**For footnotes, please view the PDF.
This article examines two features of the language of Business English, and it discusses teaching the pronunciation of these features in Business English courses or in General English courses in which Business English content is dealt with. Indeed, it refers to multi-word terms and loans, and it shows why teaching primary stress to adult speakers of French, Italian, Portuguese, or Spanish as a first language is linked to the former and why teaching English sounds to the same student population is related to the latter. This is done by referring to previous research in the case of loans and also by comparing the language of Business English with that of Business French, Continue Reading →
The article introduces the application of Kolb’s Experiential Learning Model (1984) in a four-week Business English program at the University of Guelph. The authors explore how the stages of Kolb’s experiential model informed the design of experiential activities in a Business English program. In addition, the authors discuss how experiential learning contributes to raising students’ language proficiency and cultural awareness and to furthering understanding of business concepts studied in class. The article concludes with the description of some challenges of the application of the model as identified by the students and the teachers, as well as highlights pedagogical implications of the use of the experiential learning model in a second language classroom.
Experiential learning is an important component in higher education learning models found in co-ops, Continue Reading →