# Data-Driven Problem-Solving in International Business Communication

Examining the Use of Bilingual Web-Based Tools for Text Production with Advanced English as a Foreign Language Professionals

## Summary

## Excerpt

## Table Of Contents

- Cover
- Title
- Copyright
- About the author(s)/editor(s)
- About the book
- This eBook can be cited
- Vorwort
- Foreword
- Preface and Acknowledgments
- Table of Contents
- Table of Figures
- Table of Tables
- Abbreviations
- 1 Object of Research
- 1.1 Introduction
- 1.2 Research Question and Outline of this Study
- 2 Native Language Acquisition and Foreign Language Learning
- 2.1 Terminology and Definitions
- 2.2 Native Language Acquisition
- 2.2.1 Early Stages of Native Language Acquisition
- 2.2.2 Behaviorism
- 2.2.3 Innatism
- 2.2.4 Social Interactionism
- 2.3 Foreign Language Learning
- 2.3.1 Approaches in Foreign Language Learning
- 2.3.2 Cognitive Factors in Foreign Language Learning
- 2.3.2.1 Attention, Noticing and Awareness Raising
- 2.3.2.2 Developmental Sequence
- 2.3.2.3 Fossilization
- 2.3.2.4 Concepts and Categories
- 2.3.2.5 Native Language Transfer
- 2.3.3 Affective Factors Affecting Foreign Language Learning
- 2.3.4 Business-related Factors Affecting Foreign Language Learning
- 2.3.5 A Model of Foreign Language Learning for Business Professionals
- 2.4 Toward a Model for Written Problem-solving and Foreign Language Learning during Text Production
- 3 Using Corpus-Based Online Tools for and Data-Driven Text Production and Learning in Business English
- 3.1 The role of Data-Driven Learning in CALL
- 3.2 Employing Computer-Based Applications as Cognitive Tools to Foster Problem-Solving
- 3.3 Research on Monolingual and Bilingual Corpora
- 3.4 The Use of the OnDic “LEO” and the BiTeSeN “Linguee” as two freely available online tools for Problem-Solving in Text Production
- 4 Empirical Study
- 4.1 Description of Research Tools
- 4.2 Sample Design
- 4.3 Criteria for Judging the Soundness of Quantitative Research
- 4.3.1 Objectivity
- 4.3.2 Reliability
- 4.3.3 Validity
- 4.3.4 Item Analysis
- 4.4 Elaboration of Hypotheses
- 4.5 Data Analysis and Interpretation
- 4.5.1 Analysis of between-group test scores
- 4.5.2 Analysis of Within-Group Correlations of Two Variables
- 4.5.3 Analysis of Within-Group Correlations of Multiple Variables
- 5 Discussion of Findings and Outlook
- Reference List
- Appendix
- Konzepte des Lehrens und Lernens

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

## Details

- Pages
- XXV, 254
- Year
- 2017
- ISBN (ePUB)
- 9783631712528
- ISBN (PDF)
- 9783653065787
- ISBN (MOBI)
- 9783631712535
- ISBN (Hardcover)
- 9783631674451
- DOI
- 10.3726/b11200
- Language
- English
- Publication date
- 2017 (July)
- Keywords
- Online Tasks Learning Global Commerce Non-Native-Speakers
- Published
- Frankfurt am Main, Bern, Bruxelles, New York, Oxford, Warszawa, Wien, 2017. XXV, 254 pp., 63 b/w ill., 123 b/w tables