Abstract

This article describes a method for motivating second-language (L2) business communicators to increase their English proficiency through the use of double translation. The lesson is explained and illustrated in light of current research on both L2 pedagogy and intercultural communication theory. Examples of double translations are offered, along with anecdotal observations concerning the positive effects of the lesson. These data support the notion that teaching methods that empower L2 communicators while involving them in ideas are preferable to traditional grammar and syntax exercises.