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Why should a Business English Teacher be a Constructivist Teacher?

100%
Lempart J.
Glottodidactica
|
2008
|
vol. 34
87-92
EN
The article provides some considerations related to the issue of learning and teaching Business English in Poland. It explains the difference between Business English, General English and English for Specific Purposes. The main aim of it is to present the characteristics of the Constructivist Business English Teachers. In order to this the constructivist approach to second language learning and teaching is briefly presented and a few. valuable suggestions are provided on how to it can be employed in Business English teaching.
2

Electronic Learning of Business English

70%
Milošević D.
Romanian Journal of English Studies
|
2014
|
vol. 11
|
issue 1
272-278
EN
This paper deals with one approach to organising electronic learning of a Business English language course. The paper will explain the basic structure of electronic learning, explore its principles and focus on the effects of this type of learning, trying to make English language teachers aware of the possibilities that this system has to offer to its users.
3

DEVELOPMENTS IN ESP TEACHING

70%
Jendrych E.
Studies in Logic, Grammar and Rhetoric
|
2013
|
vol. 34
|
issue 1
43-58
EN
The fast changing business environment and the ever-growing de- mand facing professional communicators in the 21st century pose new challenges to language learners and teachers alike. Competitive business organizations at- tempt to recruit employees who have excellent linguistic competence coupled with nonlinguistic competences and skills. It is not easy to acquire these addi- tional competences and skills. However, most of them are transferable and can be greatly improved if students are provided with adequate teaching materials and appropriate input from the teacher. The aim of the paper is to address the complexity of ESP teaching today. Firstly, it presents an overview of the changes that have occurred in the practice of teaching ESP in the last few decades. It also sheds some light on the increasing importance of needs analysis. Then it presents new developments in teaching English for professional communication at the ter- tiary level of education. These developments include (1) content-and-language integrated learning, (2) use of didactic case studies, (3) corpus studies con- ducted for teaching purposes and aimed at identifying high-frequency language elements: terms, specialized lexis items, collocations, formulae, acronyms, etc., that need to be prioritized in language courses, (4) more effective course-books with higher terminology indexes, (5) extended use of online materials, (6) teach- ing writing for specialized purposes, and (7) teaching cross-cultural and social skills. The new approach is more challenging for ESP teachers and requires much higher qualifications, such as content knowledge and transferable skills. In order to increase students’ employability and promotion opportunities, we need teaching materials and approaches that help streamline students’ efforts, economize on time, and increase the effectiveness of language courses.
4

Studium przypadku jako materiał dydaktyczny w nauczaniu specjalistycznego języka Bussines English

51%
Jendrych E., Wiśniewska H.
Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik
|
2009
|
issue 1
127-140
EN
The aim of the article is to present the methodology of using case studies in teaching business English to upper-intermediate and advanced students. In the first part it gives a brief history of case studies, then it presents the structure and the basic parts of a mini-case. The last part deals with the methodology of using cases in a business English class. It stresses the significance of case studies in teaching the four language skills. It also recommends the case study method for teaching business and management skills such as analysing facts and figures, presenting the case, giving opinions, negotia- ting and chairing a discussion. The case study method can also be helpful when dealing with cross- cultural issues in a business English course. Case studies are valuable ESP materials with a great teaching potential. They may be challen- ging for both students and teachers. They are effective in teaching the productive language skills of speaking and writing. In addition, they practise content-and-language integrated learning (CLIL) and prepare students to perform successfully in their future business roles.
5

The image of the corporate world in business English speaking exercises at upper intermediate level

41%
Dzięcioł-Pędich A.
Białostockie Archiwum Językowe
|
2015
|
vol. 15
EN
For pre-service students who have no professional experience, business English course books might become one of the main sources of information on how the corporate world communicates in English. Business English course books also provide students with an insight into the participation of men and women in international labour markets, as well as female and male positions on the corporate ladder. However, course books may understate the enormous variation in style and language which exists in the world of international business. They might also present a ‘false’ picture of gender roles in the labour market. The article presents results of an analysis of the sections developing oral communication in selected business English course books, with regard to speaking skills and their transferability across various speakers, branches of industry, national and corporate cultures, the variety(ies) of English students are taught, as well as female and male positions in the world of international business.
PL
Dla osób, które uczą się języka angielskiego na lektoratach w szkołach wyższych i które nie posiadają doświadczenia zawodowego, podręczniki do języka angielskiego biznesowego mogą stać się jednym z głównych źródeł pokazujących w jaki sposób świat biznesu i korporacji międzynarodowych komunikuje się po angielsku. Podręczniki do języka angielskiego pokazują również uczącym się tego języka, jak wygląda sytuacja zawodowa kobiet i mężczyzn na międzynarodowych rynkach pracy i jakie pozycje zajmują kobiety i mężczyźni na szczeblach hierarchii korporacyjnej. Należy pamiętać jednak, że podręczniki do języka angielskiego biznesowego nie pokazują pełnego zróżnicowania językowego tak charakterystycznego dla międzynarodowego świata biznesu. Podręczniki te również pokazują nie do końca prawdziwy obraz mężczyzn i kobiet na rynku pracy. Artykuł prezentuje wyniki analizy ćwiczeń rozwijających sprawność mówienia w wybranych podręcznikach do języka angielskiego biznesowego na poziomie średniozaawansowanym wyższym pod kątem ćwiczonych umiejętności (np. negocjowanie, small talk, cold calling, itd.), komunikacji formalnej i nieformalnej, rodzajów języka angielskiego (np. język angielski brytyjski, język angielski amerykański, itd.), oraz ról kobiet i mężczyzn w międzynarodowym świecie biznesu. Na końcu artykułu znajdują się wskazówki pedagogiczne, których celem jest pokazanie, jak należy pracować ze studentami szkół wyższych korzystającymi z podręczników do języka angielskiego biznesowego, tak aby obraz świata biznesowego kształtujący się trakcie lektoratów był jak najbardziej wierny rzeczywistości.
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