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Business learners differ from others learners in different ways because they are more motivated and determined to learn, during classes they would be very focused to learn and understand what the trainer has to teach, making sure the lessons are successful. What might be a negative point is that due to the learner working schedule the time to prepare and study for the next class can be less.
Business learners are different from others in various ways. The first difference that comes to mind is the incentive to learn a new language, which will more likely be linked to a professional goal – such as getting a promotion or communicating better with clients, compared to other learners who may wish to learn a language for their own pleasure or to communicate better in daily life. In this way, I believe it is even more important to discuss with the business learner about their precise objectives in terms of language, so that the trainer can accompany the learner in the best way possible.
Business learners may also have less time available than others. As a result, classes will need to be even better structured to cater to their needs so no time is lost.
Finally, business learners may wish to focus on a specific area of English – that is, work-related vocabulary and topics of discussion. Therefore, it may be less crucial to teach them specific grammar points (contrarily to someone preparing for an English exam, for instance), as what matters is that the business learners can directly integrate what they learn in the lesson to their workplace.
Whereas a school student of English (or any other language) studies it because it is part of their curriculum, Business English students differ in different aspects and learning practises.
In Business English classes, motivation, purpose and time are the main factors at play in what the learner wants to achieve and how. Being interested in languages is definitively a plus that allows the student to be more flexible or even motivated in learning. However, at the same time, some Business English learners might have little to no interest in languages and them learning English is only due to the need to learn what is now the lingua franca to communicate at an international level.
Business learners are generally more motivated than other learners due to the fact that they need to learn or improve the language for a specific goal: use it on the job.
The teaching method should be such that in addition to creating interest for the learners, it also approaches their goal and instills in them a sense of success.A business learner differs from traditional learners because they are invested in learning the target language. The investment might be to look for better job opportunities or to advance in a current career field. I would think that as a business learner, time is limited and they need to progress quickly. Mostly likely the trainer is dealing with an adult, who has limit time to learn the targeted language, so there’s also that to keep in mind while trying to teach or develop lessons. Motivation can play into time, since taking too long to learn can have a negative impact on motivation. As a trainer, I think you need to take a bit more care with a business learner to make sure that you are meeting their expectations from the course.
People are individuals therefore it would be unfair to generalize too much.
It is true that business people have a specific job-related goal in mind and are working under a tremendous amount of pressure and possibly travel a lot resulting in time to study being limited. Often it is the business executives who miss the most classes when there is a meeting or problem at work. All these factors can make them irritable at times or impatient to move on to the next topic. By being arrogant they perhaps miss some details due to a lack of focus. They can be intimidating and rude too.
The trainer must be aware of these possibilities and show empathy while encouraging the learner to take the topic at a steadier pace for greater achievement.
Some Business learners, however, have more time and talent for a language so it is not seen by them as an added burden to their daily workload.
Motivation can be driven by a desire for promotion, or to do business with another country where English is spoken as a first language, to keep up appearances at work or family like a status symbol.
Business learners can be interesting to work with while being at the same time a challenge.
Business learners usually have a very specific goal to achieve and the time they have to pursue this varies greatly. Sometimes business learners don’t like the language at all but find themselves in a situation where they believe they have to improve their language skills or even learn from scratch because of their work. This can be a requirement that they inflict upon themselves or it can come from the company they work for. Learners in general will deal with the process of language acquisition in different ways and the amount of pressure and demands they put upon themselves will have a big influence and can be helpful or not. If the person has unrealistic expectations this will be quickly revealed because language acquisition is a human science and a few factors such as balanced expectations, some knowledge of the process, low anxiety levels and patience play a very important role in the process.
Business learners are the same as any other learner with a different purpose and goal for learning the language. All learners have a reason for studying a language and based on those reasons a trainer should plan the topics and discussions of the lessons. This does not make them different overall and the same methods will be applied for them including presentation, practice, and production. Even among the business learners, there will be those who are highly motivated as it is their own decision to learn with a specific reason in their mind, and those who might feel pressured because their job has made it mandatory for them, so we cannot think they all have the same motivation level and can be treated the same. As the topics and discussions will be a bit different, the vocabulary might also be more related to business and work, and this will be a bit boring for some learners, so the activities for practice and production stage may not be as fun as the ones in general English course.
There are two different approaches to the question of how business learners differ from others. Regarding the learner’s approach, most students are quite motivated. They are adults and take on a language course of their own accord, unlike children or teenagers who are compelled by their parents. The students’ motivations are professional. They are eager to broaden their knowledge and experience, sometimes to get a better position and thus a higher salary, or merely out of a particular interest in the language to enable them communicating with foreign correspondents in the workplace. What the learners acquire in class, they can put into practice in the work structure. Learners quite often mention this fact and show satisfaction because it gives them the awareness they are progressing. It usually enhances their interest for the target language and makes them feel more at ease and confident.
Another aspect of the question is the teacher’s standpoint and the way they will plan the courses. It is important to create tailor-made courses that specifically meet the needs of the learners. Therefore, the trainer will have to focus on appropriate vocabulary related to the learners’ profession or area of business. The class can easily be made interactive if participants do not hesitate to exchange ideas and ask specific questions.
However, one negative element to take into consideration is that business learners typically have limited time to devote to their schooling because of tight schedules at work in addition to their domestic occupations. This evidence is exemplified when it comes to doing homework, learners often skip their course duties.Business students, in general, are present in a language classroom, because a person in charge of their company has established objectives to improve their professional profile in a certain period of time.
It is important to establish the starting level of the students and set achievable goals to keep motivation high and be aware that the time spent on this project is worth it. Normally, the meetings are held during working hours and this entails having to consider the level of stress, workload and fatigue when scheduling the activities.
these activities must be related to their needs to arouse interest.Business learners are adults and adults are self-motivated learners. Additionally, business learners have specific goals and needs, too. They have limited time for learning a language. So, I think the focus should be on the effectiveness of the process rather than motivation.
Business learners are not very different from other learners since learning a language isn’t something that varies by occupation. The only difference is the type of vocabulary needed. Just as we teach children age-appropriate vocabulary, we can use vocabulary useful for business learners.
Business learners differ from other types of learners in the aspect that they are generally motivated by their career prospects. Business learners want to get better with the target language so that they can apply it towards their work lives. Perhaps their company is turning international, or maybe they meet with English speaking clients on a daily basis. Whatever the reason may be, business learners always have a goal in mind. They are fueled by ambition. Expanding one’s knowledge when it comes to languages can help open a lot of new opportunities in the business world. An interest and dedication to linguistics is practically crucial for business men and women who work for international companies. However, these learners often have tight schedules and may not be able to practice much outside of the classroom. For this reason, it is important to ensure that business learners have a lot of opportunities to practice the target language while they are in the classroom.
Language learners from businesses or organizations are intrinsically motivated to learn considering the fact that they decided to take time out of their busy adult schedule to spend sitting down and studying. This can be driven by various motives. The first is for personal growth, for whatever personal reason they can use that new language, be it for leisure or hobby, for example, watching a series in English without needing subtitles, or to communicate better while traveling in an English-speaking country. The second is for economic or work advantage. Some businesses incentivize employees who have achieved a higher level in a foreign language, or a specific level certificate is required to be promoted to a higher position. Finally, it can also be for social reasons. Learning with a group allows you to meet people who share the same interest. The benefit is that you have accountability partners that check in on your progress and celebrate with you.
The main challenge with language learning for business learners is that when work or family life gets too busy, they tend to miss the classes or drop them altogether. So the motivation as to why they are learning has to be really strong for them to stay and finisht he course.
One key difference when it comes to differentiating general English to business English is their specificity. People who learn general English usually stay on the same level as the others while those who learn business English advance further to acquire relevant skills and techniques. Commonly, people who learn business English apply these learnings on certain levels to test their new knowledge and ability.
I think business learners are more time-oriented and that’s why they generally take intensive language courses. On the other hand, general english learners are more flexible with time and they can progress in their own pace.
As for the motivation, business learners are goal oriented and always try to apply what they learn. General English learners also have the motivation to carry on and learn the language thoroughly.
Business learners got to spend more time on learning lexicon since they are required to memorize commerce vocabulary other than common. They have to be compelled to learn more scholastic composing sorts. For illustration, commerce mails, articles, reports and so on. Normally, the style and structure is totally diverse from a commonplace letter.Time is of the quintessence for all members. Since each member has their own business opportunity and the utilize of dialect serves their objectives and inspirations. Each of them may not have much time, so each course ought to be held in a totally coherent and arranged way and ought to be comparative to the life content of the members within the lesson. This final thought, other than being a issue for the trainer may be a point related to the interest in languages that seem alter in the event that the learner considers the learning as a part of his work or a work or a thing he is doing to progress himself.
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