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>

Bahasa Inggris Bisnis dari Perspektif Alumni Jurusan Akuntansi Politeknik Negeri Padang

2015 ◽  
Vol 4 (1) ◽  
pp. 10-16
Author(s):  
Martini Martini
Keyword(s):  
Graduate Students ◽  
Language Skills ◽  
Descriptive Analysis ◽  
Business Communication ◽  
Educational Institutions ◽  
Teaching Material ◽  
Business English ◽  
Reading And Writing ◽  
English Curriculum ◽  
English Class

As a part of dissertaion research entitled “Developing A Model Of Business English Teaching Material For Students Of Politeknik Negeri Padang”. This article tells about the needs of Business English in workplaces from the graduate students persperctive. The information gottten can be used as inputs is designing Business English curriculum which in based on Link and Match concept between the needs of workplaces and educational institutions. A survey was done by spreading online questionnaires by using Google drive to the graduates of accounting department, who work for some companies in Indonesia. By using descriptive analysis, finding of the research obtains an overview that four language skills (speaking, listening, reading, and writing) are very impportant in business communication. It menas that they must be taught in Business English class. Next, it is also obtained that grammar, vocabulary, pronounciation, and translation are also very important to be taughy. Besides, this study can determine some business topics that are needed for Business English class.

scholarly journals The School of Business English

2014 ◽  
pp. 206-208
Author(s):  
L. S. Pichkova
Keyword(s):  
English Language ◽  
Training Programs ◽  
Business Communication ◽  
Teaching Profession ◽  
Common Language ◽  
Object Language ◽  
Business English ◽  
Economic Texts ◽  
The Common

School of Business English prepare students for translation and abstracting economic texts, business correspondence and business communication originated in the late 1950s. Department of English Language № 2 pioneered the creation of the school of business English at MGIMO and made the largest contribution to its development. Developing and using the latest educational technology, actively participating in many innovative projects, responsive to changes in the economic and socio-political sphere and carefully studying the international experience, the Department has become the undisputed leader in language teaching profession. The emphasis is on the use of the advantages of a new method of object-language integrated learning, in which the program of teaching business English are built in close coordination with training programs on special subjects, and sometimes supplement them. Business games, round tables, student conferences in English have become long-term practice of the English Language № 2. Specialty permeates all stages and aspects of learning, including the common language practice.

scholarly journals IMPROVING STUDENTS’ LANGUAGE SKILLS IN BUSINESS ENGLISH COURSE: EXPERIMENTAL STUDY

2021 ◽  
Vol 8 (18) ◽  
pp. 46-56
Author(s):  
Zuzana Hrdličková
Keyword(s):  
English Language ◽  
Slovak Republic ◽  
Business Communication ◽  
Alternative Form ◽  
Control Group ◽  
Business English ◽  
Traditional Course ◽  
Study Results ◽  
The Difference ◽  
Experimental Group

It is evident from the PISA 2018 results that a trend in mean performance in reading has been declining in the Slovak Republic. The KEGA Project “Idioms in Business Communication”, run at the Department of English Language, aims at improving reading literacy, widening formal and informal vocabulary and facilitating business communication. Both traditional and modern styles of language teaching are used. The control group of students does a traditional course and the experimental group of students enrols in a “Business Communication” e-course on LMS Moodle platform, as well. With the use of the Internet and supporting materials, this group is involved in various activities. The paper compares the study results of 144 first-year and 97 second-year students of the University of Economics in Bratislava achieved in departmental standardised business English tests after completing three courses in business English for advanced students. The method of Hypothesis Testing (t-Test) assesses the significance of the difference between the levels of knowledge of both groups. The research findings prove that the experimental group of students achieved better results in final evaluation than the control group of students. The results also confirm that an alternative form of business English teaching was effective.

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 An Empirical Study on Business English Teaching and Development in China—A Needs Analysis Approach

2016 ◽  
Vol 6 (2) ◽  
pp. 142
Author(s):  
Dai Guiyu ◽  
Liu Yang
Keyword(s):  
Teaching Effectiveness ◽  
Teaching Style ◽  
Needs Analysis ◽  
Business English ◽  
Teaching Materials ◽  
English Teaching ◽  
English Curriculum ◽  
Business Skills ◽  
Teaching Content ◽  
English Program

<p>This paper first reviews the developmental history and status quo of Business English Program in China. Then based on the theory of needs analysis, it researches on 226 questionnaires from Business English Program students from Guangdong University of Foreign Studies to investigate the problems encountered and current situation of Business English Program in China. From the statistical analysis of the questionnaires, it finds: (1) employment and interest are the main reasons that students choose Business English as their major, but the current Business English teaching materials haven’t fully considered student’s demands for vocational requirements; (2) it should take into account both the learners’ and societies’ needs in Business English curriculum arrangement to increase the number of business-related courses appropriately; (3) students generally agreed that they lacks business knowledge and skills, so Business English courses should focus on cultivating the practical business skills; (4) Business English teaching materials should always be practicality oriented and targeted and communicative; (5) in order to improve teaching effectiveness, Business English teachers should consciously adopt different teaching methods targeted for different teaching content during the teaching process; (6) teachers’ morality, knowledge, teaching style and mutual relationship with students can be further enhanced to meet the needs of students.</p>

scholarly journals STUDENT TEACHERS’ PERCEPTION OF THEIR TEACHING COMPETENCY ASSESSED BY A FRAMEWORK FOR ASSESSING STUDENT TEACHERS’ ENGLISH TEACHING COMPETENCY (FASTETC)

2020 ◽  
Vol 36 (3) ◽  
Author(s):  
Tran Quoc Thao
Keyword(s):  
Student Teachers ◽  
Language Proficiency ◽  
English Language ◽  
Professional Standards ◽  
Teaching Methodology ◽  
Knowledge And Skills ◽  
English Teaching ◽  
Self Evaluation ◽  
Course Outcomes

Training teachers to meet the professional standards is one of the top missions prioritized by teacher training institutions. Nevertheless, how student-teachers’ teaching competency is assessed is considered as one of the most concerns by teacher trainers and educators. This study, therefore, aims at examining student teachers’ perception of their teaching competency assessed by a framework for assessing student teachers’ English teaching competency (FASTETC) in the TESOL methodology course at a Ho Chi Minh City-based university, Vietnam. The study involved 85 student teachers majoring in TESOL methodology in answering a self-evaluation questionnaire. The results indicated that the research participants realized they could meet the course outcomes and professional standards in terms of attitudes, knowledge and skills of English teaching methodology (ETM) and English language proficiency. Furthermore, student teachers were aware that their knowledge and skills of ETM outperformed their attitudes of ETM. Such preliminary results can encourage the use of a teaching competency framework for assessing and assuring the quality of student teachers’ teaching competency in similar contexts.  

scholarly journals ASSESSMENT OF CASE STUDY METHOD IMPLEMENTATION IN THE BUSINESS ENGLISH TEACHING

2018 ◽  
Vol 6 ◽  
pp. 790-797
Author(s):  
Angela Strelchonok
Keyword(s):  
Undergraduate Students ◽  
English Language ◽  
Research Question ◽  
Business Communication ◽  
Business English ◽  
Case Study Method ◽  
Experiment Data ◽  
Language Classroom ◽  
Before And After

The paper presents research carried out with the purpose to evaluate the results of case study method implementation in the Business English language classroom with undergraduate students of RISEBA University of Business, Arts, and Technology. The research question is whether students who are taught Business English through case studies develop better linguistic competence as well as greater proficiency in both language and business communication skills than students who are taught without the use of case study method.An experiment was conducted on two equal groups during one academic semester. Each group was administered tests devised by the lecturer before and after the experiment. Data were analysed using statistical ANOVA methodology and evidence to support the hypothesis was obtained.The results of statistical analysis confirmed the hypothesis about the advantage of implementation of the case study method in the Business English language classroom.

scholarly journals School of English for Applied Economics

2014 ◽  
pp. 212-215
Author(s):  
L. K. Raitskaya
Keyword(s):  
Case Studies ◽  
English Language ◽  
Business Communication ◽  
Applied Economics ◽  
Educational Technologies ◽  
Business English ◽  
Economic Relations ◽  
Teaching Business ◽  
Training Materials ◽  
Commerce Department

Department of English Language № 5 was created at the Institute of Foreign Economic Relations in 2000, and since 2011 it has been working with the students of the Department of Applied Economics and Commerce. Department of English Language № 5 prepares training materials, multimedia courses, manuals and tutorials based on the up-to-date educational technologies. A series of textbooks and teaching materials was recently published by the Department. They are widely used in teaching business communication for Economists. This series include textbook "Commercial correspondence and documentation in English" by L.K. Raitskaya and L.V. Korovin, textbook "Business English with the use of case studies (case studies)" edited by O.V. Desyatova? and textbook "Two-way translation of dialogues commercial content"by O.V. Desyatova.

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