Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 9

first rewind previous Page / 1 next fast forward last

Search results

Search:
in the keywords:  Business English
help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1
Publication available in full text mode
Content available

The Relationship between Students’ Motivation for Studying Business English and Their Knowledge of Business English and Its Terminology

100%
Włosowicz T. M.
Theory and Practice of Second Language Acquisition
|
2023
|
vol. 9
|
issue 2
1-26
EN
The study investigates the relationship between English Philology students’ motivation for studying Business English and their actual knowledge of business terminology, some underlying economic concepts and basic rules of business correspondence. It is hypothesized that students who have higher motivation also possess more extensive knowledge of Business English, yet motivation alone is not enough but must be accompanied by a real effort put in studying the language. The study consisted of a test focusing on business terminology, the correction of errors in a business letter, and a test of selected economic concepts, followed by a questionnaire. As the results show, both the students’ motivation and knowledge of Business English are varied. In particular, their knowledge varies between years of studies and areas of terminology or skills. In fact, some of the terms proved difficult even for relatively advanced students. Thus, even though motivation does play a role, its role does not seem to be decisive, as Business English is a complex field whose mastery requires extensive study and a lot of sustained effort. However, their awareness of their language needs is quite high, so they are likely to remain motivated and to attain a high level of competence in Business English.
2

Business English in the Eyes of Economics and Management Students at the University of Białystok

100%
Dzięcioł-Pędich A.
Studies in Logic, Grammar and Rhetoric
|
2014
|
vol. 38
|
issue 1
83-102
EN
According to the regulations of the Polish Ministry of Science and Higher Education, university graduates should have to know a foreign language at B2 level, as described in The Common European Framework of Reference, and they should know its specialized variety. These are the only recommendations concerning general language courses and their specialized varieties. It is up to schools of foreign languages or other institutions providing language courses for institutions of higher education to determine requirements concerning language for specific purposes. However, students are rarely asked to contribute to the development of curricula and syllabi. This article presents the results of a survey conducted among students of Economics and Management at the University of Białystok. The survey was devoted to students’ perceptions of Business English in English courses conducted by the School of Foreign Languages at the University of Białystok. The aim of the survey was to answer the following questions: - what do students of Economics and Management at the University of Białystok believe to be the appropriate proportion of general English to Business English? - when would they like to start learning Business English? - what Business English topics do students find interesting? - how do Economics and Management students use the knowledge and skills gained in Business English classes? The article also presents possible implications of the survey for ESP course designers, and stresses the importance of needs analysis for developing ESP syllabi in the context of Polish tertiary education
3
Publication available in full text mode
Content available

Revisiting the Concept of Communication in Business English. Some Implications on Teaching Communicative Skills

100%
Romanowski P.
Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik
|
2015
|
issue 13
65-76
EN
The major aim of the present paper is to discuss the skills relevant in the process of communication in Business English, which prove to differ enormously from those worked on in General English courses. It also becomes evident that the intercultural component is essential and learners should not only have a chance to become familiar with the cultural information related to the language they are studying, but also possess and develop a certain degree of intercultural awareness and sensitivity since they are de-manded from any businessmen communicating at the criss-cross of cultures. Last but not least, teaching Business English communicative skills is seen as a process of working creatively with the business content supplied by the students that we as teachers of English then shape in terms of its language.
4

Figurative language in Business English: Health, sports and marriage metaphors

100%
Łuczak A.
Beyond Philology: An International Journal of Linguistics, Literary Studies and English Language Teaching
|
2011
|
issue 8
7-19
EN
The aim of this paper is to present selected metaphors which are frequently employed in Business English. These metaphors are based on the similarities between business and three domains: human beings, sports and relationships. Companies – like people – should be healthy; if they fall ill, they may be cured. Moreover, they compete with each other and engage in relationships. In this paper, we adopt the approach to metaphor proposed by Lakoff and Johnson in Metaphors We Live By (1980). The analysed metaphors come from magazines such as Newsweek, The Economist and Business Week as well as from teaching materials designed for students of business and economics.
5
Publication available in full text mode
Content available

The enhancement of self-directedness in the studies of English books for specific purposes: an analysis of ESP study books

88%
Kildė L.
Journal of Education Culture and Society
|
2022
|
vol. 13
|
issue 1
189-200
EN
Aim. It has been acknowledged by research that self-directedness proves to be fundamental in learning processes. Despite the fact that self-directedness is vital in the perspective of lifelong learning, there is an insufficient amount of known research that focuses on enhancing self-directedness in the studies of English for Specific Purposes (ESP). In order to expand the body of knowledge in this field, the aim of this work is to establish the types of tasks used in ESP study books which contribute to learners’ self-directedness. Methods. The study employs the methods of relevant literature analysis and comparative analysis of three ESP study books published by Oxford University Press, Pearson Education Limited and Macmillan, which are designed for the intermediate and upper-intermediate students of Business English. Results and conclusion. The comparison shows that the analysed ESP study books contribute to the enhancement of self-directedness through a communicative type of tasks (reading, vocabulary building, speaking, listening activities), which correlates with the categories of Remembering, Understanding, Applying, Analysing, Evaluating, and Creating of Bloom’s Revised Taxonomy by Lorin Anderson and David Krathwohl (2001). Thus, the findings allow to conclude that reading, vocabulary building, speaking, and listening tasks provided in the three ESP study books are designed to develop not only learners’ linguistic competences, but also their self-directedness. Cognitive value. Understanding the types of tasks that encourage learners to transition from low-order thinking skills to high-order thinking skills, which enables them to self-direct their learning, may be of fundamental importance in the studies of English for Specific Purposes.
6

ВИКОРИСТАННЯ ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНИХ ТЕХНОЛОГІЙ У НАВЧАННІ СТУДЕНТІВ ВЕДЕННЯ ДІЛОВИХ АНГЛОМОВНИХ ЗАСІДАНЬ

88%
Биконя О.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
|
issue 6(40)
160-167
EN
The article deals with teaching the students of economic specialties Business English using information and communication technologies, especially business meetings at their self-study out of work at class. It has been worked out urgency of conducting the students of economic specialties reference English-speaking business meetings using information and communication technologies. The theoretical premises of organization of independent extracurricular activities of the students of economics in Business English and the study of the technology used to handle information and aid communication have been studied. The author describes how to teach future economists Business English meeting, especially how to make a group of people agree to an important business decision which can seem like a difficult task. In Business English meeting the students should come to the table with different values, visions, opinions, experiences and priorities. That’s why different types of dialogues and monologues are appeared and these differences also make decisions stronger. It is discussed how to get groups to agree, to reach consensus when different types of dialogue and monologues are wiser and better. There is a variety of techniques that the teacher of Business English may use. In this article it is studied an option, highlighting a final choice, and testing for consensus in written and oral forms which are appeared in the meeting. Information and communication technologies in teaching the students of economics in Business English meetings refers to teaching and learning the subject matter that enables understanding the functions and effective use of these technologies. A review and contextualization of the literature on teaching Business English meetings using information and communication technologies as a subject implied that there is limited, systematically-derived, quality information. The major Internet services are World Wide Web, electronic mail, forum, chat, video conferencing, Skype that can be used in teaching conducting Business meetings in the English-speaking at self extracurricular work. The forms of oral communication Business such as monological and dialogical speech may appear in the process of English-speaking Business meetings. It is planned to create the system of exercises and tasks using information and communication technology in teaching future economists English-speaking Business meetings concluding monological and dialogical speech in different parts of meeting.
7
Publication available in full text mode
Content available

Proposing a comprehensive framework for needs analysis in ESP – on the integrality of needs analysis in Business English course design

75%
Romanowski P.
Glottodidactica
|
2017
|
vol. 44
|
issue 2
147-159
EN
The present paper discusses the importance of needs analysis in ESP. By delving into different theories, the author’s overall objective is to scrutinize a wide spectrum of existing frameworks that would lead to a single, comprehensive model for needs assessment. The impact of the said approaches on course design is underlined with the particular example of Business English. Ultimately, the author unveils a framework which could serve as a basis for syllabus design in all types of ESP courses.
8
Publication available in full text mode
Content available

Ocena wiedzy i kompetencji przedmiotowych jako element dydaktyki języka obcego dla celów biznesowych w programie studiów wyższych

63%
Łącka-Badura J.
Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik
|
2017
|
issue 23
151-165
EN
The paper is motivated by the widely held view that LSP pedagogy should aim to develop students' dual competence, encompassing − on the one hand − their linguistic knowledge and skills, and − on the other − their professional competence including (elements of) specialist content knowledge and the skills necessary to effectively communicate in specific purpose settings. Consequently, assessment in LSP pedagogy should take into account not only students' linguistic competence, but also measure their ability to effectively and professionally perform communicative tasks typical of the target settings. The study examines how pre-experience undergraduate students at the University of Economics in Katowice perceive assessment of their professional communicative competence, including elements of specific purpose knowledge, by a Business English teacher. The findings suggest that the degree of acceptance for the assessment of dual competence in a university Business English course is very high; importantly, it increases with students' growing business awareness and content knowledge.
9

Figurative language in Business English: Metaphors of transport and war

63%
Łuczak A.
Beyond Philology: An International Journal of Linguistics, Literary Studies and English Language Teaching
|
2014
|
issue 11
67-82
EN
This paper focuses on selected metaphors of transport and war employed in Business English. The approach to metaphor adopted here is the Conceptual Metaphor Theory proposed by Lakoff and Johnson in Metaphors We Live By (1980). The metaphors analyzed in this paper come from magazines such as Business Week, Newsweek and The Economist. The examples of metaphors of transport and war frequently used in Business English are ECONOMY/COMPANY IS A MEANS OF TRANSPORT and BUSINESS IS WAR.
FR
L’article se concentre sur quelques métaphores choisies du transport et de la guerre qu’on utilise dans l’anglais des affaires. L’approche envers les métaphores qui y est adoptée, c’est la théorie conceptuelle de la métaphore proposée par Lakoff et Johnson dans Metaphors We Live By (1980). Les métaphores analysées dans cet article viennent des magazines comme Business Week, Newsweek et The Economist. Les exemples des métaphores du transport et de la guerre les plus fréquemment utilisées dans l’anglais des affaires sont les suivants: L’ECONOMIE / L’ENTREPRISE EST UN MOYEN DE TRANSPORT et LES AFFAIRES SONT UNE GUERRE.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.