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While an emphasis is placed on mastery of the IMO’s Standard Marine Communication Phrases (SMCP) at Maritime English institutions in Japan, SMCP alone do not lead to the successful acquisition of Maritime English. Various elements constitute proficiency in Maritime English, one of which is reading comprehension ability of nautical publications to ensure the safety of ship navigations. This study is designed to be the cornerstone in identifying the best Maritime English reading comprehension strategy. Participants were 34 university students pursuing to become third-grade maritime officers in navigation. Three learning strategies, namely, the Vocabulary List Method, the Reading Practice Method, and the Vocabulary List and Reading Practice Method, were selected and analyzed with regard to their efficacy, learning time, subjective difficulty, and vocabulary retention level. The results indicated that there were no significant differences among the three learning strategies with regard to their efficacy, learning time, and vocabulary retention level. However, in terms of subjective difficulty, the first method was significantly easier than the other two methods. Moreover, the learning strategies that implemented vocabulary lists have shown more promising results with respect to vocabulary retention level.

In the global maritime industry, ineffective and ambiguous communication often is a main or contributing cause of shipping accidents. Nevertheless, because of the limited availability of authentic data, quantitative studies in maritime communication are rare. In addition, previous studies seem to have used the Standard Marine Communication Phrases as the prescriptive maritime communication standard, thus overlooking the superordinate role of the Manual for Use by the Maritime Mobile and Maritime Mobile-Satellite Services published by the International Telecommunication Union. Therefore, this paper uses a specialised spoken corpus of authentic routine ship-shore communication to quantify the rate of compliance of authentic routine ship-shore communication with the standard protocol of communication for ships and shore services as the key communication agents in the provision of navigational safety and efficiency. The findings show that authentic routine ship-shore communication still significantly deviates from the standard protocol of communication. In addition, the rate of compliance varies across the analysed elements and between the two communication agents examined in this study. Finally, the results indicate the need for harmonisation between the documents that define the standard protocol of communication.

The reason for modern Maritime Education and Training (MET) is to provide students with the necessary skills, and knowledge to be successful in the future outside of school. Futuristic teachers need to help students become life-long learners who are ready, organized, and equipped for new challenges. This paper tries to find position of Maritime English/IMO Standard Marine Communication Phrases (ME/ IMO SMCPs) versus autonomous ships, to facilitate developments in a safe predictable environment and for ensuring safe navigation in the future, also in a mixed traffic situation where both manned and unmanned ships will be sailing on the same routes and ports. In its attempts, this paper tries to analyse the Obstacles and Disadvantages when no crew is required on board; this could jeopardize the statute of seafarers, and not every aspect of unmanned shipping is all roses. The work is much future oriented and requires challenging conventional concepts and operations.

Vocabulary mastery holds a special status in the teaching of specialized languages, as it represents a crucial element in the learners’ professional development. Student-focused approaches to teaching highlight learner-centered techniques and strategies for the efficient learning of specialized vocabulary, such as explicit vocabulary-building activities. Crossword puzzles can be one way for learners to experience such learning, since they are beneficial on a number of different levels: they are entertaining and challenging vocabulary practice tools, they stimulate student motivation and autonomy, and they lead to better vocabulary awareness and retention. With this in mind, the present paper aims to illustrate the practical uses and benefits of crossword puzzles in teaching and learning maritime English vocabulary.

Maritime English is an important factor in education of seafarers and acquisition of their highest powers and competencies. The aim of this research was to look into the attitudes of the students of Nautical Studies at the Maritime Departments of the University of Dubrovnik and the University of Zadar towards the importance of Maritime English with regard to their education and future profession. The study also included teachers at MET institutions in Dubrovnik, Zadar, Rijeka and Kotor. Two online questionnaires were created in Google forms and distributed during March/April 2021. The data were analysed by means of Fisher’s Exact Test and Spearman’s correlation. Both students and teachers set forth a positive attitude towards the importance of being fluent in English.

As a result of the widespread use of online technologies and vast opportunities for the use of English in everyday online life, the field of online informal learning of languages, in particular English, has attracted a new wave of research attention. Nevertheless, the number of corpus studies in this field remains low. More specifically, to date no research study has focused on the suitability of the language input to which online users are exposed while performing online activities with regard to the development of language skills in English as a language for specific purposes. In order to bridge this research gap, the objective of this paper is to apply the corpus approach to examine whether watching a medical television series may have an effect on the development of medical Maritime English for future deck officers. The results indicate that in terms of lexical density, lexical diversity, terminology, and word clusters, watching a medical television series may have a limited effect on the development of medical Maritime English for future deck officers. However, future research should examine whether watching television series may have an effect on the acquisition of typical speech patterns in spoken maritime communication, which are closely related to everyday spoken communication. Importantly, the results also seem to indicate that online informal learning of English cannot replace all segments of the formal learning of English for Specific Purposes, but can significantly contribute to the development of general English competence, which is a precondition for the further development of discipline-specific language competence.

"Maritime English for professional purpose" e-course based on the LMS MOODLE was created in accordance with the requirements of modern society for the formation of communicative English competence of future maritime industry workers. Our research is devoted to the description and analysis of the work of the future maritime specialists in the e-course. One of the main elements of the course is the Forum (the exchange of questions, answers, messages etc., leaving the message, or creating questions). It is the forum that provides a two-way communication between a teacher and the cadets. The course also contains some elements of gamification (badges, games, Easter eggs, leaderboard, points etc.). Educational content is provided using a system of elements, which greatly enhance the motivation of students to study. QR code quest (a maritime subject chain of activities using two-dimensional code) helps students to find the necessary information, analyze it, organize it, solve tasks etc. Prezi's presentations have additional depth and context, increase students’ motivation to learn. The Quizzes of our course correspond to six levels of Bloom's taxonomy (knowledge, understanding, application, analysis, synthesis and evaluation). The Gradebook has a clear structure: two types of tests, language competencies and additional points in a limited number. In our study, we have produced statistics on the leaders and outsiders of e-course, a comparative description of the groups studying in the course. As a result of our research it was proved that LMS MOODLE e-courses have a potential educational opportunity as an effective means for forming the foreign professional competence of future seafarers. Interactive exercises bring cadets closer to the real-life communication in the absence of a natural linguistic environment and can be used as part of the system of formation of foreign professional competence of future maritime specialists. It was also proved that the system of blended learning helps to master the English language faster and more easily.

Maritime English is defined as the English language used by seafarers both at sea and in port and by individuals working in the shipping and shipbuilding industry. The teachers are required to make the students skillful and ready to work in maritime sectors once they graduate. The existing and relevant maritime English learning materials following STCW 2010 curriculum in Indonesia are still rare and limited. This study aims to conduct a need analysis of android and web-based Maritime English apps based on the students' perspectives. This study uses questionnaires shared and completed randomly by 318 students from different majors and at Sekolah Tinggi Ilmu Pelayaran (Maritime Higher Education Institute) Jakarta. The data is gathered and analyzed accordingly to create the essential concept of the MarEng apps design. The questionnaire result indicates that most of the participants need an ME learning platform in order for them to have better access to and to practice the required knowledge and skills. Explicit bilingual instructions and features like video, audio, and text are also preferred to be incorporated. It is suggested to start from the elementary level and cover the four skills, especially listening, speaking, and pronunciation. It is so suggested that the platform can be constructed in easy and fun UI/UX covering the required content.

© 2018 Elsevier Ltd Research in Maritime English (ME) has paid no attention to the range of texts and language to which Navy submariners are exposed during their training and professional careers. This research looked at Noun Phrase (NP)modification patterns in a longitudinal corpus of Submarine English (SE) professional texts in the Cartagena Military Submarine Corpus (CMSC). Using a combination of quantitative and qualitative analyses, we found that SE is characterised by heavy nominal premodification, low adjective premodification, low prepositional phrase postmodification and by the predominant use of appositive nouns in postmodifying slots. These distinctive features of SE call for a register-sensitive pedagogy that unpack these characteristics and present them in context. We argue that the contribution of corpus linguistics is essential to explore registers which, for different reasons, have not been addressed or described linguistically in the past. Similarly, we maintain that the examination and teaching of NPs is essential to understand current trends in professional writing and communication.

XXIII Jornades de Foment de la Investigació de la Facultat de Ciències Humanes i Socials (Any 2018) The globalization of trade and the removal of linguistic barriers led to the development of English for Business Purposes (EBP), as used in the business world and its communication processes. Email correspondence promotes the interconnectedness of society as communication happens directly and faster. Speech acts of requesting are performed to express writers’ intentions and to involve readers in an action. Written registers allow issuers and receivers to cooperate and negotiate meaning in a polite way when exchanging information. Among EBP, subareas of language study are developing, such as Maritime English, which intertwines communication among the diversity of actors involved in the shipping industry in the process of exporting and importing. It is a fact that differences in language and culture affect communication. The aim of this paper is to examine whether the degree of formality and informality varies according to the knowledge of the shipping process and the domain of the target language to avoid misunderstandings and create fluency in all maritime procedures. Formal and informal features of requests will be studied in correspondence between a Vietnamese and a Spanish company in a maritime transaction. The preliminary results of the research show that depending on the expertise of the development of trade, the command of the language, and the importance of the written statements, requests are more direct when operations are better controlled by the actors involved, and indirect when there are more doubts in those operations. Hence, to achieve the necessary business flow, it is crucial to command the situation by both senders and receivers.

The paper will point out a range of obstacles and challenges English lecturers encounter when teaching English for Specific purposes (ESP) and when deciding which course book and teaching materials would best suit their students in tertiary education. Other issues relating to ESP will also be considered such as what exactly ESP means, main characteristics of ESP courses, their teachers and students. This paper will also include analysis of actions that need to be taken in the evaluation of ESP materials as suggested by various authors on the subject. There will be an example of the specific requirements of teaching materials in Maritime English and their evaluation. The aim is to give an overview of theoretical perspectives and methodologies for the evaluation of teaching materials and to encourage ESP teachers to design evaluation techniques for their type of ESP course.

Maritime English (ME), as a type of English for Specific Purposes (ESP), is somewhat different in that its instruction and research are founded on specific international legal procedures. Thus, it is vital to determine an ESP framework that bridges the code-tailored ME curriculum development with the communicative language teaching approach. This paper reports on the revision of the International Maritime Organization (IMO)’s Model Course 3.17, Maritime English, where an integrated genre-based ESP framework helps to achieve the balance between language learning’s “wide-angled” quality and ME’s legal consistency. It is argued that code-tailored ME competences find expressions in maritime domain-specific genres; those are the typical sets of English communicative events that seafarers are involved in while achieving their maritime professional objectives. The curriculum can be designed as to integrate linguistic systems, professional motivation and behaviors, communicative skills and cultural awareness into the teaching process, which entails a process of learning Maritime English while taking maritime domain-specific action. Specifically, the principle of genre as social action apprises the two-stage syllabus mapping, that is, General Maritime English (GME) and Specialized Maritime English (SME). In GME, the focus is placed on the linguistic content and how language tasks embedded in the maritime contexts are fulfilled; in SME, the focus is placed on the professional content and how the maritime workplace duties and identities are fulfilled through the English language. As such, syllabus mapping calculates the discursion-profession correlation and helps to ensure that code-tailored ME teaching is communicative performance-oriented. Thus, the multi-syllabus task design and content selection must consistently maintain the genre-based balance on the linguistic-communicative continuum. As a result, the English linguistic systems underlying the maritime domain-specific performances are naturally presented to GME learners; duty-specific knowledge, understanding and proficiency (KUP) requirements for English competence are accordingly unpacked into genre sets to let SME learners develop professional communicative expertise. Moreover, specific intercultural registers defined by English as the lingua franca at sea and ashore demand indispensable cultural input to discursive practices in ME education.

This article examines to what extent 'content and language integrated learning' or CLIL approach has impact on students� learning in a Maritime English course. The graduates of Fishing Technology Study Program (TPI) in Advance University are required to have a certificate of nautical expert of fishing vessel (ANKAPIN) when applying for a job in a fishing vessel in Indonesia. One of the subjects assessed in the ANKAPIN examination is Maritime English. Bearing its name, this particular content subject consists of Maritime-related terminology and phrases. Believed as an effective way of learning a second, or a foreign language by integrating content and language learning, CLIL approach requires the collaboration between the lecturers of English and discipline subjects. The action research reported in this article implemented an English medium instruction (EMI) class using CLIL approach in an English as foreign language (EFL) context. The data collection included students� pre-test and post-test results and questionnaires of student evaluation towards CLIL classroom learning. The results of the tests were analyzed descriptively using the Excel program and the evaluation survey was with content analysis. The results of this study showed students' increased understanding of vocabulary in the field of Maritime. Students also expressed their positive experience in the CLIL class. Besides, students articulated some more to experience including authentic learning aids such as a fishing vessel and more visual materials.

Seafaring and Maritime Law worldwide require a high level of linguistic competences in Maritime English since the majority of the documents nowadays are written in English. Two lecturers from the Maritime Department of The University of Dubrovnik carried out the linguistic research thus contrasting Maritime Law terminology in English and Croatian. The students have shown an exceptional motivation and a great effort necessary for their future profession.

Le lexique spécialisé des militaires américains comprend un technolecte officiel, des nomenclatures techniques, des codes tactiques, ainsi qu’un jargon riche et diversifié. Créé spontanément au sein des unités de combat, ce dernier procède de multiples matrices lexicogéniques, dont cette étude propose une nouvelle typologie. Métaphores et abréviations représentent une proportion importante au sein d’une liste de 190 items lexicaux emblématiques du jargon militaire américain ; ce dernier est doté de plusieurs rôles institutionnels : instrument de cohésion sociale, souvent porteur d’une charge humoristique, il peut aussi receler des récits implicites, porter des jugements négatifs sur l’institution militaire, ou des stéréotypes liés à la condition de soldat, mais aussi servir de code verbal et de signe de reconnaissance entre membres d’une même communauté militaire. L’élaboration de « diagrammes de rôles » permet de visualiser la part respective de ces six fonctions pour un même item lexical. Specialized lexis used by American military personnel includes an official technolect, technical nomenclatures, tactical codes, as well as an abundant, diversified jargon. The latter is spontaneously created by the members of military units, and relies on several lexicogenic matrices, which we attempt to classify in this study by reformulating available descriptions of lexicogenic mechanisms. Metaphors and abbreviations account for a significant proportion of the 190 items in our dataset. An analysis of the institutional roles played by U.S. military jargon was also carried out: alongside bonding, humor and encryption, this lexical material also serves to recount implicit narratives, express negative stance about the military, and formulate stereotypes about the constraints of military life. Building “role diagrams” allows to visualize the balance between these six roles for an individual lexical item.

This paper studies how shipping forecasts are constructed and shaped. A pilot corpus of ten shipping forecasts issued by the Met Office, on behalf of the maritime and Coastguard Agency, and broadcast by BBC Radio 4 has been collected for this purpose and examined in terms of its rhetorical structure. Adopting a genre-centred approach and making use of Swales's (1990) terminology, shipping forecasts are analysed and structured into a number of moves and steps. Findings are expected to help linguist researchers to gain knowledge of the textual organisation of shipping forecasts as a very particular type of oral discourse within the professions, and also, to provide maritime English teachers with genre-based tools that may contribute to enhance their teaching practices in maritime English classrooms.

This paper is based in part on an earlier publication on SMCP development, but includes new chapters on sociolinguistic and cultural issues arising during pilot’s taking the vessel into/out of harbour with tug assistance. In this case the multinational, multilingual and multicultural bridge team is further extended onto pilot's communicating with the tug master(s). A request has been made by the IFSMA2 to provide shipmasters with a set of phrases for pilots and tug masters in their working language - English - to be used during manoeuvring, since the existing Standard Marine Communication Phrases (SMCP) have not been considered elaborate enough for the operation. Maritime English lecturers twinned with maritime professionals have provided a set of appropriate phrases and exercises to help students/ trainees adopt them, as the conclusion of the 2014 seminar organized by G.A.M.E. - Gesellschaft für Ausbildung in Maritimem Englisch (German Association for Maritime English) with the seat at Bremen University of Applied Sciences, Nautical Department, in order to meet the requirements from the maritime industry. A sociolinguistic and cultural issue has arisen as a result of the IFSMA’s invitation to G.A.M.E for a further development of the SMCP Pilotage and Tug Assistance Phrases and for presentation of the newly developed phrases for assessment to the IMO as a most influential safety factor. It would be a great benefit for shipmasters worldwide who regularly find themselves in situations when they cannot follow the pilot’s communication with the tug master(s) because it is carried out in a local language and the pilot, due to being involved in communication with several external parties, is often not in the position to translate the communication for the ship’s master due to the shortage of time. This intention of the IFSMA has met an overt disagreement by the pilot representatives taking part in the activities of the 2014 G.A.M.E. seminar and previously by the EMPA as their association. Therefore, following the approach starting from Roger's Diffusion of innovations theory (1960), revised later byClarke (1999) and Orr (2003), is proposed here to present the stages through which a technological innovation, this extension of SMCP being rightfully considered one, passes on its way to successful adoption.

The article deals with the investigation of the interactive technologies of foreign language teaching in future marine specialists’ training in the Danube river basin universities. The author gives definitions of the most popular interactive technologies aimed to form communicative competence as a significant component of future mariners’ key competencies. Typology and analysis of some interactive technologies of foreign language teaching in future marine specialists’ training are provided.

将来の海技士に求められる英語力は「必要最低限のコミュニケーション」を目的とするSMCPの習得にとどまらず、必要な海事情報を得るための書きことばを読解する力にまで拡充すべきである。それでは、それを達成するためには、どのような語彙を習得すればよいのか？この疑問に答える一手段として、本研究ではAntConcを用いて海事英語テキストRisk Watchを構成する語彙特徴を明らかにする分析を試みた。言語データを概観すると共に、主に高頻度語の特徴に着目し、BNC に代表される一般英語との類似点と相違点を示した。分析の結果、一般英語と海事英語の機能語の使われ方は類似していたが、内容語の高頻度語の種類には大きな違いが見られた。海事英語テキストの内容を理解するための語彙として、高校レベルにプラスαの知識が必要とされることを示唆している。今後、頻度上位1,000語を構成する内容語の用法を綿密に記述し、高校レベルまでの英語学習を済ませた学習者が更に海事英語を身につけて行く際の語彙学習の指針となるような事実を明らかにすることが期待される。, The English proficiency required to prospective deck officers should not be limited to the mastery of SMCP, which only guarantees “a minimum level of communication,” but should extend to the attainment of the ability to comprehend information provided in English texts on Maritime issues. In order to explore the kind of vocabulary necessary for reading Maritime English texts, this study attempted a corpus analysis of Maritime English text Risk Watch using AntConc. An overview of the Maritime English corpus was given, followed by a comparison with the so-called “general English,” which was represented by the British National Corpus (BNC) in this study. In the analysis focusing on high-frequency words, it was revealed that the type of content words frequently used in Maritime English differs from that in the BNC. The result highlighted the necessity for deck cadets to learn relatively higher-level words and acquire knowledge on usage peculiar to Maritime English. Further linguistic investigation of the 1,000 most frequently used words in the future will provide hints to establish guidelines for practical vocabulary learning of Maritime English., 東京海洋大学大学院海洋工学系海事システム工学部門

The aim of the given paper is to present a set of the advantages and benefits expected by the application of the hypertext technologies in Maritime English teaching. Specification of minimum standard of competence for the officers on board the ships of 500 gross tonnage or more requires “adequate knowledge of English to enable the officer to use charts and other nautical publications, to understand meteorological information and messages concerning ship’s safety and operation, to communicate with other ships, coast stations and Vessel Traffic Service centres and to perform the officer’s duties with a multilingual crew, including the ability to use and understand the Standard Marine Communication Phrases” IMO Publishing (2011). Thus, a wide range of the results to be achieved during the process of Maritime Education and Training implementation related to the language competence development needs application of modern approaches actively used in different fields of skills - oriented education.

International audience; Proficient oral communication in Maritime English sits on a substantial lexical basis. Indeed before a mariner can even begin to act through communication by use of the English language, he/she needs to learn (i.e. memorize) a significant number of new words, some of which are uncommon even to the native speaker. Ship parts, standard position indicators, or VHF pro-words, to name only a few, make up a whole new vocabulary, which the maritime English learner must master first, before being able to re-use it in sentences compliant with the very specific international regulations for maritime communication. Research has shown that repeated quizzing may be a key factor in remembering lexical items. However, repeated quizzing may be tedious to learners. One possible solution to overcome this difficulty may be the creation of a board game which would allow frequent repetition of key lexical items while maintaining learner attention and motivation. This paper will first shortly explain the reasons which led us to create such a learning instrument and what the benefits of game-based learning are, before describing the board game currently being designed for the French Naval Academy (Ecole Navale).; Être capable de communiquer à l’oral en anglais maritime repose sur la maitrise du lexique spécialisé du domaine. Il est en effet nécessaire pour l’apprenti marin de mémoriser nombre de mots de vocabulaire spécifiques avant de pouvoir utiliser cette langue de spécialité pour interagir avec son environnement professionnel, et ce même lorsque l’anglais est sa L1, beaucoup de ces termes étant inconnus du grand public. Les parties de navire, les positions, les mots de procédure utilisés à la radio, pour ne citer que quelques exemples, constituent un vocabulaire spécifique, qui doit être assimilé au préalable, avant de pouvoir communiquer d’une façon efficace, et qui respecte la règlementation internationale, dans un contexte professionnel. La recherche a montré que l’utilisation répétée de questionnaires d’évaluation formative (les « quizs ») peut être un élément facilitateur pour la mémorisation du lexique. Cependant ce questionnement peut être rébarbatif, ce qui peut entraîner une forte démotivation des apprenants. Une solution possible à ce problème peut être la création d’un jeu de société, qui permettrait la répétition du vocabulaire cible, tout en ne diminuant pas l’attention et la motivation des apprenants. Après une rapide présentation du cadre théorique de notre réflexion, cet article décrit le jeu que nous avons créé (le matériel utilisé, la mécanique de jeu, ainsi que chaque type de question).

International audience; Proficient oral communication in Maritime English sits on a substantial lexical basis. Indeed before a mariner can even begin to act through communication by use of the English language, he/she needs to learn (i.e. memorize) a significant number of new words, some of which are uncommon even to the native speaker. Ship parts, standard position indicators, or VHF pro-words, to name only a few, make up a whole new vocabulary, which the maritime English learner must master first, before being able to re-use it in sentences compliant with the very specific international regulations for maritime communication. Research has shown that repeated quizzing may be a key factor in remembering lexical items. However, repeated quizzing may be tedious to learners. One possible solution to overcome this difficulty may be the creation of a board game which would allow frequent repetition of key lexical items while maintaining learner attention and motivation. This paper will first shortly explain the reasons which led us to create such a learning instrument and what the benefits of game-based learning are, before describing the board game currently being designed for the French Naval Academy (Ecole Navale).; Être capable de communiquer à l’oral en anglais maritime repose sur la maitrise du lexique spécialisé du domaine. Il est en effet nécessaire pour l’apprenti marin de mémoriser nombre de mots de vocabulaire spécifiques avant de pouvoir utiliser cette langue de spécialité pour interagir avec son environnement professionnel, et ce même lorsque l’anglais est sa L1, beaucoup de ces termes étant inconnus du grand public. Les parties de navire, les positions, les mots de procédure utilisés à la radio, pour ne citer que quelques exemples, constituent un vocabulaire spécifique, qui doit être assimilé au préalable, avant de pouvoir communiquer d’une façon efficace, et qui respecte la règlementation internationale, dans un contexte professionnel. La recherche a montré que l’utilisation répétée de questionnaires d’évaluation formative (les « quizs ») peut être un élément facilitateur pour la mémorisation du lexique. Cependant ce questionnement peut être rébarbatif, ce qui peut entraîner une forte démotivation des apprenants. Une solution possible à ce problème peut être la création d’un jeu de société, qui permettrait la répétition du vocabulaire cible, tout en ne diminuant pas l’attention et la motivation des apprenants. Après une rapide présentation du cadre théorique de notre réflexion, cet article décrit le jeu que nous avons créé (le matériel utilisé, la mécanique de jeu, ainsi que chaque type de question).

This paper aims at presenting the activities undertaken since 2012 by the G.A.M.E. – Gesellschaft für Ausbildung in Maritimem Englisch (German Association for Maritime English) with the seat at Bremen University of Applied Sciences, Nautical Department and presided by Capt. Willi Wittig, Head of the Department. The Association gathers Maritime English instructors and maritime professionals who have recently focused on updating the existing Standard Marine Communication Phrases – SMCP – in order to better match the ever growing requirements in maritime aff airs. The emphasis has been put on the pilotage and tug assistance phrases, as the existing body of phrases has not been felt entirely suitable to the activities performed. Thus, Capt. Matthias Meyer, master mariner and lecturer at the Nautical Department of the University of Applied Sciences in Bremen, former elder brother of Port Pilot Society Bremerhaven, was entrusted with the task of proposing a further development of the phrases related to this particular seafaring activity. The other lecturers, including the author of the paper, contributed during the 2014 G.A.M.E. summer seminar to Capt. Meyer’s proposal purely from the linguistic or methodical point of view.

The article is aimed at investigating the originality of foreign language teaching technologies in higher educational establishments of the Danube river basin countries. Definitions of teaching technologies, typology of some foreign language teaching technologies, analysis of activity learning technologies are given. The stress is made on the importance of competence and communicative approaches in Maritime English teaching in the Danube basin higher educational establishments.

The article provides a brief overview of the experience of the Danube Basin universities, with an emphasis on the importance of studying Maritime English as a language of international communication. The phenomenon of “interdisciplinarity” and dominants of the interdisciplinary approach to the study of a foreign language is considered. Due to the need to train competent professionals for the maritime fleet with knowledge of professionally oriented foreign language and the lack of theoretically and practically developed technique with purposeful development of communicative competence with the use of interdisciplinary approach to foreign language learning, some practical experience of the use of interdisciplinary approach as an innovative technology in teaching Maritime English is presented.

This paper aims at pointing out the necessity of raising the levels of both communicative competence and Maritime English knowledge of seafarers, as well as of introducing a common language testing system into maritime education and training. It provides insight into the process of implementation of improvements in a different, but related practice of Aviation English and the relative regulations. Also, the paper presents the accounts of one aircraft accident, and two ship accidents due to the participants’ misunderstanding, or deficiency in English. This is followed by the results of an investigation into the reports published by the Marine Accident Investigation Branch (MAIB) about the sea accidents due to inadequate English language competence, or inadequate professional communication. Although there are commonly more than one cause which combine in each accident, these are usually fuelled by inadequate language competence. It is of utmost importance, especially in emergencies, that all the participants in the maritime venture are adequately competent in Maritime English to handle the emergencies to the benefit of all the persons involved. Therefore, the compulsory introduction of a uniform global language certification is suggested.

Maritime English, as English for Specific Purpose (ESP), is focused on the development of students' specific language skills that will assist them in their professional environment. Faced with the ever increasing complexity of their role as ESP teachers and the arising dilemmas, the authors carried out a brief research at the Faculty of Maritime Studies in Split, focusing on the marine engineers attending the special training program for seafarers, in order to identify their needs, expectations and the ways they perceive ESP teachers, courses and themselves as users of English language onboard ships. Even though marine engineers do not view ESP teachers as specialists in their field of expertise, they do expect a knowledge of how language is used at sea – which involves some understanding of essential concepts and contexts, e.g. basic principles of engine operation, daily tasks of marine engineers, common instruments and procedures in modern engine rooms, etc. The quantitative and qualitative results of the research confirm that the marine engineers attending the Special education program expect the ESP teachers to act not only as researchers of their own practice, but also as coaches and consultants.

The work is based on the contemporary need of Maritime English students for adapting the lecturer's teaching style to their learning style, and the course contents to the current technical developments in their field of study. A case of such an approach is reported, as implemented in the teaching of Maritime English to nautical students at the Faculty of Maritime Studies in Split, Croatia.

Student / learner-created or student / learner-centred / generated content in the teaching of languages for specific purposes (LSP) is one of the possible ways-out of the intricate maze in which LSP lecturers often find themselves when dealing with a professional content different from their own. Lecturers of languages for specific purposes, mostly experts in linguistics or literature of a foreign language, are usually faced with professions different from theirs when they start their LSP adventure and are forced to master to a certain extent the profession whose language they intend to teach. Still, keeping abreast with the latest in a profession different from the LSP lecturers' own is a demanding and often hardly feasible task. Maritime English (ME) is used in an environment to which ME lecturers hardly have access, i.e. on board ocean-going and inland craft worldwide. The lecturer has to take a detour, insist on eliciting information from the professionals in the field and keep pace with the actual language requirements to meet. It still remains difficult to find adequate content for LSP purposes as the lecturer feels like a hurdles runner in a different profession field. Students interested in their future profession can often do better in this sense and should be engaged in the creation of course materials and their presentation in class. LSP lecturers should remain in their own field of the (language) coach, while students should actually run their race through the LSP course. Some ideas based in Maritime English are presented as an example of why and how student-created / centred content has become one of the principal approaches in the teaching / learning of Maritime English at the Faculty of Maritime Studies (FMS) in Split, Croatia and Gdynia Maritime University (GMU) in Gdynia, Poland.

Student-created content in the teaching of languages for specific purposes is one of the possible ways-out of the intricate maze an LSP lecturer often finds him-/herself when dealing with a professional content different from his/her own. Leacturers of languages for specific purposes, mostly experts in linguistics or literature of a foreign language, are usually faced with professions different from theirs when they start their LSP adventure and are forced to master to a certain extent the profession whose language they intend to teach. Still, keeping abreast with the latest in a profession different from the LSP lecturers' own is a demanding task and often hardly feasible. Such is the case with Maritime English in the sense that the language is used in an environment to which the ME lecturer hardly has access, which means on board marine and inland craft worldwide ; so, the lecturer has to take a detour – he/she should insist on eliciting as much information as possible from the professionals he/she has to keep in contact with and in this way keep pace with the actual language use and requirements to meet. Even if complying with this necessity it still remains difficult to find adequate texts to work on for LSP purposes as the lecturer always feels as hurdles runner in a different profession field. Thus, students interested in their future professional issues can often do better in this sense and should be engaged in the creation of course materials and their presentation to the other students. The LSP lecturer should remain in his own field, that of the (language) coach, while his/her students should actually run their race through the LSP course. The materials are constantly updated, the students are active participants in the teaching/learning process, which significantly increases their motivation. A case of Maritime English will be presented as an example of why and how student-created content has become the principal approach in the teaching/learning of Maritime English at the Faculty of Maritime Studies in Split.

This article examines a variety of options for expressing speaker and writer stance in a subcorpus of MarENG, a maritime English learning tool sponsored by the EU (35,041 words). Non-verbal markers related to key areas of modal expression are presented; (1)epistemic adverbs and adverbial expressions, (2) epistemic adjectives, (3) deontic adjectives, (4) evidential adverbs, (5) evidential adjectives, (6) evidential interpersonal markers, and (7) single adverbials conveying the speaker’s attitudes, feelings or value judgments. The overall aim is to present an overview of how these non-verbal markers operate in this LSP genre. An examination of the data show that in expressing stance, MarENG speakers and writers use three primary means: epistemic adjectives are more frequent than epistemic adverbs, the deontic adjectives necessary and essential, and centralized assessment adjectives combining with intensifiers, mainly with a positive axiology. They are also keen on more subtle and less subjective evaluative devices like adjectives pertaining to time, novelty, importance such as new or recent. Future research includes the study of verbal modality markers in MarENG.

This paper explores the ways in which “interculturality” can be embedded in the English for Specific Purposes (ESP) classroom and presents a project developed within a “Shipping Business English” course whose ultimate aim is to provide students with opportunities for gaining awareness across cultures at the same time English is used as the means of communication and language is integrated with content. Conclusions point at the new role of ESP teachers as “intercultural brokers” and prove that ESP classrooms provide a suitable context to explore foreign cultures by bringing them in line with each student's home culture and the specific contents of the ESP course.

Bu çalışmada denizcilik fakültesi öğrencilerinin açık deniz stajı öncesinde İngilizceye karşı var olan algılarını belirlemek ve staj sonrasında bu konuda oluşan kavramsal değişiklikleri ortaya çıkarmak amaçlanmıştır. Açık deniz stajı Dünya Denizcilik Örgütü -İMO- nun tüm denizcilik öğrencilerine öngördüğü standart ve zorunlu bir uygulamadır. Gemi makine mühendisi adayları için altı aylık açık deniz stajı – son değişiklikle 2013 girişli öğrenciler için 12 ay –öğrencilerin profesyonel olarak ilk adımı olan üçüncü gemi makine mühendisi yeterliliğini almak için girecekleri sınavın ön koşuludur. İstanbul Teknik Üniversitesi, Denizcilik Fakültesi, Gemi Makineleri İşletmeciliği bölümünde üçüncü sınıfa devam eden 50 öğrenci, çalışmanın katılımcılarıdır. Çalışmada, staj öncesi ve sonrasında olmak üzere öğrencilere anket ve görüşme teknikleri uygulanmıştır. İngilizceyi öğrenmede ve stajda İngilizceyi kullanmalarıyla ilgili bakış açılarını ve deneyimlerini öğrenmek için açık uçlu ve yarı yapılandırılmış sorular yöneltilmiş,veri analizinde SPSS 16.0 kullanılmıştır. Çalışma, denizcilik İngilizcesi bağlamında, dil öğrenimi /öğretiminin kapsamı, kalitesiyle ilgili yeniden gözden geçirilmesi gerekenleri açığa çıkarmıştır. Ayrıca, geleceğin gemi makine mühendislerinin mesleklerinde dil kaynaklı sorunsalına bakış açısını yansıttığından gerek hizmet alıcılar ve hizmet vericiler açısından kayda değer sonuçlara ulaşmıştır.Anahtar Kelimeler: Gemi makine mühendisliği öğrencisi,denizcilik İngilizcesi, kavramsal değişim, , staj öncesi ve sonrası, açık deniz stajı. This study focuses on construct shift in marine engineering cadets in the period between pre and post practicum. In accordance with IMO's requirements, practicum-on board training- is obligatory and standard pre-requisite for all prospective seafarers. Regarding engine crew members, it is compulsory to carry out working at sea for six months (twelve months for the engine cadets registered in 2013) prior to taking proficiency exam to be seafarer-entitled as a third marine engineer.Participants in this research are 50 marine engineering cadets of Istanbul Technical University. They responded to questionnaires and participated in interview sessions to express personal views on their English learning and utilization experience. Both data collection tools which were constructed in open ended and semi-structured styles were presented to cadets both before and after on-board training. Collected data was analyzed via SPSS 16.0.The study holds issues worth reconsidering in terms of content and quality in the teaching and learning process of maritime English. Besides, the study reveals significant results regarding both Service Providers (SP) and Service Receivers (SR), as it reflects the views of prospective marine engineers toward language related problems in the profession.Key words: Marine engineering cadets, maritime English, construct shift, pre and post practicum, on board training. 79

According to the Seafarer's Training, Certification and Watchkeeping Code (STCW), a crucial competence for any officer in charge of a navigational watch concerns the correct use of IMO Standard Marine Communication Phrases (SMCP) as well as a more general use of English in written and oral form. Straightforward as this may seem in principle, the reality of performing an officer's duties while working with an international and multilingual crew however often entails 'navigating' the hazards of mutual incomprehension. For, even if mastery of SMCP already significantly reduces the inherent risks of maritime misunderstanding, matters such as pronunciation and prosody remain sufficiently important to warrant complementary communicative competences. The matter moreover becomes especially pressing in situations not covered by IMO-approved phrasing, yet which in practice may prove just as hazardous. Designed to address precisely these very issues, the INTERMAR project - a consortium of communication specialists basedat maritime and naval academies across Europe - accordingly proposes the notion of intercomprehension to demonstrate the necessity of recognizing the 'intercultural' aspects of communication alongside its purely linguistic ones. Indeed, by acknowledging that English (maritime and otherwise) is spoken in a wide range of different accents by speakers of extremely mixed abilities, our paper will posit that a methodological focus on strategies of signification across manifold signifying systems and cultural frameworks allows us to present intercomprehension as a heuristic concept, and thus contribute to better-targeted teaching tools and learning outcomes.

International audience; In today's time of economic constraints, class hours are being cut in many MET institutions and academic staff is required to bring students to at least the same results as they used to, but in fewer hours of class. Despite these facts, we have chosen to spend some class time in individual oral examination of officers of the watch, because we felt that if the students' capacity to actually "do the job" was never assessed in simulated communications, their certification would have no value. The solution we proposed relies on the principles of MOOCs (Massive Online Open Courses) to "flip" the classroom, moving lessons and the transmissive part of the training out of the classroom, so that more practice time was made available in class. This article will first describe the organization of the course, and then explain how (and with which digital tools) it was implemented. A final part will try to assess the efficiency of the new course in comparison with its previous form.

In this paper we discuss the possibility of exploiting specialized texts for cruise shipping, hotel and catering management courses in English to be held in nautical and other senior high schools in Italy, more and more involved in the promising and strongly developing field of tourism. The courses will be carried out using a content and language integrated (CLIL) approach, and will be run by native language teachers working alone or in collaboration with instructional supporting experts in the different sectors. The aims of the courses are to study the maritime terminology related to ships and navigation (crew members, safety and security systems on board, etc.) and, in particular, to the cruise ship industry and hospitality operations environment (passenger mobility on board and ashore during excursions, etc.). Students will become acquainted with the language of routine operations, giving directions, understanding commands in emergency situations, reporting on weather forecasts, and with the terms and definitions belonging to the tourist activity specialized in the management of cruise ships and passengers. The scarce number of text books available for maritime English makes it necessary to supply Italian students with a variety of material in paper and computer format, so as to help them expand their vocabulary in the foreign language with greater confidence and proficiency. The texts will include shipping and cruise shipping books and magazines, manuals, contracts, technical documents, cruise line and tour operator websites, passenger blogs, and other texts of the cruise community. The trainees, constantly exposed to the language, will work individually, in pairs and in groups, at the presence of English teachers and operators in the field of cruise tourism, and will perform activities that cover the four communication skills of reading, writing, listening and speaking (gap filling, matching, summarizing, etc.). They will use modern technological equipment including computers, ipads, and other devices, incorporated in the classrooms according to a blended learning approach, which combines face-to-face and on-line education. Students can explore the meanings of single words by consulting the English lexical semantic database WordNet implemented at Princeton University, alongside the Italian terminological database Mariterm containing data belonging to the navigation and sea transport domains, as well as visualized images. Both databases are managed by user-friendly tools that can be easily accessed by teachers and students. Mariterm can be constantly enriched and updated with new information in the different sectors of maritime English. Finally, a grammar illustrating the most important items of the English language will be made available to the students, who can copy it on a file and expand it with contextualized examples extracted from the texts they will be reading and share the outcomes with their peers. English has been internationally accepted as the language for communication, and is therefore particularly important for exchanges among those who wish to work in the tourism industry.

Presentation of the Maritime English Programme at the Antwerp Maritime Academy

Maritime English is said to be a product of life on the ocean itself. It may be considered as the cradle of what is nowadays known as a type of ESP for the purposes of maritime communications. This paper presents an account of the rise of Maritime English as a type of ESP. It deals with the characteristics of ESP and how well Maritime English fits into the frame. Furthermore, the reciprocating influences of General English and Maritime English are presented and examples of both are provided to illustrate the vivid interaction between the two. Finally, an attempt is made to view the future development of Maritime English as based on the present-day conditions and future requirements.

Building on a recent paper on Maritime English Testing – Current State of Affairs (Velikova 2010) this workshop undertakes to identify current developments and trends in testing Maritime English at MET institutions offering BSc and HND (Associate in Science) courses. This includes the types of test (proficiency tests, achievement tests, diagnostic tests, placement tests) ; purpose of testing (formative vs. summative, communicative language tests) ; media of testing (paper and pencil vs. computer-based tests, computer-adaptive tests), etc. (Hughes, 2003). In group work discussion using a specially designed questionnaire the participants are expected to provide information and exchange their own experience and views concerning the types of test, role of testing in overall assessment, frequency, and methods of testing (test tasks, knowledge and skills tested, marking schemes, technical issues, student feedback, etc.) as applied in their respective institution and courses. The feedback from group and plenary discussion is to provide the input for creating a web-based questionnaire and a forum on testing Maritime English, the results of which will be presented at the next IMEC event. Key w

In modern shipping English is the official language of the trade. Exchange of clear and prompt information in communication on board and between all parties concerned is of utmost importance. It is the key determinant for not only successful employment but safety as well. Educational institutions have created programmes aiming to provide for acquisition of the specific knowledge required in shipping profession. This paper aims to provide an insight into the differences in specific areas of language application between the two groups of participants (with and without work experience). The research was carried out at the Maritime Department of the University of Dubrovnik focusing on two groups: full-time students of the Maritime Department – Nautical Study and Marine Engineering Study – and participants of the special training programmes for seafarers. Particular emphasis is put on the differences in application between the participants pursuing higher education and those acquiring their language skills in a working environment. A test containing 10 different tasks was compiled to ascertain whether there is a difference in application of professional English with respect to specific terminology and basic grammar. The results of two distinct groups of participants were compared and differences were determined. Furthermore, time needed to fill the test was measured for each individual participant. The research results obtained could be used as additional guidelines in developing syllabi for teaching maritime English at the University of Dubrovnik, but also as guidelines in preparation of professional training courses for seafarers.

This paper portrays how English language is constructed and displayed by shipboard crews and shore-based personnel when communicating through radiotelephony. Based on internationally-recognized recommendations for implementation when ships communicate with each other or with shore-based stations as well as on examples of current practice contained in marine communication manuals, this paper explores the message patterns, the standardized conventions, and the general and discursive practices governing speech communications at sea. Firstly, marine communications are defined and the role of Maritime English in the shipping industry for ensuring a safe and efficient passage discussed. Then, the standardized language of the sea is explained. Next, a move-step model to the analysis of the stages making up communicative exchanges at sea is applied and the main general and discursive features that prevail in such exchanges described. Finally, two examples help to illustrate the model and features presented and discussed.El presente trabajo aborda el uso de la lengua inglesa por parte de los buques y el personal marítimo de tierra al comunicarse a través de radiotelefonía. Partiendo de recomendaciones internacionales de obligado cumplimiento así como de ejemplos prácticos recogidos en los manuales de comunicaciones marítimas, examinamos los modelos de mensaje, las convenciones normalizadas y las fórmulas discursivas generales y específicas por las que se rigen las comunicaciones orales en el ámbito marítimo. En primer lugar se definen las comunicaciones marítimas y se estudia el papel que juega la lengua inglesa en la navegación. Seguidamente se describe el lenguaje normalizado del mar. A continuación, y mediante un modelo de movimientos y pasos se analizan las fases que conforman un evento comunicativo marítimo y se describen las características generales y discursivas principales que predominan en dichos eventos. Por último, se incluyen dos ejemplos con el fin de ilustrar el lenguaje normalizado, las características discursivas y el modelo estudiados.

The paper argues that English language requirements for marine engineers need reviewing.

Circumsanaces and conditions encouraging and affecting mobility in teaching Maritime English. Comparability of learning outcomes of maririem English courses and MET institutions. requirements of mobility - degrees, work load, details of syllabi.

Mettant en scène Richard Bolitho, officier de la marine britannique au temps de la Révolution française et des guerres napoléoniennes, les 29 romans d’aventures maritimes publiés par Alexander Kent (alias Douglas Reeman, ex-officier de la Royal Navy) offrent un terrain d’investigation idéal pour qui souhaite s’interroger sur le substrat culturel spécialisé qui se manifeste dans certaines fictions. Le matériau culturel y est en effet dense, quoique hétérogène : éléments langagiers (le jackspeak, jargon des marins britanniques), mais aussi traditions observées dans la vie à bord des bâtiments, situations et gestes empreints d’une portée symbolique, règles implicites encadrant les actions militaires (le jus in bello). En prenant appui sur trois ouvrages (Cap sur la gloire, En ligne de bataille, et Ennemi en vue) appartenant à ce cycle romanesque qui s’inscrit dans la tradition littéraire du sea yarn (le roman d’aventures maritimes), il conviendra dans un premier temps de s’interroger sur la légitimité de la FASP en tant que nouvelle voie d’accès aux cultures des milieux spécialisés. Celles-ci peuvent être caractérisées par certains invariants : historicité, territorialité, viscosité, aspect patrimonial. Les cultures spécialisées paraissent constituer un champ d’investigation primordial dès lors qu’on s’intéresse à la spécialisation de la langue, par exemple à ce qu’on pourrait appeler ici l’« anglais maritime ». En effet, le primum mobile de cette spécialisation langagière semble être d’essence culturelle, ce qui nous invite à une démarche holistique dès lors qu’on souhaite contribuer à la caractérisation de certains discours spécialisés. The cultural traits peculiar to a professional milieu can be explored through ethnographic field work, but also through a certain strain of fiction in which what Petit (1999) dubbed the “professional substratum” seems to be at the forefront. Such “substratum-rich novels” (SRNs) provide a vantage point from which to explore the culture of a given milieu. In this paper, we investigate the cultural substratum underlying Alexander Kent’s franchise of 29 maritime novels. Spanning the periods of the French Revolution and of the Napoleonic wars, and following the life of Richard Bolitho, a fictitious naval officer, these novels provide a vivid insight into life on board Royal Navy warships in the age of sail. Acknowledging the fact that the term “culture” remains difficult to define, we sought to identify culture-related elements in three of Kent’s “sea yarns” (Enemy In Sight!, To Glory We Steer, and Form Line of Battle!). It appears that Kent’s rendering of maritime culture is based on a combination of heterogeneous elements such as naval traditions, symbolic gestures and ceremonies, customary rules (e.g. jus in bello on implicit guidelines for fighting in a “moral” way), and even “jackspeak” (the British Tar’s specific parlance). A former naval officer himself, Alexander Kent obviously drew on his own professional experience to provide the reader with a relatively reliable “cultural portrait” of the Royal Navy in the age of sail. Kent’s SRNs can thus be viewed as an ideal hunting ground for researchers interested in maritime English and maritime culture at large. More broadly, it appears that analyzing the specialized cultural substratum embedded in SRNs may be useful to gain better understanding of the interactions between specialized cultures and specialized discourses.

The article investigates the place of Maritime English in the training of seaferers, and discusses how greater international standardisation can be achieved.

The Bologna process places special requirements on MET institutions and on teaching Maritime English. The advantages and disadvantages of the Bologna Process are a matter of deep disputes among teachers and educational authorities. These are reflected especially in the learning outcomes which may sometimes be in conflict with STCW requirements. This paper deals with the results of first years of implementation of the Bologna Process and, especially, with the extent of reaching the learning outcomes set out in course syllabuses for Maritime English. The authors argue that the overall results are unsatisfactory for a number of reasons of both subjective and objective nature. Furthermore it is claimed that the negative impact of the low achievement of the Bologna Process so far can be partly solved by introducing computer-based teaching and learning (CBT) especially in the area of assessment and testing and in evaluating the learning outcomes. This paper serves as a background for a research in the form questionnaires to be dealt with and discussed during the workshop to be held at IMEC 21 and subsequently by continuing the on-line discussions via IMEC Forum.