Teaching Special Groups in ESL - Problems with Business English Classes
This video focuses on some of the problems teachers of business English might encounter. How is business Enligsh different to general English? Will you be able to teach business English? Find out in this video.
Below you can read feedback from an ITTT graduate regarding one section of their online TEFL certification course. Each of our online courses is broken down into concise units that focus on specific areas of English language teaching. This convenient, highly structured design means that you can quickly get to grips with each section before moving onto the next.
When I was learning English, I used to have difficulties with listenin.
Now I know, why some students find listening difficul.
They are trying to understand every word and they just don't know the most important word.
Despite the fact that we can cope with missing whole chunks of speech having a conversation on a noisy street in our own language, many people don't seem to be able to transfer that skill easily to a second languag.
They get left behind trying to work out what a previous word mean.
This is one aspect of the problem above that all people speaking a foreign language have experienced at one time or anothe.
This often happens when you hear a word you half remember and find you have completely lost the thread of what was being said by the time you remember what it means, but can also happen with words you are trying to work out that sound similar to something in your language, words you are trying to work out from the context or words you have heard many times before and are trying to guess the meaning of once and for al.
In individual listenings you can cut down on this problem with vocab pre-teach and by getting students to talk about the same topic first to bring the relevant vocabulary for that topic area nearer the front of their brai.
You could also use a listening that is in shorter segments or use the pause button to give their brains a chance to catch up, but teaching them the skill of coping with the multiple demands of listening and working out what words mean is not so eas.
One training method is to use a listening or two to get them to concentrate just on guessing words from contex.
Another is to load up the tasks even more by adding a logic puzzle or listening and writing task, so that just listening and trying to remember words seems like an easier optio.
Finally, spend a lot of time revising vocabulary and doing skills work where they come into contact with it and use it, and show students how to do the same in their own time, so that the amount of half remembered vocab is much les.
I am waiting the whole results very much!!!
Now I know, why some students find listening difficul.
They are trying to understand every word and they just don't know the most important word.
Despite the fact that we can cope with missing whole chunks of speech having a conversation on a noisy street in our own language, many people don't seem to be able to transfer that skill easily to a second languag.
They get left behind trying to work out what a previous word mean.
This is one aspect of the problem above that all people speaking a foreign language have experienced at one time or anothe.
This often happens when you hear a word you half remember and find you have completely lost the thread of what was being said by the time you remember what it means, but can also happen with words you are trying to work out that sound similar to something in your language, words you are trying to work out from the context or words you have heard many times before and are trying to guess the meaning of once and for al.
In individual listenings you can cut down on this problem with vocab pre-teach and by getting students to talk about the same topic first to bring the relevant vocabulary for that topic area nearer the front of their brai.
You could also use a listening that is in shorter segments or use the pause button to give their brains a chance to catch up, but teaching them the skill of coping with the multiple demands of listening and working out what words mean is not so eas.
One training method is to use a listening or two to get them to concentrate just on guessing words from contex.
Another is to load up the tasks even more by adding a logic puzzle or listening and writing task, so that just listening and trying to remember words seems like an easier optio.
Finally, spend a lot of time revising vocabulary and doing skills work where they come into contact with it and use it, and show students how to do the same in their own time, so that the amount of half remembered vocab is much les.
I am waiting the whole results very much!!!
