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Qing Xie

School of Foreign Studies, Jiangnan University, China

 

Abstract

This study reports on an investigation about the English major and non-English-majors’ needs about making business English presentation, the effectiveness of the practicebased approach and the learning outcomes in developing presentation competence, and suggestions to better design business English presentation tasks and activities. The study found that both English-major and non-English-major participants needed to make English group presentations more frequently. Moreover, both groups needed to make more efforts in interacting with audience, making speeches orally and using visual aids, including charts and tables. In addition, English major participants faced challenges in oral expressions as well as psychological and material preparation. Non-English major participants faced more psychological challenges, as well as challenges in preparation of presentation content. Thereby, business English curriculum can address the challenges by providing more oral English input and presentation materials. Both English and nonEnglish major participants also thought they needed more improvement in oral expressions and presentation content, though less than one third perceived that they did a good performance in business English presentations, which contributed to language improvement. The materials in the curriculum had positive effects on presentation competence development. Both groups suggested group activities, and oral activities, including simulation and role plays were helpful.

 

Keywords

Presentation competence, business English courses, practice-based approach, English major, non-English major, Chinese university