Anyone who’s ever taught a business English class knows that their students are busy people. Sometimes they get sidetracked by their other tasks - even during class. This means we have to make the most of the time we have with our learners and focus on what they really need.
How you do this depends on the sector your students work in (or plan to work in), their previous experiences studying English and their own strengths and weaknesses.
Teachers often focus on teaching hard skills, such as writing reports or running meetings. We do this because it can be challenging for many business students to do these things in English and also because hard skills have an immediate and positive impact on their workdays.
But, if there’s one thing that all business people can benefit from, it’s soft skills.
Soft skills are interpersonal or people skills. They include things like active listening, teamwork, decision-making and influencing skills. Mastering these skills will help students progress more rapidly and become more independent learners. However, isolating the specific vocabulary or grammar structures that these skills use is complex and they often get overlooked in language learning classes as a result.
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1. Listening actively
People mistakenly think that communication is just about speaking. However, one of the best ways to be a good communicator is to listen to the person you are talking to.Learners can show interest in what someone is saying by asking clarifying questions and rephrasing what they've said to ensure they've fully understood.
2. Influencing others
In order to manage employees and clients effectively your students will need to be able to influence others. This can be done by building rapport, explaining why they are doing something, asking the right questions and selling themselves in a certain way.
3. Negotiating successfully
The key to closing sales, obtaining a favorable price for a product or service, or maintaining a cohesive team lies in the art of negotiation.Successful negotiators determine their objectives before starting, prepare fully to support their positions and always leave their emotions at home (or in the office).
4. Dealing with different communication styles
In the world of business, students will come across people who communicate differently. The three basic communication styles are aggressive, passive and assertive. They’ll need to know how to deal with these different styles if they want to succeed.
5. Speaking clearly and concisely
Students need to learn to express themselves clearly and convey their message in as few words as possible. It’s easy to ramble when you are nervous, soencourage them to think about what they want to say and, if necessary, make some brief notes beforehand.
How they apply these skills will depend on the issue at stake, the situation and who they're talking to, so they will need to adjust their behaviour accordingly. The more time you spend on this in class, the easier it will become.
If you need any guidance there are courses likeBusiness Partner, which is abusiness English course that teaches real-world language and business skills which helps to teach the above skills mentioned. The course raises students’ awareness of different communication styles to help avoid misunderstandings and so they can be more perceptive and adapt their own styles according to the audience.
English is one of the most widely-spoken languages in the world, but how much do you know about the language? Here are 11 facts about Englishthat you might not know.
Students all over the globe learn English for many reasons. Some of these motivations may come from the students themselves – perhaps they are learning because they are travelling to an English-speaking area, or they want to be able to converse with English-speaking friends and colleagues. Other reasons for learning could include meeting school requirements, studying abroad, or progressing their careers.
As well as different reasons to learn English, there are also different goals. Many students are still focused on becoming fluent in English, and we are seeing an increase in people who want to learn the language for specific reasons. For example, immersing themselves in a particular culture or simply being able to order from a menu while travelling abroad.
Teachers are focusing on these personal needs to help students achieve their actual goals. It’s likely you’ve already spoken to your students about why they want to learn English. Understanding this is important as different motivations can influence a student’s attitude towards learning the language – and it may be necessary for you to adapt your teaching strategies for different groups of learners.
Let’s meet some different groups of students, learn a little more about their motivations and explore whether different motivations alter how students learn English. You may recognise some of these learners in your classes.
These students are learning English for pleasure or personal reasons. It might be because of travel, social or family reasons or perhaps because a better grasp of English might assist them with their careers. There are also adult learners who could be learning English as an immigration requirement.
For example, 23-year-old Alice decided to learn English so she could meet people and have more meaningful interactions with her English-speaking neighbours. She says: “I was very shy and not very confident in speaking to people, but learning English helped me connect with others and meet new people. I have changed a lot.”
A motivation like Alice’s requires strong teacher support and peer motivation woven into structured learning. Alice can set her goals and with the GSE Learning Objectives map out what she needs to do to achieve them. Teacher encouragement and personal support – and easy access to digital coursework, a social community of others all learning English, and small classes that emphasise conversation – keep people like Alice engaged and motivated to achieve her language goals. “I cannot do it without them”, she says.
These learners are typically in a more formal type of English programme and are learning the language to achieve specific career milestones, such as a promotion. Their employer might even be paying for their learning or they might be reimbursed for the cost of their lessons.
Vincenzo is 33 and works as a Product Manager in Milan for an international organization with offices around the world. He says: “I asked to take English classes as part of my professional development. My company chose an English provider and gave me a choice of group or one-to-one classes. I chose one-to-one classes as I’m easily distracted.”
Professional learners like Vincenzo succeed using a blended learning model of learning in class and at home that they can tailor around their lives. They have a strong motivation to succeed – that’s why learning at home works for them – but step-by-step progress provided by the GSE Learning Objectives is also important to keep this motivation alive. “I met with my teacher once a week where we would work on mistakes I would make while speaking English. He would also give me extra practice materials, like interesting games and videos to listen to in my own time, to help me really get a better understanding of the language,” Vincenzo says.
Learning English is a requirement for many school programmes and students will continue this at college or university. Many of these students will be learning English with a formal course that offers practice tests for high-stakes exams.
Seventeen-year-old Subra is from Malaysia and learns English at school. Some of her family live in Australia and she is considering studying abroad to attend a University that specializes in health care. When she was young, she learned in a traditional classroom backed with tests that helped her see how she was progressing. Now she uses technology, such as her Android Huawei phone to practise her English but still needs the validation of regular testing to know she is on track.
Subrasays: “I am used to studying for tests as I prepared hard for exams to get into middle school and senior school, which was totally determined by test results.”
Academic learners like Subra need to see demonstrable results to help them stay motivated and guide them to the level of English they need to achieve to get the required score on high-stakes tests. With the clear GSE Learning Objectives and a placement test, academic learners can map out where they are right now and where they need to be in order to reach their academic goals. These learners need encouragement and validation of their progress from their teachers to help keep them on track.
Understanding student motivations will help you teach to their specific needs, thus helping them to stay focused and motivated in achieving their goals.
Kirsty Murray taught English for a year at a collège (the French equivalent of a secondary school) in Villers-Cotterêts: a town in the north of France known for being the birthplace of Alexandre Dumas. She taught mixed-ability groups of 11- to 16-year-olds, with classes ranging in size from 10 to 35 students. Here, she shares the five lessons she learned from the experience.
