ESP in the classroom: applying findings from business-discourse research professional contexts

Handford, Michael ORCID: https://orcid.org/0000-0002-4224-3663 2016. ESP in the classroom: applying findings from business-discourse research professional contexts. OnCUE Journal 9 (2) , pp. 86-96.

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Abstract

This paper is concerned with the difference between what is possible and what is probable in spoken business interactions. In other words, while speakers may have a range of semantically meaningful options when communicating, their choices are very much constrained by the particular context. The first part of the paper will discuss the disconnect between research into spoken business discourse, and the language that is taught in business course books. The issue of “authentic materials” and the difference between “language doing business” and “language about business” are raised here. The second part will give an outline of some of the typical linguistic features in business English, with reference to recent corpus-informed research. The collaborative, convergent nature of much business discourse and the implications for learners will be discussed. I argue that the prescriptive language in business English course books should draw on research from authentic situations, as otherwise learners may acquire language that is detrimental to their careers.

Item Type:	Article
Date Type:	Publication
Status:	Published
Schools:	English, Communication and Philosophy
Publisher:	College and University Educators SIG
ISSN:	1882-0220
Last Modified:	02 Nov 2022 11:22
URI:	https://orca.cardiff.ac.uk/id/eprint/101814

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