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Nr 1/18 (2023)

Artykuły

Postawy studentów wobec użycia wyobraźni i humoru w nauczaniu i uczeniu się korespondencji biznesowej i ich implikacje dla nauczania

DOI: https://doi.org/10.25312/2391-5137.18/2023_19tw  [Google Scholar]
Opublikowane: 14.06.2023

Abstrakt

Celem artykułu było zbadanie postaw studentów wobec nauczania korespondencji biznesowej w języku angielskim z użyciem wyobraźni i humoru, wyrażonych w kwestionariuszu i odzwierciedlonych w pracach pisemnych. Zakładano, że wykorzystanie wyobraźni, kreatywności i humoru będzie motywować studentów do ćwiczenia korespondencji biznesowej i rozwoju umiejętności. Badanie oparte jest zarówno na analizie prac pisemnych studentów, jak i na kwestionariuszu dotyczącym symulacji i humoru w ćwiczeniu korespondencji biznesowej. Jak wskazują wyniki, prace studentów znacznie różnią się od standardowego listu, którego wzór znajdziemy w podręczniku. Również kwestionariusz pokazuje różnorodne postawy: jedni studenci uważają tego typu symulacje za ciekawe i motywujące, natomiast inni odbierają je jako sztuczne. Studenci wolą uczyć się poważnej korespondencji, która jest bliższa ich przyszłej pracy zawodowej. Można wyciągnąć wniosek, że chociaż używanie wyobraźni i humoru ma pewne zalety, takie jak motywowanie studentów i rozwijanie ich kreatywności, to nauczanie powinno skupiać się na autentycznej korespondencji biznesowej, jaką będą prowadzić w przyszłości pracownicy.

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