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Файл:Вопросы современной лингвистики и методики обучения иностранным языкам в школе и вузе. Материалы X Международной конференции FEELTA «Раздвигаем горизо
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УДК 42+377
Methodology
RELEVANCE OF SAILING PRACTICAL TRAINING
OF MARITIME CADETS TO ESP TEACHING
Borodina N.V.
Far Eastern State Technical Fisheries University (DALRYBVTUZ),
Vladivostok, Russia,
e-mail: ya.olontseva@yandex.ru
Tsvetkova T.N.
Far Eastern State Technical Fisheries University (DALRYBVTUZ),
Vladivostok, Russia,
e-mail: atria7@bk.ru
Summary:
Sailing practical training is an integral part of a seafarer professional education. The
existence of the training ship owned by the educational institution can drastically help in
realization of this task. A student–centered approach presupposes the development of
communicative competence by putting cadets in the center of the action and activities where
they can use language freely, practice communication skills, learn the fundamentals of a
negotiation process, etc. The sailing practical training of maritime cadets is considered by the
presenters within the framework of ESP teaching content formation.
Keywords / phrases: ESP, maritime education, sailing practical training,
communicative competence, student-centered approach
Sailing practical training is an integral and mandatory part of maritime cadets‘
professional education. Properly organized practical training can help to solve one of the most
important problems existing in shipping industry, i.e. to prevent accidents at sea. Prevention
through people is an approach to marine safety that systematically addresses the root cause of
most accidents at sea – the so-called human element. The major problems with human
element come from organizational errors, lack of experience and knowledge.
Insecure navigation is the direct result of the human element underestimation firstly in the
professional training. The requirements to the shipboard personnel are increasing; they are the
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ones who operate ship‘s machinery and equipment, set-up the production process, ensure proper
fulfillment of the duties. The progress in science and technology, creation of the upgraded
electronic navigation and communication systems – are the very resources of ensuring the
occupational safety and labor productivity increase. But the realization of the mentioned potential
is solely possible when technically aware and creative individuals operate it.
Hence the task of search of new methods, which will help in teaching a seafarer
beforehand to properly behave in various possible operational situations, is brought forward.
It means an advance experience acquisition which is quite possible to get during practical
training of maritime cadets on board ships.
The existence of the training ship owned by the educational institution can drastically
help to improve the situation with the seafarers‘ training and education. Then one of the most
important issues in this case is to correctly organize the cadets‘ on-board training; to ensure
all and every opportunity for each cadet to train and ―drill‖ the required skills and abilities.
The ―Pallada‖ is the sailing training ship owned by the Far Eastern State Technical
Fisheries University. She has been designed for practical training of cadets from maritime
educational institutions of the Russian Far East; but she is currently used as a specialized site
for practical training of the maritime students and cadets from the Pacific Rim countries as
well. The ship spends about ten months a year in her voyages to foreign countries. She is also
widely used to popularize maritime profession; to familiarize people with the customs and
traditions of the Russian fleet; to promote international cooperation and exchange of cultures
and heritage of nations all over the globe; to establish good partnership between countries,
maritime communities and institutions.
In general the practical on-board-sailing-ship training helps students and cadets to
familiarize with the ship‘s appurtenance, machinery, systems and elements, primary ship‘s
husbandry; to get the idea of the principles of work at sea; to obtain the general skills of work
with her sails, rigging and tackle, as well as usage of life-saving appliances; to develop the
skills of practical utilization of the basic knowledge of navigation, hydrometeorology,
celestial navigation, aids to navigation, ship‘s machinery, etc.; to obtain the skills of teamwork; to better understand the importance of cooperation and collaboration (for example,
when setting sails); to see the importance of ―being a competent maritime English language
user‖, and others.
The English language fulfills the function of the main tool of communication of all
speech process participants, i.e. of a multinational and multilingual audience presenting
various cultures both aboard the ship and ashore. Moreover the very communication taking
Methodology
103
place in ports, at the international seaways, with the port authorities, stevedoring companies,
etc. is not the one between native speakers. For the majority of the communication process
participants English is not a mother tongue; English is the ―Lingua franca‖ of the maritime
community. Unfortunately the latter fact has no any special impact upon the safety of
navigation, environment. Both maritime and fisheries industries need competent English
language usage consequently the appropriate language training of the maritime educational
establishments graduates.
The main task of the current paper is to show the relevance of sailing practical training
on board the ―Pallada‖ to ESP teaching. For the maritime educational institutions ESP
basically means Maritime English, as recommended by the International Maritime
Organization. According to Trenkner (2000), Maritime English represents all the means of the
English language, which we use as a tool for communication of the international maritime
community, to ensure the safety of navigation and to promote the comprehensive
development of the maritime industry.
The goal of ESP teaching is to form the ability to professional English language
communication; realization of the above goal is possible through the substantive and
procedural components interrelating and interdependent. The former includes various spheres
and situations of communication; themes; topics and texts; the communicative goals and
intentions; cross-cultural professional and linguistic knowledge. The latter contains the skills
of operating linguistic material; ability to read, write, listen, and translate; compensatory
skills; and professional skills and experiences including professionally important qualities.
The substantive component reflects phenomenon inherent in a specific professional
sphere, and characterizing the daily routine of the industry representatives that might be used
in language teaching. This aspect contains various spheres of communication specific for the
profession and industry. The professional, administrative-legal, social-domestic and socialcultural spheres are the most typical for the profession of a seafarer. The priority of the
mentioned spheres of communication varies depending on the very stage of a specialist work,
rank, duties and responsibilities. At the same time it‘s quite important to distinguish the
spheres of communication or some part of them; as well as the language mostly required
under the prevailing circumstances (i.e. English for General or Special Purposes) to be taught
either on board the ship during the cadets‘ sailing practice or in the classroom.
Practical training at sea presupposes the necessity to communicate under specific
circumstances; so implementation of ESP course into the practical training of maritime cadets
requires thorough planning of spheres to be focused on and materials to be taught on board
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ship. For example, the social-cultural sphere implements such topics as traveling; world
customs and traditions; ports of the world; environment protection and others. The texts one
needs to deal with are as follows: materials of blogs, forums, various booklets, mass media
materials, science fiction, etc. All texts should relate to the appropriate topics, and the
communicative goals and intentions that are realized in various communicative situations.
Therefore major part of this material is included into the classroom studies of cadets.
The analysis of the national and international documents regulating the professional
training and activity of a seafarer, consultations with the professionals, various questionnaires
helps to distinguish the situations and topics for discussion, as well as the texts specific for the
professional activity under consideration. Professional sphere of a seafarer covers the topics
on types of ships; crewing; aids to navigation; seafarers‘ duties and responsibilities; ship‘s
piloted movement; clearing in/ out; accidents at sea; VHF communication at sea; etc.
Consequently the texts typical for the sphere of communication are as follows: nautical
publications; check-lists; meteorological information; navigational warnings; ETA telexes;
regulatory documentation, etc. These materials are the components of a seafarer every-dayactivity, and then they should be taught and practiced on board within the ESP course
teaching.
The other sphere is the administrative-legal, it contains such topics as work with the
port authorities; representatives of customs, immigration and other offices; insurance
companies; representatives of Classification societies; etc. The texts typical for this sphere
include international and national documents governing all aspects of shipboard operation;
various codes and conventions materials, etc. Some part of these materials might be taught in
the classroom, but practical realization of knowledge and skills is to be demonstrated at sea.
The communicative goals and intentions as well as speaking skills are directly
connected to the texts theme. For example, the topic ―piloted movement‖. Texts covering this
theme are sailing directions; navigation charts, Notices to mariners, etc. The communicative
goals and intentions are as follows: to find … (where) some information or to read this
information, to get familiarized with some information given in … (place), etc. Speaking
skills: to find information referring to ship‘s calling inward; referring to the anchorages, etc.
Use of authentic texts is also important factor in the process of ESP teaching content
formation. It helps to simulate and illustrate real situations of cross-cultural professional
interaction of seafarers.
Cross-cultural professional communication accompanying the daily routine of a
seafarer is impossible without awareness of the peculiarities of various cultures
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representatives functioning. Cross-cultural communication is characterized by its applied
nature; its goal is to ease communication of the various cultures representatives and to reduce
the potential for misunderstanding and conflict. Cross-cultural knowledge is really important
for a seafarer; even taking into consideration the universal character of the profession, there
might arise some circumstances resulting in unforeseen consequences as a result of
misunderstanding.
As for the procedural aspect: the formation of skills and abilities of spoken and written
communication is important both for EGP and ESP teaching. The difference is in the
necessity to form the skills and abilities with the account of professionally important features
and professional activity of a seafarer. Language skills refer to the communication skills:
listening, speaking, reading and writing. Successful communication requires more than the
ability to integrate language systems and skills. The learner also needs to understand how
social contexts and specific situations influence the choice of language and the type of
communication. Implementation of ESP teaching into practical on-board training is a tool to
get such knowledge and understanding.
The development of communicative competence in the field of the foreign language
acquisition is an important task at the stage of seafarers‘ professional education, which can be
carried out both ashore (in the classroom) and at sea (aboard training ship). The main task
then is to make a proper choice of themes and spheres for studies under the specific
circumstances. The cadets being the part of the crew see the actual situations of professional
communication; understand the importance and necessity of ESP knowledge for work at sea
and ensuring safe practices of work there. The ship is a real-time site for realization of own
skills and abilities, demonstration of knowledge obtained during classroom studies.
A student–centered approach presupposes the development of communicative
competence by putting cadets in the center of the action and activities where they can use
language freely, practice communication skills, learn the fundamentals of a negotiation
process, etc. The sailing practical training of maritime cadets is the best practice from this
point of view.
To get clear idea of the ship‘s educational model one needs to get familiarized with the
ship and her organogram. The ―Pallada‖ is a fully – rigged sailing training ship; her length
overall 108.6 m (with bowsprit), breadth – 14 m, maximum speed – 11 knots (under engine)
and 18.8 knots (under sails). She has two Diesel engines and three masts: mizzen (46, 5 m);
main (49, 5 m) and fore (49, 5 m) and 26 sails of total area 2771 sq.m. The length of all ropes/
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lines is 44 km. Her minimum safe number of crew is 14; maximum – 199 including
apprentices that is cadets. The ship can simultaneously accommodate up to 131 cadets.
Traditionally the person responsible for the ship, her crew, as well as all affairs on
board is the captain. There are five departments on board the ship, i.e. Deck, Engine, Training
and Education, Radio and Medical. The Deck department includes the very deck and catering
departments. The persons-in-charge for every department are the chief officer, chief engineer,
chief teach officer, electrical radio navigator and ship‘s surgeon respectively.
Chief teach officer is the person-in-charge for the on-board organization of
practical training; at the same time the head of each department is a kind of subresponsible for the education and training of the students allocated for works in the very
department. So there exist interaction between the ship‘s training and education
department and all other departments of the ship. The ship‘s officers and crew take an
active role in cadets‘ on-site training, i.e. on the bridge, in the engine room, all-round the
ship and in the class-room as well.
The ship‘s training and education department includes cadets and students on board
and all practice managers; they are considered to be the so called ―temporary crew‖. Every
year cadets from various colleges, technical schools and universities of the Russian Far East
have their sailing practice on board STS ―Pallada‖. Among them are the cadets and students
majoring in navigation, marine engineering, electrical and refrigeration engineering.
Among the cadets‘ duties are the following: officer of watch or engineer of watch
trainees; on-duty practice manager‘s assistant; watch seamen or oiler trainees (at the gangway
in port); galley workers; cadets‘ dining-room workers; helmsman (under way); look-out
(under way); cleaning staff; personnel of watch (in port).
Permanent crew of the ship cannot fulfill all operations on board sailing ship if she
proceeds under sails or when the repairs are required. Therefore some of their duties are to be
re-distributed between the cadets and students. All cadets are busy with cleaning and
maintaining the ship; depending on their subject area they do it either on the deck or in the
engine-room. They do their first steps in their profession on the bridge, at the gangway, in the
refrigeration stores of the ship (if applicable), etc. Carrying out all operations required
maritime cadets become the part of the unique organism, the one where every part should
work like ―Swiss watch‖, and links are established both inside and outside the ship. Maritime
English is a tool and medium of communication; all contacts with port authorities, pilot
stations, and other ships are done in English. All instructions, nautical publications and checklists; navigation and meteorological warnings are in English. Maritime English proficiency is
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107
the key to a success in profession. Thus implementation of ESP teaching into the maritime
cadets‘ practical training on board ship is the best incentive and motivation for maritime
cadets to learn the language.
The ―Pallada‖ participation in numerous international events, races, regattas, forums
and conventions is also an excellent opportunity to show future specialists their prospective
sans peculiarities of their profession. They take part in all these events as active participants;
as ―a good will‖ messengers of their countries; they can see the importance of English
language (the fact which helps to improve the learners motivation in language studies) as a
tool of communication both at sea and ashore, both in business and in every day
communication.
Joint practical training of the cadets and students from different countries is the best
option for this purpose. The Far Eastern State Technical Fisheries University has partnership
relations with many maritime and fisheries universities of the Pacific Rim countries. Cadets
from Singapore Maritime Academy, Vietnam Academy of Science and Technology, Dalian
Ocean University have participated in the programs of practical training with the cadets of
maritime institutions of the Russian Far East.
The professional training of seafarers becomes more important from year to year as
the IMO requirements and regulations become more stringent every year considering the
importance of ensuring occupational and environmental safety, and improvement of seafarers‘
education.
Academic activity is a purposeful work to meet the needs in knowledge, skills and
abilities acquisition, as well as professional education. Theory is just a theory without
practice; a real seaman is a ―practitioner‖ with a good knowledge of theoretical subjects; the
use of a sailing ship as a site for practical training is only one good example of the training
experiences put into practice in the Far Eastern State Technical University. The success of an
academic activity is directly dependent on planning and organization of both sides of
education.
References:
1. Гальскова Н.Д. (2000) Современная методика обучения иностранным языкам. – М.:
Аркти-Глосса.
2. Гальскова Н. Д., Гез Н. И. (2008) Теория обучения иностранным языкам.
Лингводидактика и методика: уч. пособие. 5-е изд., М.: Изд. центр «Академия».
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3. Dudley-Evans T., St John M. (2003) Developments in ESP. Cambridge: Cambridge
University Press.
4. Hutchinson T., Waters A. (1987) English for Specific Purposes. Cambridge: Cambridge
University Press.
5. Cole C., Pritchard B. and Trenkner P. (2007) Maritime English Instruction – Ensuring
Instructors‘ Competence. IBERICA Journal, 14.
6. Standards on Training, Certification and Watchkeeping for Seafarers Convention. (2000)
London, International Maritime Organization.
7. Trenkner P., (2000) Maritime English. An Attempt of an Imperfect Definition. In
proceedings of the 2-nd IMLA Workshop on Maritime English in Asia, 1-8 Dalian: Dalian
Maritime University.
УДК 81.111
BUILDING CULTURAL AWARENESS IN BUSINESS ENGLISH CLASSROOM
Golovacheva L.R.
Far Eastern National University,
Vladivostok, Russia,
e-mail: laragv@mail.ru
Pavlova L.V.
Far Eastern National University,
Vladivostok, Russia,
e-mail: lidiya70@list.ru
Summary:
In a globalized world Business English training should prepare students to function
professionally in English. Traditionally Business English course addresses such issues as
vocabulary and topics used in the worlds of business, trade, finance, international relations. It
focuses on the language skills needed for typical business communication such as
presentations, negotiations, meetings, small talk, socializing, business correspondence, report
writing.
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However, these English language skills have no value for our students if they are not
applied in the appropriate cross-cultural manner. Understanding cultural differences is crucial
for successful communication across cultures. It promotes clearer communication, breaks
down barriers, builds trust, strengthens relationships, opens business opportunities.
In this paper we discuss ways of building cultural awareness in the BE classroom and
suggest activities to help students avoid cultural gaffes and overcome cultural stereotypes.
Keywords / phrases: culture, cultural awareness, Business English, cross-cultural
issues
In today‘s increasingly globalized world where businesses are working within a global
market and with multicultural teams, the ability to communicate proper cultural norms is very
important for creating a successful business with an open and welcoming culture and attitude.
Cultural awareness becomes crucial when we have to interact with people from other
cultures. People tend to see, interpret and evaluate things in different ways. What is
considered an appropriate behavior in one culture is very often absolutely inappropriate in
another one. It would be wrong to assume that speaking a common language when
communicating with people from other cultures is sufficient for building successful
communication.
Likewise, understanding and applying a universal business model is not enough to do
business worldwide. Again, you have to understand the culture of the people you are dealing
with. The foundation of communication, cultural awareness has a huge impact on
communication within a business environment. It can actively build great cross-cultural
business relations; however, the lack of cultural awareness can lead to breakdowns in
communication and business relationships.
Since English is believed to be a medium of communication between various cultures,
it is ESL teachers who have to pay special attention to building cultural awareness in their
students and developing in them unbiased attitudes towards the cultures they may encounter.
Through the process of learning about other cultures, students also learn to identify
effective cross-cultural behaviors and to dispel any stereotypes or misconceptions they may
have of other cultures.
Business English students in a Russian university traditionally are intermediate level
students. They start doing their Business English program in their 3-rd year, by which they
have studied basic grammar and everyday English. The objective at this stage is to master
certain Business English vocabulary, but now the learners need to develop the skills necessary
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to carry out successful communication in real life business environment. They need to be able
to use English confidently at the same time having a clear understanding of what is
appropriate in dealing with representatives of various cultures and what is not. They need to
acquire a good level of intercultural competence, which Tomalin calls cultural sensitivity and
intercultural skills. [10] English is the medium of interaction and failure to display this
sensitivity and tolerance may lead to misunderstandings, misinterpretations or even be a
barrier to successful business transactions. [3]
One of the best ways to provide opportunities to examine cultural views and
encourage open, honest communication, as well as break down stereotypes about each culture
is organizing a cross-cultural workshop. A very successful example of a cross-cultural
workshop is Find Your Voice: Across Cultures at Griffith University, Australia. The Find
Your Voice workshops are specifically designed to encourage cross-cultural awareness,
dialogue and understanding. The topics discussed during sessions include Hofstede's Cultural
Dimensions, culture shock and reverse culture shock, world Englishes, culture jamming, the
art of travel, media, technology and language, communication filters, stereotypes, body
language across cultures, comparing culture, cultural difference in expressing disagreement
and refusing requests, culture differences and time, etc.
Such type of workshop works wonderfully in a multi-cultural environment where
students from different cultures learn to communicate effectively. In a mono-lingual
environment with students representing one culture, employing such techniques will prove
less effective or ineffective. What can be done to raise cultural awareness in the classroom?
The material used in Business English classroom is traditionally topic-oriented.
Business vocabulary is taught in a given context, such as entrepreneurship, marketing,
advertising, brands, pricing, etc. The learners practice business skills necessary for successful
functioning in real life situations. The cultural topics that are usually presented in an
intermediate level classroom within the BE course are as follows: greetings, negotiating
styles, attitudes to time, meanings of numbers, gift-giving customs, significance of gestures,
business cards, writing a business letter, describing trends, etc.
In an upper-intermediate and advanced level classroom the students are capable of
participating in more advanced activities such as:
1. Discussing global issues, e.g. environmental protection and big business, energy
conservation, etc.; social issues such as age bias, corporate responsibility, quality assuarance,
social security. The topics for raising cultural awareness would be as follows:
• What is the attitude to the disposal of hazardous wastes in different countries?
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