Analysis Of Language And Structure In English Business Letters: A Study Of English Language Education Students
Main Article Content
Abstract
The purpose of this research is to examine the grammar, vocabulary, and structure utilized in English business letters composed by students in their fourth semester of the English Education Study Program. Business correspondence demands formal language, clarity, and appropriate organization, establishing them as a crucial skill in professional communication. This study utilizes a descriptive qualitative approach by examining various business letters created by the students. The examination centers on three elements: grammar, vocabulary, and organization. The results indicate that students possess a fundamental grasp of the structure of business letters; however, they often commit grammatical mistakes, especially regarding tense usage and sentence formation. Regarding vocabulary, students often utilize restricted and more casual phrases. Moreover, discrepancies in structuring concepts and using conventional formats are also recognized. As a result, more targeted teaching is required to enhance students’ abilities in writing business letters.
Downloads
Article Details
Section
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
Azar, B. S. (1999). Understanding and Using English Grammar (3rd ed.). Pearson Education.
Badger, R., & White, G. (2000). A process genre approach to teaching writing. ELT Journal, 54(2), 153-160.
Bovee, C. L., & Thill, J. V. (2018). Business Communication Today (14th ed.). Pearson Education.
Brown, H. D. (2007). Teaching by Principles: An Interactive Approach to Language Pedagogy (3rd ed.). Pearson Longman. https://www.pearsonhighered.com/assets/samplechapter/0/1/3/6/0136126065.pd
Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (4th ed.). SAGE Publications.
Flower, L., & Hayes, J. R. (1981). A cognitive process theory of writing. College Composition and Communication, 32(4), 365-387. https://doi.org/10.2307/356600
Harmer, J. (2004). How to Teach Writing. Pearson Education Limited.
Hyland, K. (2003). Second Language Writing. Cambridge University Press.
Nation, I. S. P. (2001). Learning Vocabulary in Another Language. Cambridge University Press. https://www.cambridge.org/core/books/learning-vocabulary-in-another-language/491314AA1B451AD04F3536000F1C9F0D
Nunan, D. (2003). Practical English Language Teaching. McGraw-Hill Education.
Oshima, A., & Hogue, A. (2006). Writing Academic English (4th ed.). Pearson Longman.
Raimes, A. (1983). Techniques in Teaching Writing. Oxford University Press.
Swales, J. M. (1990). Genre Analysis: English in Academic and Research Settings. Cambridge University Press.
Tribble, C. (1996). Writing. OxfordUniversity Press.
Weigle, S. C. (2002). Assessing Writing. Cambridge University Press.
Zamel, V. (1983). The composing processes of advanced ESL students: Six case studies. TESOL Quarterly, 17(2), 165-187. https://doi.org/10.2307/358664
Zhang, L. J. (2013). Second language writing as and for second language learning. Journal of Second Language Writing, 22(4), 446-453. https://doi.org/10.1016/j.jslw.2013.08.003
Zimmerman, B. J., & Risemberg, R. (1997). Becoming a self-regulated writer: A social cognitive perspective. Contemporary Educational Psychology, 22(1), 73-101.