How to bring soft skills into the business English classroom

Richard Cleeve
A woman standing at a whiteboard in a office with two others sat down.

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.ÌýÌý

Bringing soft skills into the Business English Classroom
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Five essential communication skills for business students

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.ÌýLearners 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.ÌýSuccessful 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, soÌýencourage 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 likeÌýBusiness Partner, which is aÌýbusiness 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.

Read our post 'Tips for teaching business English to low-level learners'

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    Once your English students reach a B2 level of English, they’re fairly competent communicators. For many learners, their motivation to improve starts to suffer when they reach this intermediate plateau. They understand almost everything and can express themselves clearly enough - so why would they want to continue learning English and achieve a C1 level of English?

    The CEFR describes C1-level learners as proficient users of a language. C1-level students have a high proficiency in English and perform well in an international work environment.

    How can we help our upper intermediate students reach this level and see the benefits in their own lives and careers? Here are nine steps you can take as an English language teacher to help your students achieve language proficiency.

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    6 tips for teaching business English to low level learners

    By Margaret O'Keeffe

    The CEFR describes A1 and A2 learners as ‘basic users’ of a language. So how can we help these students to develop their English for the workplace?

    Here are our six top tips:

    1. Focus on high-frequency vocabulary for work

    Learning English vocabulary for work context is the top priority for many low-level learners in business English classes. It helps them to communicate their message in a simple, effective way. This makes it important to teach common words and set expressions for everyday work situations.

    These include:

    • lexical sets (words related to the same topic or situation) – for example, days, months, numbers, verbs to describe work routines, verbs in the past.
    • common collocations with verbs and nouns (for example, manage a team, have meetings, place an order, solve a problem).
    • functional language and fixed phrases – greetings (How are you? Nice to meet you.) and offers (How can I help you? Would you like…?).

    2. Help students with vocabulary learning

    Teach vocabulary items in realistic contexts. For example, phone calls, to-do lists, short emails, text messages etc.

    While it might be tempting to give students lots of vocabulary to memorize, this can cause overload, be frustrating and ultimately demotivating for learners. Instead, you should aim to present eight to ten new words in a lesson as a general rule. This is an achievable number for working memory and helps to build learners’ confidence. The number of words can be a little higher if items are easy to show in images or there is repetition; for instance, the numbers 20 to 100.

    Have students make simple decisions about new words, as this helps with recall later. Start with simple tasks, such as matching words and pictures or verb and noun collocations they’ve seen in a short text (for example, managing a team, call customers, writing emails, etc.). Next, ask students to complete sentences using the target words and write their own sentences using these words.

    Getting students to personalize new vocabulary makes it more memorable, for instance writing sentences describing their work routines. Repetition also aids long-term memory, so make sure vocabulary is recycled in the materials in later lessons.

    Finally, make a list of vocabulary games to use for revision exercises, warmers and to finish classes.

    3. Maximize student speaking time

    Learners need to develop their English-speaking skills for work. The classroom is a safe, low-stakes environment for them to gain fluency and confidence.

    Use the audio and video scripts of short dialogues or an extract from a longer script. Students read the dialogue aloud in pairs or groups. Give feedback by drilling the stress and rhythm of any words or phrases which were difficult with the whole class. Back-chaining phrases – starting with the last sound and building up going backwards – is an excellent way to drill. Get students to swap roles and repeat the task.

    You can also use another technique called disappearing dialogue. Put a short dialogue on the board for students to practice in pairs. Then delete parts of the dialogue and ask them to repeat the task, swapping roles each time. Gradually delete more parts to increase the challenge. Students can reconstruct the dialogue as a final task.

    Moreover, surveys, questionnaires, true/false games, and information-gap exercises are ways to practice speaking in English, target structures, and vocabulary.