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Better Waysto Develop Standardized MaritimeEnglish Syllabus

(Some recipes fromRussian cuisine)

Natalya V.Borodina

Associate Professor, English Language Department HeadMaritime Institute of the Far Eastern State Technical Fisheries University (Dalrybvtuz)52-B Lugovaya UL, rm. 330-B, EL Dept, Vladivostok, 690090RussiaEmail: natalya borodina@yahoo.comTel: 7 +4232 +442 276; 7+4232 +278 232

Abstract Being deeply involved in the professional education of a future "officer-in-charge-of-a-navigational-watch" the English Language Department of the Far Eastern State TechnicalFisheries University has developed a new approach to maritime language teaching. Givenbelow are some recipes, which can help to properly implement the standardized IMOrecommendations regarding the Maritime English course with account of the increasedrequirements to the professional training of seafarers.

The basic task of the whole course of the Maritime English (ME) language developed by thedepartment-to teach students to use every bit of their knowledge of language for their ownsurvival (both at sea and ashore).

The most difficult and crucial task was to choose the ingredients, i.e. the topics most importantfor the daily routine of a navigator of many possible ones because of the time frames for thewhole course of English for the students of navigation department. On the one hand thelanguage competence of a seafarer should meet very strict international standards specifiedby the International Maritime Organization, which recommends the "Model Course 3.17:Maritime English"!.. On the other hand the situation with the EFL teaching in Russia differsfrom the global one: on the quantity of hours allotted for ME; on the students' motivation forlanguage learning; on the basic language proficiency of the students and their entry level (not

all of our students studied English at school); on the students' professional knowledge (toteach MEto the first year student is rather ungrateful task), etc. So we needed to bring aboutchanges taking into consideration the mentioned differences.

Then we needed the specialist advice concerning the basic themes to be included into thecourse within the framework of the allotted time. The next step was to think over the veryrecipe that is the logical sequence of the themes input. But this task was not the difficult one,bearing in mind the starting point: the ship's calling at foreign port. The daily routine of anavigator is governed by numerous regulatory documents; so the best way to arrange thethemes within the Maritime English course was to apply for the recommendations andrequirements of the said documents.

1 Model Course 3. 17: Maritime English. IMO Publication, 2000

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After all ingredients have been double checked, analyzed and prepared 'the chef got a goodrecipe of a Russian cuisine which required special tools and techniques (methodology), as wellas additional spices (jokes, songs, proverbs and sayings, puzzles) to get a tasty final product.

Keywords IMO requirements; standardized syllabus; maritime English

1 Background

Today educationalists are no longer concernedwith the search for a single method, whichprovides a formula for language teaching. Modern instructors recognize that there are no hardand fast rules dictating how to teach but that they can select fromthe best of manymethods.Instructors need to be clear about the aims of their particular courses and the needs of theirparticular group of learners so that they can make informed choices about which techniquesbest suite their circumstances1-' 1.

To keep in line with the current tendencies in society and maritime community; to comply withthe requirements for graduates of technical universities, colleges, etc. training professionals forthe shipping industry the government supported educational institutions of Russia, have to findsomewaysto optimize language training.

The existing system of teaching foreign languages for specific purposes at the TechnicalUniversities of Russia has some specific features, which make the whole process of languageteaching and learning rather complicated and difficult.

Traditionally every technical student in Russia has to learn at least one foreign language; whichis included into the curriculum fromhis first year of studies at the University. Depending on thestudent's specialization, the whole period and the intensity of the foreign language learningmayvary fromone to five years. The curriculum of maritime colleges and universities (tertiaryeducation) of Russia presupposes Maritime English learning by the students of all (i.e. five)years of studies.

An active search for the most efficient ways of the foreign language for specific purposesteaching characterizes the period of the specialists' foreign language teaching as a whole. Theprevailing tendencies are the use of the intensive methods of the foreign language teaching andthe implementation of the innovative technologies into the educational process.

Russian linguists understand intensification as a rational course outline, improvement of theclasses system, usage of technical aids, and development of a new system of academicmaterials.

Currently the intensive methods of foreign language teaching are used either instead of thetraditional ones, or by meansof implementing somechanges and innovations, which mayhelpto achieve better results within the sameperiod of time. To intensify the process of teaching themost improved achievements of the pedagogical thought and various innovative technologiesare being used.

The very process of teaching English for specific purposes at the stage of the tertiary educationis aimed at teaching real communication using foreign language.

Mastering the complex of skills and abilities required in the professional activity, masteringlanguage material, which helps to form, develop and utilize the said skills and abilities makethe content of the foreign language for professional (specific) purposes. The characteristicfeature of ESP is the existence of an actual need.

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Another important features of the foreign language for specific purposes teaching arewell-defined organization of material and students' academic activity; correct distribution ofclasses, provision with the appropriate friendly atmosphere, creation of the actualcommunication situations when the level of the knowledge acquisition is determined bymeeting the requirements of the professional communication.

An academic material acquisition takes place rather fast if an academic activity transforms intoan academic-creative one. In this case great volumes of academic materials may be acquired ina maximumqualitative way, at the same time the personal reserves of a student; which ispossible in the event of the friendly conditions of learning.

The maximumproductivity of the professional foreign language learning is achieved in case ofits rational organization and productive use of academic time; utilization of intensivetechnologies; motivated students ' activity in the appropriate emotional surroundings; maximumvariety of methods, types and forms of academic activity; wide usage of technical aids.

Somescholars consider among the most important characteristics of the professional foreignlanguage the following ones: good results achieved by every student; productive acquisition ofgreat volumes of information within the unit of time; creation of friendly atmosphere, positiveemotional microclimate; lack of strength, stress, overstrain; optimal combination of the types ofacademic activity; high motivation.

2 New Approach To Maritime Language Teaching

Being deeply involved in the professional education of a future "officer-in-charge-of-a-navigational-watch" the English Language Department of the Far Eastern State TechnicalFisheries University (dalrybvtuz) has developed a new approach to maritime languageteaching.

One of the most important steps on the way to improve the existing system of the foreignlanguage teaching was to re-arrange the curriculum hours allocated for the English languagestudies. Traditionally the maritime students of the higher educational establishments in Russiastudy Maritime English during the whole period of the studies at the University. It means agreat quantity of academic hours dragged out for a five-year period of studies. In practice thedistribution of hours within a semester could bring up to two, four or sometimes even sixacademic hours per week. The first and the second year students had weekly two or three pairsof English, but the fifth-year students had a chance to study English once a week. It was ratherdifficult to explain the specific features of the ships' daily routine for a first year student andabsolutely impossible to input the required minimuminto the two-hours class of English for thefifth-year students. That system proved to be ineffective.

Another problem for the department is the necessity to simultaneously work with the studentsof different basic knowledge of English (the same group): some of them are the graduates ofhigh schools specializing in languages, but the others-are from somedistant villages where theydidn't study language at all. The STCW[2] convention specifies the minimum standards ofcompetence for deck/ engine officers regardless of the above fact. The instructors have to bevery inventive trying to make odds even.

Lowmotivation in learning foreign language is also the issue of concern of the languageteachers, especially in case with the training specialists for fishery fleet. The fact that theirrelatives, crewmembers of some coastal ships, have never been abroad can dominate in theirmind. Their shortsightedness could hardly be overcome.

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Newapproach to the teaching language for specific (professional) purposes has been developedusing both traditional and intensive methods of language teaching. The first step on the way tooptimize the foreign language studies was to re-distribute the subjects studied at the earlystages of the professional education, as well as hours allocated for language studies. Thesummarized quantity of the academic hours allotted for the foreign language studies has beendivided into three cycles; the term 'cycle" is used by the instructors of the English LanguagesDepartment to denote the complete periodic course of language teaching. Since then only athird year student-navigator begins to study English. By that time every student has already hada sailing practice. Every third-year student has to be certified as an able seaman; has alreadygot some basic knowledge of the profession; has studied some disciplines of the professionalblock, i.e. "Ship's architecture", "Pilot books and sailing instructions", etc. Practically all ofthem have been abroad-the fact, which helps to keep the motivation in learning language ratherhigh. A prepared and well-motivated person begins to study English language for specificpurposes i.e. Maritime English.

The updated curriculum includes three cycles of English both for the content-based and generalcommunication. The duration of a cycle differs depending on the year of studies, namely: fourweeks for the third and fourth year students and five weeks for the fifth year students.

The whole approach to foreign language teaching has changed, the main aim of the coursecould be formulated as follows: to teach every student to freely communicate in any situationsof everyday and professional activity irrespective of their complexity and/ or unpredictability.Verbal communication is the issue of the most importance; it is supplemented by otherlanguage skills (reading, writing and listening) when necessary.

Intensifying the process of teaching is impossible without setting up special conditions underwhich the reserves of a human body could be effectively revealed and used. Webelieve themost efficient method to intensify the teaching process is one which not only gives good finalresults but is also economic concerning the time consumed and the efforts of the instructor andlearner. A method, which activates intellectual work makes for the removal of natural tiredness,i.e. provides for a psychophysical effect.

The methodology of the new approach is based on the principles of the communicativeapproach to language teaching. This approach meets the International Maritime Organizationconventional requirements in that it promotes practical, communicative competence in English.

The success of an educational activity is directly dependent on the planning and organization ofthe process of learning itself. Students' potential abilities are used in a methodically organized,specially planned progression of studies, and this process contains the actual reserves for theintensification of the teaching process. When solving the problem of optimal teachingconditions, it is extremely important to consider the external factors affecting a learner, theindividual response to such influences, plus the adequacy of a student's internal psychophysicalstate to the given external condition.

The language competence of a seafarer includes the whole complex of his knowledge, lingualskills and abilities acquired in the course of education and training and aimed at the solution ofvarious professional tasks. Successful teaching is based on the instructor understanding andresponding to trainees' needs which means he or she must take an interest in the group asindividuals. Ongoing needs' analysis can help the instructor decide the focus of the teaching,for the purpose of identifying: what professional tasks the learners are required to carry out inEnglish; how much language the learners can actively use already; the extent of learners'

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passive knowledge of the language systems of English; the strengths and weaknesses ofindividual learners[1 l

The outline of the whole EL course includes all language skills; use of the intensive methods ofteaching helps to better arrange them within the whole period of teaching.

For example, the first step when newofficer in charge of a navigation watch arrives, accordingto the instructions his duty is to get familiarized with the ship's equipment, aids to navigation,navigating bridge, hydrographic publications, etc. A set of check-lists determines thisrequirements, an officer needs to read the check-lists, company standing orders, pilot books,sailing directions, etc. When calling at port an officer needs to inform the port authorities,ship's agent, as well as other bodies of the fact, to write a telex (ETA telex)-is anotherimportant skill. When sailing in congested waters, narrow channels and canals to ensure thesafety of navigation, an officer in charge of a navigation watch listens to radiobroadcast, to getthe required information. A daily routine of a navigator includes an ability to get suchinformation, to properly report to the authorities of some obstacles, dangers and sightings. Toread, write and listen are important for a navigator, no doubt. But an ability to speak andcommunicate cannot be compared to any other skill. The aim of our work is to teach thestudents to speak the foreign language and "to survive" uryier any circumstances ofcommunication. Well-known fact when people having very good vocabulary fail tocommunicate by the reason of somefears or complexes.

It is important to note that the mentioned approach has been developed about 15 years ago, atthe time when it was really difficult to get IMO publications especially in the far East of Russia.Nevertheless many of the ideas developed and implemented by the instructors of the EnglishLanguage Department of Dalrybvtuz happened to be in conformity with the IMO ModelCourse 3. 17 recommendations.

Whendeveloping the syllabus it was absolutely clear that it should include both general andmaritime English; every seaman has an opportunity to communicate both at sea in theprofessional situations and in the port when landing, for example. Furthermore, there existmanysituations both at sea and ashore which are very close to each other. One needs to meetnot only a pilot, but another seamanwhenlanding. Health problems might arise both at sea andashore. Such situations are around us; they do not overlap each other but are very similar. Thelatter fact was successfully (in our opinion) used in syllabus development.

Having analyzed the existing practices of an ocean going vessel and some hypothetic officer incharge of a navigation watch the conclusion has been made: to properly set-up the syllabus it'simportant to take the daily routine of an officer-navigator as a starting point. Based on thisissue three cycles of Maritime English have been divided into the following parts: pilotedmovement; clearing the ship in/ out; accidents at sea. Three major parts include additionalinformation: an ability to read hydrographic publications, to use aids to navigation, to know theship's particulars and the arrangement of the ship's crew, etc. to take a pilot on board, it isnecessary to inform the port authorities with the ETA telex, then to report the ship's positionand arrange the procedure of taking a pilot on board.

Finally, the themes of the first cycle has been arranged in the following sequence: types ofships, ship's architecture and particulars, aids to navigation, ships' crew organogram, duties andresponsibilities of a crew, ETA telex-writing, navigation warnings, safety messages, COLREGs,pilot-book, sailing directions, check-lists, commands, taking a pilot on board, pilotedmovement,passing through narrow channels and canals, anchoring operations, (un)mooring

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operations, towing. The first stage of the foreign language learning is the most difficult one forthe students. Therefore the course of the general English has been simplified a little to achievea kind of a balance between two aspects. The main point in the general English teaching was torevise the material learned at school and to get the information required at this stage of work.The instructors of general language have better opportunities to revise material learned beforeand to pay special attention to the difficult and problem-causing material. The general Englishcourse supports the maritime topics. The first cycle of the general English (each cyclecomprises two aspects every day) includes such themes as greetings, introduction, descriptionof an appearance, place where I live, hotel reservation. All language systems (grammar,vocabulary and phonology) are covered in the syllabus. There exist some distribution of"responsibilities" between the instructors of the general and maritime language. The instructorsof the Maritime English, for example, work basically with the grammar phenomenacharacterizing the maritime language, while the general English instructor covers the otherthemes.

The second cycle gives better options for the themes of the general and maritime languagecombination. The second stage is in the foreign port, so the topics to be covered are ship's portclearance in/out by the customs and immigration authorities; port health authorities; sanitarycondition of a ship, first aid; agents and shipchandler's services; cargo works. The choice ofthemes dictates the language skills required: reading ship's papers, instructions, cargo papers,etc; writing telexes, letters, filling in various blank forms, cargo documents; listening to radiomessages, urgency messages, radiotelephone communication when rendering first aid, etc;verbal communication with the port authorities, representatives of various companies, etc. Thesecond cycle gives wide opportunities to enrich the general English vocabulary. The themes ofthe general English overlap the themes of the maritime one, help students to better memorizematerial: at the doctor; meals; shopping. The topics are similar but the accent differs: in case oflearning the principles of rendering first aid at sea the main points of discussion are injuries andwounds, also danger of contagious diseases spread on board. While ashore, during the classesof the general language the material covered-colds, toothaches and other ailments typicalashore.

3 Student Centered Approach

The language classroom presents many opportunities for interacting in English: greetings,social conversations, assisting with problem-solving, asking for help, presenting information,giving instructions and tasks, project works, peer correction, reacting to someone's opinion, etc.Student to student communication in English is an important part of classroom activity. The useof tasks that require the learners to use English to achieve a result is an important part ofcommunicative learning. The key feature of this type of task-based learning is that studentsneed to use language in realistic ways (asking, negotiating, discussing, etc) for realisticpurposes (finding out information, exchanging opinions, problems solving, etc.)

E.g.: Ask your cadets to find out the procedure of taking a pilot on board communicating withthe oncoming vessel. Firstly: they have to simulate the utilization of the VHF radiotelephoneand follow the recommendations for seafarers on this type of communication. Secondly: theyneed to revise the specific information concerning the pilot-transfer procedure. Thirdly: theymight use someauthentic materials to solve the problem, namely: pilot book recommendationsor other instructions.

They mayhave to complete some table by finding information fromtheir partners, they may be

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asked to find a solution to a problem by working together in groups. For example: captain asksa watch-officer to prepare a passage plan filling in the appropriate check-list. Or the studentsneed to complete some shipboard papers to be ready for the ship's clearance inward, like theCrew' Effects Declaration or Ship's Stores Declaration, etc. Information gap tasks replicate"real life communication" which is usually based on the need to exchange information of anykind. It takes place when the captain of the vessel may ask the pilot to explain the procedure ofmooring; when the chief-officer gives instructions to the boatswain, etc. This type of activitygives a variety of options to the instructor: either to involve pairs or small groups or the wholeclass working simultaneously. Sometimes we even practice inter-groups activity: when onegroup fulfills the duties of the Traffic Center and the other group acts as the shipboardpersonnel, the bridge team, to be exact. In this case we use someminor technical aids likeintercom system. Then it is possible to achieve the specific content environment. At the sametime the distance between two groups (both groups accommodate their own class rooms)reveals the problems of the real-life situation: poor connection and misunderstanding/ lack ofthe professional knowledge and sailing experiences of the student/ the necessity and fear tomakea decision, etc.

In a student-centered approach to teaching, the instructor stimulates frequent learnerparticipation to assess how much students already know; stimulate interest in a topic; increaseopportunities to interact in English; recycle language previously taught; give both strong andweakstudents the chance to speak in class; encourage independent thinking by helping studentsto works out some"rules" for themselves. The last point can help students to identify patternsin language by analyzing examples of the target structure. The learner should be pushed toformulate their owntheories and guided to the right answer by the instructor, as far as they areable. The techniques of guiding students towards answers can be used at any stage of the lesson,for any aspect of language learning or practice. The process of drawing on the students'existing knowledge as a basis for language work is an essential meansof involving the group inlearner-centered approach. In every group some students are more inclined to speak than others,but it does not always mean that the quiet students do not have ideas or knowledge. Theinstructor should direct the questions or whatever the response at the students who do notvolunteer information and encourage them to contribute. The teacher is the person to judgewhen it is appropriate to spend time eliciting information: sometimes it's easier and quicker toclarify the point and moveon.The teacher needs to increase the amount of student participationso that everyone has a chance to speak. Student to student interaction should be a part of everylesson through the use of pair and group work.

For pair and group work to be successful, learners need to understand the value of cooperativelearning. Students often prefer their first language in front of their peers for various reasons:shyness, embarrassment, fear of making mistakes or personality differences may cause groupwork to fail. With repeated encouragement, learners can cometo accept that speaking Englishto their peers is a normal and necessary part of active learning.

Managing group workcan be tricky and teachers mayfeel threatened by the prospect of "losingcontrol" of their class. However, students won't learn to develop their social-linguisticcompetence if they are not permitted a degree of freedom in the classroom. While students areworking it is important to monitor their work discreetly, without interfering. Though thedevelopment of the target-situation sometimes can bring the learners to some unexpected orunpredicted results. At this point the teacher should be very creative and try to show allpossible ways out of the situation. It is what we call the "survival technique". As the students

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will be well prepared to respond under any circumstances.

Giving content-based real-life instructions/ tasks is one of the ways to achieve the learningenvironment required. We try to re-construct the daily routine of an officer-in-charge-of-a-navigational-watch where all the duties, activities, commands,responses, etc. are causedand justified by the surrounding setting.

Content-based jokes, puzzles, crosswords and word grids, funny and curious stories, poems andrhymes are the everyday practice of the instructors. Drawing pictures and schemes can assistin memorization of the mooring ropes, parts and types of ships, etc. especially for thoselearners who have good motor memory.

Using songs in the classroom wemay solve such goals as: listening comprehension, writing,spelling, learners ' interaction and team-work,enhancing motivation, using musical intelligenceto language acquisition. Special course "Tune into Maritime English" has been developed,singing songs "Taking a pilot on board" or "Clearing the Ship Inward", etc. the cadets canpractice and learn how to properly pronounce the words and improve their knowledge of thestandards phrases for communication at sea.

Sometimes instructors practice not the "real-life" situations, they use some fantastic,hard-to-believe models and situations. Most of our learners are young 1 8-20 year people ratherinexperienced, someof them tend to say "I don't know what to do under the circumstances" or"I don't have the slightest idea..." But if they are motivated (by the instructors formulating thetasks during the classes or some other way) to react, to communicate even in these situationsthey are no doubt will be able to find their way in any even the most difficult circumstances.

A set of computer tests based on the studied materials, home-reading of the IMO Resolutions,other conventional documents, pilot book, COLREGS, etc. help to keep the desired level of thecadets' motivation and verify their knowledge and understanding of the various aspects ofmaritime English. Wealso believe that the competence of the instructors in the issues dealingwith the shipboard routine of the watch officers, their desire for self-education and utilizationof the latest technologies in teaching, as well as well-prepared and timely updated materialswill keep in line with the required level of the graduates proficiency. It is the issue of theutmost importance that a seafarer has an ability to create safe and efficient voyages especiallyin multilingual crew. The step on the way to success in it is the language competence of aseafarer. Not a single deck officer can pretend to be called a professional without this basicknowledge. No matter the approach, method or whatever practices in learning English used;one can select from the best of many methods. The aforementioned approach is the combinedeffort of the DALRYBVTUZEnglish Language Department instructors to reach the mostimportant goal-to teach student the way he is able to comply with the STCW requirements toensure accident-free ship's operation.

Reference[1] Maritime English. Model Course 3. 17. London: International Maritime Organization, 2001.

[2] Standards on Training, Certification and Watchkeeping for Seafarers Convention 78/95. London:International Maritime Organization, 2000.

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