Vocational Foreign Language Teaching for Business Life: A Document Analysis

Year 2024, Issue: 26, 135 - 148, 29.07.2024

Gizem Köşker

https://doi.org/10.30786/jef.1403359

Abstract

In today’s world, globalization and scientific and technological advancements led many professions to adopt an intercultural structure on the international stage. To be efficient and successful in business life, it is now necessary to have a strong command of international jargon, as well as knowledge and experience in the relevant profession. To survive business life, where the competition increases day by day, it became a necessity to keep up with professional developments at a global scale and to adapt to innovations and changes. Proficiency in a vocational foreign language is considered an important requirement to achieve these goals. A textbook, which was prepared for teaching French as a vocational foreign language for A1/A2 beginner level by following the standards in the Common European Framework of Reference for Languages, was examined in the present study by using the document analysis technique. The chapters and the tasks, activities, and practices that comprise these chapters were identified. Moreover, their contributions to improving both linguistic and communicative skills in professional fields were revealed. Finally, suggestions were made on how the results obtained from this study could be integrated into different stages of educational institutions.

Keywords

Vocational foreign language teaching, communicative skills, business life

References

• Aisyah, A., Hidayad, F., & Purwanto, M. B. (2024). Effect of grammar learning strategies (GLS) in language learning: case study on vocational high school students in determining proficiency levels. Wiralodra English Journal (WEJ), 8(1), 141-153.
• Alkol, N., & Deniz, K. (2024). “İşletmede mesleki eğitim” programına kayıtlı öğrencilerin meslekidil öğrenimleri. Türkiye Mesleki ve Sosyal Bilimler Dergisi, 5(13), 15-25.
• Alkol, N., & Deniz, K. (2021). Ortaöğretim kurumlarında mesleki dil öğretim çalışmaları. Avrasya Dil Eğitimi ve Araştırmaları Dergisi, 5(2), 1-26.
• Arifin, A., Norain, S., & Ridwan, R. (2022). Esp course design: the need analysis on English for tourism book for travel business department of eleventh grade students at smkn 1 Tarakan. Technium Education and Humanities, 2(2), 1-7.
• Cazabon, B. (1992). Interculturality and respect for differences. Francophonies of America, 2, 73-86.
• Chostelidou, D. (2011). Needs-based course design: the impact of general English knowledge on the effectiveness ofrz an ESP teaching ıntervention. Procedia Social and Behavioral Sciences, 15, 403–409.
• Corbin, J. & Strauss, A. (2008). Basics of qualitative researches: Techniques and procedures of developing grounded theory (3rd ed.). Thousand Oaks, CA: Sage.
• Dubois, A.L. & Kaddani, S. (2022). Objectif express 1 : le monde professionnel en français A1/A2. Hachette, France.
• Gallagher-Brett, A. (2004). Seven hundred reasons for studying languages. University of Southampton.
• Gökçe, A. &Batman, O. (2015). English for professional purposes (EPP) in tourism associate degree programs needs assessment of teaching based on student opinions. Journal of Labor Industrial Relations and Human Resources, 17(2), 174-209.
• Hammersley, M. (2006). What’s wrong with ethnography? methodological explorations. Routledge. Hutchinson, T.&Waters, A. (1987). English for specific purposes. Cambridge University Press.
• Kabakçı Yurdakul, I. (2013). Veri toplama araçlarında bulunması gereken nitelikler. In A. Şimşek (Ed.), Bilimsel araştırma yöntemleri (pp. 117-138). Anadolu Üniversitesi.
• Ke, Z. (2008). An inductive approach to English grammar teaching. HKBU papers in applied Language Studies, 12, 1-18.
• Kınsız, M. (2005). Mesleki yabancı dil eğitiminin sürdürülebilir gelişmeye katkıları. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 13, 259-270.
• Korkut, F. (2005). Yetişkinlere yönelik iletişim becerileri eğitimi. Hacettepe University Journal of Education, 28, 143-149.
• Leung, L. (2015). Validity, reliability, and generalizability in qualitative research. Journal of Family Medicine and Primary Care, 4(3), 324-327.
• Morrison, S. (2005). Second language acquisition research and the teaching of grammar: a case for an inductive approach. Northeast Conference Review, 56, 38-42.
• Onillon, S., & Grünblatt, R. (2022). Approche actionnelle et interculturelle dans l’enseignement des langues étrangères: implémentation en classe et impact sur les apprentissages. Schweizerische Zeitschrift für Bildungswissenschaften, 44(2), 180-194.
• Özer, S., & Yılmaz, E. (2017). Mesleki yabancı dil (İngilizce) dersine yönelik nitel bir araştırma. The Journal of International Education Science. 4 (11), 339-352.
• Pujiati, H., Putra, A. H., & Anggraani, A. (2024). Critical thinking skills integrated in English language materials in vocational school. The 14th Annual International Symposium of Foreign Language Learning, Nusantara Science and Technology Proceedings, 46-60.
• Purwanti, A. R. (2019). Evaluation on an ESP course book: get along with English for the hotel industry. Journal of English Educators Society, 4(2), 107-116.
• Rakhmankulovna, A. S. (2023). The role of education and training in professional training and the importance of foreign languages in the formation of professional competencies of students. International Journal of Advance Scientific Research, 3(09), 58-62.
• Ramazan, S. A. K., SAK, İ. T. Ş., Şendil, Ç. Ö., & Eşref, N. A. S. (2021). Bir araştırma yöntemi olarak doküman analizi. Kocaeli University, Journal of Education, 4(1), 227-256.
• Ronaldo, O. (2016). Teaching material for English subject in vocational high school. Proceedings of ISELT FBS Universitas Negeri Padang, 4(2), 170-179.
• Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for information, 22(2), 63-75.
• Syahid, A., Rahimah, S., Fajariah, F., Ningrum, R. L., & Rezky, K. D. A. (2024). Analyzing content an esp textbook: English international tourism by Peter Strutt. Semantik: Jurnal Riset Ilmu Pendidikan, Bahasa dan Budaya, 2(2), 82-93.
• Temizyürek, F., Çangal, Ö. ve Yörüsün, S. (2015). Yabancılara Türkçe öğretiminde iş Türkçesi öğretim programı, ders kitabı ve terimler sözlüğü denemesi: bankacılık örneği. Journal of World of Turks, 7(2), 87-111.
• Tividad, M. J. (2024). The English language needs of a technical vocational institution. A Multidisciplinary Journal, 16(3), 256-275.
• Tomlinson, B. (Ed.). (2023). Developing materials for language teaching. Bloomsbury Publishing.
• Trace, J., Hudson, T., & Brown, J. D. (2015). Developing courses in languages for specific purposes. National Foreign Language Resources Center, University of Hawai, Manoa.
• Tursunovich, R. I. (2023). Development of communicative competence in teaching foreign language for professional purposes. Proceedings of International Conference on Scientific Research in Natural and Social Sciences, 2(1), 26-33.
• Uber Grosse, C., & Voght, G. M. (2012). The continuing evolution of languages for specific purposes. The Modern Language Journal, 96, 190-202.
• Ünlüönen, K., & Boylu, Y. (2005). Comparison of change in expectations and perceptions of students studying in Anatolian Hotel management and tourism vocational high schools (2000-2001 and 2003- 2004 academic years). National Education Quarterly Journal of Education and Social Sciences, 33(166), 159- 174.
• Xuemi, L. & WenzhaSng, Z. (2019). An Empirical study on postgraduate education of business English in China. Higher Education Studies, 9(4).1-11.
• Yıldırım, A., & Şimşek, H. (2013). Qualitative research methods in the social sciences. Seçkin Publishing.
• Zhang, Z., & Sihes, A. J. B. (2024). Breaking barriers: contextual factors for enhancing English as a foreign language teachers’ teaching self-efficacy in secondary vocational schools. International Journal of Academic Research in Progressive Education and Development, 13(2), 71-82.