Business English and the Case Method: A Reassessment
Business English and the Case Method: A Reassessment
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商务英语和案例法：重新评估
DOI：
10.2307/3587095
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发表时间：
1991
期刊：
影响因子：
3.2
通讯作者：
Gail Weinstein‐Shr
中科院分区：
文献类型：
--
作者：
F. Boyd;Gail Weinstein‐Shr
随着市场日益全球化，对具有语言技能和文化敏感性的经理的需求将会增长。语言教育界应对这一挑战的一种方法是重新定义商务英语的目标，并重新思考案例教学法的使用。自20世纪80年代初以来，为商务目的学习英语引起了越来越多的兴趣。商科现在超过工程学，成为美国留学生中最受欢迎的学习领域（Zikopoulos, 1990）。在20世纪90年代，随着欧洲共同体的出现、东欧经济的自由化以及美国与亚洲商业关系的扩大，人们对国际商业和经济的兴趣必然会增加。随着这些戏剧性的发展和它们给语言教学界带来的机遇，重新审视英语教学的分支学科——商务专用英语（ESP），或ESP- b，包括对案例方法的重新评估是很重要的——在商务英语课程和方法的讨论中，没有任何一个主题比案例方法更突出。从专业和商业出版物来看，人们普遍认为，这种从研究生商学院借鉴的方法是最适合ESP-B的教学模式。在这一点上的共识是如此强烈，以至于两个基本假设很少受到挑战：ESP-B和MBA（工商管理硕士）课程的目的本质上是相似的，因此相同的方法和课程是合适的，案例方法是一个严格定义的程序，需要特定类型的案例文本和讨论。
i As markets become increasingly global, the demand for managers with language skills and cultural sensitivity will grow. One way for the language teaching community to respond to this challenge is by redefining the goals of English for business purposes and rethinking the use of the case method. Since the early 1980s, the study of English for business purposes has attracted growing interest. Business now outranks engineering as the most popular field of study among international students in the U.S. (Zikopoulos, 1990). In the 1990s, interest in international business and economics is bound to increase with the advent of the European Community, liberalization of East European economies, and expansion of U.S. commercial ties with Asia. With these dramatic developments and the opportunities they present to the language teaching community, it is important to take a fresh look at the subdiscipline of English language teaching known as English for specific purposes (ESP) for business, or ESP-B, including a reassessment of the case method-no single theme has been more prominent in discussions of curriculum and methodology for business English. Judging by professional and commercial publications, there is widespread agreement that this method borrowed from graduate business schools is the most appropriate pedagogical model for ESP-B. The consensus on this point is so strong that two basic assumptions are seldom challenged: that the purposes of ESP-B and MBA (Master of Business Administration) programs are essentially similar and therefore the same methodology and curriculum are appropriate, and that the case method is a rigidly defined procedure requiring a specific kind of case text and discussion.