Language-learning Task and Activity Variability between Business English and General English Textbooks (2022) (original) (raw)
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This article analyses English language learning strategies adopted by students in learning English for Specific Purposes (ESP). Despite a broad study in language learning, there is still a scarcity of empirical evidence to emphasise the importance of LLS and the impact on students' performance for ESP specifically. This topic is significant in reflecting the strategies and their adaptability by targeted students. It involves a systematic review of literature and studies from Malaysia and other parts of the world between 2009 and 2021. It references published research studies, analyses books and strategies students use in learning English and especially for specific purposes and reading skills. Out of 50 previous studies, 20 were chosen for a thorough analysis ranging from research journals, reports, and books on definitions and growth and development of ESP, and strategies for learning ESP. The studies revealed that though the majority of ESP students in Malaysia have embraced self-directed English language learning strategies, there is still a gap in the English proficiency in the Malaysian education system. While acknowledging the limitation occasioned by a smaller sample size, the study recommended the adoption of language learning from an out-of-classroom perspective and understanding the significance of Business English to students.
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This research work is entitled "Reforming Business English Teaching Practices: Perceptions, Constrictions, and Solutions". It is an attempt to explore the scarcities and the constraints confronted by the teachers of Business English in the Faculty of Economic Sciences, Management, and Commerce, at the University of Bejaia (Algeria) since Business English is one of the major branches of ESP courses. Accordingly, this investigation concerns itself with the issue of what challenges do this particular subset of Business English teachers meet and which remedial solutions can be suggested. To tackle this problem, we have put forward the hypothesis which states that "the whole amalgam of teaching policies, curricula, and strategies need to be revised in order to overcome the current existing limitations". In order to collect data and check the correctness of our hypothesis, we have opted to the quantitative and the qualitative methods by means of a questionnaire designed for the teachers of Business English in the three departments at the level of the faculty along with an interview designed for the faculty's chief leaders. The anticipated outcome of this project is to demonstrate the lack and the deficits in the contemporary process of Business English teaching at the University of Béjaia, then suggesting solutions for better future practices. This research work highlights the importance of rethinking and revising
Business English as a Part of Teaching English for Specific Purposes (ESP) to Economic Students
Jurnal Education and Economics, 2019
Business English is one of the examples of the English for a Specific Purpose, In the case of Business English, it is largely used in international trade by many whose primary spoken or written language in English. In a globally connected world, Business English is becoming increasingly important as more and more companies need their staff to be multi-lingual language. The goal of any Business English Course is to allow its users to effectively communicate with others in a business environment, whether that communication is in correspondence, face to face meetings, or other methods. Therefore, a Business English Language may include topics such as business English reading, letters, and resumes, business phrases, or terms of sale, advertising, and marketing. Related to the definition of Business English or English for Business Purposes, it shares the important elements of needs analysis, syllabus design, course design, and the selection and development of materials with all ESP fields of work. Teaching Business English (English for Business) requires a teacher’s awareness of the subject matter. ESP combines the subject matter and English language teaching skills. The role of a teacher at this stage is managing to adapt teaching skills and strategies for teaching Business English.
2018
Business English is a part of English for specific purposes and can be considered a specialism within English language learning and teaching. Many non-native English speakers study the subject with the goal of doing business with English-speaking countries, or with companies located outside the English-speaking world but which nonetheless use English as a shared language or lingua franca. Much of the English communication that takes place within business circles all over the world occurs between non-native speakers. In cases such as these, the object of the exercise is efficient and effective communication. The strict rules of grammar are in such cases sometimes ignored, when, for example, a stressed negotiator's only goal is to reach an agreement as quickly as possible. (See linguist Braj Kachru's theory of the "expanding circle".) Business English means different things to different people. For some, it focuses on vocabulary and topics used in the worlds of business, trade, finance, and international relations. For others it refers to the communication skills used in the workplace, and focuses on the language and skills needed for typical business communication such as presentations, negotiations, meetings, small talk, socializing, correspondence, report writing, and a systematic approach. In both of these cases it can be taught to native speakers of English, for example, high school students preparing to enter the job market. Business English is a variant of international English. One can study it at a college or university. Institutes around the world have courses or modules in BE available, which can lead to a degree in the subject.
English for Specific Purposes, 2009
In the last two decades, a great deal of applied linguistics research has been conducted in different areas of business English. However, despite many highly relevant research findings, the interface between research and pedagogy remains weak. One reason behind this lack of interface is that research findings from different studies are rarely brought together in an accessible manner for use by business English practitioners. T he present Purchase Export About ScienceDirect Remote access Shopping cart Contact and support T erms and conditions Privacy policy Cookies are used by this site. For more information, visit the cookies page.