The concept of Business English has undergone some major shifts in the last few years because of a number of developments, such as advances in genre theory and the coming together of English for Business Purposes and Business Communication, inspired by the realization that there is a gap to be bridged between the academy and the globalized business world. Drawing on advances in the analysis of business discourses, especially in applied genre analysis, this state-of-the-art review revisits the frameworks currently used in English for Business Purposes and Business Communication (or, more generally, Professional Communication) to suggest an integration of the two approaches for the design of English for Business Communication (EBC) programmes. The study incorporates an extensive review of much of the relevant published work in all the three areas mentioned above to identify some of the main issues in EBC, and illustrates a gradual shift in the rationale for the design and implementation of EBC programmes.
1. Overview The concept of Business English has undergone some major shifts in recent years because of a number of developments: first, developments in genre theory, which has moved far beyond the surface-level textual analysis of genres to incorporate in-depth and substantial analysis of context, including professional practice; second, the gradual convergence in terms of research, theory and pedagogy of two approaches to the teaching of Business English – English for Specific Purposes (ESP) and Business Communication studies – that at one time were considered quite separate; third, the realization that there is a gap to be bridged between the academy and the professions; and finally, the overwhelming use of new forms of media in the business world. As a result of these and many other developments, there is an urgent need to revisit and review not only the concept of Business English and the context in which it is learnt and taught today, but also the framework within which it has been conceptualized, developed, taught and learnt, and, ultimately, assessed and evaluated. Drawing on recent work in a range of areas relevant to the teaching and learning of Business English, this state-of-the-art review will outline the gradual shift in the rationale for the design and implementation of programmes