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Journal articles on the topic 'English language – Business English'

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Published: 4 June 2021
Last updated: 1 August 2024

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1

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

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2

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

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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

McArthur, Tom. "World English, Euro-English, Nordic English?" English Today 19, no. 1 (January 2003): 54–58. http://dx.doi.org/10.1017/s026607840300107x.

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A discussion of the kinds of English emerging in the world at large and in the European Union. In recent years, the world's Anglophone media, in the company of a range of other observers, have routinely been calling English ‘the world's lingua franca’. As a result, the phrase is now something of a cliché. We're all ‘global’ now, and need to use the first truly universal language, whether we are business people, politicians, teachers, tourists, or terrorists.
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11

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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12

Nurmala, Dewi, and Ayu Melati Ningsih. "foreign language use on the business banner toponymy." AMCA Journal of Community Development 3, no. 1 (January 27, 2023): 8–13. http://dx.doi.org/10.51773/ajcd.v3i1.195.

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The objectives of the study are to describe the foreign language and the pattern appear on the business banner toponymy. The method used is qualitative research. The data source are from the words and phrases on business banner toponymy in Medan. The data collection and data analysis used by three steps namely: 1) data codensation, 2) data display, and 3) drawing conclusion. The result of the study are the foreign languages found are in Korean, English, Chinese, Italian, French, personal name in Hindi, Spain and Japanese. Then the pattern found in the toponymy of business banner in Medan are the words and phrases in English in English pattern, Indonesian and English phrases in English pattern, Indonesian and English phrases in Indonesian pattern, English and French in Indonesian phrases pattern, English and Indonesian phrases in Indonesian pattern, English and English phrases in Indonesian pattern, French and English phrases in English pattern, Hindi and English in English pattern and English and Indonesian in English Pattern. The conclusion is that the language use on business banner toponymy almost all are the mixing of English and the other language and the patterns of the phrases are English and Indonesian.
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13

Nithideechaiwarachok, Bussayarat, Ornpiya Maneekanon, and Thirapong Bubphada. "Exploring English Language Proficiency, English Language Problems, and English Needs Among First Year Undergraduate Students." International Journal of Learning, Teaching and Educational Research 21, no. 12 (December 30, 2022): 273–90. http://dx.doi.org/10.26803/ijlter.21.12.15.

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English is used widely worldwide and is recognized as the most important language for communication. This research focused on the needs, problems, and proficiency levels in the English language for first-year students majoring in English for Business Management. A questionnaire, an Intensive English test, and a semi-structured interview were used to conduct this research with 40 undergraduate students. Participants achieved low scores in every area of the Intensive English test and expressed their problems and needs in studying the English language. The participants had the desire to learn speaking, reading, writing, and listening language skills, and native English-speaking teachers as well as Thai teachers took turns teaching as requested. The challenges faced when learning English included students’ inability to listen and speak the language. Moreover, students need to improve their English pronunciation, grammar, and vocabulary. The research shows the importance of English at higher education levels and understanding the needs of students with different levels of English proficiency in order to prepare them to be ready to use the language for education and work in the future. Students who want to study English for Business Management must have a good foundation in English to further expand their knowledge in the curriculum, which has an emphasis on using English skills in various areas, including listening, speaking, reading, and writing. Furthermore, one of the project objectives is to prepare students for the first semester of their university life.
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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

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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16

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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17

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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18

Stalmaszczyk, Piotr. "Oxford dictionary of Business English for learners of English." English for Specific Purposes 14, no. 2 (January 1995): 185–86. http://dx.doi.org/10.1016/0889-4906(95)90009-8.

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19

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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20

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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21

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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22

Akther, Fatima. "English for personal and career development and its importance for better employment opportunities." Journal of Languages, Linguistics and Literary Studies 2, no. 3 (July 24, 2022): 95–100. http://dx.doi.org/10.57040/jllls.v2i3.258.

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Improved English communication abilities can lead to greater social interactions as well as future work chances. Communication abilities are incredibly important, from job interviews to the professional world itself, and being good in English implies being able to speak simply and effectively. Our jobs and businesses are significantly impacted by the English language. English has taken over as the primary language of the global business community, regardless of regional, social, political, or religious differences. The goal of this research study is to examine the part that English language proficiency plays in an individual's professional development. Beginning with a basic assessment of English's function in emerging nations, this study focuses on four important roles that the language plays there. They are: English as a means of gaining global education; English as a means of obtaining international employment prospects; English as a means of promoting international communication. A thorough explanation of the research findings follows a description of the research report's methodology. A summary and conclusions round out the essay. The study adopted the descriptive cum analytical method to reach on conclusion.
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23

Dansou, Bertin Y. "Appraising the Origins of British Language and the Challenges of Business Communication." Advances in Social Sciences Research Journal 9, no. 5 (May 17, 2022): 98–107. http://dx.doi.org/10.14738/assrj.95.12300.

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The English language has shown the same history and development as Anglo-Saxon and British peoples. English ancestors were great warriors and business people. They showed great achievements in Germanic, Scandinavian, Greek, Roman ,French ,English and American wars ,and other activities. This makes English a relevant and suitable language for Wars, social and economic activities; hence the sociolinguistic origins and dimensions of English and business. Nevertheless, this well-known and important language is challenged by business demands that shape and reshape English for communication in the direction of modernity and globalization. The purpose of this analysis is to use structuralism criticism to revisit the diachronic and synchronic aspects of the language to demonstrate connections and interconnections between the origins of the language ,its development and the use of business communication for the promotion of social, political and economic activities. Languages promotion and business development or success are then interdependent for sustainable development
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24

Brânzilă, Carina. "TEACHING BUSINESS ENGLISH FOR ACADEMIC PURPOSES." Annals of the University of Oradea. Economic Sciences 30, no. 30 (1) (July 2021): 293–300. http://dx.doi.org/10.47535/1991auoes30(1)032.

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Research and experience have long indicated that the acquisition of the mother tongue is different from the acquisition of a non-native language. Also, the efforts and the cognitive impact of language learning are different in childhood compared to adulthood, whereas young people and adults differ in the way they learn and should be taught a foreign language. Learning a new language at the level of a native speaker is a dream all students share, but it may well be impossible and also irrelevant in the context of the ever-changing landscape of a living language. Furthermore, it is common knowledge that the acquisition of a foreign language due to natural exposure or immersion offers better results than its acquisition in a formal learning environment. To complicate matters even further, studies show that acquiring a second language is usually much more difficult than acquiring a third language, for example. Despite all these though, the job of a language teacher, especially of adult students, needs to serve its purpose as well as possible. This article will look into some of the modern trends of teaching not just a foreign language (English), but a specialized one (Business English) to undergraduates in the context of a Romanian university. How can a teacher better accomplish this task? How useful can Business English prove to be to students taking it as a compulsory subject, not by choice? Are there methods to improve its acquisition, especially in the context of the current pandemic? The article will take a closer look at all these, with practical examples of good practices.
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25

Corbin, Donald E., and James Redfern. "Basic Terms of Business and Finance, French-English, English-French." Modern Language Journal 70, no. 1 (1986): 69. http://dx.doi.org/10.2307/328085.

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26

Golysheva, Valentina. "Intercultural Language Competence and Business Communication." Armenian Folia Anglistika 10, no. 1-2 (12) (October 15, 2014): 107–11. http://dx.doi.org/10.46991/afa/2014.10.1-2.107.

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Teaching modern languages for specific purposes requires the investigation of the interaction of language and socio-cultural aspects, the knowledge of which predetermines successful acquisition of intercultural competence by the students. Students studying business language should be recommended to do the research in the theory of language planning namely Political Correctness (PC). Observing politeness strategy, i.e. avoiding direct imposition either in conditional requests or imperatives might be useful for students studying English to be learned as value one. To reduce the level of imposition most English officials prefer to stick to the strategy of disguised imperatives, i.e. rephrase their public messages by employing specific periphrastic expressions in a statement/request/notice/announcement. In the teaching process priorities should be given to introducing the situational language, the speech etiquette in the English and Russian communities; teaching students to assess social responses.
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27

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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28

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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29

Anglemark, Linnéa, and Andrew John. "The Use of English-Language Business and Finance Terms in European Languages." International Journal of Business Communication 55, no. 3 (May 29, 2018): 406–40. http://dx.doi.org/10.1177/2329488418768698.

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Although it is generally accepted that English is becoming the lingua franca of international business, the details of this process are not well understood. This article uses the Google Books corpus to provide both a quantitative and a qualitative investigation of the ways in which specific English business terms are penetrating major European languages. Some English business terms now appear to be firmly established in other languages, and can be classified as lexical borrowings, while the use of other terms is better described as code-switching.
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30

Abilasha, R., and M. Ilankumaran. "Business English: the Quintessence of the Corporate World." International Journal of Engineering & Technology 7, no. 4.36 (December 9, 2018): 608. http://dx.doi.org/10.14419/ijet.v7i4.36.24209.

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The status of English in the global arena has become an irreplaceable and unparalleled one. The language has become apparent and prominent in the key aspects of trade and commerce for the last two decades or more. Though the first spread of the language was due to colonial expansion, it has attained a level of being considered a standard and common one for all official communications by and large particularly in the countries where a vast number of regional and native languages are spoken. English, indeed, is not the most widely spoken language on the earth if it is taken in terms of number of native speakers. It has become a prominent language as it is spoken by people around the world – 350 million of 6 billion people. In case of International business, it is the only language that has occupied a great space revealing the importance of the language. This paper brings to light how English as a language is used for business communication in the corporate sectors. The business at global level is conducted across borders of countries with English as a principal language. The use of language provides many benefits such as helping the concern grow and succeed, invigorating trust among colleagues and clients, strengthening the relationship with everyone in and out the concern, escalating the skill set of individuals along with commanding lucrative packages and embellishing the international relationship by means of cultural understanding.
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31

Grosse, Christine Uber. "English Business Communication Needs of Mexican Executives in a Distance-Learning Class." Business Communication Quarterly 67, no. 1 (March 2004): 7–23. http://dx.doi.org/10.1177/1080569903261840.

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Many firms within and outside the United States operate in multilingual environments that require executives to do business in English as well as in other languages. Executives for whom English is a second language often face special challenges communicating in such settings. This study examines how 115 executives in a distance-learning business communication class in Mexico used English to conduct business and their perceived strengths and weaknesses in the language. Although most executives used English regularly at work and in their classes, many continued to have language problems. They cited vocabulary, writing, and grammar as critical areas to improve, followed by pronunciation and speaking. Their audiences consisted of native and nonnative speakers of English who faced their own language challenges. E-mail and phone were the most commonly used channels for English communication. The study results have implications for teaching international students in U.S. MBA and international executive programs. They give insight into the English language use and into the needs of managers overseas. Instructors can use a needs assessment to identify and target language challenges, develop class activities to address problems, and provide remediation in language need areas.
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32

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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33

Zafar, Ameena. "Customized English Language Teaching for Business Students." International Journal of Learning: Annual Review 15, no. 3 (2008): 99–108. http://dx.doi.org/10.18848/1447-9494/cgp/v15i03/45662.

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34

Gurbanova, S. S. "LINGUISTIC FEATURES OF ENGLISH-LANGUAGE BUSINESS CORRESPONDENCE." "Scientific notes of V. I. Vernadsky Taurida National University", Series: "Philology. Journalism" 1, no. 5 (2021): 122–26. http://dx.doi.org/10.32838/2710-4656/2021.5-1/21.

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35

Hejazi, Walid, and Juan Ma. "Gravity, the English language and international business." Multinational Business Review 19, no. 2 (June 17, 2011): 152–67. http://dx.doi.org/10.1108/15253831111149780.

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36

Wang, Anni. "A study on the Problems and Skills of Business English Translation." Learning & Education 10, no. 3 (November 7, 2021): 186. http://dx.doi.org/10.18282/l-e.v10i3.2444.

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In the development of international economic activities, or the communication of different national culture, is relying on the powerful tool for English language, business English as an international language, plays a bridge role in international trade, along with our country market gradually into the international economy and society, the demand of business trade English translation and contradictions increasingly prominent. Business English is a combination of language, culture and economy. It is a common language for cross-cultural communication in the context of international business. Business English translation should follow certain principles, understand the characteristics of business English and pay attention to translation skills, which are very important for business English translation. However, there are many deficiencies and problems in current business English. In view of these problems, the corresponding measures are put forward.
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37

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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38

Phillipson, Robert. "Global English and local language policies." Language Problems and Language Planning 25, no. 1 (August 16, 2001): 1–24. http://dx.doi.org/10.1075/lplp.25.1.02phi.

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The paper analyses the mythology and imagery underpinning global English, the many labels used to describe English, and the transition from an imperialist language into one that meshes with ongoing processes of Europeanisation and Americanisation, largely through the influence of transnational corporations. EU language policy does not represent a counterweight to an expansion of English, which constitutes a threat to other languages. Implications are drawn for Danish, the dominant language hitherto, and for foreign and immigrant languages, in Denmark, a country that traditionally has a laissez-faire attitude to language policy. Building on a wealth of research evidence and experience in other countries, an ABC of language policy for Denmark is articulated. It covers an Action plan, links with Business, Consultation, Diversification of languages and ways of learning them, Europeanisation, proper Funding through co-ordination between relevant government departments, Goals that reflect local and global needs, policies that respect the linguistic Human rights of speakers of all languages in Denmark, and resistance to linguistic Imperialism.
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39

Zvarych, Iryna. "DEVELOPMENT OF ENGLISH LANGUAGE IN THE HISTORICAL DISCUSSION AND FORMATION OF GROUPS OF ENGLISH COUNTRIES." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 1 (7) (2018): 15–18. http://dx.doi.org/10.17721/2415-3699.2018.7.04.

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The languages history development is a continuous, long and creative process, without sharp jumps or rapid transformations. Usually, a long period of the language development is divided into short parts of history periods, because in the study process of any language history, it is impossible to do without a such division. The periodization, which is offered by linguists, may seem artificial. And it’s quite obvious, because every period of language history development has its special qualitative features, usually the structure, which gives the right to explore a certain period of its historical development. Nowadays, the English language is taught in many countries of the world, as at the secondary school and also at Higher Learning Institutions, it has a priority in modern business relations. English is the international language today, it’s the most widespread in the world, it’s the native language for more than 400 million people and it’s the second language for 300 million. English is the language of commerce and business. English has a very important place as the language of diplomacy, trade and business in many countries. It’s the language of science and technology. Today all instructions and applications for new gadgets are written in English. Scientific reports, articles, reports are published in English. Moreover 90% of Internet resources are English-speaking. The vast majority of information in all spheres – science, sports, news, entertainment - is published in English. It’s the language of youth culture. There are a lot of American actors, actresses, musicians are still very popular today. The English language has one of the richest vocabulary stocks in the world with simple grammar. The words themselves are drawn to each other, forming concise and understandable sentences. This article deals with the patterns of the English language development in the historical and socio-cultural context, the improved approach to groups formation of the English-speaking countries.
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Nair-Venugopal, Shanta. "An interactional model of English in Malaysia." Asian Business Discourse(s) Part II 16, no. 1 (May 11, 2006): 51–75. http://dx.doi.org/10.1075/japc.16.1.04nai.

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This article argues for an interactional model of English as contextualised language use for localised business purposes. Two observations on the ground provided the impetus for the argument. One, that business communication skills training in English in Malaysia is invariably based on the prescribed usage of commercially produced materials. Two, that communication skills training in English is a lucrative model-dependent industry that supports the logic of the triumphalism of specific models of English as an international or global language (Smith 1983; Crystal 1997), or as the language of international capitalism. Yet a functional model of interaction operates actual workplace settings in Malaysia. Such evidence counters marketing mythologies of purportedly universal forms of language use in business contexts worldwide. It exposes the dichotomy that exists between the prescribed patterns of English usage such as those found in the plethora of commercially produced materials, and those of contextualised language use, as business discourse in real-time workplace interactions. Not least of all, it provides support for an indigenous model as an appropriate response to a pervasive global ideology at work. To ignore this phenomenon is to deny the pragmatic relevance of speaking English as one of the languages of localised business which is just as vital for national economies as the big business of international capitalism.
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Tarnopolsky, Oleg. "Expanding and Improving the English Language and Culture Education of Ukrainian Tertiary Students Majoring in English." International Letters of Social and Humanistic Sciences 87 (May 2019): 32–40. http://dx.doi.org/10.18052/www.scipress.com/ilshs.87.32.

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The article discusses an innovative course taught to students majoring in English at Ukrainian universities. The course called “Specific Features of the English Language and English-Speaking Nations’ Cultures in the Context of International Communication” was designed to eliminate the lack of a number of issues that must be included in the curriculum of English language and culture studies to be learned by such students but which are ordinarily not included there because each of them cannot make the subject matter of a separate university course and does not fit into the traditionally taught courses. The issues in question embrace: the specific (global or planetary) role of English among other languages of international communication; World Englishes, International English and English as a lingua franca and how to choose the variety of English to be taught as a foreign language; the specifics of business negotiations in English in intercultural contexts, business presentations in English, and business telephoning in English in such contexts; communicative behavioral etiquette (verbal and non-verbal) in intercultural communication in English; lifestyle communicative behavioral patterns of the English-speaking nations. The paper shows how teaching these issues enriches and improves the English language and culture education of English major students expanding that education and relevant practical training to fit much better the international and intercultural contexts of communication in English.
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Tan, Jia. "English as a Lingua Franca in Global Business: Balancing Efficiency and Cultural Sensitivity." Research Studies in English Language Teaching and Learning 2, no. 2 (March 17, 2024): 96–105. http://dx.doi.org/10.62583/rseltl.v2i2.42.

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This work focuses on English as an international business lingua franca in the realisation of effective international communication and collaboration. A globally integrated market has seemingly perceived English as an imperative medium in order to eliminate the barrier of language and play a facilitative role for multinational ventures; it adds an edge in organisational performance among diverse cultural landscapes. The dominance of English, on the other hand, also means that potential linguistic inequities might be bred, and the subtleties in the cultural differences might go on unnoticed. The study adopts a qualitative paradigm, through which it uses structured questionnaires to elicit insights with respect to the pros and cons associated with using English as the second language in business environments. Participants mentioned that English facilitates international transactions, helps in bringing the unity of diversified groups in terms of language, and supports the strategies of worldwide businesses. Critics say that a cavalier attitude towards non-native speakers will dominate and crop up as cultural insensitivity. Therefore, the findings in this article highlight that while English as a Lingua Franca may have innumerable advantages in worldwide business communication, there does always need to be a sense of balance and a certain amount of appreciation for diversity in languages to foster an inclusive global business environment.
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Pisani, Michael J., and Jana S. Pisani. "The economic returns to language in Belize: evidence from the 2000 census." Economía y Administración (E&A) 15, no. 2 (December 11, 2023): 29–54. http://dx.doi.org/10.5377/eya.v15i2.17194.

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English is the official language of Belize used in the conduct of official government business and as the standard in public education. However, English is not the primary language spoken in Belizean households nor in the conduct of local business transactions. Belize is a polyglot nation inclusive of European-based languages, native languages, and creole languages. In this paper, we demonstrate the economic returns to language acquisition and usage in Belize using census 2000 data. Our results indicate that Belize primarily rewards the ability to communicate in English and Spanish. Other language skills are also important, such as the ability to speak German, to speak Maya and English or Spanish, and the ability to speak in combination Creole-Spanish-English. There is a severe wage penalty associated with the speaking of Maya and Garifuna. Other non-language endogenous and exogenous variables are also explored.
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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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Vidak, Nives, and Zrinka Golemac. "ENGLISH LANGUAGE AND ECONOMY IN THE DIGITAL WORLD." DIEM: Dubrovnik International Economic Meeting 6, no. 1 (September 2021): 55–62. http://dx.doi.org/10.17818/diem/2021/1.6.

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In the modern, globalised world English language has an important role as a means of communication. The use of language in business environment facilitates communication and economic efficiency. Global language survey, carried out in 2013 in 60 countries worldwide, links English language proficiency to economic and social development (ICEF Monitor, 2014). Results of the survey indicate that the countries with higher levels of English language proficiency have stronger economies and higher per capita income levels, and thus a better quality of life. Nevertheless, due to globalisation process and the Internet, the role of English has changed in so far as English proficiency is not only an economic advantage but also a basic skill needed for the entire workforce (ICEF Monitor, 2014). The aim of this paper is to give an insight into attitudes of students of economics and business economics on the significance of English in the business environment. The paper analyses differences in students’ attitudes in relation to the gender and the year of study. For that purpose, the research was carried out among the students enrolled in undergraduate study programmes at the Department of Economics and Business Economics. As the research instrument, the Questionnaire “English in Business Environment” has been applied. The research results indicate that the participants consider English language to be an important factor in economy and their future business environment. There were no statistically significant differences relating to gender while some statistically significant differences for the year of study have been found. This paper suggests further research based on a context-specific approach, to be carried out in other educational contexts, encompassing different study programmes and levels of study. Keywords: language proficiency, economy, business environment
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Gargano, Nicla A., Vincent Edwards, and Gianfranca Gessa Shepheard. "Manual of Business Italian: A Comprehensive Language Guide. English-Italian, Italian-English." Italica 73, no. 4 (1996): 589. http://dx.doi.org/10.2307/479517.

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Gajšt, Nataša. "Business English as a Lingua Franca – A Cross-Cultural Perspective of Teaching English for Business Purposes." ELOPE: English Language Overseas Perspectives and Enquiries 11, no. 2 (May 8, 2014): 77–87. http://dx.doi.org/10.4312/elope.11.2.77-87.

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In our era of globalisation, English is at the top of the languages used in international business. A vast majority of business communication in English is carried out by non-native speakers of English. In a cross-cultural exchange of information, the sender and the recipient come from different cultural backgrounds. The patterns of communication vary across the globe and non-native speakers tend to apply their native language patterns when communicating in English. This paper thus focuses on the concept of spoken communication and dimensions of culture and how they are reflected in communication patterns in different business situations. It also addresses the teaching of Business English as a lingua franca and the role of Business English teachers in helping learners develop their communicative and intercultural competence in order to communicate effectively in a multicultural work environment.
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Bernsten, Jan. "English in South Africa." Language Problems and Language Planning 25, no. 3 (December 31, 2001): 219–35. http://dx.doi.org/10.1075/lplp.25.3.02ber.

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In a departure from language policy in most other African countries, the 1996 South African Constitution added nine indigenous languages to join English and Afrikaans as official languages. This policy was meant to provide equal status to the indigenous languages and promote their use in power domains such as education, government, media and business. However, recent studies show that English has been expanding its domains at the expense of the other ten languages. At the same time, the expanded use of English has had an impact on the varieties of English used in South Africa. As the number of speakers and the domains of language use increase, the importance of Black South African English is also expanding. The purpose of this paper is to analyze current studies on South African Englishes, examining the way in which expanded use and domains for BSAE speakers will have a significant impact on the variety of English which will ultimately take center stage in South Africa.
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Fitria, Sasa Lailatul, and Slamet Setiawan. "The Use of English on Linguistic Landscape in Tulungagung: The Initial Evidence of Language Battle in Public Space." e-Journal of Linguistics 17, no. 1 (December 14, 2022): 76. http://dx.doi.org/10.24843/e-jl.2023.v17.i01.p10.

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The widespread use of English is depicted in the Linguistic Landscape (LL) in Tulungagung competes the Indonesian language (the national language) and Javanese language (the local language). The present study is aimed (1) to view the position of English language among the existing languages, (2) to investigate what motive that urges a signage owner in acquiring English, and (3) to explain the role performed by English in society. A descriptive qualitative method in research is carried out to explain the phenomenon. Data were collected from an observation of languages appear on signage and an interview to the signage owner. This study is set up in Tulungagung Regency that characterized as the Central Business District (CBD). From the total 460 photographed signages observed and the interviews done, it is shown that English in society is not more dominant than the Indonesian language in use as explained by Landry & Bourhis (1997) but as the interviews done with the signage owner, it narrates that English carries some characterization proposed by Piller (2001) that urge a party to acquire English and it also plays significant roles in society, specifically in business field as stated by Lee (2019). Thus, it challenges the use of local language, the Javanese language, since English appears within its excellence.
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Desnaranti, Laila, and Febby Pratama Putra. "NEED ANALYSIS OF BUSINESS ENGLISH FOR ECONOMIC EDUCATION UNDERGRADUATE STUDENTS." Research and Development Journal of Education 9, no. 2 (October 2, 2023): 1091. http://dx.doi.org/10.30998/rdje.v9i2.17785.

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<p>Learning English is necessary for a variety of goals, not just for language fluency in general but also for more specific purposes (English for Specific Purposes). Business English is becoming more and more crucial as businesses demand that their employees speak multiple languages. The purpose of this research is to identify undergraduate students’ needs for business English using need analysis. The method that used in this research is descriptive qualitative approach. The researcher use questionnaire to find the undergraduate students’ need, lack, and want. The research result based on the questionnaire which can be concluded that learning English is essential for the undergraduate students and their motivation in learning English is to be able to communicate in formal or non-formal situation at business environments. The researchers came to the conclusion that the undergraduate students must enhance their english speaking ability because this is also one of their lack based on the questionnaire's findings. The result of this research will be used to develop a new syllabus and textbook for business English.</p>
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