General Introduction:

Compared to some African countries, the use of English in the former French colony of
Algeria is far left behind. English is heralded as the language of the future, moving on from
the colonial past towards new connections, new horizons, and new articulations of a global
national identity is a move forward.

Today, English is a distinct language. Functionally and structurally, it is unlike any other
language on the earth. English has spread widely among non-native speakers in terms of
functionality, as a large number of Asian, African, Pacific, and other countries have
designated it as their official, associate official or functional language.As a result of the
circumstance, millions of young people are learning English as a second language in order to
communicate more effectively.

In terms of structure, as English spreads, it will undoubtedly represent a wide range of

different civilizations. Non-native speakers, in particular, are taking use of this additional
language and developing new aspects of English usage.The fact that it is the language through
which international trade and diplomacy are conducted accounts for English's dominance in
the global arena. English's multifaceted position as a vehicle for highlighting achievements
and advances in trade and technology allows it to transcend cultural, social, and economic
barriers.

English has become the de facto business language. That is common knowledge. As a result,
there has been an increase in the demand for Business English instruction. Business English is
a term that refers to English classes offered to various business professionals or job-
experienced learners, as well as students in schools that are preparing for a business career or
pre-experienced learners.

As part of English for Specific Purposes, Business English is the language most closely
associated with international trade. Since the globalization of the commercial world, the usage
of this specialized English has been increasingly widespread. Furthermore, global
corporations and foreign enterprises are likely to grow.Thousands of international native to
non-native or non-native to non-native communications are carried out every day in a wide
range of business settings, which may create confusion for those whose first language is not
English.As a result, many non-native speakers enroll in Business English classes to learn how
to perform in English skills that they already know in their native language, such as
presentations, negotiations, meetings, small talk, socializing, correspondence, and word
processing.

Employers, employees, and, of course, teachers are all concerned with the command of
business language in the case of business people. In fact, they are constantly in need of
specialized Business English knowledge in order to function in a variety of settings and
complete certain responsibilities.As a result, Business English teachers differ from their
colleagues teaching General English language in their need to grasp the needs of learners'
vocations and willingness to adapt to these requirements. Business English teachers have
traditionally been seen as having a different role than ordinary English teachers, Other than
teaching style, business English teachers must have a diverse set of abilities. Some basic
knowledge of their students' subject area may be one of these skills, the teaching of English as
a foreign language in the context of a business career, subject, or purpose is known as
business English teaching. This does not, however, imply that the teacher must be an expert in
the field of business. His job is to teach businesspeople how to communicate in English about
their field of expertise, Nonetheless, it is critical to be able to connect with students and their
needs, which is made easier if the instructor understands their roles and, as a result, fits new
material into a familiar pattern.

Teachers of English for Specific Purposes, and consequently those of Business English, have
been chastised for lacking the specialized knowledge required for a thorough understanding of
the content of target materials.As a result, many EBP teachers may experience anxiety in the
classroom, lack self-confidence, and become overly receptive to expert opinions on course
design, materials, and class activities.In fact, beginner EBP are relatively similar to learners in
terms of their need to be comfortable with the target subject's language and their difficulty
understanding the target material.They may not be able to exchange ideas that contribute to
the desired learning outcomes because they do not have the required subject matter
knowledge as primary EFL teachers.Furthermore, teaching Business English entails
combining basic topics with specific business material. As a result, EFL teachers are the only
ones who are qualified for the job, and we should prepare the path for them to do so
effectively.

ESP is a cutting-edge method of language instruction that has been widely used throughout
the previous three decades. There are three primary reasons for the significant attention paid
to this technique following WWII .The first factor has to do with the unparalleled global
spread of scientific, technological, and economic activity. The second reason is that classical
linguistics is undergoing a revolution, with a strong focus on communicative approaches to
language teaching. Finally, ESP programs are becoming increasingly important as more
attention is paid to the psychology of learning and individual learning characteristics such as
preferred learning styles, techniques, requirements, and interests. As a result, ESP is more of a
psychological than a linguistic phenomenon. In a situation as humanistic as this, the
motivations for learning English are used to make important judgments about the suitable
syllabus, approach, and evaluation process. On the other hand, most English teachers create
required syllabuses based on learners' academic and linguistic demands as well as their
professional understanding of teaching English for communicative reasons. As a result, many
EGP teachers employ an ESP approach to developing acceptable syllabuses; it's difficult to
tell the difference between ESP and EGP courses.

Because of the high demand for EBP training in our country and the lack of an ESP
department in Algerian institutions, all Business English teachers are ELT graduates with no
prior preparation for teaching Business English or any other sort of ESP.As a result, General
English teachers are thought to be the best candidates to teach EBP courses. Naturally, new
teachers are confronted with a tangle of concerns, and the difficulty for an EBP teacher in
Algeria is to find an effective strategy to maintain professionalism.So, what options do
English language teachers have for learning the specific content and context of business
English? Do the companies in Algeria that provide EBP language training for businesses
provide pre- and in-service Business language teaching training to their new hires?

The use of English is important for people in countries like Algeria, where people typically
use Arabic or French in their daily lives, education, and business. This can be a linguistic
obstacle to Algerians' weak use of English, which is a problem that our future research will
address.

We also need the English language for other purposes, such as communicating with
individuals in other countries via the internet, either verbally or in writing. We can't deny that
English is necessary for almost every type of business.

The major goal of this research is to look at how non-native speakers use English in a
business setting, specifically among Kahrama Spa employees, in order to improve the
company's English usage. The study reveals whether or not respondents use English in their
daily lives. The research falls within the category of business communication research.

Furthermore, the company's staff has varying degrees and backgrounds when it comes to the
English language.

As a result, the following hypothesis was developed:

Hypothesis01: English is not used used in the Algerian Company Kahrama Spa.

Hypothesis02: The Company does not serve courses in Business English for the workers.

The present work will unfold itself into threechapters;each chapter contains an introduction
and a conclusion.

The first chapter examines the many literature-based definitions of English for Specific
Purposes (ESP) and Business English (BE) and its register, as well as the various
classifications of ESP.

It started with an overview to English as a worldwide language and its development

determinants, followed by a discussion of English as a business language, its rise in Algeria,
and in the Algerian workplace.

The second chapter is divided into two sections. The data from the questionnaire survey is the
first portion, and the interview with the management is the second component. with the
analysis of both sets of data

Chapter four focuses on recommendations and proposals for enhancing the English language
use in companies for having more efficient individuals in the workspace, the respondents
were asked about any English language training in their actual employment place and their
objectives.

It focuses also on the content and context of English as a business language. The first section
discusses how to design a business English syllabus and materials, as well as what an EBP
instructor should know about the subject he or she is teaching to students.