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INGRID GARSCHALL ibw-Forschungsbericht 143 | Fremdsprachen für die Wirtschaft
STRATEGY ANALYSIS
Students like learning in pairs, with the whole class, in groups, using the computer and within
work placements abroad. Their preferred activities are working with videos and taking part in
excursions and games during English lessons. They also enjoy learning with the internet and on
the computer, working with photos/pictures, with the textbook and listening to CDs/tapes.
LANGUAGE NEEDS ON THE JOB
When looking at the results of the needs analysis, the general conclusion can be drawn that
there is not much demand for the use of English at the workplace. Table 3 illustrates this fact for
language skills in general and for the need to read different sorts of texts on the job, as reading
is the skill with the highest learning priority.
Table 3: Needed skills and types of texts (in absolute figures)
WHICH SKILLS DO YOU NEED FOR YOUR JOB?
Language skills in general 2 often 1 sometimes 0 never in%
writing 1 13 39 74%
listening/understanding 3 13 37 70%
speaking 3 15 35 66%
reading/understanding 4 31 18 34%
WHICH SORTS OF ENGLISH TEXTS DO YOU HAVE TO READ IN YOUR JOB?
Reading needs 2 often 1 sometimes 0 never in%
reports 0 9 44 83%
advertisements 0 9 44 83%
business letters, faxes 0 10 43 81%
newspaper articles 2 10 42 79%
menus 0 12 41 77%
technical drawings 2 11 40 75%
notes, memos 1 13 39 74%
manuals 7 31 25 47%
fitting instructions 6 24 23 43%
signs 3 29 21 39%
Source: Garschall 2005
The learners report that 74% of them never need writing, 70% never need listening/understanding,
66% never need speaking and 34% never need reading in professional situations.
Additionally, the study reveals that around 80% of apprentices never need to read reports,
advertisements, and business letters or newspaper articles. The reading texts needed most are
manuals, fitting instructions and signs, although again 47% (manuals), 43% (fitting instructions)
and 39% (signs) of students never need to read these materials in job situations.
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