From Theory to Practice- Selected papers from the 2013 ICLHE Conference
Teaching business presentation skills – A heuristic case study
Abstract Purpose: To inform both the practice and the theory of teaching English presentation skills in tertiary education. Methods: Action research, quality cycles, triangulation. Findings and discussion: A functional model and a set of good practice guidelines for the teaching of English presentation skills were found and discussed. Evidence suggests that strong initial resistance to deep-learning intercultural concepts can be overcome, allowing students to adjust their presentation style to the long-term requirements of their international careers. Conclusion: The findings lend themselves to being extended in two directions: to a wider array of corporate cultures and to a wider array of business skills, enabling students to deal with intercultural variability in a broad range of business settings.
Keywords: presentations styles; CLIL/ICL; Four Cs framework; situated learning; intercultural competence
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