English instruction
BUSINESS EDUCATION & ACCREDITATION ♦ Volume 5 ♦ Number 2 ♦ 2013
DEVELOPING COMMUNICATIVE COMPETENCE IN
ENGLISH AS A SECOND LANGUAGE BY
INTEGRATING BUSINESS COMPETENCIES
Rubén Molina Martínez, Universidad Michoacana de San Nicolás de Hidalgo
Argelia Calderón Gutiérrez, Universidad Michoacana de San Nicolás de Hidalgo
ABSTRACT
This paper examines what business competencies a learner of English as a Foreign Language (EFL) can develop while developing communicative competence in English. The analysis is focused on the business competencies undergraduate students at the Administration Faculty of Universidad Michoacana de San
Nicolás de Hidalgo need to develop. The study aims to demonstrate that using a competence formation model enables learners to attain better levels of communicative competence. Moreover, it strengthens their business competencies through classroom practice of real-life communicative activities, without having to study them separately or at different times. Finally, by incorporating self-assessment practices and a learning portfolio as tools to enhance learning by asking students to reflect on their own motivations or needs, we expect to contribute to developing learning autonomy and self-evaluation strategies as an integral approach to both professional and personal formation.
JEL: I2, I23
KEYWORDS: Competences, Communicative Competence, Autonomy, Business Competencies
INTRODUCTION
T
raditionally, business professionals are required to be competent in a second language, whether they work abroad or not. Historically, the need to fluently communicate in English has become essential in business and for travel. Besides the communicative function of the language itself,
English is essential to the deepening integration of global service-based economies. But even in nonEnglish speaking countries, being communicative competent in English can be considered necessary
(sometimes even a must) to get a well-paid job, regardless of
DEVELOPING COMMUNICATIVE COMPETENCE IN
ENGLISH AS A SECOND LANGUAGE BY
INTEGRATING BUSINESS COMPETENCIES
Rubén Molina Martínez, Universidad Michoacana de San Nicolás de Hidalgo
Argelia Calderón Gutiérrez, Universidad Michoacana de San Nicolás de Hidalgo
ABSTRACT
This paper examines what business competencies a learner of English as a Foreign Language (EFL) can develop while developing communicative competence in English. The analysis is focused on the business competencies undergraduate students at the Administration Faculty of Universidad Michoacana de San
Nicolás de Hidalgo need to develop. The study aims to demonstrate that using a competence formation model enables learners to attain better levels of communicative competence. Moreover, it strengthens their business competencies through classroom practice of real-life communicative activities, without having to study them separately or at different times. Finally, by incorporating self-assessment practices and a learning portfolio as tools to enhance learning by asking students to reflect on their own motivations or needs, we expect to contribute to developing learning autonomy and self-evaluation strategies as an integral approach to both professional and personal formation.
JEL: I2, I23
KEYWORDS: Competences, Communicative Competence, Autonomy, Business Competencies
INTRODUCTION
T
raditionally, business professionals are required to be competent in a second language, whether they work abroad or not. Historically, the need to fluently communicate in English has become essential in business and for travel. Besides the communicative function of the language itself,
English is essential to the deepening integration of global service-based economies. But even in nonEnglish speaking countries, being communicative competent in English can be considered necessary
(sometimes even a must) to get a well-paid job, regardless of
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