Development of a methodology for improving the efficiency of teaching written translation of business correspondence (WTBC) for economics students

Abstract

Introduction. In today's globalized world, English has become the main language of international communication, especially in a business environment, so English proficiency is an important skill for future specialists in many fields. This is important to take into account when teaching economics-students written translation of business correspondence (WTBC). By increasing the effectiveness of WTBC training, students gain the ability to understand and navigate different cultural norms and communication styles in a business environment. The purpose of this study is to develop a methodology for teaching written translation of business correspondence and substantiate its implementation in improving the effectiveness of teaching economics students. Materials and methods. The experiment included 80 students-economists studying the discipline "Economics and Management" of the Peoples' Friendship University of Russia. To assess the reliability of the results obtained, the Fisher angular transformation criterion calculated in Microsoft Excel was used. Results. The obtained results showed that the difference between the average coefficients of learning in all groups is insignificant. However, the coefficients of learning in EG-1 (0.92) and EG-2 (0.92) taught in accordance with variant B, in which the improvement of WTBC skills occurred at the end of the last cycle of training over three lessons and based on all types of BC. Students in EG-3 and EG-4, who were taught by variant A, in which the improvement of WTBC skills took place at the end of each cycle and by certain types of BC according to the cycle, showed somewhat lower learning rates (0.89 and 0.88, respectively). The obtained φ*emp = 3 indicates that the proportion of people who have achieved a learning coefficient of 0.9 in EG-1 and EG-2 is greater than in EG-3 and EG-4. Therefore, the obtained statistical data give reason to conclude that variant B of the developed methodology for teaching WTBC is more efficient than variant A. Conclusion. The data obtained in the study allow us to conclude that the correctly selected educational material and the methodology developed on its basis provide an increase in the effectiveness of teaching students-economists of the WTBC.