Systematic Teaching Design of Communicative Context in Business English Writing in Chinese Context

Xiping LI


It is a heated discussion among researchers of foreign-language teaching on how to enhance the interest of study and teaching effect through the design, organization and implementation of classroom teaching of EFL writing, which is responsible for the enhancement of the student’s writing competence. This study is devoted to the systematic teaching design of communicative context in EFL writing within the paradigm of communicative language teaching, concentrating on the exploring of the cultivation of communicative environment in the aspect of macro-view, middle-view and micro-view on the practice of Business English Writing. Contrastive analysis and survey revealed that this overall design of the curriculum was much more effective in the teaching practice compared to the traditional one in arousing the learner’s interest and awareness of readers on the chosen topic.


systematic teaching design, communicative context, Business English Writing

Full Text:



Badger, R., & White, G. (2000). A process genre approach to teaching writing. ELT Journal, 54(2), 153-60. Retrieved from

Brown, H. D. (1994). Communicative competence: Principles of language learning and teaching (3rd ed.). Oxford, UK: Oxford University Press.

Bruner, J. (1986). Actual minds, possible worlds. Cambridge, MA: Harvard University Press. Retrieved from

Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press. Retrieved from

Ellis R. (2003). Task-based language teaching and learning (pp.182-202). Oxford: Oxford University press.

Krashen, S. ( 1982). Principles and practice in second language acquisition. Oxford: Pergamon Press.

Li, X. P. (2013). The application of “three dimensional” model in the teaching design of EFL writing. English Language Teaching, 6(2), 45. Retrieved from

Li, X. P. (2013). The impact of task presentations on Chinese EFL learner’ s writing performance- from a perspective of practical paperwork. Theory and Practice in Language Studies, 3(8), 1440-1447. Retrieved from 10.4304/tpls.3.8.

Foroutan, M., & Noordin, N. (2012). Effect of dialogue journal writing through the use of conventional tools and e-mail on writing anxiety in the ESL context. English Language Teaching, 5(1), 10-19. Retrieved from

Razak, R., & Asmawi, A. (2004). The use of dialogue journal through e-mail technology in developing writing internet and skills. Malaysian Online Journal of Instructional Technology, 1(2), 14-24.

Richard, B., & W. Goodith. (2000). A process genre approach to teaching writing. ELT Journal, 54(2), 153-160. Retrieved from



  • There are currently no refbacks.

Copyright (c)

Share us to:   


Online Submission


How to do online submission to another Journal?

If you have already registered in Journal A, then how can you submit another article to Journal B? It takes two steps to make it happen:

1. Register yourself in Journal B as an Author

Find the journal you want to submit to in CATEGORIES, click on “VIEW JOURNAL”, “Online Submissions”, “GO TO LOGIN” and “Edit My Profile”. Check “Author” on the “Edit Profile” page, then “Save”.

2. Submission

Go to “User Home”, and click on “Author” under the name of Journal B. You may start a New Submission by clicking on “CLICK HERE”.

We only use three mailboxes as follows to deal with issues about paper acceptance, payment and submission of electronic versions of our journals to databases:;;

 Articles published in Studies in Literature and Language are licensed under Creative Commons Attribution 4.0 (CC-BY).


Address: 1055 Rue Lucien-L'Allier, Unit #772, Montreal, QC H3G 3C4, Canada.
Telephone: 1-514-558 6138 
Website: Http://; Http://;;

Copyright © 2010 Canadian Academy of Oriental and Occidental Culture