Business
Communications: International Case Studies in English:Drew
Rodgers, Cambridge, UK: Cambridge University Press, 2000. pp vii + 153.
Business Communications: International Cases Studies in English is intended for EBP (English for Business Purposes) for advanced-intermediate to advanced students and business people in both non-English-speaking countries and schools of business in English-speaking countries. The textbook purports “to develop students’ general communications and vocabulary skills and, at the same time, to actively engage them in information gathering, problem-solving and decision-making activities typical of those in the real world of international business.”(p.158)
The author uses the case study method as is customary in many business
schools. The textbook, in the ESP framework, provides the students
contextualized input from different areas of business that will engage them in
meaningful discussions on a wide range of business issues. The method views the
student as the center of learning, actively sharing his knowledge of business in
solving the cases while the teacher becomes a facilitator, guiding more
specifically in the language area.
The book consists of 14 case studies in the areas of marketing, finance,
business organization and development (Appendix 1). It features close-ended and
open-ended cases designed for problem solving in a collaborative setting. Each
case constitutes a complete unit which consists of the following parts: a
cultural background, the case scenario, discussion questions, case-specific
activities and discussion questions, along with role-play situations, language
mastery exercises, writing exercises, and vocabulary. Three appendices complete
the book. Appendix1: Telephone English - deals with telephone etiquette.
Appendix 2:Business Writing- contains models for letters, memos and reports and
Appendix 3: Electronic Communication Devices- describes e-mail and electronic
bulletin boards.
The
book has all the characteristics of ESP instruction. It is broken down into
themes, supported by varied texts and topics within the themes. It is
language-based, as there are many exercises in language aimed at promoting
fluency and communicative competence. Also, it offers a variety of discussion
topics that follow each case, supported by specific vocabulary provided for each
theme and expressions typical of business discourse. For example, in a case
related to business negotiations (p.56), the author provides many idiomatic
expressions and collocations for presenting an opinion, getting someone else’s
opinion, responding and disagreeing. The writing exercises include writing
business reports, letters and memos. The book does not provide any grammar
exercises, however, its language mastery activities and vocabulary focus on
developing communicative competence. The book emphasizes rhetorical structures,
written presentation and analysis of the cases, thus using the discourse-based
approach.
The
genre used in the textbook is the case study method that serves as an excellent
vehicle for sustained content instruction. It provides the student with the
opportunity to examine evidence and information necessary in making objective
judgments. The student is required to collect information from a few references
provided for each case. The student learns to synthesize knowledge and practice
critical thinking skills necessary for the analysis of each case. The case study
contributes to the collaborative learning as it is designed for team problem
solving, sharing of information and the application of academic skills necessary
for the solution of the case.
According to Stoller (2002), the criteria for an instructional unit to have enough content to promote content and language learning would include the following: (a) enough time to introduce students to new information; (b) tasks designed to learn new information in relation to previous learned perspectives on the same theme and connecting among concepts and facts within a text and (c) reoccurring pertinent vocabulary. I believe the textbook fulfills all these criteria. Moreover, the author made an excellent integration of various methods for promoting the acquisition of content and language, based on Stoller (2002): (a) there is a varied input of texts, although the selection could have been more updated; (b) there are ample opportunities for students to recycle content and language through various oral presentations, role play and written reports; (c) content is synthesized and culminates into critical thinking and problem solving activities (inherent features of the case study method).
There is no apparent order or logical sequencing of the themes in this
book, due probably to the genre of the case study method. Some themes are
duplicated rather than varied. For instance, there are three cases covering
marketing (cases 4,10, 11) and three cases for business organization and
management (cases 7,8,14). Applying Stoller’s 6 T’s approach (Grabe &
Stoller, 1997), there is definitely a thematic basis that reflects the sustained
content language learning of this textbook. The texts used are consistent with
the themes and the cases are relevant to the topics. Each case represents an
independent thematic unit and may cover different business topics. The
author’s choice of texts and themes covers a limited number of areas in the
business field. The most salient themes which I believe are missing in the
content area are: business law, business ethics, accounting procedures, internet
commerce, advertising and above all the use of internet sources as additional
information that could assist in the solution of the case studies.
The
use of more graphic organizers and tabulation of information would have helped
the students in their analysis of the cases and presentation skills. Although
the textbook is content-driven, it still emphasizes the language activities in a
balanced manner. Keeping in mind that the book is intended for advanced
students, one may assume that they have already a good command of grammar,
therefore the focus is more on verbal and presentation skills. The language
mastery exercises are excellent for promoting fluency and pragmatic competence
in the business world.
Many texts seem outdated and the author could have used newer materials for the 2000 edition. The text does not make use of more recent business publications that could provide an extensive and refreshing body of information. The lack of topics related to the internet as part of the global trade and links to internet sources are the main flaws of the textbook. Each case should have had references to more sources including professional magazines and the internet. I tend to believe that creating a business plan as a central theme or as a culminating project would have provided a linkage among all themes and topics, thus applying all skills and knowledge towards a specific objective.
The
different rationales of CBI (content- based instruction) as cited in Grabe and Stoller (1997) are certainly present in the textbook which
provides contextualized learning and student-centered activities, supports
cooperative learning and case-based learning. The case studies present the
learner with many “avenues of exploring themes and topics”, challenging
problem-solving activities that require use of prior knowledge. These complex
activities will most likely generate increased motivation and interest among
students.
In summary, the author offers a very good book that can be used as a supplement to a course of business administration. It does a good job in providing relevant content materials for discussion and analysis, as well as for practice of communication skills in the language area.
