Case Studies Abstract

Case Studies Abstract Alfredo Cano Abstract Innovative systems in delivery teaching may manytimes be slightly difficult for little experienced teachers. Case studies are a relatively new theatrical role of task-based activities for railway line face students. They live been practice sessiond in terminology courses for some time now. It depends, 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 presents the main pedagogical aspects of victimization case studies in business English courses. It gives a fiddling description of the structure of typical mini-cases included in recently print course-books of business English. It discusses the basic principles and techniques of using the case exact method in class. The main aim of the paper is to present the advantages of the case try out method as a new joyride of developing learners linguistic and non-linguistic competence.Cases produce va luable teaching material that shoots to be fully exploited. Suggestions give(p) in teachers books cease be supplemented by mingled innovative tasks aimed at developing the productive skills of speaking and writing. Cases are prompt for business English learners since they give them the authority to decide what to do to purpose a corporeal-life business problem (learners are in the role of managers). Learners wad present their point of view, discuss its advantages and suggest a course of action.They have a chance to compete and to demonstrate their analytical and managerial skills. Doing the cases learners use language natur everyy. 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 extensively in the future, they will certainly make the teaching process more stiff and studentcentered. 1. Introduction The effectiveness of language teaching depends, among o thers, on teaching materials.Students and teachers need materials that can improve the language acquisition process and offer more opportunities to develop the productive language skills of speaking and writing. These skills, as opposed to the capable skills of reading and listening comprehension, are more difficult to acquire and make much more practice and time. In her book on business English teaching Donna (2000) stresses the fact that if students believe 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 snow 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 S trauss and Glazer created their grounded theory. In the mid-70s of the 20th century they were introduced in business schools.Harvard Business 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 presentation 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.