Working Towards a Proficiency Scale of Business English Writing: A Mixed-Methods Approach

1  Core Issues in Business English Education 1.1English as a Lingua Franca for Business Communication1.2The Importance of Business English Writing Skill1.3Business English Teaching and Learning in China1.4Problems and Challenges of Business English Education in China2Assessment of Business English: The Role of Language Proficiency Scales2.1Language Proficiency Scales 2.1.1Definitions2.1.2Origins2.1.3Functions2.1.4Impact2.2The CEFR and Business English Tests 2.2.1The CEFR2.2.2Use of the CEFR2.2.3Aligning Business English Tests to the CEFR: Potential Problems 2.3Scales of Business English Proficiency: A Critical Evaluation 2.3.1The ELTDU Stages of Attainment Scale2.3.2The ALTE Framework 2.3.3The ESU Framework 2.3.4The International Second Language Proficiency Ratings (ISLPR)2.3.5The Canadian Language Benchmarks (CLB)2.3.6Discussion3Conceptualizing Business English Writing Proficiency 3.1Business English in the ESP context3.1.1What is ESP?3.1.2Branches of ESP3.1.3Categorization of Business English3.2Genre as ESP Writing Competence3.2.1ESP Conceptualization of Writing 3.2.2The Concept of Genre 3.2.3Genre in Three Traditions3.2.4Genre in the International Business World 3.3The Model of Genre Knowledge 3.3.1Formal Knowledge 3.3.2Process Knowledge 3.3.3Rhetorical Knowledge 3.3.4Subject-matter Knowledge4Working Towards a Scale of Business English Writing 4.1General Principles of EGP Scale Development 4.1.1Objectivity 4.1.2Consistency 4.1.3Localization 4.1.4Comparability4.2Common Methods of Scale Construction4.2.1Intuitive Methods 4.2.2Test-based Methods 4.2.3Performance-oriented Methods4.3Business English Writing Scale Development: Considerations from the ESP Perspective4.3.1Linguistic Features of ESP 4.3.2Pedagogical Objectives of ESP4.3.3ESP Assessment: Specificity and Authenticity4.4Developing a Scale of Business English Writing: A Mixed-Methods Approach4.4.1Research Design 4.4.2Scale Development Phase4.4.3Scale Validation Phase 5The Initial Establishment of a Descriptive Framework5.1Theoretical basis of the Business English Writing Proficiency: The Model of Genre Knowledge 5.2Categories of Genre Knowledge from the Business English Writing Perspective5.2.1Operationalization of Formal Knowledge 5.2.2Operationalization of Process Knowledge 5.2.3Operationalization of Rhetorical Knowledge 5.2.4Operationalization of Subject-matter Knowledge5.3Categories of Business English Writing Activities5.3.1A Review of Genres for Business Written Communication5.3.2Selection of Genres for Framework Incorporation6Creating a Descriptor Pool 6.1Collection of Descriptors of Business English Writing Proficiency 6.1.1Document Review6.1.2Teacher Workshops6.1.3Initial Categorization of the Descriptors6.2Refining Categories of the Descriptive Scheme6.2.1Key Issues Raised in Category Distinctiveness6.2.2Selection and Revision of the Scale Categories 6.3Quality Control on the Descriptors6.3.1Key Issues Raised in Descriptor Formulation 6.3.2Selection and Revisi