Teaching English Correspondence for International Trade: Content-Based Instruction, Genre Moves and Business Simulation

Abstract

This research reports a teaching procedure for English Correspondence for International Trade. The pedagogical framework is underpinned by content-based instruction, genre moves and business simulation, in which each approach has its source and theories to support it. In the current context, content-based instruction refers to specialist knowledge in relation to letters of credit and incoterms. English learners are grouped into trading partners for import and export simulation. Through continuous simulation, a series of memo, email and letter correspondence proceeds in a systematic order. The analysis of genre moves aims to make learners recognize the communicative purpose and linguistic features of a business letter. Meanwhile, frequent collocations and formulae are phased into the lesson. Consequently, the purpose of this study is to evaluate the proposed methodology and the students’ perception. Data results provide some evidence for the effectiveness of the genre approach on business letter writing. Questionnaires reflect the learner need for business writing skills as well as specialized knowledge.