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The Curriculum Development and An ESP Course Design for Business English in China

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Title: The Curriculum Development and An ESP Course Design for Business English in China


1
The Curriculum Development and An ESP Course
Design for Business English in China
  • Presenter Sharon Professor Patricia Su
  • Date April 19th

2
Introduction
  • The booming of Business English in China has
    come in response to the need of
  • Chinas socio-economic development
  • the reform of English language education in China
  • the advances in research in business discourse
    and English for Specific Purposes.
  • While Chinas economy is increasingly
    globalized, there arises the demand for a large
    number of talents well-attuned to international
    business and adept at intercultural communication.

3
Business English
  • Business English is now understood to refer to
    English in use in economic, public, and social
    activities concerning trade and investment in the
    era of globalization.
  • It covers the use of English in the fields of

4
Curriculum Development
  • Richards (2001,p.2) states that curriculum
    development is to focus on determining
  • what knowledge, skills, and values students
    learn in schools
  • what experiences should be provided to bring
    about intended learning outcomes
  • how teaching and learning in schools or
    educational systems can be planned, measured, and
    evaluated.

5
Business English Curriculum Development
  • Aim
  • -to cultivate in the students abilities and
    qualities including

6
Business English Knowledge and abilities
Knowledge and abilities Major Types Sub-type Indicators
Knowledge and abilities Language Knowledge and skills 1.sounds, vocabulary, and grammar of English
Knowledge and abilities Language Knowledge and skills 2.skills of listening, speaking, reading and writing
Knowledge and abilities Language Knowledge and skills 3.interpreting and translating skills
Knowledge and abilities Language Knowledge and skills 4.discourse competence
Knowledge and abilities Language Knowledge and skills 5.language learning abilities
Knowledge and abilities Business knowledge and skills 1.economics
Knowledge and abilities Business knowledge and skills 2.management
Knowledge and abilities Business knowledge and skills 3.international business law
Knowledge and abilities Business knowledge and skills 4.business skills
Knowledge and abilities Intercultural communication skills 1.intercultrual cognitive skills
Knowledge and abilities Intercultural communication skills 2.intercultural accommodation abilities
Knowledge and abilities Intercultural communication skills 3.intercultural interaction abilities
Knowledge and abilities Humanistic qualities 1.political stance and ethics
Knowledge and abilities Humanistic qualities 2.critical and innovative thinking
Knowledge and abilities Humanistic qualities 3.savvy of Chinese and foreign cultures
7
Language Skills and Intercultural Communication
Skills
  • In addition to mastering the basics of language,
  • the training of language communication
    skills
  • should be fore grounded, in particular
  • intercultural communication skills.
  • In the teaching of courses in language,
    intercultural communication, business knowledge
    and humanistic understanding, emphasis should be
    put on cultivating sensitivity to differences
    between cultures, tolerance, and flexibility in
    handling cultural differences.

8
ESBP Course Design for Chinese International
Business Personnel
  • There are quite a few in-service business English
    training courses throughout China, the current
    in-company English training courses often copy
    from the general business English teaching
    syllabus in colleges. As the learning
    characteristics learning needs of target learners
    are neglected, most of these training courses are
    inefficient (Zhang J.J, 2007)
  • The course design as following based on English
    for Specific Purpose theories, offers a tailored
    training courses.

9
Course Overview
Aims of this course Improve the trainees skills in business English use so that they would be successful in career
Objectives of this course The students will be able to immediately use what they have learned to accomplish their jobs more effectively.
Type of course An intensive course by using a learning-centered approach
Target learners Fresh college graduates aged from 25 to 30 and have learned English for several years ( about 16 people)
Course duration The course lasted two months (sixteen 2-hour workshops on weekends). 1hour lecture plus a one-hour tutorial.
Teaching materials Cotton, Falvey and Kents (2005) Market Leader and Xus (2007) English for business communication
Teaching Methods The case study method, the task-based approach for problem-solving activities, and real-life working situations
Contents Telephoning, introductions, product presentations, cross-cultural communication, business meetings, report writing
Course evaluation Summative and formative evaluations
10
Course Discussion
  • The trainees and the manager of the company are
    quite satisfied with this ESBP course according
    to the course evaluation conducted at the end of
    this training.
  • Several trainees have suggested in the course
    evaluation sheet that more professional
    international business knowledge should be
  • added into the ESBP course.

11
Conclusions
  • The principles and practices that lie behind ESBP
    course design in terms of the needs analysis,
    syllabus, assessment and evaluation are
    discussed.
  • This ESBP course, which takes English language as
    the carrier and combines it with the core
    business knowledge, has been proven to be fairly
    effective because it responds to the learning
    needs of trainees and helps the learners succeed
    in their career in the international business
    field.

12
Intercultural Issues
  • Ellis and Johnson (1994)
  • -one key element for Business English
    learners is awareness appropriate language and
    behavior for the culture and situations which
    they will operate.
  • -the cultural teaching is to help students
    communicate effectively in international business
    situations by using their sensitivity, tolerance
    and flexibility in dealing with cultural
    differences.

13
Cultivate ones culture-awareness
  • How to integrate the language teaching with the
    cultural teaching is still at an early stage of
    exploration.
  • The introduction of a cultural component into
    language classes could promote students
    curiosity about a target culture and raise
    awareness of their own culture.
  • -it can provide a meaningful context for
    language
  • learning, thus enhancing
    motivation
  • (Lotman Uspensky, 1978).

14
Appendix I Questionnaire for Trainees
Name Sex Age
Educational Background Educational Background Educational Background
The main business scope of the company The main business scope of the company The main business scope of the company
English Proficiency English Proficiency English Proficiency
Work experience Work experience Work experience
The most important business English skill for you The most important business English skill for you The most important business English skill for you
You communicate in business English mainly You communicate in business English mainly You communicate in business English mainly
Your purpose of improving business English skills for Your purpose of improving business English skills for Your purpose of improving business English skills for
Your previous English learning experiences and suggestion for this proposed course Your previous English learning experiences and suggestion for this proposed course Your previous English learning experiences and suggestion for this proposed course
The current use of English in your daily life The current use of English in your daily life The current use of English in your daily life
What do you lack most in business English communication in your workplace? What do you lack most in business English communication in your workplace? What do you lack most in business English communication in your workplace?
Expectation of this training course Expectation of this training course Expectation of this training course
Request of learning conditions Request of learning conditions Request of learning conditions
Other needs and request Other needs and request Other needs and request
15
References
  • Wang Lifei, Chen Zhunmin, Zhang Zuocheng (2010).
    Developing a National Curriculum for BA Program
    in Business English of China. Asian ESP Journal
    Volume 7 Issue 1, 33-52
  • Jiang Shaohua (2010). ESBP Course Design for
    Chinese International Business Personnel. Asian
    ESP Journal Volume 7 Issue 1, 58-85
  • Mu Congjun, Liu Junlin (2010). Exploring
    Professional Attributes of Being a Qualified
    Chinese Interpreter in the Field of Exhibition
    and Convention. Asian ESP Journal Volume 7 Issue
    1, 155
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