Case Studies Abstract

Case Studies hornswoggle Alfredo Cano Abstract Innovative modes in language teaching may sometimes be slightly nasty for less experienced teachers. Case studies are a relatively juvenile type of task-based activities for business position students. They have been use in language courses for some time now. It seems, however, that their full teaching potential has not been used yet. Teachers seem to be uncertain of how to use cases in class.The paper premises the main pedagogical aspects of employ case studies in business English courses. It gives a short description of the structure of typical mini-cases include in recently published course-books of business English. It discusses the basic principles and techniques of using the case study method in class. The main aim of the paper is to present the advantages of the case study method as a new tool of developing buncoers linguistic and non-linguistic competence.Cases offer valuable teaching material that needs to be full expl oited. Suggestions given in teachers books can be supplemented by various innovative tasks aimed at developing the productive skills of speaking and writing. Cases are motivating for business English learners since they give them the authority to root what to do to solve a real-life business problem (learners are in the role of managers). Learners can present their point of view, discuss its advantages and suggest a course of action.They have a chance to compete and to designate their analytical and managerial skills. Doing the cases learners use language naturally. In the case study method language is a tool to solving a problem, it is a means of communicating in typical business situations. If teachers learn how to use cases more than extensively in the future, they will certainly make the teaching process more effective and studentcentered. 1. Introduction The effectiveness of language teaching depends, among otherwises, on teaching materials.Students and teachers need mater ials that can reform the language acquisition process and offer more opportunities to develop the productive language skills of speaking and writing. These skills, as opposed to the receptive skills of reading and listening comprehension, are more difficult to acquire and require a lot more practice and time. In her book on business English teaching Donna (2000) stresses the fact that if students entrust that in a language course they do tasks relevant for their future professional communication, they are more motivated to learn.Case studies were first used in law to evidence verdicts given by judges and to teach law students. In the 30s of the 20th century cases were introduced in psychiatry. Case reports were written to document diseases and to consult the cases with other specialists. Today, all medical specialties use case reports for didactic and research purposes. Case studies started to be used in business in 1967 when Strauss and Glazer created their grounded theory. In t he mid-70s of the 20th century they were introduced in business schools.Harvard problem School has been using this method intensively to teach future managers how to solve real-life problems. Today, the case study method is widely used as a teaching and researching tool in medicine, psychology, anthropology, sociology, economics, management, finance and other sciences where the entry and analysis of a real problem is of relevance in teaching and researching. The paper presents the case study method as an interesting and motivating teaching material that can be widely used in teaching business English to adult learners. 2.