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Some of my points where: Time management, dedicated, goal driven, determined and professional.
TIME:
I think time links very nicely to my idea of time management. Most business English learners will be working individuals, this means they might only be available certain times. Might have to change or shift some times and also make use of every moment creating learning opportunities for themselves straight throughout the lessons. In short their lesson time will be very valuable to them.ACCOUNTABILITY:
Accountability in my opinion does not necessarily only apply to Business English. It is however a very interesting and important point to discuss. But before doing that I feel the need to highlight that some Everyday English learners might be very dedicated to the cause and goal of learning English, not necessarily only because they are Business English learners. But focusing on the Business English learners, accountability is something I think will be very strong with them. As mentioned before most of these learners have a very valid and strong point as to why they are going to be having these lessons so the motivation behind the lessons will be set. Therefor the accountability of attending and growing will be a major factor.POFESSIONALISM:
When I look at this characteristic, in my opinion, it basically sums op “Business English” for me. I would say that the definition of Business English is being able to communicate with clients in your industry in a fluent and professional manner. Business English learners possess or should possess this characteristic as one of the main points for any individual in the working environment should be professionalism knowing how to communicate respectfully, knowledgeable but also able to understand should the client / patient etc communicate with you. This helps anybody really to grow and promote themselves also creating new opportunities.Time is an important aspect that a trainer needs to keep in mind when teaching a business learner. Since they work full time, the lessons need to be optimised to help the learner achieve their goals. They may not have as much time outside the class, especially if they have other responsibilities on top of work such as a family. The trainer must relate the activities, vocabulary, and practices as much as possible to their goal. The business learners may become unmotivated or uninterested if they are taught too many things they think won‘t be helpful.
One of their main goals is being able to socialise and network with others at work. Learning a second language allows them to communicate with a larger clientele base. They need to learn specific vocabulary related to their work and practice scenarios in the related context. For example, small talk about the weather or sports aren’t going to be as helpful as learning the necessary vocabulary for the industry they work at.
In addition, they need to be able to do this professionally. Manners, phrases, and more need to be taught in the lessons. For other students, trainers will address how to be polite. For business learners, they also need to learn the many aspects surrounding professionalism such as how to address a crowd and coworkers.As I have mentioned before the Ss who would like to participate the business English have really limited time owing to their careers schedule. This factor should be carefully considered by the teachers wanting to take business English to have flexible time particularly at the weekends and also maybe late evenings.
Secondly, all of the Ss in business English have different aims. In other words, all of the Ss have specific needs for taking the business English. The teacher should pay attention to this factor perfectly in order not to make the Ss bored and unmotivated. Especially for choosing the materials to use for the TL. Thirdly, Ss, wanting learn English in any field, are mostly interested in communicating professionally. In business, because of the formality that should be used either in written and spoken English, Ss would prefer to talk and write professionally rather than speaking and writing informally. Interestingly, I have seldom met some Ss who have made mistakes or used informal structures deliberately to check my level of English and also the proper correction. Hence, their tendency of using formal language in business English is really high.Last but not least,
There are some factors that should be considered by the teacher for business English so as to get the lessons more effective and also earn students satisfactions which are good for both the school and the teacher.Time: As I mentioned in the last lesson, time is a crucial factor to consider when teaching business learners, since they don’t have much of it to learn the target language, which increases their motivation, but at the same time they become more impatient. Everything has its pros and cons and the trainer needs to balance them in order to provide the most appropriate curriculum for a business student. Time has also an impact on the materials of the lesson, since the trainer needs to select them, depending on the strenghts, weaknesses and goals of each student, to make learners feel that they are not wasting their time and money.
Cultural considerations: Many of the business learners come from all over the world, since their job is related to many cultures and contries, which means cultural awareness is a really important factor. It can lead to misunderstandings, or in worst cases, to a conflict, so it’s crucial to consider this aspect when teaching a business class.
Specific needs: All learners have different and specific needs to learn a new language, so it’s important to consider them before creating the learning path for the student.
Time – for many learners, perhaps they need a quick turnaround to learn English, but they need to understand the importance of getting things right and taking the time to learn, as this doesn’t happen overnight. Investing the time is investing in themselves and their career.
Accountability – business language learners need to be accountable for updating their skills, especially if English is part of their job. While you can be the best trainer, learning is two sided and the student needs to take responsibility too.
Professionalism – Coming back to the points in accountability, the business learner needs to be able to speak with professionalism and confidence in their industry.
I think all of these points characterize the business language learner and are all quite important to take into consideration. We can take a closer look at three of the individual points, specifically socializing and networking, accountability, and professionalism.
Socializing and networking play a fundamental role in business development and the development of business acumen. Both of these skills are essential to developing relationships, closing deals, and success whether as an individual in a career or as a business. In language learning, these two skills are extremely important, as well, as they provide learners the opportunity to continuously use the language, work on their own production, and listen carefully to others using the language. Business learners who already have these skills developed in their primary language will have an easier time translating these skills to a new language, and this will help them tremendously in the learning process.
Next, let’s take a look at accountability. Business professionals are used to being accountable for their own professional success and failure and this will be an important part of language learning, as well. A smart learner will know that at the end of the day, they are accountable for their own progress and they will need to put in the hard work necessary to move forward. Accountability is important because it can influence their motivation and work ethic, and give them the push needed to make progress.
Lastly, let’s look at professionalism. This learner characteristic will help keep the tone and focus of the business classroom appropriate for the objectives of the course. A learners professionalism will ensure that the classroom is a studious and serious place, which, while providing engaging activities and can (and should!) be at times fun, will maintain the rigor and professionalism needed to make important progress towards the business learners objectives. Furthermore, if we take professionalism to mean the ability of business learners to interact professionally in English with their customers and colleagues, then this again is of utmost importance in the business language classroom.
I think the most important points to consider are:
1. Time: Time is a critical factor for business language learners, influencing their success in various aspects. Setting realistic expectations requires learners to understand that language acquisition is a gradual process demanding time and effort. Effective time management becomes essential as they balance language studies with professional responsibilities. The pace of language acquisition is directly correlated with the time devoted to practical application. Immersion in the language, real-world interactions, and exposure to business materials increase proficiency, integrating the language into their professional skill set. In a globalized business landscape, time becomes a significant factor. Learners must adapt to different time zones, overcoming temporal barriers for effective communication and collaboration on a global scale. Longevity in language learning is crucial for lasting proficiency. Continuous, sustained effort over time ensures relevance and proficiency that endures beyond initial training. Lastly, adaptability hinges on the temporal dimension. Continuous learning and staying informed about industry developments, coupled with dedicated time for skill refreshment, are vital for thriving in the ever-evolving business world. Time, therefore, plays a pivotal role in shaping expectations, influencing acquisition, facilitating global communication, ensuring lasting proficiency, and determining adaptability for business language learners.
2. Socializing and networking: Networking plays a crucial role in expanding a business language learner’s exposure to diverse language contexts. Building connections within the business community not only enhances language proficiency but also opens doors to industry-specific terminology and new cultures. Networking events, meetings, and online platforms serve as an environment where learners can apply their language skills in real-time, reinforcing their learning. Moreover, socializing and networking foster a supportive environment for continuous learning. Interacting with native speakers and industry professionals allows learners to receive constructive feedback, guidance, and insights, accelerating their language acquisition journey. The relationships formed through socializing and networking can also lead to mentorship opportunities, providing learners with valuable guidance in both language development and professional growth. In general, socializing and networking are essential components of a business language learner’s journey. They offer practical language application, exposure to diverse language contexts, and a supportive environment for continuous learning, ultimately contributing to the learner’s proficiency and success in a professional setting.
3. Specific needs: Addressing specific needs is crucial for a business language learner as it tailors their language acquisition journey to the demands of their professional context. Firstly, understanding the specific needs of a learner allows for a targeted and efficient learning approach. Customizing language studies to focus on industry-specific vocabulary, communication styles, and business etiquette ensures that the learner acquires skills directly applicable to their workplace. Secondly, recognizing specific needs enables the learner to navigate challenges unique to their field. Whether it’s legal terminology, financial terms, or technical language, a business language learner benefits immensely from acquiring language skills relevant to their industry. This targeted approach enhances not only their linguistic proficiency but also their overall effectiveness in professional communication. Moreover, meeting specific needs facilitates the integration of language skills into real-world scenarios. Learners can apply their knowledge immediately, making the learning process more practical and reinforcing the connection between language study and professional success. In conclusion, acknowledging and addressing specific needs is crucial for a business language learner. It ensures a tailored learning experience, equips learners to overcome industry-specific challenges, and enables the seamless integration of language skills into their professional endeavors, ultimately enhancing their effectiveness in the business environment.
In my opinion, Busniess learners have three very different points that set them apart:
1. time! -> Time is a very important point for business learners, because these people organize their time very differently. Fast and effective is the point here. The focus is on brevity. This is due to the fact that time is often of the essence in the business world. As such, sentences are typically shorter and to the point.
2. motivation -> Motivation is also very different for business learners. They are very good at motivating themselves and making progress. Motivation can be helpful for conveying complex ideas quickly and efficiently, but it can also be confusing for those who are not familiar with the specific industry.
Business organizations are constantly evolving to keep up with the latest trends and technologies. As such, it is important for those who use it to stay up-to-date on the latest changes.
In sum, Business communication is a distinct form of language that has its own rules and conventions. While it may take some time to learn, it can be an invaluable tool for anyone who wants to succeed in a professional setting.
3. professionalism – professionalism is one of the most important points for business learners, because without it they would not be able to progress in their profession or life as they see fit. Business terminology is used in a wide variety of settings, including business meetings, presentations, and email correspondence. Its goal is to communicate information clearly and effectively while maintaining a professional and diplomatic tone. To achieve this goal, business people typically avoid everyday slang or jargon and use concise, well-structured sentences.time: learners must make time and the company must make time for the employees to learn English so they can be more successful. it must be done as soon as possible in my opinion so time is not wasted. more must be achieved in business English in my opinion.
objectives/goals: it is important to have them as one needs to understand exactly what needs to be targeted to teach. it helps convert vision into a clear understanding of the goals and objectives that need to be aimed at. this will help the business learner understand the company’s goal in what is expected of them as well when dealing with a particular client.
culture: is important especially if the company is dealing with other countries and cultures in selling and buying goods and services. there are certain topics that can be addressed and focused on. also learning to be culturally sensitive is important in my opinion when the company is dealing with international companies. business learners can learn some points.
it is important that business learners, learn professional terms and they must make time to learn English. be accountable for themselves.
I think what best characterizes business learners is Time, Awareness, and Objectives.
For instance, time is the most important factor, as they say ‘Time is Money’, and this is not unusual for business learners. As a matter of fact, these 3 characteristics go hand in hand when learning the language, as far as business learners are concerned. They are aware of the fact that the better/sooner they improve in the language, the better their chances are to see some positive impact in their business. This is enough of a reason to make them engage more in the language they are studying and quickly improve since they are putting what they study into real-life practice.
Out of the characterizations listed in the presentation, here are the three points that I chose to consider: Specific Needs, Objectives & Professionalism.
All Business Language learners have Specific Needs that are related to their professional roles well as to their own learning methods. This is the most important aspect to contemplate when it comes to creating lessons, activities, and to identify attainable Objectives. This gives both trainers and learners a sense of direction. These Objectives can come from the employer, the learner, and the trainer. The employer’s primary objective is to have their worker be able to professionally function in a foreign language. The Specific Objectives depend on the level at which the learner is expected to be after each module or at the end of their training. The learner can incorporate more personalized Objectives according to their individual job duties. The trainer can create Objectives according to areas (grammar, oral comprehension, etc.) where the learner may need improvement or refinement.
A factor that is omnipresent during every lesson is Professionalism. The learner is foremost a professional employee and is expected to represent their company, even during their lessons. The learner is still considered to be “at work” during their time with the trainer, so their professional relationship should always be maintained as such. This consistency will help the learners when they are out in the real world, interacting with others on a professional basis in the foreign language they have acquired.Teaching business language to these learners revolves around key factors. Time plays a critical role, as their schedules are limited, requiring selective content targeting individual needs. Cultural barriers in international interactions need consideration to prevent misunderstandings. Addressing the learners’ industry-specific needs and objectives is also vital for motivation, ensuring the target language aligns with workplace communication. Lastly, instilling formal and professional language skills is essential for effective communication with fellow business professionals.
Considering the 8 points above, the ones that in my opinion characterize mostly the business language learner are:
– Specific needs: someone who needs to learn English to use it at work, will most probably need to learn how to communicate in a specific field that is not necessarily the ones a general English course focuses on.
– Time: a business learner decides to learn a new language, is most likely already working in the field and therefore needs a course whose timetable fits his work schedule. Moreover, who starts a course for business reasons, does so because he/she needs it in the workfield, so the sooner he achieves the aim, the better it is.
– Accountability: a business language learner needs a teacher/course to rely on for effective learning, that allows to achieve his work goals.– Time: Business English learners are often in a hurry to learn as much as possible in as little time as possible. Their schedules can be completely booked or the learners may be under many deadlines which leads to unreasonable expectations on their part. It is necessary that the learners understand that learningg a new langage takes time, especially in the beginning. And they have to keep in mind that after the main basics of the language are memorized, they will have acquired a new language for the rest of their lives. So they need to trust th process.
– Socializing & Networking: Many learners are in need to broaden their circles. We all know that the real business happens in the after work meet-uos with colleagues and managers. Lacking the necessary social skills can be detrimental to step up the business ladder let alone lacking the language.
– Objectives: To each learner a set of objectives. They must be communicated to the teacher and worked on together, by both the teacher and the learner.
A business language learner does not necessarily have less or more motivation/time than a “regular learner”, however they probably have a clearer and selected target language they’re aiming to achieve. While normale learners have as a target the capability of talking correctly to people, ta business learner has to aim for a different type of language that have as a focus formal language and knowledge. Another factor to be considered is that many business learners have the course paid from their companies, so the “results” they have to give back are more pressuring that the average learner. To that is necessary for the trainer to answer those expectations.
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