THE DESIGN AND IMPLEMENTATION OF SIMULATION AS AN EXPERIENTIAL TECHNIQUE IN ENGLISH FOR SPECIFIC PURPOSES (ESP (original) (raw)
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Abstract—This research paper aims at exploring the views of Thai adult learners enrolling in the one-year Graduate Diploma Program in English for Business and Management (EBM), Thammasat University, on the use of business simulations in terms of their realistic nature, level of engagement, and usefulness. In addition to the learners’ views, outcomes of four different simulated meeting tasks conducted by a group of four learners were analyzed to explore how realistic patterns of interaction used in those simulations were. The hypothesis of this study is that if the learners find the simulated tasks engaging and representative of the real-world contexts, they are likely to focus on using specific and work-related language to fulfill the task purposes. In-depth interviews with a total of eight EBM students and audio-recordings of simulated meetings were the main data collection methods of this qualitative study. Discussion of the findings led to the conclusion that simulations strived to elicit the use of language which was similar to the authentic generic patterns found in the real world’ business meetings. It further pointed out that the participants believed simulations were likely to assist them in improving their use of specific language to achieve their real-world business operations.
ScienceDirect Business simulation as a means of developing intercultural competence
In the age of globalization, there is a sharp need to bring intercultural components to communicative skills in foreign language teaching at universities. This research aimed to find out about role-playing and business simulation effectiveness in acquiring intercultural knowledge, skills and attitudes. The participants were second-year students of People's Friendship University of Russia. Methods such as interviews, observations, and testing were applied. The results show that business simulations can increase intercultural competence, strengthen communicative components and help in acquiring the socio-cultural knowledge and skills necessary for effective cross-cultural communication when studying a foreign language.
Using Simulation in Developing the Learning of English as a Foreign Language
Using Simulation in Developing the Learning of English as a Foreign Language, 2024
Language knowledge requires not only an understanding of its grammar and vocabulary but also the ability to communicate appropriately in an effective communicative setting. One of the activities used to allow students to practice communication skills and gain fluency inside the classroom is simulation. Simulation provides a way of creating a communicative setting in which the student actively becomes a part of the real-world system. In the 2021-2022 academic year, teachers in the academic context were able to add some activities inside the classroom that were difficult to add in online lessons that were conducted for two years. In this study, simulation is used to improve learners" communicative abilities, including presenting facts in a grammatically accurate way to match the language used in the circumstance to create a situation that participants consider reliable. To conduct this study, the researchers used a
Business-Related Simulation Exercises in the Russian Classroom
1994
Role-playing and simulation are recommended as effective methods of introducing business content into Russian language courses. The advantages of role-playing, which make it a flexible and effective tool throughout the foreign language curriculum, are discussed. Use of role-play in introductory courses is addressed, but focus is primarily on use in more advanced courses Proper techniques for use of simulation exercises are examined and several different exercise types are presented. The simulations and role-plays suggested here are structured to require the use of business themes, cultural information, and problem-solving and to provide opportunities for using language in varied ways. It is suggested that language teachers charged with preparing students for careers in business devote a .significant portion of class time to communicative activities such as role-playing. (MSE) *
Global Simulation: A Student-Centered, Task-Based Format for Intermediate Foreign Language Courses
Foreign Language Annals, 2004
This paper describes a student-centered, task-based alternative to published, mainstream curricula for intermediate university-level (second-year) foreign language courses: global simulation. The course format requires students to collaboratively complete a long-term task organized around a single premise or scenario. In the process, they learn about particular aspects of the target culture and language, similarly to a traditional content course. Yet the objective is to make use of the content knowledge in functioning within and completing the simulation. Three example German courses are presented, followed by specific guidelines for designing a global simulation course.
USING SIMULATIONS IN COMMUNICATIVE ENGLISH LANGUAGE TEACHING
Throughout the years, preparing the individuals for a demanding life and providing the society with socially and intellectually mature citizens have been one of the most important missions of schooling. Assuming this noble mission, educators have sought ways to fulfill the individual's need of being proficient enough to cope with the challenges of the world. In order to achieve this end, through the behaviorist reign, the learner has been regarded as a passive member of the classroom which is shaped by the holy dominance of the omnipotent instructor. But things have turned to a new dimension – the teacher is no longer " the sage on the stage " but the silent overseer in the back. Modern methodology fosters a shift from teacher-centered to student-centered and even student-generated approaches, leaving enough space for maneuver to the individual learner and laying emphasis on the power of self-instruction and responsibility for learning. The greatest emphasis of the instructional act should be placed on the students' exploration of their own attitudes and values. The practical part of this article will explore in detail the theoretical and the empirical dimensions of one of the most important basic active learning activities – simulations.
2009
Although the learners are in a language learning situation, the authenticity of the teaching material, the tasks, and the scenarios means that they can behave as they would in similar situations in their personal lives. 1.1 Task Types used in the EXPLICS products Depending on the aims, content and structure of the language course in which the products will be used different task based approaches can be adopted: Global simulation: When using a global simulation, the whole class is invited to create a fictitious world within a given context (e.g. an apartment block, a village, a company or a conference), to invent the characters living in this fictitious world and to make them interact. A global simulation can constitute a language course in itself at any level of competence, since it is possible to include any language items and skills in the global simulation itself. Global simulations are particularly suited for language tasks that require: brain storming, fact-finding, exploring and problem solving.
The Journal of Language Teaching and Learning™ , 2018
This paper reports on research that investigated the perceptions of students and teachers regarding the simulation methodology used in a remedial language course at a university in Lebanon. The research aims to understand whether the students from different language backgrounds have different perceptions of the benefits of the simulation methodology on their language learning and in addition explores the teachers’ perceptions of the methodology. Two data gathering instruments were used: a semi- structured interview and a survey. The research population included 8 teachers and 174 students. The findings reveal that a majority of the students, regardless of their language background, perceive positive impact of the simulation methodology on their language learning but cannot or choose not to work independently outside the classroom. Teachers are supporters of the methodology even though there seems to be some concerns about student readiness.
2013
Living in a global village needs an ability not only to communicate or to exchange information by using global languages such as English, but also to know other cultures as we get used to getting into contact with other people from culture other than our own.Intercultural understanding simply refers to the basic ability of people to correctly recognize, interpret, and react to other people, incidences or situations that are open to misunderstanding due to different cultural background meaning that they have different life, vision, religion, ethics, norms, laws, education system etc.Dealing with English language teaching especially for the learners of business communication, it has been widely recognized that they need not just knowledge and skill in the grammar of the target language but also the ability to use the target language in socially and culturally appropriate ways.Classroom speaking activities that can be effectively used to get the goals mentioned are simulation and role-...
Beg, Borrow or Steal: An English Language Learning Simulation for Computer Science Students
The proceedings of the Inaugural 2004 CLaSIC Conference, 2004
Writing presents difficulties for non-native speakers of English for a number of reasons; grammatical accuracy issues are a constant focus. However, the problem of producing purposeful and practical documents should not be overlooked. In this paper, we consider the importance of functionality in writing as an outgrowth of workplace language learning activities. In our setting, 26 Japanese computer science students participated in a simulation in an academic English writing class. The constructs of the simulation had students employed at one of two rival computer software companies. The students were given role cards outlining a problem that required immediate action. Following group discussions, the members of each group needed to write a report in English providing advice to their respective company president concerning the direction the company should take. Observation of students’ writings revealed that students were able to identify and write about important discursive functional elements common to problem-solution documents. Furthermore, a qualitative analysis of posttest debriefings revealed that students were motivated throughout the simulation, and could see the long-term value of participating in the simulation. It is suggested here that carefully and appropriately designed simulations can be a very effective way to teach writing to second language learners.