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The most noticeable detail about business learners is that they are usually given the opportunity to study a language by their employer, whereas other learners have to seek out and finance their training on their own. This has nothing to do with their quality or status as learners. It can, however, have an impact on their motivation. From my own experience, I have noticed that those learners who voluntarily seek training are more motivated than those learners (business, children) who have someone else decide for them. This lack of motivation can greatly impact their interest in languages since it is not something of their choosing. Some of these learners could have had (or currently have for children) bad experiences with learning languages during their school years. Those learners who have issues with motivation need some extra attention and more time will be needed in order to personalize their lessons. Also, they may need extra time in the classroom to overcome their doubts.
Business learners are different from other learners in these ways:
Unlike young learners forced into courses by parents, most adult business learners are motivated. They understand how courses can benefit their careers.
Business learners, based on personal experience, have less time for extra studies. They usually avoid homework due to busy work schedules. On the contrary, young learners and some adults get more homework.
Most business students are really into learning new languages.Business learners are different in terms of motivation, as the new language will probably be necessary for carriers and sometimes these language courses could be actually paid by the companies they work for. Therefore the course has to be structured around their needs.
As business learners are working they have less “free time”, so the time they use in the course is an investment for them.
The interest in languages is also probably directed towards practical needs related to the work field.Business learners have a more specific scope of targets and objectives. They are learning the language to meet a particular end and that is of closing deals, welcoming potential clients, expanding their business internationally… With the English language being one of the most used languages around the globe, it becomes a necessary tool to engage with inside the workforce. So learners of business English take classes to better their work life whearas other learners wish to learn English for personal reasons.
Business English learners have specific tatgerts to achieve and a specific diction to learn to use.
Meaning they don’t necessary need English for day-to-day life.As for motivation-time-interest in languages, I think the difference is present in each learner without him/her being a business learner. However, focusing on what could be the difference is probably the “interest”: a learner who chooses to learn and a business learner have a difference in what they feel as an achievement. The business learner have a path and a goal that are directly related to their workplace and not the nature of the language itself. As per time and motivation, I feel they can be different but without that being less strong as a motor to learn.
Business learners have some significant differences from other learners.
Motivation: I believe that they have a stronger motivation they view the new language as a tool to help them excel in their career. As people in business they would not have a leisure of time to attain fluency in the new language. As for the interest in the language I think mainly work – orientatedBusiness learners may differ from other language learners in several ways, particularly in terms of motivation, time constraints, and their interest
Business learners are often motivated by practical and tangible outcomes. Their motivation may stem from the need to communicate effectively in a professional setting, enhance career opportunities, and the focus is on applying language skills directly to their work environment.While other learners may have diverse motivations, including personal interest, cultural exploration, travel, or academic pursuits. Their motivation might be more broad and not necessarily tied to specific professional objectives.
Time is often a critical factor for business learners. Professionals engaged in full-time work may have limited time for language learning. As a result, business language programs may need to be flexible, focused, and tailored to fit into busy schedules.
Business learners typically have a specific interest in acquiring language skills relevant to their industry or profession. They may be focused on mastering business vocabulary, negotiation techniques, and communication strategies that are directly applicable to their work context.Business learners have different incentives from other learners as they have a specific goal that they wish to obtain to advance in their career by obtaining a promotion in their work place. Therefore, you will find that they are determined to improve their current position. Normally business learners are motivated and need to learn the business language as fast as possible to reach their goal. They need to communicate effectively with clients, colleagues and partners that can be from different cultures.
Time for the business learners is important as they don’t have time to waste. So therefore, with the spare time they have available it’s important for them to improve their productivity at a fast pace.
With regular everyday language you are not forced to learn at a fast speed because it is mainly used for everyday life to socialize and is much more relaxing.The General English and Business English classes are distinct from one another in several ways for instance, the approach, the content, and possibly the level requirements.
Courses in business English concentrate on language related to the students’ field of work, the workplace, and careers. Business English courses include practical areas, such as, negotiating, speaking in a meeting, talking on the Phone, doing a presentation, small talk, and many more chosen by the trainer or required by the company or students.
Therefore, the context in business English is more specific than in general English were courses cover many aspects of the language usage. Normally, business English lessons are communication-focused and provide students with practical approach related to their specific needs. Business English classes are more purpose-driven than general English classes. General conversations in order to practice how to deal with people and build relationships are crucial in business English learning topics.The business language learner is more motivated because they are driven by prospects of bettering their skills, by for example, creating better communication and career opportunities within their work place and other employers.
They have less time due to the balance between work, studies and personal life. They may also rather invest in courses where they can work at own pace.
the interest in language is more about getting to know the general lingo used in the business world and to use this to communicate better.Motivations for business learners may differ slightly from other learners as they have a specific goal in mind and learning the language plays a very important part in their work life and career. As a result, they tend to be more motivated. However, it could be the case that the company imposes learning a language and the opposite could be the case. An important factor to consider when teaching business learners is that they usually have a short period of time in which to improve their language. It is therefore important to focus on language that is related to the learner’s business/ work so that they make the most out of each lesson. Finally, their interest in the language is mainly related to their profession and this can be used as a guide to make the sessions more relatable and beneficial for the learner. Focusing on language that is related to their profession will increase their interest and motivate them more.
Business learners and general English learners differ in motivation, time constraints, and language interests. Business learners are motivated by practical applications in their professional settings, often have limited time due to work demands, and focus on industry-specific language. General English learners may have more flexible schedules, diverse motivations, and a broader interest in language for cultural, personal, or academic reasons. The content and proficiency goals also vary, with business learners emphasizing professional communication skills, while general learners cover a wider range of everyday interactions.
First, the motivation of a business learner is different from the motivation of a non-business learner. While the non-business learners want to learn a new language for personal growth and achievement, academic purposes or even to get a new job or higher responsibilities in their current workplace, the business learners lack of an intrinsic motivation as some of them are attending to these lessons because they have to and their bosses pay them for it so their motivation is more extrinsic and therefore, they are less committed. However, the ones that want to do this experience this personal and professional growth by learning a new language can be very successful.
On the other hand, sometimes business learners are expected to learn the language in a short period of time. This is also a stressful factor that can make them start missing more often to the lessons and even fail more easily.
We also have to take into account that their interests for the language lessons might be different. Generally, non-business learners intend to learn general English so they can use it in their day-to-day life, while business learners may not be motivated by these subjects but only by the ones related to their jobs.
In what ways do business learners differ from others?
-motivation
-time
-interest in languagesWhen it comes to the motivation as to why they want to learn a language there certainly is a difference between business learners and others. Business learners might not even want to learn a new language but the company they are working at maybe need them to learn a new language. Or maybe they need to learn a language in order to be able to start working at a company. However, this does not mean that they want to learn a language. Other learners decide by themselves that they want to learn a language.
Talking about time, since they maybe have to learn a language and it was not their first choice, they might not have enough time to actually learn and focus on that language.
The same with interest. Like I said, since they maybe need to learn the language for their company or so that they can work at a certain place, they are doing it for another reason and not because they are interested in the language.An adult learner’s interest in learning a new language can sometimes be highly motivating as the interest in the new language to be learned can lead to an ultimate idealisation of fulfilment with higher income or greater career possibilities. But the student may not always have a high motivation, perhaps one often has to do it but does not feel like having to concentrate for an hour and a half after a busy day at work. Perhaps one would like to invest that time differently, so the role of the trainer is crucial, who must understand the needs of each participant in order to be able to find a methodology that can hold the attention of each participant.
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