Toward an Integrated Model of Teaching Business English in Tertiary Education

2017 ◽  
pp. 117-130
Author(s):  
Paweł Sobkowiak
Keyword(s):  
Tertiary Education ◽  
Integrated Model ◽  
Business English ◽  
Teaching Business

scholarly journals Why should a Business English Teacher be a Constructivist Teacher?

2018 ◽  
Vol 34 ◽  
pp. 87-92
Author(s):  
Joanna Lempart
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
English For Specific Purposes ◽  
English Teacher ◽  
Constructivist Approach ◽  
Business English ◽  
Learning And Teaching ◽  
Teaching Business ◽  
The Difference

The article provides some considerations related to the issue of learning and teaching Business English in Poland. It explains the difference between Business English, General English and English for Specific Purposes. The main aim of it is to present the characteristics of the Constructivist Business English Teachers. In order to this the constructivist approach to second language learning and teaching is briefly presented and a few. valuable suggestions are provided on how to it can be employed in Business English teaching.

Current approaches and methods in teaching business English. Potential perspectives

2020 ◽  
Vol 13 ◽  
pp. 183-194
Author(s):  
Diana Christine ZELTER
Keyword(s):  
Literature Review ◽  
Teaching Experience ◽  
Business Administration ◽  
Linguistic Competence ◽  
Teaching Approaches ◽  
Business English ◽  
English Teaching ◽  
Teaching Business ◽  
Comprehensive Literature Review ◽  
Second Year

The aim of this paper is to analyse different approaches to business English teaching in order to find solutions to an existing situation: a course in specialised language for second year students at the Faculty of Economics and Business Administration which has to be finalised with the evaluation of the students’ linguistic competence according to CEFR. The question arising is how to combine different language teaching approaches such as CLT or TBLT and CLIL with CBI and CEFR? How to correlate the assessment of content with the assessment of linguistic competence? How to correlate linguistic levels with grades? We are trying to provide a few answers to these questions through a comprehensive literature review and personal assumptions based on teaching experience.

Making the case method work in teaching Business English: a case study

2004 ◽  
Vol 23 (2) ◽  
pp. 137-161 ◽  
Author(s):  
Ana Almagro Esteban ◽  
Marı́a Luisa Pérez Cañado
Keyword(s):  
Case Method ◽  
Business English ◽  
Teaching Business

Teaching Business English

1932 ◽  
Vol 7 (3) ◽  
pp. 17-22
Author(s):  
Florence Maher
Keyword(s):  
Business English ◽  
Teaching Business

scholarly journals TEACHING BUSINESS ENGLISH WITH THE SUPPORT OF WEBLOGS

2021 ◽  
Vol XII (35) ◽  
pp. 311-327
Author(s):  
Eva Stradiotová ◽  
Radoslav Štefančík
Keyword(s):  
Foreign Language ◽  
Quantitative Research ◽  
Positive Impact ◽  
Writing Skills ◽  
Traditional Teaching ◽  
Business English ◽  
Business Writing ◽  
Quantitative Research Methods ◽  
Teaching Business ◽  
Post Test

In this paper, we focused on the mediation of the research results of using weblogs as a form of supplement to traditional teaching in the classroom and their influence on the development of business writing skills. The aim of the research was to prove that the weblog had an impact on improving the business writing skills and on the motivation of students to devote themselves to write contributions in a foreign language at an increased rate. In the research, we used quantitative research methods such as experiment, pre-test, post-test, and research instrument questionnaire. The research was carried at the University of Economics in Bratislava and 60 respondents took part in the experiment. Through the pre-test and post-test, we found out to what extent were the business writing skills of the respondents of the experimental group influenced by the use of weblogs in teaching business English. We used the student test to analyse the data obtained. The results confirmed that the use of the weblog in teaching business English had an impact on the development of business writing skills. We used the questionnaire to collect data in survey research aimed at finding out to what extent the use of the weblog affected the motivation of respondents to write to a greater extent in a foreign language. The analysis of the responses confirmed that the respondents perceived the weblog as a new, non-traditional form of the supplement to traditional teaching, which had an impact on their motivation to devote themselves more to write in a foreign language. Research has confirmed that the weblog, as one of the tools of Web 2.0, has a positive impact on the development of business writing skills.

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