Arseam

International Journal of Marketing & Financial Management

DESIGNING TASK-BASED ENGLISH LANGUAGE CURRICULUM FOR MANAGEMENT STUDENTS

Arpana Jha

Arpana Jha, Assistant Professor, Centre for Foreign Languages (English), Central University of South Bihar, Bihar, India

DOI : http://doi.org/10.5281/zenodo.18286935 Page No : 43-52

Published Online : 2017-02-28

Download Full Article : PDF Check for Updates

ABSTRACT

Effective communication in English, in contemporary globalised world, is one of the essential competences, that determines the employability of management students. However, conventional English language curricula for management students are often based on traditional prescriptive grammar and rely on written examination. This posits a gap between classroom learning and real-world communicative needs. This paper proposes the design of a task-based English language curriculum specifically prepared for management students, drawing upon the principles of Task-Based Language Teaching (TBLT) and English for Specific Purposes (ESP). The study proposes a curriculum framework that integrates authentic, experiential, and collaborative tasks toalign with workplace communication scenarios for management students. The study emphasises that the English language curricula of management students should align with the needs of the industry and recommends practical suggestions for curriculum designers, language teachers and management institutions.

Keywords: Task-Based Language Teaching, English for Management Students, Curriculum Design, ESP, Professional Communication

References

Braun, N. M. (2004). Critical thinking in the business curriculum. Journal of Education for Business, 79(4), 232–236.

Candlin, C. N. (1987). Towards task-based language learning. In C. N. Candlin & D. Murphy (Eds.), Lancaster practical papers in English language education (Vol. 7, Language learning tasks, pp. 5–22). Prentice Hall.

Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.

Evans, S. (2013). Designing tasks for the business English classroom. ELT Journal, 67(3), 281–293.

Foley, J. (1991). A psycholinguistic framework for task-based approaches to language teaching. Applied Linguistics, 12(1), 62–75.

Gatbonton, E., & Gu, G. (1994). Preparing and implementing a task-based ESL curriculum in an EFL setting: Implications for theory and practice. TESL Canada Journal, 11(2), 9–29.

Hutchinson, T., & Waters, A. (1987). English for specific purposes: A learner-centered approach. Cambridge University Press.

Hymes, D. (1971). On Communicative Competence. Philadelphia: University of Pennsylvania Press.

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.

Littlewood, W. (2007). Communicative and task-based language teaching in East Asian classrooms. Language Teaching, 40(3), 243–249.

Long, M. H., & Crookes, G. (1992). Three approaches to task-based syllabus design. TESOL Quarterly, 26(1), 27–56.

Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge University Press.

Nunan, D. (2001). Aspects of task-based syllabus design. Linguistic Issues.

O’Halloran, D. (2001). Task-based learning: A way of promoting transferable skills in the curriculum. Journal of Vocational Education & Training, 53(1), 101–120.

Prabhu, N. S. (1987). Second language pedagogy. Oxford University Press.

Savignon, S. J. (1983). Communicative competence: Theory and classroom practice. Addison-Wesley.

Skehan, P. (1996). A framework for the implementation of task-based instruction. Applied Linguistics, 17(1), 38–62. https://doi.org/10.1093/applin/17.1.38

Cite this paper as : Panda R, Mehta B & Karani A (2017), BUSINESS MODELS ON SOCIAL MEDIA, International Journal of Marketing & Financial Management, ISSN: 2348 –3954 (online) ISSN: 2349 –2546 (print),, Volume 5,(Issue 2,Feb-2017), pp 43–pp52 , DOI URL: http://doi.org/10.5281/zenodo.18286935

Article View: 200
PDF Download: 2