1 Introduction

Introduced the definition, characteristics, and application of interdisciplinary teaching mode in business English communication courses. It pointed out the difficulties that may be encountered in implementing interdisciplinary teaching models, such as marginalization of teachers and students, lack of concentration of subject knowledge, insufficient language and discourse knowledge of students, lack of motivation and interest, and poor learning outcomes. At the same time, the application of management skills training methods such as experiential teaching, business games, and simulations in business English teaching was also mentioned. The paper will study the implementation, teaching effectiveness, and improvement strategies of interdisciplinary teaching models in foreign trade English correspondence courses, with the aim of enhancing learning outcomes.

2 Literature Review

The literature review section explores the application of interdisciplinary teaching models in different disciplines and their impact on learning outcomes. Molek Kozakowska's (2017) study shows that interdisciplinary English courses can improve learners' English proficiency, but learners lack confidence in mastering new skills. Su U0026 Chi (2016) conducted a qualitative study to evaluate the effectiveness of interdisciplinary learning between computers and English, and found that it can enhance learners' motivation, educational resources, subject knowledge, positive attitudes, and critical thinking. Bacha u0026 Bahous (2008) found that business students are more satisfied with their writing skills than teachers, and suggested that business and English teachers should collaborate across disciplines. Wang U0026 Fan (2020) developed evaluation criteria for business English writing through interviews and questionnaire surveys. Zhang U0026 Miller (2023) emphasizes the importance of interdisciplinary collaboration, while Miller and Pessoa U0026 Kaufer (2023) propose the disciplinary and rhetorical aspects of integrated writing. Domestic studies such as Zhou Fangying (2021), Wang Zhijuan, and Wu Qiying (2020) have respectively explored the combination of foreign trade English correspondence teaching and professional learning. However, existing research has not yet comprehensively evaluated the application of interdisciplinary teaching models in foreign trade correspondence courses.

3 research questions

This chapter points out the shortcomings of existing research in the interdisciplinary teaching mode of foreign trade English correspondence for English majors in universities, and proposes three research questions: 1) the interdisciplinary learning needs of English major undergraduate students in foreign trade English correspondence courses; 2) The actual effectiveness of this teaching model; 3) How to improve teaching mode from the perspective of students.

4 Research Method Design

This chapter introduces the research method design, which adopts a paradigm combining qualitative and quantitative research, aiming to comprehensively evaluate interdisciplinary teaching models and propose improvement suggestions. The data collection is conducted through an online questionnaire, which is divided into two parts, covering learners' perspectives and teaching mode experiences. The questionnaire questions have been proofread by bilingual scholars to ensure no ambiguity. The study participants were 24 undergraduate students majoring in English, with an average age of 21.1 years old and a moderate to high level of English proficiency. The design of teaching mode includes language, knowledge points, and interdisciplinary elements, such as practical exercises and simulation activities. Data analysis includes calculating the average rating, topic frequency and percentage, as well as displaying representative responses. Researchers, as instructors, provide in-depth interpretations of the teaching process.

5 Research Results and Discussion

An analysis was conducted on the interdisciplinary learning needs of English majors in foreign trade English correspondence courses, and it was found that the most important areas for students to learn are proprietary vocabulary, international trade knowledge, correspondence text reading and writing, and cross-cultural business communication. Students have a strong demand for professional knowledge in foreign trade correspondence, especially in international trade, international payments, business contracts, and legal knowledge. The interdisciplinary teaching model has improved students' understanding of business, economics, and trade, enhanced their satisfaction with interdisciplinary knowledge, and improved their international trade communication skills. Students believe that interdisciplinary teaching can help improve their writing skills and language abilities in foreign trade correspondence, but they also face challenges such as learning professional terminology and understanding foreign trade knowledge. Students suggest improving the teaching mode, including strengthening the explanation of foreign trade and business knowledge, increasing group activities and practical simulations, combining Chinese and English explanations, and adding case discussions. The research results provide empirical evidence for optimizing interdisciplinary teaching models.

6 Conclusion

This study explores the interdisciplinary teaching mode of foreign trade English correspondence courses for English majors in Chinese universities, and collects data through online questionnaires and classroom observations. The study emphasizes the importance of professional vocabulary, business and foreign trade knowledge, processes, and communication skills, and points out that interdisciplinary teaching models should promote the integration of disciplinary knowledge, interdisciplinary thinking, practical ability, comprehensive learning ability, and international trade communication ability. The limitation of the study lies in the sample being limited to a single school. It is suggested that future research expand to learners from different disciplines and cultural backgrounds.