My dazzling canvas by https://padlet.com/celialee1995/bwqpembmp0ug Made with the best of intentions en-us 2017-11-29 14:49:07 UTC 2017-11-29 15:29:18 UTC hello@padlet.com Marian DawsonMA in TEFL/TESLWhilst there has been much research into the importance of teaching negotiating skills inBusiness English (BE) there appears to be widespread disillusionment with availablematerials. General consensus indicates that these materials do not accurately reflect whatoccurs in authentic negotiating situations (Williams, M. 1988; Charles & Charles 1999;Rogerson-Revell 1999: 65; De Beaugrand 2000: 334).Research indicates the need to look to authentic materials (Williams, M. 1988: 53; Dow1999: 97; De Beaugrande 2000: 349), which will encourage awareness raising and skillsdevelopment in the teaching of negotiation strategies (Rogerson-Revell 1999: 65-66), asopposed to ‘intuition led’ materials (Gimenez 2001: 187-188; Williams, M. 1988: 53).Furthermore, as Gimenez (2001: 169) points out, much research in the field hasconcentrated on Native Speakers (NSs) interacting with Non-Native Speakers (NNSs)when in reality Business English is taking place more and more frequently between NNSs.Dow (1999: 97) suggests that to improve materials used to teach negotiation it is necessaryto demonstrate to students how complex negotiation is. Doing this could involve theincorporation of materials originally intended for professionals (Baten & Ingels 1998:239), or NSs, as in Mulholland’s The Language of Negotiation, instead of encouragingstudents to learn business language ‘formulas’ (De Beaugrande 2000: 335).As Mulholland (1991: xi) says:‘[C]ompetence in negotiation cannot be achieved by following a list of rules or using any oneparticular set of tactics, but rather it comes about when people acquire a sensitivity to the factors inlanguage that affect negotiation, when they develop a personal repertoire of skills based on thissensitivity, and can adapt those skills in a flexible manner to suit the needs of a particularnegotiation.’The question is: to what extent can a given textbook use research findings to teach theseskills?In this essay I will be examining English for International Negotiations: A cross-culturalcase study approach by D. Rodgers (1997) with regard to this question. After a briefsummary of reasons for choosing this textbook an examination of negotiation research inBE and its reflection, or lack of, in English for International Negotiations will commence. celialee1995 https://padlet.com/celialee1995/bwqpembmp0ug/wish/211423798
 This paper has examined English for International Negotiations to determine the extent to which it reflects research and ways in which it could have benefited from being even more firmly based on research. It has been shown that this textbook, in its presentation of material connected to the four stages of negotiation, topic changes, and culture, has benefited from an awareness of research into these key areas. English for International Negotiations performs well in its use of authentic-style material in the form of case studies, in its focus on strategies, and in the way in which it gives attention to cross-cultural awareness raising. It is a prime example of how ‘crossfertilisation from management and business studies’ (Dow 1999: 99), has given materials writers an insight into other fields and helped to improve materials available for teaching negotiation. Whilst negotiation will never be easy to teach or learn, this textbook firmly underlines the importance of possessing not only language skills, but business skills as well, raising student awareness of business tactics in the process of negotiation, encouraging them to think not only about their own strategies, but those of their counterparts as well. It also allows them the opportunity to try out these skills. Obviously, English for International Negotiations could have benefited from being even more firmly based on research by including material on tactical summaries, adjacency pairs, and preferred and dispreferred responses, yet this should not detract from the fact that it is a good example of a textbook which reflects areas which research has highlighted as important in this field. ]]> 2017-11-29 14:57:13 UTC https://padlet.com/celialee1995/bwqpembmp0ug/wish/211423798 plan celialee1995 https://padlet.com/celialee1995/bwqpembmp0ug/wish/211433770 2017-11-29 15:11:09 UTC https://padlet.com/celialee1995/bwqpembmp0ug/wish/211433770 summary celialee1995 https://padlet.com/celialee1995/bwqpembmp0ug/wish/211434688 2017-11-29 15:12:32 UTC https://padlet.com/celialee1995/bwqpembmp0ug/wish/211434688 background celialee1995 https://padlet.com/celialee1995/bwqpembmp0ug/wish/211435362 2017-11-29 15:13:36 UTC https://padlet.com/celialee1995/bwqpembmp0ug/wish/211435362 celialee1995 https://padlet.com/celialee1995/bwqpembmp0ug/wish/211441630 the importance of your findings regarding the issue itself]]> 2017-11-29 15:22:59 UTC https://padlet.com/celialee1995/bwqpembmp0ug/wish/211441630 limiation celialee1995 https://padlet.com/celialee1995/bwqpembmp0ug/wish/211444363 2017-11-29 15:26:46 UTC https://padlet.com/celialee1995/bwqpembmp0ug/wish/211444363