This paper will report on the author's four-year experience of teaching English for International Organizations and Their Discourse, a course especially developed for the distance learning Master program in Comunicazione nelle Organizzazioni e Imprese Internazionali (Communication in International Organizations and Enterprises) launched by the Linguistic Center of the University of La Tuscia, in Viterbo, Italy, in 2008, and the teaching of a Business Communication course, focused on business writing, initially offered as an elective and subsequently transformed into a core (blended-format) course in the graduate program of Marketing and Quality at the same University. The specific features, aims and target of the two courses will be briefly explained and followed by the discussion of the program development and results obtained.
| Published in | International Journal of Language and Linguistics (Volume 3, Issue 6) |
| DOI | 10.11648/j.ijll.20150306.21 |
| Page(s) | 383-393 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2015. Published by Science Publishing Group |
ESP, E-learning, Moodle, Writing Skills Development, Error Analysis
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| [12] | A small learner corpus has indeed been created with the business correspondence produced by the University students of the Bus. Com. course in the last few years. The corpus, manually annotated following the Louvain error tagging guidelines, will be available on the University webpage next year. A detailed description of the Corpus and initial Computer-aided Error Analysis of the collection of the Italian learners' writing samples can be found in A. Romagnuolo, "ItalBEC: An Italian Learner Corpus of Business English", unpublished. |
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| [17] | The expression is commonly credited to Jean Lave and Etienne Wenger who used it to describe apprenticeship experiences; in their later studies, it has became a synonym of communities of practitioners who share implicit, pre-acquired knowledge and, therefore, foster the production of new knowledge. Cfr.: J. Lave and E. Wenger, Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press, 1991. |
| [18] | For an overview of the state of the art in written error correction research, see the numerous studies conducted by Dana R. Ferris on students' reactions to teacher corrective feedback and its effect, and, in particular, Treatment of Error in Second Language Student Writing, 2nd ed., Ann Arbor: The University of Michigan Press, 2013. |
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APA Style
Anna Romagnuolo. (2015). Teaching English Professional Writing in an E-learning Environment: An Italian Case Study. International Journal of Language and Linguistics, 3(6), 383-393. https://doi.org/10.11648/j.ijll.20150306.21
ACS Style
Anna Romagnuolo. Teaching English Professional Writing in an E-learning Environment: An Italian Case Study. Int. J. Lang. Linguist. 2015, 3(6), 383-393. doi: 10.11648/j.ijll.20150306.21
AMA Style
Anna Romagnuolo. Teaching English Professional Writing in an E-learning Environment: An Italian Case Study. Int J Lang Linguist. 2015;3(6):383-393. doi: 10.11648/j.ijll.20150306.21
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Download@article{10.11648/j.ijll.20150306.21,
author = {Anna Romagnuolo},
title = {Teaching English Professional Writing in an E-learning Environment: An Italian Case Study},
journal = {International Journal of Language and Linguistics},
volume = {3},
number = {6},
pages = {383-393},
doi = {10.11648/j.ijll.20150306.21},
url = {https://doi.org/10.11648/j.ijll.20150306.21},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20150306.21},
abstract = {This paper will report on the author's four-year experience of teaching English for International Organizations and Their Discourse, a course especially developed for the distance learning Master program in Comunicazione nelle Organizzazioni e Imprese Internazionali (Communication in International Organizations and Enterprises) launched by the Linguistic Center of the University of La Tuscia, in Viterbo, Italy, in 2008, and the teaching of a Business Communication course, focused on business writing, initially offered as an elective and subsequently transformed into a core (blended-format) course in the graduate program of Marketing and Quality at the same University. The specific features, aims and target of the two courses will be briefly explained and followed by the discussion of the program development and results obtained.},
year = {2015}
}
TY - JOUR T1 - Teaching English Professional Writing in an E-learning Environment: An Italian Case Study AU - Anna Romagnuolo Y1 - 2015/11/03 PY - 2015 N1 - https://doi.org/10.11648/j.ijll.20150306.21 DO - 10.11648/j.ijll.20150306.21 T2 - International Journal of Language and Linguistics JF - International Journal of Language and Linguistics JO - International Journal of Language and Linguistics SP - 383 EP - 393 PB - Science Publishing Group SN - 2330-0221 UR - https://doi.org/10.11648/j.ijll.20150306.21 AB - This paper will report on the author's four-year experience of teaching English for International Organizations and Their Discourse, a course especially developed for the distance learning Master program in Comunicazione nelle Organizzazioni e Imprese Internazionali (Communication in International Organizations and Enterprises) launched by the Linguistic Center of the University of La Tuscia, in Viterbo, Italy, in 2008, and the teaching of a Business Communication course, focused on business writing, initially offered as an elective and subsequently transformed into a core (blended-format) course in the graduate program of Marketing and Quality at the same University. The specific features, aims and target of the two courses will be briefly explained and followed by the discussion of the program development and results obtained. VL - 3 IS - 6 ER -
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