A Study on Teaching Business Communication/English in Indian Classroom

Autor/inn/en	Devimeenakshi, K.; Tyagi, Sarika
Titel	A Study on Teaching Business Communication/English in Indian Classroom
Quelle	In: English Language Teaching, 6 (2013) 6, S.137-147 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Foreign Countries; English (Second Language); Second Language Learning; Second Language Instruction; Business English; Business Communication; Business Administration Education; Linguistics; Student Attitudes; Positive Attitudes; Teaching Methods; Technology Uses in Education; Learning Processes; Feedback (Response); Teacher Role; College Students; India + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Business; English language; Wirtschaft; Englisch; Wirtschaftsenglisch; Unternehmenskommunikation; Linguistik; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Learning process; Lernprozess; Lehrerrolle; Collegestudent; Indien
Abstract	The aim of this article is to discuss teaching Business Communication in classroom to Business Administration degree programme students. Indeed, teaching Business Communication in classroom was a different experience when compared with Technical English for B.Tech students. The syllabus for Business Communication (English) was also peculiar whereas Business Communication taught in other institutions. Usually in Business Communication we will have components of letter writing (Business letters), writing memos, agendas, circulars, advertisements, Business report writing and Business vocabulary, but in our university we had even Linguistic elements in syllabus such as Phonetics, Word stress, and Sentence stress. In addition to, other portions are Linguistic communication, Barriers to communication, Dyadic communication, Idioms and Phrases, Proverbs, Listening skills, Movie talk and Reading skills. The only thing that any one can find on students with this type of curriculum is that they cultivated more interest to read theory part (Linguistic communication, Barriers to communication, Dyadic communication) than technical matters (Phonetics, Word stress, Sentence stress). Yet they enjoyed Phonemic symbols while spelling their sounds. Perhaps the result point of view allowed them to be inspired with theory content rather than linguistics. Hence, it might be learners earned enough experience in having command over English language. Concerned with learning materials it was difficult to search for Linguistic communication. The students felt happy with the academic syllabus due to teaching methodology than the given syllabus. The adopted teaching methodology was communicative language teaching with usual lecturing method. Lecture was lectured with the help of the technical tool PowerPoint presentation. The downloaded materials with pictures (PowerPoint lessons with pictures) attracted young minds. It is wonder that Business administration students reading Linguistic aspects and sitting for final written exam. Therefore, this paper exposes teaching-learning process of the teacher and student in teaching Business Communication to them. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01