Дата публикации 31.03.2018
Преподавание дисциплины «Английский язык делового общения» студентам высших учебных заведений
Кузнецова Татьяна Николаевна
преподаватель английского языка, факультет Менеджмента спортивной и туристской индустрии, Российской академии народного хозяйства и государственной службы при Президенте РФ
Аннотация: Данная статья посвящена некоторым аспектам преподавания дисциплины «Иностранный язык делового общения» студентам высших учебных заведений. Рассматриваются особенности преподавания дисциплины обучаемым без опыта работы. В качестве эффективной методики обучения в данном контексте предлагается использование подхода Task Based Learning and Teaching.
Ключевые слова: обучаемые без опыта работы, потребности учащихся, задания ориентированного обучения и преподавания, основное задание, концентрация на смысле, аутентичные материалы
lecturer of English, Faculty of Management in Sports and Tourism Industries, Russian Academy of National Economy and Public Administration under President of the PF
Abstract: This article deals with some aspects of teaching Business English to University students. It considers implications of teaching this discipline to pre-experienced learners and describes Task Based Learning and Teaching approach as an effective method for this learning context. Much attention is given to the stages of the Task Cycle and the teacher’s role at each lesson stage. The article stresses the importance of using authentic materials to implement Task Based approach and to better address young adult learner needs and objectives.
Keywords: pre-experienced learners, learner needs, task based learning and teaching, task cycle, focus on meaning, authentic materials
The importance of communicating in English in the world of business can be hardly overestimated. Millions of people use English for doing business globally. A successful career in business requires such important business communication skills as negotiating, meeting, presenting, telephoning and teleconferencing, e-mailing, letter writing, etc. In context of Business English (BE) teaching the main distinction is made between job-experienced learners and pre-experienced learners.
Teaching BE to pre-experienced University students involves certain implications.
In contrast to job-experienced learners, pre-experienced learners do not know the world of business and are not familiar with key business concepts and principles. All they have is some theoretical knowledge that they get through lectures and seminars. Therefore, teaching BE to pre-experienced learners practically means teaching business basics while developing learner Business English skills.
Another implication is that many learners at this stage have not yet decided on the area of business / future job. Therefore, they are not fully aware of their needs in the context of BE.
They understand, however, the importance of English for communicating in the globalized world and that they might need it for their future careers. Teacher’s task here is to identify learner needs and design a course which will be motivating to students and will effectively introduce them into the world of business.
This can be achieved by implementing task-based teaching / learning (TBL/T) approach. According to this approach, encouraging learner interaction in real language use appears to be very effective as students learn better when they are involved in doing meaningful tasks. TBL/T makes the process of learning very similar to natural language acquisition. Language is not viewed as an end in itself, but as a means of performing a certain task. This approach enables students to acquire new language much better because they do something meaningful, related to their needs and objectives.
Learners get exposed to authentic materials, such as newspaper or magazine articles, blogs, videos, films, radio, lectures, etc. Tasks, based on authentic materials, are the core of each lesson. Students learn to negotiate meaning and interact within groups. Learners are free to use whatever language they have at the task stage. That can be simulations, role plays, case studies, discussions, etc.
TBL/T lessons centre around the learners as they are using their existing language potential to perform the task. Teacher monitors and notes emerging problems. Only upon completion of the task does teacher start acting as a facilitator. Thus, the process of learning moves from teacher to students.
A typical TBL/T lesson consists of the following stages: Pre-task, Task Cycle, Language Focus.
At Pre-task stage Teacher introduces the topic, activates schemata and gives clear task instructions. Teacher explains what is expected from students at each stage of the lesson.
At Task stage learners do tasks in pairs or small groups. At this stage teacher acts more like an observer, monitoring and taking notes of lexical gaps and grammar mistakes. Students prepare to report to the rest of the class in some fashion (speaking or writing). Teacher helps with emerging language problems. Students share their findings with their classmates. Teacher helps with emerging language problems.
At Language focus stage learners are encouraged to notice specific features of the text.
They practice what emerged during the Task Cycle: new patterns, collocations, prominence and chunking. In such positive atmosphere a student’s confidence in language use increases. As learners go through the cycle, dealing with real problems, their language skills improve.
TBL/T approach is believed to be the most effective one in BE as it puts the primary focus on meaning, not on form. Similarly, in the business world the language is a means to an end, not an end in itself. Language is used not to talk, but to do business. Learners acquire business communication skills through interaction while performing a specific task. It is also important that they can apply such skills as negotiating, participating in meeting and discussions, presenting, etc. outside BE context.
Using authentic materials is critical in implementing TBL/T approach. Students learn language as it occurs in a natural context, personalized to learner needs and objectives. Completion of task in a positive learning environment gives learners a sense of achievement.
Practically speaking, students’ motivation to learn BE can be enhanced by exposure to engaging authentic materials. Pre-experienced students can hardly be motivated by outdated content. They welcome materials in business topics of their interest (Careers, Marketing, Personal development, Fashion, etc.) They are fascinated by charismatic business leaders and big success stories. With so many authentic material sources (like YouTube, social networks, newspapers and magazines, films, books), teacher has a lot of variety in selecting and updating authentic materials to bring course books to life and make BE lessons more engaging and motivating.
1. Ellis, M. and Johnson, C. (1994) Teaching Business English. – Oxford: Oxford University Press
2. Frendo E. (2005) How to Teach Business English – Harlow: Pearson Education Limited
3. MacKenzie, I. (2010). English for Business Studies. Cambridge: Cambridge University Press
4. Willis, D. and Willis, J. (2007) Doing Task-based Teaching. – Oxford: Oxford University Press