Abstract
The aim of this article is to discuss on teaching Business Communication in classroom to Business Administration degree programme students. Indeed, teaching Business Communication in classroom was different experience when compared with Technical English for B.Tech students. The syllabus for Business Communication (English) was also peculiar whereas Business Communication taught in other institutions. Usually in Business Communication we will have components of letter writing (Business letters), writing memos, agendas, circulars, advertisements, Business report writing and Business vocabulary, but in our university we had even Linguistic elements in syllabus such as Phonetics, Word stress, and Sentence stress. In addition to, other portions are Linguistic communication? Barriers to communication, Dyadic communication, Idioms and Phrases, Proverbs, Listening skills, Movie talk and Reading skills. The only thing what any one can find on students with this type of curriculum is that they cultivated more interest to read theory part (Linguistic communication, Barriers to communication, Dyadic communication) than technical matters (Phonetics, Word stress, Sentence stress). Yet they enjoyed Phonemic symbols while spelling their sounds. Perhaps the result point of view allowed them to be inspired with theory content rather than linguistics. Hence, might be learners earned enough experience in having command over English language. Concerned with learning materials it was difficult to search for Linguistic communication. The students felt happy with the academic syllabus due to teaching methodology than the given syllabus. The adopted teaching methodology was communicative language teaching with usual lecturing method. Lecture was lectured with the help of the technical tool power point presentation. The downloaded materials with pictures (power point lessons with pictures) attracted young minds. It is wonder that Business administration students reading Linguistic aspects and sitting for final written exam. Therefore, this paper exposes teaching-learning process of the teacher and student in teaching Business Communication to them.
Highlights
The only thing what any one can find on students with this type of curriculum is that they cultivated more interest to read theory part (Linguistic communication, Barriers to communication, Dyadic communication) than technical matters (Phonetics, Word stress, Sentence stress)
Nowadays business communication is interlinked with business English as we all know that world has become global village
Since the subject is dominated with more elements of English language it can be called as Business English than Business Communication
Summary
“Silence can speak and so can the eyes, but nothing substitutes the enunciation of thoughts and emotions with words”. (Oscar Salomon Cisneros, Modern Day Proverbs, 2010-11). In spoken form, “the ability to produce utterances that are appropriate to the sociocultural context in which communication takes place, i.e. to the social contextual factors such as participants’ age, gender, power or distance; stylistic factors such as politeness conventions and strategies, degrees of formality or field-specific registers; cultural factors such as awareness of dialect or regional differences in the target language, differences and similarities in terms of usage of communicative strategies between the L1 and the L2, social and institutional structure of the target culture, etc”. What ever we do either reading or writing we listen to mind and work the above said three skills constitute pragmatics-socio-cultural competence
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