PERSENTASI BAB 4

8/7/2019 PERSENTASI BAB 4

1/27

EBP(ENGLISH FOR BUSINESS PURPOSES)


2/27

ESP

English for Occupational Purposes (EOP)

English for Business Purposes (EBP)

EBP : adult learners, working or preparing to

work in a business context, and dealswith Business English in an occupational.


3/27

CHARACTERISTICS OF BUSINESS ENGLISH

Users of Business English

English international language of business

Non-native speaker to non-native speaker (NNS-NNS)

International English

The non-native speakers (NNSs) may understand eachother more easily than the native speaker (NS)

understands them.


4/27

ADefinition of Business English

Pickett:Two particular aspects to business communication

1. Communication within the public

2. Communication within (intra) a company or between(inter) companies

General English

Communication within public

Business English

Communication among businesses

Specialised language of particular businesses


5/27

ENGLISH FOR GENERAL BUSINESS PURPOSES

(EGBP)

EGBP courses are usually for pre-experience learners orthose at the very early stages of their career.

the materials set in business contexts

one or two sessions a week, over several months oryears

the traditional four skills plus specific grammar andvocabulary development

focus on presentation listening, reading exercisesto practice grammar and vocabulary

the settings include: meeting people, making

arrangements, talking about yourself and yourcompany, and traveling

topics: organizational charts, marketing, branding,advertisements and product development


6/27

ENGLISH FOR SPECIFIC BUSINESS

PURPOSES (ESBP)

ESBP courses are run for job-experienced learnerswho bring business knowledge and skills to thelanguage-learning situation.

Focus on one or two language skills and specificbusiness communicative events

Frequently intensive, groups are small, amaximum 6-8

Fluent activity, progressing to language andskills work based on outcome, and leading tofurther fluency practice

Settings and carrier content are mainly takenfrom the learners own business contexts


7/27

KEYS VARIABLES

IN BUSINESS ENGLISH COURSES

Variables Factors to be considered

Course duration

Participants

Group size

Location

Mode of learning

Trainers

Is it intensive or extensive?

Are they all from the same company or

is it an open registration course?Is it one-to-one or a small group?

Is it in house, in company or overseas;

residential or non-residential?

Is it class teaching, telephone teaching,self-study?

Are they company employees or

outsiders?


8/27

4.4 THE ROLE OF NEEDS ANALYSIS IN

BUSINESS ENGLISH

The approach to needs analysis depends on thesituation and context.

Pilbeam (1979) Target Situation Analysis &Present Situation Analysis.

Breger (1997) set out to identity the range ofgeneral and specialist language knowledge

required.


9/27

Holden (1993) uses a three stage analysis toknow about the needs analysis in BusinessEnglish:

1. Tabulates information through which targetlanguage needs are identified.

2. An interview (or questionnaire) to

establish learners perceptions ofcommunication within their corporate culture.

3. A questionnaire to establish preferred learningstyles.


10/27

Reeves and Wright (1996) statesthat another multi-stage approach

is the LANA system which usesinterview and communicationmodeling at corporate anddepartmental levels and a computer

questionnaire with individuals.


11/27

The EBP can be taught in

form of:

Short intensive courses

A one-to-one situationGroup situations

Twos or threes people


12/27

4.5 TEACHERS OF BUSINESS ENGLISH

Personality, knowledge, and

experience are important to a

Business English teacher.Successful Business English

teacher will have the flexibility

and adaptability of any ESPteacher.


13/27

CONTRASTIVE BETWEEN ESP TEACHERS

AND EBP TEACHERS:

Most ESP teachers have a language

teaching background and do not have

first-hand experience of the content

and context of other disciplines or

business.

Most EBP teachers have not worked

in business; they cannot say of

budget-setting meetings or sales

negotiations.


14/27

Acquiring knowledge and understanding infive areas seems necessary:

1. A knowledge of the communicativefunctioning of English in businesscontexts.

2. An understanding of the business

peoples expectations and learningstrategies.

3. An understanding of the psychologyof personal and interpersonal

interactions in cross-culturalsettings.

4. Some knowledge of managementtheories and practice.

5. First-class training skills.


15/27

4.6 KEY ISSUESFOR BUSINESS

ENGLISH

4.6.1 The communicative functioning of English inbusiness English

Discourse communities

Business genre

Key communicative events Functions, grammar and lexis

4.6.2 Learners expectations and strategies

4.6.3 The Role of Cross-cultural communication

4.6.4 Management Theory and Practice

4.6.5 Communication Skills Training


16/27


17/27

2. BUSINESSGENRE

a. Swales (1990:54) notes that a discourse

communitys nomenclature for genres is animportant source of sight.

business English is carried out on texts (both

written and spoken) to determine which genres

exist, that is to understand significant differencesand specific communicative purposes.

b. Charles (1996) has shown that negotiations are

more likely to involve the cooperative exchange of

information than the cut and thrust competitivebargaining that many older training manual

describe.

In business the sales negotiation does have clear

purposes and may be considered a genre.


18/27

3. KEY COMMUNICATIVE EVENTS

Relating to this case, there are 7 seven cores

events:

1. oral language

telephoning, socializing, makingpresentations, taking part in meetings and

negotiating

2. written from

corresponding and reporting.


19/27

4. FUNCTIONS,GRAMMARAND LEXIS

Business English has been experience, intuitionand materials led movement and reportedresearch findings have been slow to emerge andfeed into practice.

Practitioners are realizing that in many

situations much shorter and more informalphrases are used and that gambits can be bothverbal and non-verbal

Topic closure markers can be verbal as in OK

ok, well, good for you or non verbal as inshifting papers or taking out car keys. Topic introduction and topic shift can be signaled

by what next, so anything else, on to X or byopening a new file.


20/27

4.6.2 EARNER S EXPECTATIONS

AND STRATEGIES

1. Learners Expectation small groups of no more than 6-8 people, or to have

one-to-one tuition.

Time is valuable commodity and they expect tomaximize its use 8 hours a day contact time plus

some language preparation or practice in the evenings. As professionals, paying directly for the course they

will look for high standards, quality and value formoney.

2. Learning strategies

need to be adapted to the groups needs; forprofessional a task-based, problem solving, dependapproach is often appropriate as it mirrors their workstyle and they learn experientially through

involvement.


21/27

4.6.3THE ROLE OFCROSS-

CULTURALCOMMUNICATION

For those who work in international

business, it is sometimes amazing how

different people in other cultures behave.cultures is necessary for successful business

communications in matters such as the

purpose of meetings, the use of direct or

indirect negotiation tactics, the structuring

of information or the use of politeness

strategies in letters or meetings.


22/27

GEERT HOFSTEDE'S RESEARCH CULTURE Power Distance Index (PDI)

the degree of equality, or inequality, between people inthe country's society.

Individualism (IDV)

the degree the society reinforces individual or collective,achievement and interpersonal relationships.

Masculinity (MAS)the degree the society reinforces, or does not reinforce,the traditional masculine work role model of maleachievement, control, and power.

Uncertainty Avoidance Index (UAI)

the level of tolerance for uncertainty and ambiguitywithin the society - i.e. unstructured situations.

Long-Term Orientation (LTO)

the degree the society embraces, or does not embracelong-term devotion to traditional, forward thinking values.


23/27


24/27

COMMUNICATION SKILLS TRAINING

BEP will not effective if only the speaker good in spoken

and forget the body language.

For EBP the ability of spoken and using body language

should be balance EBP teachers teach their students how to speak and

using gesture appropriately.


25/27

EBP VS EAPEBP ESP

PURPOSE not centred on the

learner as an individual

but as a member of

transactional world

operates within a world

where the fundamental

concern is the

acquisition of knowledge

by individualsLanguage Background

of User

EAP situations there is

an interaction between

native and non-native

speaker, whether

through the NNS

reading an English-medium textbook,

listening to a lecture

given by a NS or writing

an assignment or

dissertation which will

be read by a NS

EBP, most interactions

are between non-native

speakers and the

balance of power

depends on their

business relationship.


26/27

SUMMARY

Business is the current growth area in ESP andcovers both courses for pre-experience learners(EGBP) and courses for job-experienced learners(ESBP).

The primary concern is to communicate effectively,not necessarily totally accurately.

As professionals, business people have very clearlypurposes and expect high quality, value for moneyand professionally delivered courses.

More courses now combine language and skillsdevelopment and more account is taken of thebusiness language depends on variables such asstatus, power and how well established therelationship is.


27/27

QUESTION??

Documents

PERSENTASI BAB 4