Literaturnachweis - Detailanzeige
Autor/in | Morris, Daniel R. |
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Titel | Creating a Business in France: A Class Project for the Business French Course. |
Quelle | (1994), (14 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Administrative Organization; Assignments; Banking; Business Administration Education; Business Communication; Classroom Techniques; Economic Factors; Foreign Countries; French; Geography; Higher Education; Industry; International Trade; Languages for Special Purposes; Legal Problems; Marketing; Personnel Management; Research Papers (Students); Second Language Instruction; Second Languages; Simulation; Student Projects; Vocabulary Development; France Assignment; Auftrag; Zuweisung; Bankgeschäft; Unternehmenskommunikation; Klassenführung; Ökonomischer Faktor; Ausland; Französisch; Geografie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Industrie; Trade; International relations; Handel; Internationale Beziehungen; Sprachhandlungsfähigkeit; Personalmanagement; Fremdsprachenunterricht; Second language; Zweitsprache; Simulation program; Simulationsprogramm; Schulprojekt; Wortschatzarbeit; Frankreich |
Abstract | A class project used in one college-level business French course in Oregon involves creation of a French company using a modified simulation approach. Students work in groups to determine what product or service they would like to develop and research the creation of a company. During this process, they simulate a number of situations encountered in establishing a business, including correspondence and documentation. Currently, the entire course is based on the project. Steps include: (1) selecting a product or service the students have a personal interest in and that can be marketed in France; (2) determining the legal status of the company, using authentic documents; (3) locating the business in France; (4) creation of logo, letterhead, and other company documents; (5) creating job announcements for employees; (6) determining needed banking accounts and services; (7) ordering supplies and equipment; and (8) planning marketing and advertising. Other topics, such as customs and trade regulations, can be incorporated. Students make oral presentations near the end of the course, using role-playing and supporting visual aids. A written report is also required. Student response to the project has been enthusiastic, and the approach is felt to be effective in promoting active learning. (MSE) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |