Jelena Basta

DOI Number
First page
Last page


Modern times require a functional level of the knowledge of the English language. Big corporations expect their future employees both to know English for Business and Economic Purposes and to possess sophisticated business skills. The task of the ESP teacher is to instruct learners to successfully develop linguistic as well as non-linguistic skills. One of the ways of doing so is by means of the case study analysis method, which might be considered as one of the most valuable methodological tools, as it provides learners with an  authentic learning environment and authentic study materials. In order to successfully realize the case study task, the ESP practitioner is supposed to establish interdisciplinary collaboration with core-subject professors, who will significantly contribute to effective and efficient business solutions proposed by ESP students. The aim of this paper is to give a theoretical review of case studies and present the results of the survey on the role of case studies in ESP classes conducted at the Faculty of Economics, University of Niš. The paper will also point to advantages and disadvantages of using this teaching approach. In the end, the paper will give the suggestions about the ways as to how to overcome common obstacles which arise in the course of conducting this ESP teaching and study method.

Key words: ESP, case studies, authenticity, interdisciplinarity, linguistic skills, business skills.

Full Text:



Adelman, C., Jenkins, D. and Kemmis, S. 1976. “Rethinking case study: Notes from the second Cambridge conference.” Cambridge Journal of Education 6(3): 139-150.

Angelo, T and Boehrer, J. 2002. Case learning: How does it work? Why is it effective? Case Method Website: How to Teach with Cases. Santa Barbara: University of California.

Basturkmen, H. 2010. Developing Courses in English for Specific Purposes. Basingstoke: Palgrave Macmillan.

Breen, M. 1987. “Learner contributions to task design.” In Lancaster Practical Papers in English Language Education: Language Learning Tasks 7 edited by C.N. Candlin and D. Murphy, 23-46. Englewood Cliffs: Prentice Hall.

Burges, S. and Head, K. 2005. How to Teach for Exams. Harlow: Longman.

Byram, M. 1997. Teaching and assessing intercultural communicative competence. Clevedon.

Cain, P. and Heath, S., eds. 2004. Handbook for Lecturers: Design, Development and Delivery of Web-based Case Study Resources supporting student centred learning. Newcastle: University of Newcastle.

Choi, B. C. K. and Pak A. W. P. 2006. “Multidisciplinarity, interdisciplinarity and transdisciplinarity in health research, services, education and policy: 1. Definitions, objectives, and evidence of effectiveness.“ Clinical and Investigative Medicine 29: 351–364.

Corey, E. 1980. Case method teaching 9-581-058 (Rev. November 1998). Boston: Harvard Business School.

Council of Europe. 2001. European Framework of Reference for Languages. Strasbourg.

Davis, C. and Wilcock, E. 2005. Teaching materials using case studies. UK Centre for Materials Education, Higher Education Academy.

Ellis, R. 1993. “Interpretation-based grammar teaching.” System 21: 69-78.

Fischer, J. 2005. Case Studies in University Language Teaching and the CEF Levels. University of Helsinki Language Centre.

Fischer, J. and Casey, E. 2005. “Der Einsatz von Fallstudien im Fremdsprachenunterricht an Hochschulen.” In Innovation aus Tradition, edited by Doris Gebert, 175-184. Bochum: AKS-Verlag.

Heath, S. 2004. “Using case studies in higher education.” In Handbook for Lecturers: Design, Development and Delivery of Web-based Case Study Resources supporting student centred learning, edited by P. Cain and S. Heath, 3-7. Newcastle: University of Newcastle.

Jendrych, E. Case Studies in Business English Teaching. International Conference The Future of Education. Accessed 27 May 2017.

Kiefer, K-H. 2004. “Fallstudien – zum Umgang mit einer erfolgreichen Lernmethode im Fachsprachenunterricht Wirtschaftsdeutsch.” Info DaF 1: 68-98.

Lee, W. 1995. “Authenticity revisited: Text authenticity and learner authenticity.” ELT Journal 49(4): 323–328.

Little, D. Devitt, S. and Singleton D. 1988. Authentic texts in foreign language teaching. Theory and practice. Dublin: Authentic

Mondada, L. and Doehler, S.P. 2004. “Second language acquisition as situated practice: task accomplishment in the French second language classroom.” The Modern Language Journal 88:501-518.

Morrow, K. 1977. “Authentic texts and ESP. In S. Holden.” In English for specific purposes , edited by S. Holden, 13-16. London: Modern English Publications.

Nadrag, L. and Buzarna-Tihenea, A. 2013. “Internationalization of the English Language and Its Influence on the Romanian Economic Language.” Ovidius University Annals, Series Economic Sciences 13 (2): 134-139.

Nunan, D. 1988. The learner-centered curriculum. Cambridge: Cambridge University Press.

Nunan, D. 1989. Designing tasks for the communicative classroom. Cambridge: Cambridge University Press.

Richards, C. J. and Schmidt, R. 2002. Longman Dictionary of Language Teaching and Applied Linguistics. Harlow: Longman.

Robinson, P. C. 1991. ESP Today: A Practitioner ́s Guide. English Language Teaching series. Hertfordshire: Prentice Hall International.

Simpon, E. and Courtney, M. 2002. “Critical Thinking in Nursing Education: Literature Review.” International Journal of Nursing Practice 8: 89-98.

Stern, H. H. 1983. Fundamental Concepts of Language Teaching. Oxford: Oxford University Press.

Taylor, D. 1994. “Inauthentic authenticity or authentic inauthenticity?” Teaching English as a Second or Foreign Language 1: 1-10.

Thornbury, S. 2006. An A-Z of ELT. Oxford: Macmillan.

Tiwari, A., Lai P, and So, M. 2006. “A Comparison of the Effects of Problem-cased Learning and Lecturing on the Development of Students’ Critical Thinking.” Medical Education 40: 547-554.

Van Lier, L. 1996. Interaction in the language curriculum: awareness, autonomy, and authenticity. London: Longman.



  • There are currently no refbacks.

ISSN 2334-9182 (Print)
ISSN 2334-9212 (Online)