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Name : Lilik Nur Hayati

Std. Number : 5.16.06.14.0.011


Courses : Business English
Class :A

 Definition about Business English from Experts :


1. Most scholars (Chen & Wang, 2009; Ye, 2014, Zhong et al., 2015) agree that business
English is an applied interdisciplinary subject dominated by applied linguistics and based
on multidisciplinary knowledge, focusing on the development and improvement of the
disciplinary system and related teaching models.
2. Zhang and Tang (2012) believe that Business English teachers have the characteristics of
professionalism, teaching effectiveness, and uniqueness.
3. Li (2018) argues that Business English teachers must have the ability to fully understand
the latest laws and regulations at home and abroad, professional teaching ability, and
Business English two-way teaching ability.
4. Business english is most readily associated by its users with a special kind of language or
a language variety. The name itself business english has been coined to resemble such
designations of generally recognized language varieties as british english or american
english (Grygiel, 2015:8-10)
5. Business english vocabulary is accordingly the most distinctive feature of business
english. Business english is a linguistic variety that is used to communicate efficiently in
business settings and that is caused by the structure of economic situations and ultimately
the mental representations of these situations in the form of specific content knowledge
(Thoma, 2011:101-102)
6. Business english is an umbrella term for a mixture of general everyday english, general
business english and ESP (Frendo:2005)
7. According to Fan Feiran and Zhoubin (2014) once made a definition of Business English
in which Business English is the English variant of a social function, is a branch of
English for specific purpose, is English used in business occasions, and is a kind of
Standard English containing a variety of business activities and suiting the need of
commerce.
8. Abarca (2010) stated that business English is the term can be used to describe courses
that range from an essentially English for General English Business course that includes
the teaching of some business lexis, to very specific courses, either in particular skills
such as participing in or chairing meetings or report writing or in particular disciplines
such as finance or marketing.
9. The Business English major is set for the sake of China’s higher education’s adapting to
the development of the times, satisfying the needs of the society and the market, and is an
organic unity of international business education and English language education (Chen,
2016)
10. According to Doyle (2012), Business English courses can be divided into eight categories
which can be applied to Business English courses: generic (general or functional areas of
business); regional or prevailing industry-specific (business language content covering
prevailing local, state, or regional needs in business and trade); functional area-specific
(business vocabulary covering more in-depth study of key topics for marketing, finance,
etc.); secretarial (an emphasis on correspondence and other forms of written
communication); examination (preparation of learners to take a specific business
language test); special topics (business in literature, prosperity and poverty in specific
regions, development and sustainability); hybrid (combination of elements of two or
more of the aforementioned course types); and business and culture (broad cultural
overview including geographic literacy, demographics, historical highlights, customs and
courtesies, lifestyle, society, and work environment).
11. Wang and Hua (2010) analyze the characteristics of Business English and the current
assessment system of Business English teaching and propose that the current assessment
system of Business English is only aimed at assessing student’s mastery of professional
knowledge, and usually only takes the result of the final test as the basis of assessment.
This kind of assessment system cannot realize a reliable assessment of the actual ability
of students, and will get students accustomed to learning by rote rather than attaching
great importance to cultivating practical abilities. Based on the problems, they further
propose that the current assessment system of Business English should be reformed from
three perspectives: content, way and objective.
12. According to survey (CCE1, 2014), most business English learners seem to have clear
needs when they take part in the business English training program.