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Business learners are very focused on their careers. Their main goal is to improve their job position, and this is a great boost in learning. They usually don’t have much time to prepare and study, and at the same time they need to improve quickly. It’s therefore important to focus on the language used in the work environment, which is often multinational, and therefore with the possibility of interfacing with different languages and cultures: a factor that makes the learner more motivated to improve his/her skills.
The needs and motivation of a Business English learners are slightly different to the General English learner. Business English learners require English related to the professional world, more specifically the industry that they work in. Business English uses more formal language structure and is often needed to communicate with other colleagues or as part of fulfilling their job requirements. Therefore more emphasis would be placed on meetings, negotiations, written communication and presentations. I think writing emails and letters would also be of equal importance along with being able to speak English.
Business learners who are studying a language have some unique qualities compared to others. Firstly, they are often motivated by their work goals. They want to improve communication for business reasons, like talking to international clients or colleagues, making their language learning more focused.
Secondly, these learners face time challenges. Business professionals have busy schedules, making it hard to find a lot of time for language learning. This affects how they learn, focusing on more practical aspects of language.
Lastly, the interest in languages for business learners is usually practical. Instead of just enjoying the culture of a language, they want skills that directly help them in their professional life. This practical approach makes their language learning more targeted and useful for their work.motivation: they can be either motivated or not, it all depends on their goals and the reason why they are attending the classes (is it for personal interest? Did their boss ask them to do so?)
time: it is connected to motivation: if they feel the class as necessary to progress in their role or position, any time can suit to them, even working hours. On the other hand, if the class is another duty, any time can be the wrong one. In my opinion, creating a pleasant learning environment can help.
interest in languages: they can be very interested in languages, especially if they work for multinational corporations or if they travel a lot.Business learners have a specific goal in mind. They are therefore often more motivated.
They have to learn a lot in a short time, especially specific vocabulary. So the classes are usually more focused on practical skills that they can use in their area of work.
Sometimes, because of their work, they have less time to devote to language learning outside the classroom. It’s difficult to comment on interest for languages in relation to business learners. We don’t know whether they learn a language out of obligation or for pleasure.Business learners are different in all these 3 aspects. First, they have an entirely different motivation to learn the language from the rest of the learners as they wish to advance their careers through this knowledge and therefore they might feel as though the stakes are higher for them. Their time spent on the language can be more compact and short than other learners as they might be on a specific timeline due to business requirements. Their interest in the language varies since it can be solely for the purpose of their business and career, or they also have a personal interest in learning and are invested in it for other reasons as well.
Understanding the differences between business English students and general English students is crucial for tailoring effective teaching methods and approaches. These differences concern their motivation, time management, and interest in language learning. By recognizing and addressing these distinctions, trainers can create efficient strategies to better meet the diverse needs of their students.
Motivation serves as a foundational element in language learning, significantly impacting students’ engagement and progress. Business English students’ motivation is frequently linked to practical objectives, such as career advancement, professional development, or job-related requirements.
Instead, general English students tend to possess a more varied spectrum of motivations, ranging from personal interest and cultural enrichment to academic requirements or travel aspirations.
Time represents another important factor for business English learners. They often have demanding work schedules, which leave limited windows for language learning activities. As a result, they prioritise efficiency and practicality in their learning approaches, looking for condensed and targeted instruction that aligns with their professional commitments. Flexibility is thus a fundamental requirement for them, with a preference for adaptable learning formats such as online courses, self-paced modules, or short, intensive workshops.
Interest in language learning reflects their respective motivations and goals. Business English students often show a pragmatic interest in language acquisition, prioritising proficiency in areas directly relevant to their professional responsibilities. Their learning objectives revolve around mastering industry-specific vocabulary, enhancing communication skills for meetings and presentations, or negotiating contracts and agreements.
In conclusion, while both business English and general English students share a common goal of language proficiency, their motivations, time allocation, and interest in language learning vary significantly. By recognising and accommodating these differences, trainers can tailor their lessons to effectively engage and support the different needs and preferences of their students.In certain aspects business learners don’t differ too much from other learners. It could be that some business learners are forced by their company to learn a language. If that is the case, their motivation might come from an external factor. However, I believe a lot of business learners decided to learn a new language to improve their job or for a better job etc. In this case they should be just as motivated to succeed as other learners.
I think business and other learners spend the same amount of time towards their learning. Both could have a full time job and need to make time to practice and work on their language skills.
It could happen that business learners are not as fond of languages as some other learners. Other learners might love languages and it would benefit those learners. They tend to pick up on aspects and rules much quicker as learners who don’t like languages. Business learners could see the language as a hurdle standing in their way to improve their job or get a promotion. The danger of that might be that they get frustrated easily and won’t improve as quickly as they wanted.
I believe business learners differ from others in several key ways. Firstly, they often have specific goals related to their careers, such as improving communication skills for presentations or negotiations. Additionally, business learners tend to be more focused on practical applications and real-world scenarios, as they aim to directly apply their learning in professional settings.
Business learners may possess a higher level of motivation and urgency, driven by the desire for career advancement or increased job performance. Also, they may require specialized vocabulary and terminology relevant to their field.Business learners have different motivation and they want to achieve specific goals. They are highly motivated by practical and professional goals. Learning a language allows them to enhance their career, communicate with international clients or colleagues, or conduct business in another country. Business learners may have limited time available for language study due to their work. They often need efficient and effective learning strategies that fit into their schedules. Their primary focus may be on acquiring language skills that are directly applicable to their professional responsibilities, such as business communication, negotiation, and presentation skills. Overall, understanding the unique motivations, time constraints, interests, and learning preferences of business learners can help tailor language learning programs and materials to meet their specific needs and maximize their success in acquiring language skills for professional purposes.
Business learners can differ from other types of learners in several ways. For instance, regarding career orientation, the chance of job progression is typically a major source of motivation for business learners. They consider the information and skills they acquire closely related to their career objectives. Adding to that, they are often practical and goal-oriented. They want to see how their knowledge may be used to solve real-world business challenges. Besides, they concentrate on the most important material because they might only have a short time to study.
Besides, as previously said, business learners sometimes have restricted time owing to professional and personal responsibilities.
Furthermore, some business students may have a general interest in language learning, but most are focused on acquiring vocabulary and communication skills that are specific to the business world. This could include mastering negotiation techniques, delivering effective presentations, and/or honing their business writing abilities.In my view, I would say business learners differ from normal learners in a couple of key ways. Firstly, it is quite likely that they already know the basics of the language, they (or their company) are looking to refine their skills. This can be a helpful aspect for the trainer, as more time can be spent on specific language needed on the job, rather than the basics of the language.
Secondly, the motivation will differ. I think the motivation will depend on the job position and whether the learner is taking the course voluntarily or if their company requires them to. Another factor will be when the learner is taking the course, and if it impacts work within the company. For example, say a company requires an employee to take an English course after the work day, in the evening. This can be quite taxing on the learner and may impact their ability to learn effectively. Another scenario could be that the employee is required to take the course on top of their normal work load. Again, this can be a stressful environment and can lead to the learner/employee doing poorly in one area.
Lastly, the English learned in a business course is going to be specific and more difficult than that found in a normal course. That said, business learners can directly relate what they are learning in class to their job. This could lead to faster progression and a better understanding of the TL.
Business learners differ from other because they have the career motivation : add this new language to their CV, evolution of their career, helpful in their own life.
Also, they have limited time and need to improve the target language in a short period. Deadline of the course is a good motivation ! I think they have a better understanding of lessons because they know the business context.
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