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Głos w dyskusji

100%

Wiśniewska H.

Acta Universitatis Lodziensis. Folia Linguistica

1990

tom 023

Studium przypadku jako materiał dydaktyczny w nauczaniu specjalistycznego języka Bussines English

63%

Jendrych E. , Wiśniewska H.

Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik

2009

nr 1

127-140

The aim of the article is to present the methodology of using case studies in teaching business English to upper-intermediate and advanced students. In the first part it gives a brief history of case studies, then it presents the structure and the basic parts of a mini-case. The last part deals with the methodology of using cases in a business English class. It stresses the significance of case studies in teaching the four language skills. It also recommends the case study method for teaching business and management skills such as analysing facts and figures, presenting the case, giving opinions, negotia- ting and chairing a discussion. The case study method can also be helpful when dealing with cross- cultural issues in a business English course. Case studies are valuable ESP materials with a great teaching potential. They may be challen- ging for both students and teachers. They are effective in teaching the productive language skills of speaking and writing. In addition, they practise content-and-language integrated learning (CLIL) and prepare students to perform successfully in their future business roles.

Samoocena kompetencji językowych studentow uczących się angielskiego języka biznesu – badanie ankietowe

51%

Jendrych E. , Pułaska-Turyna B. , Wiśniewska H.

Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik

2010

nr 2

93-112

Self-assessment of four basic language skills was researched in a group of 128 advanced students of Business English in two business schools. The study included questionnaire design and statistical analysis of the data. Additionally, the authors researched into the situations in which students use Business English. The research shows that speaking is the most difficult skill for all groups of respondents: full-time students, part-time students and postgraduate students. Students say that in order to improve their language competence they need to practice business skills and learn more business vocabulary.