INL1002 : International Business English
- Offered for Year: 2017/18
- Module Leader(s): Miss Maria Paler
- Owning School: Newcastle University London
- Teaching Location: London
|Semester 2 Credit Value:||20|
This module’s overall aim is to further raise English language knowledge and competency by providing a more in depth exploration of language in business contexts. The module’s other overall aim is to provide a transitional stage towards the stage 2 and 3 modules in the degree programme looking at intercultural communication and professional communication. Specific sub-aims are:
• To consider language use from a discourse perspective, and especially in an international business context
• To consider the issues of international English, and the variation with forms and meanings within formal and semi-formal registers
• To raise awareness of the discourse features of effective spoken communication in both professional and some academic business settings.
• To raise awareness of the discourse features of written communication in both professional and some academic business settings.
• To provide advanced opportunities for students to develop their spoken and written communication in controlled practice environments
• To further develop strategies for self-study and autonomous learning, fostering an awareness of self-reflection and action planning processes
Outline Of Syllabus
Specific syllabus content is subject to group needs analysis. The following is indicative content:
• Overview of key features of spoken communication in business contexts
• Exposure to and analysis of the range of spoken communication situations in the international business environment including goal-oriented meetings, presentations, negotiations, video/Skype conference communication, social interaction.
• Evaluation of the functional and pragmatic features of these situations and extensive task-based practice.
• Overview of key features of written communication in business contexts
• Exposure to and analysis of the range of written communication situations in international business environment including e-correspondence, business and financial reports, data-directed summaries, presentation visual support
• Evaluation of the functional and pragmatic features of these types of writing and extensive task-based formative practice
• Encouragement to develop autonomous and reflective learning strategies as preparation for future academic and professional learning
|Scheduled Learning And Teaching Activities||Lecture||12||1:00||12:00||Include a range of interactive elements to enable students to engage in discussions with their peers|
|Guided Independent Study||Assessment preparation and completion||1||50:00||50:00||Independent reading and research for student assessments|
|Guided Independent Study||Directed research and reading||1||64:00||64:00||Independent reading and self-study to complement formal learning tasks|
|Scheduled Learning And Teaching Activities||Small group teaching||12||2:00||24:00||Activity-led interactive small-group seminars,|
|Guided Independent Study||Student-led group activity||1||50:00||50:00||Research, create & develop product innovation proposal for assessed Lion’s Den group presentation|
Teaching Rationale And Relationship
Lectures will provide an overview of the key aspects of the communicative situation to be focussed on each week. There will be some interactive features to these sessions and there will be a use of media-driven teaching. Themes and concepts covered in the lecture will be developed and practised in the Small-group teaching.
Small-group teaching is used to allow for core input to be presented using problem-solving, enquiry-based techniques. A communicative methodology is assumed to be appropriate for these sessions and within this there will be a focus on task-based learning. Discussion of topics, controlled analysis and practice of language items and consideration of spoken and written texts are all areas which fit a small-group situation.
Student-led activity – the students will need to work together in small mixed nationality groups in order to prepare their assessed professional presentation. There will be some guidance initially about how this group work should be structures but after that students will have to develop their own strategies.
The format of resits will be determined by the Board of Examiners
|Oral Presentation||30||2||A||40||Group presentation in simulated professional business context|
|Reflective log||2||A||20||1000 words - reflextive log critically evaluating the group presentation learning process|
|Written exercise||2||M||40||1500 words - written task to reflect contemporary international business communication|
Assessment Rationale And Relationship
Oral presentation – this group task will provide a realistic setting for students to demonstrate their understanding and competencies in spoken business English discourse. The preparation process will also be a valuable learning opportunity for students from different nationality backgrounds to work together and overcome some of the inevitable linguistic and cultural challenges.
Reflective log – students of business in international contexts need to be continuously learning and developing their language awareness and skills. Reflection is a critical skill in all learning environments and this task will allow students to record and chart their feelings, attitudes and responses through the interactions associated with the preparation of the presentation.
Written exercise – this will be a written task in a professional business context. The organisation, development and associated linguistic choices in professional writing is a further indication of advanced language skill.