Teaching standard maritime communication phrases at maritime English lessons

Candidate of Pedagogical Sciences,

Teaching standard maritime communication phrases at maritime English lessons

Modern maritime industry is international, a great number of crews are multilingual, a lot of maritime accidents are caused by communication barriers. The diversity in ship and shore personnel engaged in maritime transportation may subsequently result in communication problems. Communication failures together with the differences in accents of English may affect safety of human life and marine environment. Standard Marine Communication Phrases (SMCP) were adopted by the International Maritime Organization in order to reduce such risks.

The paper deals with the ways of teaching SMCP at Maritime English lessons. The author points out that the training of SMCP should be carried out systematically. As it is necessary to develop a thematically oriented and methodically grounded system of training activities, to determine the sequence of their application in the classroom.

The paper focuses on training of future seamen in SMCP knowledge for enhancing their communication skills in routine and emergency situations which would help prevent possible accidents due to communication failures. The basic aim is to describe how SMCP can be incorporated in the learning process of Maritime English in order to prevent communication failures. Trainees should be engaged into a real-life maritime scenario simulation, provided with an opportunity to apply a broader set of professional knowledge.

The paper will also present outcomes of training sessions conducted at Maritime English lessons in which SMCP were practiced by trainees.

кандидат педагогічних наук, доцент кафедри англійської мови в судноводінні Херсонської державної морської академії (Херсон, Україна)

У статті розглядаються способи навчання стандартних фраз для спілкування на морі на заняттях із морської англійської мови. Авторка зазначає, що навчання стандартних фраз має проводитися систематично, оскільки необхідно розробити тематично орієнтовану та методично обґрунтовану систему навчальних завдань, визначити послідовність їх застосування на занятті. english language written

Авторка статті ділиться досвідом використання комунікативних завдань з метою забезпечення майбутніх моряків "володінням англійською мовою в письмовій та усній формі", необхідним для виконання професійно-орієнтованих обов'язків і задоволення галузевих вимог, перелічених у Конвенції ПДНВ. Обговорюються переваги деяких видів вправ і завдань, представлених у Модельному курсі ІМО 3.17 "Морська англійська мова". Додатково до контрольованих і напівконтрольованих вправ викладачам морської англійської мови рекомендується використовувати рольові та імітаційні ігри на основі реальних ситуацій.

Ключові слова: морська англійська мова, стандартні фрази для спілкування на морі, багатомовний екіпаж, автентичний матеріал, комунікативні вправи.

Problem statement. Among the main tasks of modern maritime education and training is to facilitate safer navigation worldwide, thus the International Maritime Organization (IMO) has outlined that effective communication is an essential issue for maritime safety. Standard Marine Communication Phrases (SMCP) serve as "the language for the sea", as they improve and standardize Maritime English. Today it is required that each seafarer should demonstrate SMCP competency regardless of his rank, nationality and field of work. There is a current need in clear, accurate on-board communication and successful interaction among the crewmembers because a lot of accidents at sea are caused by communication misunderstandings. The SMPC course should be integrated logically into the course of Maritime English within the curriculum of maritime institutions.

Recent research and publications. The question of the standardization of Maritime English, the objectives and challenges of SMCP use have been discussed by C. Cole, A. Noble, B. Pritchard, P. Trenkner and many others. A. Sihmantepe, S. Sernikli, R. Ziarati present outcomes of communication training sessions conducted in a bridge simulator in which SMCP were practiced in a `building-up' manner through a passage scenario (§ihmantepe et al., 2011).

The purpose of the research is to present the results of the implementation of activities in the process of SMCP training.

The main text. According to the International Convention on Standards of Training, Certification and Watchkeeping for Seafarers, the ability to understand and use SMCP is required for the certification of officers in charge of a navigational watch on ships of 500 gross tonnage or above (STCW, 2011). SMCP include phrases which have been developed to cover the most important safety-related fields of verbal shore-to-ship (and vice-versa), ship-to-ship and onboard communications (SMCP, 2002).

The Part "Instructor Manual" of IMO Model Course 3.17 contains 25 various communicative activities focused on accuracy and fluency of use of SMCP (IMO Model Course, 2015). These activities can be grouped as follows:

1) SMCP drilling (individual drills, open and closed pair drills, choral drills, split class drills, back chaining drills, contrasting drills, substitutional drills, drilling SMCP with audio recordings);

2) Surveys (group questionnaires, class survey);

3) Dialogues (half dialogues, vanishing dialogue, guided dialogues, collaborative dialogues, SMCP dialogue prompts);

4) Dictations ("thinking" dictation, student-led dictation, pair race dictation, wall dictations, split pair dictation);

5) Simulation and role-play (guided SMCP roleplays, free SMCP role-plays, checklist simulation);

6) Others (random choice communications, transferring messages to SMCP, students' recordings, SMCP comprehension activities, taking notes, SMCP message markers).

However, the Maritime English teacher shall choose a number of activities to succeed in SMCP training. Based on the author's experience, the sequence of SMCP training shall be logical and effective. For example, the series of activities (minimum 5) can be helpful to drill one set of SMCP (Frolova, 2020: 213).

For example, within the topic "Standard Engine Orders", the students are assigned a number of leadin tasks first. The students are free in expressing their own opinions.

List top-three situations when deck and engine officers must maintain efficient communication.

Discuss the questions.

1. How is it possible to coordinate the actions between departments?

2. What device(s) can be used for internal communication?

3. Why must the orders be standardized? Answer the question.

1. Which of the phrases are engine orders? Why?

- Port fifteen

- Stop engines

- What is your position?

- How do you read me?

- Half ahead

- Meet her

- Starboard ten

- Slow astern

Then the teacher is recommended to apply traditional choral drilling and follow with substitutional drills. Both these activities are considered to be fully controlled activities.

Listen to the engine orders and repeat them.

Listen to the engine orders and write them down.

Listen to the engine orders and underline the correct option.

1. a) You must be fully prepared to manoeuvre.

b) You must proceed slowly ahead.

2. a) You must reverse very slowly.

b) You must reverse at top speed.

3. a) No more manoeuvring.

b) No engine revolutions.

4. a) You must reverse slowly.

b) You must proceed with maximum manoeuvring speed.

Then the teacher may continue with semi-controlled activities (e.g. half dialogues, SMCP dialogue prompts).

Complete the dialogue with SMCP.

OOW: Stand by engine room.

Engineer:

OOW:

Engineer: Slow astern, sir.

OOW: Stop engines.

Engineer:, sir.

OOW:

Engineer: Dead slow ahead, sir.

OOW:

At the final stage, the productive activities must be applied by the teacher (e.g. guided SMCP role-plays, free SMCP role plays). When preparing guided SMCP role plays, the teacher shall prepare a guided dialogue using SMCP and also some simple role cards to vary the information contained in the dialogue. Once the trainees have completed and practised the guided dialogue, the teacher shall hand out the role play cards to pairs of students and ask them to try the dialogue again but using the new information they have on their cards. Free SMCP role plays require a list of situations onboard a vessel that would require seafarers to use SMCP. To make the situations more realistic, the authentic context is required. The students should work in pairs, improvising a suitable dialogue using appropriate SMCP.

Role-play the situations.

Situation 1

Student A. You are OOW. Order the engine room to slow down, then stop and then shut down the engines. Student B. You are Engineer. Respond to OOW.

Situation 2

Student A. You are OOW. Order the engine room to get ready, then go in reverse, stop, then go slowly forward. Student B. You are Engineer. Respond to OOW.

The sequence of activities suggested by the author in the process of SMCP training is aimed at linking real seafarer's life and classroom environment. The activities recommended above can serve as a compulsory part of Maritime English course.