Business English Research Papers - Academia.edu (original) (raw)

The present study came to life as a result of the scientific inquiry and classroom practice the author carried out over a period of almost twenty years of teaching business English at tertiary level, before, during and after completing a PhD thesis in Business English language curricula. She has constantly, throughout these years, tried to combine theoretical investigations with practical applications, and whenever possible, she kept a record of the analysis of quantitative and qualitative data obtained as a result of her classroom research, and analysed it in order to improve my teaching performance and my students’ learning experiences, or, as the case may be, to present the results on different occasions, such as conferences or round tables dedicated to the subject. It is structured into four main chapters, which lead us along the path of business language curriculum, from the general, wider perspective upon curriculum to more hands-on, practice- and research-based approaches to ...

- by Max Sean
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- Business English, Travel and Tourism Industry, Vocabulary Learning in ESL

Several research highlight communication apprehension (CA) among business students, but no known studies have validated this situation in the Philippines. Thus, this study compares and analyzes the communication apprehension levels of Accountancy and Hotel and Restaurant Management (HRM) students from a top Philippine university. McCroskey's Personal Report of Communication Apprehension (PRCA-24) was used to gather data from 242 final-year business students (166 Accountancy, 76 HRM). The results show that Accountancy students scored a slightly higher albeit insignificant overall CA level. The scores of the two cohorts in the four common communication contexts (i.e., interview, presentation, conversation, and group discussion) also did not vary significantly. The findings also confirm no significant relationship between CA and two factors typically linked with speaking competence: gender and type of high school attended.

The primary objectives of university English for Specific Purposes (ESP) courses, such as Business English (BE) courses, are to train learners within relevant genres and to use language within related professional and communicative contexts. However, localised needs analyses (NAs) are required to achieve such objectives. This is because educators and course developers need to know the types of language, genre and contexts students are most likely to encounter to make BE curricula relevant and engaging. With stretched resources, oversubscribed classes and a general lack of rigour in many curriculum design processes, it is not uncommon for teachers to simply rely upon their intuition, rather than contextualised empirical data pertaining to their students’ needs, when informing teaching decisions. Undoubtedly, such teacher intuition and the resulting pedagogical decisions made are most often done so with students’ best interests in mind. However, the current literature is lacking insight investigating the extent to which students’ self-reported needs correlate with their teachers’ intuition. Therefore, this research analysed the needs of 333 Chinese undergraduate English for International Business students, preparing to complete their studies in the UK, and compared this with the intuition of 23 of their teachers. A combination of written and online questionnaires was utilised to elicit both quantitative and qualitative data. Results identified quantitative student-teacher convergence with regards to students’ preferred classroom activities and high acceptance of learner autonomy. Statistically significant quantitative student-teacher divergence was identified with regards to students’ preferred teaching materials (p< 0.05) and the amount of time students spent using English outside of the classroom (p< 0.05). Further qualitative student-teacher divergence of note centered around students’ English use, English language learning challenges and hobbies. Potential learning and pedagogical implications to Business English teaching are discussed and practical suggestions presented where appropriate. It is hoped that the results presented within can be of practical value to Business English teachers as well as course and materials designers working with Chinese undergraduate students preparing to study abroad.

This study focuses on an innovative teaching project entitled Doblaje creativo (Creative Dubbing), which was conducted at the Universidad Complutense de Madrid during the 2019-2020 academic year. Its main goal was to explore the use of creative dubbing as an innovative tool for improving oral production skills in the business English classroom, as well as for other language skills. To this end, twenty students from the Degree in Commerce practised their speaking skills (a measured and dependent variable) in business English through creative dubbing activities (a manipulated and independent variable)-a recent application of didactic audiovisual translation (AVT). Several lecturers from public universities took part in this project, which employed a mixed methods study involving an experimental group (N=20) and a control group (N=20). Both quantitative and qualitative data were gathered. The former involved student tasks designed to assess three videorecorded presentations carried out by both groups, serving as pre-and postlanguage tests. The latter involved questionnaires filled in by the students. The results obtained indicate that creative dubbing is indeed a tool that can enhance students' oral skills, motivating them regarding the use of a non-traditional educational methodology, which can be applied in any other English for specific purposes (ESP) context.

A preparation course for Business and Economics students.

- by Leia O . S.
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- Business English, English for Specific Purposes, Economics and Business

This research aimed to evaluate English courses and syllabus in Bina Nusantara University, particularly in the accounting department, whether it was appropriate in the workplace. This study was conducted by interviewing 54 Bina Nusantara university graduates from Accounting department of 2013-2014 and three from big four public accountant firms in Jakarta. The result of the interview was analyzed qualitatively. The purpose of the interview was to get more detailed information about the benefit of English courses that they had at Bina Nusantara University. Besides that, the researchers had also interviewed with some public accounting firms in Jakarta to find out the level of English skills required and the standard scoring system used as a reference in their companies. With structured data collection, it can be concluded that the students need to practice English to improve the communication skills of speaking and writing to get good reports in English. Bina Nusantara University has ...

- by ienneke dewi
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- Business English, English language, Syllabus, English Language
- by Patrizia Giampieri
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- Business English

The increased linguistic and cultural diversity of international workplaces challenges different understandings of corporate language, corporate communication and even language ideologies. The understanding, attitudes and ideologies towards language and language policies of members in culturally and linguistically mixed teams are an important aspect of business communication studies that so far has received little attention. Through an analysis of two case studies of MNCs in Switzerland and Italy in the banking sector, based on semi-structured interviews with employees in those companies, this paper aims to explore ideologies of multilingualism and English that dominate in the workplace and those that underpin the official and unofficial corporate policies adopted. The dominant discourse is that "English is the language of business" and it remains a fixed and unquestioned corporate language. However, the importance of collaborative, flexible and multilingual practices at all levels of professional communication has been highlighted in the experiences reported by business professionals interviewed. The use of BELF and other languages does not necessarily function, as companies' policies would require, following the monolingual language separation mode, but in a mixed, fluid and flexible mode. Finally, the promotion of a translingual use of BELF in corporate communication may allow flexibility and equality in dealing with the diversity of repertoires and access to resources for plurilingual employees.

- by Айдан Салимзаде
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- Business English
- by Patrizia Giampieri
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- Business English, Teaching Business English
- by I. Rajh
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- Business English, Corpus Linguistics, Idioms, Textbook Analysis
- by franziz morera luna
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- Business English

Although English for Tourism (EfT) is an acknowledged branch of English for Specific Purposes (ESP) in both research and pedagogy, a clear definition of EfT and a clear methodological framework for EfT research seems to be lacking in the literature. This presentation will report the preliminary results of an exploratory study in progress that seeks to answer the deceptively “simple” question: “What is English for Tourism?”. More specifically, a representative (but not yet comprehensive) sample of all English for Tourism literature available on Google Books and Google Scholar, including both teaching material and academic literature, has been analyzed and coded in accordance with the methods of grounded theory. The preliminary results offer insights into the semantic, conceptual, theoretical, and methodological differences between the interdependent yet distinct perspectives of “English for Tourism” (EoT) and EfT, from which a working model of EfT is emerging. The results also reveal national tendencies toward either EfT or EoT and thereby expose particular gaps in the existing body of research.

Increasingly, university students around the world are demanding courses that target vocational skills. This paper outlines the design of an advanced business English skills (ABES) course which aims to introduce students at a private Japanese university to essential English communication skills typically used in a corporate environment. Initially, the authors provide a brief overview of the nature of 'business English' and locate this within a Japanese context. Elements of the ABES course include teaching how to make effective presentations, how to make persuasive proposals, how to pitch ideas, and how to start a business. Finally, the authors provide some keys for educators who wish to design similar courses.

- by Tony Cripps
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- Business, Business English, Teaching and Learning, English for Specific Purposes

The aim of the present paper is to propose a specially designed ESP course book evaluation sheet as well as discuss the need for and usefulness of ESP course book evaluation. The specifically devised checklist for Business English materials will take into consideration various aspects of course design, content and methodology as well as general attributes referred to by such renowned materials " evaluators as Cunningsworth, Ellis and Johnson, McDonough et al. to name only a few. Throughout the paper the author will also assert the specificity of ESP courses as more demanding and more focused on the expectations and requirements of the learners. Hence, appropriate evaluation of any new course book proves necessary because the needs of the students and how they are prioritized will affect their eventual success.

- by Piotr Romanowski
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- Business English, English, LSP, English Language Teaching (ELT)
- by Zhisheng Wen (Edward)
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- Business, Business English, Corporate Communication, Financial Accounting
- by Parv Poddar
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- Business, Business Administration, Business Ethics, Business English

Business English-Wirtschaftsenglisch/ Geschaeftsenglisch-Kommunikation + Redewendungen (Telefon-Saetze/ Business Meeting/ E-Mail / Bewerbung/ Woerterbuch Technisches Englisch + Allgemein-Wortschatz) Writing business letters in german... more

- by Markus Wagner
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- Business, Business English, Learning and Teaching, German Language
- by Alek Vega
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- Business English, International Business
- by Asma Chahed
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- Business English

Suitable syllabi designed in accordance with Cambridge English Scale ( A1-C2) and learner's language proficiency

- by A B
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- Marketing, Business English

Entrevistas de Trabajo en inglés ¿Qué hacer en una entrevista de trabajo en inglés? Una entrevista en inglés es simplemente una conversación entre el candidato y una empresa para averiguar si el candidato puede/quiere hacer el trabajo. Es una oportunidad para causar una buena impresión. Sin embargo, hay ciertas reglas generales que deben seguirse en las entrevistas en todos los

- by IDM Madrid
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- Business English, Ingles, Inglés, Estudio Del Idioma Ingles

İş İngilizcesi dili, sahanın öznel ve nicel bir değerlendirmesinden sonra çerçeve haline getirilmiştir. Örnek olarak piyasadaki eğilim, ürün portföyleri, müşteri işletmeleri ve işletme yapısı her şekilde bu eğitim içeriğine dahil... more

- by Sefa Sezer and +1
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- Business, Marketing, Business English, Education

Learn how to craft a résumé for job

- by Maria Anwar
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- Business English, Business Communication, Functional English
- by trang phan
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- Business English

In this chapter, we will try to map the specialized lexis of The Economist and Newsweek periodicals, especially in terms of their function and word-formation structure. In addition to economic vocabulary, we will include lexical units from related industries (law, political science, etc.) in our corpus, as well as general vocabulary, which necessarily contextually accompany the observed language registers. Based on our experience as teachers at the Faculty of Applied Languages of the University of Economics in Bratislava, we will also outline examples of the application of the obtained data to the didactics of English-speaking professional lexicon.

- by Dominika Vargová
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- Business English, Lexicology, Corpus Linguistics, LEXICOLOGIE

Delta Module 3 Extended Assignment for the Business English (BE) specialism. I designed a course for a group of 5 high-level engineers at a Taiwanese tech company involving a multilayered, negotiated syllabus.

- by Вячеслав Кац
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- Business English

The appropriate use of pragmatic markers – non-propositional well, you know, of course, etc. – is necessary for
successful business communication (which is, for the most part, cross-cultural communication), however,
pragmatic markers take a back seat in TEFL, TESL, and most notably, in TESP contexts. In our paper we will,
first of all, discuss the major issues related to the concept of communicative competence as well as the role of
PMs in shaping EFL and ESL speakers’ communicative competence. Next, some remarks will be made about the
possible sources of the difficulties that may hinder the acquisition and/or learning of PMs, finally, the results of a
case study will be presented, which aimed at mapping the functional spectrum of PMs as they are used in
selected General Business English textbooks.

- by Furkó Péter
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- Business English, Discourse Markers, TESOL, Textbook Analysis

In Introducing Business English, Catherine Nickerson and Brigitte Planken, two leading researchers and practitioners in the field, seek to provide a comprehensive introduction to Business English by drawing on different research traditions. Overall, the book focuses on the spoken and written modes of business communication, while briefly addressing some genres which fall into the sphere of computer-mediated discourse. Apart from discussing the latest research on these areas, the volume dedicates a special section to Business English pedagogy. The authors stress the complex and context-driven nature of Business English, which must be considered by both researchers and practitioners when examining and teaching international business communication.
Despite some weaknesses, the book is a welcome addition to the growing literature in this area as it provides an in-depth analysis of the many dimensions involved in the processes of understanding and producing business genres. This raises awareness of the complexity of Business English and warns practitioners against teaching decontextualized templates and linguistic features. The book’s extensive overview of both seminal works and recent literature on the topic from a variety of perspectives makes it a must-read for graduate students and researchers in the area. Moreover, the review of different pedagogical approaches and the listing of resources for teachers of Business English turn it into a useful toolkit for more seasoned practitioners in the field. The book also may be of interest to scholars in corporate discourse, ESP, genre analysis, discourse analysis, and translation studies.

- by Millaray Salas
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- Business English

In a globalized world, characterized by the interdependence of the world's economies, cultures and populations and therefore requiring a shared means of communication, English has obtained the status of the lingua franca in both academic and business contexts and it has been extensively used in scientific, economic and political fields. Consequently, English has become essential for the entire workforce whose career prospects on the labor market are largely dependent on their English language proficiency, the ability to communicate effectively and overcome language and cultural barriers.

- by Amela Lukač-Zoranić and +1
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- Business English, Teaching English as a Second Language

How to keep your visuals ethical when communicating in a business scenario

- by Maria Anwar
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- Business English, Business Communication, Functional English

Course Description: This semester course is designed to improve students' English practical writing skills for professional purposes. It mainly includes two parts. The first part reviews the necessary aspects of written English, such as mechanics, grammar basics, diction, the process of writing, etc. The second part will be devoted to the writing of different types/genres of letters,