Experiential Business English Teaching

The present paper is aimed at undergoing a contrasting analysis of two different types oftrainees, represented by students and professionals, both categories having the same status aslanguage learners of Business English training courses. Generally speaking, individualized teaching-learning strategies are shaped based on nonformaleducation content, which involves facilitating teamwork and an interdisciplinary approach. Learning through experience helps learners develop skills necessary to adapt in the workenvironment. Thus, simulated and real situations can be contrasted and turned into an object ofanalysis. My conclusion is that experiential learning opposes traditional education because it starts withpracticing a skill, analyzes the practice and then repeats the practice at a more complex level