In the present world scenario, in most of the places, people has been using English (American, British, Australian, etc) for business communication. There are a few pockets in this world, where English is not spoken. But, the majority of the people in the world speak, read, and write English; they also use it to further their business needs, skills, and requirements. People who are from non-native English speaking countries need to learn this language separately as their second language, whereas native speakers, whose first language is English, not only speak it fluently since their childhood but also use it in their day-to-day interactions.

English Language Learning Tip 1: Memorizing English word with the related mother tongue word through rote learning.

This is normally followed by most of the people while learning English in the initial stages. People, who have good memory power can benefit from this kind of rote learning. The ultimate achievement in learning a language is to use it in regular day-to-day life. So, people who are good at this strategy need to concentrate on how to use the words, they learn from time-to-time, in their regular life.

English Language Learning Tip 2: Understanding and memorizing English word and its meaning; all in English only.

People using this strategy are one step ahead of those, who memorize English word with the related mother tongue word through rote learning. This strategy requires people to understand English better and have at the same time good memory power and retention skills.

English Language Learning Tip 3: Understanding, memorizing English word and forming your own sentence using the same word.

This strategy is for those people who are able to understand English and are also capable of constructing grammatically correct sentences with a few words. Ideally speaking, this kind of learning increases the retention capacity of the mind because, following this strategy, the person is trying to link the word with a known context, that also, in English.

English Language Learning Tip 4: Memorizing English words just by following a blind logic (for ex: preparing a list of words by following logic like starting every word with the ending letter of its preceding word)

Normally, one can see this kind of strategy in English learning books, magazines, etc. This again comes under rote-learning strategy. One way, it allows one to memorize a few words. While remembering the words, one can also learn meanings of each word.

English Language Learning Tip 5: Studying the root word and its related words and memorizing them by using the same in sentences and also by reviewing

This is also an advanced strategy. There are few good English-learning books out there, which had followed this kind of strategy. Readers of these books need to understand the root word for a particular group of words; by understanding the logic, not only one can easily memorize a few groups of words within a short span of time but also learn their related meanings.

English Language Learning Tip 6: Gather beautiful phrases from your readings; review and use them in your day-to-day life

This is a different kind of advanced strategy; people who can understand, speak and write an average-level of English can follow this one. This strategy involves reading a lot; whatever you read and whenever you come across beautiful phrases (a sequence of two or more words that does not contain subject, verb, etc, but acts as a unit in a sentence) jot them down, try to understand the meaning, and use them quite often in the relevant contexts, wherever possible.

English Language Learning Tip 7: Gathering and jotting down new words wherever and whenever you come across them.

This is a helpful strategy for everybody who wants to improve their English vocabulary. This strategy involves reading a lot; where and when a new word appears, jot it down, haunt its meaning in dictionary, and use it in your day-to-day interaction.
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Know your speech : Prepare yourself physically : Picture yourself giving a great speech : Remember that you are the expert : Do not admit nervousness to the audience : Slow down.

1. Preparation. Show the learners a picture of two people conversing in a familiar casual setting. (The setting will be determined by a prior needs assessment.) Ask them to brainstorm what the people might be discussing (i.e., what topics, vocabulary, typical phrases).

2. Presentation. Present several video clips of small talk in casual situations. Have learners complete a worksheet in which they describe or list the topics discussed, the context in which the speech is occurring, and any phrases that seem to typify small talk. Follow up with a discussion of the kinds of topics that are appropriate for small talk, the factors in the specific situations that affect topic selection (e.g., relationships of participants, physical setting), and typical phrases used in small talk. Chart this information.

3. Practice. Give learners specific information about the participants and the setting of a scenario where small talk will take place. In pairs, have them list topics that might be discussed by the participants and simple phrases they might use. Learners then engage in improvised dialogues based on these simple phrases.

4. Evaluation. Give pairs a teacher-prepared dialogue based on their scenario from š. Ask them to compare their improvised dialogues with the prepared dialogue, analyzing the similarities, differences, and reasons for both.

5. Extension. Have learners go individually or in small groups into various contexts in the community (work, school, church, bus stop) and record the conversations they hear. Ask them to report their findings back to the class, and then have the class discuss these findings.

The cooperative principle states that conversations will be satisfying when the contributions made by the conversationalists are in the line of the purpose of the conversation (Grice,1975,pp.44-46). Based on this principle, H.Paul Grice describes the following four conversational maxims (requirements):

Quality maxim-requirement to provide information which is truthful Quantity maxim- requirement of the sufficient amount of necessary information, not too much and not too less. Relevancy maxim-requirement to provide information that is relevant to the topic being discussed, Manner Maxim-requirement to be specific and organized when communicating thoughts, Morality maxim- requirement to speak in ways that meet ethical/moral guidelines, Politeness maxim- requirement to be courteous to other participants.

Presentations “Almost anyone can become an excellent speaker”

For a success at speaking, following “3Ps” is must: Prepare carefully : Practice often : Perform with enthusiasm: Guidelines for Preparation and Delivery: Know your listeners, Prepare three stages of presentation: beginning, middle, and end, Stick to a few main points, Put your outlines on cards, paper, or overhead, Practice, practice, practice, Speak vigorously and deliberately, Avoid filler words, Use rhetorical questions, Maintain eye contact, Use appropriate gestures and postures, Guidelines for Presenting Graphics, Discover listeners preference, Think about graphics early, Keep the message simple, Many any wording brief and visible, Use colors carefully, Leave graphics up long enough, Avoid handouts, Maintain eye contact while using graphics Include all graphics in your practice session.

Attending: Attend to important information |Ready themselves mentally and physically |Listen objectively regardless of emotional involvement|Listen differently depending on situations |Understanding |Assigned appropriate meaning to what is said |Seek out apparent purpose, main points and supporting information |Ask mental questions to anticipate information Silently paraphrase to solidify understanding |Seek out subtle meanings based on non-verbal cues |Remembering |Retain information |Repeat key information |Take notes |Evaluating |Listen critically |Evaluate inferences | Responding empathically | Provide supportive comforting statements.

Bad Listeners : May not hear what a person is saying, Fidget in chairs, look out the windows, and let their minds wander, Visibly react to emotional language, Listen the same way regardless of the type of material, Hear what is said but are unable to understand or assign different meaning to the type of words, Ignore the way information is organized, Fail to anticipate coming information, Seldom or never mentally review the information, Ignore non-verbal cues, Interpret message accurately but forget it, Assume they will remember, Rely on memory alone, Understand but unable to weigh or consider it, Accept information at face value, Pass of joy or hurt, change the subject.

Speaking is an interactive process of constructing meaning that involves producing and receiving and processing information (Brown, 1994; Burns & Joyce, 1997). Its form and meaning are dependent on the context in which it occurs, including the participants themselves, their collective experiences, the physical environment, and the purposes for speaking. It is often spontaneous, open-ended, and evolving.

Speaking requires that learners not only know how to produce specific points of language such as grammar, pronunciation, or vocabulary (linguistic competence), but also that they understand when, why, and in what ways to produce language (sociolinguistic competence).

Hearing is a natural ability to detect sound : Listening is a skill, which is developed to understand, interpret the message accurately. It does not require much of an effort to hear, whereas Listening to be effective, takes much of an effort and time on the part of a listener.

Steps involve in Effective Listening:

Hearing. Hearing just means detecting sound without have complete awareness of what has been said.
Understanding. The next part of listening is when you comprehend what is being said. Judging. After you are sure you understand what the speaker has said, think about whether it makes sense. Do you believe what you have heard? Your own interpretation of the message and then see how accurate the understanding is.

Concepts Related to Listening Ability
1.Concentration 2.Questioning 3.Objectivity 4.Note Taking 5.Feedback

1.Concentration : Motivation and Demotivation : Anticipate what the speaker will say next :Focus on the message :Avoid interruption, let the speaker finish first.

2.Questioning Use of questioning is an effective listening strategy. It serves two purposes:
message gets clarified, Speaker gets a positive feedback that a listener is involved.

3. Objectivity : I. Minimize the impact of emotion-laden words : II. Judge content, not delivery III. React fairly and sensibly IV. Overcome distraction; internal as well as external

4. Note Taking
The usefulness of note taking depends on the situation.

5. Feedback
Feed is important in the listening process to that a speaker knows that his/her message is understood.

General Barriers

Faking attention : Avoid difficult listening & dismissing the topic as uninteresting : Listening only for facts
Criticizing physical appearance and delivery : Yielding easily to distractions.

Listening ability vary according to: Interest in topic , the delivery of the message, importance of the info, length of the message, complexity of the message, the delivery of the message, personal problems, external distraction.