Business English Teaching Research Articles

Main Approaches of Business English Teaching to Future Lawyers: A Case Study of Ukrainian Higher Institutions

The paper examines the difficulties teachers and students face while teaching and learning Business English in Ukrainian higher institutions; identifies and evaluates the problems of teaching English to future lawyers; determines the main methods and methodological approaches in teaching English for Specific Purposes and Business English to future lawyers. The authors describe a project recently piloted at the Academy of the State Penitentiary Service (Chernihiv, Ukraine) in which law students participated in the attitude survey toward learning the English language. In this study, feedback and quantitative methods were used to analyse the data of surveys. The teachers’ and students’ responses to survey questions were examined. The results showed a shift from a teacher-centred to a student-centred approach in university teaching and student preferences in learning English. The study calls for the enhancement of teaching the essential professional skills in English that students need to succeed in making their pathway choices and enable continuous growth throughout a legal career. Research findings are discussed with due regard to the surveyed students’ needs and personality-oriented principles in legal education. The results indicate a need for methodological innovations that will support meaningful learning and boost the students’ and cadets’ productivity and efficiency of teaching and learning process. Despite the experimental group involving only the cadets and students majoring in and Law enforcement, this methodology could be applied to teaching Business English and English for Specific Purposes to a number of other specialities, in particular Economics, Psychology, Business, and International Relations. https://doi.org/10.26803/ijlter.19.6.3

On the Application of Computer Aided Technology in Business English Reading Class

With the continuous development and changes of international business activities, business English teaching has developed rapidly around the world. This article explores the value of Internet-based computer-assisted language teaching in business English course teaching relying on computer-assisted technology, combined with business English teaching examples. The results show that multimedia technology increases the information output of teachers and creates more vivid learning environment of language learning, greatly improving the teaching efficiency and quality.

The Changing Role of the Business English Teacher in the Business English Class

Our paper will insist upon the changing role and methods employed by the teachers of Business English, so as to match the students’ needs and wants. Some authors have used metaphors to describe what teachers should be – actors - they are always on a stage; orchestral conductor - direct conversation and set the pace and the tone; gardeners - plant the seeds of knowledge and watch them grow. As times have changed, the teaching methods must change too, the teacher is no longer a guru, but a facilitator, the one who fosters learner autonomy, and is no longer a transmitter of knowledge.

TEACHING BUSINESS ENGLISH AND ESP: BANKING ENGLISH

Teaching Business English (ESP): Banking English course in higher education is required to teach the language with a focus on the specific communicative needs and practices of the students who will be able to function in academic, professional or workplace settings. Banking English covers the specialized vocabulary pertaining to the higher education disciplines first and to the profession later, together with their respective reading, writing, speaking and listening conventions. A future banker is the one who deals with most of the customers sometimes foreigners also inside a bank. So he must have good knowledge of English-as English is a global language-in order to communicate efficiently. In this article, we will discuss and share some effective ways of teaching and learning Banking English at intermediate and upper-intermediate levels to make rapid progress in the specialized area of Banking English and combine authentic teaching materials of banking including into a variety of activities and role plays to practice, to engage and to motivate the students.

Peculiarities of Teaching Business English to Ex-Servicemen and Their Family Members: Experience of Implementing Ukraine-Norway Project

Peculiarities of Teaching Business English to Ex-Servicemen and Their Family Members: Experience of Implementing Ukraine-Norway Project

FACTORS INFLUENCING TEACHERS’ INTEGRATING INTERCULTURAL COMMUNICATIVE COMPETENCE (ICC) INTO BUSINESS ENGLISH TEACHING

Globalization has triggered the need to teach ICC in Business English education for effective communication and interaction across cultural diversity. This case study was carried out at a college specializing in International Trade in Vietnam with six Business English teachers as participants. The study aims to explore factors influencing the teachers’ integrating ICC into their Business English teaching (BET). The data were collected through 1/ in- depth interviews; 2/ analyses of two syllabi and two Business English textbooks in current use; 3/classroom observations. Inductive analysis was used to analyze the data. The findings revealed that the teachers hesitated to teach ICC due to multiple influential factors. The results of the study were a good source of data for more efficient policies to develop ICC teaching and learning in the global integration.

Student Perception of ESP Business English Teaching Implementation in Makassar National Informatics Polytechnic

English for Specific Purpose (ESP) is currently a subject that must be followed by every student in every vocational or polytechnic tertiary institution throughout Indonesia, including in South Sulawesi. This study aims to find out in advance the students' perceptions of English for Specific Purpose (ESP) Business English teaching materials, and their perceptions of the teaching strategies adopted by ESP Business English teachers. In answering the research questions above, researchers used a descriptive qualitative approach. The method of data collection is done through semi-structured interviews using open-ended questions and analyzing them using an interpretative analysis approach. From the results of data analysis found 1) the material or textbooks that are used already meet the learning needs of students where the materials provided include Business English related words, the structure of Language/Grammar, and practical language teaching. However, students consider the design or appearance of the book to be less attractive making them less interested in using the book; 2) students show a variety of perceptions about the teaching strategies of their lecturers, found themes that show the teaching strategies preferred by students are supportive, create fun learning, provide games, be disciplined and assertive but feel not pressured, have an active professional knowledge component.

区域文化渗透观对商务英语教学指导的构想

区域文化渗透观对商务英语教学指导的构想

Challenges of Teaching and Learning Business English in Ukrainian Universities

The English has been widely used and expanded with the globalization of the business world, notably ESP is considered a part of it. This study aims to seek out the challenges of teaching and learning Business English in Ukrainian universities. Considerable experience as Business English teachers at several Ukrainian universities and ongoing contact with colleagues in the professional community of ESP teachers, provides an opportunity to affirm that the results we found in the empirical study are typical for most Ukrainian universities. This assumption was also supported in the discussions with the ESP teachers from different regions of Ukraine during the British Council's “English for Universities” project (2015-2018). Data collection was done by conducting a questionnaire survey for the ESP practitioners that had the issues in teaching ESP course at the Faculty of Economics, Taras Shevchenko National University of Kyiv The findings revealed the challenges that ESP practitioners face, particularly: difference in students’ language competence, course content selection, lack of motivation, in-class hours etc. and possible solutions in overcoming the constraints in teaching. The study suggests that Business English practitioners should develop and improve practical tools for evaluation and certification of results following the requirements and further improvements should be implemented in the methodology and organization of ESP teaching, the content of the course, the course design, the development of course-books and supplementary teaching materials for each specialty.

INTRINSIC MOTIVATION OF STUDENTS DURING BLENDED LEARNING OF BUSINESS ENGLISH

The article discusses the issue of improving the efficiency of teaching Business English to students of economic specialties using educational Internet resources. The described method of blended learning involves the active independent work of students with resources hosted on the platform www.edx.org and active discussion of the results of this work during the classroom. The results of the survey indicate a high motivation of students to learning Business English according to the main principles of the blended learning approach. According to the survey conducted in the framework of the first stage of experimental research, during the work with the offered educational materials of the Internet, the intrinsic motivation of students was at a high level. In particular, the students themselves found such work useful and effective for developing competence in listening, reading, writing and speaking. Observation of the practical classes showed that students’ involvement in the educational process has increased significantly. Students ‘subjective feelings about the effectiveness of their online learning resources were supported by objective data, including the students’ performance charts, which were recorded by the platform. All students successfully completed more than half of the proposed assignments. Based on the results of the study, it can be argued that the use of edx massive open online courses in the framework of blended learning method (both in Ukrainian and in a foreign languages) in the teaching practice of higher educational establishments is very promising for improving the quality of education not only in Business English but also in other professional disciplines. Moreover, the use of edx massive open online courses in the framework of blended learning method will help students to develop continuing education tools and high intrinsic motivation to use these tools in their future professional and personal growth.

On the Necessity of Cooperative Learning for Business English Learning

With the globalization of the world and the Initiative of Belt and Road, Business English learning is becoming increasingly popular and important in China. Based on the comparison between tradional frontal-lecturing approach and cooperative learning and analysis of the characteristics of Business English course, this paper tries to integrate Business English teaching with cooperative learning from Dewey’s interactive naturalism and humanism with an attempt to explore why cooperative learning is effective in Business English learning to deveplope students’ English competence, business skills and moral qualities.

The Application of Multimodal Discourse Analysis in College Business English Teaching

<p>Business English is an English teaching model based on the business use and with some certain value. In the process of college business English teaching, college business English teaching based on multimodal discourse has become the mainstream of education. In the college business English teaching in colleges and universities, we should pay attention to the innovation of teaching mode and re-examine the value of business English teaching. This paper discusses the application of multimodal discourse analysis in college business English teaching, expounding the concept of multimodal discourse analysis and introducing its application in college business English teaching.</p>

The English Economic Term ‘Human Capital’ and Its Semantic Field in Scientific Discourse

Recently, human capital (HC) has acquired special relevance in response to digital economy development. A semantic study of HC is significant for its linguistic description and practical purposes of teaching business English to students, specializing in economics and management. The aims of the research were to analyze dictionary definitions, compare them with contextual interpretations, and identify syntagmatic relations and lexical collocability of the term HC in scientific discourse. 340 article titles and their abstracts from 18 journals on economics and management served as the material for the research. The methods included continuous sampling, analysis of contextual relations, semantic classification, and componential analysis. The results of definition analysis showed that HC has intangible components of meaning and partly overlaps with resources , in opposition to capital which has monetary nature. Contextual interpretations disclose more semantic aspects of HC. Monetary relations and production factors make it closer to capital . Considerable attention is paid to HC formation and measurement. Terms, related to HC, embrace a wide variety of phenomena from almost all functional areas of business, which indicate the importance of HC for sustainable development, increasing profit and competitiveness. Semantic classification of collocations shows that HC is considered at the personal, organizational and national levels. The most frequent syntagmatic sequences include HC+N , N+Prep.+HC , and Adj.+HC . Objective valency type: V+HC is more common than subjective: HC+V . The most frequent collocations are HC accumulation , HC investments , and the role of HC .

Language skills enhancement and the use of ICT – A business English teaching perspective

Language skills enhancement and the use of ICT – A business English teaching perspective

Business English Teaching Mode Under the Background of Big Data

Based on big data, business English teaching mode is a reform of traditional teaching mode. It comprehensively records the teaching process through real-time data sharing. This paper discusses the application of "big data" in business English teaching design, teaching content, teaching methods and teaching evaluation. It is proposed that business English teaching mode under the background of big data can fully mobilize autonomy and creativity, which is conducive to deepening classroom teaching reform, carrying out all-round independent learning, strengthening daily teaching management, optimizing talent training mode and promoting educational informatization reform.

Needs Analysis Survey on Business English Teaching to EFL Learners

This study aims to showcase a new approach to teach business English to EFL learners. There are several questionnaires that are suggested to be used before and during business English teaching. The questionnaires will provide the teachers with valuable data about the level and expectations of the students so that they would be able to choose the most suitable material to teach them. An interview was also conducted with the owner and the manager of the company separately in order to detect their priorities and expectations from the course. The result showed that following the needs analysis suggested in this study suits EFL students, and it is recommended that other teachers do so for their business English classes.

The practicality of ELF-informed teaching: Attitudes and perceptions of Chinese business English teachers

Abstract Research on English as a lingua franca (ELF) has proposed a shift from ENL-based (English as a native language) to ELF-informed teaching. This study intends to add empirical evidence on Chinese business English teachers’ perceptions and understanding of the practicality of ELF-informed teaching. Based on interviews with 12 business English teachers, this study presents one main conflict and three subsidiary conflicts regarding the implementation of ELF-informed teaching in the Business English Program. The main conflict is between teachers’ general awareness of ELF and their expressed preference for native-English based teaching. The three subsidiary conflicts are between (i) ENL-based learning and ELF-informed teaching; (ii) English for tests and English for use; (iii) intervention and innovation. Following this, four barriers that impede the implementation of ELF-informed teaching are summarized. This study also discusses course-of-actions that could address the conflicts and barriers in implementing ELF-informed pedagogy in the Chinese context.

Teaching Business English for Chinese Students via “Field Work”

Teaching Business English for Chinese Students via “Field Work”

The techniques of teaching Business English to the students of linguistics major

The article describes the principles and methods of teaching Business English to the intending interpreters, translators and English teachers. The necessity to study the techniques of teaching it is conditioned by the importance of the English language as a means of international communication in the professional sphere. The authors of the article describe their experience in Business English teaching at the Higher School of Foreign Languages and Translation of Kazan (Volga Region) Federal University. The process of teaching Business English is designed to improve the students’ knowledge of business terms, idioms; to improve the related language, communication and translation skills; to prepare for international certification; to develop motivation and leadership. The survey results and observation make it possible to conclude that learning Business English is one of the most significant components in the linguistic professional education, which is recommended to be included into the list of obligatory academic subjects.

Application of Multimedia Technology in Business English Interactive Teaching

The application of multimedia technology is a comprehensive and creative application of traditional teaching forms. In particular, multimedia courseware has the advantages of integration of display, selection of hypertext links, operation of human-computer interaction, richness of large-capacity storage, and convenience of high-speed transmission and so on. It can realize the unified combination of classroom teaching integrity, science, art and technology. Higher education has always emphasized the student-centered, teacher-led teaching model, and flexible use of multimedia in business English teaching has achieved remarkable teaching results. This paper expounds the current situation and problems of the application of multimedia technology in business English teaching, and puts forward some innovative application methods of multimedia in business English teaching.