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【Abstract】based on the theory of constructivism， this paper discusses the application of constructivism learning view in business English teaching， aiming at improving the effectiveness of business English teaching.
【Key words】constructivism； Business English； English learning
Business English is an important branch of ESP（English for Special Purposes）. Strevens （1988） has proposed four distinguishing characteristics of ESP： （I） meet specific learners’ demand；（II） relating to a particular major or profession；（III） vocabulary， syntax and discourse are put in the language application of specific professional activities；（IV） contrast with ordinary English. This means that the learning of Business English should also be centered around these four characteristics to train and cultivate students’ language skills and communicative competence in the context of business. However， the traditional business English teaching and learning mode， whose focus is still the language， hasn’t cultivated well and fully students to use the language communicative competence because professional， practical and basic characteristics as knowledge of the course has not been reflected. Students are also in the dull classroom atmosphere lack of initiative and self-consciousness of learning English. Theory of constructivism is “a revolution” in traditional teaching which provides a new way for the reform of Business English teaching and learning and great significance for Business English learning.
The theory of constructivism
Constructivism is essentially a search for answers to “how to acquire knowledge” from Piaget’s Epistemology. Piaget， from the angle of cognitive occurrence and development of children’s psychological system with in-depth study of cognitive subject， put forward on the basis of the existing knowledge and experience to build new knowledge voluntarily， rather than passively accepting from external stimulation. On the basis of Piaget theory， many experts have developed the theory of constructivism from various angles. Vygotsky put forward the theory of social constructivism. He emphasized the importance of learning social and cultural essence and collaborative learning. American psychologist Bruner’s theory is a blend of Piaget’s constructivism and Vygotsky’s theory of social constructivism， which make further development and improvement to put forward the teaching theory of “learners as the center”. Later， he advocated “discovery learning”. Knowledge is not instilled in students by teachers， but students in the guidance of teachers to discover and to construct. Although these theories are different， they have a common principle for learning： emphasis on learning initiative， social and situational aspects. The basic idea of constructivist learning theory is that learning is the process that learners actively construct internal mental structure. This is a dynamic and developmental process， and learners are always consciously and actively interacting with the environment. Constructivism theory advocates the learning method under the guidance of teachers and students as the center. Students are active constructors of knowledge. Knowledge is not taught by teachers， but by the help of other people in a certain situation， by using the necessary learning resources and by means of meaningful construction. Therefore advocated by constructivism learning theory， teaching mode should be “take the student as the center， and in the whole teaching process teachers play a role of organizer， instructor， helper and promoter. The use of the learning environment elements such as situation， cooperation and conversation give full play to the students’ initiative， positivity and pioneering spirit， to make students’ learning effectively in the purpose of construction current knowledge”. In summary， the ideal learning environment consists of four elements： situation， collaboration， conversation and meaning.
“Situation” is a more realistic scene and corresponding communication activity for the language communication activities that teachers create for learners. The aim is to make the students complete the meaning construction in such environment and language activities. “Collaboration” refers to the communication and consultation activities during the learning process. These include the sharing of learning materials， the evaluation of learning results and the establishment of the final meaning， which should be carried through the whole learning activity process. “Conversation” is the most basic and indispensable link in the process of collaboration， which refers to the communication and discussion between teachers and students to solve relevant problems and complete the required learning tasks. “Meaning of construction” is the ultimate purpose of the whole learning process， which refers to the inner link between things， in order to help students to construct meaning and achieve a deep understanding of content.
The constructivist learning concept clearly illustrates the cognitive law of human learning process， and four factors are of great guiding significance for business English teaching.
The application of constructivism in business English learning. Gagnon
【Key words】constructivism； Business English； English learning
Business English is an important branch of ESP（English for Special Purposes）. Strevens （1988） has proposed four distinguishing characteristics of ESP： （I） meet specific learners’ demand；（II） relating to a particular major or profession；（III） vocabulary， syntax and discourse are put in the language application of specific professional activities；（IV） contrast with ordinary English. This means that the learning of Business English should also be centered around these four characteristics to train and cultivate students’ language skills and communicative competence in the context of business. However， the traditional business English teaching and learning mode， whose focus is still the language， hasn’t cultivated well and fully students to use the language communicative competence because professional， practical and basic characteristics as knowledge of the course has not been reflected. Students are also in the dull classroom atmosphere lack of initiative and self-consciousness of learning English. Theory of constructivism is “a revolution” in traditional teaching which provides a new way for the reform of Business English teaching and learning and great significance for Business English learning.
The theory of constructivism
Constructivism is essentially a search for answers to “how to acquire knowledge” from Piaget’s Epistemology. Piaget， from the angle of cognitive occurrence and development of children’s psychological system with in-depth study of cognitive subject， put forward on the basis of the existing knowledge and experience to build new knowledge voluntarily， rather than passively accepting from external stimulation. On the basis of Piaget theory， many experts have developed the theory of constructivism from various angles. Vygotsky put forward the theory of social constructivism. He emphasized the importance of learning social and cultural essence and collaborative learning. American psychologist Bruner’s theory is a blend of Piaget’s constructivism and Vygotsky’s theory of social constructivism， which make further development and improvement to put forward the teaching theory of “learners as the center”. Later， he advocated “discovery learning”. Knowledge is not instilled in students by teachers， but students in the guidance of teachers to discover and to construct. Although these theories are different， they have a common principle for learning： emphasis on learning initiative， social and situational aspects. The basic idea of constructivist learning theory is that learning is the process that learners actively construct internal mental structure. This is a dynamic and developmental process， and learners are always consciously and actively interacting with the environment. Constructivism theory advocates the learning method under the guidance of teachers and students as the center. Students are active constructors of knowledge. Knowledge is not taught by teachers， but by the help of other people in a certain situation， by using the necessary learning resources and by means of meaningful construction. Therefore advocated by constructivism learning theory， teaching mode should be “take the student as the center， and in the whole teaching process teachers play a role of organizer， instructor， helper and promoter. The use of the learning environment elements such as situation， cooperation and conversation give full play to the students’ initiative， positivity and pioneering spirit， to make students’ learning effectively in the purpose of construction current knowledge”. In summary， the ideal learning environment consists of four elements： situation， collaboration， conversation and meaning.
“Situation” is a more realistic scene and corresponding communication activity for the language communication activities that teachers create for learners. The aim is to make the students complete the meaning construction in such environment and language activities. “Collaboration” refers to the communication and consultation activities during the learning process. These include the sharing of learning materials， the evaluation of learning results and the establishment of the final meaning， which should be carried through the whole learning activity process. “Conversation” is the most basic and indispensable link in the process of collaboration， which refers to the communication and discussion between teachers and students to solve relevant problems and complete the required learning tasks. “Meaning of construction” is the ultimate purpose of the whole learning process， which refers to the inner link between things， in order to help students to construct meaning and achieve a deep understanding of content.
The constructivist learning concept clearly illustrates the cognitive law of human learning process， and four factors are of great guiding significance for business English teaching.
The application of constructivism in business English learning. Gagnon