IMPACT OF APPROACHES TOWARDS ENGLISH TEACHING IN A MULTICULTURAL STUDENTS ENVIRONMENT: A CASE STUDY

2017 ◽  
Author(s):  
Nayer Fardows ◽  
Sarah Nayer ◽  
Daud Nayer ◽  
Rakhil Mariam
Keyword(s):  
English Teaching ◽  
Multicultural Students

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

2020 ◽  
Vol 129 (6B) ◽  
Author(s):  
Duyen Thi Phung Ho ◽  
Huong Nu Nhu Ton
Keyword(s):  
Teaching And Learning ◽  
English Education ◽  
Influential Factors ◽  
Global Integration ◽  
Intercultural Communicative Competence ◽  
Business English ◽  
English Teaching ◽  
Factors Influencing ◽  
English Textbooks

<p>Globalization has triggered the need to teach ICC in Business English education for effective communication and interaction across cultural diversity.<strong> </strong>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.</p>

scholarly journals The effectiveness of English teaching program in senior high school: A case study

2015 ◽  
Vol 1 (2) ◽  
pp. 114 ◽  
Author(s):  
Alfred Irambona ◽  
Kumaidi Kumaidi
Keyword(s):  
High School ◽  
Mixed Method ◽  
Qualitative Data ◽  
Descriptive Analysis ◽  
Senior High School ◽  
Teaching Program ◽  
Teaching Materials ◽  
English Teaching ◽  
Process Component

This research seeks to evaluate the effectiveness of the English teaching program in senior high school: Case of SMAN3 Yogyakarta, grade eleven. This study was a summative case study using a mixed-method. Descriptive statistics were used to analyze quantitative data and qualitative data followed a descriptive analysis following the CIPP model. The informants were 43 students of SMAN3 and two English teachers. The context findings showed that program objectives, classroom condition, students’ needs and barriers were in effective category. In input component, it is found that both teachers were qualified and experienced. The teaching training was not enough; students’ textbooks and course designs were in effective category. The process component showed that teaching materials, teaching methods, teaching activities and assessments were in effective category. The product component showed that English marks, students’ needs and barriers were in effective category. However, the teaching materials were in ‘not effective’ category.

scholarly journals Application of Case-Task Based Approach in Business English Teaching—A Case Study of the Marketing Course in SEIB of GDUFS

2017 ◽  
Vol 7 (1) ◽  
pp. 23
Author(s):  
Dai Guiyu ◽  
Cai Yi
Keyword(s):  
International Business ◽  
Language Use ◽  
Implementation Process ◽  
Learning By Doing ◽  
Practical Skills ◽  
Business English ◽  
Language Competence ◽  
English Teaching ◽  
Learning By Teaching

Business English Teaching aims at cultivating students’ ability to analyze and solve problems, improving students’ comprehensive language competence and honing their business practical skills. Adhering to the principle of learning by doing and learning by teaching others, Case-Task Based Approach emphasizes students’ ability of language use in authentic situation as well as their competence of taking part in social practices, which, to a large extent, corresponds to the objectives of Business English Teaching. Based on a diachronic combing of research ideas of Case-Task Based Approach, this writing analyzes the marketing course offered in School of English for International Business of Guangdong University of Foreign Studies through Case-Task Based Approach, expounds the implementation process of this approach and investigates into its strengths and weaknesses. Finally this writing will have a tentative exploration on how to improve the approach in practice so as to enhance the understanding of its application in Business English Teaching.

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

2020 ◽  
Vol 19 (6) ◽  
pp. 46-61
Author(s):  
Oksana P Bykonia ◽  
Iryna V Borysenko ◽  
Tamila L Gruba ◽  
Iurii L Mosenkis ◽  
Dmytro O Chystiak
Keyword(s):  
Business English ◽  
English Teaching ◽  
Higher Institutions

scholarly journals PECULIARITIES OF USING CASE STUDY IN TEACHING GENERAL ENGLISH

2020 ◽  
pp. 43-48
Author(s):  
N. V. Konoplyuk ◽  
Keyword(s):  
Professional Education ◽  
General Scheme ◽  
Educational Work ◽  
Student Activities ◽  
English Teaching ◽  
Active Subject ◽  
The Media ◽  
Higher Professional Education ◽  
Case Development

This paper examines the features of organizing a case study when teaching General English to non-linguistic students. A case study is widely used in modern higher professional education for teaching a variety of disciplines. Its popularity is associated with the high requirements of employers to graduates and the wide possibilities which this technology suggests in terms of general professional competencies formation. The use of the case study allows the teacher to transform a student from a passive recipient of information into an active subject. A case study has also proven itself efficient in teaching foreign languages. The author clarifies the concept of a case in relation to General English teaching, describes situations and problems that can be used to construct cases. Also, the place of this type of educational work in the curriculum is determined, and the rationale for the use of a case study at the concluding lessons of a lexical theme is given. The paper offers recommendations for choosing the volume and structure of such cases. Special attention is given to the selection of the media for the case material presentation. The experience of the practical application of the case study with students doing the course of General English allows the author to formulate methodological recommendations for case development and modeling. Such stages as formulating a problem, selecting a situation, processing and formatting the text, planning a procedure for conducting the case, evaluating students’ contribution, and reflecting on the results are suggested. The paper outlines a general scheme for a case study class where three main stages are distinguished (pre-text, text, and post-text), and a description of various types of student activities for each of them is given. In conclusion, the author confirms the supposition that a case study might be effectively applied in General English teaching.

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