DOI
https://doi.org/10.47689/2181-3701-vol2-iss6-pp144-150Keywords
EBP (English for Business Purposes) , ESP (English for Specific Purposes) , BE (Business English) , Genre-based approach , Discourse analysis , needs analysis , diagnostic test , formative assessment , summative assessment , business terminologies , Cultural communication , Customer service representatives , business consultants , speaking skills , listening skills , writing proficiency.Abstract
The article explores how to design an effective ESP course for business English learners in Uzbekistan. Several types of needs analysis are also utilized for determining necessary factors of learners. In this article, two kinds of approaches are mentioned for designing EBP courses that were taken from Woodrow’s book. Course objectives and various assessment types are also considered in it. It provides course materials that can be used during the course and what kind of course models can be taken into account in designing the course.
References
Common European Framework of Reference for Languages: Learning, teaching, assessment. Council of Europe. (n.d.). https://rm.coe.int/168045b15e
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Nickerson, C., & Planken, B. (2009). Discourse analysis and the study of commercial language. In F. Bargiela-Chiappini (Ed.), The Handbook of Business Discourse (pp. 48-60). Edinburgh University Press.
Serafini, E. J., Lake, J. B., & Long, M. H. (2015). Needs analysis for specialized learner populations: Essential methodological improvements. English for Specific Purposes, 40, 11–26. https://doi.org/10.1016/j.esp.2015.05.002
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Woodrow, L. (2018). Introducing course design in English for specific purposes. Routledge. https://doi.org/10.4324/9781315143279
