Teaching Business English: An introduction to Business English for language teachers, trainers, and course organizers. - Brossura

Ellis, Mark; Johnson, Christine

Brossura

ISBN 10: 0194371670 ISBN 13: 9780194371674

Casa editrice: OUP Oxford, 1994

Riassunto

This book is for teachers, trainers, and course organizers in the field of Business English or considering a move into it. It gives background to the business learner's world and strategies for approaching the training task, focusing on the learner's professional knowledge and experience.

Su questo libro

Descrizione del libro

Lengua extranjera: inglés.Inglés. Material Complementario.

Contenuti

• Acknowledgements
• Introduction
• PART ONE: Introduction to Business English
• 1: What is Business English?
• Background
• What characterizes the language of business?
• - Sense of purpose
• - Social aspects
• - Clear communication
• The Business English syllabus
• - Business and General English courses
• 2: Who wants to learn Business English?
• Pre-experience learners
• Low-experience learners
• - Junior company members
• - Learners who are moving jobs
• Job-experienced learners
• - Reasons for learning English
• - Characteristics of the learners
• Cultural differences
• 3: Where is Business English taught?
• Types of institution
• - Public and private sector educational institutions
• - Adult learning centres and Chambers of Commerce
• - British Council- and American-sponsored centres
• - Language schools
• - Training and consulting groups and individual consultants
• - In-company
• Some implications
• - For the pre-experience learner
• - For the job-experienced learner
• - For the training manager
• 4: Resources
• The Business English trainer
• - Background and experience
• - Personal skills
• Acquiring the resources
• - Skills
• - Knowledge
• 5: Performance objectives for Business English
• The need to emphasize performance
• Skills training: basic principles
• - The communicative approach
• - Learner involvement in course design
• - Input v. output
• - Task-based learning
• - Feedback
• PART TWO: Analysing the needs of the learners
• 6: Describing levels of performance
• Who needs to define levels of performance and why?
• Performance scales
• Testing and assessment
• - Published tests and examinations
• - Carrying out assessment yourself
• The training gap
• 7: Job analysis
• Job categories
• - Managers as learners
• - Technical staff as learners
• - Secretaries and clerical workers as learners
• Departmental differences
• - Marketing and sales
• - Human resources
• - Finance
• - Production
• 8: Information gathering
• What do we need to know?
• - Information about the learner
• - Defining the learning purpose
• - Information about the learning situation
• Ways of gathering information
• - Job-experienced learners
• - Pre-experience learners
• Practical problems in needs analysis
• Examples of interview task sheets
• 9: Determining the content of the course
• Breakdown of performance areas
• - Meetings and discussions
• - Giving information
• - Telephoning
• - Business correspondence
• - Socializing
• Language analysis
• - Company documentation
• - Learner output
• - Training videos
• The focus of training
• PART THREE: Activities and materials
• 10: Published materials
• Business English materials
• - General Business English coursebook packages
• - Supplementary materials
• - Job-specific materials
• - Reference books
• - Self-access materials
• Business skills training materials
• - Video materials
• - Business simulation games
• Selection and evaluation
• - Criteria for selection
• 11: Framework materials
• What are framework materials?
• - Advantages
• When should framework materials be used?
• Frameworks for different purposes
• - Analysing
• - Describing contrast and similarity
• - Describing change
• - Describing cause and effect
• - Describing sequence
• - The setting box
• - For meetings and discussions
• - A customer-supplier simulation
• - Describing production processes
• - Problem-solving
• - Conversation
• - Conclusion
• 12: Authentic materials
• Definition and use
• Types and sources
• Selection and exploitation of authentic materials
• - Text materials
• - Audio and video materials
• Examples of tasks and activities
• 1 Using authentic materials to develop speaking skills
• 2 Using authentic materials to practise extracting information
• 3 Using authentic materials to develop listening skills
• 4 Using authentic materials to improve learners' comprehension of presentations
• 5 Using authentic materials to extend letter-writing vocabulary
• 13: Managing activities in the classroom
• One-to-one v. group training
• - Dealing with individuals
• - Course design and the individual learner
• - Some examples of learners' work
• - Role play and simulation
• - Setting up the activity
• - What can go wrong?
• - Strategies for reducing the risks
• - Giving feedback
• Course design: putting it all together
• - An intensive general Business English course plan
• - An extensive general Business English course plan
• - Specific Business English course plans
• 14: Current trends in Business English
• Language training v. skills training
• The influence of management training
• Methodologies
• Cross-cultural awareness
• Growing professionalism
  
• Glossary
• Bibliography
• Appendix
• Suggestions for further reading
• Suggestions for further viewing
• Business English examinations
• Performance scales
• Professional associations
• Business skills training materials: sources
• Index

Dettagli dell?edizione

• Editore: OUP Oxford
• Data di pubblicazione: 1994
• Lingua: Inglese
• ISBN 10: 0194371670
• ISBN 13: 9780194371674
• Rilegatura: Copertina flessibile
• Numero di pagine: 256
• Contatto del produttore: non disponibile
• Persona responsabile: Ufficio Anagrafiche Messaggerie; ufficio.anagrafiche@meli.it; ; Via Verdi, 8; Assago Milano; 20090; Italia