1. Professor: Dr. Patricia Su Presenter: Joanna Yang St. Number: 9922606 Date: April 19 th, 2012 1

2. Diana, -Z., & Sergiu, -Z. (20120). Teaching business English- a challenge both for students and academics. Procedia Social and Behavioral Sciences, 3, P.245-250. Zuocheng, Zhang. (2007). Towards an integrated approach to teaching Business English: A Chinese experience. English for Specific Purposes, 26, P.399-410. Pamela, -R. (2007). Using English for International Business: A European case study. English for Specific Purposes, 26, P.103-120. 2

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4. ESP classification by experience (taken from Robinson, 1991:3-4) ESP EOP EAP Pre-experience Simultaneous/In-service Post-experience For study in a specific discipline As a school subject Pre-study In-study Post-study Independent Integrated 4

5. ESP classification by professional area (adapted from Dudley-Evens and St John,1998:6) ESP (English for Specific Purposes) ESP (English for Specific Purposes) EAP (English for Academic Purposes) EAP (English for Academic Purposes) EOP (English for Occupational Purposes) EOP (English for Occupational Purposes) EST: English for (Academic) Science and Technology EMP : English for (Academic) Medicine Purposes ELP: English for (Academic) Legal Purposes ELP: English for (Academic) Legal Purposes EMFE: English for Management Finance and Economics English for Professional Purposes English for Professional Purposes English for Vocational Purposes English for Vocational Purposes English for Medical Purposes English for Medical Purposes English for Business Purposes English for Business Purposes Pre- Vocational English Pre- Vocational English 5

6. ESP was developed in the 1960s as a major reform in English teaching. ESP must be seen as an approach not as a product. It is an approach to language learning, which is based on learners need. Studies of business discourse reveal the way participants design their turns and orient to the task, the other party, and the local context during their interaction. 6

7. Used more directives and use them in explicitly direct form. More circumlocutionary Discord deviance -Australian complained Discord deviance - Japanese did not respond to proposals in the form and manner. Bilbow-avoidance of directness is a strategy for saving face, which is attached great social value in Chinese society. English cultural norms seem to be treated more like interpretative resources rather than static and obligatory rules. 7

8. What should the main focus be on? Specialized vocabulary? Improving communication skills in a business-related context? What do non-native students in economics and business need to know about Business English in order to face the future challenges in their careers? How should a Business English course be designed in order to fulfill the expectations and necessities of the future businessmen? What teaching and learning techniques are most appropriate to the content of such a course? 8

9. Needs analysis Assessment of level Syllabus Time Learner expectation Evaluation of progress What do students need to know in order to face the requirements of their future job environment? Using written test, we can see what level of language students have at the beginning of the course. Set course, like the ones taught in colleges, should fixed objective and syllabus. Course objectives Should be defined in relation to the needs analysis finding; in case of pre-experience learners they can be worded in terms of their course of study or required language improvement. In the case of college language training, time is limited so the course should be structured according to the duration. In the case of Business English, learners are likely to be more goal-orientated and to expect success. Written or oral examination, dependent on particular circumstances. 9

10. Business Knowledge Business discourse Business practice 10

11. The practice of continuous assessment and the necessity of focusing more on the use of language than on specialist vocabulary. It is believe that students of English in China would develop language awareness in the sense that they know not only the lexical, syntactic, and discoursal features of business language but also the way these features related to interpersonal relations and the way they are textualized for communicative goals. 11

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