scholarly journals USING CASE-STUDY FOR TEACHING BUSINESS COMMUNICATION IN A FOREIGN LANGUAGE WITHIN THE FRAMEWORK OF HIGHER EDUCATION INTERNATIONALIZATION

2020 ◽  
pp. 106-112
Author(s):  
Ekaterina Nikonova ◽  
Olga Kharlamova ◽  
Olga Zherebkina ◽  
Nina Katkova
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Business Communication ◽  
Teaching Business ◽  
Higher Education Internationalization

Advancing level of professional communicative competence of the students in the institutions of higher education by mean

10.12737/368 ◽  
2013 ◽  
Vol 2 (2) ◽  
pp. 31-35
Author(s):  
Акимова ◽  
N. Akimova
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Communicative Competence ◽  
Foreign Language Teaching ◽  
Institutions Of Higher Education ◽  
Professional Competency ◽  
Teaching Technology ◽  
Teaching Case ◽  
Teaching Business

The article considers methodology of using case-study technology in the institutions of higher education in order to form the professional competency of students by means of foreign language teaching. Case-study, being modern teaching technology, had recommended itself is a productive technology of educating specialists in business and economics. Introducing casestudy in the process of foreign language, allows developing professional thinking in foreign language, helps to create the atmosphere of creativity in the classroom. Using the technique in this context, however serves not only teaching the ability of solving professional, as it is supposed to be in teaching Business and Economics, but to create the situation of motivated communication in foreign language in situation which is close to real professional circumstances in the students' future.

Assessment : Basic Concepts, Thoughtful Decisions

2017 ◽  
Vol 1 (1) ◽  
pp. 9-21
Author(s):  
Milton Raul Licona Luna ◽  
Elizabeth Alvarado Martínez
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Learning ◽  
Assessment For Learning ◽  
Continuous Assessment ◽  
Research Project ◽  
Basic Concepts ◽  
Education In Mexico

Institutions from basic to higher education in Mexico that offer courses of English as a Foreign Language rely heavily on the administering of assessment, usually a formal type of assessment. However, the literature shows how important it is the involvement of other types of assessment in the classroom for effective language learning to take place. For instance, assessment for learning, which consist of a continuous assessment where learners receive feedback so greater learning occurs, what is more, it enables teachers to modify their teaching ways as they reflect on the learners’ progress. To show how assessment is carried out in our context, this research project focuses on a case study within the CAADI from FOD in the UANL.

English instructors’ motivation levels in Islamic higher education

2019 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Muhammad Fauzan Ansyari ◽  
Fabio Oliveira Coelho ◽  
Kalayo Hasibuan ◽  
Dodi Settiawan ◽  
Masni Kamallia
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Sampling Technique ◽  
Education Institution ◽  
Working Environment ◽  
Higher Education Institution ◽  
Content Type ◽  
Schedule Flexibility ◽  
Financial Benefits

Purpose The purpose of this paper is to investigate the motivation levels of non-permanent English instructors (lecturers) in a university language centre (LC) and the factors with regard to what elements sustain their motivation to teach English and to remain in the Teaching English as a Foreign Language (TEFL) profession at an Islamic higher education institution. Design/methodology/approach An exploratory case study with a purposive sampling technique was employed in this study. Ten instructors (seven females and three males) aged between 26 and 40 years old participated (M = 29.6 year olds). The selected participants in the sample were instructors who had taught between three to nine years at the LC (M = 3.9 years), and interviews were the tools used to collect data. Findings Overall, LC instructors’ motivation is not internalised or less internalised into their self-concept. This can be seen from the results that show, respectively, instructors’ levels of no internalisation (42 per cent), less internalisation (40.5 per cent), more internalisation (11 per cent) and full internalisation (6.5 per cent). In total, 11 factors were identified: the influence of others, financial benefits, professional development opportunities, schedule flexibility, supportive working environment, social status and acceptance, a stepping stone for career advancement, networking, dedication, challenge and teaching as a calling. In general, it has been found that instructors are more externally than internally regulated or motivated. Research limitations/implications This study only employed interview to collect data and had only ten respondents. Originality/value Data were collected at the LC of an Islamic institution of higher education institution where instructors are non-permanently employed. The LC is a TEFL environment serving about 12,000 students a year. This study, therefore, allows for an understanding of instructors’ motivation in such context.

scholarly journals CASE STUDY IN TEACHING BUSINESS ENGLISH

2021 ◽  
Vol 3 (66) ◽  
pp. 12-14
Author(s):  
S. Belova
Keyword(s):  
Real Time ◽  
Rapid Development ◽  
Business Communication ◽  
Case Method ◽  
Business English ◽  
Teaching Business ◽  
The Given

The article deals with the problem of teaching business English, taking into account the rapid development of cooperation between countries in key areas and the popularity of the given language in business sphere. The usage of the case method in teaching business English is seen as an important element of training due to the possibility of creating and testing real-time situations that students may encounter in business communication. In this regard, we offer an example of teaching business English be means the case method.

Teaching University Students Business Communication in a Foreign Language

2019 ◽  
Vol 8 (1) ◽  
pp. 51-55
Author(s):  
В. Пришвина ◽  
V. Prishvina
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Business Communication ◽  
Cultural Norms ◽  
Language Training ◽  
Teaching Business ◽  
Successful Communication ◽  
Technical University ◽  
Sociocultural Background

The article shows that teaching business communication to technical university students is an integral part of their professional foreign language training. It is noted that in order to build successful communication one should adhere to cultural norms accepted in society. Special attention is given to the consideration of the manuals that contribute to the development of oral and written business communication against certain sociocultural background.

scholarly journals FЕАTURES OF TRAINING FOREIGN STUDENTS IN BUSINESS COMMUNICATION IN THE ASPECT OF RUSSIAN AS A FOREIGN LANGUAGE

2016 ◽  
pp. 171-175 ◽  
Author(s):  
S. Ya. Evtushenko
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Business Communication ◽  
Educational Process ◽  
Teaching Business ◽  
Business Competencies ◽  
Language Communication ◽  
Professional Business ◽  
Language Environment

The paper discusses the problem of teaching business communication to foreign students majoring in Linguistics. To date, it can be argued that it is very important, because it enhances the role of foreign language communication in the professional employment of modern professionals. The purpose of the paper is to develop guidelines for improving the educational process for teaching business communication to foreigners. The author focuses on the modern educational technologies used in their practice. The author allocates and describes the methods and forms of working to facilitate efficient formation of professional business competencies in foreign (Chinese) students at the advanced stage of training in the language environment. The research resulted in a number of significant proposals for optimatizing the educational process for foreign students.

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