Students' and Teachers' Ideals of Effective Business English Teaching

Autor/inn/en	Trinder, Ruth; Herles, Martin
Titel	Students' and Teachers' Ideals of Effective Business English Teaching
Quelle	In: ELT Journal, 67 (2013) 2, S.220-229 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-0893
DOI	10.1093/elt/ccs080
Schlagwörter	Teacher Effectiveness; Grammar; Teaching Methods; Feedback (Response); Business English; Second Language Instruction; Second Language Learning; English (Second Language); Global Approach; Language Usage; Educational Objectives; College Students; Teacher Attitudes; Student Attitudes; Learning Motivation; Business Communication + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Grammatik; Teaching method; Lehrmethode; Unterrichtsmethode; Business; English; English language; Wirtschaft; Englisch; Wirtschaftsenglisch; Fremdsprachenunterricht; Zweitsprachenerwerb; English as second language; Second Language; Englisch als Zweitsprache; Globales Denken; Sprachgebrauch; Educational objective; Bildungsziel; Erziehungsziel; Collegestudent; Lehrerverhalten; Schülerverhalten; Motivation for studies; Lernmotivation; Unternehmenskommunikation
Abstract	Learners' and teachers' evaluation of what constitutes useful, appropriate, and goal-relevant English may well shift in view of the globalization of English and its dominance in non-native contexts, business, and new media. Against this background, this study explores the extent to which a specific Business English university programme meets teachers' and learners' expectations. We argue that students' own experiences and goals, including their past, present, and projected use of English, shape their expectations and, consequently, their evaluations of the teaching reality. The results of our study reveal that though learner and teacher beliefs tend to be aligned in most areas, students' judgements of effective teaching and learning practices are highly dependent on personal motivations and specific language use purposes, and this difference manifests itself most clearly in teachers' and learners' divergent views on the value of grammatical accuracy and corrective feedback. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10