Teaching business communication skills
language teaching has gone through a radical shift of emphasis in the last twenty years, beginning with the communicative revolution of the mid-1970s. Business English, which appeared on the ELT stage as a course programme and learning objective in the late seventies, has been shaped by a range of influences from both the ELT and the non-ELT world. Its course content reflects the diverse needs of varied learner groups - from pre-service students to in-service professionals; and its pedagogic approaches have been influenced by the learning experiences of its learners - from broadly-based general education to specifically-designed management training . language schools offer general English programmes for students from different backgrounds, grouped according to language ability. However, many language schools have added Business English to their portfolio of subjects.and more universities and colleges are launching programmes for their pre-service students in order to prepare them for the professional world in terms of language and business. Business English programme is offered to students following a degree course in Business Management, Economics or a related subject. This means that teachers who previously provided general English teaching are being required to offer Business English. However, the scope of Business English varies enormously between institutions, syllables and programmes display very different features, content and objectives. p align="justify"> Objectives of teaching Business English
Pre-1975, the emphasis of most language teaching was on developing knowledge of the language forms in terms of grammar and vocabulary. Students learned about the language rather than how to use it.on the communicative revolution established fluency as the prime objective of language teaching and language training. Language drills were replaced by pair work and small group communicative activities. Subsequently it led to sharp debate on the prime objective of language teaching. Three dimensions were identified, namely accuracy, fluency, effectiveness, making three - cornered contest. Accuracy secures correct use of language forms; fluency claims that if you can speak, you will be able to get your message over; effectiveness claims that it is the total performance which determines the success of communication.comprises the rules of grammar, the domain of vocabulary and pronunciation.comprises two criteria: the speed of speaking and the effort of speaking. However there is no agreed limit of speed within which speech should flow. It is the perception of the listener which is the base of fluency and it depends on impressionistic feature of speech.English programmes also need to concentrate on the criterion of effectiveness. This criterion comprises the impact of delivery, the variety of media, the conciseness o...
