Empirical assessment of some learning factors affecting Spanish students of business English

• Published in: English for specific purposes (New York, N.Y.) Vol. 23; no. 2; pp. 163 - 180
• Main Authors: Fuertes-Olivera, Pedro A., Gómez-Martı́nez, Susana
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 2004; Elsevier
• Subjects: Business English; College Students; Course Descriptions; Culturally Relevant Education; English for Special Purposes; Foreign Countries; Higher Education; Influences; Second Language Learning; Spain; Teaching Methods; Spain
• ISSN: 0889-4906; 1873-1937
• DOI: 10.1016/S0889-4906(02)00044-3

This article analyses factors affecting L2 learning, using Regression and Correlation Analysis. Some of the the results are in line with those reported in the literature: for example, the positive role of
Reading and the negative role of
L1 transfer. Other results, however, are surprising, such as the current use of
Grammar Translation Methodology, the lack of significant influence of
Years of Instruction, and the poor scores of
Attendance and
Homework. The results are explained in the context of university education in Spain where ESP instructors have to overcome specific cultural barriers, such as the fact that tutorials and seminars are not as relevant as they should be, and have to struggle with inappropriate conceptions of L2 learning. A report is given on how the results are being used to adapt the syllabus and teaching strategies for our students of Business English.