This bibliography is divided into four main sections. The first section cites linguistic studies, both books and articles concerning commercial English. The second section cites articles concerning the teaching of commercial English, while the third and fourth sections give references to British ans American textbooks and readers for commercial…

This course guide for business English and communication, divided into eight sections, focuses on the primary objective of the course: to develop the student's ability to communicate effectively in business. Section one is a guide to understanding communication in everyday life and oral and written communication in business. Section two outlines…

Editorial, like clerical, proofreading cannot be left to chance; the know-how, what and why must be reviewed, recalled, reinforced, and refined daily. There are four avenues of daily activities available to the teacher to establish these skills: (1) homework reading assignment, (2) dictation-for-control material, (3) dictation for…

This study reports the findings of that part of the 1969-70 National Assessment of Educational Progress which surveyed certain kinds of writing skills. Respondents were children, teenagers, and young adults (ages 26-35) who wrote exercises related to the objectives of (1) writing to communicate adequately in a social situation, (2) writing to…

Considers the strengths and weaknesses of the case study method of teaching business English and its relationship to other second-language instructional approaches, suggesting that improved instructor familiarity with the method and the development of case-related second-language materials will overcome the method's principal drawbacks. (CB)

Lists questions that can be used to help students learn how to write letters of inquiry. States that as a result, students begin to feel less like students and more like professionals. (RT)

Features of telexes used for business correspondence are discussed, including omission of parts of verbs, definite and indefinite articles, pronouns, and prepositions, and also word abbreviations. The telex is different from other abbreviated texts (such as telegrams), and Business English courses should include instruction in telex writing.…

Describes a class project designed to introduce students to the actual environment in which professional-level communication takes place, put them in close contact with an expert who must exercise communication skills, and finally require them to put these skills into actual practice. (EL)

Listed are classroom resources--films and filmstrips, textbooks, multimedia kits, and cassettes--for language arts. Included in each resource listing are a description of the content emphasis, organization and/or instructional method, objectives, recommendations/evaluations and, in some cases, student evaluations. (KC)

Compares business communication students' thinking styles with the processes and products of collaborative writing groups. Finds that (1) students with identical thinking styles do not naturally team up in forming groups, (2) thinking style is more important than academic major in influencing group success, and (3) thinking style variety within a…

The extent to which evaluation results answer different stakeholders' needs was explored in the evaluation of a business English course at Van Leer Institute for the Development of Executive Assistants in Tel-Aviv (Israel), using diagnostic tests. Students (n=52), teachers, curriculum team, and administrators could use the evaluation results. (SLD)

The accelerated globalization of business is one factor causing the growth of corporate English-as-a-Second-Language (ESL) in North America (which provides increased opportunities for ESL teachers). This paper discusses challenges and changes in teaching ESL within corporations; creative class scheduling; instructional settings; diverse students,…

Discusses multimedia software and describes the production and the learning rationale of a series of six multimedia CD-ROMs that develop the listening skills of learners of Business English. Describes problems of cost, time, and quality in producing multiple courseware and explains the programming solution which gives control to subject experts.…

The three-part Initiation, Response, Follow-up (IRF) cycle, or Triadic Dialogue, has been shown to be a common pattern in classroom discourse, and is widely used in EFL classrooms. The value of Triadic Dialogue has been debated in general education, where it has attracted criticism for being over-formulaic and restrictive, although recent research…

This workbook, designed for workplace literacy courses, contains materials for a business writing course. The course presents the fundamentals of effective business letter writing, focusing on logical organization, word choice, style, tone, and clarity. The course uses students' own examples as well as practice exercises for reinforcement.…