Harvard Business School (HBS) Case Method to Teaching English for Business Communication

Liu, Wen‐Te

doi:10.5296/elr.v2i2.10192

Cited by 11 publications

(5 citation statements)

References 16 publications

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“…The given scientific research involves the analysis of theoretical material concerning the methods of teaching foreign languages for special purposes and their effectiveness. The results of scientific literature analysis have shown that the most widely used methods in teaching foreign language in modern educational practice can be identified as: the method of project [11,12], case studies [13,14], ICT [15][16][17][18][19], brainstorming [20,21], the role-playing method [22,23], tandem [24,25], extensive reading [26], the method of podcasts [27,28], the associative method [29,30] training in collaboration or cooperative learning, collaborative learning [31,32], sliding [33], the method of contrastive linguistics [34], discussions [35], dilemma [36], jigsaw reading [37], the method of theatre production [38], SCRUM [39], round table [40], peer review [41,42] mnemonics [43,44], the grammar-translation method [45], the direct method [45], the method of reading [45], the audio-lingual method [46], Dr. West's flipped learning or lipped classroom [47,48]; content and language integrated learning (CLIL) …”

Section: Methodsmentioning

confidence: 99%

Analysis of Innovative Methods’ Effectiveness in Teaching Foreign Languages for Special Purposes Used for the Formation of Future Specialists’ Professional Competencies

et al. 2019

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One of the most important tasks of higher educational institutions is the training of specialists to be able to adapt to changes in their professional life. At the end of the twentieth and the beginning of the 21st centuries, some methods for developing foreign language competence, needed for their future professional activity, were created by teachers. However, the effectiveness of these methods has not been studied. This fact has aroused the authors’ interest and generated the idea about the necessity to conduct scientific research in order to identify the most effective methods of teaching foreign languages for special purposes. Methods: The given research paper is based on the analysis of Russian and foreign scholars’ scientific works covering the problem of teaching foreign languages for special purposes to the students of humanitarian professions, as well as on the basis of the results from questioning students of bachelor degree programs who study foreign languages for special purposes in the field of humanitarian professions, and also of the results from questioning teachers specializing in teaching foreign languages for special purposes. Results: In the students’ opinion, the most effective methods of teaching foreign languages for special purposes in the field of humanitarian professions are the following: discussion, ICT (information and communication technologies), and SCRUM (framework that helps teams work together, encourages team to learn through on a problem). According to the interviewed teachers’ opinion, the most effective methods are discussion, ICT, and round table. The “dilemma” method is the least effective according to the students. As for the teachers, the less effective method is CLIL (content and language integrated learning). Conclusions: The study showed some common views among teachers and students concerning the effectiveness of methods of teaching foreign languages for professional purposes, such as discussion and ICT. The effectiveness of the discussion method is explained by the fact that it allows the integration of students’ knowledge from different areas when solving a problem and provides an opportunity to apply language knowledge and skills into practice. This contributes to forming students’ ability to think clearly, to perceive information critically, to highlight the main idea and find the means and arguments to confirm and substantiate it, and, consequently, to improve the understanding of any theoretical material. The use of ICT in the educational process allows the efficiency of the educational process itself to be improved significantly and leads to new approaches and organizational forms of educational work. In fact, while preparing educational programs and creating didactic materials, special attention should be given to the implementation of ICT methods and discussions in educational activities. Nevertheless, the respondents’ subjective opinion should not reduce the scientific value and effectiveness of other methods of teaching a foreign language for professional purposes. The authors of the paper believe that methods that have not found much support from students and teachers should be studied more thoroughly and carefully. To this end, it could be recommended to organize special training seminars that would allow teachers to be informed of new methods of teaching foreign languages for professional purposes, of their particularities, and to help their active implementation in the learning process.

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Section: Methodsmentioning

confidence: 99%

Analysis of Innovative Methods’ Effectiveness in Teaching Foreign Languages for Special Purposes Used for the Formation of Future Specialists’ Professional Competencies

et al. 2019

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“…Classroom dialogue, questions and answers, the role of the play and the final voluntary display are with students as the main body in the classroom activities at the same time, and fully exercise the students' spoken language can improve the practical oral application ability [8]. Teachers in the whole process only give the task to guide students from the performance of the study and the performance of the students give guidance, comments and praise to encourage.…”

Section: Action-oriented Teaching Methods In the Classroommentioning

confidence: 99%

“…Students play the role, in which one is the job seeker and the other is the consultant [8]. If the content of the understanding is not comprehensive enough in the view of the students, teachers can give some guidance, such as given some reference points, as shown in the following Table 1.…”

Section: The Application Of Action-oriented Teaching In Business Oralmentioning

confidence: 99%

Research on the Application of Action - oriented Teaching Method in Business Oral English Teaching

Kou¹

2017

Proceedings of the 2017 4th International Conference on Education, Management and Computing Technology (ICEMCT 2017)

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Abstract. Cultivating the key ability is as the core of the business oral English teaching, and the action-oriented teaching method with the student-center has very important practical significance in the development of higher vocational education. In addition, the new and practical concept of the vocational education is highly recognized by the domestic and international vocational education, which attracts more and more attention. In the teaching method of business oral English teaching, the action-oriented teaching method have played a positive guiding role to cultivate the practical use of business talent. In this paper, we show the research on the application of the action-oriented teaching method in business oral English teaching.

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“…The case-herd method allows, along with the study of a foreign language, to form students' initial skills in entrepreneurship and business administration [34]. Quite rightly, W. Hsu argues that the case method at Harvard Business School is widely used to train students for modern business and management challenges [35]. We share the opinion of T. Brattseva, P. Kovalev that the analysis and solution of cases encourages students to be more creative, communicable and decisive.…”

Section: Motivational-value Cognitive-activity Personal-reflexivementioning

confidence: 95%

The model of future philologists linguistic professional training for foreign language communication in the field of speechwriting and business administration

Kartashova,

Osipova,

Shcherbatykh

2024

P Sci Edu

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Introduction. The process of globalization covers all spheres of life of the modern society. The volume of intercultural communication is significantly increasing. The number of business contacts between various industrial enterprises is growing. Due to the fact that the international partnership requires coordination and communication planning, the tasks of training specialists competent in the field of business communication, including foreign-language ones, are updated. One needs appropriate training for mastering the skills to formulate one’s idea correctly, to express it clearly and briefly, including the choice of the appropriate tone and format, the language units. You should also master the skills to analyze the received information, interpret the meaning and relevance. Knowledge, skills of foreign-language business communication is an important professional quality that is necessary for specialists involved in speechwriting and business administration. The purpose of the study is to present a projected model for training students in the field of Philology, whose profile is Speechwriting Business Administration for the implementation of business foreign language communication. There is a revealed contradiction between the insufficient development of theoretical and methodological grounds for the formation of the universal competence in the field of business foreign-language communication of the future bachelor in the field of speechwriting and business administration, on the one hand, and a social order for a competent bachelor of this profile, on the other hand. It conditioned the relevance of the study on planning the model of linguistic training, which allows future bachelors in the field of speechwriting and business administration to master successfully the universal competencies, primarily in the field of foreign-language business communication. In this we see the relevance of the study. Materials and methods. The regulatory documentation, scientific literature of domestic and foreign scientists on the problem of the research was studied and analyzed. The methodological foundations of the study are a set of approaches: competent, system-activity, communicative, professional-oriented. In the work we use theoretical research methods – analysis (the analysis of scientific literature and basic pedagogical concepts), synthesis, generalization, modeling. Study results. The study conducted by the authors made it possible to design a model of future bachelors, foreignlanguage and linguo-professional training in the field of speechwriting and business administration. It is aimed at mastering the universal competence in the process of studying a foreign language. The characteristics of the main structural blocks of the model (target, theoretical and methodological, meaningful, technological, diagnostic and effective) are presented. Conclusion. The further direction of the study was determined: the identification of the effectiveness of the developed model in the process of experimental training of future bachelors in the field of Philology, whose profile is Speechwriting and Business Administration.

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Harvard Business School (HBS) Case Method to Teaching English for Business Communication

Cited by 11 publications

References 16 publications

Analysis of Innovative Methods’ Effectiveness in Teaching Foreign Languages for Special Purposes Used for the Formation of Future Specialists’ Professional Competencies

Analysis of Innovative Methods’ Effectiveness in Teaching Foreign Languages for Special Purposes Used for the Formation of Future Specialists’ Professional Competencies

Research on the Application of Action - oriented Teaching Method in Business Oral English Teaching

The model of future philologists linguistic professional training for foreign language communication in the field of speechwriting and business administration

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