Material-Evaluation--An-Analysis-of-First-Insights-into-Business-English

Name: 周悦

Student name: 201520325

Reflection on materials selection for Business English Writing course Introduction

From Cunningsworth (2002), we can learn that teaching material is an important element of language teaching and learning, so, the evaluation on business English writing textbook is of great importance in improving the teaching and learning of business English writing. It plays the most important role in teachers‟ lessons preparation, making teaching design and writing teaching plan, is the premise and condition of the realization of optimization of lessons preparation and class hours. It is also the key to achieve the expected teaching objective, which is of great importance in the finish of teaching task. This paper attempts a detailed analysis of the textbook Business English Writing (published by Higher Education Press in 2002) by using a set of criteria well justified by the relevant course design criteria within a communicative teaching and learning framework. Evaluate Material

There are different checklists of criteria for the evaluation of course materials. Although the criteria are different, we base our judgments mostly upon three subjects as to what makes a set of good and appropriate materials. Three subjects are learners, learning, language.

There could be many and varied questions pondered upon in examining our course books and materials surrounding the three subjects. In terms of the third subject——language, we can look at the range of language and areas covered in the materials and especially examine the writers‟ assumption about language description.

Evaluating questions Learners‟needs, educational background, who are the intended learners for the materials? Are the material suitable for this group of learners as the writer claims? what expectations about learning Business Identify whether the English Writing are the materials based on? materials desirable or not. are What learning and teaching techniques can be used with the materials? Does the organization of the units or the content within a unit facilitate the teaching and learning process? Do the activities encourage skill mastery?

Targeted Learners and Material Appropriateness

The question raised here is whether the book provides the targeted learners suitable and appropriate materials as a whole. In the introduction

part, the book claims it is “a course for students of business English major at pre-intermediate to intermediate level.” The book is suitable for pre-experience learners of business English writing who have no company experience and yet who have limited knowledge of business related topics. The language focus in the book is on relatively simple language points: from simple present tenses to present perfect. The words are also relevant to the needs and levels of the learners. Some authentic material are presented to students as supplementary material, which is useful for students to acquire the Business Writing skills.

The book covers a wide range of written documents, from informal one-lines emails to complex contracts covering hundreds of pages of legal English. The book dedicates to give an introduction into the most common types of business writing students are likely to meet in future job workplace. For example, report and CV writing, giving business advice, presenting products, interviewing, reading company profiles, listening to financial details of a company‟s profit and loss. Moreover, the basic language skills of writing, speaking, reading and listening are practiced through exercises in the book. Organization of the Material

Then, the second question needs addressing is to what extent the organization the book meets both the learning needs and teaching needs. The organization of the content throughout the book is clear, systematic

and coherent. The book helps learners to study on their own with contents clearly stated and laid out on the first page of every chapter categorizing the topics areas and writing skills. Learners are further assisted in their self with punctuation, lists of business titles and resumes included in the book in the Appendices part. There is a review unit after every three units to help learners to test and consolidate what is learned in the previous three units and the teacher can use the unit to test out both the learners‟ performance in their learning process as well as the teaching effectiveness.

The six part are presented by a combination of the means: each part deals with a different types of business writing. Each part has the same key elements: overview; the type, format, feature, writing skill and useful expression of business writing text; novice writing and comments; useful expressions and structures. This offers readers opportunity to know clearly about the objectives of each section of the lesson and the tasks.

The sequence of the book is arranged according to categories of business writing text, with some consideration to the levels of difficulty in language and communication skill.

Meeting the General Criteria of Course Design

The third issue needs addressing here is: how far does the book meet the general standard of course design ? The overall structure within every part follows similar patterns and includes all the main elements

mentioned above. The organization of the elements is coherent and thus facilitates language learning and teaching. Besides, the exercises and readings are designed according to the topic of every part. The comprehensive coverage of language points and theme- related materials and writing skills well prepare business students for their future career in business. The basic approach to the learning in the design of the exercises is communicative, task-based and learner-centered.

“visual communication” and “final task” are designed to let learners apply their comprehensive language competence and knowledge of business acquired in the part to practical business tasks. The tasks are mostly in oral form, such as presenting information, interviewing. This offers opportunity for “recycling” of the skills and language points learned and test both teachers and students their achievement and performance.

The “language focus” in the book all introduces language points suitable to this level of learners. The supplementary materials are used to practice reading comprehension, increase awareness of the correct structures for business writing text and provide business information. The material is explored to the full by setting up both oral task and writing tasks. Although the authentic nature of the material is rather a challenge for learners of this level. But the tasks are graded from easy to difficult, from guided and controlled to less controlled and open-ended.

Conclusion

Business English Writing is a desirable course book for pre-intermediate to intermediate business English learners. Its strength lies in its clear, logical and coherent organization of content; its comprehensive coverage of materials and skills. The book is also evident in its communicative approach to language learning and teaching. It stands out for its real life authenticity of materials and its encouragement of active learning and appropriateness to the level and needs of the learners. The suggestion for improvement would be that more authentic materials should be provided to further enrich the classroom learning and consolidate the related business writing skills. Therefore, more authentic business material should be added by the teachers themselves. References:

[1]Ellis, M and Johnson C.Teaching Business English, Oxford: Oxford University Press,1994.

[2]Hutchingson, T and Waters A . English for Specific Purposes, Cambridge: Press Syndicate of the University of Cambridge,1987. [3]Reed B and Nolan S .„ Survey review: two series of Business English materials, ELT Journal,1994,51(4):383-397.

[4]Robbins S.First Insight into Business English, Harlow: Pearson Education Limited,2000.