Page 19 - ELG2406 June Issue 490

FEATURE

the correct way to end them. These included activity involved going back to the original play what. They then had a few minutes to
phrases such as ‘It might be better to ...’ questions and asking people to change them discuss one of the topics they were given
‘What would happen if we...?’ the goal into direct questions about how to make and the observers were asked to notice
here being to point out the correct tense to feedback constructive and designed in a way how they dealt with the situation. As this
complete such a phrase. The next step was as to help someone with their work or in is an awareness-raising activity, it can be
the practical one, in which we discussed their position. practiced in the classroom asking learners
where and when such phrases might be used. As an example, the above question can be to take on different roles. In the real-world
Each group was given several topics to choose changed to ‘How can you give feedback which follow-up, learners observe situations in the
from and asked to hold a ‘stand-up’ meeting contains useful information for the listener so workplace in which these different styles
to speculate and discuss the steps they could they can apply it?’ The goal of this exercise may come into conflict.
take. The goal was to come to a conclusion was to help people think about what they are To wrap-up, participants reflected on the
and to practice using the speculative phrases actually saying and to give them ideas on how activities and discussed how they can be
we had just learned. to communicate criticism, praise or advice used or adapted in their particular situations.
To connect this to the real world, learners in a helpful manner. The real-world element Generally, participants felt that the content
are then asked to notice situations in the tasked the learners with making notes on was largely learner-generated and the learners
workplace where such language comes up, feedback at work and coming back to class were given realistic tasks involving their
either in English or their native tongue. with comments on what they noticed. workplace situations.
When they come back to class they can offer The final exercise centred around business These activities are helpful in a large range
their findings and a class discussion can be led skills and looked at different working styles of situations and classes for students looking
as to the necessity of such phrases and how to of people, which represent opposite ways to improve their English in business settings.
recognise when they are useful or necessary. of thinking. Several different styles were See how they can aid your students, whatever
Subsequently, we moved from language introduced and explained and the examples their career goals may be.
training to communication skills; a necessity of how these people may react was discussed.
in business English training today. The topic For example people tend to need either the
chosen for this workshop was on giving and big picture or the details. Marjorie Rosenberg has
receiving feedback – a very common element In the workplace a ‘big picture’ trained university students,
of today’s workplace. personality may overlook exact points while corporate clients, and
We started by discussing the type of feedback a ‘detailed’ person may get caught up in teachers since 1981 in Graz,
people get and how it is communicated. For each step and not see the project as a whole. Austria. She is a business
example: ‘Does the feedback you receive After the styles were explained, groups English author, is the Joint-
include useful information to help you with of four were formed with two ‘actors’ and Coordinator of IATEFL BESIG and a past
your job?’ From there we discussed people’s two ‘observers’. They were asked to choose President of IATEFL.
reaction to feedback. The final exercise in the one of the styles and decide who would

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