Relevant bibliographies by topics / Business English

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Business English'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Business English"

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Ross, Jim. "Business English." ReCALL 8, no. 1 (May 1996): 38–40. http://dx.doi.org/10.1017/s0958344000003414.

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Johnson, Christine. "Business English." Language Teaching 26, no. 4 (October 1993): 201–9. http://dx.doi.org/10.1017/s0261444800007382.

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Eastment, D. "Business English." ELT Journal 62, no. 1 (January 1, 2008): 108–10. http://dx.doi.org/10.1093/elt/ccm094.

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Oglu, Rakhimov Adham Barat. "Learning In Business English." American Journal of Social Science and Education Innovations 03, no. 04 (April 30, 2021): 578–83. http://dx.doi.org/10.37547/tajssei/volume03issue04-94.

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The article considers the peculiarities of teaching Business English. The author distinguishes two groups of students and suggests approaches and tips for facilitating learning Business English for students with poor linguistic background.
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Hoekje, Barbara J., and Karen H. Bartell. "American Business English." Modern Language Journal 81, no. 3 (1997): 416. http://dx.doi.org/10.2307/329321.

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Hoekje, Barbara J., Mark Ellis, and Christine Johnson. "Teaching Business English." Modern Language Journal 80, no. 3 (1996): 412. http://dx.doi.org/10.2307/329463.

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Riccioli, Michael Arthur. "Business english crosswords." Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l'APLIUT 5, no. 4 (1986): 18–23. http://dx.doi.org/10.3406/apliu.1986.2526.

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Grant, Michael Patrick, and Michael Arthur Riccioli. "Business English Revisited." Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l'APLIUT 11, no. 1 (1991): 56–62. http://dx.doi.org/10.3406/apliu.1991.2610.

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Frendo, Evan. "Business English materials." ELT Journal 73, no. 4 (October 2019): 463–82. http://dx.doi.org/10.1093/elt/ccz037.

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Boswood, T. "Teach Business English." English for Specific Purposes 21, no. 1 (January 2002): 102–4. http://dx.doi.org/10.1016/s0889-4906(01)00003-5.

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Dissertations / Theses on the topic "Business English"

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Dorda, Svitlana Volodymyrivna, Світлана Володимирівна Дорда, and Светлана Владимировна Дорда. "Business English for Law." Thesis, Kyiv, 2001. http://essuir.sumdu.edu.ua/handle/123456789/63558.

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Modern community has provided a great deal of work for lawyers. The number of people entering the legal professions has been increasing, but the demand for lawyers has increased even faster, especially for those who can speak English.
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Nelson, Michael Bernard. "Corpus-based study of the lexis of business English and business English teaching materials." Thesis, University of Manchester, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.488069.

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This thesis addresses two fundamental issues regarding lexis in the Business English environment. It firstly asks whether the lexis of Business English is significantly different from that of 'everyday' general English, and secondly, if the lexis found in Business English published materials is significantly different from that found in real-life business. In order to test these hypotheses two corpora were created to form the basis of the analysis: the Published Materials Corpus (PMC) consisting of 33 published Business English course and resource books at 590,000 running words and the Business English Corpus (BEC) at, 1,023,000 running words divided between spoken (44%) and written (56%) texts. The BNC Sampler corpus was used as reference corpus. These three corpora were then able to be lexically compared by using WordSmith 3 (Scott 1999) using statistically-based key words. The results of these analyses showed that it was possible to define the world of business lexis, and also how it was lexically separated from general English by placing the words into a limited group of semantic categories. These categories were found to recur across word class boundaries and showed a lexical world of business bounded by its people, institutions, activities, events and entities, The boundary limits of business lexis were placed by the non-business lexis of the negative key words and the semantic groups they formed. Representative words from each of the main semantic groups were chosen for further study to see how they behaved both semantically and grammatically. Louw's (1993) concept of semantic prosody was used to determine how Business English words associated with certain semantic groups, and Firth's (1957) and Hoey's (1997) idea of colligation was used to show which grammatical patterns the words typically formed themselves into. Results of these secondary analyses of the BEC showed that whilst some business lexis associates with semantic groups unique to itself, most lexis is formed into patterns of interrelated semantic groups which regularly co-occur with each other. Additionally, there was evidence to suggest that words form associations to some semantic groups when in the business environment, and others when out of it. In the business setting, the meaning potential of words was found to be reduced and this had consequences both semantically and grammatically. Fewer meanings were used than in general English - and, as grammatical patterning and meaning were found to be co-dependent, restricted meaning led to area-specific and restricted grammatical patterning. The same analytical methods were used in the analysis of the PMC and it was compared both to the BNC, to see how published materials differ from general English, and to the BEC, to see how two corpora, both purporting to be Business English, differed from each other. Where the BEC could be seen to show a limited and specialist lexis, the PMC was even more limited. The lexical world of business presented by the materials showed a stress on personal and interpersonal contact, and a focus on a limited number of business activities, notably entertaining, travel, meetings and presentations. There was less reference to states and qualities, and the lexis in the PMC concentrated even more than the BEC on tangible, concrete items
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Bissett, Andrew Keith. "The business of English universities : business models and curriculum." Thesis, Sheffield Hallam University, 2013. http://shura.shu.ac.uk/19357/.

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In some highly publicised cases in English universities well-established disciplines and departments are under threat of closure for financial reasons. The higher education curriculum in England appears to be increasingly shaped by financial pressures. This study argues that universities are tending to be run as businesses, and its central aim is to reveal the business models within. These can be a useful 'lens' through which to view developments in higher education. An overview of the historical development of the curriculum in English universities is presented. The literature on business models and on higher education curriculum change is examined, and a relationship between these two dimensions is developed. In order to discern the business models a qualitative analysis of twenty English university strategic plans is performed using Ritchie & Spencer's (1994) 'Framework' methodology. Two new business models that have explanatory power in the university context are identified, along with two other 'standard' models that are also apparent. These four models might provide a general template that can be used to assess and understand university operation. Some consequences of the business models are discussed. The inquiry questions the possible future direction of higher education in England in the light of these consequences.
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Iftiger, Arlene Patricia. "Curriculum for a technical course in business English: Business Communications 1." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1155.

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Jonsson, Malin. "Achieving Communicative Competence in Business English : A study of teacher and participant attitudes in Business English courses." Thesis, Stockholms universitet, Engelska institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-91288.

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The increasing globalization of trade has resulted in a growing need for Swedish corporations to ensure that their work force is able to communicate in English. In order to meet this demand, there is a growing market of companies offering courses in Business English. When English is used for communication between people from different linguacultural backgrounds in a business context it is referred to as BELF (Business English as a Lingua Franca). The purpose of this study was to investigate whether or not the participants and teachers in different classes of Business English are more open to the non-native speaker model, as this type of course is supposed to prepare the students for communication with people of various nationalities. This was done with the aim to explore how these attitudes can be linked to the development of communicative competence in a business context. In the study a survey was distributed to twenty-one participants of courses in Business English and four teachers were interviewed. The study showed that although the business context affects the attitudes of the participants, there is still a preference for a native-like model. However, the teachers show an open attitude towards BELF, focusing instead on promoting communicative competence in their teaching. The findings of this study support previous research in the field indicating that there exists a certain discrepancy between the perceptions of the teachers and learners as to what constitutes an effective communicator.
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Burrow, M. (Maria). "Business communication online:case Profin." Master's thesis, University of Oulu, 2013. http://urn.fi/URN:NBN:fi:oulu-201309121684.

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The general aim of the study is to increase the understanding of online business communication. The study focuses on Profin, a Finnish manufacturer of sliding doors, windows and doors. Profin has both Finnish and international customers. Therefore, a lot of emphasis is given on issues brought by intercultural communication. The study reviews Profin’s current communication activities and explores the possibilities that the social web environment offers for businesses. The subject is topical because of the growing significance of web communication and social media as part of business communication. The study applies communication theory, content analysis theory and previous research concerning the social web environment. Different elements of web based business communication are defined in the theoretical framework on the basis of previous research. The used methodology includes case study and theory guiding contents analysis: the analysis is guided by theory but not fully defined by it. The results of the study show Profin’s aims and activities of business communication. The company’s homepage serves as a communication channel between Profin and its stakeholders. One of the strengths of the homepage is the detailed product information, available in four different languages. The contents analysis of Profin’s homepage views the company’s English page critically, pointing out its problems and suggesting areas of improvement. Proposed improvements include offering more services on the pages in foreign languages and adding a section for frequently asked questions. The opportunities that social media offers for Profin are also discussed. The contents analysis of Profin’s homepage supports the rebuilding of the page which takes place in near future. The research produces topical information also for other companies about the important issues of online business communication. Internet based communication and social media change constantly. Staying up-to-date with these changes is vital for companies. On that account, a timely research is relevant for anyone working in the field of business communication
Tutkielman yleisenä tavoitteena on lisätä tietoutta verkkoviestinnästä ja kansainvälisen yritysviestinnän haasteista. Tutkielma kohdistuu suomalaiseen ikkuna- ja ovivalmistajaan Profiniin, jolla on asiakkaita sekä Suomessa että ulkomailla. Tutkielmassa tarkastellaan Profinin tämänhetkistä viestintää ja selvitetään sosiaalisen median yrityksille tarjoamia mahdollisuuksia. Aiheen tekee ajankohtaiseksi verkkoviestinnän ja sosiaalisen median merkityksen vahvistuminen osana yritysviestintää. Tutkielman teoreettisessa taustassa tarkastellaan viestintäteoriaa, sisällön analyysin teoriaa sekä sosiaalista mediaa. Yritysverkkoviestinnän erilaiset elementit on määritelty teoreettisessä viitekehyksessä aikaisemman tutkimuksen perusteella. Tutkielmassa on sovellettu tapaustutkimusta sekä teoriaohjaavaa sisällönanalyysiä: teoria ohjaa analyysiä määrittelemättä sitä kuitenkaan täysin. Tutkielman tuloksista käyvät ilmi Profinin viestinnälliset tavoitteet, käytännöt ja ongelmakohdat. Yrityksen kotisivu toimii viestintäkanavana Profinin ja eri sidosryhmien välillä. Kotisivun vahvuuksiin kuuluvat tarkat tuotekohtaiset tiedot, jotka löytyvät sivustolta neljällä eri kielellä. Kriittisessä sisällönanalyysissä nousivat esiin vieraskielisten sivujen puutteet verrattuna suomenkieliseen sivuun. Tutkielman perusteella keskeisimmät korjausehdotukset kotisivuille ovat useampien palveluiden tarjoaminen vieraskielisillä sivuilla ja usein kysyttyjen kysymysten lisääminen sivuille. Tutkielman tulosten perusteella pohditaan sosiaalisen median tarjoamia mahdollisuuksia Profinin yritysviestinnässä. Tutkimuksessa toteutettu sisällönanalyysi tukee Profinin kotisivujen lähitulevaisuudessa tapahtuvaa uusimista. Sähköinen viestintä ja sosiaalinen media muuttuvat jatkuvasti, ja yrityksille on tärkeää pysyä muutoksen mukana. Tutkielma tuottaa tähän liittyen uutta ja ajankohtaista tietoa verkkoviestinnästä kaikille yritysviestinnän parissa työskenteleville
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Dorda, Svitlana Volodymyrivna, Світлана Володимирівна Дорда, and Светлана Владимировна Дорда. "Apology Formulas in Business." Thesis, Vinnytsia – Khmelnitskij, 1999. http://essuir.sumdu.edu.ua/handle/123456789/63550.

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Situations of apology can be considered as low emotional and with positive evaluative direction.The main feature of the apology formulas in Business English is the reduction of their variety and usage.
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Nicolae, Ana-Maria. "Humanizing my business English class and myself." Click here to view full-text, 2007. http://digitalcollections.sit.edu/ipp_collection/3/.

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Komori-Glatz, Miya. "Conceptualising English as a business lingua franca." Inderscience, 2018. http://dx.doi.org/10.1504/EJIM.2018.10009389.

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Though a popular and somewhat controversial topic in discussions on language in IB, the notion of English as a (business) lingua franca/(B)ELF still lacks clear conceptualisation. This paper argues that research in IB and linguistics can be mutually complementary and supportive in conceptualising BELF, and that it is important to separate the concept of BELF from that of a common corporate language. The paper synthesises key works from both disciplines to conceptualise BELF as an emergent, multilingual use of English that adapts to the demands and resources of the specific context. It further argues that Wenger's concept of Communities of Practice offers a useful bridge between the disciplines, and that there is a need for more empirical research.
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Лещенко, Ольга Іллівна, Ольга Ильинична Лещенко, and Olha Illivna Leshchenko. "Effective Training Approaches to Learning/Teaching Business English." Thesis, Sumy State University, 2017. http://essuir.sumdu.edu.ua/handle/123456789/67270.

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English language teaching has gone through a radical shift of emphasis in the last forty years, beginning with the communicative revolution in the mid-1970-s. The English language teachers are no longer all alone in their role as trainers as they are able to bring parts of the outside world to the classroom. Beyond the trainer’s “chalk and talk” and the trainees’ language and communication practice there is a range of materials in different media, which help the trainer to turn the Business English classroom into a varied learning/teaching environment. While printed text remains the most common training medium, both the ELT world and the non-ELT world give us access to a wide range of video and audio material, and increasingly multimedia.
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Books on the topic "Business English"

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Guffey, Mary Ellen. Business English. 6th ed. Cincinnati, Ohio: South-Western College Pub., 1999.

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Taylor, John. Business English. Newbury: Express Publishing, 2011.

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Guffey, Mary Ellen. Business English. 8th ed. Mason, Ohio: Thomson/South-Western, 2005.

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David, Whitehead. Business English. London: Pitman, 1986.

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Sharon, Burton, ed. Business English. Chicago: Irwin/Mirror Press, 1995.

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Enrique, Montes, Schier Helga, and Walter Merrick, eds. Business English. New York: Living Language, 2005.

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M, Seefer Carolyn, ed. Business English. 9th ed. Mason, Ohio: Thomson/South-Western, 2008.

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Irigoin, Judy. Business English recipes: Creative approach to business English. Harlow: Longman, 1995.

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Bartell, Karen H. American business English. Ann Arbor: University of Michigan Press, 1995.

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Johnson, Christine. Starting business English. London: BBC, 1993.

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Book chapters on the topic "Business English"

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Bargiela-Chiappini, Francesca, and Zuocheng Zhang. "Business English." In The Handbook of English for Specific Purposes, 193–211. Chichester, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781118339855.ch10.

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Connor, Ulla, Kristen Precht, and Thomas A. Upton. "Business English." In Computer Learner Corpora, Second Language Acquisition and Foreign Language Teaching, 175–94. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/lllt.6.12con.

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Hartley, Paul, and Derrik Ferney. "English." In The Multilingual Business Handbook, 77–142. London: Macmillan Education UK, 1990. http://dx.doi.org/10.1007/978-1-349-85971-9_2.

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Koller, Veronika. "Business Communication." In English Language, 594–606. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-07789-9_36.

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Koller, Veronika. "Business Communication." In English Language, 526–38. London: Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-137-57185-4_36.

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Judge, Stephen. "Introduction to the English legal system." In Business Law, 5–24. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-12044-1_1.

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Chan, Mable. "Business meetings and negotiations." In English for Business Communication, 187–212. London ; New York : Taylor and Francis, 2020. | Series: Routledge applied English language introductions: Routledge, 2020. http://dx.doi.org/10.4324/9781351060035-10.

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Chan, Mable. "Features of business communication." In English for Business Communication, 9–24. London ; New York : Taylor and Francis, 2020. | Series: Routledge applied English language introductions: Routledge, 2020. http://dx.doi.org/10.4324/9781351060035-2.

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Chan, Mable. "Formal business reports/proposals." In English for Business Communication, 116–40. London ; New York : Taylor and Francis, 2020. | Series: Routledge applied English language introductions: Routledge, 2020. http://dx.doi.org/10.4324/9781351060035-7.

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Yang, Fang. "Practical Innovative Teaching of Vocational English." In Information and Business Intelligence, 331–36. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-29084-8_50.

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Conference papers on the topic "Business English"

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Gak, Dragana. "Business English or Survival English?" In 10th International Language Conference on »The Importance of Learning Professional Foreign Languages for Communication between Cultures«. Unviersity of Maribor Press, 2019. http://dx.doi.org/10.18690/978-961-286-252-7.10.

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Sharma, Gaurav. "Ideology Of Business English." In Topical Issues of Linguistics and Teaching Methods in Business and Professional Communication. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.12.02.15.

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Zhang, Jing. "Role of Business English on business management." In International Conference on Information Engineering. Southampton, UK: WIT Press, 2014. http://dx.doi.org/10.2495/icie131492.

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Lu, Sun. "The Relationship between Business Knowledge and English Knowledge in Business English Teaching." In 7th International Conference on Education, Management, Information and Computer Science (ICEMC 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icemc-17.2017.229.

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Boyko, Maria. "Business English Diary As Means Of Business English Assessment For Non-Linguistic Students." In International Scientific Conference «Social and Cultural Transformations in the Context of Modern Globalism» dedicated to the 80th anniversary of Turkayev Hassan Vakhitovich. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.10.05.25.

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Sandiuc, Corina, and Camelia Alibec. "WEB RESOURCES FOR BUSINESS ENGLISH." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-152.

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The main objective of our paper is to present an overview of internet resources offering a broad variety of free resources for the teaching and learning of business English. The websites mentioned are some of the most popular business English sites on the web, designed to be of assistance to both students and teachers, that is they provide lesson plans, teacher designed activities and many other resources that complement and extend learning beyond the classroom. We have compiled a list of more than 30 links to free web pages related to business English, for which we further offer reviews, thus exploring the variety of these excellent resources that can be found on the Internet for sustaining active learning. We have also organized these resources according to criteria regarding the main topic areas dealt with, in an attempt to structure our analysis of these websites in conformity with their similarities. We believe that English teachers should keep themselves up-to-date with the helpful resources that can be found on the www, because the web offers invaluable information both for educators and for self-learners. The job of the teacher is that of guiding students towards self-education, self-development and self-assessment, assisting them throughout their endevours. Our aim as English teachers is not only to help students acquire skills and data present in the curriculum, but also to further develop these skills in the spirit of life-long education. Integrating technology into the classrooms enhances student motivation and teaching effectiveness, ultimately resulting in better education and increase of knowledge.
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Lázár, Viktória. "University Business English Courses Revisited." In 5th International Scientific Conference 2021. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-464-4.18.

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The unexpected transition from in-person to online teaching in the spring of 2020 took university language instructors off guard. The objective of my research is to show that adapting to the new-normal (i.e. unplanned shift to online teaching) had a ripple effect on teaching methods, learning goals, student motivation. The setting of the research is a Business English course at a university in Budapest (Hungary). The autoetnographic research I carried out provides personal reflections both on the objective elements of the course: needs, learning objectives, teaching material and methods and evaluation, and on the affective elements: student motivation and emotions. The findings show that adverse circumstances can force teachers and students not only to set more realistic learning goals, focusing on the most relevant and important materials, but by keeping standards high, to find a new form of motivation.
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Gurbanova, Saida. "BUSINESS CORRESPONDENCE IN MODERN ENGLISH." In GRUNDLAGEN DER MODERNEN WISSENSCHAFTLICHEN FORSCHUNG. European Scientific Platform, 2021. http://dx.doi.org/10.36074/logos-10.09.2021.42.

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Szedmina, Livia, Piroska Stanic Molcer, Janos Simon, and Zlatko Covic. "Clicking for business English success." In 2015 IEEE 13th International Symposium on Intelligent Systems and Informatics (SISY). IEEE, 2015. http://dx.doi.org/10.1109/sisy.2015.7325401.

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Lu, Sun. "Study on Business English Teaching." In 2017 7th International Conference on Education, Management, Computer and Society (EMCS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/emcs-17.2017.188.

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Reports on the topic "Business English"

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NIKITINA, I. ONYMS IN ENGLISH BUSINESS DISCOURSE. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2077-1770-2021-13-4-2-87-93.

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This article is devoted to identifying the features of the functioning of onyms in idiomatic expressions of Business English and ways of translating them into Russian. The author analyzes the types of onyms used in idiomatic expressions of Business English. The study confirms the hypothesis put forward by the author that appellativized onyms can be used in business discourse.
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Lindo-Ocampo, Gloria Inés, and Hilda Clarena Buitrago-García. English for Business Course. Thematic Unit: Business Events. Ediciones Universidad Cooperativa de Colombia, September 2022. http://dx.doi.org/10.16925/gcnc.24.

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This didactic unit is aimed at the fifth semester students of the Business Administration, Marketing and International Business program, who have already completed the four basic levels of the Open Lingua program. This proposal seeks to develop skills and competencies that allow them to perform in different fields related to private, public and solidarity economy companies, and in various mediation and negotiation processes at national and international levels. The instructional design of this unit contains real-life situations, focused on the world of business, that allow students to interact in various types of business events. The grammatical and lexical concepts, necessary to interact successfully in these types of communicative situations, are introduced and applied. The educational activities are designed to offer opportunities to interact in business conferences, international exhibitions, and seminars, among others. The contents are framed in natural and meaningful contexts. This leads to a greater understanding of the type of language used in business and the way it is used to communicate. The contents are structured in three lessons in which the level of complexity of the topics, tasks, texts and transitions (4Ts) have been considered. Also, various types of activities that activate and reinforce previous knowledge and that, subsequently, evaluate the progress of the students, are included.
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NIKITINA, IRINA. THE LANGUAGE OF CORRUPTION IN ENGLISH BUSINESS DISCOURSE. Science and Innovation Center Publishing House, 2020. http://dx.doi.org/10.12731/2077-1770-2020-4-3-163-169.

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This article is devoted to identifying the patterns of the use of the language of corruption in English business discourse. In the course of the research, the author analyzes functional features of the language of corruption in English business discourse and describes in detail the various techniques underlying the replacement of the direct naming of “bribe, to give a bribe” to the euphemistic one in English. The analysis allows identifying language strategies characteristic of the modern English business communication.
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4

Ozano, Kim, Andrew Roby, and Jacob Tompkins. Learning Journey on Water Security: UK Water Offer. Institute of Development Studies (IDS), January 2022. http://dx.doi.org/10.19088/k4d.2022.026.

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The overarching goals for the UK in relation to global water security are to; tackle and reverse growing water insecurity and its consequences caused by depletion and degradation of natural water sources; and address poor water management and increasing demand. To do this, the UK has a well-developed water ‘offer’ that together can help reach the goal of global water security. This note details some of that water offer: UK water leadership: The UK developed the concept of modern sanitation and water supply, with an early example being the Victorian Bazalgette London sewer; Ownership and regulation: The UK has four models of ownership: government department in Northern Ireland, GoCo in Scotland, Mutual in Wales, and private companies in England. But the common thread is strong and clear, regulation to deliver the right outcomes for society; Competition and markets: The UK set up the world’s first water retail markets for business customers, delivering savings and environmental benefits. Similar market mechanisms are being developed for sewage sludge, which will help drive circular economy solutions; Innovation: The UK has a huge number of water tech start-ups and most water companies have labs and pilot schemes to support these fledgling companies. At the same time, the English regulator, Ofwat, has established a huge innovation fund, which along with the Scottish Hydro Nation initiative has made the UK the best place in the world for water innovation and tech.
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5

Yatsymirska, Mariya. KEY IMPRESSIONS OF 2020 IN JOURNALISTIC TEXTS. Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11107.

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The article explores the key vocabulary of 2020 in the network space of Ukraine. Texts of journalistic, official-business style, analytical publications of well-known journalists on current topics are analyzed. Extralinguistic factors of new word formation, their adaptation to the sphere of special and socio-political vocabulary of the Ukrainian language are determined. Examples show modern impressions in the media, their stylistic use and impact on public opinion in a pandemic. New meanings of foreign expressions, media terminology, peculiarities of translation of neologisms from English into Ukrainian have been clarified. According to the materials of the online media, a «dictionary of the coronavirus era» is provided. The journalistic text functions in the media on the basis of logical judgments, credible arguments, impressive language. Its purpose is to show the socio-political problem, to sharpen its significance for society and to propose solutions through convincing considerations. Most researchers emphasize the influential role of journalistic style, which through the media shapes public opinion on issues of politics, economics, education, health care, war, the future of the country. To cover such a wide range of topics, socio-political vocabulary is used first of all – neutral and emotionally-evaluative, rhetorical questions and imperatives, special terminology, foreign words. There is an ongoing discussion in online publications about the use of the new foreign token «lockdown» instead of the word «quarantine», which has long been learned in the Ukrainian language. Research on this topic has shown that at the initial stage of the pandemic, the word «lockdown» prevailed in the colloquial language of politicians, media personalities and part of society did not quite understand its meaning. Lockdown, in its current interpretation, is a restrictive measure to protect people from a dangerous virus that has spread to many countries; isolation of the population («stay in place») in case of risk of spreading Covid-19. In English, US citizens are told what a lockdown is: «A lockdown is a restriction policy for people or communities to stay where they are, usually due to specific risks to themselves or to others if they can move and interact freely. The term «stay-at-home» or «shelter-in-place» is often used for lockdowns that affect an area, rather than specific locations». Content analysis of online texts leads to the conclusion that in 2020 a special vocabulary was actively functioning, with the appropriate definitions, which the media described as a «dictionary of coronavirus vocabulary». Media broadcasting is the deepest and pulsating source of creative texts with new meanings, phrases, expressiveness. The influential power of the word finds its unconditional embodiment in the media. Journalists, bloggers, experts, politicians, analyzing current events, produce concepts of a new reality. The world is changing and the language of the media is responding to these changes. It manifests itself most vividly and emotionally in the network sphere, in various genres and styles.
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6

Understanding the international provision of allergen information picture in the non-prepacked sector. Food Standards Agency, July 2023. http://dx.doi.org/10.46756/sci.fsa.jsi798.

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Our rapid evidence assessment aimed to develop an understanding of the international provision of allergen information in the non-prepacked food sector. A mixed-methods approach was used, including a rapid literature and data review, stakeholder interviews, as well as co-production panel review with our advisor (Dr Audrey DunnGalvin) and members of Allergy UK and the FSA. We found legislation on nine of the 18 countries within the scope for this project. These included three EU countries who have also brought in additional national requirements to EU legislation (Lithuania, Republic of Ireland, and Netherlands); two non-EU countries that align to EU legislation and have additional legislation in place (Switzerland, and Norway); three non-European countries (US, Philippines, and Canada) have legislation in place or draft form; and the UK. While legislation was not found in English for the other countries, all 27 EU member states follow the EU legislation as a minimum requirement. The UK follows EU legislation as we were a member state at the time of implementation. The UK has since left the EU; however the legislation has been retained. The UK has additional legislation for food that is prepacked for direct sale (PPDS), but not other types of non-prepacked food. There is considerable variation across countries and regions, in terms of type of allergens and foods covered, the required format of provision of allergen information (e.g., verbal or written) and the food establishments included within the legislation. Across all countries included within the review, the use of precautionary allergen labelling was voluntary. The overall objective of this rapid evidence assessment was to develop recommendations for the FSA to inform future policy and regulation decisions based on evidence of ‘what works’. However, the reviewed literature provided no evidence of whether approaches are associated with improved safety, compliance, unintended consequences, or feasibility. We were also unable to infer effectiveness via data on reported trends in deaths or incidents pre and post implementation of legislation, as these data was not found for any country. Similarly, there was not enough evidence to allow a systematic analysis of incidents associated with different types or categories of food business operators (FBOs) selling non-prepacked foods. We are therefore unable to provide clear recommendations of ‘what works’ from the evidence. We have instead gathered information on the ideas or potential solutions suggested in the literature.
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