Филология/1

Kamynina V.I.

Dnipropetrovsk State Finance Academy

The importance of leadership style while teaching Business English

Learning the art of leadership is a very promising way for raising our students’ motivation. Lack of initiative and leadership is inhibiting many students’ activities at the practical lessons. This finding worried the teachers of Foreign Language Department who sought ways of introducing such skills to our students. Usually our students work in small groups or teams and this way we encourage their practical entrepreneurial. Working in teams our students gain greater knowledge in their capabilities including self-confidence and they become more sensitive to their partners’ strengths and weekness. The enthusiasm and encouragement that our students receive in teams help their motivation because they share their ideas with each other to solve practical problems. In teams and groups our students learn to respect their partners, they more willingly listen to their partners’ ideas. A team work also brings quite students out of their shells as they are encouraged to voice their opinions.

At our practical lessons our aim is to motivate and encourage our students to use their listening and speaking skills effectively. As each student in pair has different information on the same subject they must co-operate with each other in order to complete activities such as role plays, dialogues, information transfer, discussions, conversation, completing drawings and crosswords.

It is known that success of any leaning activity is stipulated by the motivation of learners because it encourages students to work success fully and use their speaking and listening skills effectively in order to complete mutual activity as well as help them discover their strengths, makes them feel satisfied with their work and gives them a sense of achievement and belief in their own skills.

Our students are aware of their own capacities to use English. Their own opinions help them build up their self-esteem and confidence in their communicative competence in the language. The mastery of all linguistic skills of speaking, listening, reading and writing that they are expected to achieve helps them see themselves as successful users of English.

While working in groups or teams our students value the process. They become aware that mutual activity takes time and effort and it is a complex process that demands their knowledge of good English. The process of solving different problems through conversations, discussions, dialogues and role-plays help our students discover the power of working step by step.

Our students are highly motivated when they understand that the language acquisition process is closely connected with their educational and life goals. Motivation is fostered by initiative participation of our students in communication at the practical lessons. Their group work is the key to successful language learning in the atmosphere of co-operation and encouragement created by the students working to gether. A team work is informative, enjoyable and fun. While taking part in conversations, dialogues the partners depend on each other and engage in interactive tasks. The pair work activity supports the learners’ speaking proficiency. The patten that our students use as a model to guide the students has the certain structure and the phrases that have been already practiced in the previous exercises. The illustration that our students use are very helpful in creating the motivating, game-like atmosphere so conductive learning and they provide visual support for speaking activity. Our students create a certain level of awareness when they perform because they make use of new structure as well as focus on the meaning during the practice period. It is important that the teacher only monitors the students’ performance in order to provide feedback and help where necessary.

By its nature team leads to the asking and answering questions. For this reason it is ideal for conversations. It is of great importance because questions are five times as common in conversations as in fiction, news and writing that is why it has the potential to interest and motivate students. Much speaking practice that takes place in classes is at the elementary and intermediate levels but this practice is focused on developing the students’ ability to talk about their own problems, solutions, experiences, topics which are common in conversation outside the classroom. It is much easier for our students to discuss any topics they are interested in. When our students are interested in topics which they discuss they focus on the meaning of what is being said rather than on the form. This focus leads to the widespread use of information transfer and information gap activities that attempt to focus students’ attention on the content of the language being used. Activities of this sort increase students’ motivation and enable them to use the same psycholinguistic process in the classroom that they use to communicate outside the classroom. By taking risks in the classroom our students develop communication strategies that are essential for successful interactive outside the classroom and for the development of self-confidence.

Encouraging risk taking help students who lack confidence in their language ability but have a great deal of confidence in the knowledge of economics. They are more willing to risk answering a question on the topic. A team or group activity at the practical lessons is a vital component in the teaching process that provides raising our students’ motivation. Mutual cooperation assists our students in acquiring language skills because all students are engaged in a variety of language tasks including speaking and listening. While participating our students are thinking and interacting being equipped to move forward with the learning the art of leadership.