Oxford Handbooks for Language Teachers: Teaching Business English by Mark EllisOxford Handbooks for Language Teachers: Teaching Business English by Mark Ellis

Oxford Handbooks for Language Teachers: Teaching Business English

byMark Ellis, Christine Johnson

Paperback | May 1, 1994

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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 andexperience.
Title:Oxford Handbooks for Language Teachers: Teaching Business EnglishFormat:PaperbackDimensions:252 pages, 9.65 × 6.5 × 0.59 inPublished:May 1, 1994Publisher:Oxford University Press

The following ISBNs are associated with this title:

ISBN - 10:0194371670

ISBN - 13:9780194371674

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Table of Contents

Acknowledgements IntroductionPART ONE: Introduction to Business English1. What is Business English?BackgroundWhat characterizes the language of business?- Sense of purpose- Social aspects- Clear communicationThe Business English syllabus- Business and General English courses2. Who wants to learn Business English?Pre-experience learnersLow-experience learners- Junior company members- Learners who are moving jobsJob-experienced learners- Reasons for learning English- Characteristics of the learnersCultural differences3. 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-companySome implications- For the pre-experience learner- For the job-experienced learner- For the training manager4. ResourcesThe Business English trainer- Background and experience- Personal skillsAcquiring the resources- Skills- Knowledge5. Performance objectives for Business EnglishThe need to emphasize performanceSkills training: basic principles- The communicative approach- Learner involvement in course design- Input v. output- Task-based learning- FeedbackPART TWO: Analysing the needs of the learners6. Describing levels of performanceWho needs to define levels of performance and why?Performance scalesTesting and assessment- Published tests and examinations- Carrying out assessment yourselfThe training gap7. Job analysisJob categories- Managers as learners- Technical staff as learners- Secretaries and clerical workers as learnersDepartmental differences- Marketing and sales- Human resources- Finance- Production8. Information gatheringWhat do we need to know?- Information about the learner- Defining the learning purpose- Information about the learning situationWays of gathering information- Job-experienced learners- Pre-experience learnersPractical problems in needs analysisExamples of interview task sheets9. Determining the content of the courseBreakdown of performance areas- Meetings and discussions- Giving information- Telephoning- Business correspondence- SocializingLanguage analysis- Company documentation- Learner output- Training videosThe focus of trainingPART THREE: Activities and materials10. Published materialsBusiness English materials- General Business English coursebook packages- Supplementary materials- Job-specific materials- Reference books- Self-access materialsBusiness skills training materials- Video materials- Business simulation gamesSelection and evaluation- Criteria for selection11. Framework materialsWhat are framework materials?- AdvantagesWhen 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- Conclusion12. Authentic materialsDefinition and useTypes and sourcesSelection and exploitation of authentic materials- Text materials- Audio and video materialsExamples of tasks and activities1 Using authentic materials to develop speaking skills2 Using authentic materials to practise extracting information3 Using authentic materials to develop listening skills4 Using authentic materials to improve learners' comprehension of presentations5 Using authentic materials to extend letter-writing vocabulary13. Managing activities in the classroomOne-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 feedbackCourse design: putting it all together- An intensive general Business English course plan- An extensive general Business English course plan- Specific Business English course plans14. Current trends in Business EnglishLanguage training v. skills trainingThe influence of management trainingMethodologiesCross-cultural awarenessGrowing professionalismbr / Glossary Bibliography AppendixSuggestions for further readingSuggestions for further viewingBusiness English examinationsPerformance scalesProfessional associationsBusiness skills training materials: sourcesIndex