PROBLEMS ENCOUNTERED TEACHING BUSINESS ENGLISH PDF Free Download
1 / 4/4
100%
PEDAGOGIK TADQIQOTLAR JURNALI № 2,May, 2025
ISSN: 3060-4923, Impact Factor – 7,212 worldly knowledge
Index: google scholar, research gate, research bib, zenodo, open aire.
https://scholar.google.com/scholar?hl=ru&as_sdt=0%2C5&q=wosjournals.com&btnG
https://www.researchgate.net/search/publication?q=worldly%20knowledge
https://journalseeker.researchbib.com/view/issn/3060-4923
139
PROBLEMS ENCOUNTERED TEACHING BUSINESS ENGLISH
Abdukarimova Ruxsora Alisher qizi
Jizzax viloyati Baxmal tumani
51-umumiy o’rta ta’lim maktabi Ingliz tili o’qituvchisi
Annotation: This article discusses the relationship between linguistic competence and
intercultural communication competence and the functions of teaching English in
trainees ’intercultural communication competence. The article explores how to develop the
intercultural communication competence of English learners in English teaching, as well as their
understanding of the important goals of English teaching.
Key words: Intercultural, communication, international language, social competence, culture,
experience, projective competence.
English is the language of international business and as globalization continues to grow
so does the demand for Business English teachers. Many companies require employees to have a
certain level of English so there are jobs to be found teaching English for Business worldwide
within companies, at language schools, private tutoring, and online. As far as the teaching
business English is improving these days, problems also grows equally, since Business English
requires language competency and several skills to be developed in learning.
Just as students in a formal business education program have the goal of acquiring a base of
knowledge to make them better able to function in the business environment, most students of
business English seek to acquire tools to function in a business setting. Learning English for a
special purpose results in a dual focus, development of language skills and learning content.
Obviously, in the process of teaching business English, teachers have tendency to face several
problems . It is proven that any English learners have problem during learning English as well as
teachers. If the general English have several problems, Business English has also a great number
of problems which not only learners face but also teachers face while teaching it. It is said that at
European level, business English is part of the curricula in the field of economic studies both
during the Bachelor’s and Master’s degree. In a study on ESP in Europe, Fortanet-Gómez and
Räisänen (2008, pp. 44, 168) show that the business English courses are designed to develop
students’ language proficiency, including business content and raising cultural awareness. It
seems that teaching business English requires not only language proficiency but also cultural
awareness and business content which makes the process more ldifficult and result in several
problems for teachers. For example, in Europe at B.A. level, the courses have a more general
character, focusing mainly on the modality of speech, with certain countries prioritizing certain
skills. At Master levels, they become more specialized and focus is shifted to written
communication, although oral skills remain important. They also add that the general language
courses at B.A. level are usually mandatory, while the more specialized ones and those at M.A.
level are elective .
According to Frendo (2005), the study of business English, where the student is improving
command of English as well as becoming familiar with business-related vocabulary and content,
there is the danger that the development of language skill may suffer if too much emphasis is
placed on the business vocabulary and content when course syllabuses and lesson plans are
designed . The optimal solution is to devote adequate time to language skill development and not
to be pressured by the fact that it is the business-related content and vocabulary which is driving
the students to take business English courses. There are two difficulties to be overcome. First is a
PEDAGOGIK TADQIQOTLAR JURNALI № 2,May, 2025
ISSN: 3060-4923, Impact Factor – 7,212 worldly knowledge
Index: google scholar, research gate, research bib, zenodo, open aire.
https://scholar.google.com/scholar?hl=ru&as_sdt=0%2C5&q=wosjournals.com&btnG
https://www.researchgate.net/search/publication?q=worldly%20knowledge
https://journalseeker.researchbib.com/view/issn/3060-4923
140
long-term one of developing a knowledge base that will be efficient in combining the acquisition
of language skills and learning of business content for students who have limited English
proficiency. Another, and more immediate problem, is recognizing tools and techniques a
teacher might use when currently teaching a course where adequate provision has not been made
for language coverage to deal with the level of content material. Some useful techniques can be
adopted from business education as it has been taught to native/fluent speakers of English .
According to Adamson and John, using a tool called frame-working, which is a method
commonly used in making oral presentations. Two boxes are framed to use key words and
phrases to describe a situation as it was at some time in the past and as it is today. Arrows are
drawn between the two to explain the changes between the two points in time. This enables the
students to break the process down into simple conceptual steps and may make it possible to
absorb the content with more limited language proficiency than might have otherwise been
possible. This technique can be useful in more general English classes in eliciting specific verb
tenses .
Thoughts given above demonstrates that teaching Business English has a great number of
challenges to teach. There are given the most common challenges which are faced by a great
number of teachers.
1. Lack of knowledge of teachers in business English
It is true fact that teaching general English differs from teaching business English, therefore,
Business English teachers need not only good English proficiency but also they need very strong
cultural awareness. Most of English teachers may not get proper training at universities and they
may have difficulty in understanding and explaining business content for Business English
learners. Particularly newly-qualified teachers and more experienced teachers who are new to
teaching general English and business English, should get proper training, which is not offered at
the University, and receive appropriate guidelines and adequate feedback before standing in front
of a group of highly motivated business English language learners.
2. Difficulty in proper syllabus and course design
Admittedly, the General English has already improved in all countries in the world, since it
appeared a long time ago. However, Business English is supposed to be very important part of
ESP, since the economy of the world requires to trade and to make business internationally,
which requires businessmen to acquire English language to communicate with other people, the
syllabus and courses design have not been prepared in a proper way. Therefore, linguistics is
dealing with designing courses and creating proper syllabus for teaching business English. As it
requires many skills and requirements from teachers, it may be difficult to have the same
syllabus for all learners. Actually, the learners of Business English may differ from their age,
cultural background, their mindset, knowledge so on and so forth. It results in difficulties for
Business English teachers. In order to overcome this problem, we have to focus on the
components involved in the structure and the content of the practice course in business English
that we teach to learners. Diana and Sergiu(2015) in their article named “Teaching business
English – a challenge both for students and Academics” shared their experiences on how to
create proper syllabus and course. They stated that they had decided to create proper syllabus for
the first and second year students from the Faculty of Economics. A number of the following
essential questions arose from the very first time their more experienced colleagues started
designing this course, as well as every time its content has been under discussion and subject to
PEDAGOGIK TADQIQOTLAR JURNALI № 2,May, 2025
ISSN: 3060-4923, Impact Factor – 7,212 worldly knowledge
Index: google scholar, research gate, research bib, zenodo, open aire.
https://scholar.google.com/scholar?hl=ru&as_sdt=0%2C5&q=wosjournals.com&btnG
https://www.researchgate.net/search/publication?q=worldly%20knowledge
https://journalseeker.researchbib.com/view/issn/3060-4923
141
modifications: What should such a course contain? What language skills should it focus on?
How much specialized vocabulary should it comprise? Should there be a different course design
for each program of the faculty (marketing, management, finance etc.)? How much knowledge
of economics does an English teacher need in order to be able to teach such a course? What
should they actually teach, specialized vocabulary or the use of language? Should they expect
their students to be able to use a large range of business-related vocabulary or to be able to use
English correctly in business-related contexts, to acquire good communication skills in addition
to the linguistic ones? These questions are proper for all Business English courses to identify
their needs.
. These developments have continued so far as there appeared a growing need for enhancing
such skills as presentation techniques, negotiating or meeting skills. The practical use of
language prevailed over the theoretical knowledge about the language . Another important
distinction that specialists made over the past decades was between pre-experience and job
experienced learners of Business English and, consequently, between teaching to the former and
to the latter. Thus, students in economics could be considered as pre-experience learners who
have special needs according to their existing level of English and to the language requirements
involved in their future jobs. Pre-experience learners seem to be more open-minded than job-
experienced ones but they may lack confidence in their ability to deal with business subject
matter. Therefore, they need to be given adequate information from which to work.
3. Shortage of proper materials
As far as teaching Business English is developing sphere of English, a great number of teachers
all around the world face the one problem; shortage of proper, effective and authentic teaching
materials.
Even though this century is an age of the Internet, computers, video-recorders, television sets,
so on and so forth, the vast majority of teachers cannot be able to use these tools to our
advantage in teaching business English .
As was mentioned earlier in the study, it is important to choose materials that will best help
the learners to achieve their objectives. Inexperienced trainers and teachers will rely on
published course books with a fixed syllabus, content, and methodology. As a result, they may
have a big problem with teaching Business English as far as the learners of Business English
differ from according to their age, mindset, culture, knowledge background, their jobs, family,
behavior. Experienced trainers will strive to create 'authentic' situations in the classroom and
will create materials themselves to meet their learners’ requirements. Moreover, it may be
convenient for them, because they know their students’ needs and demand.
The list of used literature
1. Ally, M. (2009). Mobile learning: Transforming the delivery of education and training.
Edmonton: AU Press.
2. Alraimi, K. M., Zo, H., & Ciganek, A. P. (2015). Understanding the MOOCs continuance:
The role of openness and reputation. Computers & Education, 80, 28–38.
doi:10.1016/j.compedu.2014.08.006
3. Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence.
Clevedon: Multilingual Matters Ltd.
PEDAGOGIK TADQIQOTLAR JURNALI № 2,May, 2025
ISSN: 3060-4923, Impact Factor – 7,212 worldly knowledge
Index: google scholar, research gate, research bib, zenodo, open aire.
https://scholar.google.com/scholar?hl=ru&as_sdt=0%2C5&q=wosjournals.com&btnG
https://www.researchgate.net/search/publication?q=worldly%20knowledge
https://journalseeker.researchbib.com/view/issn/3060-4923
142
4. Catteeuw, P. (2012). A Framework of Reference for Intercultural Competence. A 21st century
Flemish Experiment in Capacity Building in Formal Education. Brussels: FARO.
5. Fromkin, V. and J. Rodman (1983). An Introduction to Language. New York, NY., CBS
College Publishing.
