- Email: [email protected]
Introducing Business English
192
Book reviews / Journal of English for Academic Purposes 22 (2016) 191e198
volume accessible to international readership who may be looking for applications of theories in writing classes in different contexts around the world. For those readers who look for more specific advice on textbooks, computer software, classroom instruction and assessment methods, Chapter 9 provides some extracts from sample materials and practices. More specifically, Chapter 9 presents various teaching writing practices including but not limited to writing teaching using the Academic Word List (AWL), scaffolding school literacy using writing frames, and assessing writing performance through the use of portfolios. Section IV, “References and Resources,” provides a comprehensive list of resources related to teaching and researching writing. Chapter 10 includes lists of key readings on literacy, rhetoric, scientific and technical writing, professional and business writing, academic writing, journalism and print media, first-language writing, second-language writing instruction, pragmatics and writing, translation studies, literary studies, texts, tweets, blogs and wikis, writing and multimodal texts, writing and forensic linguistics, creative writing. Chapter 11 offers lists of key sources on writing such as books, journals (e.g. Journal of Academic Writing, Journal of Second Language Writing, Journal of English for Academic Purposes, etc.), professional associations (e.g. European Writing Centers Association, National Association of Science Writers, National Association of Independent Writers and Editors, etc.), writing conferences (e.g. Symposium on Second Language Writing, College Composition and Communication, Association for Business Communication, etc.), email lists (e.g. Second language writing list) and blogs (e.g. The Creative Penn), online corpora (e.g. British Academic Written English) and concordances (AntConc) and websites for writers and teachers (e.g. Purdue OWL). As this section provides an extensive and updated overview of the key content, it may be of interest to graduate students, teachers and researchers who look for a research topic on writing and/or extensive reading list for future writing research and teaching practices. The book concludes with a glossary of terms used in the book. Overall, with this new edition, Hyland offers a very important contribution to our understanding of teaching and researching writing. Bringing together the latest writing research and writing teaching practices, Hyland offers an extended resource for teachers and researchers. As the volume impressively blends research findings with practical advice on how to teach writing, it can be used in many different ways. For example, teachers and/or researchers may use this text as a reference book to review and reflect on their writing teaching and research practices. In addition, the volume might especially be suitable for teaching writing classes in pre-service and in-service teacher education programs worldwide. Furthermore, since the book blends the latest writing research with teaching practices, it can be suitable for graduate level classes on current issues in teaching and researching writing. There is no doubt that, like many other previous publications by Hyland, this new edition of Teaching and Researching Writing will inspire many L2 writing teachers and researchers around the world. Nur Yigitoglu Middle East Technical University Northern Cyprus Campus, Teaching English as a Foreign Language Program Office SZ46, Kalkanli, Guzelyurt KKTC, Mersin 10, Turkey E-mail address: [email protected]
http://dx.doi.org/10.1016/j.jeap.2016.04.003
Introducing Business English, Catherine Nickerson, Brigitte Planken. Routledge, New York (2015). 172 pp., US $ 39.95, ISBN: 978-1-138-01631-6.
With globalization expanding across the whole world, English as a lingua franca (ELF) has become more and more prominent in international business communication. Consequently, many scholars are motivated to conduct research concerning Business English and its teaching applications. Against this background, Introducing Business English discusses the whole spectrum of Business English literature including up-to-date research and provides important insights for teaching applications. Target audiences of the book are advanced undergraduate students, postgraduate students, teachers, and researchers in the field. This book comprises 13 chapters, which are divided into five parts. Part 1 (Chapters 1e2) provides the framework for the following chapters. Chapter 1 defines Business English as an umbrella term to refer to any interaction, written or spoken, that takes place in English, when the purpose of that interaction is to conduct business. It also illustrates a close connection between Business English and the research approach inherent in English for Specific Purposes (ESP). In addition, it highlights the importance of interconnections between written texts and spoken forms of communication. Chapter 2 makes a distinction between Business English as a lingua franca (BELF) and international Business English. The former term refers to interactions taking place between people for whom English is the second (or additional) language, while the latter involves native speakers as well as non-native speakers. This chapter discusses various viewpoints from business studies professors and banking professionals on teaching English as a business lingua franca and international Business English. Concerning BELF, the chapter introduces the notion of “BELF competence” and considers it as an essential part of the
Book reviews / Journal of English for Academic Purposes 22 (2016) 191e198
193
communication know-how and business expertise. In addition, based on a project outcome, it characterizes Business English as a simplified, hybridized, and highly dynamic communication code. Finally, the chapter points out that though ELF is neutral itself, the result of using business English is generally not neutral because people always bring their cultures into the communication. Part 2 (Chapters 3e5) is about spoken Business English. Chapter 3 firstly identifies the four characteristics of Business English, namely, participants' different roles and relationships, task-orientation, standardized structures, and use of specific and professional lexis. It also emphasizes the importance of authentic data for Business English research and teaching, using three examples from the genres of meetings, negotiations, and telephone call services. Various research methods are adopted such as genre analysis, discourse analysis, conversation analysis, speech act theory, and politeness theory. Chapter 4 is about intercultural business interaction. It explains the importance of analyzing spoken Business English in intercultural contexts and indicates a shift of focus from native-speaker models to non-native speakers' English interactions. It also highlights the recent change in research focus, with studies mainly exploring what works rather than what goes wrong. Finally, by adopting both linguistic and interactional perspectives, the chapter examines the genres of negotiation and meeting in intercultural settings to identify relational strategies, facework strategies, and accommodation strategies. Chapter 5 is concerned with teaching spoken Business English. This chapter selects three examples of research in this area for close analysis. The first study (Dow, 1999) is about ritual exchanges in negotiation. In order to address the need for more varied and complex contextualized examples, this study points out that teaching materials should incorporate a greater variety of examples of “formulaic responses”. The second study (Handford, 2010) deals with essential language in business meetings. The third study (Koester, 2012) finds five key characteristics of workplace discourse (i.e., goal orientations, specific vocabularies, highly structured genres, problem-solving, addressing both relational and transactional concerns), with an aim to enhance its awareness in learners and teachers. Part 3 (Chapters 6e8) addresses written Business English. Chapter 6 concentrates on Bhatia's (1993) views on genre analysis. In Bhatia's framework, a text can be analyzed at three different levels, lexicogrammatical features of the text, text patterns or chunks of text, and structural organization of text. Based on the three-level analysis and a specific communicative purpose, it then becomes possible to talk about a special type of text, called a genre. In terms of using the genre approach, the chapter offers two examples, including a comparison of simulated application letters from American and Belgian students and identification of a number of cross-cultural variations. Within the scope of written Business English, Chapter 7 discusses the creation of texts and response to texts. In the section on the creation of texts, the chapter focuses on two studies (Flowerdew & Wan, 2006, 2010), which make combined use of genre analysis and ethnographic analysis in exploring the process of creating texts, represented by computation tax letters, and audit letters. In the section on responses to texts, the chapter introduces an experimental way to investigate the effect of using English in magazines, written business texts, and annual reports. Finally, the chapter shows how readers' response could be incorporated into teaching written Business English. Chapter 8 continues the discussion about teaching written Business English. It investigates the influence of context and responses of business practitioners and provides useful suggestions as to Business English classroom teaching. The authors introduce some relevant research studies in the field. One research study (Gimenez, 2014), based on computer-mediated communication, discovers the prevalence of multi-communication tasks in the real business world and suggests that classrooms should incorporate this essential competence into teaching practice. Another research study (Zhang, 2013) investigates the business professionals' response to students' written texts and finds some discrepancies between the classroom and the workplace. Zhang (2013) recommends that teachers should equip students with a set of transferable skills related to different genres, take a holistic view of a text or spoken interaction, and contextualize business writing. While the first three parts address the basics of Business English, Part 4 (Chapters 9e10) discusses the impact of the modern business world upon Business English. Chapter 9 puts forward the concepts of intertextuality and interdiscursivity. Intertextuality is defined as a cross-reference between two different texts or spoken events, whereas interdiscursivity refers to an interaction between two sets of activities. This chapter presents three relevant studies. One of the studies, conducted by Devitt (1991), identifies three types of intertextuality, i.e., generic intertextuality, referential intertextuality, and functional intertextuality. In terms of the application of intertextuality, this chapter discusses Warren (2013), who investigates different types of referential intertextuality. The author suggests that this point forwards or backwards may raise students' awareness of the embedded nature of e-mail communication and the highly networked nature of many Business English texts. Chapter 10 highlights the impacts of new media on Business English. With the computer-mediated communication becoming increasingly prevalent in business, this chapter brings multimodality and multimedia into focus. In particular, it discusses two studies. Turner, Qvarfordt, Biehl, Golovchinsky, and Back (2010) investigates the situation of communication practice in a small company and Jones (2011) discusses the views of employers toward the computer-mediated communication skills of employees. With regard to the application of new media and technology, the chapter gives two examples in a Business English classdwebsite design and use of Facebook as a communication platform. Part 5 (Chapters 11e12) is concerned with learners, teachers, and materials. Chapter 11 introduces three approaches to the teaching of English for Specific Purposes, namely, project-based learning, team-teaching, and blended-learning. Project-based learning is teacher-led, task-based, collaborative, and communicative. Team-teaching is beneficial for teachers who do not have a business background to create a meaningful classroom experience. The blended teaching, which incorporates ICT (information and communicative technology), is particularly relevant to business students because developing ICT skills is also an important pedagogical objective.
194
Book reviews / Journal of English for Academic Purposes 22 (2016) 191e198
Chapter 12 addresses designing Business English teaching materials. Firstly, it discusses the use of needs analysis surveys, communication audits, corpus-based approaches, and surveys of published materials. Secondly, it points out that assessment of Business English may take different forms depending on specific contexts, and not just through the internationally recognized Business English language tests. The authors illustrate the issue with two examples. The first example examines how business professionals assess the texts written by Business English students in China, while the second describes the development and use of an oral performance assessment instrument in a Filipino context. Chapter 13 provides a list of a wide range of resources for Business English research and teaching including books and textbooks, journals, professional associations, conferences and workshops, corpora of Business English, and online teaching resources. This book covers a wide range of Business English topics and provides a comprehensive picture of Business English research. Though it contains abundant references for Business English researchers, there are still two possible improvements that could be added to this volume. Firstly, the fourth section in Chapter 2 only embodies a study concerning BELF (LouhialaSalminen et al., 2005) and misses the topic of International Business English, which is also an important topic in Business English research. Secondly, in spite of the growing importance of new media in business, this book only gives limited space to a discussion of the relationship between new media and Business English. Although Chapter 10 discusses the current use of new media in a small company and employers' attitude toward employees' competence of new media, the important impacts of the new media upon different business genres are left unexplored. Despite these limitations, Introducing Business English makes a significant contribution to Business English research and teaching. Among other aspects, this book provides a broad analysis of Business English literature including up-to-date research. It serves as a reference for future Business English studies. This book also indicates that ESP theories and research are highly relevant to Business English, as they provide an important source for conducting relevant research and teaching. Finally, it offers many useful and practical strategies for Business English teaching in terms of materials development, assessment, content of teaching, and course design. Overall, this book is a comprehensive resource for Business English readers who can draw upon the knowledge of this book to develop their learning, teaching, and research. References Bhatia, V. K. (1993). Analysing genre: Language in professional settings. London: Longman. Devitt, A. J. (1991). Intertextuality in tax accounting: generic, referential and functional. In C. Bazerman, & J. Paradis (Eds.), Textual dynamics of the professions: Historical and contemporary studies of writing in professional communities (pp. 336e357). Madison, WI: University of Wisconsin Press. Dow, E. (1999). Negotiation comes of age: research in non-native contexts and implications for today's business English materials. In M. Hewings, & C. Nickerson (Eds.), Business English: Research into practice (pp. 83e99). London: Longman. Flowerdew, J., & Wan, A. (2006). Genre analysis of tax computation letters: how and why tax accountants write the way they do. English for Specific Purposes, 25(2), 133e153. Flowerdew, J., & Wan, A. (2010). The linguistic and the contextual in applied genre analysis: the case of the company audit report. English for Specific Purposes, 29(2), 78e93. Gimenez, J. (2014). Multi-communication and the business English class: research meets pedagogy. English for Specific Purposes, 35, 1e16. Handford, M. (2010). The language of business meetings. Cambridge: Cambridge University Press. Jones, C. (2011). Written and computer-mediated communication skills: an employer perspective. Business Communication Quarterly, 74(3), 247e270. Koester, A. (2012). Workplace discourse. London: Continuum. LouhialaeSalminen, L., Charles, M., & Kankaanranta, A. (2005). English as a lingua franca in Nordic corporate mergers: two case companies. English for Specific Purposes, 24(4), 401e421. Turner, T., Qvarfordt, P., Biehl, J., Golovchinsky, G., & Back, M. (2010). Exploring the workplace communication ecology. In CHI ’10: Proceedings of the 28th international conference on Human factors in computing systems (pp. 841e850). New York: ACM. Warren, M. (2013). “Just spoke to … ”: the types and directionality of intertextuality in professional discourse. English for Specific Purposes, 32(1), 12e24. Zhang, Z. (2013). Business English students learning to write for international business: what do international business practitioners have to say about their texts? English for Specific Purposes, 32(3), 144e156.
Jieyun Feng *, Junkai Huangfu School of International Studies, University of International Business and Economics, Beijing, China Corresponding reviewer. E-mail addresses: [email protected] (J. Feng); [email protected] (J. Huangfu)
http://dx.doi.org/10.1016/j.jeap.2015.12.001
Language, Literacy, and Learning in STEM Education, Mary Jane Curry, David I. Hanauer (Eds.). John Benjamins, Amsterdam/Philadelphia (2014). 180 pp., ISBN: 978-9027-2575-05. SUS135.00, EUR90.00.
The book Language, Literacy, and Learning in STEM Education belongs to the series entitled Language Studies, Science and Engineering. The primary goal of this book series, as stated in the preface, is to provide useful and interdisciplinary insights
Book reviews / Journal of English for Academic Purposes 22 (2016) 191e198
volume accessible to international readership who may be looking for applications of theories in writing classes in different contexts around the world. For those readers who look for more specific advice on textbooks, computer software, classroom instruction and assessment methods, Chapter 9 provides some extracts from sample materials and practices. More specifically, Chapter 9 presents various teaching writing practices including but not limited to writing teaching using the Academic Word List (AWL), scaffolding school literacy using writing frames, and assessing writing performance through the use of portfolios. Section IV, “References and Resources,” provides a comprehensive list of resources related to teaching and researching writing. Chapter 10 includes lists of key readings on literacy, rhetoric, scientific and technical writing, professional and business writing, academic writing, journalism and print media, first-language writing, second-language writing instruction, pragmatics and writing, translation studies, literary studies, texts, tweets, blogs and wikis, writing and multimodal texts, writing and forensic linguistics, creative writing. Chapter 11 offers lists of key sources on writing such as books, journals (e.g. Journal of Academic Writing, Journal of Second Language Writing, Journal of English for Academic Purposes, etc.), professional associations (e.g. European Writing Centers Association, National Association of Science Writers, National Association of Independent Writers and Editors, etc.), writing conferences (e.g. Symposium on Second Language Writing, College Composition and Communication, Association for Business Communication, etc.), email lists (e.g. Second language writing list) and blogs (e.g. The Creative Penn), online corpora (e.g. British Academic Written English) and concordances (AntConc) and websites for writers and teachers (e.g. Purdue OWL). As this section provides an extensive and updated overview of the key content, it may be of interest to graduate students, teachers and researchers who look for a research topic on writing and/or extensive reading list for future writing research and teaching practices. The book concludes with a glossary of terms used in the book. Overall, with this new edition, Hyland offers a very important contribution to our understanding of teaching and researching writing. Bringing together the latest writing research and writing teaching practices, Hyland offers an extended resource for teachers and researchers. As the volume impressively blends research findings with practical advice on how to teach writing, it can be used in many different ways. For example, teachers and/or researchers may use this text as a reference book to review and reflect on their writing teaching and research practices. In addition, the volume might especially be suitable for teaching writing classes in pre-service and in-service teacher education programs worldwide. Furthermore, since the book blends the latest writing research with teaching practices, it can be suitable for graduate level classes on current issues in teaching and researching writing. There is no doubt that, like many other previous publications by Hyland, this new edition of Teaching and Researching Writing will inspire many L2 writing teachers and researchers around the world. Nur Yigitoglu Middle East Technical University Northern Cyprus Campus, Teaching English as a Foreign Language Program Office SZ46, Kalkanli, Guzelyurt KKTC, Mersin 10, Turkey E-mail address: [email protected]
http://dx.doi.org/10.1016/j.jeap.2016.04.003
Introducing Business English, Catherine Nickerson, Brigitte Planken. Routledge, New York (2015). 172 pp., US $ 39.95, ISBN: 978-1-138-01631-6.
With globalization expanding across the whole world, English as a lingua franca (ELF) has become more and more prominent in international business communication. Consequently, many scholars are motivated to conduct research concerning Business English and its teaching applications. Against this background, Introducing Business English discusses the whole spectrum of Business English literature including up-to-date research and provides important insights for teaching applications. Target audiences of the book are advanced undergraduate students, postgraduate students, teachers, and researchers in the field. This book comprises 13 chapters, which are divided into five parts. Part 1 (Chapters 1e2) provides the framework for the following chapters. Chapter 1 defines Business English as an umbrella term to refer to any interaction, written or spoken, that takes place in English, when the purpose of that interaction is to conduct business. It also illustrates a close connection between Business English and the research approach inherent in English for Specific Purposes (ESP). In addition, it highlights the importance of interconnections between written texts and spoken forms of communication. Chapter 2 makes a distinction between Business English as a lingua franca (BELF) and international Business English. The former term refers to interactions taking place between people for whom English is the second (or additional) language, while the latter involves native speakers as well as non-native speakers. This chapter discusses various viewpoints from business studies professors and banking professionals on teaching English as a business lingua franca and international Business English. Concerning BELF, the chapter introduces the notion of “BELF competence” and considers it as an essential part of the
Book reviews / Journal of English for Academic Purposes 22 (2016) 191e198
193
communication know-how and business expertise. In addition, based on a project outcome, it characterizes Business English as a simplified, hybridized, and highly dynamic communication code. Finally, the chapter points out that though ELF is neutral itself, the result of using business English is generally not neutral because people always bring their cultures into the communication. Part 2 (Chapters 3e5) is about spoken Business English. Chapter 3 firstly identifies the four characteristics of Business English, namely, participants' different roles and relationships, task-orientation, standardized structures, and use of specific and professional lexis. It also emphasizes the importance of authentic data for Business English research and teaching, using three examples from the genres of meetings, negotiations, and telephone call services. Various research methods are adopted such as genre analysis, discourse analysis, conversation analysis, speech act theory, and politeness theory. Chapter 4 is about intercultural business interaction. It explains the importance of analyzing spoken Business English in intercultural contexts and indicates a shift of focus from native-speaker models to non-native speakers' English interactions. It also highlights the recent change in research focus, with studies mainly exploring what works rather than what goes wrong. Finally, by adopting both linguistic and interactional perspectives, the chapter examines the genres of negotiation and meeting in intercultural settings to identify relational strategies, facework strategies, and accommodation strategies. Chapter 5 is concerned with teaching spoken Business English. This chapter selects three examples of research in this area for close analysis. The first study (Dow, 1999) is about ritual exchanges in negotiation. In order to address the need for more varied and complex contextualized examples, this study points out that teaching materials should incorporate a greater variety of examples of “formulaic responses”. The second study (Handford, 2010) deals with essential language in business meetings. The third study (Koester, 2012) finds five key characteristics of workplace discourse (i.e., goal orientations, specific vocabularies, highly structured genres, problem-solving, addressing both relational and transactional concerns), with an aim to enhance its awareness in learners and teachers. Part 3 (Chapters 6e8) addresses written Business English. Chapter 6 concentrates on Bhatia's (1993) views on genre analysis. In Bhatia's framework, a text can be analyzed at three different levels, lexicogrammatical features of the text, text patterns or chunks of text, and structural organization of text. Based on the three-level analysis and a specific communicative purpose, it then becomes possible to talk about a special type of text, called a genre. In terms of using the genre approach, the chapter offers two examples, including a comparison of simulated application letters from American and Belgian students and identification of a number of cross-cultural variations. Within the scope of written Business English, Chapter 7 discusses the creation of texts and response to texts. In the section on the creation of texts, the chapter focuses on two studies (Flowerdew & Wan, 2006, 2010), which make combined use of genre analysis and ethnographic analysis in exploring the process of creating texts, represented by computation tax letters, and audit letters. In the section on responses to texts, the chapter introduces an experimental way to investigate the effect of using English in magazines, written business texts, and annual reports. Finally, the chapter shows how readers' response could be incorporated into teaching written Business English. Chapter 8 continues the discussion about teaching written Business English. It investigates the influence of context and responses of business practitioners and provides useful suggestions as to Business English classroom teaching. The authors introduce some relevant research studies in the field. One research study (Gimenez, 2014), based on computer-mediated communication, discovers the prevalence of multi-communication tasks in the real business world and suggests that classrooms should incorporate this essential competence into teaching practice. Another research study (Zhang, 2013) investigates the business professionals' response to students' written texts and finds some discrepancies between the classroom and the workplace. Zhang (2013) recommends that teachers should equip students with a set of transferable skills related to different genres, take a holistic view of a text or spoken interaction, and contextualize business writing. While the first three parts address the basics of Business English, Part 4 (Chapters 9e10) discusses the impact of the modern business world upon Business English. Chapter 9 puts forward the concepts of intertextuality and interdiscursivity. Intertextuality is defined as a cross-reference between two different texts or spoken events, whereas interdiscursivity refers to an interaction between two sets of activities. This chapter presents three relevant studies. One of the studies, conducted by Devitt (1991), identifies three types of intertextuality, i.e., generic intertextuality, referential intertextuality, and functional intertextuality. In terms of the application of intertextuality, this chapter discusses Warren (2013), who investigates different types of referential intertextuality. The author suggests that this point forwards or backwards may raise students' awareness of the embedded nature of e-mail communication and the highly networked nature of many Business English texts. Chapter 10 highlights the impacts of new media on Business English. With the computer-mediated communication becoming increasingly prevalent in business, this chapter brings multimodality and multimedia into focus. In particular, it discusses two studies. Turner, Qvarfordt, Biehl, Golovchinsky, and Back (2010) investigates the situation of communication practice in a small company and Jones (2011) discusses the views of employers toward the computer-mediated communication skills of employees. With regard to the application of new media and technology, the chapter gives two examples in a Business English classdwebsite design and use of Facebook as a communication platform. Part 5 (Chapters 11e12) is concerned with learners, teachers, and materials. Chapter 11 introduces three approaches to the teaching of English for Specific Purposes, namely, project-based learning, team-teaching, and blended-learning. Project-based learning is teacher-led, task-based, collaborative, and communicative. Team-teaching is beneficial for teachers who do not have a business background to create a meaningful classroom experience. The blended teaching, which incorporates ICT (information and communicative technology), is particularly relevant to business students because developing ICT skills is also an important pedagogical objective.
194
Book reviews / Journal of English for Academic Purposes 22 (2016) 191e198
Chapter 12 addresses designing Business English teaching materials. Firstly, it discusses the use of needs analysis surveys, communication audits, corpus-based approaches, and surveys of published materials. Secondly, it points out that assessment of Business English may take different forms depending on specific contexts, and not just through the internationally recognized Business English language tests. The authors illustrate the issue with two examples. The first example examines how business professionals assess the texts written by Business English students in China, while the second describes the development and use of an oral performance assessment instrument in a Filipino context. Chapter 13 provides a list of a wide range of resources for Business English research and teaching including books and textbooks, journals, professional associations, conferences and workshops, corpora of Business English, and online teaching resources. This book covers a wide range of Business English topics and provides a comprehensive picture of Business English research. Though it contains abundant references for Business English researchers, there are still two possible improvements that could be added to this volume. Firstly, the fourth section in Chapter 2 only embodies a study concerning BELF (LouhialaSalminen et al., 2005) and misses the topic of International Business English, which is also an important topic in Business English research. Secondly, in spite of the growing importance of new media in business, this book only gives limited space to a discussion of the relationship between new media and Business English. Although Chapter 10 discusses the current use of new media in a small company and employers' attitude toward employees' competence of new media, the important impacts of the new media upon different business genres are left unexplored. Despite these limitations, Introducing Business English makes a significant contribution to Business English research and teaching. Among other aspects, this book provides a broad analysis of Business English literature including up-to-date research. It serves as a reference for future Business English studies. This book also indicates that ESP theories and research are highly relevant to Business English, as they provide an important source for conducting relevant research and teaching. Finally, it offers many useful and practical strategies for Business English teaching in terms of materials development, assessment, content of teaching, and course design. Overall, this book is a comprehensive resource for Business English readers who can draw upon the knowledge of this book to develop their learning, teaching, and research. References Bhatia, V. K. (1993). Analysing genre: Language in professional settings. London: Longman. Devitt, A. J. (1991). Intertextuality in tax accounting: generic, referential and functional. In C. Bazerman, & J. Paradis (Eds.), Textual dynamics of the professions: Historical and contemporary studies of writing in professional communities (pp. 336e357). Madison, WI: University of Wisconsin Press. Dow, E. (1999). Negotiation comes of age: research in non-native contexts and implications for today's business English materials. In M. Hewings, & C. Nickerson (Eds.), Business English: Research into practice (pp. 83e99). London: Longman. Flowerdew, J., & Wan, A. (2006). Genre analysis of tax computation letters: how and why tax accountants write the way they do. English for Specific Purposes, 25(2), 133e153. Flowerdew, J., & Wan, A. (2010). The linguistic and the contextual in applied genre analysis: the case of the company audit report. English for Specific Purposes, 29(2), 78e93. Gimenez, J. (2014). Multi-communication and the business English class: research meets pedagogy. English for Specific Purposes, 35, 1e16. Handford, M. (2010). The language of business meetings. Cambridge: Cambridge University Press. Jones, C. (2011). Written and computer-mediated communication skills: an employer perspective. Business Communication Quarterly, 74(3), 247e270. Koester, A. (2012). Workplace discourse. London: Continuum. LouhialaeSalminen, L., Charles, M., & Kankaanranta, A. (2005). English as a lingua franca in Nordic corporate mergers: two case companies. English for Specific Purposes, 24(4), 401e421. Turner, T., Qvarfordt, P., Biehl, J., Golovchinsky, G., & Back, M. (2010). Exploring the workplace communication ecology. In CHI ’10: Proceedings of the 28th international conference on Human factors in computing systems (pp. 841e850). New York: ACM. Warren, M. (2013). “Just spoke to … ”: the types and directionality of intertextuality in professional discourse. English for Specific Purposes, 32(1), 12e24. Zhang, Z. (2013). Business English students learning to write for international business: what do international business practitioners have to say about their texts? English for Specific Purposes, 32(3), 144e156.
Jieyun Feng *, Junkai Huangfu School of International Studies, University of International Business and Economics, Beijing, China Corresponding reviewer. E-mail addresses: [email protected] (J. Feng); [email protected] (J. Huangfu)
http://dx.doi.org/10.1016/j.jeap.2015.12.001
Language, Literacy, and Learning in STEM Education, Mary Jane Curry, David I. Hanauer (Eds.). John Benjamins, Amsterdam/Philadelphia (2014). 180 pp., ISBN: 978-9027-2575-05. SUS135.00, EUR90.00.
The book Language, Literacy, and Learning in STEM Education belongs to the series entitled Language Studies, Science and Engineering. The primary goal of this book series, as stated in the preface, is to provide useful and interdisciplinary insights