Pushkinskaya st. 43. office 10
Rostov-on-Don, Russia
e-mail: info@hjournal.ru 
tel. +7(863) 269-88-14

cubsEN (2)

Busines English or English for Economic Purposes: Similarites and Differences in the Foreigh Language Course Design at University

Busines English or English for Economic Purposes: Similarites and Differences in the Foreigh Language Course Design at University

Journal of Economic Regulation, , Vol. 9 (no. 3),

The article considers the problem of content selection for the development of a foreign language course for graduate students of non-linguistic specialties. The author asserts that learning a foreign language should be based on a foreign professional discourse and classifies its types in accordance with a discursive approach. The article presents detailed interpretation of economic discourse as a subtype of institutional one and business discourse, considered as the main content for a foreign language course at university. Both discourse types are closely interrelated but they have a number of fundamental differences. Economic discourse, regarded as an academic code or scientific language, consistently plunges us into the layers of the abstract language used to describe economic models and theories. All cases of using business language are interpreted as a process of business communication development, characterized by genre and contextual diversity within the same goal of doing business. Consequently, business discourse is the practical implementation of economic theoretical issues, which form the basis of economic discourse. In conclusion, the author gives recommendations on content design and materials development for master's degree students and appeals to take into account not only the personal motivational needs of a student, but also the requirements for undergraduate’s professional competence of labor market.

Keywords: business discourse; economic discourse; foreign language professional discourse; professional communication; foreign language course design; master course

  • Gural, S. K. (2009). Teaching foreign-language discourse as a highly complex selfdeveloping system: the author’s abstract. dis. ... Dr. ped. sciences. Tambov, 47 p. (in Russian).
  • Gural, S. K. (2008). Language as a self-developing system. Tomsk: Tomsk. University Publishing house, 118 p. (in Russian).
  • Danyushina, Yu.V. (2010). Business Discourse: Term, Typology, Analysis, Izv. Volgograd. state. ped. un-ty.: Philological Sciences, № 2, 48–52. (in Russian).
  • Elukhina, N. V. (2002). The role of discourse in intercultural communication and developing a discursive competence. Foreign languages at school, 3, 9–13. (in Russian).
  • Karasik, V. I. (1998). On the categories of discourse. Language personality: sociolinguistic and emotive aspects. Volgograd: Peremena, 185–197. (in Russian).
  • Karasik, V. I. (2000). On the Types of Discourse. The Linguistic Person: Institutional and Personal Discourse. Volgograd: Peremena, 5–20. (in Russian).
  • Makarov, M. L. (2003). Fundamentals of discourse theory. M.: Gnosis, 280 p. (in Russian).
  • Makhnitskaya, E. Yu. (2002). About modern economic discourse. Speech activity. Text. Taganrog: TGPI, 158–161. (in Russian).
  • Makhnitskaya, E. Yu. (2007). Modern economic discourse in the cognitive paradigm: monograph. Rostov-on-Don, p. 232. (in Russian).
  • Minakova, L. Yu. (2015). Teaching foreign-language discourse to students of nonlinguistic specialties using professionally oriented project activity. – Tomsk: TSU Publishing House, 96 p. (in Russian).
  • Polenova, A. Yu. (2017). Integration of a foreign language and the content of professionallyoriented disciplines in the university. Online-journal “The World of Science”, 5(5) https://mir-nauki.com/PDF/15PDMN517. (in Russian).
  • Polenova, A. Yu. (2017). Implementation of the principles of the constructivist approach in teaching English for special purposes in a modern university. Journal of Economic Regulation, 8(3), 120–128. (in Russian).
  • Polyakov, O. G. (2008). Goals of professional-oriented teaching of foreign languages in higher education: the experience of formulation. Foreign languages at school, 1, 2–8. (in Russian).
  • Solovova, E. N. (2008). English for special purposes: what to teach, when to start, how to check? // English for non-philologists. Problems ESP. Voronezh, 5–13. (in Russian).
  • Pickett, D. (1986). Business English: falling between two styles. COMLON 26: 16–21.
  • Swales, J. (1990). Genre Analysis: English in Academic and Research Settings. Cambridge: Cambridge University Press.
  • Bargiela-Chiappini, F., Nickerson, C. and Planken, B. (2007). Business discourse. Basingstoke: Palgrave Macmillan., 288 p.
  • Bhatia, V. (2006). Discursive practices in disciplinary and professional contexts. Linguistic and Human Sciences, 2(1), 5–28.
  • Bhatia, V. (2008). Genre analysis, ESP and professional practice. English for Specific Purposes, 27, 161–174.
  • Bhatia, V. (2010). Interdiscursivity in professional communication. Discourse and Communication, 21(1), 32–50.
  • Charles, M. (1996). Business communications: Interdependence between discourse and the business relationship. English for Specific Purposes, 15, 19–36.
  • Dudley-Evans, T. and St. John, M. J. (1998). Developments in English for Specific Purposes: AMulti-disciplinary Approach. Cambridge: Cambridge University Press.
Publisher: Ltd. "Humanitarian perspectives"
Founder: Ltd. "Humanitarian perspectives"
Online ISSN: 2412-6047
ISSN: 2078-5429