Business English in Slovenian Tertiary Education
AbstractThe topic of this book is business English in Slovenian tertiary education. If the most important findings are summarised, the following is needed in Slovenian tertiary education with regard to business English teaching: (a) student-centred and learning-centred approach, (b) communicative task-based approach, (c) development of language skills and strategies needed for successful learning, (d) a wide variety of teaching methods, (e) encouraging creativity (of both students and teachers), (f) use of modern information technology, (g) encouraging learner autonomy, self-assessment and cultural awareness of students, (h) increased level of language awareness among students, (i) changes in assessment (fewer traditional written and oral tests, more project work). The business English language teaching profession has been rather slow to incorporate corpus methods into its working practices. On the contrary, materials and teachers rely on a well-established canon of apparently self-evident 'facts' about the language, which have, more or less, the status of tradition in which knowledge is simply handed down from teacher to student. Corpus-based approach in teaching represents a shift towards a more learner-centred paradigm of discovery learning, which enables students to test their own hypotheses and discover their own rules in the process of the so-called data driven learning. When a substantial body of research demonstrates that old concepts are wrong, it is time to adopt new ways of thinking otherwise business English teaching based on intuition and impressionistic interpretations may lead us towards pseudo teaching. Above all, age-old prescriptive attitudes toward grammar and usage in general English that have been reapplied to business English and which inevitably lead to rote learning and regurgitating should be replaced by corpus-based data-driven hypothesis testing learner-centred approach. In other words, oversimplified views about what business English is should be replaced by a more learner-centred paradigm of discovery learning, which enables students to test their own hypotheses or discover their own rules in the process of the so-called data-driven learning.
Download InfoIf you experience problems downloading a file, check if you have the proper application to view it first. In case of further problems read the IDEAS help page. Note that these files are not on the IDEAS site. Please be patient as the files may be large.
Bibliographic InfoThis book is provided by University of Primorska, Faculty of Management Koper in its series Faculty of Management Koper Monograph Series with number 978-961-266-057-4 and published in 2009.
You can help add them by filling out this form.
reading list or among the top items on IDEAS.Access and download statisticsgeneral information about how to correct material in RePEc.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Alen Jezovnik).
If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.
If references are entirely missing, you can add them using this form.
If the full references list an item that is present in RePEc, but the system did not link to it, you can help with this form.
If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your profile, as there may be some citations waiting for confirmation.
Please note that corrections may take a couple of weeks to filter through the various RePEc services.