Chapter 01:Draft

Introduction:

This chapter is purely theoretical. Its purpose is to offer the theoretical underpinnings of
the research field, as well as an outline of the important topics that will be introduced
throughout our study. The chapter explains the factors that resulted in the emergence of
English as a global language, the development of English, the definition of Business English.
English in Algeria and the Algerian work place, and it also consists of the various types of
ESP.

English as a global language:

With ever-increasing rates of globalization and interconnectivity, the importance of

immediate and effective forms of communication has risen dramatically in this modern world.
It is clear that a common language is needed to communicate with the current burgeoning
commerce and trade between companies around the world. With the advancement of
technology and globalization, it is clear that the majority of people around the world engage
with people from other regions in only one globally recognized language, English. Between
an agent and a foreign business, English is almost always used.Also in foreign investments,
trade, television programming, international telecommunications, science journals, and
newspaper publish. English has become the world's fastest growing language, and it serves as
a commercial language by linking the Europe and Asia, as well as the North and south. The
English language is used in almost every area around the world, including science,Medicine,
trade and commerce, researches, education, tourism, the internet, banking, business,
advertisement, the film industry, aviation, and pharmacy are also just a few examples.English,
without a doubt, holds a unique position because it is the language that is most widely used
and firmly developed as a dominant global language in the aforementioned fields, and its
dominance has become like an avalanche that is impossible to stop.

From a modern linguistic standpoint, all languages of the world are equal, but each historical
era is marked by the presence of a rivalry in which one language often dominates all others
and serves as a lingua franca.

Latin was the dominant language in the Western world until 500 years ago, and it was used in
education, trade, and government. By the 16th century, French, Italian, and English had
established themselves as the dominant languages (Richards and Rodgers 2001). The rise of
English as a global language is a function of our current period. Contemporary expansion and
Chapter 01 :
stretching of social relations, activities, and Interdependencies reflect the phenomenon of
globalization (Steger 2013)

“Steger (2013)” claims that the term globalization appeared in the 1960s, “whileFriedman
(2005)” notes that this term was coined in the 1970. “Hyter (2014)” defines this phenomenon
as “increased and intensified interdependencies” .This means that globalization boosts
international relationships.As a result, it necessitates the creation of a lingua franca for
broader communication.The English language was charged to accomplish this mission, by
becoming global English “Crystal(2003)”.

There for, English's dominance over other world languages is not only a result of
globalization, but also of the United States of America's emergence as a dominant economic
and political force after World War II's end.

In this regard, Crystal (2003) claims that factors such as the large number of language users,
The ease with which a language's syntax and lexis can be broken down, as well as its
connection with a dominant culture or religion, are not, contrary to popular belief, factors that
characterize a language as a global language.

A global language is primarily characterized by the people who speak it. The concept of an
international language can be comprehended as a language to use in any international
communication involving people from two or more nations. That is, the more a language is
identified with people who wield significant political, military, and economic influence, the
greater its chances of becoming an international language.

According to Crystal (2003), the word "Global English" was coined in 1997, despite the fact
that it had been published two years prior. Because of its use as a language of international
communication, English is often referred to as "world language" or "international English"
due to the importance it has attained in the twenty-first century (Ammon, 2010 cited in
Poggensee, 2015).

However, “Philipson”, who is more concerned with "linguistic imperialism," believes that
"Global English" is a perfect term because it is the most highly used and recognized label in
the linguistic field (Philpson, 2008).
SHAPTER 01 :
The afore mentioned facts resulted in a significant increase in English demand. Today, it is
the most commonly learned international language. An individual who does not know English
today, according to Philipson (1992), is "disadvantaged."

Finally, though various people have differing perspectives, viewpoint on English as the
worldwide lingua franca of the future, however, as previously discussed, it appears beyond a
shadow of a doubt that English is the most widely spoken language in the world. It is the only
language with the power and vigor to keep going. In the future, it will serve as the worldwide
lingua franca. It is already in use and has become an integral part of our daily life. We can't
seem to hold around now days if we don't speak English. People are learning English now
because they believe it will become the world language in the future.

English Development Factors and deterioration:

The English language as we know it today is the result of several centuries of evolution.
Political and social developments that have deeply influenced the English people in their
public culture over the course of English history have usually had a recognizable influence on
their language.

The Christianization of Britain by the Romans in 597 brought England into contact with Latin
culture and resulted in major vocabulary expansion. The Scandinavian invasions culminated
in a significant blending of the two peoples' languages and cultures. For two centuries after
the Norman Conquest, English was mostly the language of the lower classes, while nobles
and those associated with them spoke French almost exclusively. And when English
reclaimed its place as the language of all sections of society, it was very different English than
it had been in 1066, in terms of both shape and vocabulary. The Hundred Years' War, the rise
of a powerful middle class, and the Renaissance are all examples of this, the rise of England
as a sea strategy, the expansion of the British Empire, and the expansion of trade and industry,
as well as science and literature, have all led to the language's evolution. References to
"Indian English," "Caribbean English," "West African English," and other geographical
variations in scholarly and common works demonstrate that the political and social past of the
English language is a genuinely international history of societies as diverse as the British Isles
and North America, As a result, the language has changed and become more refined as it
relates to their unique needs.
Chapter 01 :
Furthermore, English, along with all other languages, is immune to the same continuous
growth and deterioration that all forms of life are subject to. Speaking of languages as living
and dead is a simple figure of speech. While we seldom think of language as having life
outside of the people who speak it, we may see something similar to the process of
transformation that describes the life of living creatures in speech. We refer to a language as
"dead" when it stops evolving. Since it hasn't improved in nearly two centuries, Classical
Latin is a dead language. The vocabulary is the most visible manifestation of the continuous
shift that occurs in a living language.

Old words fade away, new words emerge, and the context of existing words adjusts. Most of
Old English's vocabulary has been forgotten and one of the most common features of this
language is the invention of new words to suit new situations. Any page of Shakespeare will
demonstrate a shift in context. In Shakespeare's day, nice meant foolish, and rheumatism
meant a head cold. The change in pronunciation is just less common but no less true. Across
its history, English has undergone gradual but steady changes, notably in the vowel sounds.

Young people also invent new terms for each generation, or at the very least utilize words in
new ways. Some of these are no longer in use, some of them don't. One of the most apparent
examples is cool; a word that used to merely describe a temperature but now also signifies
something good, hip, and stylish.

Another important factor in the development of languages is clarity. It's no surprise that the
most widely used terms are the shortest and simplest. We aim to explain what we need to
convey in the simplest way possible, saving lengthier words for more complicated thoughts.
As a result, as a term gets more widely used, it may be reduced or altered to make it simpler
to pronounce. The less sophisticated a language grows, the more it evolves. Take a peek at
today's younger generations to see how they use text talk as the simplest and quickest way to
communicate.

Language evolution is a difficult and convoluted subject. Languages evolve over many
millennia, but one thing that cannot be denied is that they do alter. Someone reading today's
English in 500 years may find it utterly out of date in terms of the words and structures used
today. Without the assistance of academics that specialize in 21st century English, the
common member of the public may not be able to comprehend it.
SHAPTER 01 :
We would never know how much more the language will change without the advantage of
hindsight. What we can predict, though, is that it will develop in certain form.

English as a business language:

The term business English has various definitions, it is although, difficult to define
business English and limit it in linguistic terms (Dudley-Evans & St John54).It is lexically
and stylistically, linguistically, usage and discourse differ from common English. Thus,
business English discourse is not usual everyday discourse, it has a specific audience for
specific purposes, and this linguistic context is the determining feature of business English. It
primarily communicates, impersonal or formal messages, directly or indirectly related to an
organizational affairs, it is a selection of a particular range of language to convey messages in
business and organizational settings.

Geographic borders are no longer an impediment to worldwide contact in all disciplines in our
current globalized world. The sector of business is no exception, especially with the rise of the
free market economy, which encourages cross-national corporate transactions. If these
discussions could lead somewhere, it was to international communication, where the use of
language became unavoidable. In multilingual situations, business people frequently use
English.

“The dominance of English as a lingua franca in international business contexts is now

seemingly beyond dispute” (The American University, 2005).As a result, the usage of English
as a worldwide language has spread throughout the corporate world. This phenomenon has
been documented in numerous researches all around the world. For many business
professionals, English is an integral aspect of communication in multilingual contexts,
according to Piekkari (2002) in Finland, Akar (2002) in Turkey, and Bilbow (2002) in Hong
Kong.

As a result, one may say that “adopting English as a common language in business
communication is becoming a rule”(Zanola, 2012). This means that the demand for English in
the business sector has resulted in the development of Business English. More specifically,
businessmen must master at least the fundamentals of the type of English required by their
profession. Jones and Alexander maintain, “although there is a certain amount of vocabulary
that we can describe as special ‘business’ vocabulary, most so called business English is
simply English used in business contexts it is not a special language” . (Jones & Alexander:1)
Chapter 01 :
In other words, the business world is a constantly changing entity. In order for an individual
to be a business genius, it is extremely important for him to interact and communicate in a
way that he can earn the respect and cooperation of his clients. In order for this to happen, a
businessman must understand what we call Business English. Relatively new English
category, it can assist an entrepreneur to get better than he is right now, thus increasing his
chances of success. Business is all a matter of interaction. It's about leanings and
aggressiveness. These skills can only be developed or updated with the help of Business
English. In addition, a good communicator will always be estimated as a person who is much
more confident about himself; this will increase his chances of success again.

The Emergence of English in Algeria:

For international and local diplomatic and business communication, Algerians utilize
English as a link language. Although French dominates local business communication in
Algeria, American and British multinational oil and gas businesses in the south of the country
employ English to complete work-related duties. Administrators also utilize English when
communicating with foreign officials with whom they have no common language. Tourist
activity and business with the United States and the United Kingdom would improve English
use in Algeria.

Fodil (2017) connects the first English presence in Algeria to the arrival of American
parachutists in Algiers in November 1942. During the time that the parachutists were
stationed in the capital, which they utilized as a staging area for their military operations
against Germany, soldiers and citizens of the city came into contact. Because they were
fighting the same enemy at the time, some Algerians had a friendly attitude toward the
newcomers. As a result, they were motivated to learn a specific quantity of English language
in order to sell and buy. He goes on to say that English words like commerce, chewing gum,
whisky, dollar, and cigarette owe their existence in the Algerian lexicon to the aforementioned
historical event.

According to Bouhadiba (2006), English flourished in Algeria prior to the 1980s, and
Algerians were encouraged to learn English by their access to American folk songs, films, the
British Council, and the Afro American Institute. Their goals, which included not only a
desire to learn the language but also a desire to learn about the culture, allowed them to
improve their language skills. Belmihoub (2012)
SHAPTER 01 :
In this regard, according to Fodil(2017), the growth of multinational enterprises in Algeria
(particularly in the south) that engaged many Algerian workers for whom mastery of the
international language was a condition also boosted the acquisition of English.

English in the Algerian work place:

The current business environment has changed dramatically, as supply and demand
factors in numerous industries continue to be characterized by competitiveness and diversity
in consumer demands. As a response, businesses have reverted to capitalizing on
globalization by internationalizing their operations and processes. Furthermore, according to
Ordonez and Tennyson (2017), globalization has facilitated the mobility of workers
throughout the globe's wide geography. As a result, diversity is an unavoidable component of
the majority of competitive firms' workforces.

Despite the recognition of English as the universal language, not all Algerians have the ability
to speak English; the inability of a person to speak English is due to a lack of linguistic
proficiency rather than a lack of aptitude or talent. Employees who do not speak English face
the most distinct and evident problem in the workplace: the language barrier. It can cause the
customer to misinterpret the costumer tone or communication intent.

The stereotyping of the non-English speakers in the Algerian workplace has heightened the
language barrier, which linked to the inability of the employee to communicate with
customers or suppliers when a problem arises can significantly affect the productivity of the
worker.

English for Business purposes:

Business English is taught for job-experienced learners or “who bring business knowledge
and abilities to the language-learning situation” (Ellis & Johnson: 1994). Courses are usually
intensive and taught in small groups of 6-8 people, with senior personnel having the option of
one-on-one instruction. “The practical use of language will be more important than theoretical
mastery of the language in these types of courses.” (Ellis & Johnson, 1994: 6). These courses
are essential for businesspeople who want to achieve more in their careers. In other words,
people attend the language class to learn how to accomplish tasks in English that they can
already do in their native tongue. According to Frendo:
Chapter 01 :
“Job-experienced learners have a lot of knowledge about their industry and their own work,
and they frequently have very clear ideas about why they need business English. They don't
require or expect the teacher to help them understand the world of business, unlike pre-
experienced students.” (Frendo, 2005).

The course objectives and content are the result of a bargaining process between the learners
or the sponsor and the trainer in the case of job-experienced learners (Ellis & Johnson, 1994:
6). The training parameters are changeable, making a precise assessment of the training's
success impossible.

The Business English Register:

McCarthy (1990) defines a language register as the consequence of vocabulary selection

regulated by a set of elements and their relationships:

“Who is saying what, to whom, when, and why influences vocabulary choice greatly. The
relationship between a message's content, its sender and receiver, its situation and purpose,
and how it is transmitted is known as register.”

(Mc Carthy, 1990; 61).

Halliday (1978) views registers to be the language used in various situations, which is a
similar concept. Field (what is happening or activities involved), tenor (participants' status and
roles), and mode are the three recognized parameters that he uses to construct linguistic
registers (type of language and communication channels). He correlates three functions of
language with these three situational aspects, seeing register as a functional variation of
language: the field is shown in the experience meanings of the text, the tenor in the
interpersonal function, and the mode in the textual meanings.

The main goal of registration analysis was to make the ESP course more relevant to the needs
of the students. The goal is to concentrate on what are known as sentence elements
(vocabulary and grammar). This analysis is based on the notion that, while the grammar of
ESP writing is similar to that of General English, some grammatical and lexical forms are
employed far more frequently.

“Changing linguistic analysis methodologies for ESP requires not just a change in method,
but also a shift in attitudes about what should be included in language and how it should be
described.” (Robinson, 1991: 23 )
SHAPTER 01 :
Mackay and Mountford (1978) make a similar point:

“The only practical method to grasp special language is as a limited repertory of words and
expressions, chosen from the entire language since that limited repertoire meets all
requirements within a well-defined context, work, or vocation.”

(1978: 4) Mackay and Mountford

“...recognizably distinct contexts were likely to need various selections of structures,

vocabulary, and even phonology or writing convention,” Sinclaire (1979: 39) says, adding
that the concept of language variety helps to the description of specialized forms.

A group of people, according to Frendo (2005: 6), uses language in unique ways that are
unfamiliar to outsiders; “they utilize specialist words to make communication within the
group easier and more efficient.” This is something that every profession does.

Regrettably, as Dudley-Evans & St John (1998: 64-65) point out; much of the research on
business language has focused on written papers, despite the fact that spoken interactions are
crucial to business. On the other hand, little research has focused on contact between non-
native speakers, despite the fact that this type of communication is still prevalent globally.

Furthermore, they claim, as Robinson (1991) did, that “there are some general areas to focus
on” when it comes to Business English grammar and lexis. “There is not yet an established
‘common-core' of business Language in the manner that there is in EAP,” they say. Brieger
(1997) analyzes Business English grammar and lexis, but primarily in terms of who is
speaking to whom and in what context. His notion of Business English is more concerned
with the educational aspects of the language than with any linguistic examination of business
language.

However, what sets Business English apart from other English dialects is that it is a
hybrid of general everyday English, general business English, and ESP (Frendo, 2005: 7).
According to Dudley-Evans and St John:

“We see business English as an umbrella word that encompasses both general courses in the
proper lexis and grammar for business communication, analogous to the term English for
Specific Purposes.”

(St John & Dudley-Evans, 1996: 11)

Chapter 01 :
Furthermore, as Pickett (1986) points out, it is much more similar to everyday English spoken
by the general public than many other varieties of ESP. When business themes are conveyed
with the public, Business English, in his opinion (1986: 16), is similar to common English. It
is more specific when it occurs in business-to-business communication, and it is more specific
when it occurs within certain industries such as insurance or pharmaceuticals. He even
believes Business English to be a dialect characterized by an activity, occupation, subject
matter, or context, which he refers to as a "work language variety." He coined the word
ergolect-work language to replace the term register, which linguists had used for many years.
The poetics of business language creates this ergolect. As a result, general language infiltrates
Business English contexts and takes on new meanings and combinations, these meanings are
categorized based on how easily they can be understood. As a result of the poetics process,
there is lexis of business that results in a layering of language. Pickett makes the following
comparison between Business English and ‘lay language':

“However, the amount to which it differs from ordinary language is determined by the nature
of the business rather than any separate topic area it occupies. As a result, if we take three
distinct companies, one in insurance, one in pharmaceuticals, and one in fashion, their public
language will be very similar and no more specialized than is necessary, . Their internal
specialist languages, on the other hand, will be insurance, pharmaceuticals, and fashion,
rather than business in general.”

He claims that common activities that occur in any type of business, such as the Bill of
Lading, the VAT inquiry, and so on, govern commercial transactions and, as a result, a
substantial portion of business language (1986:2). This is obviously true in written
communication, and Pickett contends that it must also be true to some extent in ritualized
verbal conversations. The committee meeting and the yearly employee interview, for
example. Speaking language, on the other hand, is more difficult to define:

“...what makes for actual business communication is a full gamut of subtly graded
discussions sensitive to the topic matter, the occasion, shared knowledge, and social ties
holding between speakers.” Pickett (Pickett, 1986: 2)
SHAPTER 01 :

English for Specific Purposes:

ESP has developed to become one of the most important areas of English as a Foreign
Language (EFL) education today, dating back to the early 1960s. its growth is evident in the
growing number of ESP courses available around the world. Over the last five decades, the
ESP movement has grown slowly but steadily.

“ESP was not a planned and coordinated movement, but rather a phenomenon that emerged
out of a variety of intersecting trends,” Hutchinson and Waters (1987: 6)

Definition of ESP:

Some people defined ESP as "the teaching of English for any purpose that may be identified.
Others, on the other hand, were more specific, referring to it as academic English instruction
or English instruction for vocational or professional objectives.

The foundation of English for Specific Purposes is the creation of courses that are tailored to
the needs of the students. It refers to the instruction of a specific genre of English, primarily
scientific or technical English, to students who have specified objectives. It is designed for
adults who need to learn English for specific purposes such as medical, science, technology,
business, aviation, and tourism. The language needed to properly communicate in work-
related issues.

ESP is personalized to the learner's unique need. It takes use of the discipline's methods and
practices as a foundation. It focuses on language abilities (grammar, lexis, register) skills,
discourse, and genres appropriate to these activities. (Dudley, Evans &St John).

ESP Definition (According to Dudley-Evans, 1997):

Absolute Characteristics:

The purpose of ESP is to satisfy the individual needs of the learners.

ESP works with the underlying methodology and activities of the discipline it serves

The language (grammar, lexis, and register), skills, discourse, and genres relevant to these
tasks are the focus of ESP.

Variable Characteristics:
Chapter 01 :
Specific disciplines may be connected to or built for ESP;
In various educational scenarios, ESP may employ a different methodology than General
English.
Adult learners, whether enrolled in a tertiary institution or working in a professional setting,
are likely to benefit from ESP. It could, however, be for secondary school students.

ESP is usually reserved for students who are intermediate or advanced in their studies.

Most ESP courses assume some basic knowledge of the language systems. (Dudley-Evans,
Tony (1998))

ESP appears to be a versatile field. In fact, many people have diverse definitions for it.
Depending on their viewpoint. As Anthony (1997, p1) pointed out, “how people interpreted
the meaning of ESP?” was clearly different.

Types of ESP:

David Carter (1983) identifies three types of ESP:

English, as a restricted language

English for Academic and Professional Purposes

Specific topic-related English

Restricted languages are spoken by air traffic controllers and waiters. They are illustrated in
the diagramme Bellow:
 SHAPTER 01 :

David Crystal (1983) identifies three types

of English

English as a English for

restricted Academic English with
language and specifictopic
eg :pilot or Occupationa s
waiter l purposes

Uniquely
Only used for concerned with
specific contexts , English for anticipated future
English for
knowing this type occupational English needs eg;
Academic purposes
may not help to purposes EOP Scientists requiring
EAP eg; English for
communicate eg;English for English for
Medical students
effectively outside technicians postgraduate
the context studies or attending
conferences

Diagrame01; Types of ESP

Chapter 01 :

The first category, according to Carter, is English as a restricted language perceived as

unique, with a limited vocabulary for a certain domain, such as a controller at an airport who
must use certain phrases for a certain purpose.

The second category is English for academic and occupational reasons. Carter lumps the
EAP and EOP together, implying that a learner can work and study at the same time to
develop his or her language skills, or even be a student studying a language in his or her field
for future employment.

The third and final type, according to carter, is English for a certain issue. He transfers
his focus from the purpose to the topic. This sort of ESP is focused on expected future English
demands, such as learning English for attending a conference, giving a speech, postgraduate
reading studies, and working for specific overseas institutions.

The Difference between ESP and EGP:

In terms of theory and practice, the difference between ESP and EGP has been explored
in the literature. According to “Hutchinson and Waters” (1987), there is no difference
between the two in theory, but there is a significant difference in practice.

ESP is different from EGP in that the words and sentences learnt, as well as the topics
presented, are all related to a certain field or specialty.

The design of ESP syllabuses is oriented on meeting the needs of students interested in
pursuing or furthering their education in a specific occupation or academic discipline.
Vocabulary assignments relating to the profession, such as negotiation skills and efficient oral
presenting strategies, are used in ESP classes.ESP also improves learners' English skills by
achieving a balance between educational theory and practical considerations.

English language education in junior and senior high schools is primarily English for broad
purposes. The sounds and symbols of English are presented, as well as the
lexical/grammatical/theoretical aspects that make up spoken and written conversation. This
type of language acquisition does not have a specific circumstance in mind. Rather, it focuses
on how to communicate effectively with restaurant staff, bank tellers, postal clerks, telephone
operators, English teachers, and party guests in general, as well as instruction on how to read
and write the English found in textbooks, newspapers, and magazines.
SHAPTER 01 :
English for specific purposes, on the other hand, is a type of English instruction that builds on
what students learned in EGP but with a narrower focus. It tries to familiarize learners with
the type of language required in a specific subject, profession, or occupation. To put it another
way, its main goal is to satisfy the learner's individual needs. Of course, this implies that there
is no definitive ESP approach that can be applied to a certain area and impose a specific
teaching methodology.

As a result, ESP is focused on the language that is appropriate for a particular discipline's
tasks. "ESP is an approach to language instruction in which all decisions about content and
procedure are based on the learner's motive for learning," Hutchinson and Waters (1987).

ESP may not necessarily focus on the language for one specific discipline or occupation, such
as English for Law or English for Engineering, as Dudley-Evans(1998) explains.

Future of ESP:

Teachers primarily teach General English, which encompasses all parts of the language;
however, it is up to the learner to devote additional time and effort to studying English for his
or her special purpose. Later on, ESP became one of the fields that needed to be clarified by
specialists. People are required to study English for specialized purposes in order to deal with
the demand and changes imposed by technology as the world became more like a small town.

If the ESP community is to thrive in the future, it is critical that everyone in the community
understands what ESP genuinely means. Only then can new members enter with confidence,
and existing members can continue the practices that have helped ESP achieve its current
position in EFL instruction, Because ESP is still in its infancy, now is the best time to reach a
consensus.

More and more people all over the world are studying English, particularly the kind relevant
to their specialized field. It will be useful in their daily work and profession, or at the very
least for their own enjoyment (reading, communication...), when people follow their modern
lives, which necessitates the use of English.

For example, the internet is one of the most widely used tools nowadays, so English for
technology should be comprehended.
Chapter 01 :
To summarize, we may say that ESP is a very relevant topic currently. Studying general
English isn't always enough; we need to delve deeper into English language learning in order
to study the specific one to achieve our goals.

Conclusion:

Because the purpose of this study is to look at the usage of English by non-native speakers in
a business environment, this part provides a broad overview of the English language's global
status and the factors that contribute to its emergence. then an overview on English in the
Business context, Its Emergence in the previous French Colony “Algeria” and the Algerian
workplace.

This section also provided a summary of the definition of ESP and Business English that have
been published in the literature. Through these definitions, it is clear that an ESP course is
distinguished by a strong focus on the requirements of the students. In fact, a thorough
examination of these demands influences the level of motivation of ESP/BE students, as well
as the success or failure of the program.

The essential aspect that had been widely agreed upon was based on meeting the demands of
the learners, and this focus is due to the dominance of English in the fields of economics,
politics, media, technology, and medicine, each of which, like others, need its own distinctive
manner of teaching.