scholarly journals THE USE OF CASE STUDIES IN THE BUSINESS ENGLISH LANGUAGE TEACHING

2013 ◽  
Author(s):  
Angela Strelchonok ◽  
Iveta Ludviga
Keyword(s):  
Case Studies ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Business English

scholarly journals THE USE OF CASE STUDIES IN THE BUSINESS ENGLISH LANGUAGE TEACHING

2013 ◽  
Vol 7 (1) ◽  
Author(s):  
Angela Strelchonok ◽  
Iveta Ludviga
Keyword(s):  
Case Studies ◽  
Subject Matter ◽  
English Language ◽  
Language Teaching ◽  
Collaborative Work ◽  
Integrated Approach ◽  
English Language Teaching ◽  
Business English ◽  
The Creation

The paper is concerned with methodological aspects of using Case studies in Business English language teaching at University level. It emphasizes the benefits and opportunities of the Case study method as well as the role Case studies play in practicing and developing language, business communication and managerial skills. The paper analyses Case study as an example of Task-Based Learning (TBL) method which focuses on communicative approach towards problem solving tasks presented in authentic Case studies. The paper deals with language and subject matter integration in the creation and implementation of Case studies in the Business English classroom which involves collaborative work of English language and subject matter lecturers. The integrated approach strengthens both students’ subject matter knowledge and language competence. The result of lecturer collaboration is the creation of Case study “Rukisu teja” which is based on a real Latvian family-run business and can be incorporated into both Business English and Entrepreneurship courses.

scholarly journals THE USE OF CASE STUDIES IN THE BUSINESS ENGLISH LANGUAGE TEACHING

2013 ◽  
Vol 1 ◽  
pp. 144-151
Author(s):  
Angela Strelchonok ◽  
Iveta Ludviga
Keyword(s):  
Case Studies ◽  
Subject Matter ◽  
English Language ◽  
Language Teaching ◽  
Collaborative Work ◽  
Integrated Approach ◽  
English Language Teaching ◽  
Business English ◽  
The Creation

The paper is concerned with methodological aspects of using Case studies in Business English language teaching at University level. It emphasizes the benefits and opportunities of the Case study method as well as the role Case studies play in practicing and developing language, business communication and managerial skills. The paper analyses Case study as an example of Task-Based Learning (TBL) method which focuses on communicative approach towards problem solving tasks presented in authentic Case studies. The paper deals with language and subject matter integration in the creation and implementation of Case studies in the Business English classroom which involves collaborative work of English language and subject matter lecturers. The integrated approach strengthens both students’ subject matter knowledge and language competence. The result of lecturer collaboration is the creation of Case study “Rukisu teja” which is based on a real Latvian family-run business and can be incorporated into both Business English and Entrepreneurship courses.

scholarly journals Principles of using a computer game in teaching Business English to students of economic specialties at higher educational institutions of Ukraine

2019 ◽  
Keyword(s):  
Cognitive Load ◽  
Situated Learning ◽  
Positive Emotions ◽  
English Language ◽  
Language Teaching ◽  
Learning Experience ◽  
Computer Game ◽  
English Language Teaching ◽  
Learning Activity ◽  
Business English

This article examines the possibility of designing a computer game for Business English language teaching. In particular, the didactic potential of a computer game is investigated, the factors influencing the effectiveness of educational content mastering are determined. In addition, the main principles that should be taken into account for designing a computer game for Business English teaching are formulated according to the recent studies in the field of foreign language teaching methods, psychology and pedagogy. The first principle is to build a computer game in such a way as to provide for learners the flow experience that will help them to concentrate on an activity and enjoy it. The second principle is to provide a maximum learning autonomy that will encourage the development of critical thinking, strategic planning, and cooperation with other students. In such a way the pedagogical paradigm “the skills of XXI century” can be realized. The third principle is to ensure a sufficient cognitive load in a game-based learning environment that means that the level of a learning activity challenge should match to the skills of learners to stimulate their motivation. If the cognitive load is insufficient, students can get bored and lose interest in achieving in-game results as well as educational goals. If the cognitive load is too heavy, students can lose their motivation and leave the game. The important factor is that a computer game should provoke positive emotions and learning experience. The fourth principle is to design a computer game based on the modern theories of active learning presented by constructivist theory of learning, experiential learning, situated learning, problem-based learning. And the fifth principle is to make an educational computer game an entertaining one. This will help to involve more students and to keep them motivated.

scholarly journals An investigation into teacher awareness of, and attitudes towards, English as a Lingua Franca within Business English instruction in the UK

2020 ◽  
Author(s):  
Gemma Louise Williams
Keyword(s):  
Mixed Methods Research ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Small Scale ◽  
Business English ◽  
Global Business ◽  
Lingua Franca ◽  
Teacher Awareness ◽  
The Uk

Masters in English Language Teaching Dissertation, from University of Sussex, 2016. This dissertation documents the research into Business English (BE) teacher awareness of, and attitudes towards, English as a Lingua Franca (ELF). Given that English has become the international language of global business and trade, used widely to communicate across linguistic and cultural borders, the argument is made that ELF is the most relevant paradigm for BE instruction, in contrast to the still currently dominant English as a Foreign Language (EFL) paradigm that has housed most English Language Teaching (ELT). A further argument is made that a number of what the author refers to as core ‘ELF competences’, primarily Intercultural Communicative Competence (ICC), accommodation strategies and aspects of the phonological Lingua Franca Core (LFC), are the most relevant and teachable aspects of ‘ELF-talk’ to BE learners.The research took the form of a small Mixed Methods Research (MMR) case-study of a group of BE teachers based in the South of England, UK. Twelve participants completed questionnaires, modelled loosely on that used in Dewey’s 2012 research into teacher awareness of ELF and ELT teacher training. A further two participants were selected for follow-up classroom observations and interviews.A review of the literature indicates that teachers often possess limited awareness of the constructs of ELF or ICC and when there is awareness, demonstrate a conflict between their beliefs surrounding the relevance of these constructs to their teaching and their willingness or ability to apply those beliefs in practice. The findings from this research, however, do not support those claims and instead indicate relatively high levels of applied ELF awareness in practice. Due to the small-scale nature of this investigation it is impossible to infer that this difference in results emanates from the fact that the subjects in this research were BE as opposed to General English teachers, as has been the case in previous research, therefore implications for further research indicated by this study include a more widespread investigation into BE teacher awareness and attitudes towards ELF.

English as a Lingua Franca: A New Approach for English Language Teaching in China?

2019 ◽  
Vol 42 (1) ◽  
pp. 113-135 ◽  
Author(s):  
Jinghui Si
Keyword(s):  
English Language ◽  
Native Speaker ◽  
Language Teaching ◽  
English Language Teaching ◽  
Future Research ◽  
Business English ◽  
Lingua Franca ◽  
Qualified Teachers ◽  
Research On Teaching ◽  
English Program

Abstract Research on English as a lingua franca (ELF) has triggered a debate on whether English teaching should consistently conform to native-speaker Standard English or it should value the pedagogical implications of ELF. This article provides an overview of current research on teaching English as a lingua franca. It starts with research on the rationale to introduce ELF-informed teaching and comparisons between ELF-informed teaching and native-English-based teaching. Concrete proposals of how to incorporate ELF-informed teaching into English language teaching (ELT) classrooms are presented. Then controversies in the debate are summarized. They are: A lack of ELF-informed textbooks; a lack of ELF-informed assessment; and a lack of qualified teachers. It then reviews recent publications dealing with these controversies. This is followed by a discussion about the research on ELF-informed teaching in the Chinese context. This article argues that research on the practicality of ELF-informed teaching should start with prospective English users, such as students in China’s Business English Program. It concludes with some suggestions for future research and practice on ELF-informed teaching in China.

Teaching from experience

2002 ◽  
Vol 25 (1) ◽  
pp. 71-107 ◽  
Author(s):  
Liz Ellis
Keyword(s):  
Second Language ◽  
Case Studies ◽  
English Language ◽  
Native Speakers ◽  
Language Teaching ◽  
English Language Teaching ◽  
English Speaker ◽  
Shared Resources ◽  
Native Teachers ◽  
High Level

Abstract This paper reports on case studies of three non-native English speaker teachers who teach English as a Second Language (ESL) to adults in Australia. It sets out to show that while there are differences in the teachers’ backgrounds, there are also similarities which derive from their non-native status, and from the fact that they are high-level bilinguals of English and at least one other language. The paper begins by reviewing the debate in English language teaching (ELT) internationally about the place of native and non-native speakers in ELT and goes on to outline the research which has been carried out to date in comparing native and non-native teachers in other countries. The paper then argues for the importance of examining these issues in the Australian context. The experience and insights of the three teachers are examined through the analysis of interviews and classroom transcripts, and are linked to the growing literature which suggests that teachers’ practices are heavily informed by their knowledge, beliefs and experience. I argue that the distinctive but shared resources of non-native teachers merit looking at their contribution in a new light.

English Students’ Attitudes towards English Language Teaching and Learning at IAIN Padangsidimpuan

2016 ◽  
Vol 13 (2) ◽  
Author(s):  
Ida Royani ◽  
T. Silvana Sinar
Keyword(s):  
Language Learning ◽  
Role Models ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
English Learning ◽  
Learner Centered ◽  
Students Attitudes ◽  
English Students

This study investigated the English students’ attitudes of IAIN Padangsidimpuan towards both English language teaching in terms of (a) language-centered, (b) learner-centered, and (c) learning-centered method; and learning English in terms of scales (a) attitudes toward long-term English learning, (b) interest in culture and communication, (c) perception about studying in school context, (d) images associated with English, (e) English learning activities, (f) exposure to English outside school, (g) self-rated four English skills, (h) self-reported academic English grade, and (i) identification of English role models. The data were obtained by questionnaire and interview from 10 selected students in which 4 male and 6 female students in 7th semester and were analyzed by steps provided by Gay, L.R and Airasian (1996). The result showed:  first, English students’ attitudes towards English language teaching had been found highly onlearning-centered method, followed by learner-centered method in second range, and almost negative view in language-centered method.Second, English students’ attitudes towards English language learningwere positivein scales; long-term English learning, interest in communication, and images associated with English.  Third, role of students’ gender on English language learning were not found. Reasons for this statement are (i) status of English as international language and (ii) equalization of getting education for male and female. Keywords: attitude, language teaching, language learning, and gender

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