Research on the Situational Teaching Mode of Cross-Border Marketing English in Higher Vocational Colleges from the Perspective of New Media
The rapid development of cross-border e-commerce, social media marketing, and live-streaming commerce has substantially changed the language requirements of frontline marketing positions. Employees are now expected to introduce products through live broadcasts, create short-video content, respond to overseas consumers in real time, and handle complaints across cultural and linguistic boundaries. However, Cross-Border Marketing English instruction in many higher vocational colleges remains strongly dependent on textbooks, teacher explanation, vocabulary memorization, and written examinations. The language input and classroom activities provided by conventional teaching often fail to correspond to the communicative situations and operational tasks encountered in the workplace. To bridge this gap, this essay proposes a situational teaching model supported by new media resources. The model integrates authentic digital materials, task-driven classroom activities, online and offline learning, role-play, iterative production, and competence-oriented assessment. It is organized around the complete learning process of pre-class exposure, in-class situational practice, and after-class extension. The analysis suggests that a new-media-supported situational model can strengthen students’ context-specific language competence, improve their participation and confidence, and narrow the gap between curriculum content and workplace requirements.
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