Discuss about the Teaching Business English for Economic Relations.
The Business English course of the East Ukrainian University looks quite promising and eclectic for creating competent, capable and excellent business leaders (Wright, 2010). The course would be taught to students of the Economic Relations Department within 5 years (9 semesters). The highlight of this business course is that it is aimed at teaching students who are at their advanced level, therefore, the course content needs to be compatible with their learning abilities and at the same time that would tap their skills. The course is aimed at third year students who would have 5 hours practical classes a week. The course is meant to enable the students to develop and nurture their skills in carrying out the necessary negotiations during their professional journey, analysis of the market research to establish their business, strengthening performance through teamwork, working with finesse on the business projects amongst others. The teacher felt that the writing skills of the students need to be developed to help them deal with the multiple challenges that would emerge during the course of business transaction. Learning about the importance of creating a plagiarism free work and understanding about the importance of copyright issues. Therefore, I appreciate that the thrust of the paper has been to draw information from the newspapers, magazines and the books that they can include in the paper. This would enable them to submit high-quality papers with the appropriate incorporation of information that would corroborate their arguments. The thrust of the curriculum has been to exposing the students to interesting texts with the aim of inculcating their reading and listening skills. It is commendable that the course has emphasized on the four pillars of language learning namely reading, writing, listening and speaking. This has been decided by the teacher to be achieved via communicative methodology in which the students would be challenged cognitively by taking part in the learning process, contributing to their own experiences and enriching their feelings and seeking responsibility in their learning. This is an appropriate method considering that the students are their advanced stage of learning and these learning outcomes are suitable to foster their English language capacity as future leaders in the corporate world (Zheng, Young, Wagner & Brewer, 2009). The implied objective of the course is to instil confidence among the students to take on the world, tread the unexplored terrains, and engage in risks. This can be only achieved through a course that nurture the strength of the students and encourage them to progress in their language acquisition. The course commences with teaching the students to have a clear idea about academic writing. This I find quite important considering that academic writing emphasizes on the appropriateness of grammar, structure and high-quality content that would appeal to the audience. This I feel would be instrumental for reaching out to the audience during the phase of advertisements. However, I feel that apart from writing this stage should also involve drafting. Drafting is crucial in producing high-quality assignments and therefore, would teach the students to learn through trial-and error method. In the second week of the course, it can be seen that the focus is on discussing about the art of advertising and creating videos that support the innuendos to the slogans (Fauziati, 2010). The students would get the opportunity to learn about the nuances of launching new advertising projects. The inclusion of letter of application I find quite appropriate considering that the students will need to write about their business proposal to various organizations depending on the situation. Knowing the nitty-gritty of the language would help the student to write meaningful and competent letter that would enable to convince the other person in an effective manner (Algeo & Butcher, 2013) However, what struck me was the emphasis on ethics in accomplishing the project work. This would be achieved through thought-provoking listening activities on the marketing ethics. There would be emphasis on the diction improvement of the student by making them listen to recorded items. This is quite praiseworthy considering that listening to good English will encourage students to sharpen their language skills. Teaching students how to write business plans and resume would be important during the phase of job application. The incorporation of illustrative details like figures and statistics would enable the students to have an insightful view into the situation and deepen their understanding about the issue. The highlight of the course lies in not limiting to the development of hard skills among the students but also paying attention to the soft skills of the students. Therefore, it can be stated that overall the course has been designed to bring out the best in the students.
Algeo, J., & Butcher, C. A. (2013). The origins and development of the English language. Cengage Learning.
Fauziati, E. (2010). Teaching English as a foreign language (TEFL).
Wright, W. (2010). Foundations for teaching English language learners: Research, theory, policy (p. 384). Philadelphia, PA: Caslon.
Zheng, D., Young, M. F., Wagner, M., & Brewer, R. A. (2009). Negotiation for action: English language learning in game?based virtual worlds. The Modern Language Journal, 93(4), 489-511.