Book - Wayzgoose Press U.S.A.
Marketing Communications and the English language are inextricably linked in the onward march towards globalisation. Consumer attitudes towards brands, technologies, and the use of products are evolving, and the industry is consolidating. Global brands have strong consistent brand cultures, which call for unified and cohesive marketing approaches. English is the underpin of these changes, so anyone involved in marketing communications today needs to be able to work wholly or partially in English.
Marketing Communications in English does exactly what it says on the tin. This is the book in Marketing Communications for university students or anyone working in an agency, corporate communications, or marketing department who does not have English as a native language but needs to learn specialist terms and practise work-related tasks in English.
Each chapter introduces theory and the specialist vocabulary of marketing communications with thought provoking case study texts exploring topic areas and consolidating specialist terms. Tasks mirror what happens in the workplace leading from interpretation of the client briefing through to developing a new corporate identity to creating communications strategy for an international brand. Role plays include meetings, negotiations, and pitch presentations specific to the marketing communications industry. Included are an answer key and an additional word bank of professional terms and expressions at the end of each chapter.
TEXTBOOK in these university courses:
Hochschule Düsseldorf, Germany: B.A. Communications & Media
Fachhochschule St. Pölten, Austria: Bachelor programme Media and Communications Consulting
IATEFL BESIG 2014 Bonn Conference Selections (IATEFL BESIG Conference Selections Book 3)
International Association Teaching English as Foreign Language - Business English Special Interest Group
Classroom Practice and Materials
"2044's business leaders: Will they thank us?"
Teaching and Assessment
"Thise Mad Men ... and women: English for Marketing Communications"
Erica J Williams
Journal of Teaching English for Specific and Academic Purposes
dedicated special issue with peer review
English for Marketing Communications
Erica J Williams
This paper discusses the problems that arise when delivering English for Marketing Communications courses and offers new insights and practical solutions for this largely undiscovered area of ESP.
PRESENTATIONS IN ENGLISH
Find Your Voice
Book & DVD - Macmillan (worldwide) Hueber (Deutschland)
Erica J Williams
Small sample selection of universities worldwide using this textbook:
Hochschule Düsseldorf, Germany: B.A. Business International Management / B.A. Communications & Media
Hochschule für Technik und Wirtschaft, Dresden, Germany
University of Cagliari, Sardinia
Kainan University, Taiwan
Frankfurt School of Finance and Management, Germany
University of Birmingham, UK
Teknologi Bandung, Indonesia
Lambton College Toronto, Canada
Lomonsov Moscow State University Business School, Russia
Poznan University of Technology, Poland
Queensland University of Technology, Australia (English Australia (EA) Journal)
International House, London, UK - "Presentations in University EFL classes"
Khakiv Polytechnical Insititute, Ukraine - "Training Communication Competence in Giving Presentations"
If 30 million presentations are given around the world every day, there are perhaps 30 million different ways to give these presentations. So, how can we begin to teach presentation skills? There are basic presentation phrases, techniques and rules that should be learnt. But, presenters also need to be able to select just the right vocabulary and techniques in order to present to particular types of audience or achieve specific objectives. Sometimes, they have to recognise when and how to bend or even break the rules. Other factors such as country or corporate culture may come into play too. Most importantly, presenters need to be able to adapt presentation structure and style according to individual personality and language skills - to ‘find their voice’.
An effective teacher/trainer for presentation skills should:
• be systematic and motivate the learner by giving clear achievable targets at all stages
• be knowledgeable about presentations in order to introduce the learner to a wide range of research and techniques
• not give absolute ‘dos and don'ts’ but rather introduce research and techniques in such a way that the learner has access to an extensive range of skills and can ‘pick and mix’ for each individual presentation
• motivate the learner by explaining the theory behind the practice
• let the individual learner find what suits and doesn’t suit his/her personality in order to develop an authentic style
• develop a creative training environment where every trainee feels safe, has fun, experiments, experiences success, makes mistakes, learns from mistakes and takes a risk from time to time
• give realistic models (presentations given by actors are often inauthentic and give learners unachievable goals and expectations)
• provide trainees with the time and space required for preparation and practice
• guide learners on how to give and use feedback
• give constructive feedback
• provide scope for self reflection
In short, the trainer/teacher wears a number of hats. S/he’s an expert who introduces learners to a wide range of skills, techniques and research; a facilitator who creates a relaxed environment; a cheerleader who motivates and a coach who fosters self-reflection, exploitation of knowledge and target setting.
Presentations in English is a complete presentations course (book and DVD) that addresses these points.
• learners build their skills and confidence in a step by step approach.
• research is examined and the reasons for using techniques are explained.
• material that is largely new to ELT publications on presentations is introduced including exercises on Dr. Howard Gardner's work on multiple intelligences, psychological research, psychometric testing, NLP, story telling and using metaphors.
- Find Your Voice sections encourage learners to experiment with examples relevant to their work or studies at every point.
• The DVD presentations are given by 4 non-native speakers who are NOT professional actors but come from different business and academic fields. These ‘guinea pigs’ were not given scripts but prepared and shaped their own presentations based on their work and / or studies and the 7 step training. They were filmed in a true training situation and the DVD tells a story in which you see real presenters going on a journey of experimentation. They are learners just like any other learners and trainees identify with them.
• Learners give full presentations based on presentation briefs given in each step. These briefs have defined subject, audience, structure and objectives designed to exploit the skills that have been gained.
• Feedback is given from different perspectives. Firstly, learners analyse a DVD presentation at the end of each step with the aid of a form provided in the book which directs learners to comment on points raised in the previous step(s). This encourages learners to give feedback and to analyse. This, in turn, helps them in the process of finding what they like and don't like in presentations and developing an authentic style. Secondly, learners analyse colleagues’ presentations. Analysis again helps presenters to work on their own performance. Finally, each presenter has scope for self-reflection, analyses his / her own performance and sets goals for the next presentation(s) in a presentations diary. This moves from training to coaching methodology.
This page was written by Erica Williams and forms the introduction to the online teaching notes for the book "Presentations in English" Copyright © Macmillan Publishers Limited 2008.