A. Background of the Study
The whole world is going global; everyone takes effort to be competitive anywhere in the world. This shift doesn’t only call for skill-oriented competence but also communicative wise. This phenomenon brought the great need for language performance and competence specifically in one of the world’s global language, English.
English is the most widely spoken language in the history of our planet, used in some way by at least one out of every seven human beings around the globe. Majority of international phone calls are made in English, more than 70% of International mails are written and addressed in English. Half of the world’s books and as much as 80% of all computer texts are written and stored in English (Lederer, 2001).
The rise of English speaking nation’s economic power paved the way for this phenomenon. Non-native English speaking nations, in order to compete with this paradigm shift of the global economy made its major adjustment. The philosophical underpinning of globalization has given birth to a growing international scholarly and business literature on the subject in English. The international organizations and institutions used English as the language to express, negotiate and administer compacts among groups (Wright, 2004). Thus the academic field sought ways to meet these demands. Different language subjects (and courses) were made to cater the increasing needs in language proficiency, especially in higher educations. Specialized English language programs such as English for Specific Purposes (ESP) with its various umbrella program such as English for Academic Purposes, English for Business Purposes etc.), Business English and Business Communication were tailored to meet the needs of the Economic (Business) sector for linguistically competent workforce.
In the Philippines where English is considered to be the second language, Business, Laws, Sciences, Education and other fields use this language as their medium of communication, making English Language Competence a must for anyone who wishes to join any of those fields.
English language teaching relevance stands for its ever increasing applicability for the demands of the profession (Feuille, 1984). The Pamantasan ng Lungsod ng Valenzuela offers to its 3rd year Business Administration students, Business Communication. As we all know, the field of business calls for communicative competence for they will do a lot of public relation.
This paper aims to assess the immediate language needs of the 2nd year Business Administration students of PLV’s Business Communication Program. The researchers will attempt to analyze the needs of Business Administration students and whether the Business Communication Program they are taking suffice it. The researchers will further dig into the consideration of the general and specific needs in course design for the program participants from multi-disciplinary backgrounds which can greatly enhance or affect their English Language Competence through needs analysis. The study firstly reviews the literature and case studies related to Language needs in the field and then describe how the course designers in this particular context have conducted needs analysis to identify the job related and learners’ specific needs. Through series of interviews and surveys, the researchers will be able to formulate the programs’ syllabus design modifications.
B. Statement of the Problem
The study attempts to present Teaching Methods and Objectives related to Language Proficiency for the Business Communication Program of Second Year Business Administration Students of the Pamantasan ng Lungsod ng Valenzuela, school year 2009-2010. This study sought necessary modifications in the subject Business Communication of Second Year Business Administration students through the language needs analysis.
In order to attain the main points of this study the...