This article presents a research-based proposal on how to integrate translation and interpreting into the business language classroom, focusing on both text-based and interactional approaches to language pedagogy in specialized domains. As a point of departure, the article first reviews the pedagogical possibilities of integrating translation and interpreting into the language classroom more generally. Then, the article specifically advocates for their integration in business language classrooms to support language learning outcomes while also developing what has been termed translation and interpreting literacy. Text-based and interactional approaches to pedagogy are suggested as potential ways the practice of translation and interpreting naturally dovetail with business language education. The article concludes with a call for additional research on these interlingual practices in business language studies to support domain-specific language learning that aligns with the professional realities encountered by students upon graduation.
{"title":"Incorporating Translation and Interpreting into the Business Language Classroom","authors":"C. Mellinger","doi":"10.4079/gbl.v23.5","DOIUrl":"https://doi.org/10.4079/gbl.v23.5","url":null,"abstract":"This article presents a research-based proposal on how to integrate translation and interpreting into the business language classroom, focusing on both text-based and interactional approaches to language pedagogy in specialized domains. As a point of departure, the article first reviews the pedagogical possibilities of integrating translation and interpreting into the language classroom more generally. Then, the article specifically advocates for their integration in business language classrooms to support language learning outcomes while also developing what has been termed translation and interpreting literacy. Text-based and interactional approaches to pedagogy are suggested as potential ways the practice of translation and interpreting naturally dovetail with business language education. The article concludes with a call for additional research on these interlingual practices in business language studies to support domain-specific language learning that aligns with the professional realities encountered by students upon graduation.","PeriodicalId":34034,"journal":{"name":"Global Business Languages","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70610939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Language for specific purposes (LSP) pedagogy has as its goal the delivery of the specific knowledge, skills, and abilities (KSAs) one must possess in order to function in professional real-world language use contexts. Delivery of such a promise requires well-defined outcomes. This paper argues that when these outcomes are not readily identifiable through theoretically explained data or empirically collected evidence, one must turn to the process of domain analysis as a research framework. The paper first contextualizes domain analysis in an assessment-driven proficiency-oriented reverse design framework (Baumann et al., n.d.) and evidence-centered design (ECD) (Mislevy & Haertel, 2006; Mislevy, 2011). Next, it describes the steps of domain analysis as a multidimensional and systematic research framework to analyze and define language use in specific LSP contexts. It concludes with a discussion of why LSP domain analyses are essential to ensure alignment across LSP research, assessment, and curricula, regardless of purpose or discipline.
特殊用途语言(LSP)教学法的目标是传授一个人必须具备的特定知识、技能和能力(KSAs)，以便在现实世界的专业语言使用环境中发挥作用。履行这样的承诺需要明确的结果。本文认为，当这些结果不容易通过理论解释的数据或经验收集的证据来识别时，必须转向领域分析过程作为研究框架。本文首先在评估驱动的面向熟练度的逆向设计框架(Baumann et al.， n.d)和循证设计(ECD) (Mislevy & Haertel, 2006;Mislevy, 2011)。接下来，它描述了领域分析的步骤，作为一个多维和系统的研究框架来分析和定义特定LSP上下文中的语言使用。最后讨论了为什么LSP域分析对于确保LSP研究、评估和课程的一致性至关重要，无论其目的或学科如何。
{"title":"Domain Analysis as a Multidimensional Research Framework: Evidence-Based Alignment for LSP Research, Assessment, and Curricula","authors":"A. Dursun","doi":"10.4079/gbl.v23.2","DOIUrl":"https://doi.org/10.4079/gbl.v23.2","url":null,"abstract":"Language for specific purposes (LSP) pedagogy has as its goal the delivery of the specific knowledge, skills, and abilities (KSAs) one must possess in order to function in professional real-world language use contexts. Delivery of such a promise requires well-defined outcomes. This paper argues that when these outcomes are not readily identifiable through theoretically explained data or empirically collected evidence, one must turn to the process of domain analysis as a research framework. The paper first contextualizes domain analysis in an assessment-driven proficiency-oriented reverse design framework (Baumann et al., n.d.) and evidence-centered design (ECD) (Mislevy & Haertel, 2006; Mislevy, 2011). Next, it describes the steps of domain analysis as a multidimensional and systematic research framework to analyze and define language use in specific LSP contexts. It concludes with a discussion of why LSP domain analyses are essential to ensure alignment across LSP research, assessment, and curricula, regardless of purpose or discipline.","PeriodicalId":34034,"journal":{"name":"Global Business Languages","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70611102","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The research on language for specific purposes (LSP) is rich and varied in part because scholars bring to the field their research expertise from other disciplines, such as linguistics, literary studies, and cultural studies. The array of research topics and approaches also reflects the efforts from within LSP to foment research, such as providing conference, publication, and professional development opportunities that build a community of researchers. Mostly absent from the LSP literature, however, is autoethnography, an increasingly popular research method with the potential to examine complexities within specific professions, the courses we teach and ourselves as LSP scholars. In this essay, I argue that autoethnography—a research methodology that describes the author’s (my) personal experience in order to present and analyze “cultural beliefs, values, practices and identities,” (Adams et al., 2022, p. 3)—should have a place in the future of LSP research, as a complement to other research methodologies. I share an autoethnographic account of my experiences developing and teaching a new LSP course. In particular, I focus on the role of self-doubt, isolation, and imposter syndrome as I ventured into an unfamiliar professional terrain to me: healthcare. In the end, this study of the self reflects the troubling position of LSP within the culture of one language department in US higher education and raises questions for further inquiry.
{"title":"Autoethnography: An Examination of the Self, Language for Specific Purposes, and Departmental Culture","authors":"A. Abbott","doi":"10.4079/gbl.v23.7","DOIUrl":"https://doi.org/10.4079/gbl.v23.7","url":null,"abstract":"The research on language for specific purposes (LSP) is rich and varied in part because scholars bring to the field their research expertise from other disciplines, such as linguistics, literary studies, and cultural studies. The array of research topics and approaches also reflects the efforts from within LSP to foment research, such as providing conference, publication, and professional development opportunities that build a community of researchers. Mostly absent from the LSP literature, however, is autoethnography, an increasingly popular research method with the potential to examine complexities within specific professions, the courses we teach and ourselves as LSP scholars. In this essay, I argue that autoethnography—a research methodology that describes the author’s (my) personal experience in order to present and analyze “cultural beliefs, values, practices and identities,” (Adams et al., 2022, p. 3)—should have a place in the future of LSP research, as a complement to other research methodologies. I share an autoethnographic account of my experiences developing and teaching a new LSP course. In particular, I focus on the role of self-doubt, isolation, and imposter syndrome as I ventured into an unfamiliar professional terrain to me: healthcare. In the end, this study of the self reflects the troubling position of LSP within the culture of one language department in US higher education and raises questions for further inquiry.","PeriodicalId":34034,"journal":{"name":"Global Business Languages","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70611005","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research-informed pedagogical proposal makes the case for incorporating the teaching of word combinations—specifically, collocations—into a business Spanish course. It addresses how to choose specific lexical bundles for a given language for specific purposes (LSP) context as well as an appropriate methodology for teaching them to maximize student acquisition. The pedagogical proposal presents specific details of task didactic sequences that integrate explicit instruction in word combinations into a course-long business plan project such that it enhances word retention and facilitates production. This pedagogical layout is reinforced by the fact that lexical units that are related to specific topics in the field of business language are gradually introduced, and by the students’ need to reuse them in the final task. The current proposal encourages the integration of word combinations and phraseology through task sequences in other language courses for specific purposes, as these combinations reinforce and help students improve their vocabulary development.
{"title":"A Task-Based Road Map to Teaching Business Spanish with Word Combinations","authors":"Anna Alsina Naudi","doi":"10.4079/gbl.v23.4","DOIUrl":"https://doi.org/10.4079/gbl.v23.4","url":null,"abstract":"This research-informed pedagogical proposal makes the case for incorporating the teaching of word combinations—specifically, collocations—into a business Spanish course. It addresses how to choose specific lexical bundles for a given language for specific purposes (LSP) context as well as an appropriate methodology for teaching them to maximize student acquisition. The pedagogical proposal presents specific details of task didactic sequences that integrate explicit instruction in word combinations into a course-long business plan project such that it enhances word retention and facilitates production. This pedagogical layout is reinforced by the fact that lexical units that are related to specific topics in the field of business language are gradually introduced, and by the students’ need to reuse them in the final task. The current proposal encourages the integration of word combinations and phraseology through task sequences in other language courses for specific purposes, as these combinations reinforce and help students improve their vocabulary development.","PeriodicalId":34034,"journal":{"name":"Global Business Languages","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70610780","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
P. Ortega, Reniell Iniguez, S. Gregorich, Cristina Pérez-Cordón, José Alberto Figueroa, Karen Izquierdo, Javier González, L. Karliner, L. Diamond
To improve language-concordant, equitable healthcare for Spanish speakers, many United States medical schools offer medical Spanish education. However, there is no clinically contextualized, standardized approach to medical student language assessment. This article reports on the development and effectiveness of a training curriculum to prepare raters to use a new rubric, the Physician Oral Language Observation Matrix (POLOM), to reliably rate medical student Spanish oral proficiency after observing videorecorded encounters between students and standardized patients. Curriculum effectiveness was primarily evaluated by examining each rater trainee’s level of agreement with expert consensus POLOM ratings (i.e., inter-rater reliability as measured by the generalizability theory dependability coefficient). Out of the study’s nine rater trainees, who were from either medical or linguistic professional backgrounds, five proceeded to the calibration phase, and four attained the reliability threshold required for calibration. The paper concludes that this rater training curriculum can successfully train raters to use the POLOM reliably when evaluating medical student Spanish oral proficiency during videorecorded healthcare encounters. To allow for improved assessment of student language skills prior to use in patient care, future efforts should focus on POLOM validity assessment and larger scale rater recruitment, training, calibration, and maintenance.
{"title":"Development and Effectiveness of a Rater Training Curriculum for Evaluating Student Medical Spanish Oral Proficiency Using the Physician Oral Language Observation Matrix","authors":"P. Ortega, Reniell Iniguez, S. Gregorich, Cristina Pérez-Cordón, José Alberto Figueroa, Karen Izquierdo, Javier González, L. Karliner, L. Diamond","doi":"10.4079/gbl.v23.3","DOIUrl":"https://doi.org/10.4079/gbl.v23.3","url":null,"abstract":"To improve language-concordant, equitable healthcare for Spanish speakers, many United States medical schools offer medical Spanish education. However, there is no clinically contextualized, standardized approach to medical student language assessment. This article reports on the development and effectiveness of a training curriculum to prepare raters to use a new rubric, the Physician Oral Language Observation Matrix (POLOM), to reliably rate medical student Spanish oral proficiency after observing videorecorded encounters between students and standardized patients. Curriculum effectiveness was primarily evaluated by examining each rater trainee’s level of agreement with expert consensus POLOM ratings (i.e., inter-rater reliability as measured by the generalizability theory dependability coefficient). Out of the study’s nine rater trainees, who were from either medical or linguistic professional backgrounds, five proceeded to the calibration phase, and four attained the reliability threshold required for calibration. The paper concludes that this rater training curriculum can successfully train raters to use the POLOM reliably when evaluating medical student Spanish oral proficiency during videorecorded healthcare encounters. To allow for improved assessment of student language skills prior to use in patient care, future efforts should focus on POLOM validity assessment and larger scale rater recruitment, training, calibration, and maintenance.","PeriodicalId":34034,"journal":{"name":"Global Business Languages","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70610649","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this paper, the author presents a case for the systematic integration of naturalistic inquiry in language for specific purposes (LSP) research. Naturalistic inquiry (NI), in the context of LSP, is an empirical approach to better understand human behavior in natural settings such as classrooms, workplaces, healthcare facilities, criminal justice, community service, and other venues for the purpose of designing courses, training, and instructional materials on behalf of LSP students. NI, which includes the use of diary studies, single-researcher ethnography, team ethnography, and mixed methods, is one approach answering to Doyle’s call (2012) for the teaching of LSP based on empirical research. To make the case, the author illustrates the impact of several NI studies on LSP curriculum development and then proposes a five-step program to educate, train, fund, and mentor future NI researchers. The paper concludes with an overview of challenges to conducting NI, coupled with a description of a key funding source to support NI training and research in LSP.
{"title":"Toward the Systematic Integration of Naturalistic Inquiry in LSP Research","authors":"Steven J. Sacco","doi":"10.4079/gbl.v23.6","DOIUrl":"https://doi.org/10.4079/gbl.v23.6","url":null,"abstract":"In this paper, the author presents a case for the systematic integration of naturalistic inquiry in language for specific purposes (LSP) research. Naturalistic inquiry (NI), in the context of LSP, is an empirical approach to better understand human behavior in natural settings such as classrooms, workplaces, healthcare facilities, criminal justice, community service, and other venues for the purpose of designing courses, training, and instructional materials on behalf of LSP students. NI, which includes the use of diary studies, single-researcher ethnography, team ethnography, and mixed methods, is one approach answering to Doyle’s call (2012) for the teaching of LSP based on empirical research. To make the case, the author illustrates the impact of several NI studies on LSP curriculum development and then proposes a five-step program to educate, train, fund, and mentor future NI researchers. The paper concludes with an overview of challenges to conducting NI, coupled with a description of a key funding source to support NI training and research in LSP.","PeriodicalId":34034,"journal":{"name":"Global Business Languages","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70610953","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Instruction in Languages for Specific Purposes (LSP), especially in the less commonly taught languages, creates a resource challenge. Higher education institutions are often hesitant to support courses that draw small numbers of students. Even when fiscally possible, staffing such courses can represent a compromise between best practices in language pedagogy and the instructor’s expertise in the specific purpose subject at hand. This article describes a unique dual-language approach for teaching a Russian media course, which students can elect to take as an English-only course or as a subject whose language of instruction is English, but nearly all the other work (assignments in reading, writing, and oral presentation) is completed in the target language at proficiency levels commensurate with other upper-division Russian-language courses.
{"title":"A Dual-language Approach to Teaching a Russian Media Undergraduate Course","authors":"Richard M. Robin","doi":"10.4079/gbl.v22.6","DOIUrl":"https://doi.org/10.4079/gbl.v22.6","url":null,"abstract":"Instruction in Languages for Specific Purposes (LSP), especially in the less commonly taught languages, creates a resource challenge. Higher education institutions are often hesitant to support courses that draw small numbers of students. Even when fiscally possible, staffing such courses can represent a compromise between best practices in language pedagogy and the instructor’s expertise in the specific purpose subject at hand. This article describes a unique dual-language approach for teaching a Russian media course, which students can elect to take as an English-only course or as a subject whose language of instruction is English, but nearly all the other work (assignments in reading, writing, and oral presentation) is completed in the target language at proficiency levels commensurate with other upper-division Russian-language courses.","PeriodicalId":34034,"journal":{"name":"Global Business Languages","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70610631","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
For students who major in world languages in undergraduate university programs and go on to apply the resultant knowledge professionally, the imperative to continue learning about that language and about communication more generally does not stop once they graduate. However, their ability to undertake world language-related professional development can be beset with challenges, such as cost, time, finding the right training, and, vitally, securing employer support. For their part, while employers of world language graduates rely greatly on their staff’s language proficiency and cross-cultural knowledge, they can fail to appreciate knowledge gaps or provide adequate ongoing training (e.g., Arthur & Beaton, 2000; British Academy, 2016; Davie, in preparation). This article assesses the world language professional development situation in one major UK employer of language graduates, a department within the national civil service. It firstly describes the steps taken to address graduate knowledge gaps through the creation of in-house learning modules in linguistics and cultural and linguistic anthropology. It then analyses trends in feedback elicited through a mixed-methods data collection approach. Finally, it discusses the effectiveness and impact of the learning and considers the implications of the study for employers and higher education.
{"title":"The Workplace Development of Language Professionals after University: A United Kingdom Case Study","authors":"J. Davie","doi":"10.4079/gbl.v22.5","DOIUrl":"https://doi.org/10.4079/gbl.v22.5","url":null,"abstract":"For students who major in world languages in undergraduate university programs and go on to apply the resultant knowledge professionally, the imperative to continue learning about that language and about communication more generally does not stop once they graduate. However, their ability to undertake world language-related professional development can be beset with challenges, such as cost, time, finding the right training, and, vitally, securing employer support. For their part, while employers of world language graduates rely greatly on their staff’s language proficiency and cross-cultural knowledge, they can fail to appreciate knowledge gaps or provide adequate ongoing training (e.g., Arthur & Beaton, 2000; British Academy, 2016; Davie, in preparation). This article assesses the world language professional development situation in one major UK employer of language graduates, a department within the national civil service. It firstly describes the steps taken to address graduate knowledge gaps through the creation of in-house learning modules in linguistics and cultural and linguistic anthropology. It then analyses trends in feedback elicited through a mixed-methods data collection approach. Finally, it discusses the effectiveness and impact of the learning and considers the implications of the study for employers and higher education.","PeriodicalId":34034,"journal":{"name":"Global Business Languages","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70610679","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Business school graduates, especially international business majors, now begin their careers in a globally linked economy that requires crosslinguistic and cross-cultural communication skills. Related research areas—including studies on the impact of language on multinational businesses, the internationalization of business school (and related) curriculum instruction in Language for Specific Purposes (LSP), and the role of translation and interpreting (T&I) in the language classroom—have developed independently, limiting opportunities for dialogue and collaboration. This current study encourages a transdisciplinary approach that brings scholars from these related research traditions into dialogue. Following an overview and synthesis of these research areas, this study presents a summary of language requirements in 208 international business programs at US undergraduate institutions. Finally, four strategies to incorporate LSP and T&I in business school curriculum are outlined, including recommendations to promote T&I literacy, develop content-aligned language instruction, encourage collaboration between language and business faculty, and engage business school accreditors to spur change. The objective is to promote the mutual development of curriculum between business schools and language programs, specifically by encouraging international business programs to recognize the value of LSP and T&I instruction to promote career readiness.
{"title":"Revisiting Languages in the International Business Curriculum","authors":"Thomas A. Hanson","doi":"10.4079/gbl.v22.2","DOIUrl":"https://doi.org/10.4079/gbl.v22.2","url":null,"abstract":"Business school graduates, especially international business majors, now begin their careers in a globally linked economy that requires crosslinguistic and cross-cultural communication skills. Related research areas—including studies on the impact of language on multinational businesses, the internationalization of business school (and related) curriculum instruction in Language for Specific Purposes (LSP), and the role of translation and interpreting (T&I) in the language classroom—have developed independently, limiting opportunities for dialogue and collaboration. This current study encourages a transdisciplinary approach that brings scholars from these related research traditions into dialogue. Following an overview and synthesis of these research areas, this study presents a summary of language requirements in 208 international business programs at US undergraduate institutions. Finally, four strategies to incorporate LSP and T&I in business school curriculum are outlined, including recommendations to promote T&I literacy, develop content-aligned language instruction, encourage collaboration between language and business faculty, and engage business school accreditors to spur change. The objective is to promote the mutual development of curriculum between business schools and language programs, specifically by encouraging international business programs to recognize the value of LSP and T&I instruction to promote career readiness.","PeriodicalId":34034,"journal":{"name":"Global Business Languages","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70610886","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Business Korean Book Review","authors":"Hei Sook Bang. Yoo","doi":"10.4079/gbl.v22.7","DOIUrl":"https://doi.org/10.4079/gbl.v22.7","url":null,"abstract":"<jats:p />","PeriodicalId":34034,"journal":{"name":"Global Business Languages","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70610823","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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