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EBP(ENGLISH FOR BUSINESS PURPOSES)
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ESP
English for Occupational Purposes (EOP)
English for Business Purposes (EBP)
EBP : adult learners, working or preparing to
work in a business context, and dealswith Business English in an occupational.
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CHARACTERISTICS OF BUSINESS ENGLISH
Users of Business English
English international language of business
Non-native speaker to non-native speaker (NNS-NNS)
International English
The non-native speakers (NNSs) may understand eachother more easily than the native speaker (NS)
understands them.
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ADefinition of Business English
Pickett:Two particular aspects to business communication
1. Communication within the public
2. Communication within (intra) a company or between(inter) companies
General English
Communication within public
Business English
Communication among businesses
Specialised language of particular businesses
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ENGLISH FOR GENERAL BUSINESS PURPOSES
(EGBP)
EGBP courses are usually for pre-experience learners orthose at the very early stages of their career.
the materials set in business contexts
one or two sessions a week, over several months oryears
the traditional four skills plus specific grammar andvocabulary development
focus on presentation listening, reading exercisesto practice grammar and vocabulary
the settings include: meeting people, making
arrangements, talking about yourself and yourcompany, and traveling
topics: organizational charts, marketing, branding,advertisements and product development
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ENGLISH FOR SPECIFIC BUSINESS
PURPOSES (ESBP)
ESBP courses are run for job-experienced learnerswho bring business knowledge and skills to thelanguage-learning situation.
Focus on one or two language skills and specificbusiness communicative events
Frequently intensive, groups are small, amaximum 6-8
Fluent activity, progressing to language andskills work based on outcome, and leading tofurther fluency practice
Settings and carrier content are mainly takenfrom the learners own business contexts
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KEYS VARIABLES
IN BUSINESS ENGLISH COURSES
Variables Factors to be considered
Course duration
Participants
Group size
Location
Mode of learning
Trainers
Is it intensive or extensive?
Are they all from the same company or
is it an open registration course?Is it one-to-one or a small group?
Is it in house, in company or overseas;
residential or non-residential?
Is it class teaching, telephone teaching,self-study?
Are they company employees or
outsiders?
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4.4 THE ROLE OF NEEDS ANALYSIS IN
BUSINESS ENGLISH
The approach to needs analysis depends on thesituation and context.
Pilbeam (1979) Target Situation Analysis &Present Situation Analysis.
Breger (1997) set out to identity the range ofgeneral and specialist language knowledge
required.
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Holden (1993) uses a three stage analysis toknow about the needs analysis in BusinessEnglish:
1. Tabulates information through which targetlanguage needs are identified.
2. An interview (or questionnaire) to
establish learners perceptions ofcommunication within their corporate culture.
3. A questionnaire to establish preferred learningstyles.
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Reeves and Wright (1996) statesthat another multi-stage approach
is the LANA system which usesinterview and communicationmodeling at corporate anddepartmental levels and a computer
questionnaire with individuals.
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The EBP can be taught in
form of:
Short intensive courses
A one-to-one situationGroup situations
Twos or threes people
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4.5 TEACHERS OF BUSINESS ENGLISH
Personality, knowledge, and
experience are important to a
Business English teacher.Successful Business English
teacher will have the flexibility
and adaptability of any ESPteacher.
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CONTRASTIVE BETWEEN ESP TEACHERS
AND EBP TEACHERS:
Most ESP teachers have a language
teaching background and do not have
first-hand experience of the content
and context of other disciplines or
business.
Most EBP teachers have not worked
in business; they cannot say of
budget-setting meetings or sales
negotiations.
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Acquiring knowledge and understanding infive areas seems necessary:
1. A knowledge of the communicativefunctioning of English in businesscontexts.
2. An understanding of the business
peoples expectations and learningstrategies.
3. An understanding of the psychologyof personal and interpersonal
interactions in cross-culturalsettings.
4. Some knowledge of managementtheories and practice.
5. First-class training skills.
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4.6 KEY ISSUESFOR BUSINESS
ENGLISH
4.6.1 The communicative functioning of English inbusiness English
Discourse communities
Business genre
Key communicative events Functions, grammar and lexis
4.6.2 Learners expectations and strategies
4.6.3 The Role of Cross-cultural communication
4.6.4 Management Theory and Practice
4.6.5 Communication Skills Training
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2. BUSINESSGENRE
a. Swales (1990:54) notes that a discourse
communitys nomenclature for genres is animportant source of sight.
business English is carried out on texts (both
written and spoken) to determine which genres
exist, that is to understand significant differencesand specific communicative purposes.
b. Charles (1996) has shown that negotiations are
more likely to involve the cooperative exchange of
information than the cut and thrust competitivebargaining that many older training manual
describe.
In business the sales negotiation does have clear
purposes and may be considered a genre.
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3. KEY COMMUNICATIVE EVENTS
Relating to this case, there are 7 seven cores
events:
1. oral language
telephoning, socializing, makingpresentations, taking part in meetings and
negotiating
2. written from
corresponding and reporting.
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4. FUNCTIONS,GRAMMARAND LEXIS
Business English has been experience, intuitionand materials led movement and reportedresearch findings have been slow to emerge andfeed into practice.
Practitioners are realizing that in many
situations much shorter and more informalphrases are used and that gambits can be bothverbal and non-verbal
Topic closure markers can be verbal as in OK
ok, well, good for you or non verbal as inshifting papers or taking out car keys. Topic introduction and topic shift can be signaled
by what next, so anything else, on to X or byopening a new file.
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4.6.2 EARNER S EXPECTATIONS
AND STRATEGIES
1. Learners Expectation small groups of no more than 6-8 people, or to have
one-to-one tuition.
Time is valuable commodity and they expect tomaximize its use 8 hours a day contact time plus
some language preparation or practice in the evenings. As professionals, paying directly for the course they
will look for high standards, quality and value formoney.
2. Learning strategies
need to be adapted to the groups needs; forprofessional a task-based, problem solving, dependapproach is often appropriate as it mirrors their workstyle and they learn experientially through
involvement.
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4.6.3THE ROLE OFCROSS-
CULTURALCOMMUNICATION
For those who work in international
business, it is sometimes amazing how
different people in other cultures behave.cultures is necessary for successful business
communications in matters such as the
purpose of meetings, the use of direct or
indirect negotiation tactics, the structuring
of information or the use of politeness
strategies in letters or meetings.
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GEERT HOFSTEDE'S RESEARCH CULTURE Power Distance Index (PDI)
the degree of equality, or inequality, between people inthe country's society.
Individualism (IDV)
the degree the society reinforces individual or collective,achievement and interpersonal relationships.
Masculinity (MAS)the degree the society reinforces, or does not reinforce,the traditional masculine work role model of maleachievement, control, and power.
Uncertainty Avoidance Index (UAI)
the level of tolerance for uncertainty and ambiguitywithin the society - i.e. unstructured situations.
Long-Term Orientation (LTO)
the degree the society embraces, or does not embracelong-term devotion to traditional, forward thinking values.
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COMMUNICATION SKILLS TRAINING
BEP will not effective if only the speaker good in spoken
and forget the body language.
For EBP the ability of spoken and using body language
should be balance EBP teachers teach their students how to speak and
using gesture appropriately.
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EBP VS EAPEBP ESP
PURPOSE not centred on the
learner as an individual
but as a member of
transactional world
operates within a world
where the fundamental
concern is the
acquisition of knowledge
by individualsLanguage Background
of User
EAP situations there is
an interaction between
native and non-native
speaker, whether
through the NNS
reading an English-medium textbook,
listening to a lecture
given by a NS or writing
an assignment or
dissertation which will
be read by a NS
EBP, most interactions
are between non-native
speakers and the
balance of power
depends on their
business relationship.
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SUMMARY
Business is the current growth area in ESP andcovers both courses for pre-experience learners(EGBP) and courses for job-experienced learners(ESBP).
The primary concern is to communicate effectively,not necessarily totally accurately.
As professionals, business people have very clearlypurposes and expect high quality, value for moneyand professionally delivered courses.
More courses now combine language and skillsdevelopment and more account is taken of thebusiness language depends on variables such asstatus, power and how well established therelationship is.
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QUESTION??