Data-Driven Problem-Solving in International Business Communication

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Table of Figures

Figure 1: True Knowledge of a Word (adapted from Nation, 2001, p. 27)

Figure 2: Conflict between employees’ English language communication requirements and companies’ ability to properly invest in long-term education (author’s figure)

Figure 3: Illustrative process of native and foreign language development (author’s figure)

Figure 4: Bridge between approaches in L1 acquisition and L2 learning and the relevant factors in adult Business EFL learning (author’s figure)

Figure 5: The three levels of awareness as described by Schmidt, 1990 (author’s figure)

Figure 6: Kihlstom’s multistore model of memory (adapted from Schmidt, 1990, p. 135)

Figure 7: A computational model of L2 acquisition (adapted from Ellis, 1997, p. 35)

Figure 8: A comprehensive attention-awareness model of foreign language learning (author’s figure)

Figure 9: L1 category formation of “kennen” and “wissen” in German children (author’s figure)

Figure 10: Two-part representational system of German L1 and English L2 speakers (author’s figure)

Figure 11: Interactive complexity model (adapted from Hillen, Breuer & Tennyson, 2011)

Figure 12: Model of adult foreign language learning in business settings (author’s figure)

Figure 13: Model of foreign language problem-solving and learning (author’s figure)

Figure 14: Example of monolingual concordances of the word “abandon” (Cobb & Horst, 2001, p. 201)

Figure 15: Example of bilingual concordances of the expression “to take a ride” (Retrieved December 06, 2013 from http://rali.iro.umontreal.ca/rali/?q=en/TransSearch)

Figure 16: The use of corpora in second language learning and teaching (adapted from Römer, 2011, p. 207)

Figure 17: Screenshot of sample query on http://www.linguee.com ← xiii | xiv →

Figure 18: Screenshot of sample query on http://dict.leo.org

Figure 19: Overview of the process of designing the cloze test (author’s figure)

Figure 20: Boxplot of the general English-language aptitude test scores of the OnDic and the BiTeSeN group (cited from SPSS)

Figure 21: Placement of the sample regarding age and level of proficiency in foreign language development (author’s figure)

Figure 22: Research design of BiTeSeN and OnDic tests (author’s figure)

Figure 23: Random sampling of the 10 human resources expressions

Figure 24: Random sampling of the 10 marketing expressions

Figure 25: Random sampling of the 10 manufacturing expressions

Figure 26: Random sampling of the 10 management expressions

Figure 27: Random sampling of the 10 finance expressions

Figure 28: Linear regression scatter plot of general aptitude test and online problem-solving test for the OnDic group

Figure 29: Linear regression scatter plot of general aptitude test and recall test for the OnDic group

Figure 30: Linear regression general aptitude test and recall test for OnDic – histogram of residuals

Figure 31: Linear regression general aptitude test and recall test for OnDic – Q-Q plot of residuals

Figure 32: Linear regression scatter plot of general aptitude test and offline problem-solving test for the OnDic group

Figure 33: Linear regression of general aptitude test and offline problem-solving test for the OnDic group – histogram of residuals

Figure 34: Linear regression of general aptitude test and offline problem-solving test for the OnDic group – Q-Q plot of residuals

Figure 35: Linear regression scatter plot of online problem-solving test and recall test for the OnDic group

Figure 36: Linear regression scatter plot of online problem-solving test and offline problem-solving test for the OnDic group

Figure 37: Linear regression scatter plot of recall test and offline problem-solving test for the OnDic group

Figure 38: Linear regression of recall test and offline problem-solving test for the OnDic group – histogram of residuals

Figure 39: Linear regression of recall test and offline problem-solving test for the OnDic group – Q-Q plot of residuals ← xiv | xv →

Figure 40: Linear regression scatter plot of general aptitude test and online problem-solving test for the BiTeSeN group

Figure 41: Linear regression scatter plot of general aptitude test and recall test for the BiTeSeN group

Figure 42: Linear regression of general aptitude test and recall test for the BiTeSeN group – histogram of residuals

Figure 43: Linear regression of general aptitude test and recall test for the BiTeSeN group – Q-Q plot of residuals

Figure 44: Linear regression scatter plot of general aptitude test and offline problem-solving test for the BiTeSeN group

Figure 45: Linear regression of general aptitude test and offline problem-solving test for the BiTeSeN group – histogram of residuals

Figure 46: Linear regression of general aptitude test and offline problem-solving test for the BiTeSeN group – Q-Q plot of residuals

Figure 47: Linear regression scatter plot of online problem-solving test and recall test for the BiTeSeN group

Figure 48: Linear regression scatter plot of online problem-solving test and offline problem-solving test for the BiTeSeN group

Figure 49: Linear regression scatter plot of recall test and offline problem-solving test for the BiTeSeN group

Figure 50: Linear regression of recall test and offline problem-solving test for the BiTeSeN group – histogram of residuals

Figure 51: Linear regression of recall test and offline problem-solving test for the BiTeSeN group – Q-Q plot of residuals

Figure 52: Multiple regression of group, general aptitude test and online problem-solving test – histogram of residuals

Figure 53: Multiple regression of group, general aptitude test and online problem-solving test – Q-Q plot of residuals