No description available.

Thesis (M. A.(English Studies)) -- University of Limpopo, 2020 / Although the University of Limpopo (UL) students have been taught Business English (BE) for a number of years, their needs were never formally analysed. Hence, an exploratory research design was used to explore the needs of UL BE students, and a qualitative approached was followed. Thus, students and lecturers in Accounting and Financial Management were requested to fill in a questionnaire and to respond to interview questions, respectively, to identify students’ needs which were later analysed. However, Needs Analysis (NA) ought to be at the core of discipline-specific teaching and learning because it is learner-centred. This essential NA exercise is at the core of courses such as the UL BE one. Findings of this study indicate that students’ as well as content lecturers’ input is authentic and remain invaluable to BE courses as some of these mechanisms are vital for assisting lecturers fulfil students’ needs

Call number: LD2668 .T4 1933 G41

The study revolves around the delivery of an ESOL (English to Speakers of Other Languages) program on conflict management in the workplace to a small group of adult learners studying in a private educational institution in Sydney, Australia. The program was of four days???? duration, and was delivered over a four-week period. It involved both in-class and out-of-class tasks, and required learners to analyse their own discourse practices, those of other learners, and those of the speech community in which they were living. The program had two principle objectives. Firstly, it asked whether learners are able to modify their discourse practices at will in order to achieve successful negotiation outcomes. Secondly, it explored the effect of deliberately altered discourse styles on perceptions of learners held by speech community members. The methodology employed to achieve these objectives was ethnographic in nature and involved the following processes: 1. Learners were video-taped negotiating with other learners before and after the program. 2. Learners undertook the program aimed at increasing their ability to negotiate in business environments using culturally appropriate spoken language in conjunction with compatible prosodic and paralinguistic features as well as conversation management strategies. Learners kept diaries of their experiences and self-evaluation, and were interviewed following the course. 3. A group of nine native speakers of English viewed the 'before' and 'after' video-tapes and completed a survey aimed at collecting and quantitatively measuring (change in) their perceptions of the learners. This change was statistically analysed using a repeated-measures t test. The effect proved statistically significant overall; t(80) = 1.990, p&gt.01, two-tailed. 4. The 'before' and 'after' negotiations were then analysed by the researcher using ethnomethodological Conversation Analysis, modified to include some aspects of facial expression. The implications of the findings for teaching 'Business English', 'Global English' and 'Speaking' more generally are then discussed.

There is a great need for competent teaching of Business English in tertiary institutions in Vietnam. At the Hanoi Foreign Trade College (HFTC) alone, about 150 students per year seek training to equip them to work in export and import organizations, banks for foreign trade and customs departments. In teaching such students, one problem is the provision of interesting and relevant materials. This study addresses the question of selection of materials and techniques for teaching business English listening skills. This Field Study Report consists of five chapters. Chapter 1 describes the purposes and aims of study, the background to this study, dealing with students, the teaching and the curriculum. Chapter 2 looks at the general theory about listening and in particular listening in business. The chapter also describes listening requirements for business graduates from the HFTC. Chapter 3 discusses criteria for selection of textbooks for language teaching in general and for teaching listening skills in business English in particular. Chapter 4 surveys the teaching of business English in two institutes of Technical and Further Education in the Australian Capital Territory (ACT). The final chapter makes suggestions for priorities to improve the teaching of business English. This Field Study Report should be regarded as an exploratory attempt in choosing classroom techniques and materials for teaching listening skills to students of commerce at the Hanoi Foreign Trade College.

This study investigated the use of English in Quebec offices; it further examined the knowledge and strategies used by francophones as they perform various business-related tasks in English. A sample of 26 offices located in a primarily francophone community were surveyed regarding what tasks employees were required to perform in English. Results showed that all but one required some level of English proficiency. It is to be noted that 46% of the offices surveyed conducted all of their business within Quebec's borders. These findings led to the conclusion that English is a requirement in the majority of offices and therefore should be taught in Quebec's secretarial and accounting programmes. / In the second phase of this research, concurrent and retrospective verbal reports were used to examine two of the tasks frequently reported as being performed in English in the offices surveyed. Six volunteers (3 experienced and 3 inexperienced) performed role plays of each task and the strategies they used in the preparation and execution of the role plays were coded into previously determined categories which were based on the work of Bachman and Palmer (1996) as well as that of Tarone (1980). All participants showed evidence of having used Bachman and Palmer's goal setting, assessment and planning strategies in preparation of their role play performances, and they all used at least some of Tarone's compensatory strategies in the actual execution of the role plays. / Further research is suggested in the area of strategy-based English second language instruction within the business programmes offered by the Quebec Ministry of Education.

The study revolves around the delivery of an ESOL (English to Speakers of Other Languages) program on conflict management in the workplace to a small group of adult learners studying in a private educational institution in Sydney, Australia. The program was of four days???? duration, and was delivered over a four-week period. It involved both in-class and out-of-class tasks, and required learners to analyse their own discourse practices, those of other learners, and those of the speech community in which they were living. The program had two principle objectives. Firstly, it asked whether learners are able to modify their discourse practices at will in order to achieve successful negotiation outcomes. Secondly, it explored the effect of deliberately altered discourse styles on perceptions of learners held by speech community members. The methodology employed to achieve these objectives was ethnographic in nature and involved the following processes: 1. Learners were video-taped negotiating with other learners before and after the program. 2. Learners undertook the program aimed at increasing their ability to negotiate in business environments using culturally appropriate spoken language in conjunction with compatible prosodic and paralinguistic features as well as conversation management strategies. Learners kept diaries of their experiences and self-evaluation, and were interviewed following the course. 3. A group of nine native speakers of English viewed the 'before' and 'after' video-tapes and completed a survey aimed at collecting and quantitatively measuring (change in) their perceptions of the learners. This change was statistically analysed using a repeated-measures t test. The effect proved statistically significant overall; t(80) = 1.990, p&gt.01, two-tailed. 4. The 'before' and 'after' negotiations were then analysed by the researcher using ethnomethodological Conversation Analysis, modified to include some aspects of facial expression. The implications of the findings for teaching 'Business English', 'Global English' and 'Speaking' more generally are then discussed.

D.Ed. / This thesis investigates concept maps as an effective learning strategy for Business English vocabulary development of first year students at the former Technikon Witwatersrand. The research has been conducted with first year students in the National Diploma in Human Resources Management at the Faculty of Business Management (the Auckland Park Bunting Road Campus). The study involved research on the understanding and use of the subject vocabulary of two groups of students. The problem of this study was that the majority of the former Technikon Witwatersrand students had difficulty understanding and using technical terminology related to Business English writing. The research question for this study was: To what extent does the use of concept maps help to improve the business vocabulary of first year ND Human Resources Management students registered at the TWR? The aim of the study was to teach students how to draw concept maps in order to make use of meaningful (conceptual) learning to improve their Business English vocabulary, and it is assumed that this would empower the learners to write better academically. The methodology used was that of action research in order to make an inductive analysis of the students‟ acquisition of Business English vocabulary. A mixed purposeful sampling scheme was chosen. Triangulation was used as method to integrate the literature review with the qualitative and quantitative research tools. The quantitative data in this study indicated that the students in Group A enhanced their performance in the vocabulary tests and examinations in their different first year subjects and the qualitative data indicated the students‟ feelings and attitudes about the construction of concept maps and learning Business English vocabulary. The research tools were questionnaires, concept maps, journals, vocabulary lists and tests, examinations, paragraph writing, and focus group interviews. The findings made were that students who constructed concept maps of the business vocabulary did perform somewhat better than the students who did not make use of concept maps. The conclusion from this study was that learners who use concept maps can perform better in learning business vocabulary.

No description available.

No description available.