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Journal articles on the topic 'Business English'

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Published: 4 June 2021
Last updated: 30 July 2024

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1

Ross, Jim. "Business English." ReCALL 8, no. 1 (May 1996): 38–40. http://dx.doi.org/10.1017/s0958344000003414.

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2

Johnson, Christine. "Business English." Language Teaching 26, no. 4 (October 1993): 201–9. http://dx.doi.org/10.1017/s0261444800007382.

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3

Eastment, D. "Business English." ELT Journal 62, no. 1 (January 1, 2008): 108–10. http://dx.doi.org/10.1093/elt/ccm094.

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4

Oglu, Rakhimov Adham Barat. "Learning In Business English." American Journal of Social Science and Education Innovations 03, no. 04 (April 30, 2021): 578–83. http://dx.doi.org/10.37547/tajssei/volume03issue04-94.

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The article considers the peculiarities of teaching Business English. The author distinguishes two groups of students and suggests approaches and tips for facilitating learning Business English for students with poor linguistic background.
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5

Hoekje, Barbara J., and Karen H. Bartell. "American Business English." Modern Language Journal 81, no. 3 (1997): 416. http://dx.doi.org/10.2307/329321.

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6

Hoekje, Barbara J., Mark Ellis, and Christine Johnson. "Teaching Business English." Modern Language Journal 80, no. 3 (1996): 412. http://dx.doi.org/10.2307/329463.

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7

Riccioli, Michael Arthur. "Business english crosswords." Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l'APLIUT 5, no. 4 (1986): 18–23. http://dx.doi.org/10.3406/apliu.1986.2526.

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8

Grant, Michael Patrick, and Michael Arthur Riccioli. "Business English Revisited." Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l'APLIUT 11, no. 1 (1991): 56–62. http://dx.doi.org/10.3406/apliu.1991.2610.

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9

Frendo, Evan. "Business English materials." ELT Journal 73, no. 4 (October 2019): 463–82. http://dx.doi.org/10.1093/elt/ccz037.

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10

Boswood, T. "Teach Business English." English for Specific Purposes 21, no. 1 (January 2002): 102–4. http://dx.doi.org/10.1016/s0889-4906(01)00003-5.

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11

Subero-Sáenz, Álvaro. "Introducing Business English." English for Specific Purposes 43 (July 2016): 72–74. http://dx.doi.org/10.1016/j.esp.2016.01.005.

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12

Feng, Jieyun, and Junkai Huangfu. "Introducing Business English." Journal of English for Academic Purposes 22 (June 2016): 192–94. http://dx.doi.org/10.1016/j.jeap.2015.12.001.

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13

Wilson, John P. "Teaching business english." English for Specific Purposes 14, no. 2 (January 1995): 181–84. http://dx.doi.org/10.1016/0889-4906(95)90007-1.

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14

Bijoy Bhushon, Das, and Afrin Nujhat. "BUSINESS ENGLISH FOR UNDERGRADUATE BUSINESS STUDENTS." DIU Journal of Business and Entrepreneurship 10, no. 01 (June 30, 2016): 50–67. http://dx.doi.org/10.36481/diujbe.v010i1.bcs4ne47.

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This study investigates the need of English language learning for business students considering the need for incorporating English for specific purposes (ESP) and English for general purposes (EGP) in a learning friendly course curriculum to improve business English communication and proficiency in English to meet the need for business students in a tertiary level. This study also aims to understand the views on English for General Proposes (EGP) considering the set up of objective oriented class room environment to execute the lesson plan within a smoother, flexible, out come based course curriculum and teaching-learning methods and supporting the students to incorporate their needs for ESP and EGP as well. As per English learning it is very important to reconstruct the course objective for ESP classroom as business students require some special care while learning the second language. So, the study analyses the need for learning English for business students as they used to learn English as a global language to serve the purposes of specific needs. To set up an objective oriented class environment incorporating the general English with Business English is a fundamental need for those students who are learning English to serve with proficiency. The authors tried to bring out the characteristics and the classification of ESP along with it sub-classes. The attempt is made to focus on the different roles played by an ESP teacher in the class.Regarding Business English, the authors shows how to collect course materials and methods of making the Business English learners communicatively competent.
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15

Batsila, Marianthi, and Prithvi N. Shrestha. "Business English Needs and Secondary Vocational Business English: The Case of Greek Workplaces." Business and Professional Communication Quarterly 85, no. 3 (September 2022): 247–78. http://dx.doi.org/10.1177/23294906221109190.

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Vocational education (VE) has been a priority for employability globally. There is, however, limited research on what employers want from secondary school VE graduates regarding their communication skills. This study examined business English needs in Greek businesses and the English language skills taught in Greek vocational secondary schools. We surveyed 136 and interviewed 8 employers to identify the English language skills required in these businesses. The content of one prescribed VE English textbook was analyzed and eight teachers were interviewed about it. We found that employers emphasized oral business communication, which the textbook lacked, and we make suggestions for improvement.
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16

Wahyuningsih, Sri, and Firda Ziyana Untsa. "English as Business Lingua Franca: Examining the Use of English in Indonesian Online Business." ELT-Lectura 10, no. 2 (August 4, 2023): 96–104. http://dx.doi.org/10.31849/elt-lectura.v10i2.13699.

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English has become a global language due to its widespread usage around the world, which has also influenced the business world. The term "English as Business Lingua Franca" refers to the use of English as a communication tool for business purposes. The objective of this study is to describe how Indonesian online businessmen perceive English and examine the impact of using it as a Business Lingua Franca on their businesses. Data were collected through a mixed-method approach, including online questionnaires and semi-structured interviews. The findings suggest that Indonesian online businessmen mainly use English as a marketing tool, and despite the difficulties they face while using it, they rely on it for various business endeavors. The study recommends that employers provide their employees with English courses to improve their communication skills with customers and enhance their business skills. In conclusion, the use of English in business communication is essential and beneficial in Indonesia as it has become a global language.
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17

Herteg, Crina, Teodora Popescu, and Grigore Dan Lordachescu. "Economic metaphors in business English." New Trends and Issues Proceedings on Humanities and Social Sciences 2, no. 9 (April 6, 2017): 12–17. http://dx.doi.org/10.18844/gjhss.v2i9.1079.

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18

Flinders, S. "Survey: Business English materials." ELT Journal 59, no. 2 (April 1, 2005): 156–76. http://dx.doi.org/10.1093/eltj/cci031.

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19

Haberland, Hartmut. "Whose english, nobody's business." Journal of Pragmatics 13, no. 6 (December 1989): 927–38. http://dx.doi.org/10.1016/0378-2166(89)90015-5.

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20

Bhatia, Vijay K., and Stephen Bremner. "English for Business Communication." Language Teaching 45, no. 4 (August 22, 2012): 410–45. http://dx.doi.org/10.1017/s0261444812000171.

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The concept of Business English has undergone some major shifts in the last few years because of a number of developments, such as advances in genre theory and the coming together of English for Business Purposes and Business Communication, inspired by the realization that there is a gap to be bridged between the academy and the globalized business world. Drawing on advances in the analysis of business discourses, especially in applied genre analysis, this state-of-the-art review revisits the frameworks currently used in English for Business Purposes and Business Communication (or, more generally, Professional Communication) to suggest an integration of the two approaches for the design of English for Business Communication (EBC) programmes. The study incorporates an extensive review of much of the relevant published work in all the three areas mentioned above to identify some of the main issues in EBC, and illustrates a gradual shift in the rationale for the design and implementation of EBC programmes.
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21

Reed, B. "Business English CD-ROMs." ELT Journal 60, no. 2 (April 1, 2006): 184–96. http://dx.doi.org/10.1093/elt/cci106.

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22

Reed, B. "Recent Business English publications." ELT Journal 61, no. 2 (April 1, 2007): 167–78. http://dx.doi.org/10.1093/elt/ccm011.

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23

Reed, B. "Recent Business English publications." ELT Journal 65, no. 3 (June 15, 2011): 326–45. http://dx.doi.org/10.1093/elt/ccr035.

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24

Xie, Qing, and Jie Chen. "The English Communication and Learning Needs of Master of Business Administration Students and Curriculum Development at a Chinese University." SAGE Open 9, no. 1 (January 2019): 215824401983595. http://dx.doi.org/10.1177/2158244019835951.

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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.
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25

Indrianti, Titien, Afi’datul Husniyah, Farika Nikmah, and Bambang Suryanto. "Business English Presentation: Problematic Issues among Students of Business with Non-English Background." International Journal of Economics and Management Studies 8, no. 4 (April 25, 2021): 64–67. http://dx.doi.org/10.14445/23939125/ijems-v8i4p108.

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26

Para, Iulia. "The Changing Role of the Business English Teacher in the Business English Class." Scientific Bulletin of the Politehnica University of Timişoara Transactions on Modern Languages 14 (March 30, 2020): 61–70. http://dx.doi.org/10.59168/ldcm8180.

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Our paper will insist upon the changing role and methods employed by the teachers of Business English, so as to match the students’ needs and wants. Some authors have used metaphors to describe what teachers should be – actors - they are always on a stage; orchestral conductor - direct conversation and set the pace and the tone; gardeners - plant the seeds of knowledge and watch them grow. As times have changed, the teaching methods must change too, the teacher is no longer a guru, but a facilitator, the one who fosters learner autonomy, and is no longer a transmitter of knowledge.
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27

St John, Maggie Jo. "Business is booming: Business English in the 1990s." English for Specific Purposes 15, no. 1 (January 1996): 3–18. http://dx.doi.org/10.1016/0889-4906(95)00023-2.

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28

Michael and Martin James Moloney. "The Impacts of English on Business Training: Financial Sector Employees’ Perceptions in Jakarta, Indonesia." E3S Web of Conferences 426 (2023): 02022. http://dx.doi.org/10.1051/e3sconf/202342602022.

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English is widely used in many areas of life, including business. This condition of using English as a lingua franca also exists in Indonesia. Employees must be prepared to embrace the English language while doing business with overseas companies or employing expats. As a result, employees may find themselves in need of English language training. English employee training is becoming more popular, and more firms are beginning to give it to their employees. Despite its growing popularity, few studies have examined the outcomes and effectiveness of such staff training. This case study investigates employees’ perspectives on English for business training to deepen studies on this subject, particularly in the Indonesian context. This qualitative study used one-on-one interviews with 30 participants from three English for Business training programs to collect data. The findings revealed that English for Business training had a favorable impact on employees and their work performance. This research could help businesses give and facilitate more English training to help their staff grow.
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29

Richards, C. "Henry James and the 'Woman Business'." English 40, no. 166 (March 1, 1991): 79–85. http://dx.doi.org/10.1093/english/40.166.79.

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30

Jingzi, Deng, Zhu Wenzhong, and Elizabeth Elendor Dimond. "The Integration of Intercultural Business Communication Training and Business English Teaching." English Language Teaching 9, no. 2 (January 7, 2016): 77. http://dx.doi.org/10.5539/elt.v9n2p77.

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<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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31

Zhou, Zhiyi. "On Building a Specialized Chinese-English /English-Chinese Electronic Dictionary for Chinese Business English Learners." Journal of Language Teaching and Research 9, no. 4 (July 1, 2018): 840. http://dx.doi.org/10.17507/jltr.0904.23.

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Based on needs analysis, this paper studies the needs of Business English (BE) learners on acquiring business terms. An online questionnaire was conducted on full-time undergraduate business English majors and international business majors in the School of International Business English at Guangdong University of Foreign Studies and 254 valid questionnaires were collected. The finding shows that a customized specialized C-E/E-C electronic dictionary is in great need during the 4-year-learning process of BE learners, while disadvantages of existing C-E/E-C electronic dictionaries are spotted. According to the data collected from the survey, author discuss the disadvantages of existing Chinese-English/English-Chinese (C-E/E-C) electronic dictionaries and tries to put forward improvement suggestions on building a specialized C-E/E-C electronic dictionary from the perspective of BE learners. This research will help business-English- term teaching and specialized C-E/E-C electronic dictionary compiling.
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32

Gaies, Stephen J., Rod Revell, and Simon Sweeney. "In Print: Reading Business English." Modern Language Journal 78, no. 2 (1994): 251. http://dx.doi.org/10.2307/329029.

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33

Milošević, Danica. "Electronic Learning of Business English." Romanian Journal of English Studies 11, no. 1 (March 1, 2014): 272–78. http://dx.doi.org/10.2478/rjes-2014-0031.

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Abstract This paper deals with one approach to organising electronic learning of a Business English language course. The paper will explain the basic structure of electronic learning, explore its principles and focus on the effects of this type of learning, trying to make English language teachers aware of the possibilities that this system has to offer to its users.
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34

Mihaeş, Lorena. "When Business English Went Virtual." Review of Applied Socio-Economic Research 23, no. 1 (June 30, 2022): 40–47. http://dx.doi.org/10.54609/reaser.v23i1.144.

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English for Specific Purposes, differently from other academic subjects, has always been compatible with the affordances of technology. The specialised literature has acknowledged well-established branches of language education, such as Computer-Assisted Language Learning (CALL), or Mobile-Assisted Language Learning (MALL), long before the online teaching has been forced upon the systems of education throughout the world following the pandemic. The compatibility between foreign language teaching and computers is not surprising since the former has always searched for authentic immersive experiences that can simulate real-life situations, of which the latter has plenty. The present article concentrates on a particular type of English for Specific Purposes—Business English, which is currently taught at the University of Bucharest to students enrolled in Economics degrees. Beginning with the second semester of the academic year 2019-2020, all classes have been moved online due to the threat posed by the Corona virus. The seminar rooms and lecture rooms have been basically overnight replaced by a multitude of platforms and meeting spaces unknown before to a great many: Zoom, Google Classroom, Moodle, Microsoft teams, to mention just a few. Google Classroom, part of Google Apps for Education, has been one of the most frequently chosen platforms due to its friendly interface and the possibility of holding both a-synchronous and synchronous classes (following the integration of Google Meet). The article discusses the way Google Classroom has been used by language instructors for both the teaching and the final assessment of students’ progress.
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35

Leonardi, Vanessa. "Teaching Business English through Translation." Journal of Universal Language 10, no. 1 (March 31, 2009): 139–53. http://dx.doi.org/10.22425/jul.2009.10.1.139.

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36

Ignatenko, Irina Ivanovna. "Learning english for business communication." Moscow University Pedagogical Education Bulletin, no. 4 (December 29, 2010): 52–63. http://dx.doi.org/10.51314/2073-2635-2008-4-52-63.

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37

Pichkova, L. S. "The School of Business English." MGIMO Review of International Relations, no. 5(38) (October 28, 2014): 206–8. http://dx.doi.org/10.24833/2071-8160-2014-5-38-206-208.

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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.
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38

Yu, Liu. "TYPOLOGY OF ENGLISH BUSINESS DISCOURSE." Knowledge, Education, Law, Management 2, no. 3 (2021): 85–88. http://dx.doi.org/10.51647/kelm.2021.3.2.13.

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39

HERTEG, Crina. "Teaching business English through metaphors." Journal of Linguistic and Intercultural Education 10, no. 2 (December 15, 2017): 47–60. http://dx.doi.org/10.29302/jolie.2017.10.2.4.

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40

Flinders, S. "Survey review. Business English materials." ELT Journal 55, no. 2 (April 1, 2001): 189–202. http://dx.doi.org/10.1093/eltj/55.2.189.

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41

Callut, Jean-Paul. "English in the Business World." ITL - International Journal of Applied Linguistics 85-86 (January 1, 1989): 1–23. http://dx.doi.org/10.1075/itl.85-86.01cal.

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This abstract constitutes a summary of the research carried out by the author in the framework of his doctoral dissertation. Jean-Paul CALLUT lectures at the ICHEC (a business college in Brussels) and inspects English courses at secondary education level in the Brussels area.
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42

Sharma, Ambika. "Book Review: Effective Business English." Asia Pacific Business Review 5, no. 2 (April 2009): 154. http://dx.doi.org/10.1177/097324700900500214.

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43

Herbst, Thomas. "Longman dictionary of business english." System 13, no. 2 (January 1985): 172–74. http://dx.doi.org/10.1016/0346-251x(85)90029-6.

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44

Thomas, Michael. "TBLT in Business English Communication." International Journal of Computer-Assisted Language Learning and Teaching 3, no. 1 (January 2013): 73–89. http://dx.doi.org/10.4018/ijcallt.2013010105.

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Research on the use of task-based language teaching (TBLT) with digital technologies has increased over the last few years but few studies have focused specifically on its use with blended learning involving international undergraduate learners studying in a UK higher education context. This paper explores the role of a task-based approach with international students learning business communication in English with a focus on the use of two collaborative digital technologies to aid blended learning: the video conferencing software Adobe Connect and the virtual world of Second Life. The study was guided by two research questions: What are the strengths and challenges presented by each application in terms of aiding authentic task completion? How can the applications be used to support task-based learning in a blended format? A year-long study with students at a UK university utilised semi-structured interviews, observations and in-world ethnography. The research highlights the importance of a number of design principles necessary for effective task-based learning in a blended approach and calls for more research on the type of support required by international undergraduates to aid them fulfil their potential in foreign language environments.
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45

Reed, B., and S. Nolan. "Survey review: Business English materials." ELT Journal 51, no. 4 (October 1, 1997): 383–97. http://dx.doi.org/10.1093/elt/51.4.383.

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46

Flinders, S. "Survey review. Business English materials." ELT Journal 55, no. 2 (April 1, 2001): 189–202. http://dx.doi.org/10.1093/elt/55.2.189.

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47

HOREA, Ioana Claudia, and Cristina Laura ABRUDAN. "COMMUNICATION SKILLS IN BUSINESS ENGLISH." Annals of the University of Oradea. Economic Sciences 31, no. 31(1) (July 15, 2022): 301–13. http://dx.doi.org/10.47535/1991auoes31(1)029.

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Business English, as we know it today, is a part of the field of English for Specific Purposes, having two distinct areas: English for General Business Purposes and English for Specific Business Purposes. Both these areas are facing a rapid growth, with an increasing demand for teaching materials and improvement. Nowadays teachers face the challenge of developing not only general speech habits for their students but also rhetoric skills in order for the negotiations to be effective. The complex economic and political scene worldwide requires specific abilities for sophisticated communication. Thus, the teaching of the speaking skill has become increasingly important. Two decades ago, the accuracy of the students’ language would most likely tend to be the major criterion whereas nowadays educators and researchers alike have come to the conclusion that communicative competence entails not only grammatical accuracy but also some other factors such as: sociocultural rules of appropriateness, discourse norms, and strategies for a rhetoric approach of the skills. Some applied linguists consider that the communicative competence comprises the following elements: grammatical or linguistic competence, socio-cultural competence, discourse competence and strategic competence. The present paper tries to express some of our ideas regarding the question: How can teachers of Business English improve their students’ communication skills?
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48

Schleppegrell, Mary, and Linda Royster. "Business english: An international survey." English for Specific Purposes 9, no. 1 (January 1990): 3–16. http://dx.doi.org/10.1016/0889-4906(90)90025-8.

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49

Chen, Rong. "Business English teacher's resource book." English for Specific Purposes 12, no. 2 (January 1993): 190–93. http://dx.doi.org/10.1016/0889-4906(93)90021-f.

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50

Mihajlović, Nikoleta. "Business English and intercultural communication." Ekonomski signali 17, no. 2 (2022): 65–76. http://dx.doi.org/10.5937/ekonsig2202065m.

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Over the decades, English, more specifically Business English, has become a lingua franca in the business world. Intercultural communication is becoming more prevalent and essential with the ever-changing and ever-merging world economy. Adopting economic terminology is crucial in these conditions and improving communication skills for efficient and effective results is becoming imperative in the business world. English proficiency has become a matter of course, particularly in occupations such as banking, international trade, business informatics, marketing, economics, communications, business law, tourism and the like. Global business relations, now more than ever, necessitate contact between people from various socioeconomic classes, cultures and languages. This paper explores the nature and linkages of Business English and intercultural communication, as well as factors that influence intercultural competence.
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