LEARNING & TEACHING BUSINESS ENGLISH WRITING

An essay for teachers of Chinese-speaking students

I. Defining the field, Establishing the Background

II. Writing: The American Interlocutor and Pedagogical Approaches

Composition as unique linguistic form

V. Identifying some specific problems for Chinese students

LEARNING AND TEACHING BUSINESS ENGLISH WRITING

An Essay for Teachers of Chinese-speaking Students

Defining the Field, Establishing the Background

. . .
-a controlled composition approach (Fill-ins, substitutions, transformations, completions, and, later, sentence combining). Writing reinforced and tested knowledge of grammar. Kaplan's contrastive rhetoric (Kaplan, 1966) was more concerned with rhetorical form and led to compensatory exercises which trained in the recognition and use of examples, illustrations, and topic sentences. The stress was on writing from outlines, on paragraph completion, and of reordering of scrambled paragraphs. In the late '70s and early '80s one saw a reaction against form-focused methods towards an interest in writing-content focused methods. In writing, as in speech, emphasis on fluency tended to replace that on accuracy. The focus was more on the process of writing than on the product (see, f.i., Zamel, 1983). The shift, thus, was towards language as communication and as learner's processing mechanisms and styles. The late 1980s found another reversal or shift of concern. From an interest on how the writer processes information to create, researchers and teachers focused on what the writer processes, i.e. on content and on the demands of the market--whether academic or business. Linguists, such as Mohan (1986), proposed a content-based approach.
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Approximate Word count = 7028
Approximate Pages = 28 (250 words per page)