Aiming at the problem of low accuracy of traditional algorithm model, an intelligent recognition model of business English translation based on an improved GLR algorithm is proposed. Through this algorithm, the automatic sentence recognition technology is established, and according to the characteristics of business English, the improved GLR algorithm is used for collection, sorting, and analysis, so as to realize the intelligent recognition of business English. The results show that based on the improved GLR algorithm, the recognition accuracy is high, and the comprehensive score is 92.5 points, which overcomes the disadvantages of the GLR algorithm, and the operation speed and processing are improved. Based on the improved GLR algorithm, the intelligent translation of business English is realized, which is accurate and fast, and greatly promotes the learning and development of business English.
In the digital era, the integration of modern information technology and education has brought new opportunities to the development of international trade teaching in vocational colleges. Teachers can make full use of multi-media to create blended learning environment which has the advantages of both online information resources and offline face-to-face learning. Taking the module of International Trade Course (bilingual) in a vocational college in Guangzhou as an example, the teacher is expected to use a blended learning approach that can help students build an active, effective and interactive learning process. The method used in this research is classroom action research. In this research, both qualitative and quantitative data collection techniques are used in two classes, which aim at tracking the improvement of students' skill in both language competence and international trade skills and describing the class climate and interaction between the teacher and students when blended learning is successfully applied. The research findings show that the blended learning has realized the complementary advantages of both online courses and traditional face-to-face ones. It has greatly enhanced students' interest, motivation and participation level in international business learning through the motivation from activities and assessment on online platforms and elaborate offline organization from the teacher. Also, the class climate has positive improvement among the teacher and students.
In the background of the information age of “Internet+,” the traditional teaching mode of business English has many drawbacks in terms of curriculum, teaching content, teaching methods, and teachers’ backgrounds and cannot adapt to the needs of the times. Therefore, business English teaching should actively follow the trend of “Internet + education” and continue to innovate in a multimodal way. The multimodal teaching mode of “wireless network + business English” is in line with the background of “Internet+,” optimizing teaching resources to the maximum extent and truly realizing the effective combination of Internet and business English teaching. The Internet-based multimodal innovation can be carried out in the four elements of business English teaching: environment, task, learner, and guide teaching. The specialization and modernization of business English teaching can be promoted through the optimization of O2O multisituational classroom, the application of multimodal tasks in three-dimensional teaching materials, the communication of diversified categories of students, and the configuration of multilevel teachers across fields.
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