Abstract

 
 
 The study investigates the use of codes of ethics in teaching English as a Foreign Language (EFL) to students enrolled in a first- level master’s course in Marketing Management in an Italian public university. According to Bhatia (2002), genre-specific documents such as codes of ethics have the potential to “sensitise and prepare students to meet the communicative demands of disciplinary communication” (p. 13). Within the theoretical framework of genre analysis and its possible implications for language teaching, this paper focuses on learners’ perceptions and achievements in EFL learning using corporate codes of ethics, presented to students both theoretically and on a practical level. A pre-questionnaire, pre- and post-test, and abridged post-treatment questionnaire were used to collect data. The goal of the five-week study was to demonstrate that genre pedagogy caters to learners’ needs, raises rhetorical and genre awareness, and fosters language awareness at a micro-textual, lexico-syntactical level.
 
 
Highlights
The pivotal importance of English in the field of international business is evident, the relevance of developing business communication skills in English to prepare speakers of other languages for a future professional environment seems unquestionable
Though relying on a small sample, the present study suggests that using codes of ethics (CoEs) can positively impact an English for Specific Purposes (ESP) class
The researchers found that the analysis of CoEs that was carried out collectively in class and in self-‐study fostered students’ reflections on corporate communication and enhanced their linguistic competence
Summary
The pivotal importance of English in the field of international business is evident, the relevance of developing business communication skills in English to prepare speakers of other languages for a future professional environment seems unquestionable. A pedagogical approach based on an authentic learning environment (Oliver, Herrington, & Reeves, 2006; Herrington, Reeves, & Oliver, 2014) and authentic materials (Gilmore, 2007; Peacock, 1997; Ruiz-‐Garrido & Palmer-‐ Silveira, 2017) is advisable in an English for Specific Purposes (ESP) class. Within this framework, with reference to companies’ social engagement and public image (Andrade, Hamza, & Xara-‐Brasil, 2017), the study of codes of ethics (CoEs) seems to meet the need to focus on corporate discourse at a tertiary level to build students’ competitive profiles.
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