マルチメディア時代のビジネス英語の指導

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"Business English A & B" are elective courses for the second-year students in our junior college. The goals of the classes are : 1) to familiarize the students with the vocabulary and usage of English used for business, 2) to enable the students to read and write personal letters and business correspondence in English. The author has thought it is necessary to teach what the students will use in their daily life and in their workplace after they graduate from college. To achieve this, I used a variety of actual business correspondence so that the students could see which letter style is most frequently used or how punctuation is used in the correspondence. The author also tried to use the Internet & E-mail as often as possible so that the students could actively use the technology in this information age. The author makes much of the process in which each assignment was done rather than the final product. In order to see how the stucdents did the assignment, and how the students evaluated their own performance, the author utilized "portfolio, "which was submitted at the end of the semester. In teaching the students how to write business letters and other documents, the author made the students revise twice for a better product. After a series of lecture, the students did assignments and brought a draft of the assignment to the next class. They showed their drafts among themselves for editing. They asked the author questions if they could not solve some problems in the "conference." Based on the result of the conference and question & answer session, they revised the draft, and submitted it to the author in the next class. The author gave advice or gave them some hints for editing, and returned it to the students. According to my comments, the students revised it once again and submitted it in the portfolio together with the draft and the revision. This is true of all the assignments. Using the Internet, the students collected the information that are needed to study abroad, and ordered catalog for personal import. They wrote reports based on the experience. The students used the messenger service on the Internet for international calls. All these activities contributed to the authentic communicative activities for the students. In the portfolio are all the drafts, revisions, finals; personal import report, letter-to-language school report; and reflection on their overall performance. It could be concluded that portfolio is an effective method to evaluate your own progress and performance. The Internet provide the students with the opportunities for real time communication.
2002-03-31

著者

佐藤夏子
文化コミュニケーション科

マルチメディア時代のビジネス英語の指導

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