The desire to acquire knowledge about the surrounding world and human society is quite natural and understandable for a person. Life is so developed that an uneducated person will never occupy a high position in any field. Humanity in its mass, and each person individually, develops objectively, regardless of certain life circumstances and obstacles, but with different intensity. The speed of development depends on the quality of training.Business English and Rubrics Testing in ELT by Dr. R. Ramesh (ebook smartphone txt) 📖
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education. According to Brown in his work Fundamental Concept of Language, define ELT as,
ELT is not a method; it is an approach, which transcends boundaries of concrete methods and concomitantly, techniques. It is a theoretical position about the native of language and language learning and teaching. (42)
The goal of CLT is communicative competence. This is the term coined by Dell Hymes in USA, in order to contrast a communicative view of language and Chomsky’s theory of competence. In Approaches and Methods in Language Teaching, Howatt states: “distinguishes a ‘strong’ and a ‘weak’ version of CLT: … If the former could be described as ‘learning to use’ English, the latter entails using English to learn it” (Richards and Rodgers 66). Some of the characteristic of this communicative view of language in Approaches and Methods in Language Teaching are:
1. Language is a system for the expression of meaning.
2. The primary function of language is for interaction and communication.
3. The structure of language reflects its functional and communicative uses.
4. The primary units of language are not merely its grammatical and structural features, but categories of functional and communicative remained as exemplified in discourse. (Richards and Rodgers 71)
This is the method assert, that a language is learnt effectively when the focus is not on language and that learners learn how to communicate by communicating, by interacting with others. Now a day, there is a great need for communication, communicative competence, language varieties and norms, discourse, learner’s needs and attitudes and negotiation of meaning, etc.
Total Physical Response:
Richards and Rodgers define Total Physical Response method as: “Total Physical Response (TPR) is a language teaching method build around the coordination of speech and action; it attempts to teach language through physical (motor) activity” (87). TPR was developed by James Ashers, a professor of psychology in California. This is the method that deals on several traditions, including developmental psychology, learning theory and humanistic pedagogy, etc.
The method has some basic principles of language acquisition in young learners. Most particularly that the process involves a substantial amount of listening and comprehension in combination with various physical responses well before learners begins to use the language orally. In learning foreign language Ashers draws three influential learning hypotheses namely:
1. The specific innate bio-program for language learning.
2. Brain lateralization defines different learning functions in the left fright-brain hemisphere.
3. Reduction of stress.
The general objectives of TPR are to teach oral proficiency at a beginning level comprehension is means to an end and the aim is to teach basic speaking skills. Brown states the primary objectives of TPR method was
Learning needed to become more enjoyable and less stressful. It is natural way to accomplish recreate the natural way children to learn their native language … using right brain motor skills rather than left-brain language processing. (61)
The Silent Way:
The silent way, is the name of a method of language learning founded by Caleb Gattegno, in the early seventies. It shares many of the same essential principles as learning theories and educational philosophies. Richards and Rodgers describe the key theories based on the silent way:
1. Learning is facilitated if the learners discovers or creates rather than remembers and repeats what is to be learned.
2. Learning is facilitated by accompanying physical objects.
3. Learning is facilitated by problem solving involving the material to be learned. (99)
This underlying characteristic shows that learners become increasing autonomous in, active with and responsible for the learning process in which they are engaged. It also encourages students to work as a group – to try and solve problems in the target language together. As a conclusion, Richards and Rodgers comment their whole view about this theory as:
The innovations in Gattegno’s method derive primarily from the manner in which classroom activities are organized, the indirect role the teacher is required to assume in directing and monitoring learner performance, the responsibility placed upon learners to figure out and test their hypotheses about how the language works, and the materials used to elicit and practice language. (111)
Communicative Language Learning:
Charles A. Curran and his associates developed a new method called CLL which represents the use of counseling – learning theory to teach language. It draws on the counseling – learning theory to redefine the role of the teacher (the counselor) and learners (the clients) in the language class room. In this method, the learners and knower are agreeing to language learning.
The method CLL does not attempt to teach students how to use another language communicatively, it also tries to encourage the students to take increasingly more responsibility for their own learning CLL compares development of language learning to the stage of human growth, namely infant, adult stage, the existence stage, a kind of adolescence and finally the independent stage. The salient features of CLL methods are:
i) Students are to be considered as learner clients and teacher as a ‘teacher – counselor’.
ii) A relationship of mutual trust and support is considered essential to the learning process.
iii) Students are encouraged to express not only how they feel but how they feel about the learning process.
iv) A variety of activities can be included.
v) Grammar and vocabulary are taught inductively.
The Natural Approach:
Tracy Terrell and Krashen developed the Natural Approach in the early eighties. According to them, Natural Approach is defined, that is believed to conform to the naturalistic principles found in successful second language acquisition. The design and procedures in the Natural Approaches based on the five principal tenets of theory are (i) The Acquisition / Learning hypothesis, (ii) The Monitor Hypothesis, (iii) The Natural Order Hypothesis, (iv) The Input Hypothesis, (v) The Affective Filter Hypothesis. These four hypotheses have obvious implication for language teaching in sum, Richards and Rodgers states that,
(1) As much comprehensible input as possible must be presented.
(2) Whatever helps comprehension is important.
(3) The focus in the classroom should be on listening and reading; speaking should be allowed to emerge.
(4) Student work should center on meaningful communication rather than on form; input should be interesting and so contribute to relaxed classroom atmosphere.(133-134)
Natural approach focuses on a wide range of activities including games, role plays, dialogues, group work and discussions.
Suggestopedia:
In the late seventies, the Bulgarian psychiatrist by the name of Georgi Lozanov developed a new method called suggestopedia. Richards and Rodgers defines, “suggestopedia is a specific set of learning recommendations derived from suggestology” (142). The characteristics of suggestopedia are the decorations, furniture, and arrangement of classroom, the use of music and the authoritative behavior of the teacher. The most unique feature of suggestopedia is the centrality of music and musical rhythm to learning. Richards and Rodgers states: “suggestopedia, which advocates a child like role for the learners to make them feel secure and less inhibited so that they can be more spontaneous” (143).
Teacher’s Role in Business English:
In Teaching Business English, teacher have a vital role to motivate the learners when compare to other teachers, the Business English teacher have to trained their students not only need to walk away with better comprehension and speaking ability, but a flexible, international perspective of this competitive business world. Some of the characteristics of teachers who teach Business English are:
1. Teacher should have confident in their teaching, especially in the classroom management and lesson organization.
2. Teacher should act as an observer, monitor and overhear students in their needs.
3. Teacher should constantly emphasize and cultivate a whole learning process in and away from class time.
4. English for business is a real and living language so teachers use authentic and current materials such as magazines, journals, internet sources, etc.
5. Teachers should remember that student motivation is of paramount importance in learning process.
6. Teachers teachings are always focus on the needs of the students. Teaching sections are usually had to base on discussions / interactions.
7. The most and final role of Business teacher is to make their students speak for the majority of the time. Student’s expresses their opinion is important in the teaching section.
Thus, the genuine interest and enthusiasm about language and business is the key to begin a successful teacher in teaching Business English.
With globalization, the ability to communicate effectively is the key to success for business executives. The students preparing for work need to improve their English in Business Communication key areas such as: socializing, telephoning, presenting, taking part in meetings and negotiating, etc. Thus introducing the course, English for business communication helps them deal confidently with common business situations in cross – cultural settings.
English for Business Communication is a course with a specific emphasis on the English Communication Skills essential for business transactions. This Course is designed to develop the skills which include listening, speaking, reading and writing English within business context. In addition, this course will provide the opportunity for students to acquire the skills necessary for business meetings, business presentations, negotiations business law, cultural diversity and socializing, etc.
CHAPTER III
English for Business Communication
I. Business Topics: Jobs
Note:
Resume has four parts.
• Identification section
• Job objective section
• Education and work history
• Personal skills
Sample Resume:
This is the sample resume of Ramsing, a graduate who seeks job focus on sale and marketing.
Ramsing Sharma,
12271, North Street,
Semilhole, Delhi
Sharma@yahoo.co.in
080-12456712 09884624921
Objective : Position in sales or marketing with opportunity for advancement and travel.
Education : Bachelor of Science: University of Delhi
Major: Business Administration
Emphasis: Marketing. Year: Dec. 2004
Percentage: 87%
Community College of University, Delhi.
Courses in General Studies and Business Administration.
Year: Dec, 2006.
Activities : Vice-chairman of Delhi University Students council
Member of City Honor society
Editor, Students Newsletter for University.
Skills:
Computer : Operating system – Windows 95 / 98 / 2000 / XP
Software Application – MS Office, Acrobat, Photoshop, SPSS
Programming Language – C, C++, Java, VB.net
Sales / Marketing : Achieved product sales amounting to 120 percent of forecast in competitive field.
Potential users from farm equipment and to promote company services. Successfully served 40 or more retail customers daily as desk in hardware store.
Experience : Assistant Director, Evergreen plantation for 4 years.
Sales supervisor, Indiana Departmental Stores, Delhi.
Supervised 5 departments’ twenty five full and part time sales persons.
References:
Prof. Rajan, Mr. Chander Raj,
Department of Marketing, Store Manager,
University of Delhi. The Indiana Departmental Store,
Nehru Square, New Delhi.
Task 1: Resume Writing.
In your local newspapers, turn to opportunities and pick up the job for which you are qualified. Write an effective Resume along with letter of application for an interview. The hint is given below for writing Application Letter.
Hint: Application Letter
1. Identify the specific position of job.
2. Describe your understanding job requirement and interest in the field of work.
3. State why apply for the job. Brief description of qualification.
4. Request interview or an answer to your letter.
Answer:
Resume
: _____________________________
: _____________________________
: _____________________________
: _____________________________
: _____________________________
: _____________________________
: _____________________________
Application Letter
From
___________________________
___________________________
___________________________
To
___________________________
___________________________
___________________________
Respected Sir,
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
ELT is not a method; it is an approach, which transcends boundaries of concrete methods and concomitantly, techniques. It is a theoretical position about the native of language and language learning and teaching. (42)
The goal of CLT is communicative competence. This is the term coined by Dell Hymes in USA, in order to contrast a communicative view of language and Chomsky’s theory of competence. In Approaches and Methods in Language Teaching, Howatt states: “distinguishes a ‘strong’ and a ‘weak’ version of CLT: … If the former could be described as ‘learning to use’ English, the latter entails using English to learn it” (Richards and Rodgers 66). Some of the characteristic of this communicative view of language in Approaches and Methods in Language Teaching are:
1. Language is a system for the expression of meaning.
2. The primary function of language is for interaction and communication.
3. The structure of language reflects its functional and communicative uses.
4. The primary units of language are not merely its grammatical and structural features, but categories of functional and communicative remained as exemplified in discourse. (Richards and Rodgers 71)
This is the method assert, that a language is learnt effectively when the focus is not on language and that learners learn how to communicate by communicating, by interacting with others. Now a day, there is a great need for communication, communicative competence, language varieties and norms, discourse, learner’s needs and attitudes and negotiation of meaning, etc.
Total Physical Response:
Richards and Rodgers define Total Physical Response method as: “Total Physical Response (TPR) is a language teaching method build around the coordination of speech and action; it attempts to teach language through physical (motor) activity” (87). TPR was developed by James Ashers, a professor of psychology in California. This is the method that deals on several traditions, including developmental psychology, learning theory and humanistic pedagogy, etc.
The method has some basic principles of language acquisition in young learners. Most particularly that the process involves a substantial amount of listening and comprehension in combination with various physical responses well before learners begins to use the language orally. In learning foreign language Ashers draws three influential learning hypotheses namely:
1. The specific innate bio-program for language learning.
2. Brain lateralization defines different learning functions in the left fright-brain hemisphere.
3. Reduction of stress.
The general objectives of TPR are to teach oral proficiency at a beginning level comprehension is means to an end and the aim is to teach basic speaking skills. Brown states the primary objectives of TPR method was
Learning needed to become more enjoyable and less stressful. It is natural way to accomplish recreate the natural way children to learn their native language … using right brain motor skills rather than left-brain language processing. (61)
The Silent Way:
The silent way, is the name of a method of language learning founded by Caleb Gattegno, in the early seventies. It shares many of the same essential principles as learning theories and educational philosophies. Richards and Rodgers describe the key theories based on the silent way:
1. Learning is facilitated if the learners discovers or creates rather than remembers and repeats what is to be learned.
2. Learning is facilitated by accompanying physical objects.
3. Learning is facilitated by problem solving involving the material to be learned. (99)
This underlying characteristic shows that learners become increasing autonomous in, active with and responsible for the learning process in which they are engaged. It also encourages students to work as a group – to try and solve problems in the target language together. As a conclusion, Richards and Rodgers comment their whole view about this theory as:
The innovations in Gattegno’s method derive primarily from the manner in which classroom activities are organized, the indirect role the teacher is required to assume in directing and monitoring learner performance, the responsibility placed upon learners to figure out and test their hypotheses about how the language works, and the materials used to elicit and practice language. (111)
Communicative Language Learning:
Charles A. Curran and his associates developed a new method called CLL which represents the use of counseling – learning theory to teach language. It draws on the counseling – learning theory to redefine the role of the teacher (the counselor) and learners (the clients) in the language class room. In this method, the learners and knower are agreeing to language learning.
The method CLL does not attempt to teach students how to use another language communicatively, it also tries to encourage the students to take increasingly more responsibility for their own learning CLL compares development of language learning to the stage of human growth, namely infant, adult stage, the existence stage, a kind of adolescence and finally the independent stage. The salient features of CLL methods are:
i) Students are to be considered as learner clients and teacher as a ‘teacher – counselor’.
ii) A relationship of mutual trust and support is considered essential to the learning process.
iii) Students are encouraged to express not only how they feel but how they feel about the learning process.
iv) A variety of activities can be included.
v) Grammar and vocabulary are taught inductively.
The Natural Approach:
Tracy Terrell and Krashen developed the Natural Approach in the early eighties. According to them, Natural Approach is defined, that is believed to conform to the naturalistic principles found in successful second language acquisition. The design and procedures in the Natural Approaches based on the five principal tenets of theory are (i) The Acquisition / Learning hypothesis, (ii) The Monitor Hypothesis, (iii) The Natural Order Hypothesis, (iv) The Input Hypothesis, (v) The Affective Filter Hypothesis. These four hypotheses have obvious implication for language teaching in sum, Richards and Rodgers states that,
(1) As much comprehensible input as possible must be presented.
(2) Whatever helps comprehension is important.
(3) The focus in the classroom should be on listening and reading; speaking should be allowed to emerge.
(4) Student work should center on meaningful communication rather than on form; input should be interesting and so contribute to relaxed classroom atmosphere.(133-134)
Natural approach focuses on a wide range of activities including games, role plays, dialogues, group work and discussions.
Suggestopedia:
In the late seventies, the Bulgarian psychiatrist by the name of Georgi Lozanov developed a new method called suggestopedia. Richards and Rodgers defines, “suggestopedia is a specific set of learning recommendations derived from suggestology” (142). The characteristics of suggestopedia are the decorations, furniture, and arrangement of classroom, the use of music and the authoritative behavior of the teacher. The most unique feature of suggestopedia is the centrality of music and musical rhythm to learning. Richards and Rodgers states: “suggestopedia, which advocates a child like role for the learners to make them feel secure and less inhibited so that they can be more spontaneous” (143).
Teacher’s Role in Business English:
In Teaching Business English, teacher have a vital role to motivate the learners when compare to other teachers, the Business English teacher have to trained their students not only need to walk away with better comprehension and speaking ability, but a flexible, international perspective of this competitive business world. Some of the characteristics of teachers who teach Business English are:
1. Teacher should have confident in their teaching, especially in the classroom management and lesson organization.
2. Teacher should act as an observer, monitor and overhear students in their needs.
3. Teacher should constantly emphasize and cultivate a whole learning process in and away from class time.
4. English for business is a real and living language so teachers use authentic and current materials such as magazines, journals, internet sources, etc.
5. Teachers should remember that student motivation is of paramount importance in learning process.
6. Teachers teachings are always focus on the needs of the students. Teaching sections are usually had to base on discussions / interactions.
7. The most and final role of Business teacher is to make their students speak for the majority of the time. Student’s expresses their opinion is important in the teaching section.
Thus, the genuine interest and enthusiasm about language and business is the key to begin a successful teacher in teaching Business English.
With globalization, the ability to communicate effectively is the key to success for business executives. The students preparing for work need to improve their English in Business Communication key areas such as: socializing, telephoning, presenting, taking part in meetings and negotiating, etc. Thus introducing the course, English for business communication helps them deal confidently with common business situations in cross – cultural settings.
English for Business Communication is a course with a specific emphasis on the English Communication Skills essential for business transactions. This Course is designed to develop the skills which include listening, speaking, reading and writing English within business context. In addition, this course will provide the opportunity for students to acquire the skills necessary for business meetings, business presentations, negotiations business law, cultural diversity and socializing, etc.
CHAPTER III
English for Business Communication
I. Business Topics: Jobs
Note:
Resume has four parts.
• Identification section
• Job objective section
• Education and work history
• Personal skills
Sample Resume:
This is the sample resume of Ramsing, a graduate who seeks job focus on sale and marketing.
Ramsing Sharma,
12271, North Street,
Semilhole, Delhi
Sharma@yahoo.co.in
080-12456712 09884624921
Objective : Position in sales or marketing with opportunity for advancement and travel.
Education : Bachelor of Science: University of Delhi
Major: Business Administration
Emphasis: Marketing. Year: Dec. 2004
Percentage: 87%
Community College of University, Delhi.
Courses in General Studies and Business Administration.
Year: Dec, 2006.
Activities : Vice-chairman of Delhi University Students council
Member of City Honor society
Editor, Students Newsletter for University.
Skills:
Computer : Operating system – Windows 95 / 98 / 2000 / XP
Software Application – MS Office, Acrobat, Photoshop, SPSS
Programming Language – C, C++, Java, VB.net
Sales / Marketing : Achieved product sales amounting to 120 percent of forecast in competitive field.
Potential users from farm equipment and to promote company services. Successfully served 40 or more retail customers daily as desk in hardware store.
Experience : Assistant Director, Evergreen plantation for 4 years.
Sales supervisor, Indiana Departmental Stores, Delhi.
Supervised 5 departments’ twenty five full and part time sales persons.
References:
Prof. Rajan, Mr. Chander Raj,
Department of Marketing, Store Manager,
University of Delhi. The Indiana Departmental Store,
Nehru Square, New Delhi.
Task 1: Resume Writing.
In your local newspapers, turn to opportunities and pick up the job for which you are qualified. Write an effective Resume along with letter of application for an interview. The hint is given below for writing Application Letter.
Hint: Application Letter
1. Identify the specific position of job.
2. Describe your understanding job requirement and interest in the field of work.
3. State why apply for the job. Brief description of qualification.
4. Request interview or an answer to your letter.
Answer:
Resume
: _____________________________
: _____________________________
: _____________________________
: _____________________________
: _____________________________
: _____________________________
: _____________________________
Application Letter
From
___________________________
___________________________
___________________________
To
___________________________
___________________________
___________________________
Respected Sir,
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
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