19. Language for specific purposes vs. general language

Business English Teacher Competencies: A Mixed-method Study of the Required Competencies of Business English Teachers for Running In-company Business English Courses at Mulinational Companies in Hungary

“…Feely & Harzing, 2003;Louhiala-Salminen et al, 2005;Fredriksson et al, 2007;Rogerson-Revell, 2007;Ehrenreich, 2010;Kankaanranta & Planken, 2010). Job-experienced learners need to use BE in order to be able to accomplish specific work-related objectives (Donna, 2000;Ellis & Johnson, 1994;Frendo, 2005;Gnutzmann, 2009). Ellis and Johnson (1994) and Basturkmen (2006) emphasize the importance of performance and effectiveness in international business communication.…”

“…Taking a consultant role assumes that the BE teacher has the ability to allow the BE learner to manage classroom situations and to be involved in the decision-making processes (Donna, 2000). This cooperation and increased learner autonomy can be considered one of the specific characteristics of the BE learner (Gnutzmann, 2009).…”

“…Similarly to other ESP courses, the BE course syllabus has to be based on the analysis of needs of the BE learners (cf. Basturkmen, 2003;Brieger, 1997;Chi, 2008;Donna, 2000;Frendo, 2005;Gnutzmann, 2009;Hutchinson & Waters, 1987;Ellis & Johnson, 1994;Lung, 2014;Salas et al, 2013). An in-depth, 360-degree needs analysis should be carried out revealing all aspects of the particular BE training scenario by assessing the linguistic and methodological needs of all parties involved.…”

“…Due to the fact that BE learners often know more about the business they are working in (e.g. business organizations, policies, functions, processes, products, markets, competitors, partners), BE teachers are required to work in partnership with the students (Gnutzmann, 2009).…”

An Analysis of Ethiopian Federal TVET Institute Trainees’ Academic and Professional Needs of the English Language

“…ESAP focuses on developing professional and academic skills through content which is appropriate to the discipline the course is designed to serve (Hyland, 2006;Hadjiconstantinou & Nikiforou, 2012). This approach encourages use of the language for studying in academic environments focusing on skills that are essential to academic activities (Gnutzmann, 2009).…”