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Title: Business English students learning to write for international business: What do international business practitioners have to say about their texts?
Contributor(s): Zhang, Zuocheng  (author)orcid 
Publication Date: 2013
DOI: 10.1016/j.esp.2013.01.002
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Abstract: This article reports on a study of how Business English students' writing was received by international business practitioners. The study draws on 40 texts of five Business English students writing in three business genre sets and 1043 comments on the texts by eight international business professionals. Building on Tardy's (2009) framework for genre knowledge and the literature on business discourse, a coding scheme was developed to categorise the comments as formal, process, rhetorical, and subject-matter dimensions of genre knowledge and their respective sub-categories. The data analysis indicates that there was notable diversity amongst the professionals' reception of the students' texts. The professionals were concerned with all four dimensions of genre knowledge. Although the Business English students demonstrated a high level of genre knowledge and this was generally well received, there were considerable differences between the students and the professionals in all the four dimensions. While the professionals highlighted the transactional aspects of Business English as a lingua franca, they were also concerned with linguistic issues. The study results are discussed with reference to Business English as a lingua franca, genre knowledge, and the nature of business discourse. Implications of the study for Business English teaching are also discussed.
Publication Type: Journal Article
Source of Publication: English for Specific Purposes, 32(3), p. 144-156
Publisher: Pergamon
Place of Publication: United Kingdom
ISSN: 0889-4906
Field of Research (FOR): 130207 LOTE, ESL and TESOL Curriculum and Pedagogy (excl Maori)
200401 Applied Linguistics and Educational Linguistics
Socio-Economic Objective (SEO): 930101 Learner and Learning Achievement
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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Appears in Collections:Journal Article
School of Education

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