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Journal of the Slovene Association of LSP Teachers
ISSN: 1854-
Slavica Čepon
Review: English for Business and Economic Studies 2
Mateja Dostal, Alenka Umek and Danica Čerče. Ljubljana: Ekonomska fakulteta, 2012.
ISBN 978-
English for Business and Economic Studies 2 is an undergraduate university degree programme textbook for 60 hours of teaching/learning English for specific purposes (ESP). The textbook has been designed for students of business and economics; however, it would also be of interest to any students trying to enhance their communicative competence in business English as part of ESP.
It is evident from the beginning that the authors -
The textbook takes the reader through a variety of carefully selected topics, from economics issues to business ethics, from production, distribution and consumption to managing people and business meetings, from corporate growth to the stock exchange, risk management and banking and finance.
The textbook comprises an introduction, a contents section, a sample test paper, a key, a glossary, a bibliography and the following ten thematic units as its main part:
Unit 1: Economic Issues
Unit 2: Business Meetings
Unit 3: Managing People
Unit 4: Banking and Finance
Unit 5: The Stock Exchange
Unit 6: Corporate Growth
Unit 7: Production, Distribution & Consumption
Unit 8: Risk Management
Unit 9: Business Ethics
Unit 10: Writing
Clearly, each of the above thematic units reflects the relevancy of the topic for
the pre-
The first nine units each explore a different international business topic, whereas the final provides essential information on writing essays and summaries. Each thematic unit in the textbook is further subdivided into a standard pattern consisting of subheadings: Lead in, Reading, Key vocabulary, Language practice, Discussion, Translation and Writing.
As expected, lead-
Reading texts are followed by vocabulary tasks, activities and exercises, intended to build and revise key business English vocabulary and professional terminology as well as develop grammatical structures. Essentially, key vocabulary sections reinforce the langauge introduced in each thematical unit through word formation, contrastive analysis, metaphors, idioms, typical lexical and grammatical collocations, synonyms, antonyms, etc. In addition, to enable better memorization and recollection, key vocabulary is featured in bold type, and subsequently recycled alphabetically in glossaries for each thematic unit.
The discussion excercises with prompts for role-
On the other hand, the translation sections have been devised with a view to reviewing
key vocabulary, either from English into the students' mother tongue (Slovenian or
others) or vice versa. In other words, other non-
Finally, while language practice sections further reiterate the specific langauge dealt with in the unit, the writing tasks conclude the unit with a variety of tasks that can be done as homework.
Although the second unit (Business meetings) follows the same pattern, its goal is slightly different. Namely, with a view to enhancing the competitiveness of the economics students in the EU labour market, this unit is set on preparing them for productive participation in business meetings, not just to pass the exam (General guidlines for meetings; The language for chairing and participating in meetings; Sample meeting situation; Assessment criteria).
With a view to moving away from commercial listening materials designed for use in
ESP classes towards authentic listening, as argued in English-
To recap, the most prominent advantages of the textbook English for Business and Economic Studies 2 are all in line with the requirements of contemporary tertiary textbook design. More precisely, the uniqueness of the textbook lies in the following areas:
Firstly, the textbook succeeds in promoting the economics students' learner autonomy
and their individual study of business English (e.g., citing online sources at the
end of each unit; instructions for all non-
Secondly, the composition of each unit as a whole enables flexible treatment, both for business language teachers in class and foreign language students at home (e.g., the last unit, Writing, can be dealt with as the first unit or as a part of the ten units since work on a writing skill is required in all units); furthermore, there is a consistent reliance of the textbook on the students' existing foreign language knowledge, their interlanguage and perceived needs of the students of economics as a target user group.
Next, the textbook represents a reliable source of professional terminology, having
been approved of by experts from various areas of economics as teachers of other
subjects. In addition, one of the main competitive advantages of the textbook is
the fact that the language activities aim to treat real, long-
To conclude, the review of the textbook English for Business and Economic Studies 2 has revealed its irrefutable pedagogical value in the area of the textbooks for business and economic studies.
It is not just conceptualized based on modern didactical and language teaching/learning
premises, but it also successfully emphasises the mobility-
Slavica Čepon is a lecturer in English at the Faculty of Economics, Ljubljana University.
© 2005-
Scripta Manent Vol. 7(2)
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» K. Hempkin & B. Majcenovič Kline
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» S. Čepon
English for Business and Economic Studies 2, by Mateja Dostal, Alenka Umek and Danica Čerče
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