ENG516 Midterm Solved Papers

ENG516

ABSTRACT This comprehensive collection of notes is accurately crafted to empower students to excel academically, ensuring they achieve a minimum of 80% marks in their examinations. The content is organized with clarity and precision, focusing on key concepts, critical analyses, and practical applications tailored to the syllabus. These notes serve as a reliable resource for both thorough preparation and last-minute revision. Designed to inspire confidence and mastery, this guide is an essential tool for students striving for academic excellence.

Maha Malik Teaching of Business Communication Q. in which business English what is the first thing that make the English distinctive (Topic_01)

The distinction between general and business English is not so clear. Although the objectives of both are the same, that is, developing the accuracy, fluency and effectiveness of the target language in the students; however, the context is different. In general English, one learns the basics, the mechanics of grammar, composition and vocabulary. In business English you build upon what you learned in general English, focusing on business situations, which require clarity, logic and presentation styles that are dominant in business communication.

Q. Briefly describe the two components of Business English course. (Topic_01)

The two components of a Business English course are language knowledge which reflect the formal aspects of grammar, vocabulary and sound system and communication skills in which we activate this knowledge to transmit messages through different channels, for example, oral channels like presentations, meetings, telephoning or in written documents such as letters and reports.

Q2. dominant trends of WW. (Topic_02)

The importance of commerce and technology, which generated the demand for a unifying language and because of various factors, one being the power of the USA, this role fell to English. As English became the accepted international language, non-native workers and students needed it for functional and academic purposes.

Q. Phase 1 of development business communication. (Topic_04)

The Concept of Special Language: Register Analysis. In 1960s and early 1970s, the basic principle was that each field has its own particular register. Specific registers were to be analyzed to identify their grammatical and lexical features to be used in teaching materials. The aim was to make the syllabus as relevant as possible to learners’ needs, giving high priority to language forms that students were likely to meet in Science studies. However, there was very little that was distinctive in the sentence grammar of Science English, except a tendency to favor certain grammatical forms, like the simple present tense, passive voice and nominal compounds. This meant that there was nothing which was not present in General English (Ewer and Latorre 1969).

Q. Phase 2 developments in BC? (Topic_04)

Rhetorical or Discourse Analysis. In this phase, attention was given to language above the sentence level, how sentences were combined in discourse to produce meaning. The aim was to identify organizational patterns in texts, to specify the linguistic means by which these patterns were signaled, and used to make the ESP syllabus.

Q. What is BC? (Topic_06)

Business communication teaching, like all ESP teaching, then is an approach to language teaching in which all decisions as to content and method are based on the learner's reason for learning. Dudley Evans and John’s (2000), definition for English for specific Purposes, can be applied to BC teaching as well. They say that it is related to specific disciplines, and is designed to meet specific needs of the learner. The tree of ELT has shown that all language teaching is primarily concerned with communication and learning. So, BC should be seen not as a particular language product but as an approach to language teaching which is directed by specific and apparent reasons for learning.

Q. Pre-experienced learner? (Topic_07)

A Pre-experienced learner, with no experience of the world, who is learning Business English to follow a business career; a university student, or even a secondary school student. Because of their lack of experience they would often need the teacher to provide a window on the business world.

Q. First way to be learnt in the BC course (Topic_10)

Firstly, business people do a variety of things with language; they socialize, predict, analyze, negotiate, buy, write, persuade, compromise, telephone, compete, market, sell, produce, interview, train, travel, plan, investigate, deal, advertise, explain - the list is endless. These are done in a specific business context, and for business aims. But skill in using business English is not limited to the words and the language used. Presenters use certain techniques to get their message across as do negotiators and telephone operators. Business English users need to know the words, but they also need the skills in order to do their job. So business English is used together with business communication skills.

Q. State the difference between "national" and "corporate" Culture. (Topic_15)

National culture

corporate culture

National culture takes as its reference point the concept of the politically bounded nation state. This is not the same as ethnicity, which is used to refer to groups having the same language, history, religion, or race. A nation may be composed of different ethnic groups, and ethnic groups do not always observe national borders. Organizational or corporate culture describes the specific behaviors and values found in organizations. So, for example, a young company with twenty employees which sells groceries via the internet is likely to have a very different way of doing things compared to an older, more traditional engineering company which has been in existence for over a hundred years, and which has more than 300,000 employees scattered in different parts of the world.

Q. task based learning approach (Topic_18)

The task-based approach aims at providing opportunities for learners to experiment with and explore both spoken and written language through learning activities which are designed to engage learners in the authentic, practical and functional use of language for meaningful purposes. Learners are encouraged to activate and use whatever language they already have in the process of completing a task. The use of tasks will also give a clear and purposeful context for the teaching and learning of grammar and other language features as well as skills. Task based learning