ABSTRACT

This study explores how one particular instructional practice, the mock interview, was conducted in an actual business Korean class, and how effective this practice was for students in acquiring the necessary skills for a successful job interview, both transactional and interactional. The primary impetus for this research stemmed from our concern about the lack of instructional input regarding interactional skills in current business Korean education in the U.S. Drawing upon rather 'unsuccessful' interactions in our data, we have demonstrated that knowing domain-appropriate language and having real-world knowledge (knowledge of the subject matter) is not sufficient to deal with interactional tasks in the dynamic and complex world of business. This study points out the limitations of prevailing instructional practices with its heavy reliance on ready-made teaching materials that are predominantly task-oriented, basically teaching us “how to do business” in Korean. Rather, a research-derived and data-driven integrated approach is proposed to teaching business language skills. Specifically, this study argues for a multidimensional model that would help learners utilize their Korean proficiency to accomplish meaningful and successful interactions and to build positive relationships in a professional, business setting.

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