scholarly journals The Mixed Proportion of Business Knowledge Courses and English Language Courses in Business English Curriculum Design in China

2014 ◽  
Vol 7 (6) ◽  
Author(s):  
Wenzhong Zhu ◽  
Xuyang Liu
Keyword(s):  
Curriculum Design ◽  
English Language ◽  
Business English ◽  
English Curriculum ◽  
Business Knowledge ◽  
Language Courses

scholarly journals An Investigation into the Current Business English Curriculum Design and Instruction Practices at Yangtze University

2020 ◽  
Vol 16 (1) ◽  
pp. 24
Author(s):  
Li Yan
Keyword(s):  
Teacher Development ◽  
Curriculum Design ◽  
Current Development ◽  
Business English ◽  
Educational Model ◽  
English Curriculum ◽  
Language Courses ◽  
English Major ◽  
Current Business

<p>This paper starts with the disciplinary features of Business English and analyzes the current development of a Business English major at Yangtze University. In the light of requirements of Business English major and the features of cross-discipline, this paper studies the educational model of Business English major at Yangtze University in terms of curriculum setting, teacher development，practical courses and language courses development．</p>

Designing an English Curriculum for Everyone

2018 ◽  
pp. 87-108
Author(s):  
Angela Bailey ◽  
Nayibe Rosado ◽  
Lourdes Rey
Keyword(s):  
Data Collection ◽  
Foreign Language ◽  
Language Learning ◽  
Broad Spectrum ◽  
Curriculum Design ◽  
English Language ◽  
Language Policies ◽  
Language Curriculum ◽  
English Curriculum ◽  
Foreign Language Curriculum

In this chapter, the authors demonstrate a practical view of a foreign language curriculum development in Colombia. Within the chapter, they give a brief description of language policies that guided the curriculum; a discussion of the research framework, methods, and data collection; and a reflection of the choices made with regard to education, language, and language learning. By triangulating existing policies, contextual and conceptual needs analyses, and existing classroom practices, the authors demonstrate a collaborative and flexible means of meeting foreign language teaching across a broad spectrum of inconsistencies. Conclusions review and discuss the importance of maintaining an open and adaptable perspective throughout foreign language curriculum design while establishing and creating a working, flexible English language curriculum.

scholarly journals The English Communication and Learning Needs of Master of Business Administration Students and Curriculum Development at a Chinese University

SAGE Open ◽  
2019 ◽  
Vol 9 (1) ◽  
pp. 215824401983595
Author(s):  
Qing Xie ◽  
Jie Chen
Keyword(s):  
Curriculum Reform ◽  
Curriculum Design ◽  
English Learners ◽  
Oral Communication ◽  
Business Administration ◽  
Master Of Business Administration ◽  
Learning Needs ◽  
Business English ◽  
English Curriculum ◽  
English Students

This study investigates the communication and learning needs of Master of Business Administration (MBA) business English students and their perceptions of effective curriculum design. The research instruments are two-stage surveys of 99 MBA students from a public university in China. The results of the study show that English is not extensively used in the workplaces of MBA business English students, and that the majority of them use Chinese. Most English usage occurs in foreign businesses. The most difficult skills for MBA business English learners are found to be oral communication and listening comprehension. However, there are still very strong needs for further improvement in English communication. For the MBA business English courses, oral communication activities, especially with expatriate teachers, are particularly needed. The MBA business English courses should connect with real-world practice and be relevant to job and business needs. This study has significant implications for MBA business English curriculum reform in both Chinese and international contexts.

scholarly journals Questioning the notion of ‘professionalisation’: LANSOD contexts and the specific case of a musicology undergraduate programme

2020 ◽  
pp. 71-98
Author(s):  
Aude Labetoulle
Keyword(s):  
Curriculum Design ◽  
English Curriculum ◽  
Professional Needs ◽  
University Courses ◽  
The Future ◽  
Language Courses ◽  
Undergraduate Programme ◽  
Professional Aspirations ◽  
The University

In Chapter 3, Aude Labetoulle addresses the challenge of designing courses that meet the needs of learners whose major is not languages in French universities – a sector usually referred to as ‘LANSOD’ (LANguages for Students of Other Disciplines). University language requirements are typically related to the increased importance of ‘mobility’ and ‘employability’. Yet, French universities seem to struggle with the design of language courses that are relevant to the future professional needs of learners. To explore this issue, Aude Labetoulle first investigates how ‘professionalization’ has been progressively defined and implemented by French universities and stresses the tensions underlying the various interpretations of the ongoing movement toward the ‘professionalization’ of university courses in France. She then analyzes the specific case of a LANSOD undergraduate course at the University of Lille (France) and demonstrates how complex it can be to design an undergraduate English curriculum relevant to learners’ future professional needs when learners have different disciplinary backgrounds and professional aspirations. This study provides LANSOD course designers with an approach to curriculum design and evaluation that addresses these challenges and offers transferable tools to, generally underprepared, LANSOD teachers.

scholarly journals The Accuracy of Business English Curriculum to Students’ Communication Performance: The EFL Students’ Perception

2021 ◽  
Vol 12 (2) ◽  
pp. 40
Author(s):  
Pandu Prasodjo ◽  
Sabarina Moksin ◽  
Leil Badrah Zaki
Keyword(s):  
English Language ◽  
Private University ◽  
Three Dimensions ◽  
Business English ◽  
Communication Performance ◽  
English Curriculum ◽  
Working Students ◽  
Technical Vocabulary ◽  
Efl Students ◽  
The University

Measuring the accuracy of a private university in Batam Business English course curriculum to the present needs of workplaces in Batam from students’ perception is essential. Because 85% of the university students are working, it is compulsory to maintain the gap low between what students learned in class and what is implemented in the working field. A questionnaire consists of three dimensions (curriculum, communication performance, and motivation) distributed randomly to 60 students from a population (N=328) of the third-semester students programmed Business English course at a private university in Batam. The result suggested that the curriculum needs to add more practices, peer work, and case studies to improve students’ communication performance. Students’ perspectives in the Business English course reflected a new technical vocabulary that needed to practice in a correlated context. The curriculum content’s relevance to the workplace’s contextual needs is moderately related because not all working students used the English language in their workplace. Additional focus on internal and external motivation through group work and peer work is needed to improve students’ communication performance and confidence. Finally, the existing Business English curriculum is reasonably accurate, supporting students’ communication performance, both written and oral, at their workplace.

scholarly journals Foundation Program English Language Learner Profile: A Case Study in Oman

2019 ◽  
Vol 10 (6) ◽  
pp. 1251
Author(s):  
Meenalochana Inguva ◽  
Victoria Tuzlukova ◽  
Pooja Sancheti
Keyword(s):  
Academic Success ◽  
Curriculum Design ◽  
English Language Learner ◽  
English Language ◽  
Tertiary Education ◽  
Language Learner ◽  
Foundation Program ◽  
Language Courses ◽  
Learner Profile ◽  
Context Specific

This paper addresses the concept of the foundation program English language learner profile, its meaning and utility, and explores contextual variables that might have caused success or failure of the students enrolled in the foundation English language courses in tertiary education institutions in Oman. In more detail, it reports on the findings of the study that focuses on foundation English language program context-specific internal and external factors to highlight a variety of learner profile attributes shaping students’ personality and equip them with 21st century skills. A bilingual questionnaire in English and Arabic is used to provide detailed descriptions of the leaner profile, discuss experiences, achievements and challenges of the students of the foundation program exit level English language courses at the Centre for Preparatory Studies at Sultan Qaboos University. The results demonstrate that the analysis of the learner profile attributes can serve as a guide for informing future decisions about the foundation program English language curriculum design and implementation to enhance students’ academic success.

scholarly journals The Integration of Intercultural Business Communication Training and Business English Teaching

2016 ◽  
Vol 9 (2) ◽  
pp. 77
Author(s):  
Deng Jingzi ◽  
Zhu Wenzhong ◽  
Elizabeth Elendor Dimond
Keyword(s):  
English Language ◽  
Business Communication ◽  
Simultaneous Increase ◽  
Teaching Methodology ◽  
Intercultural Training ◽  
Business English ◽  
English Teaching ◽  
English Curriculum ◽  
Literature Reviews ◽  
Discourse Teaching

<p>The cultural information transferred by language is an important part of Business English teaching. Therefore, teachers of Business English should not only improve the language level of the students, but also develop the students' cross-cultural understanding. The cultivation of intercultural business communication (IBC) competence could not be realized by one or several courses, it must be emphasized through the entirety of Business English teaching. For example, elements of intercultural training should be reflected in Business English teaching materials, classroom discourse, teaching activities, and teaching methodology. This paper analyzed the afore-mentioned elements of IBC competence. Utilizing literature reviews and questionnaires, it also revealed problems in teaching and cultivating IBC competence in Business English curriculum and examined what obstacle Chinese students experience in intercultural communication. The author of this paper proposed three principles that should be followed while integrating IBC competence and Business English teaching in order to realize the simultaneous increase of course knowledge and IBC competence, and to further students’ professional knowledge, English language ability, and intercultural business fluency.</p>

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