TY - GEN

T1 - Business Cases as Scenarios in the Frame of Integrating Case Method and Drama Techniques in Teaching English

AU - Черенков, Виталий Иванович

AU - Черенкова, Наталия

N1 - Cherenkov, V. Business Cases as Scenarios in the Frame of Integrating Case Method and Drama Techniques in Teaching English / V. Cherenkov, N. Cherenkova // Proceedings of 27th International Scientific Conference on Economic and Social Development – Rome, 1-2 March 2018, 2018. - P. 277-293.

PY - 2018

Y1 - 2018

N2 - This paper presents some contributions of using business cases as “raw materials” for “Drama in Teaching” method of English teaching in economic schools. It shows that large HBS-format cases could serve as scenarios well suited for triggering communicability, imitativeness, and creativity of students and also for enriching their professionally-oriented English vocabularies.This account is based on an initial experience of including dramatized cases in Business English classes. These theatricalized cases compris business situations with implicit/explicit problems to be resolved by students (e.g., playing a role of consulting agency). Teaching/learning efficiency and effectiveness achieved by the said method are assessed versus outputs of “noncase” referent groups and by interviewing participants of experimental “HBS-case format” ones. Formal prerequisite for this phenomenon is increasing number of communicative links on the way from passive to constructivist method. This way is logically and historically considered. While assessing students attitudes to such way arranged workshops it is disclosed that they are attractive not for all students (and teachers). The poor level of initial relevant knowledge of participants is the reason. This paper highlights that the “Drama in Teaching” method is not so often applied today in Russian economic higher schools than abroad. However,the said method permits to increase a formal in-class learning time budget due to out-class networking students. Besides, the said method could be considered as a very perspective one not only for developing communication skills in English for future managers but for improving teaching/learning mainstream special disciplines (management, marketing, logistics, etc.) where signs of the “ pedosynergy effect” are revealed.

AB - This paper presents some contributions of using business cases as “raw materials” for “Drama in Teaching” method of English teaching in economic schools. It shows that large HBS-format cases could serve as scenarios well suited for triggering communicability, imitativeness, and creativity of students and also for enriching their professionally-oriented English vocabularies.This account is based on an initial experience of including dramatized cases in Business English classes. These theatricalized cases compris business situations with implicit/explicit problems to be resolved by students (e.g., playing a role of consulting agency). Teaching/learning efficiency and effectiveness achieved by the said method are assessed versus outputs of “noncase” referent groups and by interviewing participants of experimental “HBS-case format” ones. Formal prerequisite for this phenomenon is increasing number of communicative links on the way from passive to constructivist method. This way is logically and historically considered. While assessing students attitudes to such way arranged workshops it is disclosed that they are attractive not for all students (and teachers). The poor level of initial relevant knowledge of participants is the reason. This paper highlights that the “Drama in Teaching” method is not so often applied today in Russian economic higher schools than abroad. However,the said method permits to increase a formal in-class learning time budget due to out-class networking students. Besides, the said method could be considered as a very perspective one not only for developing communication skills in English for future managers but for improving teaching/learning mainstream special disciplines (management, marketing, logistics, etc.) where signs of the “ pedosynergy effect” are revealed.

KW - business cases, drama in teaching, teaching-learning methods (passive, active, interactive, constructive), pedosynergy effect

KW - business cases

KW - drama in teaching

KW - teaching-learning methods (passive, active, interactive, constructive)

KW - pedosynergy effect

M3 - Conference contribution

SP - 277

EP - 293

BT - Economic and Social Development Rome, 1-2 March 2018 : Book of Proceedings; Varazdin

PB - Varazdin: Varazdin Development and Entrepreneurship Agency (VADEA)

ER -