)程中、合同簽署以及商業(yè)談判中仍然會(huì)出現(xiàn)以思想的偏差乃至于誤解。因?yàn)楦鲊?guó)各民族各地區(qū)在理解商務(wù)英語(yǔ)的詞匯以及含義的時(shí)候會(huì)出現(xiàn)側(cè)重點(diǎn)不同的情況，進(jìn)而導(dǎo)致認(rèn)知不同，理解程度也不同。在當(dāng)下社會(huì)中商務(wù)英語(yǔ)的多元化較之先前已經(jīng)有很大的不同。
二、國(guó)際貿(mào)易中影響商務(wù)英語(yǔ)應(yīng)用的因素
正如上文所說(shuō)，由于世界的貿(mào)易復(fù)雜性遠(yuǎn)超以前，因此即使雙方都使用商務(wù)英語(yǔ)交流時(shí)還依然會(huì)出現(xiàn)偏差，那么影響國(guó)際間貿(mào)易交流的商務(wù)英語(yǔ)因素大致有以下三點(diǎn)：
1.精通商務(wù)英語(yǔ)更要首先精通國(guó)際貿(mào)易
許多商務(wù)英語(yǔ)的精通者僅僅是書(shū)本上的了解英語(yǔ)，或者說(shuō)英語(yǔ)交流也僅限于日常的英語(yǔ)交流，造成了商務(wù)英語(yǔ)不商務(wù)的情況，許多人僅僅是了解到了商務(wù)英語(yǔ)的商務(wù)交流的皮毛而沒(méi)有長(zhǎng)時(shí)間的和貿(mào)易打交道的實(shí)戰(zhàn)經(jīng)驗(yàn)而容易忘卻。而商務(wù)英語(yǔ)是商務(wù)在前英語(yǔ)在后，首先得熟悉國(guó)際貿(mào)易的基本知識(shí)、正常交流方式、合作往來(lái)的專(zhuān)業(yè)性詞匯和專(zhuān)業(yè)性術(shù)語(yǔ)，要能洞察商界的動(dòng)向和基礎(chǔ)的貿(mào)易往來(lái)的國(guó)家間的經(jīng)濟(jì)動(dòng)向等才能算是一個(gè)合格的商務(wù)英語(yǔ)交流。若商務(wù)英語(yǔ)精通者之間的交流不熟悉商務(wù)運(yùn)作的業(yè)務(wù)的話，即使在進(jìn)行交流時(shí)也不能清楚相關(guān)概念的重要性，是一場(chǎng)空對(duì)空，沒(méi)有實(shí)質(zhì)性的交流。若要能熟稔商務(wù)運(yùn)作就可以依照不同的情況中，做出最合適的判斷。
2.精通商務(wù)英語(yǔ)交流的方式
語(yǔ)言和音樂(lè)一樣都是一種流動(dòng)的藝術(shù)，僅僅是直白的商務(wù)英語(yǔ)的展現(xiàn)方式和機(jī)器人無(wú)異，應(yīng)該注重商務(wù)英語(yǔ)交流者自身的術(shù)語(yǔ)表達(dá)、語(yǔ)氣、音高、調(diào)性等因素都符合應(yīng)有的商務(wù)交流禮儀，更要為對(duì)方的母語(yǔ)著想，采取適當(dāng)?shù)膫?cè)重點(diǎn)和必要詞匯術(shù)語(yǔ)，這樣有利于雙方的貿(mào)易發(fā)展和合作伙伴形成的加深。
3.精通商務(wù)英語(yǔ)的交流技巧
進(jìn)行得體的商務(wù)英語(yǔ)交流固然重要，若不注重交流技巧的使用，就發(fā)揮不出英語(yǔ)作為一門(mén)語(yǔ)言的藝術(shù)性和活泛性，怎么在商務(wù)貿(mào)易中靈活自如的進(jìn)行商務(wù)交流關(guān)乎到深入交流的程度。而掌握適當(dāng)?shù)慕涣骷记尚枰虅?wù)英語(yǔ)者進(jìn)行廣泛的綜合實(shí)踐經(jīng)驗(yàn)和多次的商務(wù)英語(yǔ)交流實(shí)踐，積累廣泛的經(jīng)驗(yàn)，懂得臨時(shí)發(fā)揮的語(yǔ)言藝術(shù)，即時(shí)應(yīng)答都和交流者的經(jīng)驗(yàn)積累以及知識(shí)儲(chǔ)備息息相關(guān)，然后由交流者創(chuàng)新性的進(jìn)行雙方有利的交流和疏導(dǎo)，選擇商務(wù)英語(yǔ)在進(jìn)行交流時(shí)的謀篇布局和措辭搭配等都展現(xiàn)著交流者的語(yǔ)言技巧能力，從而展現(xiàn)商務(wù)英語(yǔ)交流者的人格魅力，讓商務(wù)貿(mào)易可以如期保量的完成。
三、在國(guó)際貿(mào)易具體方面中商務(wù)英語(yǔ)的應(yīng)用
1.商務(wù)英語(yǔ)在貿(mào)易談判中的應(yīng)用
在商務(wù)英語(yǔ)所要涉入的國(guó)際進(jìn)出口貿(mào)易中，由于本著“時(shí)間就是金錢(qián)”的概念，港口和海關(guān)每天需要和許多國(guó)家物品和商貿(mào)進(jìn)行交易，難免產(chǎn)生商貿(mào)摩擦和制定合同，而出現(xiàn)歧義時(shí)還需要進(jìn)行商務(wù)談判來(lái)解決商務(wù)糾紛，但是港口海關(guān)每天吞吐量巨大，需要在短時(shí)間內(nèi)高效的完成貿(mào)易談判，為雙方節(jié)省時(shí)間和金錢(qián)。所以在短時(shí)間的商貿(mào)交流中要盡可能的將商務(wù)英語(yǔ)的用詞準(zhǔn)確性和術(shù)語(yǔ)的規(guī)范性重視起來(lái)，高效的解決貿(mào)易談判，為雙方節(jié)省不必要的開(kāi)支和麻煩。
2.商務(wù)英語(yǔ)在商務(wù)廣告中的應(yīng)用
而商務(wù)英語(yǔ)在廣告中的應(yīng)用就不需要向進(jìn)出口貿(mào)易談判時(shí)那么精確而又高效快捷，相反的則需要利用語(yǔ)言的曖昧性和模糊性來(lái)進(jìn)行廣告英語(yǔ)的產(chǎn)品推廣，要廣泛地利用英語(yǔ)作為一門(mén)語(yǔ)言的優(yōu)美性，用華麗和引人入勝的豐富辭藻去吸引產(chǎn)品所要吸引的受眾范圍。用語(yǔ)言的優(yōu)美性吸引觀眾達(dá)到第一步之后，緊接著就需要利用廣告英語(yǔ)中的鼓動(dòng)性，鼓動(dòng)消費(fèi)者心甘情愿的為產(chǎn)品進(jìn)行消費(fèi)。所以商務(wù)英語(yǔ)在廣告中的應(yīng)用多大膽和標(biāo)新立異，利用商務(wù)英語(yǔ)語(yǔ)言的魔力，賦予商品和產(chǎn)品以新的活力，并為其注入靈魂，符合受眾心理。
3.商務(wù)英語(yǔ)在商務(wù)郵電中的應(yīng)用
在新時(shí)代下的商務(wù)英語(yǔ)交流一般多在電子郵件往來(lái)和電話交流這兩項(xiàng)進(jìn)行，紙質(zhì)郵件的在當(dāng)下的作用基本不予以考慮。在郵電的運(yùn)用中商務(wù)英語(yǔ)多充當(dāng)文書(shū)的作用，是一種最為正式而又顯得有距離的商務(wù)英語(yǔ)交流方式，是一種綜合解決事務(wù)的的方式，諸如;商務(wù)項(xiàng)目定期聯(lián)系、合同回執(zhí)、商務(wù)貿(mào)易糾紛仲裁、商品定價(jià)和產(chǎn)品概況等等的綜合性詳細(xì)說(shuō)明的商業(yè)貿(mào)易往來(lái)都需要用到郵電手段來(lái)進(jìn)行雙方的交流。在進(jìn)行國(guó)際貿(mào)易交流時(shí)的多采用正規(guī)的語(yǔ)言和正式口吻去進(jìn)行商務(wù)交流。在商務(wù)英語(yǔ)的郵電交流中必須明確對(duì)方的國(guó)家和地區(qū)，敏感的問(wèn)題給予繞過(guò)，為對(duì)方著想，文字里要以對(duì)方的所接受的方式對(duì)對(duì)方進(jìn)行有禮貌的交流，雙方平等互信，用商務(wù)英語(yǔ)展現(xiàn)對(duì)對(duì)方的重視和友好相處。在此基礎(chǔ)上應(yīng)該要簡(jiǎn)明扼要的闡述清楚自己企業(yè)和對(duì)方企業(yè)的業(yè)務(wù)，不浪費(fèi)任何一句話，也不要說(shuō)任何一句廢話，以免產(chǎn)生不必要的曲解，而在數(shù)據(jù)和規(guī)模的信息上，一定要精確無(wú)誤，建立起戰(zhàn)略互信關(guān)心，深度交流，也關(guān)乎自己企業(yè)的信譽(yù)和誠(chéng)信問(wèn)題。
四、小結(jié)
在現(xiàn)代國(guó)際貿(mào)易日益發(fā)達(dá)的年代，商務(wù)英語(yǔ)作為國(guó)際貿(mào)易必不可少的交流工具已經(jīng)越來(lái)越被人們所青睞。因此在將來(lái)全方位和多行業(yè)的國(guó)際貿(mào)易結(jié)合的時(shí)候不應(yīng)該無(wú)所適從，更應(yīng)該把培養(yǎng)商務(wù)英語(yǔ)及其應(yīng)用方式的內(nèi)容貫徹于每一位國(guó)際貿(mào)易員工的頭腦中，成為強(qiáng)有力的企業(yè)間的競(jìng)爭(zhēng)籌碼，從而獲得勝利。
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