Exploring Business English Talent Training Model under the Background of the Belt and Road Initiative

Abstract

After thirty years of rapid development, China has become the second largest economy in the world. In order to strengthen economic cooperation with countries along the Belt and Road and assume more responsibilities as a major power, China has put forward the Belt and Road Initiative, which puts great pressure on the demand for Business English talents in society. However, at present, there is a shortage of high-level Business English talents in China. The traditional Business English talent training model cannot meet the needs of the business industry, which results in the serious disconnection between the cultivation of business talents and the market demand. Under the background of the Belt and Road Initiative, how to cultivate Business English talents has become a strategic issue. This research firstly combs the research of Business English talent training objectives and training model from the perspective of ESP Needs Analysis Theory, and then discusses the drawbacks of the current Business English training model from such aspects as curriculum setting, teaching system, and evaluation system, and gives suggestions in order to explore an appropriate Business English training model that meets the needs of the Belt and Road Initiative.

Exploring the Practice of Cultivating Business English Talents from the Perspective of Artificial Intelligence

“…Where 𝐸 describes the chromosomal fitness function to be performed when the parent species is treated with variation, iter, and iter 𝑚𝑎𝑥 are each made as the number of current repeats and the number of significant repeats in the parent species. The formula conversion (6) shows that when the chromosome fitness function formula is lower than average early in the evolution, the genetic material mutation probability is lower, and superior chromosome ontologies can be stored to evolve chromosomes with genetic material evolution.…”

“…At the level of the basic construction of the school training system, the shaping of business English applied talents for integration into the sales market requires, for example, the adjustment of the curriculum and the changes in its content and teaching methods, which also provide the basis for the long-term development of the institution and rely on the advantages of the internationalization promotion channels in the current policy of artificial intelligence [5]- [6]. The joint construction of international exchange and training bases inside and outside the university has been intensified, the scope of introduction of commercial English education talents and professional and technical talents has been expanded, and the teaching practice content of the whole subject knowledge, such as commercial regulations and international culture of each country has been enriched, which has laid a good foundation for the cultivation of talents with international commercial application ability, and provided the work of talent transfer in response to the national policy so that the comprehensively applied talents with various abilities can The comprehensively applied talents with various abilities enter the construction of international economic development and become the main force of the comprehensive construction of artificial intelligence [7]- [8].…”

An Examination of the Rational Model in Business Education in the Greater Bay Area (Guangdong, Hong Kong, and Macau) for Curriculum Revision and Development Aimed at Improving Graduates’ Employability Potential

“…It is with that deficiency gap that the recommendations for further research can be made. Institutions throughout China would benefit greatly from this type of study since the drive to developing the nation's economy, such as the Belt and Road Initiative initiated in 2013 for enhancing infrastructure development and global investments (Guo, & Jin, 2019;Wang, Yan, Yang, Ciabuschi, & Wei, 2020), motivates future Chinese business graduates to become more proficient at globalized business careers (Chen et al, 2016;Hu, & Cairns, 2017;Jiang, Mok, & Shen, 2020). Yet, without a profound knowledge of the separate global locations and corporate types that future business graduates would want to target for employment, the tertiary institution is not prepared to identify which components of decisionmaking models or theories would effectively produce the type of business curriculum said future graduates would benefit from in their overall employability.…”