Students all over the globe learn English for many reasons. Some of these motivations may come from the students themselves – perhaps they are learning because they are travelling to an English-speaking area, or they want to be able to converse with English-speaking friends and colleagues. Other reasons for learning could include meeting school requirements, studying abroad, or progressing their careers.

As well as different reasons to learn English, there are also different goals. Many students are still focused on becoming fluent in English, and we are seeing an increase in people who want to learn the language for specific reasons. For example, immersing themselves in a particular culture or simply being able to order from a menu while travelling abroad.

Teachers are focusing on these personal needs to help students achieve their actual goals. It’s likely you’ve already spoken to your students about why they want to learn English. Understanding this is important as different motivations can influence a student’s attitude towards learning the language – and it may be necessary for you to adapt your teaching strategies for different groups of learners.

Teaching English to different groups of learners

Let’s meet some different groups of students, learn a little more about their motivations and explore whether different motivations alter how students learn English. You may recognise some of these learners in your classes.

1. Adult learners

These students are learning English for pleasure or personal reasons. It might be because of travel, social or family reasons or perhaps because a better grasp of English might assist them with their careers. There are also adult learners who could be learning English as an immigration requirement.

For example, 23-year-old Alice decided to learn English so she could meet people and have more meaningful interactions with her English-speaking neighbours. She says: “I was very shy and not very confident in speaking to people, but learning English helped me connect with others and meet new people. I have changed a lot.”

A motivation like Alice’s requires strong teacher support and peer motivation woven into structured learning. Alice can set her goals and with the GSE Learning Objectives map out what she needs to do to achieve them. Teacher encouragement and personal support – and easy access to digital coursework, a social community of others all learning English, and small classes that emphasise conversation – keep people like Alice engaged and motivated to achieve her language goals. “I cannot do it without them”, she says.

2. Professional learners

These learners are typically in a more formal type of English programme and are learning the language to achieve specific career milestones, such as a promotion. Their employer might even be paying for their learning or they might be reimbursed for the cost of their lessons.

Vincenzo is 33 and works as a Product Manager in Milan for an international organization with offices around the world. He says: “I asked to take English classes as part of my professional development. My company chose an English provider and gave me a choice of group or one-to-one classes. I chose one-to-one classes as I’m easily distracted.”

Professional learners like Vincenzo succeed using a blended learning model of learning in class and at home that they can tailor around their lives. They have a strong motivation to succeed – that’s why learning at home works for them – but step-by-step progress provided by the GSE Learning Objectives is also important to keep this motivation alive. “I met with my teacher once a week where we would work on mistakes I would make while speaking English. He would also give me extra practice materials, like interesting games and videos to listen to in my own time, to help me really get a better understanding of the language,” Vincenzo says.

3. Academic learners

Learning English is a requirement for many school programmes and students will continue this at college or university. Many of these students will be learning English with a formal course that offers practice tests for high-stakes exams.

Seventeen-year-old Subra is from Malaysia and learns English at school. Some of her family live in Australia and she is considering studying abroad to attend a University that specializes in health care. When she was young, she learned in a traditional classroom backed with tests that helped her see how she was progressing. Now she uses technology, such as her Android Huawei phone to practise her English but still needs the validation of regular testing to know she is on track.

Subra says: “I am used to studying for tests as I prepared hard for exams to get into middle school and senior school, which was totally determined by test results.”

Academic learners like Subra need to see demonstrable results to help them stay motivated and guide them to the level of English they need to achieve to get the required score on high-stakes tests. With the clear GSE Learning Objectives and a placement test, academic learners can map out where they are right now and where they need to be in order to reach their academic goals. These learners need encouragement and validation of their progress from their teachers to help keep them on track.

Understanding student motivations will help you teach to their specific needs, thus helping them to stay focused and motivated in achieving their goals.

「英語力のグローバル分析レポート2024年（アジア太平洋版）」を公開しました。本レポートは、100カ国以上で受験された英語能力測定テストVersant by Pearsonの内、約75万件分の分析に基づき世界の英語力の動向を6つの国と地域（日本、フィリピン、インド、コロンビア、エジプト、ヨーロッパ）にまとめたものです。アジア太平洋版には、日本に関するデータのほか、職種ごとに必要な英語力のデータベースGSE Job Profilesについての紹介が追加されています。レポート全文はこちらからご覧いただけます。

It's April Fool's Day today and we’re diving into the lighter side of the English language. English is full of quirky sayings and odd words that can leave you scratching your head or laughing out loud. So enjoy this collection of funny English sayings and words that are sure to bring a smile to your face and probably make you question whether this is an April Fool’s Day joke.

1. Bob’s your uncle

Let’s start with a classic British saying: “Bob’s your uncle.” This phrase is used to indicate that something will be simple or straightforward. For example, “Just add water, and Bob’s your uncle”. But who is Bob, and why is he your uncle? The origins are unclear, but it’s a fun way to say, “And there you have it”.

2. The bee’s knees

When something is the “bee’s knees,” it means it’s excellent or of high quality. But why the knees of a bee? This saying likely originated in the 1920s as part of a trend of using animal anatomy in slang. Other similar phrases include “the cat’s pajamas” and “the snake’s hips”.

3. More holes than Swiss cheese

If something has “more holes than Swiss cheese,” it means it’s full of flaws or problems. This saying is self-explanatory if you’ve ever seen a slice of Swiss cheese. It’s a humorous way to point out that something isn’t quite up to par.

4. Bamboozle

To “bamboozle” someone means to trick or confuse them. This word itself sounds like a bit of a trick, doesn’t it? It’s believed to have originated in the 17th century, and it’s a perfect word to use on April Fool's Day when you’re pulling pranks on your friends.

5. Fuddy-duddy

A “fuddy-duddy” is someone who is old-fashioned or fussy. This term is often used affectionately to describe someone who is a bit behind the times. It’s a funny-sounding word that’s sure to bring a smile to your face.

6. Gobbledygook

“Gobbledygook” refers to language that is meaningless or hard to understand, often used to describe overly complex jargon. It was coined during World War II by a Texas congressman who compared confusing bureaucratic language to the sound of a turkey’s gobble. It’s a perfect word for describing those moments when someone is talking but you have no idea what they’re saying.

7. Mad as a hatter

If someone is “mad as a hatter,” they’re completely crazy. This saying dates back to the 19th century when hat makers (hatters) often suffered from mercury poisoning due to the chemicals used in hat production, leading to erratic behavior. It’s a whimsical way to describe someone who’s a bit off their rocker.

8. Raining cats and dogs

When it’s “raining cats and dogs”, it’s raining very heavily. The origins of this saying are unclear, but it’s a vivid and amusing way to describe a downpour. Just imagine cats and dogs falling from the sky!

9. Lollygag

To “lollygag” means to dawdle or waste time. It’s a playful word that perfectly captures the essence of goofing off. So, if you find yourself procrastinating today, just tell everyone you’re lollygagging.

10. The whole shebang

“The whole shebang” means everything or the entire thing. The origins of “shebang” are uncertain, but it’s a fun and quirky way to refer to the entirety of something. Whether you’re talking about a project, a meal or a party, this phrase adds a bit of flair.

11. Cat got your tongue?

When someone is unusually quiet or at a loss for words, you might ask “Cat got your tongue?” This odd saying dates back to the 19th century and is a humorous way to prompt someone to speak up.

12. As cool as a cucumber

If someone is “as cool as a cucumber,” they’re very calm and composed, even in stressful situations. This saying is amusing because it compares a person’s demeanor to a vegetable known for its refreshing coolness. It’s a fun way to compliment someone’s ability to stay unruffled.

How many unusual English sayings do you know?

English is a wonderfully weird language, full of sayings and words that can leave us amused and bewildered. On this April Fool's Day, we hope you’ve enjoyed this lighthearted look at some of the funniest expressions English has to offer. So go ahead, sprinkle these sayings into your conversations, and share a laugh with your friends. After all, laughter is the best medicine, and today is the perfect day to embrace the humor in our language.

第二言語としての 英語 を学ぶことは、楽しくて大変な旅です。この旅の鍵となるのは、自分の現在のスキルレベルを知ることです。この Global Scale of English (GSE) は、学習者が自分のスキルを確認するのに役立ちます。 GSE は、 英語 能力を測定する10から90までのスケールです。これは、学習者が各レベルで何ができるかについての明確な情報を提供します。このブログでは 英語 、 GSE スコア、レベル、および「私は..." ステートメント。

英語レベルを理解することが重要な理由

「なぜ自分の言語レベルを知ることが重要なのか」と疑問に思うかもしれません。自分のスキルレベルを知らずに勉強を始めると、圧倒されたり、イライラしたり、学習が簡単すぎて先延ばしにされたり、学習が進まなかったりする可能性があります。
自分の 英語 レベルを知ることは、次のような多くの点で役立ちます。

1. 現実的な目標を設定する: 学習目標を現在の能力に合わせて調整します。
2. 適切な教材を選択する: 自分の能力に合った書籍、コース、リソースを選択します。
3. 進捗状況の追跡: 時間の経過に伴う改善を測定し、モチベーションを維持します。

GSE レベルとその意味

GSEレベルはスターターからExpertまでで、それぞれに特定の「I can..." ステートメントを使用して、そのレベルで何ができるべきかを説明します。ここでは、各レベルの内訳と、いくつかの実用的な例を示します。

ますます多くの学習ツールやアプリケーションがリリースされる中、適切なソリューションを選択することは圧倒されるかもしれません。しかし、デジタル版 言語 Tutor for Mondly by Pearsonは、企業クライアントが関連するビジネスコンテキストでリスニングとスピーキングの能力を向上させることを目的とした革新的なソリューションとして際立っています。

デジタル版 言語 Tutorは、少なくともB1レベルの英語(Global Scale of Englishで43-50)を話す専門家を対象としています。AIを活用したConversation Partnersを採用して企業シナリオをシミュレートし、ユーザーに没入型でインタラクティブな学習体験を提供します。

この記事では、これらのカンバセーションパートナーの背後にある戦略的なデザインプロセスについて概説し、多様な表現、説得力のある本物の性格特性の開発、レベルに適した言語スキルと企業の必須ソフトスキルを統合して包括的な言語学習ソリューションを作成することの重要性を強調します。

Sue Kay has been an ELT materials writer for over 25 years. She is the co-author of Pearson's Focus Second Edition and is one of the co-founders of ELT Publishing Professionals. In this article, Sue takes us through her experience of using video in the classroom and shows us how to motivate and engage students with authentic video.

Videos are no longer a novelty

When I started teaching in the early 80s, video was a novelty in the classroom. We only had one video player for the whole school and had to book it a week in advance. There was very little published material available, but thanks to the rarity factor, the students lapped it up. 

There was no problem with getting them motivated, even if the lessons accompanying the videos were not particularly exciting and consisted mainly of comprehension questions. Lucky for me, our school had a very dynamic Director of Studies who gave great teacher training sessions and I was very taken with a presentation he did on active viewing tasks. 

I was, and still am, a big fan of the Communicative Approach and I embraced the more interactive video tasks enthusiastically: freeze frame and predict, watch with the sound down and guess what people are saying, listen with the screen hidden to guess the action, etc. 

When I’m preparing a video lesson, I still try to include at least one of these activities because the information gap provides an ideal motivation for students to watch the video and check their ideas. 

急速に進化する人工知能(AI)の時代において、テクノロジーの未来を形作る上で言語は重要な役割を果たしています。特に 英語語は、AI領域の主要な言語として浮上し、イノベーション、コラボレーション、アクセシビリティを推進しています。デジタル時代を深く掘り下げるにつれて、 英語 を教えることの重要性がますます明らかになってきています。ここでは、AIの領域で 英語 が不可欠である理由と、その教育が重要である理由を強調する重要なポイントをいくつか紹介します。

グローバルなコラボレーションと研究

AIは、コラボレーションと知識の共有によって繁栄する分野です。世界中の研究者、開発者、エンジニアが、AIテクノロジーの集団的な進歩に貢献しています。 英語 は、このグローバルコミュニティを結びつける共通の言語スレッドであり、これらの多様な専門家間のシームレスなコミュニケーションとコラボレーションを可能にします。

英語を教えることで、さまざまな言語的背景を持つ個人がグローバルな研究プロジェクトに参加したり、国際会議に出席したり、広くアクセス可能なジャーナルに調査結果を発表したりできるようにします。このようなグローバルな意見交換は、AIイノベーションのペースを加速させるだけでなく、進歩が包括的で、幅広い視点を代表するものとなることを保証します。

教育リソースと技術ドキュメントへのアクセス

英語には、多くの AI 研究論文、教材、教科書、オンライン講座、技術資料が掲載されています。主要なAIプラットフォーム、ライブラリ、フレームワークは、主に英語で広範なドキュメントとサポートを提供しています。

英語言語スキルを個人に身に付けさせることで、これらの貴重なリソースにアクセスできるようにします。これにより、学習プロセスが民主化され、非英語語圏の意欲的なAI実践者が、この分野に効果的に貢献するために必要な知識とツールを習得できるようになります。

AIシステムによるコミュニケーションと言語学習の強化

AIシステムが私たちの日常生活にますます統合されるにつれて、これらのシステムと効果的に通信する能力が最も重要になります。SiriやAlexaなどの仮想アシスタントからカスタマーサービスのチャットボットまで、多くのAI駆動型アプリケーションは主に 英語で動作します。 英語 を教えることで、ユーザーはこれらのテクノロジーとシームレスに対話し、その有用性を最大化し、ユーザーエクスペリエンスを向上させることができます。

また、 自然言語処理(NLP)が 進歩する中、 英語 の習熟度を高めることで、より高度で直感的なAIコミュニケーションインターフェースをより理解し、開発に貢献することができます。
 

Katharine Scott is a teacher trainer and educational materials developer with over 20 years’ experience writing English language textbooks. She’s co-author of the Pearson Primary course - English Code and is based in Spain. Katharine outlines a number of practical ways you can help English language learners develop key literacy skills. 

What is literacy?

Teachers at all stages of education often complain about their students’ reading skills. The students are literate. In other words, they can interpret the graphemes, or letters on the page, into words. But they struggle to identify the purpose of a text or to analyze it in a meaningful way. We could say that the students have poor literacy skills.

Literacy is a term used to describe an active, critical form of reading. Some of the skills of a critical reader include:

Checking new information

A crucial literacy skill involves discerning whether a text is factually true or not. A critical reader always checks new information against existing knowledge. As we read, we have an internal dialogue: Where does that information come from? That’s impossible because ….   

Separating fact from opinion

This skill is essential for understanding many different types of texts from newspaper articles to scientific research. 

Understanding the purpose of a text

All pieces of text have a main purpose. This may be entertainment, in the case of a story or persuasion, in the case of advertising. A critical reader will know how to identify the purpose of the text. 

In the classroom, different types of text require different responses from the students. It’s important, as students grow older, that they know how to read and respond appropriately to a piece of written information.

Identifying key information in a text

This is an essential skill for summarizing information or following instructions. It is also important when we transform written information into something else, like a chart.

In many ways, literacy is the key skill that underpins learning at all stages. This may seem like an exaggeration, but consider the importance of the four skills outlined above.

Strategies to promote literacy

Many teachers and parents of early learners instinctively develop literacy skills before the children can even read. 

When we read a story out loud to a child, we often ask questions about the narrative as we turn the pages: What is going to happen next? How do you think …. feels? Why is …?  

These questions set the foundations for literacy. 

Working with a reading text

Too often, the comprehension questions that teachers ask about a text are mechanical. They ask the student to “lift” the information out of the text.

A tale of two dragons

"Once upon a time, there was an island in the sea. One day, people were working in the fields. The sun was shining and there was one cloud in the sky. The cloud was a strange shape and moving towards the island. Soon the cloud was very big. Then a small boy looked up." 

Taken from English Code, Unit 4, p. 62

Typical comprehension questions based on the text would be:

• Where were the people working? 
• How many clouds were in the sky?

These questions do not really reflect on the meaning of the text and do not lead to a critical analysis. While these simple questions are a good checking mechanism, they don’t help develop literacy skills.

If we want to develop critical readers, we need to incorporate a critical analysis of reading texts into class work through a deep reading comprehension. We can organize the comprehension into three types.

1. Text level

Comprehension at “text level” is about exploring the meaning of individual words and phrases in a text. Examples for the text above could be:

• Find words that show the story is a fairy tale.
• Underline a sentence about the weather.

Other text-level activities include:

• Finding words in the text from a definition
• Identifying opinions in the text
• Finding verbs of speech
• Finding and classifying words or phrases

2. Between the lines

Comprehension “between the lines” means speculating and making guesses with the information we already have from the text. This type of literacy activity often involves lots of questions and discussions with the students. You should encourage students to give good reasons for their opinions. An example for the text above could be:

• What do you think the cloud really is?

Other “Between the lines” activities include:

• Discussing how characters in a story feel and why
• Discussing characters’ motivation
• Identifying the most important moments in a story
• Speculating about what is going to happen next
• Identifying possible events from fantasy events

Literacy activities are not only based on fiction. We need to help students be critical readers of all sorts of texts. The text below is factual and informative:

What skills do you need for ice hockey?

"Ice hockey players should be very good skaters. They always have good balance. They change direction very quickly and they shouldn't fall over. Players should also have fast reactions because the puck moves very quickly." 

Taken from English Code, Level 4, p. 96

“Between the lines” activities for this text could be:

• What equipment do you need to play ice hockey?
• What is the purpose of this piece of text?

3. Behind the lines

Comprehension “behind the lines” is about the information we, the readers, already have. Our previous knowledge, our age, our social background and many other aspects change the way we understand and interpret a text. 

An example for the text above could be:

• What countries do you think are famous for ice hockey?

Sometimes a lack of socio-cultural knowledge can lead to misunderstanding. Look at the text below. 

Is the relationship between Ms Turner and Jack Roberts formal or informal?

73 Highlands Road Oxbo, Wisconsin 54552
April 11th

Dear Ms. Tamer,
Some people want to destroy the forest and build an airport. This forest is a habitat for many wolves. If they destroy the forest, the wolves will leave the forest. If the wolves leave the forest, there will be more rabbits. This won't be good for our forest.
Please build the airport in a different place. Please don't destroy the forest.

Kind regards, Jack Robers

Taken from English code, Level 4, unit 5, Writing Lab

If your students are unaware of the convention of using Dear to start a letter in English, they may not answer this question correctly. 

Other “Behind the lines” literacy activities include:

• Identifying the type of text
• Imagining extra information based on the readers’ experiences 
• Using existing knowledge to check a factual account
• Identifying false information

Examples:

• What job do you think Ms Turner has?
• Do you think Jack lives in a village or a city?
• Do wolves live in forests?

Literacy is more than reading

From the activities above, it’s clear that a literacy scheme develops more than reading skills. As students speculate and give their opinions, they talk and listen to each other. 

A literacy scheme can also develop writing skills. The text analysis gives students a model to follow in their writing. In addition, a literacy scheme works on higher-order thinking skills such as analysis, deduction and summary.

Developing literacy skills so that students become active, critical readers should be a key part of educational programs at all ages. Literacy activities based on a reading text can be especially useful for the foreign language class. 

With literacy activities, we can encourage students:

• To use the text as a springboard for communicating ideas and opinions
• To analyze the text as a model for writing activities
• To see how language is used in context
• To explore the meanings of words

More crucially, we are developing critical readers for the future.

相互接続された今日の世界では、 英語 での効果的なコミュニケーションがこれまで以上に重要になっています。教育者や言語学習者が 英語 習熟度を測定し、向上させようとする中で、 Global Scale of English (GSE) のようなリソースは評価のための貴重なフレームワークを提供します。このブログ記事では、 GSE を使用してリスニングスキルを評価する方法を探り、指導の調整と言語開発のサポートにどのように役立つかについての洞察を提供します。

リスニングスキルについては、この GSE 、学習者がさまざまな文脈で話し言葉 英語 をどれだけ理解できるかに焦点を当てています。これは、さまざまな複雑さのレベルで理解度を評価します。

簡単な情報を理解する: 低いレベルでは、学習者は簡単な指示や日常的なトピックなどの基本的な情報を理解することが期待されます。この GSE は、学習者が重要な詳細をどれだけうまく把握できるかについての 学習目標 を提供します。

主要なアイデアを理解する: 習熟度が上がるにつれて、学習者は会話や放送など、より複雑な話し言葉のテキストで主要なアイデアと重要なポイントを特定できるはずです。この GSE では、学習者がさまざまなソースから重要な情報をどれだけうまく抽出できるかを概説しています。

詳細な情報を理解する:上級レベルでは、学習者は暗黙の意味や話し手の意図など、詳細で微妙な情報を理解することが期待されます。この GSE では、これらの段階で必要な詳細度と理解の深さについて説明しています。

また、この GSE では、グローバルな理解、情報の認識、特定の情報の識別、情報の抽出など、生徒がリスニングのさまざまな操作にどのように取り組んでいるかを示しています。これを考慮に入れることで、教師は生徒の進捗状況を監視し、リスニングスキルを評価できます。これを実際に実行する例を挙げます。

たとえば、 GSE 30-35 ( CEFRの A2 が低いレベルに相当) を考え、学生が情報をどのように処理するかに焦点を当ててみましょう。リスニング活動をチェックするとき、単に答えが正しいか間違っているかに焦点を当てるのではなく、 GSE を使用して学習者を分析し、彼らがどのような進歩を遂げているか、そして彼らが前進するために教師として何をする必要があるかを確認できます。方法は次のとおりです。