Developing a Skills-Based Syllabus for Business English Students
Elena Ciortescu () and
Ana-Irina Cecal ()
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Elena Ciortescu: Lecturer PhD, Faculty of Economics and Business Administration, Alexandru Ioan Cuza University, Iasi, Romania.
Ana-Irina Cecal: Lecturer PhD, Faculty of Economics and Business Administration, Alexandru Ioan Cuza University, Iasi, Romania, 0040747077438.
Revista romaneasca pentru educatie multidimensionala - Journal for Multidimensional Education, 2015, vol. 7, issue 2, pages 89-96
As ESP trainers, we are increasingly aware that our learners have a specific purpose in learning English. Consequently, our aim is to develop a syllabus based on their particular needs and professional requirements. Our course objectives should thus focus on developing skills, cultural awareness and communicative effectiveness. Therefore, language accuracy is no longer a priority particularly if we take into account time restrictions (short number of hours) as well as other limitations (great number of students, various levels of English, etc.) and challenges (knowledge of the field, jargon) that the Business trainer has to deal with on a regular basis. It has long been argued that learning the vocabulary related to a particular job is fundamental to ESP lessons. However, as Adrian Tenant (2015) rightfully notes, standard vocabulary knowledge may actually prove useless when students are faced with real life situations. He stresses on the fact that students must be taught how to learn, develop and use their knowledge on the long term. The aim of this paper is to identify and describe some key skills that business English students need to acquire in order to set the basis of their further development. The main topics which may be included in the Business English syllabus will be discussed and relevant examples will be provided.
Keywords: Education; ESP; business; communication. (search for similar items in EconPapers)
JEL-codes: A23 (search for similar items in EconPapers)
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