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сиональной направленности. Этап формирования профессиональной
направленности имеет целью последовательное раскрытие комплекса
медико-биологических, психологических и социальныхособенностей
молодого человека,определяющихвсвоейсовокупности успешность
егоадаптациивтойилиинойгруппепрофессийивыборвсоответствии
собнаруженнымиособенностямивидаитипапрофессиональнойподготовки,внаибольшеймересоответствующеговыявленныминдивидуальнымвозможностямисклонностям.
Формированиепрофессиональной направленности заключается в
разработкеновогонаправленияв психологиипрофессиональногостановлениямолодежи,связанногосопределениемеепрофессиональной
направленности на основе типологической диагностики психической
работоспособности,атакжесозданииметодическогоаппаратаколичественнойоценкиуровняпсихическойработоспособностиитиповдоминирующеймотивации.
Всеэтоуказываеттакжеинананеобходимостьпринципиальноновогоподходакпроблемемотивации.Однимизпутейрешенияэтойпроблемы,тесносвязывающиммотивациюсработоготовностьюсубъекта,
является,вытекающаяизобщихпринциповсистемно-психологическогоподхода,системнаятеориямотивации.
Неменеезначимой,чем проблема мотивации,являетсяпроблема
внутреннихсредствдеятельностиучащегося,и,преждевсего,проблемаспособностей,какважнейшаятипологическаяхарактеристикавнутреннихсредствдеятельности.
В то жевремя одним изнаиболее активно разрабатываемых направленийвпсихологииспособностейявляется исследованиеодаренности,понимаемойвнастоящеевремякак системное,развивающееся
в течение жизни качество психики,которое определяет возможность
достижения человеком более высоких (необычных,незаурядных)результатовводномилинесколькихвидахдеятельностипосравнениюс
другимилюдьми.
Выбор профессии предполагает учет индивидуально-психологических особенностей, состояния здоровья и желание личности. При
этомследуетпризнать,чтовшколегораздобольшевозможностейдля
систематической,глубокойпрофориентационнойработы.Дляподростковосновнойзадачейявляетсяформированиеобщейготовностиксамоопределению(например,выборспециализированнойшколыдляодаренных),адлявыпускниковшкол—этопомощьвконкретномвыборе.
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При работесподросткамиважноеместозанимаетформированиеобщейготовностиксамоопределениюиначалопрофессиональнойподготовкипутемосвоенияобщихдляразныхпрофессийнавыковтрудовой
деятельности. Таким образом, в профессиональномсамоопределении
школьниковзадействованынетолькопсихологи,ноиучителя,атакже
родителиучащихсяидажеихсверстники.
Главнаяцельпрофессиональногосамоопределениязаключается в
постепенномформированииумолодыхлюдейвнутреннейготовности
косознанному исамостоятельномупостроению, корректировкеи реализации перспектив своего развития, готовности к саморазвитию и
самостоятельномупоискуличностно-значимыхсмысловвконкретной
профессиональнойдеятельности.
Решениеэтихглобальныхзадачвозможно,еслимы,преждевсего,
будемценить
;
;
.
Имеятакойориентир,глобальнуюцельобразования,егостратегию
развития,современнойшколенеобходиморасчленитьвсеэтонапоэтапноерешениемакрозадач,выполнениекоторыхейпредстоитрешатьвближайшемобозримомбудущем.Ипервойтакоймакрозадачейдолжнабыть
«Модернизация социализации школьников, учитывающей возможности
существенного повышения уровня индивидуализации образования».
Elżbieta Jendrych Ph.D.
Современныйбизнесмендолженхорошовладетьанглийскимязыком.Поэтомувкурсанглийскогоязыкадлябизнесменовдолжнывключатьсянетолькоязыковыеистрановедческиеаспектыанглийскогоязыка,нои общие принципыобщения(KISS— «выражайтесь короткои
просто»),данныеоразныхтипахбизнес-культуры,умениесоставлять
бизнес-сообщенияит.п.Для этогопредлагается рядметодовобучения
языкусиспользованиемсведенийостране,проектныйметод,использованиекейс-стади.
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SystematicteachingofBusinessEnglishdatesbacktothemid70softhe
th
20
century.Ithasonly50yearlonghistorywhich,ascomparedtoteaching
generalEnglish,isarelativelyshortperiodoftime.Thesefortyyearshave
changedtheattitudetoESPteachingandtomaterialsdevelopment.People
wholearnedthelanguage40or30yearsagodidnothavethesameneedsas
thosewhoareinvolvedinbusinesscommunicationnowadays.Theneedsof
thelearnersinthelateperiodoftheoldindustrialsocietyhavelittleincommonwiththeneedsof theknowledgesocietylearnersof today.Therefore,
nowteachingthelanguageofbusinesscommunicationismorechallenging
andmoredemandingthanitwasfortyyearsago.Then,nobodytaughtbusinessskillsandveryfewtaughtbusinesswriting.
Attheearlystagesof teaching Business English,coursesandcoursebookswereaimedmainlyatachievinghigherlinguisticcompetencebythe
learner.Inthe1970sand1980s,specialterminologyand grammarcompetencewereregarded tobethetop priorities.Course-bookauthorsand languageteachersbelievedthatlearnersneededtomastergrammarandcombine
itwithawiderangeofspecializedtermsandphrasestobeabletofunction
effectivelyinprofessionalsituations.
Yet, it was to be discovered soon that language competence is not
enough.Theoldeducationalparadigmoflanguageteachingcouldnolonger
befollowed.Afterall,allnativespeakerswithuniversitydiplomashavevery
goodlanguagecompetence;notallofthem,however,aregoodcommunicators.Inthemid1980sanewapproachinteachingEnglishappeared—itwas
businesscommunicationwithgreatemphasisongoodcommunicativecompetence in typical real-life business situations like negotiations,meetings,
andcustomerattendance,presentations,socializingandtelephoning.
Anotherimportantgoalthenwastoteachstudentshowtowritebusiness
letters and otherforms of business writing,e.g. minutes or businessplans.
Asa resultthepriorityoflinguisticcompetencewasreplacedbythepriority
ofeffectiveoralandwrittencommunication;grammar,structures,vocabulary
andphraseologybecamelessimportantthancommunicationskills.Itwasthen
whenthename‘EnglishforBusinessCommunication’wasrstintroduced.
Theeffectivenessofbusiness communication in typical situationsdepends,amongothers,ontherightselectionofcontent, properorganization
ofthecontentmaterial,onthestyleandtoneaspeakerusesandonthesituation.Whentwopeopletalkbusiness,theyrequiresomethingmorethanjust
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languagecorrectnessandspecialistlexicalcompetence.Accordingtomany
experts,apersonwhomakeslanguage mistakes can beanexcellentcommunicator.Heorshecanbeperfectlywellunderstoodbybusinesspartners,
not because oflanguage correctness but becauseof good communication
skills.Inotherwords,suchapersonisabletochoosetherightcontentand
toconcentrateonessentials.Evenmore,heorshecanorganizethecontent
accordingtothestandardsofbusinesscommunicationwhichtheotherparty
(thereceiver)knowsandexpects.
Thesestandardscreateapredictableandclearstructureofwhatyouintendtosayandastandardofhowyoushouldsayit.Thesestandardshelpthe
listenertoget themessageright andtoavoid misunderstandings,miscommunicationanddistortions.Agoodexampletoillustrateitisthestructureof
aformalbusinesspresentation.Whatyouexpecttohearrstisthegreeting,
followedbyanintroductionofthespeaker. Heorsheshouldgivehis/her
fullname,his/herpositionandthenameofthecompanyhe/sheworksfor.
Whatshouldcomenextarethetopicandageneraloutlineofthepresentation.Theseshouldbefollowedbyclearlysignaledparts;eachstartingwith
introducingtheproblemandendingwithashortsummaryofthekeypoints.
Formalaudiencesalsoexpecttobeinstructedastowhenquestionsarewelcomeandhowlongthepresentationisgoingtobe.Thissortofinformation
isawayofexpressingpresenter’srespecttotheaudiencewhoneedtoknow
whattoexpect.Attheendofthepresentationthespeakershouldgiveconclusions,repeatthekeypointsagainandinvitethe audiencetoaskquestions.
Ifyoufailtoorganizeyourbusinesspresentationlikethat,youmaybeperceivedasapersonwholacksproperbusinessskillsanddoesnotknowhow
todeliveraformalbusinesspresentation.
Therearealsorulesapplyingtonegotiations,meetings,businesscorrespondence and other typical situations inbusinesscommunication.Professionals know what rules to follow and how to plan and organize these
communicativesituationsinordertoachievetheirgoalsinthemosteffectiveway.In business,timeismoneysostudentsneedtoknowthatbrevity
isavirtueinallEnglish-speakingcountries.They need to learntheKISS
principle:KeepIt ShortandSimple.Thisprinciplehelpstoassurethatall
businesscontactsarewellpreparedandwellmanaged—businesspartners
respectthetimegiventothembytheotherparty.Thatisprobablywhythey
considerpropertimemanagementsoimportantinbusinesscontacts.Iftime
isasvaluable asmoney, businesspartnersmustnot bewastefulwiththeir
time. Therefore, it isexpected that all properpreparation and prior work
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willbedonebeforesigningthecontact.Then,whenspeakingorwritingto
a partner,youcanorganizemessagesaccordingto the agreed and widely
respectedstandards.
Summing up, the keydeterminants of effective language ofbusiness
communication, from the pointof view of languageteaching, include: 1.
good language competence (functions, lexis, and terminology), 2. good
communication skills, 3. useof active learningi.e.learning the language
bysolvingauthenticbusiness tasks, not bydoingtraditionalgrammarand
lexisexercises,4.properselectionandorganizationofcontentmaterial,5.
properstyleandtone,6.contextandaudienceawareness,7.culturalawarenessand8.economyoflanguage(keepingmessagescoherent,conciseand
clear,avoidingirrelevantelements).
Whenpresentingthe changingapproachto teachingEnglishfor BusinessCommunication,thebasicquestionswehavetoaskare:”Whatarethe
challenges?”and“Dowereallyneedchanges?”First,whenteachingEnglish
forprofessionalpurposes,weshouldconcentrateonlearners’needs.Teachersandcourse-bookwritersshouldconstantlymonitortheseneedsandsuggestnewsolutionsofhowtheseneedscanbesatised.Theimportantthing
is that these needsare changing together with thefast changing business
environment.Whenexploring thechangesinthe worldofbusinesse.g. in
the1990s,weneedto beawareofsomenew trendsthatappearedinbusiness.InEuropeitwasthetimewhenthefollowingimportantthingsstarted:
thecommoncurrency—euro,nancialderegulationandventurecapital.In
theworlditwasthebeginningofgreatglobalizationprocesses,withlabour
mobility,internationalinvestments,andoutsourcing,usinglow-cost labour
overseasandcreatingglobaldemandforglobalbrands.
Asaresultofadvancedglobalizationprocesses,languageneedsofpeopleworkingforhugeglobalcorporationsbecameveryimportant.Thebiggesttargetgroupoflearnersisagroupofprofessionalsreadytochangetheir
jobs,readytorelocateorberetrainedwithaviewofafastercareerpath.In
ordertobesuccessfultheyneedgoodbusinessknowledgeandenthusiasm.
Theyalsoneedcertainpersonalitytraits,e.g.theyhavetobeexible,openminded,awareofculturaldifferencesandtolerant,abletoadapttothefast
changing economic and businessreality.At the top of allthat, they need
good language competenceand good communicationskills.All these requirementshaveremainedthesameinthelastdecadeofthe20
th
centuryand
intherstdecadeofthe21stcentury.Andtheyallposeagreatchallengeto
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thosewhowanttobeeffectivecommunicators.Satisfyingthesenewneeds
meansthatteaching English forBusinessCommunicationis becomingincreasinglycomplexanddifcult.
Theturnofthe20
th
centurywasthetimewhensophisticatedITtechnologywasintroduced:theinternetandmobilephoneshavecontributedgreatly
toincreasedcommunicationon aglobal scale.Theyhavechangedtheperceptionofbusinesscommunicationbecauseeventhelongestdistanceshave
disappeared.Asaresult business deals can betransactedon-lineand immediately. Messages conveyed by advertisements canbefoundontheinternetinnotimeandtheyhaveworldwidecoverageattractingthousandsof
prospectivebuyers.Customershavethousandsofofferstobuyavarietyof
goodsandservicesthatareavailableataclick.Whathaschangedovertime
is,infact,thescopeofactivitiesthathaswidenfromlocaltoglobalandthe
adventofnewcommunication technologiesthathavecontributed tofaster
andeasierbusinessdealings.Now,everybusinessmanneedstolearnhowto
makeeffectiveuseof sophisticatedITtechnologyinbusinesscommunication.‘Brick-and-mortar’companiesarenowbygoneswhiledot-comcompaniesareestablishedingreatnumbersworldwide.
Thereisonemoreimportantelementwhichposesanotherchallengein
businesscommunication.Businesscommunicatorsoperatinginternationally
or globally need to understand cultural differences between countries and
regions.ThosewholiveinSouthAmericahaveatotallydifferentbusiness
culturethanthosewhodobusinessintheScandinaviancountries;theJapanesemaynditdifculttodealwiththeirpartnersfromtheMediterranean
countries,whiletheAmericansmayexperienceculturaldifcultiescooperatingwiththeChinese.Thispotentialdifcultyhastobeovercomeifbusiness
istodeveloponaglobalscale.
WhatdoesthatmeanforteachersandlearnersofEnglishforBusiness
Communication?Itmeansthatthereisonemorechallenge—acomponent
ofinterculturalcommunicationneedstobeaddedtothecourses.Andindeed,
withtimeandwithprogressingunderstandingofglobalizationprocessesthe
culturalcomponenthasbeen includedinmanybusinessschools curricula.
Apart from business English classes, students have been taught separate
courses in business culture, intercultural or cross-cultural communication,
businessetiquetteandeffectiveinternationalcommunication.Suchcourses
cangivelearnersthebasic informationonthe maintypologiesofbusiness
culture(monochromicversus polychromic,pro-partnerversuspro-transaction, multi-active versus linear-active and collectivist versus individualist,
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etc.).Learnersgettoknowthemost commonculturalstereotypesandculturaldo’sandtaboosinvariousregions.Ultimatelytheyalsoneedtolearn
whattodotousethesedifferencesforthebenetoftheircompanyandfor
thebenetoffuturesuccessfulcooperation.
Companiesappreciatehow importantbusinesscultureis. Theyorganizetrainingsfortheirstaff to discusstheircorporateculture.Additionally,
they advise theirstaffwho travel abroad onbusiness to seek forthe relevantinformationinspecialpublicationsandonweb sites. Now,teachers
whoteachEnglish for BusinessCommunicationalsounderstand thattheir
students’ needshavechanged.Studentsnot only need tousethelanguage
structurescorrectly,tounderstandandusebusinessvocabularytobeableto
communicatesuccessfully.Theyalsoneedtogettoknowthatdifferencesbetweenculturesmayaffectbusinessdealingssignicantly.Theunderstanding
ofthesedifferencesmayhelpthemavoid conictsorculturalclasheswith
businesspartnersfromdifferentcultures.
Business people also need to understand commonly accepted principlesofbusinessethicandcorporatesocialresponsibility(CSR).Rarelycan
youndamissionstatementwhichignorestheseissues.Acompanywhich
breaksmoral rulesordoesnothingforthecommunityisnolongerconsideredagoodcompany.Now,itisgenerallyagreedthatwithoutrespectingthe
principlesofbusinessethicandCSR,businessescannotbeacceptedbythe
public.Ontheotherhand,businessmenalsohave toknowand respectthe
rulesofenvironmentalprotection,‘goinggreen’andsustainablegrowth.The
generalpublicexpectscompaniestokeeptheenvironmentfreefrompollution.Generatingprotsatallcostsandpollutingtheenvironmentcandevastateagoodimageofthecompanyand,inextremecases,leadtobankruptcy.
Thatiswhy,businesspeopleneedtolearnhowtofollowthestandardsand
goodpracticeguidelinesandhowtoavoidbadpublicity.
Nowadays,wecanwitnessmanychangesinbusinessworldwide:the
processes of globalization,new trends in working patters, creation ofinternationalteamsofexperts,newITtechnologicaldevelopmentsthatmake
itpossiblefortimeanddistancetoshrink,justtonamethemostimportant
ones.Thesenewdevelopmentsarechangingthewayinwhichbusinesspeoplearecommunicating.Hence,whenteachingEnglishforBusinessCommunication,teachersandlearnersfacemanynewnon-linguisticschallengesthat
needtobeaddressed.Todaybusinesspeopleneedtolearnmanynewskills
and adopt newattitudes that theprevious generations didnot even think
about.Additionally,itmustbestressedthattheworldofbusinessisgetting
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moreandmorecompetitiveandcompaniesoperateunderaverystrongpressure from rival companies interested inincreasingtheirmarket share and
ineliminatingcompetitors.Tobegoodperformerscompaniesneedtoenter
newmarketsandghtfornewcustomers.
Business professionals are people coming from different countries,
workingoninternationalprojectsand oftencommunicatingviaemailsand
mobilephones.Thesepeoplecomefromdifferentcultures,havedifferent
personalitiesandvalues.Yet,theyneed toworktogethersuccessfully asa
teamortobesuccessfulasbusinesspartners.Howcantheybesuccessfulif
theyaresodiverse?The answeris:they havetobe success-drivenprofessionals — high performerswith good communication skills.Thatis why
businessEnglishteachershavetoteachcommunicationskills.Itistruethat
communicationskillshavealwayshelpedindoingbusiness.Yet,inthepast,
theywereconsideredtobequalitiespeoplewerebornwithratherthanskills
theycouldlearn,practiceandmaster. Nowadays, it is believed that many
businessskillsaretransferableandcanbeacquired.TeachersagreethatcommunicationskillsshouldbepracticedincoursesofbusinessEnglish.
More and morefrequently highly educatedyoung people leavetheir
countryandndjobsabroad.Young,intelligentITspecialistsfromIndiawho
relocatetondwell-paidjobsintheUSAareagoodexamplehere.Theyare
respectedbytheirAmericancolleaguesfortheirexcellentITknowledgeand
goodcommunicationskillsinEnglish.
Summing up recent developments in language teaching, we can say
thatwithpassing timemanylanguageteachers havemovedfrom teaching
generalEnglishtoteachingESP. Inordertosatisfystudents’needsteachersstartedtopaymoreattentiontodevelopingcommunicationskills,social
skills(socializing,telephoning,andsmalltalk),culturalawarenessandtolerancetodifferencesincultureandbehavior.Averycompetitiveglobalbusinessenvironmentrequiresthatbusinesspeopleshoulddotheirbesttomake
themselvesmoreattractivefortheemployerandthusincreasetheiremployabilityandpromotionopportunities. For themeffectiveuse of languageis
asimportantasuencyandcorrectness.Therefore,itcanbeconcludedthat
evolvingneedsleadtorevisionofgoalsinlanguagecoursesandtheirsubsequentmodications.
Allthepresentedtrendsandattitudeshavebeenreectedinbusiness
Englishcourse-books.Thirtyyearsagothebooksconcentratedonteaching
languagecorrectness(grammar)andbusinessvocabulary;twentyyearsago
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theyconcentratedoncommunicationskills,particularlyonoralcommunicationskills.Whatwecanseeinmanycourse-booksnowisa focusontask
solving,analyzingfactsandgures,interpretingdata,dilemmaanddecision,
casestudiesinvariousreal-lifesituations.Thesecourse-books,inadditionto
traditionallanguageteaching,alsoteachanalyticalthinking,decisiontaking,
teamworkingandotherusefulbusinessandmanagementskills.Atthesame
timetherearemoreandmorenewbusinessEnglishcourse-booksincluding
“cultureat work”sectionsandmanyreal-lifetasksaimedatteachingwriting.Authorsandpublishersalsorecognizetheimportanceofwritingskills
intoday’sbusiness(reports,memos,letters,emails,pressreleases,minutes,
testimonialsetc.)andteachstudentstheproperlayout,styleandtone.
Thedecisiononwhatto include into asyllabusisnowmoredifcult
thanitwasbeforeastherearemoreneedsthelearnerswanttosatisfy.Sometimes language courses are highly specialized and address one particular
skill,e.g.acourseofnegotiationsinEnglishoracourseofbusinesswriting.
Thesecourses aretailor-madeforaspecicgroupoflearnerswithspecic
and well dened linguistic and non-linguisticneeds.Sometimeslanguage
teachersalsospecializeinteachingoneparticularskill.
5.1. Content-and-Language-Integrated Language (CLIL)
AtanadvancedlevelwecanseeatrendofusingContent-and-Language
IntegratedLearning(CLIL),amethodpromotedintheEuropeanUnionand
advocatedbytheLanguagePolicyDivision,CouncilofEuropeinStrasburg.
Suchanapproachseems to beagoodchoice for universitystudentssince
they“gettwoatthepriceofone”;theylearnthelanguageandatthesame
timelearnmoreaboutbusinessandadditionallytheypractisetheirbusiness
skills.CLILhasprovedtobeanexcellentexampleofeffectivetimemanagementintheopinionsofstudents.Infact,mostpre-experiencedlearnerscan
benetfromCLIL.
When learning English for Business Communication with the CLIL
method, students learn the language but they also acquire non-linguistic
knowledgeaboutbusiness.Theylearnaboutnewthingsin business,about
currenteconomicprocessesanddiscusscurrentbusinesstopics.Thisway
theyusetheEnglishlanguageasamediumofcommunication.Wecansay
thatEnglishisthemeansofcommunicationinbusiness-relatedareas.When
discussingthingscurrentlyhappeningintheworldofbusinesslearnershave
a chance to practicethe skill of persuasion, makingthe point, presenting
thecase,takingturnsindiscussion,agreeing/disagreeingwithotherpeople’s
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opinions, making comments, comingto conclusions and suggestingsolutions.Moreover,whentheyreadacademic text-booksandqualitybusiness
journalsand magazinesinEnglishtheycanlearnnewbusinessvocabulary
andphraseology.
Studentswhohavelecturesinmanagement,economicsormarketingin
EnglishreallyappreciatetheCLILmethod.Theyknow thattheycanlearn
thecontentknowledgeandimprovetheirbusinesslanguagecompetenceand
communicationskillsatthesametime.Itcanbeseeninthecaseofstudents
whobenetfromtheErasmusexchangeprogramme:theirlanguagecompetenceandcommunicativecompetenceincrease signicantly afterstudying
business,nance,economicsormanagementabroadforasemesterortwo.
5.2. Task-based learning
Thetimesofthetraditionalteachingapproach,inwhichtheteacherwas
inthecentre oftheprocess, arecomingtoan end.Theoldapproachmust
bereplacedbyanewapproachinwhichthe learner is in the centre.This
approachmakesthelearningprocessmoreactiveforthelearners.Thetasks
whichresemblerealbusinesssituationsseemtobemoreeffectivethanother
approaches.What ismore,studentsliketolearnthis wayandenjoy doing
variousbusinesstasks.
Task-based activitiesimitatesituationsinthe real-life business world.
Thenewteachingapproachgivesstudentsanopportunitytodealwithissues
ofrealbusinessandatthesametimedevelopvariousskillsrequiredina
modernbusinesscontext.Task-basedactivitieshelpstudentstoacquirenot
onlylanguageskillsbutalsoanalyticalskillsandbusinessandmanagement
skillssuchase.g.analyzingfactsandgures,givingopinionsandcomments,
empoweringsubordinatesanddelegatingtasks,takingpartinorchairinga
discussionorwritingapresskit.Alltasksgiventostudentsin task-based
learningfocusstudents’attentiononachievingabusiness goalthroughthe
mediumofEnglish.
Task-based activities cover many tasks that teach the basic business
skills,suchaspresentingaproduct,negotiatingatradecontract,interviewingjobcandidates andbeinginterviewed,assessingperformance,communicatinggoalstosubordinates,discussingsalesgures,attendingcustomers,
meetingbusinesspartners,networkingetc.Pre-experiencedlearnersusually
needtobe introducedtotherules andstandardsof performingthesetasks
(e.g. stages and techniquesof business negotiations) because theydo not
knowthem.Learnersalsoneedtolearnandpractisetypicalvocabularyand
expressionsthataremostusefulwhenperformingthesetasks.
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