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This study presents a novel approach by integrating various theoretical frameworks of Business English as a Lingua Franca (BELF) and their pedagogical implications for China's educational system. The study brings together existing research on Intercultural Communicative Competence (ICC), Global Communicative Competence (GCC), Task-Based Language Teaching (TBLT), and Case Study Methodology to create a complete BELF teaching framework. The research analyzes the roles of ICC and GCC in cross-cultural business communication and investigates the efficacy of TBLT in enhancing students' practical language skills. Additionally, it examines the case study methodology to simulate real business scenarios, thereby improving students' language proficiency and problem-solving abilities. Key findings include the central role of ICC and GCC in BELF instruction, the effectiveness of TBLT in authentic business contexts, and the practicality of the case study methodology for real-world BELF applications. This research offers valuable insights for educators to cater to the specific needs of Chinese business students and enhance their cross-cultural communicative competence. Pedagogically, the theoretical framework provides systematic guidance for BELF instruction and serves as a reference for future research and practice. Ultimately, it enhances teaching effectiveness and students' language skills.
Shi et al. (Sat,) studied this question.