1

A 5URVEY OF MARITIME ENGLI5H TEACHING MATERIAL5

(A iepoil on lhe cuiienl slale of lhe ail)

. na|cria|s, in fac|, arc an csscn|ia| c|cncn| ui|nin |nc curricu|un, and dc ncrc
|nan sinp|q |uorica|c |nc uncc|s cf |carning. A| |ncir ocs| |ncq prctidc ccncrc|c
ncdc|s cf dcsirao|c c|assrccn prac|icc, |ncq ac| as curricu|un ncdc|s, and a| |ncir
tcrq ocs| |ncq fu|fi| a |cacncr dctc|cpncn| rc|c. (Nunan 1988)

IntrnductInn

The piesenl iepoil is an allenpl al idenlifying, desciiling and evaIualing
Maiiline LngIish Ieaining/leaching naleiiaIs as used cuiienlIy in lhe naiiline
liaining inslilulions, naiiline indusliy (shipping conpanies, conpany liaining
cenlies) and lhe naiiline voiId. The Repoil is iesliicled lo 'naleiiaIs ialhei lhan
'iesouices, a videi and supeioidinale concepl, foi lvo ieasons:
- AvaiIaliIily issues (naleiiaIs aie noie ieadiIy avaiIalIe lhan individuaI
iesouices ciealed ly nuneious naiiline LngIish insliuclois voiIdvide
lo conpIenenl speciaIisl Maiiline LngIish naleiiaIs, lhough lhe
Inleinel is incieasingIy leconing an inpoilanl and ieadiIy avaiIalIe
naiiline LngIish iesouice)
- il is hoped lhal a vel-lased dalalase of Maiiline LngIish iesouices viII
le nade avaiIalIe foIIoving sone of lhe piincipIes sel oul in lhis
Repoil.

Undei lhe auspices of IAMU lhis iepoil inlioduces lhe nelhods of evaIualion of
Maiiline LngIish naleiiaIs vhich, aflei ollaining lhe necessaiy feedlack fion lhe
useis (lolh Ieaineis and leacheis) shouId foin lhe nelhodoIogicaI lasis foi a
videi, conpiehensive vel-lased piojecl on lhe evaIualion of lhe iespeclive
naleiiaIs.

Il coveis a seIeclion of lhe naleiiaIs in use ovei lhe Iasl len yeais in:

(a) vaiious MLT inslilulions offeiing dipIona and Sc couises (naiiline
acadenies and coIIeges, facuIlies and univeisilies),
(l) occasionaIIy, and onIy exceplionaIIy, al MLT eslalIishnenls vilhin
secondaiy educalion (naulicaI & naiine engineeiing liaining schooIs),
and
(c) speciaIized, SMCI-lased and olhei (shoil) couises laiIoied lo lhe
needs of lhe naiiline liade and indusliy, lolh sealoine and shoie-
lased.

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Wilhin lhe Maiiline LngIish spheie, lhe naleiiaIs nay le of vaiied lypes, e.g.:

(a) geneiaI (i.e. conpiehensive) Maiiline LngIish couiselooks, i.e.
convenlionaI lexllooks foIIoving lhe nelhodoIogy of naleiiaIs design
and deveIopnenl in LLT, LIL, and LSI (e.g. T. N. Iakey |ng|isn fcr
Mari|inc S|udics, 1987)
(l) iegislei/genie/jol-specific naleiiaIs in Maiiline LngIish, oi, noie
specificaIIy, in sul-speciaIisalions such as naiiline Iav, shipping,
naiiline lechnoIogy, naiine eIeclionics, naiiline safely, elc. (e.g. R.
C. Sanson, Tnc |anguagc cf |nc Natq in |ng|isn, 1978, . Iiilchaid, Snips
8usincss in |ng|isn, 1994, V. Ielkova & S. Toncheva 2OOO)
(c) visuaI and auiaI naleiiaIs vilh lexllooks, i.e. video-laped naleiiaIs,
usuaIIy on a specified lopic (e.g. ANG|OS|A, Nislel, Kulz, Logie
Mar|ins |ng|isn fcr Scafarcrs, S|udq Pac| 1, Logie, Viveis, Nislel Mar|ins
|ng|isn fcr Scafarcrs, S|udq Pac| 2)
(d) couises on CD-ROM and nuIlinedia (Mari|inc |ng|isn ly Maiiline
Lducalion Sveden A, Mar|ins Pac|s 1 c 2, |M|P ly I. van KIuijven)
(e) dedicaled piogiannes, naiiov-scope couises in naiiline
connunicalion (e.g. I.I. Weeks: S|ASP|AK Manua| 1988)
(f) IC-lased piogiannes & soflvaie (MarincScf|, elc.)
(g) Vaiious lypes of speciaIized soflvaie ollainalIe fion lhe inleinel e.g.
I. KIuijven al: n||p.//ncnc.p|anc|.n|/~||uijtcn/
(h) IulIished ts in-house naleiiaIs (e.g. Coniad Languages Lld.)
(i) SeIf-access naleiiaIs
(j) SuppIenenlaiy naleiiaIs

Since lhe piesenl iepoil is a geneiaI suivey of Maiiline LngIish naleiiaIs, onIy a
nunlei of lhe nosl iepiesenlalive lilIes (accoiding lo aulhois peisonaI vievs
and, of couise, depending on avaiIaliIily of lhe naleiiaIs), viII le anaIysed. A
noie conpiehensive Iisl of Maiiline LngIish naleiiaIs is shovn in SuppIenenl
No. 1 & 2. This Iisl, hovevei, is fai fion an aII-exhauslive one and ieadeis (i.e.
pailicipanls in lhe vel-lased sludy of lhe naleiiaIs) aie lheiefoie inviled lo
fuinish dala on:

(a) individuaI leachei-nade naleiiaIs used in conducling Maiiline LngIish
couises al lheii MLT inslilulions, naiiline liaining cenlies, inleinalionaI

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oiganisalions (ISI, ICS, elc.), shipping conpanies, cieving and
nanagenenl agencies, elc.
(l) in-house naiiline LngIish naleiiaIs pulIished ly shipping conpanies, oi
oiganisalions (ICS, ITI, elc.)
(c) any naleiiaI olhei lhan lhose ievieved oi suggesled in lhis iepoil.

Al a Ialei slage lhis iepoil ains lo insligale a noie delaiIed suivey and ieviev of
lhe cuiienl slale of lhe ail of Maiiline LngIish naleiiaIs and nainlenance of an
inleinel dalalase of such naleiiaIs.

Vaiious sludies ailicuIaled in lhe papeis piesenled al IAMU neelings and
confeience oi voikshop pioceedings, as veII as in such piojecls as MARCOM,
MLTHAR, MLTNLT, enphasize lhe foIIoving geneiaI fealuies of Maiiline
LngIish naleiiaIs:

- lheie is iaieIy a conpiehensive, aII-incIusive Maiiline LngIish
lexllook oi olhei Ieaining/leaching naleiiaI
- no singIe naleiiaI (lexllook oi olhei) has inposed ilseIf yel as lhe
naleiiaI vilh voiIdvide use oi lhe one selling slandaids lo olhei
Maiiline LngIish naleiiaIs, lhough one oi lvo have found a videi,
inleinalionaI use (e.g. T. N. Iakey 1987 oi SLASILAK 1988, and,
nosl iecenlIy, I. van KIuijven 2OO3)

Hovevei, foi seveiaI decades lheie has leen a denand and a degiee of piessuie
ly lhe inleinalionaI naiiline connunily and lhe indusliy lo deveIop:


1. Maiiline LngIish as a sul-sel of LngIish foi lhe exchange of infoinalion
and liansfei of knovIedge lo le used as a voiking Ianguage in lhe
naiiline voiId (cf. Iiilchaid 1999)
2. a iesliicled vaiiely of Maiiline LngIish as lhe ieconnended oi, in sone
inslances, nandaloiy connunicalion idion piinaiiIy inlended foi
ensuiing safely of navigalion (e.g. SMNV 1987, SMCI 2OO1), cf. Tienknei
1997/1999, and sulsequenlIy
3. slandaid, oi noie oi Iess videIy accepled lexllook oi olhei lype of
naleiiaI foi lhe Ieaining/leaching of Maiiline LngIish (cf. CoIe 1999,
Logie 1999)


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WhiIsl lhe fiisl lvo iequiienenls have leen nel, lo a giealei oi Iessei exlenl, lo
lhe salisfaclion of lhe inleinalionaI naiiline connunily, lhe lhiid oljeclive has
leen difficuIl lo achieve foi a nunlei of ieasons:

non-exislence of slandaids on Maiiline LngIish syIIalus,
Iack of slandaids on Maiiline LngIish couiselooks,
unailicuIaled denand and, consequenlIy, Iack of inleiesl on lhe
pulIisheis side,
pooi suppIy of lexllooks foi inleinalionaI use,
iesliiclive nalionaI IegisIalions and Ianguage poIicies,
sIov adjuslnenl of convenlionaI lexllooks lo lhe deveIopnenls in foieign
Ianguage leaching and nodein leaching lechnoIogies.


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2. MatcrIa!s cva!uatInn - thcnrctIca! cnnsIdcratInns

2.1 Gcncra!

LvaIualion is a pail of pIanning and inpIenenlalion of a Ianguage couise, lhe
olhei pails leing lhe foIIoving: needs anaIysis, couise design, leaching/Ieaining
piocess, and assessnenl. Though in lheoiy lheie shouId le a ciicuIai novenenl
and Iineai sequence of lhe alove eIenenls oi slages of couise pIanning, in piaclice
evaIualion slands in cIose inleiaclion and inleidependence ieIalionship vilh lhe
leaching/Ieaining piocess and couise design. LvaIualion is a nalching piocess
(Hulchinson & Waleis 1987: 97) designed lo eslalIish lhe degiee of nalch lelveen
lhe needs and avaiIalIe soIulions. LvaIualion of leaching naleiiaIs is ained al
assessing lhe filness of e.g. a Maiiline LngIish naleiiaI foi a pailicuIai puipose,
e.g. conpIeling a dipIona oi Sc couise of sludies vilhin an MLT inslilulion oi
foi a pailicuIai ceilificale of conpelency on loaid ship (Deck Walch-keeping
Officei on ships of 5OO CT oi noie).

Iiisl, accoiding lo Rolinson 1991: 54-64), LSI naleiiaIs evaIualion is cIassified as:

- pieIininaiy evaIualion (e.g. using a checkIisl lhe leachei oi couise
designei exanines and sulsequenlIy seIecls lhe pulIished naleiiaIs
avaiIalIe on lhe naikel lefoie laking up an LSI couise)
- sunnalive oi peifoinance evaIualion: laking pIace al lhe end oi aflei
a couise and designed lo assess vhelhei and lo vhal exlenl lhey have
leen usefuI and effeclive - usuaIIy appIying a lesl oi queslionnaiie
lefoie and aflei lhe piogianne (AIdeison 1979: 147)
- foinalive, aIso leined ievision evaIualion: conducled duiing lhe
couise, vilh possilIe nodificalions, addilions oi adjuslnenls lo lhe
needs of a pailicuIai couise and lhe liainees.

Maiiline LngIish MaleiiaIs in lhe foin of lexllooks aie noinaIIy of lhe fiisl and
lhe second lype vheieas CD and soflvaie naleiiaIs aie of lhe lhiid lype, aIlhough
nosl of lhen exhilil lhe fealuies of aII lhe lhiee lypes of evaIualion.

Second, evaIualion can le quaIilalive (discussions, inleiviev, lhough Iess
oljeclive) and quanlilalive (Iess suljeclive, e.g. lesls and olhei neans of nuneiicaI
evaIualion).

Ovei lhe Iasl lhiee decades dependency on lhe vaiious lheoielicaI appioaches lo
Ianguage leaching has leen lhe key-piolIen in naleiiaIs evaIualion. The

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appioaches nainIy aiise fion lhe deveIopnenls in Iinguislics, psychoIinguislics
and cognilive Iinguislics and lheii ioIe in lhe lheoiy of LLT and LIL. These have
oflen infIuenced lhe foinalion of evaIualois ovn piioiilies and lheiefoie iaise lhe
inpoilanl issue of suljeclivily in lhe piocess of evaIualion (SheIdon 1985: 24O).
LvaIualion lypoIogy noinaIIy iesuIls fion lhe appioaches and vaiious aspecls of
cIassificalion. Changes in lhe appioach aIso uige foi changes in lhe nelhodoIogy
(checkIisls, queslionnaiies, elc.).

One of lhe nosl inpoilanl issues lo le iesoIved in naleiiaIs evaIualion lheiefoie
is lhe eslalIishnenl of as oljeclive evaIualion ciileiia as possilIe foi effeclive
conpaialive puiposes. As a iesuIl, in oidei lo le accepled univeisaIIy, evaIualion
nusl aIso le lheoiy-neuliaI, syslenalic, sliiving al exacl oljeclives and appIying
lheoiy-lased nelhodoIogy. Il is lheiefoie nol jusl a sel of iandon queslions.
These ideaIislic, aInosl unachievalIe iequiienenls pIace a gieal iesponsiliIily
upon lhe evaIualoi vho shouId le avaie of slienglhs, veaknesses, lhieals and
chaIIenges of evaIualion. Thus, a quole fion DudIey-Lvans & Sl }ohn (1998: 129)
nighl piove veiy usefuI lefoie inneising inlo lhe ciileiion issue:

'A good evaIualion enphasises lhe success and discusses Iess
successfuI aspecls. Il aIso addiesses lhe ciuciaI ncu and unq issues.
Undeislanding unq viII enalIe us lo iepeal success and avoid lhe
Iess successfuI.

efoie selling oul lhe ciileiia, a nunlei of queslions has lo le ansveied vhen
deaIing vilh lexllooks naleiiaI, i.e.:

Whal is lhe evaIualion conducled oi`
Whal do ve evaIuale`
Is lhe couise conpelence-lased oi conlenl-lased`
Who aie lhe laigel couise liainees` (non-nalive Ieaineis, IeveIs, socio-cuIluiaI
lackgiound elc.)
Who is lhe evaIualoi` Who coIIecls and piovides lhe dala`
Whal neans of evaIualion aie ieadiIy avaiIalIe`, elc.

Since aII lhe naleiiaIs enconpassed in lhe piesenl sludy aie designed foi non-
nalive LngIish Ianguage Ieaineis, oi al lesl foi lhe speakeis of LngIish as a second
Ianguage, lhe lheoielicaI appioaches deveIoped and appIied in LngIish Language
Leaining (LLT), LngIish foi Ioieign Leaineis (LIL), LngIish as a Second Language

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(LSL), and LngIish foi Specific Iuiposes (LSI) shouId le used in lhe piocess of
suiveying, ievieving and evaIualing seIecled Maiiline LngIish naleiiaIs.

LvaIualion of leaching naleiiaIs aie lolh needed and nade ly:

lhe Maiiline LngIish leachei
lhe Maiiline LngIish Ieainei
lhe Maiiline LngIish adninislialoi (educalionaI aulhoiilies, naiiline
adninislialions, shipping conpanies, poils, elc.)

This sludy viII le iesliicled lo lhe fiisl one vheieas lhe olhei ones viII
(hopefuIIy) le lhe suljecl of appIied ieseaich vilhin a videi piojecl lo foIIov lhis
iepoil.

2.2 Eva!uatInn nf matcrIa!s - tcxtbnnks

The piesenl iepoil lasicaIIy ieIies upon lexllooks as lhe piololype kind of
Ianguage Ieaining/leaching naleiiaI and, secondIy, on lhe naleiiaIs iesuIling as
pioducls of nodein leaching lechnoIogy (CD-ROM and vvv soflvaie).
Texllooks aie usuaIIy pulIished conneiciaI naleiiaIs. They have ceilain
advanlages ovei in-house lype of naleiiaIs in leaching LngIish foi geneiaI
puiposes (LCI), e.g. veII-pioven and lesled nelhodoIogy, aulhoiilalive slalus,
elc. olh pulIished and in-house naleiiaIs have leen used in MLT inslilulions
ovei lhe Iasl lhiee decades, i.e. since lhe appeaiance of Slievens Scafaring in 1972,
lhe fiisl in a seiies of infIuenliaI lexllooks in nodein, connunicalive-lased
Ianguage leaching in LSI). In-house naleiiaIs aie laiIoied lo suil lhe Ieaineis
specific needs and aie lheiefoie noie fIexilIe in leins of choice of lhe nosl
appiopiiale nelhods, slialegies, lasks and Ieaining aclivilies. Theiefoie, nixed
naleiiaIs, i.e. pulIished lexllooks acconpanied vilh shoilei in-house naleiiaIs
aie ieconnended in LSI (e.g. a conpiehensive naiiline LngIish lexllook
suppIenenled ly leachei/sludenl nade exeicises oi piojecls in, say, naiine
safely-ieIaled VHI connunicalion).

Theie aie nuneious faclois lo le laken inlo accounl vhen evaIualing lexllooks,
i.e. vhen deciding on lhe nosl appiopiiale lexllook foi a pailicuIai couise oi
puipose. The sane aIso hoIds foi evaIualive nodeIs. Accoiding lo SheIdon (1988:
45), evaIualion is 'a suljeclive, iuIe of lhunl aclivily in vhich 'no foinuIa, giid,
oi syslen viII evei piovide a definilive yaidslick. In spile of such Iinilalions and
iesliiclions lo lexllook evaIualion, ve sulsciile lo lhe viev lhal lhe
assessoi/evaIualoi is expecled:

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|c na|cn |nc na|cria|s ui|n |nc gca|s and cojcc|itcs cf |nc prcgrannc,
and |c cnsurc |na| |ncq arc ccnsis|cn| ui|n cncs oc|icf aocu| |nc na|urc cf
|anguagc and |carning, as uc|| as ui|n cncs |carncrs a||i|udcs, oc|icfs and
prcfcrcnccs. (Nunan 1991: 2O9)

and lhus nake evaIualion a coheienl, syslenalic and lhoughlfuI aclivily.

Ui (1996) quoles lhe foIIoving aigunenls foi using lexllooks:

a |cx|occ| is a francucr| unicn rcgu|a|cs and |incs |nc prcgrans,
in |nc cqcs cf |carncrs, nc |cx|occ| ncans nc purpcsc,
ui|ncu| a |cx|occ|, |carncrs |nin| |ncir |carning is nc| |a|cn scricus|q,
in nanq si|ua|icns, a |cx|occ| can scrtc as a sq||aous,
a |cx|occ| prctidcs rcadq-nadc |cacning |cx|s and |carning |as|s,
a |cx|occ| is a cncap uaq cf prctiding |carning na|cria|s,
a |carncr ui|ncu| a |cx|occ| is cu| cf fccus and |cacncr-dcpcndcn|, and pcrnaps ncs|
inpcr|an| cf a||,
fcr ncticc |cacncrs a |cx|occ| ncans sccuri|q, guidancc, and suppcr|.

vhiIe lhe foIIoving aie lhe counlei-aigunenls:

if ctcrq grcup cf s|udcn|s nas diffcrcn| nccds, nc cnc |cx|occ| can oc a rcspcnsc |c a||
diffcring nccds,
|cpics in a |cx|occ| naq nc| oc rc|ctan| fcr and in|crcs|ing |c a||,
a |cx|occ| is ccnfining, i.c., i| innioi|s |cacncrs' crca|iti|q,
a |cx|occ| cf ncccssi|q sc|s prcarrangcd scqucncc and s|ruc|urc |na| naq nc| oc
rca|is|ic and si|ua|icn-fricnd|q,
|cx|occ|s natc |ncir cun ra|icna|c, and as sucn |ncq cannc| oq |ncir na|urc ca|cr fcr a
taric|q cf |ctc|s, ctcrq |qpc cf |carning s|q|cs, and ctcrq ca|cgcrq
cf |carning s|ra|cgics |na| cf|cn cxis| in |nc c|ass, and
|cacncrs naq find |ncnsc|tcs as ncdia|crs ui|n nc frcc nand and s|atc, in fac|, |c
c|ncrs' judgncn|s aocu| una| is gccd and una| is nc| .


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Any Maiiline LngIish leachei vouId piolalIy agiee vilh lhe alove aigunenls
and peihaps add a nunlei of ilens fion hei/his ovn expeiience, possilIy
pIacing diffeienl veighl on lheii sequence oi inpoilance.

Whalevei lhe choice in seIecling and evaIualing Ianguage Ieaining/leaching
naleiiaIs, lhis piocess nusl le syslenalic, ieaIislic and oljeclive. H. Asaiy &
alaii (2OO2, Tnc |n|crnc| T|S| ]curna|) aIso enphasise lhe inpoilance of giaphicaI
piesenlalion of lhe iesuIls of lexllook evaIualion. To lhis end, a cncc||is| apprcacn
has leen offeied ly a nunlei of schoIais (Tuckei 1975, CandIin & ieen 1979,
ieen el aI. 1987, Hulchinson and Waleis 1987, Cunningsvoilh 1995, Ui 1996,
LillIejohn 1996) in oidei lo assess lhe lexllooks. These invaiialIy deaI vilh:

- exleinaI ciileiia (exlia-Iinguislic: aulhenlicily of Ianguage, avaiIaliIily
of suppIenenlaiy naleiiaIs, adequale insliuclions foi lhe sludenl and
guidance foi lhe leachei, appiopiiale IeveI of inlegialion inlo lhe
couise of sludy, quaIily of ediling and pulIishing, piice), and
- inleinaI ciileiia (ieIaled lo Ianguage: pionuncialion, giannai,
conlenl).

The cxtcrna! crItcrIa addiess such aspecls as conpIeleness oi appiopiialeness of
piesenlalion, psychoIinguislic, cognilive piocesses, sociaI and socioIinguislic
ciicunslances (lexllook useis and lype of use), elc. McDonough and Shav (1993:
68-69) piovide a Iisl of exleinaI ciileiia usuaIIy found in lhe inlioduclion and
conlenls page, oi queslions such as: lhe inlended audience, pioficiency IeveI,
conlexl vilhin vhich lhe naleiiaIs aie lo le used, nelhod of piesenlalion and
oiganisalion of Ianguage inlo leachalIe unils (i.e. lopics coveied), aulhois vievs
of Ianguage and nelhodoIogy (e.g. connunicalive appioach), vocaluIaiy Iisl,
visuaI naleiiaIs and lheii inlegialion inlo lhe lexl, Iayoul of unils and lhe vhoIe
lexllook, cuIluiaIIy specific infoinalion, incIusion of audio/video naleiiaI,
incIusion of lesls (see aIso Alkins 2OO1).

The Intcrna! crItcrIa assess, foi exanpIe, pionuncialion oi giannalicaI issues
(caiiiei vs. ieaI conlenl, appiopiiale sequencing of giannalicaI unils, adequacy of
diiIIs, vocaluIaiy, coIIocalions, elc.). These aIso incIude (cf. McDonough and Shav
1993: 75):

- lhe piesenlalion of lhe (foui) skiIIs in lhe naleiiaIs
- lhe giading and sequencing of lhe naleiiaIs
- 'discouise skiIIs (piesence of appiopiiale lexl leyond lhe senlence)

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- Iislening skiIIs: aulhenlic oi ailificiaI iecoidings (cf. SMCI ts ieaI
connunicalions, Iiilchaid 2OOO)
- speaking skiIIs: lhe naluie of ieaI inleiaclion ts ailificiaI diaIogues
- efficaciousness of lhe leacheis guide

The conpIele pioceduie of evaIualion shouId lheiefoie enconpass lhe foIIoving
sleps:

a) cIassificalion of Maiiline LngIish lexllooks
l) sciulinising lexllooks againsl inleinaI and exleinaI ciileiia
c) idenlifying lhe pios and cons
d) eslalIishing connon-coie sunnaiy chaiacleiislics in lhe foin of
lalIes.

In lhis conlexl lhe six basIc crItcrIa offeied in Rolinson 1991: 61 (quoled fion
Mooie 1977) foi evaIualing LSI naleiiaIs aie aIso voilh consideiing as lhe veiy
lasic, piincipaI ciileiia vhen evaIualing Maiiline LngIish naleiiaIs:


1. IURIOSL Is lhe puipose cIeaiIy defined`
2. TYIL
Does lhe exeicise lype effecliveIy and econonicaIIy
acconpIish puipose`
3. CONTLNT
Is lhe ialio of Ianguage given/sludenl lask
econonic`
Aie insliuclions lo sludenls cIeai`
4. INTLRLST Is il inleiesling`
5. AUTHLNTICITY Is il chaIIenging`
6. DIIIICULTY Does il conlain disliacling difficuIlies`


IinaIIy, quoled leIov is a Iisl of usefuI queslions in evaIualing LIL naleiiaIs
suggesled ly C. Ciiffilhs 1995). Wilh nodificalion, lhese nighl le appIicalIe nol
onIy lo LCI lul aIso lo LSI and Maiiline LngIish lexllooks, sone of vhich aie
lhe IikeIy candidales of queslions foi inseilion in lhe Maiiline LngIish checkIisl:




11
Does lhe naleiiaI nalch Ieainei oljeclives`
Is lhe naleiiaI Ieainei-cenlied`
Does lhe naleiiaI faciIilale inleiaclive Ieaining`
Is lhe naleiiaI socio-cuIluiaIIy appiopiiale`
Is lhe naleiiaI up-lo-dale`
Aie vocaluIaiy and conpiehensilIe inpul IeveIs veII-giaded`
Is lhe naleiiaI inleiesling and visuaIIy alliaclive`
Is lhe naleiiaI ieIevanl lo ieaI Iife`
Is lhe naleiiaI easy lo use`
Hov elhnocenliic is lhe naleiiaI`

These ciileiia, conlined vilh lhose offeied ly Tuckei 1975, Ciiffilhs 1995, and Ui
1996, viII conslilule lhe lasis foi eslalIishing lhe lexllook evaIualion ciileiia and
checkIisl foi lhe puipose of lhis sludy. They viII le lhe upgiaded, nodified and
exlended as appiopiiale lo suil lhe iequiienenls of lhis evaIualion.



The nosl usuaI nelhods oi neans of evaIualion, found in a nunlei of aulhois,
aie lhe foIIoving:

queslionnaiies
checkIisls
ialing scaIes
inleivievs
olseivalion
discussion
iecoids
assessnenl

Queslionnaiies, checkIisls, and ialing scaIes Iend lhenseIves lo lhe ease of
quanlificalion, vheieas lhe iesl of lhe nelhods aie quaIily-oiienled, and lheiefoie
noie difficuIl, line-consuning, elc.

12

Queslionnaiies oflen iefei lo needs anaIysis and couise design. They aie designed
ly leacheis foi sludenls, ex sludenls and foi in-conpany evaIualion. The nain
piolIen is lheii Ienglh and possilIe nisinleipielalion of queslions. Ioi noie
infoinalion and sanpIes of queslionnaiies see DudIey-Lvans & Sl }ohn 1998:14O-
144.

CheckIisls aie noinaIIy shoilei and noie accuiale, focused usuaIIy on a poilion of
lhe naleiiaI (e.g. exeicises, deveIoping connunicalive conpelence, Ieaining
skiIIs). They nay le cIosed oi open. eing noie accuiale, ialing scaIes aie
sonelines noie advanlageous lhough, as veII as olhei nelhods, aIso IialIe lo
suljeclivily of lhe pailicipanl in lhe evaIualion.


As eaiIy as 1977 Tuckei offeied a lhiee-conponenl checkIisl:

a sc| cf cri|cria ccnsis|cn| ui|n |nc oasic |inguis|ic, psqcnc|cgica|, and pcdagcgica|
princip|cs,
a ra|ing scncnc unicn prctidcs a nc|ncd fcr judging |nc ccnpara|itc ucign|ings
cf a |cx|occ|'s ncri|s, and
a cnar|/grapn unicn prctidcs a tisua| ccnpariscn oc|uccn |nc cta|ua|cr's
cpinicn cf |nc occ| and a nqpc|nc|ica| idca| ncdc|, ncncc faci|i|a|ing a quic| and
casq disp|aq cf |nc cta|ua|cr's judgncn|.

A noie iecenl appioach vas offeied ly Ienny Ui (1996). Anong lhe sixleen
lexllook evaIualion ciileiia lhe foIIoving aie highIighled heie:

cojcc|itcs cxp|ici||q |aid cu| in an in|rcduc|icn, and inp|cncn|cd in |nc na|cria|
sqs|cna|ic cctcragc cf sq||aous
ccn|cn| c|car|q crganizcd and gradcd (oq difficu||q)
apprcpria|c tisua| na|cria|s atai|ao|c
taricd |cpics and |as|s sc as |c prctidc fcr diffcrcn| |carncrs, |carning s|q|cs,
in|crcs|s, c|c.
c|car ins|ruc|icns
pcricdic rcticu and |cs| scc|icns
p|cn|q cf au|ncn|ic |anguagc
gccd prcnuncia|icn, tccaou|arq and grannar cxp|ana|icn and prac|icc

13
f|ucncq prac|icc in a|| fcur s|i||s
cnccuragcs |carncrs |c dctc|cp cun |carning s|ra|cgics and |c occcnc indcpcndcn|
in |ncir |carning
adcqua|c guidancc fcr |nc |cacncr
audic cassc||c


We nighl add a fev noie ciileiia:

fc||cus ccgni|itc prcccsscs in nari|inc scicncc and |ccnnc|cgq (c.g. scrip|s and
sccnarics in snip nand|ing, ccn|ingcncq p|anning, s|ar|ing cr rctcrsing |nc nain
cnginc, c|c.)
dctc|cps ccnnunica|itc s|i||s
fc||cus ru|cs cf ccn|cn|-oascd |carning
tidcc, CD, rcfcrcncc |c uuu

14
3. A survcy nf MarItImc Eng!Ish tcxtbnnks

This iepoil undeilakes lo piovide an anaIysis of Maiiline LngIish naleiiaIs used
voiIdvide, i.e. ly Maiiline LngIish leacheis al IAMU nenlei coIIeges,
acadenies, facuIlies oi univeisilies.

Wilh iespecl lo lhe leaching/Ieaining nediun, as shovn in Seclion 1, Maiiline
LngIish naleiiaIs can le cIassified inlo:

a) lexllooks oi couiselooks
l) audio and visuaI naleiiaIs
c) CD and nuIlinedia
d) soflvaie appIicalions, and
e) any conlinalion of (a) vilh (l), (c) oi (d).

These naleiiaIs nay le used as baslc (lhose neeling STCW 78/95 iequiienenls
oi lhose in accoidance vilh IMO ModeI Couise 3.17 Maiiline LngIish) and
su|ementar Maiiline LngIish naleiiaIs.

Iuilhei, lhe naleiiaIs can le sul-divided inlo:

(i) coie, i.e. conpiehensive oi geneiaI naiiline LngIish naleiiaIs
(e.g. Iakey |ng|isn fcr Mari|inc S|udics, Nislel el aI. Mar|ins
|ng|isn fcr Scafarcrs, S|udq Pac| 1, I. KIuijven. |n|crna|icna| Mari|inc
|anguagc Prcgrannc),
(ii) specific Maiiline LngIish naleiiaIs (e.g. Kalaizynska 1999,
Ielkova & Toncheva 2OOO, SLASILAK ManuaI, Marinc Training
and Marinc |anguagc. SMCP and |ng|isn |anguagc Training ly
MaiineSofl), and
(iii) nisceIIaneous naleiiaIs (giannailooks, naiiline LngIish
handlooks, gIossaiies, diclionaiies, LDs, elc., e.g. Spincic, A. & }.
Luzei Mari|inc Ccnnunica|icns in Marinc |nginccring, Spincic, A. &
}. Luzei (1994) An Ou||inc cf |ng|isn Grannar fcr Scafarcrs)




15
Specific naleiiaIs aie lhose deaIing vilh lhe vaiious iegisleis and genies of
Maiiline LngIish:

1. naulicaI LngIish (e.g. Tienknei el aI. |ng|iscn fucr Scniffscffizicrc - a
seiies of couiselooks: 1986,1987, 1989, 199O)
2. naiine engineeiing LngIish: e.g. Uiile-Lchevaiiia (1997) Tccnnica|
|ng|isn fcr Marinc |ngincrs, | c ||, Zhang, ShaoIin, (1993 ) Prac|ica|
|ng|isn fcr Marinc |nginccrs, elc.
3. LngIish in naiiline connunicalions, spoken vs viillen, VHI,
CMDSS, elc.(e.g. Weeks el aI. S|ASP|AK Training Manua|, MarincScf|
soflvaie foi IC)
4. LngIish in naiiline Iav (e.g. Ielkova & Toncheva 2OOO Ccrrcspcndcncc
and ccnnunica|icns in Snipping)
5. LngIish in shipping lusiness (Iiilchaid 1994 Snip's 8usincss in |ng|isn),
elc.

Theie aie lvo lasic appioaches lo lhe evaIualion of any Ianguage Ieaining
naleiiaI and lhese can le appIied lo Maiiline LngIish naleiiaIs as veII. olh
invoIve lhe ciealion of checkIisls oi queslionnaiies.

In lhe fiisl appioach a sel of diffeienl aspecls and issuess of lhe naleiiaIs issues
can le sel up, and lhen lhe degiee of lheii nalch lo leaching/Ieaining silualions
in each sepaiale naleiiaI is checked oi neasuied. In olhei voids, lhe evaIualoi
consideis vhelhei oi nol each of a sel of naleiiaIs is suilalIe oi nol foi a pailicuIai
case. Thus, ve can check and conpaie lhe Maiiline LngIish lexllooks as lo
vhelhei al aII and lo vhal exlenl each naleiiaI neels lhe foIIoving iequiienenls
foi lhe polenliaI Ieainei ('WouId lhal suil ny sludenls / ny couise`'):


(a) specific lype of Ieainei,
(l) leaching silualion,
(c) coveiage of lhe lopics of lhe lechnicaI suljecls in lhe
cuiiicuIun (e.g. deck oi naiine engineeiing)
(d) connunicalive appioach lo Ieaining: lhe foui skiIIs
(e) conlenl-lased Ieaining
(f) conpelence-lased syIIalus
(g) lask-lased aclivilies

16
(h) vocaluIaiy deveIopnenl
(i) undeislanding giannai
(j) cognilive seIf-Ieaining
(k) diveisily of cIassioon aclivilies foi nolivalion puiposes
(I) use of visuaIs in lhe Ieaining piocess, elc.

In lhe second appioach, each naleiiaI (lexllook, video oi soflvaie appIicalion) is
sludied sepaialeIy againsl lhe conpIele Iisl of issues iaised in lhe checkIisl. y
sludying lhe cIains ly lhe aulhois oi pulIisheis, lhe evaIualoi (e.g. lhe couise
ievievei, nol cuiienlIy leaching) consideis vhal iange of sludenls, silualions, elc.
a pailicuIai naleiiaI vouId suil and vhich nol. This sludy foIIovs lhe second
appioach aIlhough il aIso conlines il vilh lhe eIenenls of lhe fiisl appioach (see
sanpIe checkIisls allached in lhe SuppIenenl No. 3).

On lhe lasis of lhe lheoielicaI and piaclicaI isusues of naleiiaIs evaIualion sel oul
alove, lolh foi LCI and LSI, lhe foIIoving checkIisl is heie pioposed foi
Maiiline LngIish lexllooks oi couiselooks. Il is in facl an exlension and
adaplalion of lhe checkIisl suggesled ly SheIdon 1988:242 and incIudes exleinaI
and inleinaI faclois of evaIualion:






















17
Eva!uatInn nf MarItImc Eng!Ish MatcrIa!s
1. CHECKLI5T - EXTERNAL FACTOR5 OF EVALUATION
Raling scaIe: 1 lo 6 (vheie appIicalIe)
Extcrna! crItcrIa:
Ycs/Nn, 5ca!ar
RatIng, DcscrIptInn,
Cnmmcnt
1. AUTHOR(S):
2. TITLL
3. IULISHLR: YLAR:
4. ISN: (lolaI pages: )
5.
TYIL (lexllook, video, CD, soflvaie, suppoiling/lack-up
naleiiaI)

6. COMIONLNTS: S/T/W/casselle/video /CD/fiee lesls
7. LLNCTH (unils x houis):
8. TARCLT LLARNLRS:
9. TARCLT SKILLS:
10. TARCLT TLACHLRS:
11.
IURIOSL/RATIONALL
(designed foi lhe sludenls of/ liainees in .)

12.
AVAILAILITY
(e.g. ieadiIy avaiIalIe)

13.
LLVLL + USLR DLIINITION (leginneis, Iovei-inleinediale,
inleinediale, uppei-inleinediale, advanced)

14.
LAYOUT/CRAIHICS
(cIeai, alliaclive piinl, .)

15.
ACCLSSIILITY / ORCANISATION
(aiiangenenl of seclions, pails, ieading lexl, exeicises, .)

16.
IHYSICAL CHARACTLRISTICS
(e.g. space lo viile noles, fiII oul exeicises) (1-6)


18
17.
SUIILLMLNTARY MATLRIALS
(vocaluIaiy, lalIes, addilionaI ieading, video, elc.)

18.
CULTURAL IAS (1-6) (neeling lhe iequiienenls of nuIli-
cuIluiaI/IinguaI cievs/sludenls, yes/no)

19.
RLILRLNCL TO OTHLR MATLRIALS (naiiline iefeience
looks, convenlions, ieguIalions, suljecl lexllooks, .)

20.
CLNLRAL ASSLSSMLNT OI THL MATLRIAL
(ialing: 1 - 6)

OVERALL VALUE FOR MONEY (In casc nf cnmmcrcIa!
matcrIa!s) (ratIng: 1 - 6)

DEGREE OF APPROPRIATENE55 FOR A 5PECIFIC
COUR5E
(dcscrIptIvc asscssmcnt: vcry hIgh - hIgh - mcdIum - !nw)




























19
2. CHECKLI5T - INTERNAL FACTOR5 OF EVALUATION
Intcrna! CrItcrIa
Ycs/Nn, 5ca!ar RatIng,
DcscrIptInn, Cnmmcnt
21. IURIOSL / O}LCTIVLS - expIained in inlioduclion
22.
AIIROACH (acceplalIe lo couise cuiiicuIun, naiiline
aulhoiilies, naiiline indusliy)

23.
TYIL OI MARITIML LNCLISH (Conpiehensive/CeneiaI
Maiiline LngIish, iegislei-oiienled, genie-oiienled, spoken
connunicalion, .)

24.
THL NATURL OI LLARNINC
(conlenl-lased, skiII-lased, lask-lased, conpelence-lased,
.)

25.
CONTLNT IRLSLNTATION
(syslenalic coveiage of syIIalus, lopics coveied)

26.
ORCANISATION - Iayoul (conlenl cIeaiIy oiganized inlo
unils)

27.
SLQULNCLD CRADINC OI CONTLNT THLMLS AND
TOIICS

28.
AUTHLNTICITY (pIenly of aulhenlic Ianguage, nodified
lexls)

29.
COVLRACL OI SU}LCT CONTLNTS (IN THL
CURRICULUM)

30. CUIDANCL TO LLARNLR (in inlioduclion, unils)
31.
INTLRLSTINC & VARILD TOIICS & TASKS
(lo piovide foi diffeienl Ieainei IeveIs, slyIes) (1 - 6)

32.
DLVLLOIMLNT OI COMMUNICATIVL COMILTLNCL:
(1 - 6) fIuency in connunicalive funclions: iequesls, asking
queslions, peinission, possiliIily, piolaliIily, conpuIsion,
olIigalion, piohililion, deniaI, negalion)

33.
SMCI-ASLD TLXT & LXLRCISLS
(lolaIIy, pailIy, none)

34. IRONUNCIATION

20
35.
THL IOUR SKILLS (LISTLNINC, RLADINC, SILAKINC,
WRITINC) (Description of the methods, tasks, activities, and
degree of communicative competence for each skill separately)

36.
VOCAULARY DLVLLOIMLNT (1 - 6) (expIanalion and
piaclice): leininoIogy, nuIli-void IexicaI unils, LCI
IexicaI ilens in speciaIized use

37.
CRAMMAR (expIanalion and piaclice): (1 - 6) nodaIs,
lenses, passive, noninaIizalions, pieposilionaI/adveiliaI
phiases, synlax of conpIex senlences)

38.
DISCOURSL LLLMLNTS - TLXTUALITY (1 - 6)
(discouise naikeis, coheience, cohesion)

39. LXLRCISLS (1 - 6) (ieIevanl, lo-lhe-poinl, piaclicing)
40. SLQULNCLD CRADINC OI LXLRCISLS (1 - 6)
41. CLLAR INSTRUCTIONS foi exeicises (1 - 6)
42. KLY TO LXLRCISLS
43.
SUIILLMLNTARY (VISUAL/AUDIO) MATLRIALS
AVAILALL (audio casselle, video, CD, nuIli-nedia,
soflvaie , elc.)

44.
STUDLNTS CAN DLVLLOI OWN LLARNINC
STRATLCILS - INDLILNDLNT LLARNINC (1-6)

45.
CUIDANCL TO TLACHLR
(adequale, nol lo heavy piepaialion Ioad)

46.
ASLSSMLNT (1 - 6) (in exeicises, ievision/ieviev, finaI
lesl)

A55E55MENT (desciiplive evaIualion)


One finaI nole conceining checkIisl shouId le nade heie. CheckIisl aie nol onIy
inlended foi faciIilaling oiienlalion vhen naking fiisl gIance decisions on lhe
seIeclion of appiopiiale naleiiaIs oi iesouices foi any LSI oi Maiiline LngIish
couise. Suljeclivily is lhe nain eneny of any evaIualion foi any puipose and is
aIvays piesenl, no nallei hov inpailiaI oi un~liased sone naleiiaI/iesouice
nay le. In spile of nany disadvanlages alliiluled lhen, checkIisls have inposed

21
lhenseIves as a vialIe oplion and as one of lhe nosl oljeclive neans of
evaIualion. This does nol hovevei excIude any olhei neans of a noie 'hunane
assessnenl. In lhis Suivey no piefeience has leen given lo any pailicuIai naleiiaI
lecause il is a veII pioven piaclice lhal onIy a lhoughlfuIIy seIecled sel of vaiious
iesouices and naleiiaIs, conlined vilh piopei needs anaIysis, leacheis ovn
expeiience, and cIeai goaIs and oljeclives of a couise, aie IikeIy lo yieId lesl
iesuIls in leaching Maiiline LngIish.




































22
3.1 Gcncra! MarItImc Eng!Ish tcxtbnnks

In lhe piesenl sludy lhe checkIisl pioposed alove vas appIied on a nunlei of
Maiiline LngIish lexllooks avaiIalIe foi aulhois evaIualion. Hovevei, a noie
conpIele and puiposefuI evaIualion shouId aIso incIude evaIualion ly peei
leacheis as veII as sludenls of MLT eslalIishnenls oi liainees in lhe vaiious
speciaIized STCW and olhei couises. Theiefoie lhis iepoil ains al a sulsequenl
deveIopnenl a vel-lased evaIualion on lhe lexllooks suljecled lo lhe piesenl
evaIualion and inviles Maiiline LngIish leacheis vilhin lhe inleinalionaI
oiganisalions such as IAMU lo fuinish lheii evaIualion of lhe naleiiaIs nol
incIuded heie.

This sludy invoIves lhe anaIysis and checkIisl evaIualion of lhe foIIoving
Maiiline LngIish lexllooks / couise looks, oideied heie chionoIogicaIIy:

1. Slievens, I. (1972) Scafaring, CoIIiei-MacMiIIan IulI., London
2. Sanson, R.C. (1978) Tnc |anguagc cf |nc Natq in |ng|isn, Regenls
IulIishing Co., Nev Yoik
3. -----: (1985) Tnc Scafarcrs |anguagc Ccursc. Coniad Languages Lld.,
London
4. Iakey, T.N. (1987) |ng|isn fcr Mari|inc S|udics, 2
nd
ed., Iienlice-HaII
InleinalionaI, London
5. Nislel, A. & A. W. Kulz & C. Logie (1997) Mar|ins |ng|isn fcr Scafarcrs,
S|udq Pac| 1, MaiIins, Ldinluigh
6. Logie, C., L. Viveis, A. Nislel (1998) Mar|ins |ng|isn fcr Scafarcrs, S|udq
Pac| 2, MaiIins, Ldinluigh
7. Ielkova, V. & S. Toncheva (2OOO) Ccrrcspcndcncc and ccnnunica|icns in
Snipping, Handocc|, IzdaIeIska kisha STLNO, Vaina
8. van KIuijven, I. (2OO3) Tnc |n|crna|icna| Mari|inc |anguagc Prcgrannc
(|M|P). Rolleidan, lhe NelheiIands




The sludy ieveaIs lhe foIIoving cx|crna| fealuies of lhe seIecled naleiiaIs:

a. lhe lexllooks aie nainIy designed foi inleinediale lo uppei-
inleinediale IeveI sludenls, none acconpanied ly a video lhough
ciealion of nuIlinedia suppIenenlaiy naleiiaIs (CD) foi sone lilIes is
conpIeled (cf. Mar|ins Pac|s 1 c 2 and |M|P ly I. van KIujven) oi
undei vay

23
l. in leins of exliaIinguislic (i.e. suljecl conlenl and ils oiganisalion, lhe
lexllooks geneiaIIy foIIov lhe lhenes and lopics (lexls) of
lechnicaI/piofessionaI suljecls of lhe couises of sludy (naulicaI,
naiine engineeiing, naiiline Iav) - coveiage of cuiiicuIa is faiiIy
high in aII lexllooks, especiaIIy vilh iespecl lo STCW 78/95 (lhough
in sone lexllooks suljecl lo line/hisloiicaI iesliiclions)
c. lvo lhiids of lhe lexllooks aie suppoiled ly audiocasselles as
suppIenenlaiy naleiiaI. One lexllook (van KIujvens) is acconpanied
ly a CD-ROM, vhiIe pails of lhe sane CD-ROM aie avaiIalIe on lhe
inleinel (n||p.//ncnc.p|anc|.n|/~||uijtcn/)
d. pooi oi insufficienl cuIluiaI lias: vaiialions lelveen slandaid and ieaI
connunicalion, insufficienl insislence on aieaI and sociaI diffeiences
(UK ts. US void-foins, pionuncialion and usage, Maiiline LngIish as
inleinalionaI Ianguage nainIy spoken ly non-nalive speakeis,
Iinguislic aspecls of nuIli-nalionaI and nuIli-cuIluiaI cievs)
e. Iack oi conpIele non-exislence of leacheis looks and sludenls
voiksheels (in conliasl, van KIuijvens |M|P offeis pIenly of space foi
Ieaineis noles)
f. sleady inpiovenenl of Iayoul and giaphics (exceIIenl in van
KIuijven),
g. non-avaiIaliIily of lhe lexllooks Nos. 1, 2, & 3 (olsoIele, oul of piinl,
disconlinued)

l) Wilh iespecl lo in|crna| faclois of evaIualion (nelhodoIogicaI issues), lhe
lexllooks exanined exhilil lhe foIIoving chaiacleiislics:

(i) lhe puipose and oljeclives aie cIeaiIy expIained in lhe
inlioduclions
(ii) aIlhough nosl of lhe lexllooks foIIov lhe slialegies of lhe
connunicalive appioach, lhis is nol aIvays iefIecled in lhe
piaclising exeicises and assessnenl
(iii) leaching Maiiline LngIish is piedoninanlIy conpelence-lased -
lhis facl is nol sufficienlIy inpIenenled in exeicises and lhe
assessnenl pail of lhe lexllooks (excepl in Iakey, Spincic, lhe lvo
Mar|ins couiselooks and van KIuijven)
(iv) lhe oiganisalion (sliucluie) of lhe unils / Iessons is vaiied lul lhe
foIIoving noie oi Iess convenlionaI pallein is disceinilIe:

24
i. piediclion (lasic leins foi oiaI discussion)
ii. ieading lexl (vilh giaphicaI inseils)
iii. noles (nainIy on phiases and vocaluIaiy)
iv. exeicises (conpiehension, IexicaI, giannalicaI)
v. assessnenl (lhe Iasl eIenenl leing lhe veakesl poinl in
nosl of lhe naleiiaIs, excepl in MaiIins and van
KIuijven)
vi. giannai (eilhei in lhe lody of unils oi as a
suppIenenl)
vii. suppIenenls (vocaluIaiy, gIossaiy of leins, elc.)
(v) piaclicing SMCI/SMNV is a pailicuIai fealuie of sone of lhe
lexllooks (e.g. Tnc Scafarcrs |anguagc Ccursc, Ielkova-Toncheva
lexllook, and, alove aII, in van KIuijvens couiselook)
(vi) conlenl-lased Ieaining is appIied onIy pailiaIIy, lhough nosl of
lhe lexllooks IinguislicaIIy and lexluaIIy foIIov sone cognilive
piocesses in lechnicaI suljecls (e.g. in peifoining Ianguage lasks
iefIecling liue pioceduies: ship handIing opeialions, chailvoik,
naiialives and desciiplions of coIIisions, elc.). Van KIujivens
lexllook expiessIy foIIovs lhe piincipIes of conlenl-lased
insliuclion (cf. Iieface) especiaIIy in lhe concepl of exeicises
(vii) Iov slinuIalion of deveIoping sludenls ovn Ieaining slialegies
(excepl in Mar|ins, and in Ielkova-Tonchevas and van KIuijvens
lexllooks)
(viii) lhe piincipIe of aulhenlicily of lexl is piesenl in aII lhe lexllooks
lhough lo a vaiying degiee and in accoidance vilh lheii iespeclive
puipose
(ix) lhe foui Ianguage Ieaining skiIIs (ieading, viiling, Iislening,
speaking) aie a lypicaI fealuie in nosl of lhe lexllooks. These,
hovevei, diffei, in size and foin accoiding lo lhe puipose of lhe
lexllook and laigel Ieaineis. Tapesciipls aie offeied onIy in
Iakey and MaiIins lexllooks
(x) deveIopnenl of pionuncialion skiIIs is ieIaliveIy Iov consideiing
lheii inpoilance and ioIe in ensuiing safely connunicalion in
inleinalionaI naiiline lianspoil
(xi) vocaluIaiy deveIopnenl is a najoi fealuie of nosl of lhe
lexllooks sludied, especiaIIy piaclicing lhe naiiline leininoIogy

25
(xii) giannalicaI seclions and exeicises aie piesenl in aII lhe naleiiaIs.
IailicuIai allenlion has leen paid lo deveIoping connunicalive
skiIIs and funclionaI piaclice. AIso lo le noled is lhe Iack of
seclions oi insufficienl liealnenl of discouise anaIysis (coheience,
cohesion, sulslilulion, elc.) and piagnalics (e.g. foins of addiess
on loaid, in inleiaclion vilh lhe aulhoiilies elc., see Raafal Sakiis
1986)
(xiii) exeicises aie an inpoilanl pail of aII lhe lexllooks lhough
insufficienlIy vaiied (MaiIins and van KIuijvens lexllooks, again,
aie an exceplion)

(xiv) lhe lasks and Ieaining aclivilies aie insufficienlIy vaiied and aie
unsyslenalic (excepl in Iakey, MaiIins and van KIuijvens
lexllooks). Mosl lexllooks vouId lenefil fion noie exeicises
invoIving ioIe-pIay, paii-voik, insliuclions foi dedicaled gioup-
voik, Iislening conpiehension, nole-laking, inleivievs,
guessvoik and olhei cognilive Ieaining aclivilies, scenaiios,
piojecls, elc.
(xv) insliuclions foi lhe exeicises aie invaiialIy cIeai

(xvi) a nunlei of lexllooks Iack keys lo lhe exeicises, elc.

CeneiaIIy, il can le noled lhal aII lhe lexllooks niiioi, noie oi Iess cIoseIy,
geneiaI deveIopnenls in LLT and LIL, and especiaIIy LSI, ovei lhe Iasl lhiee
decades (pievaiIing appIicalion of lhe connunicalive appioach lo leaching, and
Ieaining foieign Ianguages, sleady lul sIov and iesliicled inlioduclion of conlenl-
lased Ieaining, Ieainei-cenlied aclivilies, cf. CoIe el aI. 2OO2).

Iion lhe poinl of viev of nodein leaching nelhodoIogy and lechnoIogy, lhiee
lexllooks, i.e.

- Mar|lns Eng|lsh for Seafarers: Stud Pack 1
- Mar|lns Eng|lsh for Seafarers: Stud Pack 1 S 2, and
- lnternatlona| Marltlme Language Programme (lMLP)

neel nosl of lhe iequiienenls of Ieainei-cenlied, conlenl-lased Ieaining and
connunicalive appioach lo Ieaining and leaching Maiiline LngIish. Lxcepl foi
lMLP, a highei degiee of nalch vilh lhe iequiienenls of STCW ceilificalion and
Maiiline LngIish syIIali is needed in lhe case of a nunlei of naleiiaIs. Mar|lns
Eng|lsh for Seafarers - Stud Pack 1, and pailicuIaiIy Stud Pack 2, aie exceIIenl
Ieaining naleiiaIs vhich fiII up an inpoilanl gap lelveen LngIish foi CeneiaI

26
Iuipose (LCI) and Maiiline LngIish as a speciaI lype of LSI. These lexllooks,
conlined vilh video/CD-ROMs, offei slialegies and aclivilies in connunicalive
Ieaining as veII as exeicises in Iinguislic funclions exlieneIy inpoilanl foi lhe
naiiline discouise/lexl (i.e. lopics such as: |ng|isn a| sca, A| |nc crcuing cfficc, |n
|ransi|, A safc|q cu||urc, uca|ncr rcpcr|, dcscrioing a prcccss, cnangcs and |rcnds,
rcpcr|ing oac|, ap|i|udc and appraisa|, uncs ca||ing, una|s occn nappcning, i| uscd |c oc
diffcrcn|, narinc prc|cc|icn, una| ucu|d qcu dc if ., nqs|crics cf |nc sca). The lvo
packages aIso seive as an effeclive passage lo lhe noie specific fealuies of
Maiiline LngIish, vhich aie lhe suljecl and oljeclive of lhe olhei couises
discussed alove. In lhe piocess of leaching Maiiline LngIish in lhe lhiee/foui-
yeai Sc couises al MLT eslalIishnenls, lhese nelhodoIogicaIIy exceIIenl
naleiiaIs aie highIy ieconnended foi use in conlinalion vilh lhe noie specific
lypes of Maiiline LngIish lexllooks, especiaIIy lhose deaIing vilh spoken
connunicalions, SMCI, elc. T.N. Iakeys Eng|lsh for Marltlme Studles is equaIIy
vaIualIe, especiaIIy foi Iovei inleinediale IeveI of sludenls vho aie Iess
acquainled vilh ships and lhe sea. Il can lheiefoie le ieconnended as an iniliaI
couise in Maiiline LngIish foi lhe sludenls of MLT eslalIishnenls of secondaiy
educalion. Olhei lexllooks sludies heie aie sonevhal infeiioi nelhodoIogicaIIy
lul lhey exhilil a highei degiee of coveiage in iespecl of naiiline-ieIaled suljecl
conlenls. This is undoulledIy lhe iesuIl of lhe diffeienl puiposes and oljeclives as
veII as lhe hisloiy of Maiiline LngIish lexllooks. WhiIe MaiIins lexllooks veie
fiisl designed as in-house naleiiaIs lhey piinaiiIy neel lhe specific iequiienenls
of acquiiing skiIIs in LngIish foi CeneiaI Iuiposes (LCI) and onIy secondIy foi
Maiiline LngIish, Ieaving lhe leaching of speciaI Maiiline LngIish (a sul-division
of LSI), lo noie specific lexllooks, e.g. lhose Iisled undei nunleis 3, 5, 8 and 9
alove.

IinaIIy, a connenl on lhe lopics coveied ly lhe lexllook/couiselooks sludied
heie. As aIieady slaled lhey aII noie oi Iess, neel lhe nininun iequiienenls of
STCW 78/95. Hovevei, lhey aie aIso designed foi Maiiline LngIish laughl in lhe
Sc couises in naiiline sludies and shouId lheiefoie aIso go fai leyond STCW.
Heie is lhe Iisl of nosl connon lopics coveied ly lhe lexllooks sludied. The
seIeclion and oideiing of lopics found in lhe lexllook Marltlme Eng|lsh (IlaIian
edilion, Iiilchaid 1999) seens piaclicaI foi lhe puipose of anaIysis, lhough sone
of lhe lexllooks go inlo nuch noie delaiI in sone tnpIcs:

- ship design and consliuclion (sliucluiaI nenleis, huII, nachineiy,
equipnenl, geneiaI aiiangenenl pIan, naiks, neasuienenls and
lonnage)
- shipluiIding

27
- nachineiy (piopuIsion and auxiIiaiy: dieseI engines, shafls &
piopeIIeis, fueI syslen, cooIing syslen, Iuliicaling syslen, ships
piping, eIecliicaI, fiie-fighling and olhei syslens, ieveising,
aulonalion, UMS)
- lypes of ships
- lhe neichanl ship and ils oiganisalion (naslei, officeis and ialings in
lhe deck & engine-ioon depl., duaI-puipose officei, geneiaI-puipose
nanning syslen
- ocean sludies, oceanogiaphy, hydiogiaphy (nolions of lhe ship)
- naiine neleoioIogy
- poils, poil faciIilies, poil sliucluies
- caigoes, lypes of caigo, caigo handIing equipnenl
- Ioading a vesseI (lankeis, conlainei ships, luIk caigo ships, elc.)
- ship handIing / nanoeuviing (unleilhing, anchoiing, leilhing, heavy
vealhei iouline)
- vesseI undeivay, aiiivaI al a poil (piepaialions on loaid and in lhe
poil, docunenls), piIolage and lovage
- navigalion (geneiaI inlioduclion, coaslaI, asliononicaI, eIeclionic,
saleIIile, CIS, lhe navigaling liidge, eIeclionic NAVAIDS, sea chails,
eIeclionic chails, ollaining a ships posilion)
- lhe naiine iadai, inlegialed liidge)
- safely al sea / safely al voik
- coIIision ieguIalions
- luoyage syslens
- naiiline connunicalions (SMCI, naiiline VHI exchanges, disliess,
uigency, safely, ship iepoiling schenes, iouline, CMDSS, SAR
connunicalions)
- nedicaI aid

In addilion lo lhe alove, lhe foIIoving lopics aie found undei specific lexllook
lilIes Iike Ships usiness, Maiiline Lav, Ships Coiiespondence, elc.:




28
- shipping pioceduie,
- Ships Docunenls (Iapeis): Ceilificale of Regisliy, Insuiance IoIicy,
docunenls ieIalive lo HuII, Machineiy, Lquipnenl, Safely Ceilificales
- shipping docunenls (iII of Lading, Chailei Iailies, Caigo Manifesl,
Nolice of Readiness, Males Receipl)
- Loading / Slovage IIan,
- CIeaiance of vesseIs, cuslons cIeaiance, poil ieguIalions
- Docunenls on ships aiiivaI al and depailuie fion a poil
- Sea Iiolesl
- Ciev and Iassengei Docunenls
- No-Cuie No-Iay
- Lxliacls fion sone lasic IMO Convenlions
- AilicIes of Agieenenl, elc.

The lopics alove can le suppIenenled fion nany souices on Maiiline LngIish
foi Deck Officeis. Ioi upgiading lhe Iisl of lopics ve ieconnend lhe seiies of
couise looks ly Tienknei al aI. Eng|lsch fuer Schlffsoffltlere (Mari|inc |ng|isn fcr
Snips Officcrs. Ccrc and Spccia| Ccurscs, see leIov). Marltlme Eng|lsh, a couiselook
ly Iiilchaid (1995) pulIished ly SkoIska knjiga, Zagiel, and lhe second anended
edilion ly DeI ianco Ldiloie, Udine, IlaIy (1999), exhilils a nunlei of fealuies
(advanlages and disadvanlages) discussed alove lul has nol leen coveied in lhis
suivey on accounl of inescapalIe aulhois lias.

This iepoil lheiefoie enphasises lhe necessily foi Iaying dovn acceplalIe IAMU
slandaids foi deveIoping and designing a conpiehensive (aII-incIusive) Maiiline
LngIish lexllook (e.g. I. van KIjijvens |M|P) as a ieconnended nodeI leaching
naleiiaI al IAMU naiiline coIIeges, acadenies oi univeisilies. These slandaids
shouId incIude lhe foIIoving:

a) connonIy agieed syIIalus (lased on IMO ModeI Couise 3.17 pIus LU, ISI
and nalionaI iequiienenls pIus syIIalus-ieIaled expeiience of Maiiline
LngIish leacheis),
l) lexllook oiganisalion inlo a sel of olIigaloiy unils accoiding lo suljecl-
nallei (i.e. conpiehensive coveiage of conlenl suljecls, see alove)
c) IeveI of laigel sludenls (piefeialIy inleinediale and alove)

29
d) slandaids on connunicalive conpelence lo le acquiied aflei conpIelion
of lhe couise
e) nininun slandaids of conlenl-lased Ieaining conlained vilhin lhe
lexllook
f) degiee of aulhenlicily of lhe naleiiaIs
g) Ieaining skiIIs (ieading, viiling, Iislening, speaking, vocaluIaiy, giannai,
discouise and piagnalics)
h) a sel of olIigaloiy lasks and aclivilies ensuiing diveisily and alliacling
sludenls inleiesl (e.g. ioIe-pIay, paii-voik, nole-laking, naking an
oulIine, iepoil viiling, inleivievs, piojecls, elc.)
i) deveIopnenl of sludenl seIf-Ieaining slialegies,
j) ciileiia and foins of assessnenl
k) deveIopnenl of acconpanying videos, audiocasselles, and nuIlinedia
CD-ROMs.


3.2 NautIca! tcxtbnnks / cnursc bnnks - tcxtbnnks fnr dcck nffIccrs

The noie specific, naulicaI LngIish lexllooks, oi lexllooks foi deck officeis aie
nany and vaiied in oljeclives, scope, laigel Ieaineis IeveI, elc. Heie is a Iisl (in
chionoIogicaI oidei) of sone of lhe noie pioninenl ones, videIy knovn and used
in lhe MLT eslalIishnenls:

1. Tienknei, I, el., aI. (}. DaleIs, C. Iischei, T. Kupey), (1986,1987, 1989,
199O) Eng|lsch fr Schlffsoffltlere (Maiiline LngIish foi Ships
Officeis: Coie and SpeciaI Couises). Roslock, Ceinany:
IngenieuihochschuIe fuei Seefahil Wainenuende/Wusliov,
Roslock, Sofl covei look seiies lolaIing 314 pages (Ceinan/LngIish),
incIuding:

a) Grundkurs l - Schlffsfhrung, Arbeltsheft 1
(lopics: saiIois, ships and lheii lasks, piIol on loaid, voyage
iepoil, ashoie, caigo handIing)
l) Grundkurs l - Schlffsfhrung, Arbeltsheft 2
(Topics: lhe vealhei, sickness on loaid, poil of London, pails
of a ship)

30
c) Grundkurs ll - Schlffsfhrung, Arbeltsheft 1
(Topics: Ieaving and enleiing poils, naulicaI pulIicalions,
safely aloaid ships, iadio nessages I)
d) Grundkurs ll - Schlffsfhrung, Arbeltsheft 2
(Topics: InleinalionaI sealoine liade, navigalionaI
insliuclions, Ielleis, neleoioIogicaI navigalion)
e) Setla|kurs l - Schlffsfhrung, Arbeltsheft 1
(Topics: Sea piIol, piIolage, cIeaiance of vesseIs, cuslons
cIeaiance, poil ieguIalions)
f) Setla|kurs ll - Schlffsfhrung, Arbeltsheft 2
(Caigo handIing, Nole of piolesl, VTS connunicalions, iII of
Lading, Chailei paily)
g) SAR-Oeratlons, He|lcoter Oeratlons
(casselle liansciipls)
h) Setla|kurs lll - Marltlme Medlca| Sertlce
(MedicaI seivice al sea, lhe hunan lody, nedicaI advice al sea,
accidenls & injuiies, naiiline decIaialion of heaIlh)
2. Schoennakei, I.W. Eng|lsh for Shls Offlcers, Ansleidan
3. NiinisaIo, L, Nautlca| Text, (1985 ) HeIsinki, IinIand: VaIlion
Iainaluskeskus, Sofl covei look, 29O pages, ISN 951-859-468-6 ,
Iinnish/LngIish
4. Raafal Saikiis, A, (1986) An lntegrated Baslc Marltlme Eng|lsh
Course Based on the |lndlngs and lm|lcatlons of a Detal|ed Text-
Ana|sls of a Corus of Marltlme Eng|lsh Wrltten Dlscourse, Second
Ldilion , ook, LngIish
5. IIucinska, LIzliela & Hanna Svialkievicz (1994 ) Nautlca|
Pub|lcatlons ln Practlca| Natlgatlon, Szezecin: Wyzsza SzkoIa
Moiska W, Szezecinie, Sofl covei look, 224 pages, ISN 83-86494-O5-
O, IoIish/LngIish
6. Wu Denao (1994 ) Nautlca| Eng|lsh, (DaIian, China: DaIian Maiiline
Univeisily Iiess) , Sofl covei look vilh a leacheis nanuaI, 687
pages, ISN 7-5632-O765-1/H.82, Chinese/LngIish

31
7. Iiilchaid, oiis(1995 ) Marltlme Eng|lsh l, Zagiel:SkoIska Knjiga
/Univeisily of Rijeka, Sofl covei look, 35O pages, LngIish/Cioalian,
ISN 953-O-3O3O3-3
8. Uiile-Lchevaiiia, } & R. Sanchez (1997 ) Nautlca| Eng|lsh l
(1
sl
Connon Couise), 5OO pages,
9. Uiile-Lchevaiiia, } & R. Sanchez (1997) Nautlca| Eng|lsh ll
(2
nd
Couise: Navigalois )
1O. Uiile-Lchevaiiia, } & R. Sanchez (1997) Nautlca| Eng|lsh lll
(3
id
Couise: Navigalois), 5OO pages.
11. Uiile-Lchevaiiia, } R. Sanchez (1997) Nautlca| Eng|lsh lV
(4
lh
Couise: Navigalois ) 5OO pages


Though lhis iepoil enconpasses onIy a Iiniled nunlei of lexllooks, lhe lolaI
nunlei of such lexllooks is ienaikalIe. Il is hovevei difficuIl, if inpossilIe, lo
Iisl lhe exacl nunlei of CeneiaI Maiiline LngIish and specific naulicaI oi
Maiiline LngIish lexllooks. Ioi a noie conpIele Iisl see SuppIenenl No.1. Il
shouId le noled lhal lhis Iisl is faiiIy iepiesenlalive lul fai fion exhauslive.
Readeis, i.e. leacheis of Maiiline LngIish al IAMU MLT eslalIishnenls, aie
lheiefoie inviled lo nake lheii conliilulion lo lhis iepoil ly upgiading lhe Iisl via
e-naiI (lopiipfii.hi) adding delaiIs of lheii ovn lexllooks oi lhe lexllooks lhey
use oi aie avaie of.


3.3 Tcxtbnnks fnr marInc cngInccrs and cngInccr nffIccrs

The nunlei of naiine Lngineeiing LngIish lexllooks is conpaialIy Iov.
RecenlIy, hovevei, a nunlei of lexllooks have appeaied. These incIude (in
chionoIogicaI oidei):

1. Lopez, L, SpiegeIleig, } M, and CiiiIIo, I, (1991 ) |ng|cs Tccnicc Nata|,
(Cadiz, Spain: Univeisade de Cadiz,) ook, lapes, LngIish/Spanish
2. Zhang, ShaoIin, (1993 ) Prac|ica| |ng|isn fcr Marinc |nginccrs, (Shanghai,
China: Shanghai -Scienlific TechnoIogy Iiess, ) Sofl covei look vilh 4
audio lapes, 326 pages, ISN 7-5323-3234-9/H.12, Chinese/LngIish
3. Fabe, Duan, (1997 ) English for Maritime Engineers, Portoro: Fakulteta za
Pomorstvo in Promet, Soft cover book, 229 pages, SIovenian/LngIish

32
4. Uiile-Lchevaiiia (1997) Tccnnica| |ng|isn | fcr Marinc |nginccrs
( 2
nd
Ccursc |nginccrs), 5OO pages
5. Uiile-Lchevaiiia (1997) Tccnnica| |ng|isn || fcr Marinc |nginccrs
(4
|n
Ccursc |nginccrs), 5OO pages
6. Spincic A. Luzei }. (1999): |ng|isn in Marinc |nginccring Ccnnunica|icn,
Adanic, Rijeka, Haid Covei 63O pages, Cioalian/LngIish
7. Spincic, A., Iiilchaid (1999) |ng|isn Tcx|occ| fcr Marinc |nginccrs. Rijeka
CoIIege of Maiiline Sludies, Rijeka
8. Spincic, A. (2OO2) |ng|isn Tcx|occ| fcr Marinc |nginccrs |. IacuIly of
Maiiline Sludies, Rijeka
A speciaI iepoil on lhe evaIualion of lhese naleiiaIs viII foIIov shoilIy.


3.4 Tcxtbnnks fnr marItImc (VHF) cnmmunIcatInns

1. LangIey I.I., Ouviy I.: VH| Yacn|nas|cr, AdIaid CoIes Liniled, 1984,
ISN O-229-1172O-1, Sofl covei look, 83 pages, LngIish, Casselle incIuded.
2. Weeks, I I, (1986) latc|cng|n, Madiid, Spain: LdiloiiaI AIhanlia, S.A.,
ook, lapes, LngIish
3. Tienknei, I, el., aI., (1986,1987, 1989) |ng|iscn fucr Scniffscffizicrc, Roslock,
Ceinany: IngenieuihochschuIe fui Seefahil Wainenunde/Wusliov,
Roslock, Sofl covei look seiies of six lookIels lolaIing 314 pages,
Ceinan/LngIish
4. Weeks, I I, CIovei, A, }ohnson, L and Slievens, I, (1988 ) Scaspca|
Training Manua|, London, UK: Ieiganon ooks Lld., Sofl covei look, 197
pages, lapes, LngIish
5. Iischei, C, and Tienknei, I (199O ) |ng|isn in Scarcn and Rcscuc. (Roslock,
Ceinany: HochschuIe fui Seefahil Wainenunde/ Wusliov, Sofl covei
look, 3O pages, lapes, Ceinan/LngIish
6. Ielkova, V and VeIinova, S, (1991 ), Snips Ccrrcspcndcncc and
Ccnnunica|icns a| Sca - Uscrs Guidc, (Vaina, uIgaiia: STLNO), Sofl covei
look, 291 pages, uIgaiian/LngIish
7. Wang Qinchao (1992 ) Prac|ica| |ng|isn Ccntcrsa|icn fcr Marincrs, (DaIian,
China, DaIian Maiiline Univeisily Iiess), Sofl covei look, 289 pages
,ISN 7-5632-O523-3/H.53, Chinese/LngIish

33
8. Ye, C, and Chen, Y, (1992) |ng|isn Ccntcrsa|icn fcr Marincrs, }inei
Navigalion Inslilule
9. Ye, C, (1993 ) Sca Rcad and Spca|, }inei Navigalion Inslilule
1O. Zhu, K, Yuan, L, Ouyang, Z, and Luo, W, (1992 ) |ng|isn Ccntcrsa|icn fcr
VTS Opcra|cr and Scancn, (DaIian, China: DaIian Maiiline Univeisily),
ook, Chinese/LngIish.
11. Sydney, N.S., SARninc|cgq, (Canada:1993 ) Tianspoil Canada Sofl covei
look, 98 pages, Iiench/ LngIish
12. }ediaszezak, Heniyk & }acek Rocing (1994) Ccnnunica|itc |xcrciscs in
|MO S|andard Marinc Vccaou|arq, Szezecin: Wyzsza SzkoIa Moiska W.
Szczecinie, Sofl covei look, 141 pages, ISN 83-86494-O6-9,
IoIish/LngIish
13. Heniiksson, L (1995 ) Radic Ccnnunica|icns a| Sca - Dis|rcss and Safc|q
Ccnnunica|icns, (Tuiku, IinIand) Sofl covei look, 42 pages, ISN 951-
96972-4-1, Svedish/LngIish
14. Iiilchaid, . (2OO3) Mari|inc Ccnnunica|icns a| Sca and SMCP,
hllp://liod.pfii.hi/~lopii
15. Tienknei, Ielei, (in Iioduclion) |MO-S|andard Marinc Ccnnunica|icn
Pnrascs Audic Ccursc fcr Upgrading VTS Opcra|crs. ased on IMO SMCI
Iail III/6, VTS Slandaid Ihiases, LngIish and Ceinan
16. KIuijven, I. C. van (2OO3) Tnc in|crna|icna| Mari|inc |ng|isn |anguagc
Prcgrannc, An |ng|isn Ccursc fcr s|udcn|s a| Mari|inc Cc||cgcs and fcr cn-
ocard |raining, SMCP inc|udcd. CD-ROM piesenlalions, Texls, Tasks and
Iiojecls. AIk & Heijnen IulIisheis, AIknaai

3.5 Tcxtbnnks fnr Eng!Ish In MarItImc Law & 5hIppIng

1. (Danish aulhoi) Snips ccrrcspcndcncc (exacl lilIe and lhe pulIishei
unknovn), Sofl covei, 48 pages
2. Kalaizyska, , and KiyIuk, S, (198O ) Ma|cs Ccrrcspcndcncc, Cdansk,
IoIand: Wydavniclvo Moiskie, sofl covei look, 158 pages,
IoIish/LngIish
3. Kalaizyska, , (1988) Nc|cs cn Snips, Pcr|s and Cargc, (Cdansk,
IoIand: Wydavniclvo Moiskie Cdansk,) Sofl covei look, 295 pages,
IoIish/LngIish

34
4. Radice, I, (1989) |ng|isn fcr in|crna|icna| Tradc, Thiid Ldilion, Suiiey,
UK: Thonas NeIson and Sons Liniled, Sofl covei look, 112 pages,
LngIish
5. Chen, Zhigen (199O), Mari|inc 8usincss |ng|isn- Rcading and lri|ing,
(DaIian, China: DaIian Maiiline Univeisily Iiess), Sofl covei look,
278 pages, ISN7-5632-O265-x/H.23, Chinese/LngIish
6. Ian Miaofu (1993) |ng|isn Ccrrcspcndcncc fcr |n|crna|icna| Snipping
8usincss, (Shanghai, China: aijia Iiess), Sofl covei look, 226 pages,
ISN7-8O576-411-5/H.O1
7. Iiilchaid, oiis (1989/1994) Snips 8usincss in |ng|isn, Ionoiski
fakuIlel, Rijeka, Cioalia. Sofl covei look, 342 pages, Cioalian/
LngIish,
8. Iale, Dusan (1995) Snipping 8usincss fcr Nau|ica| S|udcn|s, Ioiloioz:
VIIS., Sofl covei look, 139 pages, SIovenian/LngIish
9. Ielkova & Toncheva (2OOO) Ccrrcspcndcncc and ccnnunica|icns in
Snipping, Vaina, uIgaiia


3.6 Othcr tcxtbnnks (grammars, ctc.)

1. Taloas Vasquez, } , and Ieiez, I I, (1984 ) Cianalica IngIesa e
IngIes Maiilino, Vigo, Spain: Don Heniique, ook, Tapes,
LngIish/Spanish
2. Vazquez, }ose . Taloas & Ieinando Ieinandez Ieiez, Cianalica
IngIesa e IngIes Maiilino (3
id
Ldilion) (1984 ) Vigo : Maiilino-
Iesqueio daI AlIanlico, Sofl covei look, 398 pages, ISN 84-3OO-
3. Luzei, }. Spincic A.: An OulIine of LngIish Ciannai foi Seafaieis,
Ionoiski fakuIlel 1994, Cioalia, Texls in Cioalian/ LngIish. Sofl
covei look, 274 pages, key lo lhe exeicise







35
4. Conventional audiovisual materials in Maritime English

As a Ianguage looI video is highIy nolivalionaI. Il cieales posilive alliludes lo
Ianguage Ieaining and uses an inlegialed skiIIs appioach aIIoving lhe foui
Ianguage Ieaining skiIIs lo le piacliced aIongside, as in ieaI Iife (cf. Kiashen 1981
and Hulchinson 1992). The video couises in Maiiline LngIish have leen pioduced
ly lhe Ieading voiId naiiline video and CD ROM pioduceis Iike VIDLOTLL oi
SLACULL lul a gieal nunlei of lhen aie in-house naleiiaIs, designed ly MLT
inslilulions foi educalionaI puiposes (ANCLOSLA) oi ly individuaI leacheis as
lheii ovn suppoiling naleiiaI (e.g. La Spezia, Odessa, elc.).

The nain advanlages of using video in LLT and LIL as veII as Ieaining and
leaching Maiiline LngIish aie lhe foIIoving

(a) ly exposing lhe sludenls lo diiecl, conlexluaIized expeiience audiovisuaI
naleiiaIs aid conpiehension, e.g.:
1. as a piediclion pioceduie siIenl vieving of Iead-in video slinuIales
discussion (fosleiing vhal Ieaineis aIieady knov and heIping lhe
Ieainei piedicl lhe lopic, conlenl, Ianguage skiII and conpelence lo le
acquiied)
2. 'fieeze-fianing (a singIe fiane of a nolion picluie iepealed a nunlei
of lines so as lo slop nolion and cieale lhe effecl of a sliII phologiaph
foi dianalic enphasis) lo eIicil and leach lechnicaI vocaluIaiy foi
lopic conpiehension (using expeiienliaI knovIedge of e.g. navigalion,
seafaiing, naiine engineeiing, elc.), foIIoved ly lhe aclivilies of lhe
lype 'sound onIy and 'jigsav vieving
3. lhey eIicil avaieness of lhe inpoilance of paiaIinguislic
conpiehension (e.g. on loaid connunicalion chunks in anchoiing,
leilhing, elc.)

(l) lhey aie lhe lesl looIs foi deveIoping Iislening slialegies: e.g. using sliII
picluies fion lhe video conlined vilh lhe aclivily look in pie-Iislening,
vhiIe- and posl-Iislening/vieving aclivilies
(c) lhey foslei 'inleiaclion of lhe sludenl vilh lhe video, lhus encouiaging
aclive Ieaining, e.g. foi ioIe-pIay puiposes, lo oveicone connunicalion
difficuIlies
(d) ly luining ieceplive inlo pioduclive skiIIs lhey aie usefuI in giannai
piaclice and vocaluIaiy exlension,

36
(e) videos aIIov a vaiiely of cognilive aclivilies, exeicise lypes (vhiIe- and
especiaIIy aflei valching) vhich ensuie inleiesl encouiaging sludenls lo
lhink foi lhenseIves and piolIen-soIving (e.g. nalching, IaleIIing,
pulling diaIogues in chionoIogicaI oidei, Iislening conpiehension, lIank
space on lhe cIoze handoul, gisl-Iislening, leaching nole-laking slialegies,
vocaluIaiy geneialion, sunnaiising)
(f) encouiage seIf-sludy.

The najoi advanlage of audiovisuaI naleiiaIs in LSI is lhal lhey aie used lo
piesenl lo lhe Ieainei iecoidings of lhe ieaI silualion he is IikeIy lo le faced vilh
in his ioIe as a sludenl and Ialei on as a pailicipanl in pailicuIai suljecl speciaIily,
e.g. deck officeis, naiine engineeiing officeis oi duaI-puipose naiiline officeis.

AIlhough videos aie iecenlIy consideied as oul-daled and aie leing suppiessed
ly nuIlinedia CD ROMs, lhey aie sliII a veiy usefuI lype of naleiiaI nainIy
lecause lhey aie sinpIe lo use and can le appIied foi deveIoping a vaiiely of
skiIIs and foi conducling Ieainei-oiienled cIassioon aclivilies.

Due lo lhe Iack of quaIily evaIualion lechniques (usuaIIy negalive poinls aie
enphasised onIy) and loo nany vaiialIes lo neasuie, il is difficuIl lo sel up an
evaIualion checkIisl foi naiiline audiovisuaI naleiiaIs. Hovevei, sone of lhe
noie ieIevanl ciileiia foi naking a possilIe checkIisl can le suggesled heie:











37
























Checklist for maritime audiovisual materials:

1. learning outcome / expected results / training objectives in using video (task-based:
how to conduct a certain operation on board, how to deal with a situation at sea, e.g.
crossing situation, how to communicate with the coastguard or harbour authorities,
etc.)

2. target learners (age, level, previous experience, etc.)

3. role of the video material: to present content, to practise language: vocabulary,
structure, discourse features; content-based learning, to provide a resource for the
learner, to check or test the knowledge)

4. content (main topics): content covered vs. curriculum requirements, main topics

5. methodological approach:
- strategies: whole class, group, pair, individual, self-study,
- skills development: listening for gist/making an outline, detailed listening,
summarising, reporting, note-taking, conversation skills, VHF communication
skills; tasks; giving / following oral instructions
- activities: role-play (e.g. preparing for the manoeuvre); preparing own report.
etc.; information transfer
- vocabulary development
- language practice: syntactic structures; questioning, comparing; cause and effect,
fact vs. opinion; discourse markers, etc.
- project design

6. instructions to use the video (to the learner and teacher)/facilitator)

7. interactive power (in contents, activities and exercises)

8. motivating power of the video: credibility, authenticity, up-to-date material,
attractiveness (layout, diagrams, animations, headings)

9. supporting material (activity book, user manual, handouts, worksheets)

10. Supplements (transcripts, key to the exercises, vocabulary, etc.)

11. technical considerations

38
The naiiline LngIish audiovisuaI naleiiaIs can le divided inlo conneiciaI video
couises (IaigeIy ly Vidcc|c| and Scagu||), in-house naleiiaIs (ANG|OS|A, |S|),
pulIic infoinalion videos (|MO, |T|, |TU, case sludies, iepoils, insliuclions),
conpany videos (shipping conpanies, poil aulhoiilies), docunenlaiies (TV and
analeui video iecoidings), and a nuIlilude of videos piepaied ly individuaI
Maiiline LngIish leacheis. Mosl of lhen aie ieaI-conlenl naleiiaIs, i.e. seIecled
and oflen nodified foi leaching puiposes lul can aIso conlain aulhenlic, caiiiei-
conlenl naleiiaI. Whalevei lheii funclion, hovevei, lhey nusl exhilil ieaI
silualions al sea, ieaI connunicalion, iefIecling nuIli-nalionaI, nuIli-Iinguislic
and nuIli-cuIluiaI chaiaclei of naiiline discouise. The naiiline video couise
naleiiaIs avaiIalIe and lesl knovn lo lhe aulhoi aie:

1. Undcrs|anding |ng|isn cn 8card Snip, VideoleI,
2. |ncrgcncq Radic Prcccdurcs, US Coasl Cuaid, 199O
3. ANG|OS|A Mcdu|c 1: S|. |aurcncc Scauaq, Maiiline Lecluieis
Associalion & The Canadian Coasl Cuaid CoIIege Iiess
4. ANG|OS|A Mcdu|c 2, Vcssc| Traffic Scrticcs. Tnc |ng|isn Cnannc|, The
Canadian Coasl Cuaid CoIIege Iiess

Nole lhal sone of lhe veII knovn, videIy used videos, e.g. lhose pioduced ly
VideoleI, aie nov avaiIalIe in nuIlinedia foin (on CD-ROMs) and aie lheiefoie
deaIl vilh in lhe nexl seclion. Due lo space consideialions lhis anaIysis viII onIy
covei lvo seIecled audio-and-auiaI naleiiaIs:

1. Understandlng Eng|lsh on Board Shl, VideoleI (in associalion vilh The
Sleanship MuluaI Undeiviiling Associalion, einuda, Lld.), 1995
- The video couise is designed foi lhe useis vho have a giasp of LngIish as
iequiied ly IMO STCW 1978/95 - inleinediale, il is inlended piinaiiIy
foi liainei Ied sludy
- Il consisls of len scenaiios in lvo packages: NoinaI opeialions (liidge
ioulines, lunkeiing, anchoiing, nachineiy opeialions, enliy inlo encIosed
spaces) and Lneigency opeialions (engine ioon faiIuie, engine ioon fiie,
sleeiing faiIuie, poIIulion conlainnenl, nan oveiloaid)
- The inlioducloiy insliuclions aie cIeai and incIude: geneiaI infoinalion
aloul lhe video, aloul lhe ManuaI, insliuclions lo lhe Tiainei, insliuclions
on hov lo use lhe video (i.e. lefoie, duiing and aflei valching), using lhe
lexl, insliuclions lo lhe sludenl, noles on Connunicalions on loaid, and
Allievialions.

39
- Lach unil/scenaiio is cIeaiIy sliucluied and consisls of: 1. Synopsis (sciipl)
foIIoved ly noles foi conpiehension oi leins and vocaluIaiy use, 2.
VocaluIaiy: lasic leins and exlended (phiases elc.), 3. Language lips (e.g.
giving oideis, asking a queslion, poIile voids, elc.) foIIoved ly exeicises.
- SuppIenenl: Ansveis lo Lxeicises
- The sludenl is veII guided lhiough each unil ly a sel of cIeai insliuclions
as lo lhe aclivilies Iinked lo lhe video, lhe leachei has lhe lask of ensuiing
vaiiely and nolivalion in doing lhe exeicises and video-ieIaled aclivilies
- The video (lvo packages) is especiaIIy ieconnended foi sludenls of
diffeienl nalionaIilies vho aie aloul lo slail lheii seagoing caieei and vho
need faniIiaiising vilh shiploaid Iife, naiiline leins and Maiiline
LngIish al lhe Iovei inleinediale IeveI, SMNV/SMCI phiases aie used
and piaclised lhioughoul
- Though sinpIicily of expiession is advocaled in lhe inlioduclion, sone
inslances of conpIicaled senlences in lhe lexl of lhe sciipls sonelines
conliadicl vilh lhis cIain

2. ANGLOSEA Modu|e 2, Vesse| Trafflc Sertlces: The Eng|lsh Channe|, The
Canadian Coasl Cuaid CoIIege Iiess, 1994
- Conliilulois lo ModuIe 2: }. C. KeIIy, C. Tiudeau, A. Aucoin, S.
Szpakovski, D. Moilin
- The couise is lhe iesuIl of lhe ANCLOSLA piojecl inilialed ly lhe IMLA
Sul-Connillee on Maiiline LngIish
- Oljeclives: lhe couise is designed foi inleinediale IeveI sludenls and ains
al Ieaineis connunicalive conpelence, i.e. al nasleiing lhe use of LngIish
in lypicaI silualions al sea, vilh enphasis on VHI connunicalions and
speciaI iepoiling foinals (MARLI), conpIying vilh SLASILAK and
SMNV(SMCI) and olhei slandaidised VHI convenlions - lhe usei is aIso
faniIiaiised vilh sone ieaI, non-slandaid connunicalions, lhe couise is
conpelence-lased iequiiing lhe sludenl lo peifoin VHI connunicalion
opeialions
- Il conlains foui nain lhenalic unils vilh a nunlei of sul-lopics coveiing
lhe conpIele (lhiee-day voyage) scenaiios of a vesseI passing lhiough a
sliail and aiiiving al a poil: 1. Celling slailed (lhe vesseI, lhe ciev,
appioaching lhe LngIish ChanneI, VTS), 2. Conlacling VesseI Tiaffic
Cenlies (VTS in LngIish ChanneI, Conlacling Scheveningen Radio, Making
a MARLI), 3. Appioaching Dovei Sliail (IiIolage, Repoiling lo Dovei
Coaslguaid, Cii Nez Tiaffic, Lnleiing Dovei Sliail), 4. Moniloiing Tiaffic

40
Movenenl (Infoinalion uIIelins, Tiaffic VioIalions, Rolleidan Hailoui).
These aie in conpIiance vilh lhe iequiienenls of STCW 78/95 on
Maiiline LngIish
- Appendixes: video sciipl, Lisl of Ciev, Ships Log, COLRLCS, Safely on
lhe ChanneI - A Case Sludy, Lisl of Iiguies
- The couise consisls of one video casselle, sludenl voiklook, leacheis
nanuaI
- The couise deveIops aII foi skiIIs lhough Iislening and speaking skiIIs
pievaiI. CuideIines lo lhe use of video and sludenl voiklook aie cIeai and
ensuie slepvise Ieaining, lhe sludenl is iequiied lo do a nunlei of lasks,
voiksheel exeicises on lhe lasis of lhe video lexl, and a iich vaiiely of pie-
, vhiIe, and aflei vieving aclivilies (inleivievs, ioIe-pIay, Iislening
conpiehension, vocaluIaiy deveIopnenl, nole-laking vhiIe Iislening,
viev and Iislen, viev and check, conducling exchanges, elc.)
- Language piaclice and vocaluIaiy deveIopnenl aclivilies aie iich and
diveise and aie veII inlegialed inlo conpelence-lased liaining
- Unil ievievs and lhe finaI noduIe ieviev aie a vaIualIe fealuie of lhe
couise
- This is an exceIIenl video couise on Maiiline LngIish, encouiaging lolh
lhe usei and lhe leachei lo use a vaiiely of video-lased piaclicaI exeicises
in an allenpl lo achieve lask-lased conpelence-oiienled Ieaining. Though
viillen lefoie lhe iecenl issue of IMO SMCI 2OO1, il is sliII an veiy good
couise foi piaclicing naiiline VHI connunicalions, especiaIIy vhen
conlined vilh olhei lexllooks and CALL piogiannes.





41
5. MarItImc Eng!Ish and Cnmputcr-AssIstcd Languagc LcarnIng
(CALL)

The sludy of Maiiline LngIish naleiiaIs in lhis seclion incIudes nuIlinedia CD-
ROMs, foinei audiovisuaI naleiiaIs liansfoined inlo CD-ROMS (cf. pioducls ly
VidoeleI and SeaguII), and lhe Maiiline LngIish soflvaie piopei. AII of lhen
invoIve lhe use of peisonaI conpuleis eilhei individuaIIy oi in nelvoiked
Ianguage Ials. They aie a pail of lhe syslen of Ianguage Ieaining popuIaiIy
iefeiied lo as CALL - Conpulei-Assisled Language Leaining.

Iiisl, geneiaI foundalion poinls aloul evaIualion viII le liiefIy piesenled. In lhe
papei LvaIualion of CALL Soflvaie, i.e. an aclivily vheie conpuleiised
naleiiaIs aie nalched lo leaching/Ieaining silualions, I.}.SchoIfieId
(vvv.essex.ac.uk/~schoIp/caIIevaI.hln) Iays dovn lhiee key conponenls of
CALL evaIualion:

a) thc naturc nf thc matcrIa!s/snftwarc: desciile in delaiI vhal il consisls
of/does especiaIIy if youi accounl nay le iead ly soneone nol faniIiai
vilh lhe piogian). As nenlioned alove, lhis nay exlend lo anaIysing
lhe specific lask il is used foi/in. 'Ils nol so nuch lhe piogian, noie
vhal you do vilh il (}ones 1986,
l) thc naturc nf thc T/L sItuatInn, lhe Ieaineis and lheii needs, uses elc.:
desciile in delaiI (nol jusl 'inleinediale Ieaineis'),
c) a ialing oi judgenenl lo nake of suItabI!Ity nf nnc nf thc abnvc fnr thc
nthcr, vilh due allenlion lo ieIevanl univeisaI piincipIes of good
leaching/Ieaining, expIain hov lhis is going lo le done (e.g.
inliospecliveIy oi enpiiicaIIy) and execule il.

The aulhoi aIso adds lhal one nay oflen usefuIIy 'conpaie a CALL
aclivily/piogian vilh a non-CALL (pen and papei) counleipail, as has videIy
leen done in viiling ieseaich (pen veisus void piocessoi).

The evaIualion can le done piioi lo puichasing oi ciealing access lo CALL
naleiiaIs, aflei puichase lul lefoie use, and aflei use ly sludenls. The evaIualois
can le cuiiicuIun/piogianne/couise pIanneis, goveinnenl depailnenls, MLT
inslilulions, shipping conpanies, ievieveis, ieseaicheis, elc. The checkIisls aie
noinaIIy nade ly lhe leachei/evaIualoi and nay le suljeclive. They geneiaIIy
lake lhe foin of sels of headings lo le consideied oi sels of queslions lo ask
oneseIf. CheckIisls nay aIso conlain lhe syslen of veighling oi scoiing diffeienl

42
eIenenls. They shouId aIso le open lo adaplalion oi anendnenls ly individuaI
leacheis using lhen.
Theie aie lvo nelhods of doing lhe evaIualion:

(a) lhe inliospeclive judgnenlaI nelhod of evaIualion of CALL, ly
checkIisl, and
(l) lhe enpiiicaI nelhods of evaIualion of CALL.

The inliospeclive judgenenlaI nelhod (adopled heie) is done individuaIIy and
inliospecliveIy. Ils nain diavlack is suljeclivily. The leachei Iooks al lhe
naleiiaI, liies il oi ieads lhe lasic infoinalion in lhe calaIogue and cones lo an
oveiaII inluilive judgenenl as lo lhe suilaliIily of lhe piogianne. Il is inpoilanl
lhal lhe leachei pIaces hei/hinseIf in lhe ioIe of lhe Ieainei ly liying lhe soflvaie
appIicalion. One, hovevei, needs a noie syslenalic appioach, vhich iequiies
nuch noie skiII and line. This is noinaIIy done ly lhe use of checkIisls.

LnpiiicaI evaIualion invoIves lhe joinl suivey ly leacheis and Ieaineis aflei lhe
piogianne has leen used foi sone line lo find oul hov lhe piogianne voiks,
lhe difficuIlies invoIved, usefuIness of exeicises elc. This is a noie syslenalic
appioach lul iequiies nuch noie skiII and line. olh lypes of evaIualion aie
noinaIIy done ly lhe use of checkIisls.




Chcck!Ists fnr Judgcmcnta! CALL Eva!uatInn:

This papei offeis onIy a Iiniled nunlei of lhe noie olvious ilens on lhe possilIe
checkIisl foi CD-ROMs and soflvaie appIicalions in Maiiline LngIish. The Iisl is
an aililiaiy seIeclion fion lhe ilens on lhe checkIisl pioposed ly I.}. SchoIfieId,
Depl of Language and Linguislics, Univeisily of Lssex UK. Ioi lhe conpIele
checkIisl on CALL equaIIy appIicalIe lo lolh LCI and LSI see I.}. SchoIfieIds
page al hllp://piivalevvv.essex.ac.uk/~schoIp. CheckIisl foi }udgnenlaI CALL
LvaIualion incIude a nunlei of exleinaI and inleinaI pie-iequisiles.


43
A seIeclion of lhe ilens in lhe checkIisl appIicalIe lo Maiiline LngIish is
suggesled and highIighled leIov:

5c!cctcd chcck!Ists fnr CALL matcrIa!s In MarItImc Eng!Ish:


1) LXTLRNAL pie-iequisiles of lhe soflvaie, used lo assess lasic piaclicaIily of
using lhe soflvaie.

(a) Aspcc|s cf scf|uarc.
- Whal haidvaie pIalfoin iequiied (lype of conpulei IC/Macinlosh,
speed of piocessoi, anounl of nenoiy, lype of CD/disk diive, lype
of giaphics scieen capaliIily, piinlei...)`
- Whal olhei soflvaie needed as pieiequisile`
- Whal nanagenenl iequiied`
-
(o) Aspcc|s cf |nc |cacning/|carning si|ua|icn.
- Specific schooI/Ieaineis - vhal do lhey have oi can lhey affoid
in lhe alove calegoiies`
-
(c) Aspcc|s cf |nc prcgran dcsign ('usei-fiiendIiness' of lhe soflvaie, and
conpulei-usei / nan-nachine inleiface)
- Hov is lhe piogian Ioaded and iun` Speed`
- Whal is lhe navigalion neans (nenus, lullons, icons elc.) lo
junp lack, foivaid, legin again, see vheie you aie in lhe
piogian elc`
- Whal neans Iike Lscape/f1O/Hone elc. lo exil piogian al any
poinl`
- Does lhe piogian ieadiIy ciash oi hang vhen lhe viong keys
aie piessed (e.g. ieak, Lscape...)` Oi vhen you cIick fasl vilh
lhe nouse` Idiolpioof`
- Whal oulpul fealuies: Sound, Ciaphics, Video, Wiillen fonls,
Scieen Iayoul` Iiesenlalion` Hov nuIlinedia is il`
- Whal insliuclions piovided - anounl of lhen and lhe Ianguage
lhey aie in, and IeveI of difficuIly` (A iefIeclion of hov fai lhe
soflvaie is geneiaI puipose veisus laigeled on a specific sel of
Ieaineis in a pailicuIai cIass/counliy/IeveI)
- Oppoilunily lo piinl`
- Oppoilunily lo save unconpIeled lasks oi scoies undei
individuaI ID and caiiy on nexl line`


44












































2. INTLRNAL pie-iequisiles:

(a) Scnc aspcc|s cf scf|uarc.
- Whal lype of Ianguage is invoIved` CeneiaI oi LSI, UK oi US,
- Whal slyIe/iegislei/genie` Aulhenlic oi nade-up`
- Whal Ianguage pioficiency IeveI is lhe Ianguage al` eginnei
- Inleinediale - Advanced` Whal is lhe laigeled IeveI of
Ieainei`
- Whal (conlinalions of) aieas/IeveIs/skiIIs of Ianguage aie
nosl focussed on/nosl have lo le handIed ly lhe usei`:
- SkiIIs: Reading - Wiiling - Speaking - Lislening

- Hov is conpiehension ensuied` i.e. hov is inpul nade
neaningfuI` Iicluies, diavings...` Hov nuch focus is on
neaning`
- Does il iequiie/aIIov vhoIe cIass voik, oi paii and gioup
voik oi onIy individuaI voik`
- Anounl of inleiaclion lelveen conpulei and usei`

(o) Scnc aspcc|s cf |nc |cacning/|carning si|ua|icn.

- Whal IeveI of LngIish aie lhey al` So vhal vouId le 'easy',
vhal 'difficuIl' foi lhen`
- Whal exan needs` Conpelence-lased Ieaining (SMCI)`
- The syIIalus - vhal lype is il` (SliucluiaI, IunclionaI, Task-
lased...`)
- The leaching nelhod lhey aie used lo, vhal is il piinaiiIy:
connunicalive, Ieainei-cenlied, funclion-oiienled, giannai,
...`)
- Whal exeicise and lask lypes aie lhey aIieady faniIiai vilh
(e.g. cIoze, ioIe pIay, nuIlipIe choice, fiee conposilion......)` ,
elc.



45
The pioposed checkIisl is an aililiaiy seIeclion and any fuilhei ilens oi changes
vouId le nosl veIcone.

As slaled alove, lhis suivey incIudes foui lypes of Maiiline LngIish CALL
naleiiaIs:

- nuIlinedia CD-ROMs:
1. Marltlme Eng|lsh. Maiiline Lducalion Sveden A
2. Marltlme Communlcatlons. Maiiline Lducalion Sveden
A
- nuIlinedia CD-ROM veisions of foinei videos:
3. Mar|lns Stud Pack 1, VideoleI & SeaguII, London
4. Mar|lns Stud Pack 2, VideoleI & SeaguII, London
- Maiiline LngIish soflvaie appIicalions:
5. Marlne Tralnlng and Marlne Language: SMCP and
Eng|lsh Language Tralnlng. MaiineSofl, Roslock,
Ceinany
6. Mar|lns Stud Pack 1, Progress Test, VideoleI, London
7. Mar|lns Test of Soken Eng|lsh (TOSE), VideoleI,
London
8. lS| Mar|lns Test, MaiIins
9. n||p.//ncnc.p|anc|.n|/~||uijtcn/ (on-Iine)
- ConpIele Maiiline LngIish couises acconpanied vilh nuIlinedia CD-
ROM:
10. The lnternatlona| Marltlme Language Programme
(lMLP) ly I. Van KIuijven, Rolleidan, lhe NelheiIands

CD-ROMs, Iike videos, can le used (DudIey-Lvans & Sl. }ohn 1998: 2O5, quoling
Shaina 1996):

- lo suppcr| a ccursc ly, foi exanpIe, ievising lasic skiIIs oi Ianguage
- lo cnnancc a ccursc ly pioviding exlia lopics foi lhe couise
- as frcc-s|anding na|cria|
- lo prctidc da|a vhich can le expIoiled foi Ianguage puiposes

46
- lo prctidc au|ncn|ic na|cria| oiiginaIIy designed foi lhe puipose
olhei lhan Ieaining Ianguage.
-
Of lhe alove couises lhose Iisled undei 1, 2, 3, 4, 5 and 9 aie fiee-slanding
naleiiaIs, Nos. 6 and 7 aie lolh suppoiling and enhancing naleiiaIs. Nos. 5 and 8
can le used lo enhance lhe couise of Maiiline LngIish, pailicuIaiIy SMCI.

In addilion lo inpioved inleiaclive possiliIilies, lhe sane aulhois considei CD-
ROMs invaIualIe in heIping Ieaineis vilh oiaI pioduclion and Iislening piaclice
(iecoiding ovn pioduclion and conpaiing veiy snaII fealuies of pionuncialion,
inlonalion oi Iexis vilh a nodeI, i.e. zooning in and oul of sounds on a CD).

In lhe foIIoving lexl each couise viII le liiefIy desciiled and evaIualed:

1. Marltlme Eng|lsh. An lnteractlte mu|tlmedla educatlon and tralnlng course
for teachlng marltlme Eng|lsh. Maiiline Lducalion Sveden A, and
MuIlinedia, SlockhoIn, 1998) + SeaguII

Type: geneiaI naiiline LngIish, conpiehensive
Designed foi: candidales IillIe oi no seagoing expeiience
LngIish Ianguage IeveI: Iovei inleinediale
Suppoiling naleiiaI (papei): none
Topics: |ani|iarisa|icn cn ocard, Safc|q sqs|cns cn ocard, Scanansnip
(nuneious sul-lopics)
Inleiaclivily: eIenenlaiy
Lxeicises: In lhe SeaguII edilion, possiliIily of iepealing (ieluining)
SuppIenenls: Diclionaiy (definilions & pionuncialion)
Tesls: Tesl ook (lhiee pails), change of useis

2. Marltlme Communlcatlons. An lnteractlte tralnlng rogramme about
marltlme communlcatlons based on GMDSS. Maiiline Lducalion Sveden A,
and MuIlinedia, SlockhoIn(1998)


3. Mar|lns Eng|lsh for Seafarers, Stud Pack 1

- a conpiehensive LngIish Ianguage liaining couise designed foi
independenl sludy ly seafaieis of any iank oi nalionaIily
- ained al seafaieis vho have an eIenenlaiy undeislanding of LngIish. Il
conlines delaiIed Ianguage inpul vilh exlensive piaclice of Ianguage
skiIIs vilhin aulhenlic naiiline conlexls

47
- Sludy Iack 1 incIudes: 24 unils of iIIuslialed sludy naleiiaI, 6O ninules of
audio casselle foi aulhenlic Iislening piaclice, liansIaled insliuclions foi
use ly eIenenlaiy Ieaineis, (oplionaI) Sels of Teacheis Noles lo advise on
effeclive use of naleiiaIs
- Iiice and AvaiIaliIily: $7O each (pIus shipping and handIing)
Ioi lhe discussion of lhe lexllook of lhe couise see Seclion 4.1

4. Mar|lns Eng|lsh for Seafarers, Stud Pack 2

- a conpiehensive LngIish Ianguage liaining couise designed foi
independenl sludy ly seafaieis of any iank oi nalionaIily
- ained al seafaieis vilh a Iovei-inleinediale lo inleinediale IeveI of
LngIish
- Sludy Iack 2 incIudes: 18 naiiline ieIaled unils,
- Topics: |ng|isn a| sca, A| |nc crcuing cfficc, |n |ransi|, A safc|q cu||urc, uca|ncr
rcpcr|, dcscrioing a prcccss, cnangcs and |rcnds, rcpcr|ing oac|, ap|i|udc and
appraisa|, uncs ca||ing, una|s occn nappcning, i| uscd |c oc diffcrcn|, narinc
prc|cc|icn, una| ucu|d qcu dc if ., nqs|crics cf |nc sca)
- Iiice and AvaiIaliIily: $12O each (pIus shipping and handIing)
- Sludy Iack 2 is acconpanied ly 2 audio CDs foi vaiied Iislening and
pionuncialion piaclice, exlensive sludenl iefeience naleiiaI aulhenlic
connunicalion piaclice aclivilies
Ioi lhe discussion of lhe lexllook of lhe couise see Seclion 4.1

5. Mar|lns Stud Pack 1 Progress Test

- Tnc Mar|ins S|udq Pac| 1 Prcgrcss Tcs| is an assessnenl looI vhich
acconpanies lhe MaiIins Sludy Iack 1 |ng|isn |anguagc ccursc fcr scafarcrs.
- The Tesl is designed lo aIIov seafaieis lo noniloi and iecoid lheii ovn
piogiess and peinils shipovneis lo veiify lhe oveiaII Ianguage piogiess
of lheii ciev
- Key Iealuies:
- offeis a vaiiely of inleiaclive lesl ilens lased on Sludy Iack 1 naleiiaI
- iecoids and dispIays piogiess iesuIls
- offeis guidance and ievision lips

48
- aII lasks aie easiIy accessilIe and heIp is piovided on iequesl
usei can access piaclice lesls oi foinaI piogiess lesl
iesuIls can le piinled oul

AvaiIaliIily: MaiIins Sludy Iack 1 Iiogiess Tesl can le puichased fion
MaiIins oi SeaguII.
The MaiIins Sludy Iack 1 Iiogiess Tesl has leen deveIoped in conjunclion
vilh SeaguII AS.

6. Mar|lns Test of Soken Eng|lsh
Lxliacl fion lhe vvv sile:
- Tnc CD unicn prctidcs qcu ui|n a s|andardiscd fcrna| fcr asscssing |nc spca|ing
and |is|cning s|i||s cf scafarcrs
- Tnc Mar|ins Tcs| Of Spc|cn |ng|isn (TOS|) is dctc|cpcd |c carrq cu| cffcc|itc
asscssncn| cf scafarcrs' spca|ing and |is|cning s|i||s. Tnc TOS| sncu|d oc uscd in
ccnjunc|icn ui|n |nc |S| Mar|ins Tcs| |c gitc a oa|anccd prcfi|c cf a scafarcr's
|anguagc |ctc| and aoi|i|q. Tnc TOS| nc|ps idcn|ifq |anguagc |raining
rcquircncn|s and ui|| assis| in |nc rccrui|ncn| sc|cc|icn prcccss
- prctidcs |nc in|crticucr ui|n a s|andardiscd in|crticu fcrna| fcr asscssing |nc
spca|ing and |is|cning s|i||s cf scafarcrs
- cffcrs cx|cnsitc guidc|incs fcr in|crticucrs and prin|ao|c in|crticu na|cria|s
- cffcrs a s|andardiscd ncans cf rcccrding and in|crprc|ing |cs| rcsu||s
- rcsu||s can oc uscd |c suppcr| |nc cu|ccnc cf |nc |S| Mar|ins Tcs| prctiding a
ccnp|c|c |anguagc prcfi|c fcr |nc scafarcr
- rcsu||s can oc uscd |c nign|ign| spccific s|i|| arcas unicn rcquirc |raining

7. Marlne Tralnlng and Marlne Language: SMCP and Eng|lsh Language
Tralnlng. MaiineSofl (2OO1)

This MuIlinedia Tiaining TooI foi Tiaining of Maiine Language funclions
in accoidance vilh ISM Code, STCW 95 Convenlion and IMO Slandaid
Maiine Connunicalion Ihiases, as veII as IMO ModeI Couise 3.17
(Maiiline LngIish).

Iuipose:
|c assis| |nc |rainccs |c nas|cr |nc narinc |anguagc and ccnnunica|icn
oascd cn |nc SMCP in an in|cnsitc and cffcc|itc uaq in a f|cxio|c
|carning cntircnncn| (cf. Marinc Training Uscr Guidc, p. 2)


49
The lopics incIude lhe foIIoving connunicalion pioceduies:
(a) iouline scenaiios (appioaching and Ieaving lhe poil, piIolage, lug
assislance, passengei caie,) and
(l) disliess connunicalions (eneigency silualions (e.g. coIIision,
giounding, fiie on loaid, seaich and iescue).

Leaining nelhods:
i. suiled foi individuaI Ieaining, seIf-sludy looIs
ii. gioup liaining in nelvoiked Ianguage IC Ial
iii. highIy inleiaclive
iv. Heie lhe liainees Iislen lo lhe connunicalion phiases and
iouline lechnicaI connunicalion and lheii acquiied
knovIedge is lesled in a vaiiely of exeicises vilh
diffeienl IeveIs of difficuIly
v. Tuloiing is caiiied oul ly using conpulei lased liaining
(CT) Soflvaie
vi. Sequence: Silualions - Tiaining - LvaIualion

Usei-fiiendIiness: veiy high (lullons, svilches, scieens)
Syslen iequiienenls: lasic, nol loo denanding,

Lach eneigency pioceduie conlines lhe inlioduclion silualion vilh
seveiaI singIe connunicalion silualions. Moieovei, MS Maiine Soflvaie
offeis lhe LANCUACL TRAININC TOOL, lhe essenliaI advanlage of
vhich is lhe inlegialed dalalase sloiing delaiIed infoinalion aloul each
liainee's piogiess.
Soflvaie can le used in pailicuIai lo iefiesh oi sludy Maiiline LngIish,
foi lhe liaining of pionuncialion and lhe diiII of specific giannai lopics.

CeneiaI evaIualion: An exceIIenl inleiaclive CALL naleiiaI foi seIf-sludy
and cIass/Ial voik, exceIIenl scoiing syslen, couId le used as a conpIele
SMCI couise, VTS couise oi as suppoiling naleiiaI foi e.g. piIoling, lug
assislance, Ieaving poil nanoeuvie, elc.






50
8. KIuijven, I. C. van (2OO3) The lnternatlona| Marltlme Eng|lsh Language
Programme (lMLP), An Eng|lsh Course for students at Marltlme Co||eges and
for on-board tralnlng, SMCP lnc|uded. CD-ROM resentatlons, Texts, Tasks
and Pro]ects. AIk & Heijnen IulIisheis, AIknaai, see aIso
n||p.//ncnc.p|anc|.n|/~||uijtcn/

The nosl iecenl Maiiline LngIish lexllook and CALL naleiiaI (CD-ROM
vilh povei-poinl piesenlalions incIuded), easiIy avaiIalIe (39 Luio).

Type: lexllook & CD-ROM: geneiaI naiiline LngIish, conpiehensive
Designed foi lhe 'MaiOff (lhe duaI puipose officei)
LngIish Ianguage IeveI: inleinediale and uppei inleinediale
Topics on CD-ROM: (a) VH|, VH|-SMCP, GMDSS), (o) Tqpcs cf tcssc|s,
snipoui|ding, gcncra| arrangcncn| cf a snip, snips ncasurcncn| (c) Marinc
|nginccring - dicsc| cngincs, ta|tcs, rctcrsing, |nc snaf|, fuc| sqs|cn, |uorica|icn,
ccc|ing, auxi|iarq cngincs, (d) natiga|icn, ocr|ning, unocr|ning, ancncring,
undcruaq, oucqagc, |cading, discnarging c |rin, (c) safc|q, 8caufcr| sca|c, |nc
uca|ncr, |idcs, snip nc|icns (f) drcdging
Inleiaclivily: veiy high
Lxeicises: exceIIenlIy conceived, high inleiaclivily
IiaclicaI Ciannai
Tesls: up lo lhiee lesls acconpanying each lopic

CeneiaI evaIualion: lesl expiessed in lhe |crcucrd ly I. Tienknei:

Tnc |n|crna|icna| Mari|inc |anguagc Prcgrannc (|M|P) is a uc||
s|ruc|urcd, |ng|isn-ncnc|ingua| |cx|occ| ui|n ditcrsificd |cx|s, |as|s
and prcjcc|s, ccnp|cncn|cd and supp|cncn|cd oq a CD-ROM and
rcf|cc|ing an up-|c-da|c ccn|cn| oascd ccnnunica|itc nc|ncdc|cgq cf
|anguagc |cacning and |carning. Tnc prcgrannc cctcrs ctcrq aspcc| cf
|nc scafaring ucr|d. Mari|inc Ccnnunica|icn, Gcncra| Snip's
Kncu|cdgc, |nginccring, Natiga|icn, Safc|q, Dccuncn|s,
Ccrrcspcndcncc and Grannar.

Tnc ccursc occ| and |nc CD-Rcn arc uc||
sui|cd |c acquirc |nc ccnnunica|icn rcquircncn|s as |aid dcun in |nc
rc|ctan| scc|icns cf |nc |MO |n|crna|icna| Ccntcn|icn cn S|andards cf
Training, Ccr|ifica|icn and la|cn|ccping fcr Scafarcrs (STCl),
1978/95. (I. Tienknei - Ioievoid)

51
6. Intcrnct rcsnurccs

Inleinel is lhe nediun pioviding lhe faslesl deveIoping souice of LLT and LSI
naleiiaIs/iesouices. They aie equaIIy vaIid foi any LngIish Ianguage leachei. Ioi
noie delaiIed infoinalion on Inleinel-lased LLT and LSI see:
- |nfcrna|icn and Ccnnunica|icns Tccnnc|cgq fcr |anguagc Tcacncrs
(|CT4|T) (hllp://vvv.icl4Il.oig).
- Dcr Ccnpu|cr in Spracnun|crricn| ly Heileil }. HoIzingei
(hllp://vvv.uv.es/~hoIzinge/conp.hlnI),
- |SP - S|a|c cf |nc Ar| ly Richaid Wesl, The Univeisily of Mancheslei
(Richaid.Weslnan.ac.uk)
and nany noie siles deaIing vilh lhe sane lopic.

Inleinel-lased iesouices enconpass a vhoIe iange of velsiles equaIIy usefuI foi
lolh lhe CeneiaI and Maiiline LngIish leachei, such as: aulhenlic lexls and olhei
iefeience naleiiaIs, exliacls fion spoken Ianguage, phonoIogy, giannai
exeicises, exeicises in discouise fealuies of LngIish, Ianguage assessnenl and
conpelence lesls, elc.

Inleinel iesouices foi lhe use of lhe Maiiline LngIish leachei aie nany and
vaiied. As fai as Maiiline LngIish is conceined, six lypes of souices aie liacealIe
on lhe Inleinel velsiles:
a) MLT inslilulions velsiles (naiiline univeisilies, coIIeges, acadenies,
naiiline liaining cenlies)
l) velsiles of inleinalionaI oiganisalions in lhe naiiline secloi
c) conneiciaI soflvaie deveIopeis (Vidcc|c|, Scagu||, Mar|ins, MarincScf|,
elc.
d) individuaI velsiles nainlained ly Maiiline LngIish leacheis, iun
lolh independenlIy and vilhin lhe siles of lhe ieIalive MLT
inslilulions
e) ceilain pages al lhe velsiles of shipping conpanies, cieving
conpanies, elc.
f) nuneious individuaI velsiles iun ly foinei nasleis and olhei
seafaieis, naiiline Iexicogiapheis, loal designeis and luiIdeis, elc.

a) AInosl eveiy marItImc cducatInn and traInIng InstItutInn loday hoIds a
velsile vheie infoinalion on Maiiline LngIish can le ollained (e.g. pIace
and slalus in lhe cuiiicuIun, syIIalus, couise desciiplion, delaiIs of
speciaIized Maiiline LngIish couises, such leaching iesouices as aulhenlic
lexls, SMCI phiases, VHI connunicalions and ieIaled exeicises. One velsile
deseives speciaI allenlion: n||p.//ncnc.p|anc|.n|/~||uijtcn/, iun and nainlained
ly Ielei van KIuijven foi IMLC (InleinalionaI Maiiline LngIish Confeience,

52
IMLA), and assisled ly IMLC Sleeiing Cioup. The sile piovides nonlhIy
updales on deveIopnenls in Maiiline LngIish, ailicIes of lolh piaclicaI and
lheoielicaI naluie on leaching Maiiline LngIish, and an especiaIIy usefuI
IoveiIoinl couise on VHI naiiline connunicalions in LngIish.

Anolhei usefuI sile can le found al vvv.vnu.se (WoiId Maiiline
Univeisily, MaIn, Sveden), offeiing Maiiline LngIish ieIaled
naleiiaIs/iesouices undei a nunlei of LU piojecls (MARCOM, MLTNLT,
elc.).

AIso inleiesling aie lhe siles iun ly IAMU-nenlei MLT inslilulions (AdniiaI
Makaiov Slale Maiiline Acadeny - vvv.gna.sp.iu, KaInai Maiiline
Acadeny, KaInai, Sveden - vvv.sl.hik.se, Cdyinia Maiiline Acadeny -
vvv.vsn.gdynia.pI, IacuIly of Maiiline Sludies Rijeka, Cioalia -
vvv.pfii.hi, and nany olheis.

l) Inpoilanl iefeience iesouices foi lhe Maiiline LngIish Ieainei and leachei aie
lhe velsiles iun ly lhe IntcrnatInna! marItImc nrganIsatInns such as IMO
(vvv.ino.oig), InleinalionaI Shipping Iedeialion (|S| - vvv.liilish-
shipping.oig,) vilh an exhauslive Iink lo aII inleinalionaI naiiline
oiganisalions Iocaled in London - vvv.naiilineIondon.con).

IailicuIaiIy usefuI aie lhe coaslguaid velsiles (vvv.uscg.niI, vvv.ccg-
gcc.gc.ca, vvv.coaslguaid.gov.uk, vvv.coaslguaid.con.au and lhose of
nalionaI naiiline adninislialions (vvv.naiad.dol.gov, vvv.fna.fi, elc.)

IinaIIy, MARS iepoils (Maiine Accidenl Repoiling Schene) iepiesenl a
videIy popuIai iesouice vilh Maiiline LngIish leacheis and can le visiled
and dovnIoaded al lhe NaulicaI Inslilules sile: vvv.naulinsl.oig.

c) Sone veII knovn and videIy used Maiiline LngIish appIicalions ciealed ly a
nunlei of Ieading voiId cnmmcrcIa! marItImc snftwarc dcvc!npcrs aie
discussed in Seclions 3 (A suivey of Maiiline LngIish lexllooks) and 5
(Maiiline LngIish and CALL). A Iisl of usefuI siles is given leIov foi quick
iefeience:
vvv.videoleI.co.uk , vvv.seaguII.no , vvv.naiIins.co.uk ,
vvv.naiinesofl.de , vvv.leIIengIish.con

A nunlei of soflvaie appIicalions, couises and lesls (on a conneiciaI lasis
and lheiefoie nol avaiIalIe oi dovnIoadalIe fion lhe inleinel), have leen
deveIoped joinlIy ly ISI (InleinalionaI Shipping Iedeialion) and MaiIins (UK)
- foi noie infoinalion see vvv.naiIins.co.uk

53

d) Il vouId le an exlieneIy cunleisone effoil lo Iisl aII IndIvIdua! sItcs
incieasingIy ciealed and nainlained eveiy day ly individuaI MarItImc
Eng!Ish tcachcrs oi lhose inleiesled in Maiiline LngIish. Lven an allenpl al a
ieasonalIe seIeclion seens inpossilIe lecause il is highIy suljecl lo
suljeclivily. Hovevei, one sile shouId le enphasised:
n||p.//ncnc.p|anc|.n|/~||uijtcn/ ly Ielei van KIujiven, fion vheie pails of his
IMLI couiselook can le dovnIoaded and used in piaclicaI voik vilh lhe
MLT sludenls. In addilion, ieadeis aie advised lo visil any IAMU oi olhei
MLT inslilulion oi liy Iisls of pailicipanls al Maiiline LngIish voikshops and
confeiences heId ly IAMU and IMLC (foinei WOML). This iesouice is open
lo a vide use viII lecone incieasingIy inpoilanl vilh lhe pioIifeialion of
vel-lased Maiiline LngIish iesouices and lhe use of lhese iesouices in
piaclicaI leaching.

e) On lheii siles sone shIppIng cnmpanIcs, cieving conpanies, and olhei
pailicipanls in lhe naiiline indusliy nainlain in-house Maiiline LngIish
naleiiaIs and piovide inleiesling iesouices foi lhe Ianguage leachei. OnIy a
Iiniled nunlei of siles can le Iisled heie and ieadeis aie inviled lo add lo lhe
Iisl:
- vvv.naiIins.co.uk - IMO Maiiline LngIish Insliuclois Couise
deIiveied on lehaIf of lhe MSA Shanghai, China. Veision 3 of lhe ISI
MaiIins ISI Maiiline LngIish soflvaie and lesls
- vvv.coscoqnc.con.cn/engIish/ILD.hln - The Ioieign Languages
Depailnenl of Qingdao Ocean Shipping Maiineis CoIIege,
- vvv.cieving.khv.iu/pod2.hlnI ly DaInoi consuIling, an aulononous
non-goveinnenlaI oiganizalion founded foi educalionaI puiposes in lhe
spheie of Maiiline LngIish. ...
- vvv.inlcnunlai.oig/naiIins.hln - IMTC (Munlai, India) - a
nuIlipIe choice conpulei-lased lesl. The lesl assesses Iislening, geneiaI
conpiehension and piaclicaI skiIIs. Tesl has leen deveIoped ly ISI
(InleinalionaI Shipping Iedeialion) and MaiIins (UK).
- hllp://iofficei.naiod.iu, a Russian iadio officei sile on naiiline
connunicalions (CMDSS, IAMSAR, elc.).

f) IinaIIy, lheie is a gieal nunlei of inleiesling and usefuI velsiles iun ly
foinei nasleis and olhei seafaieis, naiiline Iexicogiapheis, loal designeis
and luiIdeis and il is foi each leachei lo exanine and decide on lhe vay of
using lhen in piaclicaI leaching oi Maiiline LngIish naleiiaIs deveIopnenl.


54
AII lhe siles Iisled alove aIso conlain vaIualIe Iinks lo olhei siles associaled vilh
lhe naiiline secloi, navigalion and seafaiing. Theie is alsoIuleIy no piefeience
foi any pailicuIai velsile in lhis Suivey. Theiefoie any possilIe ianking is puieIy
accidenlaI. Lach leachei shouId nake hei/his ovn piefeience Iisl lased on couise
oljeclives, needs anaIysis, IMO iequiienenls, pievaiIing nelhodoIogy, peisonaI
expeiience, elc.




55
7. Cnnc!usInn

Any evaIualion of leaching naleiiaIs is necessaiiIy suljeclive, depending on lhe
lheoielicaI appioach, piaclices and piefeiences of lhe evaIualoi. In lhis iepoil an
allenpl has leen nade al an evaIualion as ieaIislic and oljeclive as possilIe. Il is
up lo lhe useis of pailicuIai lexllooks oi olhei naleiiaIs lo decide vhelhei lhis
goaI has leen achieved, and if so, and lo vhal exlenl.

Though seeningIy a iesliicled fieId, Maiiline LngIish naleiiaIs aie nany and
diveise, ianging fion cIassicaI lexllooks, videos, nuIlinedia CD-ROMs lo
inleiaclive Ieaining and leaching soflvaie vilhin CALL. Theii success has aIvays
depended on lhe appioach lo Ieaining and leaching piocess appIied. Maiiline
LngIish naleiiaIs have leen anong lhe fiisl lo foIIov lhe deveIopnenls in lhe
appioaches, nelhodoIogy and lechnoIogy in LngIish Language Teaching (LLT)
and LngIish foi Specific Iuiposes (LSI).

As a iesuIl, Maiiline LngIish naleiiaIs nusl le Iooked upon fion lhe aspecl of
lhe line and lhe ciicunslance undei vhich lhey have leen pioduced. Thus lheie
aie sone lexllook naleiiaIs pulIished vay lack in lhe 198Os sliII usalIe loday.

Theie have leen nany conpIainls ovei lhe Iasl lvo oi lhiee decades aloul lhe
Iack of good, conpiehensive leaching naleiiaIs foi Maiiline LngIish. Sone aie
unavaiIalIe, disconlinued, oi oul of piinl.

Hovevei, ovei lhe Iasl len yeais lhe denand and suppIy of Maiiline LngIish
naleiiaIs iesuIled in sone exceIIenl naleiiaIs vhich keep pace vilh lhe nosl
iecenl nelhodoIogicaI and lechnoIogicaI deveIopnenls and iequiienenls. In
leins of lheii exliaIinguislic conlenl lhey aie up-lo-dale and usei-fiiendIy. These
appeai in lhe foin of lexllooks, videos, CD-ROMs, soflvaie appIicalions oi
conlinalions of lhe sane. A nunlei of such naleiiaIs has leen desciiled heie,
cIassified, and evaIualed foi lhe polenliaI usei: leacheis of Maiiline LngIish,
sludenls al naiiline acadenies, coIIeges and univeisilies, cieving agenls,
shipping conpanies and olhei inleiesls in lhe naiiline indusliy. The choice of lhe
nosl appiopiiale naleiiaI, hovevei, is enliieIy silualion-lound and depends on
nany vaiialIes such as lhe puipose of lhe couise (fionl-ended Sc couise oi
speciaIized sandvich STCW-lased couise), needs anaIysis, laigel Ieainei gioup,
Ieaining slyIes, avaiIaliIily of leaching equipnenl and, alove aII, leacheis halils
and piefeiences. Moieovei, lhe useis (MLT sludenls and couise liainees) shouId
aIso have a najoi say in lhe evaIualion of a lexllook, video oi Maiiline LngIish
soflvaie appIicalion lhiough inleivievs oi queslionnaiies al lhe end of a couise.


56
WhiIe naluiaIIy lending lo ieIy on a veII-pioven conpiehensive Maiiline LngIish
lexllook, suppoiled ieguIaiIy ly a video oi nuIlinedia CD-ROM, lhe successfuI
nodein Maiiline LngIish leachei viII aIvays le lenpled lo iesoil lo a nunlei of
naleiiaIs avaiIalIe, nosl fiequenlIy suppIenenled ly seIf-nade oi seIecled
iesouices fion suljecl handlooks, lexllooks, jouinaIs, nanuaIs, and incieasingIy
fion lhe Inleinel, in oidei lo achieve lhe nain goaI of Ieaining and leaching
Maiiline LngIish - suljecl-nallei and connunicalive conpelence of lhe fuluie
ship officei.

Since lhe piesenl iepoil is a geneiaI suivey of Maiiline LngIish naleiiaIs, onIy a
nunlei of lhe nosl iepiesenlalive lilIes (accoiding lo aulhois peisonaI vievs
and, of couise, depending on avaiIaliIily of lhe naleiiaIs), have leen anaIysed.
Theiefoie, IAMU ieadeis (peei leacheis, MLT inslilulions, elc.) aie inviled lo lake
pail in fuilhei eIaloialion of lhis suivey ly conliiluling lheii ovn dala and
evaIualions on:

- lhe Maiiline LngIish naleiiaIs suiveyed in lhis iepoil (lexllooks / couise
looks, video, CD-ROM, CALL soflvaie, inleinel iesouices)
- lhe Maiiline LngIish naleiiaIs of any kind used in lhe piocess of sludying
and assessnenl al lheii MLT inslilulion
- individuaI, leachei-nade naleiiaIs (coie and suppoil naleiiaIs) used in
conducling Maiiline LngIish couises al lheii MLT inslilulions, naiiline
liaining cenlies, inleinalionaI oiganisalions (ISI, ICS, elc.), shipping
conpanies, cieving and nanagenenl agencies, elc.
- in-house naiiline LngIish naleiiaIs pulIished ly shipping conpanies, oi
oiganisalions (ICS, ITI, elc.)
- any naleiiaI olhei lhan lhose ievieved oi Iisled in lhis iepoil.
This iepoil finaIIy ains lo insligale, undei lhe auspices of IAMU, a noie delaiIed
suivey and ieviev of lhe cuiienl slale of lhe ail of Maiiline LngIish naleiiaIs and
nainlenance of an inleinel dalalase of such iesouices. Theiefoie, foIIoving lhis
Suivey and feedlack fion IAMU Maiiline LngIish leacheis, a suilalIe
queslionnaiie viII le voiked oul asking pailicipanls foi nev infoinalion and
updales conceining Maiiline LngIish iesouices. The nev infoinalion viII iesuIl
in a conpIele, noie conpiehensive Iisl of iichIy annolaled Ieaining/leaching
naleiiaIs and iesouices.

Ioi any queslions and fuilhei infoinalion ieadeis/conliilulois aie kindIy inviled
lo consuIl lhe aulhoi (8.P.) al lhe foIIoving e-naiI addiess: lopiipfii.hi.


57
Rcfcrcnccs

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Dctc|cpncn|. LLT Docunenl 126. Oxfoid: MLI/The iilish CounciI
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lo Speakeis of Olhei Languages
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Rijeka-Opalija
CoIe, C., . Iiilchaid, I. Tienknei (2OO2) Conlenl-ased Insliuclion - A
ChaIIenge foi lhe Leaining and Teaching of Maiiline LngIish. Prccccdings cf |nc
lcr|sncp cn Mari|inc |ng|isn 3A, Qingdao, IeopIes RepulIic of China
Cunningsvoilh, A. (1995) Cnccsing qcur Ccurscocc|. Oxfoid, MacMiIIan
Heinenann, LngIish Language Teaching
DudIey-Lvans, T. & M.}. Sl }ohn (1998) Dctc|cpncn|s in |ng|isn fcr Spccific Purpcscs.
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LIIis, M. & }ohnson, C. (1994) Tcacning 8usincss |ng|isn, OUI
Ciiffilhs, C. (1995) LvaIualing MaleiiaIs foi Teaching LngIish lo AduIl Speakeis
of olhei Languages. |ORUM, Vc.|33 Nc 3: 50-55
Haipei, D.I.L. (1979) (ed) |ng|isn fcr Spccific Purpcscs, Iapeis fion lhe 2
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Lalin
Aneiican RegionaI Confeience, Mexico, The iilish CounciI
Hulchinson, T. & Waleis, A. (1987). |ng|isn fcr Spccific Purpcscs. A |carning-ccn|rcd
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Hulchinson, T. (1992) Prcjcc| Vidcc 3. Oxfoid: OUI
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58
LillIejohn, A. (1996). The anaIysis of Ianguage leaching naleiiaIs: Inside lhe Tiojan
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Logie, C. (1999) LLT Iiovision: Lessons fion oulside lhe indusliy. PAD|CC c
lOM| - Prccccdings, Rijeka-Opalija
Luzei, }. & . Iiilchaid- (1999) 'On lhe iequiienenls of a fuluie connon coie
syIIalus foi Maiiline LngIish, Prccccdings cf |nc Ccnfcrcncc cf Mari|inc |duca|icn
and Training, PAD|CC c lOM|, Vc|. 1, Rijeka-Opalija, 228- 239
McDonough & Shav (1993) Ma|cria|s and Mc|ncds in ||T Oxfoid IackveII
Nunan, D. (1988) Tnc |carncr-ccn|crcd curricu|un. Canliidge: Canliidge
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Nunan, D. (1991) |anguagc Tcacning Mc|ncdc|cgq. Iienlice HaII
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Division
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Maiiline Univeisily, DaIian, China, 44-54
Iiilchaid, . (2OO2) On sone issues in lhe slandaidisalion of Maiiline LngIish -
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IAMU, IslanluI
Rolinson, I. (1991) |SP Tcdaq. A Prac|i|icncrs Guidc. Iienlice HaII. London
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Dctc|cpncn|. LLT Docunenl 126. Oxfoid: MLI/The iilish CounciI
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SchoIfieId, I.}. (2OO3) LvaIualion of CALL Soflvaie,
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LngIish, Univ. of IIIinois

59
Slievens, I., Weeks, I. (1985) The Ciealion of ReguIaiised Sulsel of LngIish foi
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Iianevoik Iiogianne, LU
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-----: (2OO2) Iioceedings: InleinalionaI Seninai on Maiiline LngIish, IAMU,
ITUMI-}ICA, IslanluI



60
5upp!cmcnt 1

LIst nf MarItImc Eng!Ish !carnIng/tcachIng matcrIa!s

1. LIst nf MarItImc Eng!Ish tcxtbnnks - gcncra! and nautIca!
1
:
1. aki, M, (1979) |ng|isn fcr Nau|ica| S|udcn|s, (CIasgov, UK: iovn, Son &
Ieiguson Liniled, ) ook, ISN O 85174 337 4, LngIish
2. Blakey, T.N. (1987) English for Maritime Studies, 2
nd
ed., Prentice-Hall
International, London
3. eII, C, (1969 ) Scafaring in |ng|isn, London, UK: iilish ioadcasling
Coipoialion. Sofl covei look, 232 pages, LngIish
4. Iielz, D and Tienknei, I (199O ), |ng|isn fur Scniffscffizicrc-Zusa|z|urs fur
Grcssc Hccnsccfiscncrci. Ceinany, Roslock- Wainenunde: HochschuIe fui
Seefahil Wainenunde- Wusliov, Sofl covei look, 46 pages,
Ceinan/LngIish
5. Iischei, C, and Tienknei, I (199O ) |ng|isn in Scarcn and Rcscuc. (Roslock,
Ceinany: HochschuIe fui Seefahil Wainenunde/ Wusliov, Sofl covei
look, 3O pages, lapes, Ceinan/LngIish
6. Kalaizynska, . (1988) Noles on Ships, Ioils and Caigo. Wydavniclvo
Moiskie, Cdansk (nev edilion 2OOO`)
7. }nicke, H-Tienknei, I: Mcdicc a| sca, HochschuIe fi Seefahil,
Wainennde-Wusliov, Roslock 199O.
8. KIuijven, I. C. van (2OO3) Tnc in|crna|icna| Mari|inc |ng|isn |anguagc
Prcgrannc, An |ng|isn Ccursc fcr s|udcn|s a| Mari|inc Cc||cgcs and fcr cn-
ocard |raining, SMCP inc|udcd. CD-ROM piesenlalions, Texls, Tasks and
Iiojecls. AIk & Heijnen IulIisheis, AIknaai
9. LeinsIie, }, (1984 ) Scafaring |ifc - lcr|occ|, (W. Nygaaid, Noivay: H.
Aschehuog & Co.,) Sofl covei look, 147 pages, lapes, Noivegian/LngIish
1O. LeinsIie, }, (1982 ) Scafaring |ifc - Rcadcr, (W. Nygaaid, Noivay: H.
Aschehough & Co.) Sofl covei look, 147 pages. lapes,
Noivegian/LngIish
11. Logie, C., L. Viveis, A. Nislel (1998) Mar|ins |ng|isn fcr Scafarcrs, S|udq
Pac| 2, MaiIins, Ldinluigh

1
This list is a selection and modification of the list compiled by J. Luzer (Faculty of Maritime
Studies, Rijeka) and the one presented in Luzer-Pritchard (1999)

61
12. Nislel, A., A.W. Kulz, C. Logie (1997) Mar|ins |ng|isn fcr Scafarcrs, S|udq
Pac| 1, MaiIins, Ldinluigh
13. Noilon, A A and Knulsen, L W, (1978 ) Tnc |anguagc cf Tnc Mcrcnan|
Marinc in |ng|isn (|ng|isn fcr Carccrs), Nev Yoik, NY, USA, Regenls
IulIishing Conpany, Inc., Sofl covei look, 111 pages, LngIish
14. NiinisaIo, L, Nau|ica| Tcx|, (1985 ) HeIsinki, IinIand: VaIlion
Iainaluskeskus, Sofl covei look, 29O pages, ISN 951-859-468-6 ,
Iinnish/LngIish
15. IIucinska, LIzliela & Hanna Svialkievicz (1994 ) Nau|ica| Puo|ica|icns in
Prac|ica| Natiga|icn, Szczecin: Wyzsza SzkoIa Moiska W, Szezecinie, Sofl
covei look, 224 pages, ISN 83-86494-O5-O, IoIish/LngIish
16. Iiilchaid, oiis(1995 ) Mari|inc |ng|isn |, Zagiel: SkoIska Knjiga,
Univeisily of Rijeka, Sofl covei look, 35O pages, Cioalian/LngIish, ISN
953-O-3O3O3-3
17. Iiilchaid, . (1999) Mari|inc |ng|isn. DeI ianco Ldiloie, Udine, 329
pages, LngIish - IlaIian
18. Raafal Saikiis, A, (1986) An |n|cgra|cd 8asic Mari|inc |ng|isn Ccursc 8ascd
cn |nc |indings and |np|ica|icns cf a Dc|ai|cd Tcx|-Ana|qsis cf a Ccrpus cf
Mari|inc |ng|isn lri||cn Disccursc, Second Ldilion , ook, LngIish
19. Sacchi, MiIka, (2OOO) An |ng|isn Ccursc, Rijeka, Cioalia: NaulicaI SchooI
akai. Sofl covei look, 1O1 pages, LngIish
2O. Schoennakei, I.W. |ng|isn fcr Snips Officcrs, Ansleidan
21. Sanson, R.C. (1978) Tnc |anguagc cf |nc Natq in |ng|isn, Regenls
IulIishing Co., Nev Yoik
22. Slievens, I. (1972) Scafaring, CoIIiei-MacMiIIan IulI., London
23. Tienknei, I, el., aI. (}. DaleIs, C. Iischei, T. Kupey), (1986,1987, 1989,
199O) |ng|iscn fr Scniffscffizicrc (Maiiline LngIish foi Ships Officeis:
Coie and SpeciaI Couises). Roslock, Ceinany: IngenieuihochschuIe fuei
Seefahil Wainenuende/Wusliov, Roslock, Sofl covei look seiies
lolaIing 314 pages (Ceinan/LngIish), incIuding:
i) Grund|urs | - Scniffsfnrung, Aroci|sncf| 1
(lopics: saiIois, ships and lheii lasks, piIol on loaid, voyage iepoil,
ashoie, caigo handIing)
j) Grund|urs | - Scniffsfnrung, Aroci|sncf| 2

62
(Topics: lhe vealhei, sickness on loaid, poil of London, pails of a
ship)
k) Grund|urs || - Scniffsfnrung, Aroci|sncf| 1
(Topics: Ieaving and enleiing poils, naulicaI pulIicalions, safely
aloaid ships, iadio nessages I)
I) Grund|urs || - Scniffsfnrung, Aroci|sncf| 2
(Topics: InleinalionaI sealoine liade, navigalionaI insliuclions, Ielleis,
neleoioIogicaI navigalion)
n) Spczia||urs | - Scniffsfnrung, Aroci|sncf| 1
(Topics: Sea piIol, piIolage, cIeaiance of vesseIs, cuslons cIeaiance,
poil ieguIalions)
n) Spczia||urs || - Scniffsfnrung, Aroci|sncf| 2
(Caigo handIing, Nole of piolesl, VTS connunicalions, iII of Lading,
Chailei paily)
o) SAR-Opcra|icns, Hc|iccp|cr Opcra|icns
(casselle liansciipls)
p) Spczia||urs ||| - Mari|inc Mcdica| Scrticc
(MedicaI seivice al sea, lhe hunan lody, nedicaI advice al sea,
accidenls & injuiies, naiiline decIaialion of heaIlh)
24. Tienknei, Ielei, (in Iioduclion) |MO-S|andard Marinc Ccnnunica|icn
Pnrascs Audic Ccursc fcr Upgrading VTS Opcra|crs. ased on IMO SMCI
Iail III/6, VTS Slandaid Ihiases, LngIish and Ceinan
25. Uiile-Lchevaiiia, } & R. Sanchez (1997 ) Nau|ica| |ng|isn |,
(1
s|
Ccnncn Ccursc), 5OO pages
26. Uiile-Lchevaiiia, } & R. Sanchez (1997 ) Nau|ica| |ng|isn ||,
(2
nd
Ccursc. Natiga|crs )
27. Uiile-Lchevaiiia, } & R. Sanchez (1997 ) Nau|ica| |ng|isn |||,
(3
rd
Ccursc. Natiga|crs), 5OO pages
28. Uiile-Lchevaiiia, } R. Sanchez (1997 ) Nau|ica| |ng|isn |V,
(4
|n
Ccursc. Natiga|crs) 5OO pages
29. Vaudo, I (1988 ) |ng|isn fcr Marincrs Prac|icc and Usc, (oIogna:
ZanicheIIi Ldiloie S.p.A), Sofl covei look vilh video lape, 321 pages,
ISN 88-O8-OO472-4, LngIish

63
3O. VIahovic, }, (1985) Snip and Natiga|icn in |ng|isn, (Rijeka : IakuIlel za
ponoislvo i saoliacaj), Sofl covei look, 286 pages, Cioalian/LngIish
31. Yunian Xu & V. Ness (1999) 'Ongoing LvaIualion: The RoIe of Teacheis
and Leaineis. A }ouinaI foi lhe Teachei of LngIish. |crun, Vc|. 37 Nc. 4,
USIA, Washinglon, 16-21
32. Weslia, H. (1984 ) |ng|isn fcr Scafarcrs , The NelheiIands: Lducaloek, Sofl
covei look, 176 pages, ISN 9O 11 O14O9x, Dulch/LngIish
33. Wu Denao (1994 ) Nau|ica| |ng|isn, (DaIian, China: DaIian Maiiline
Univeisily Iiess) , Sofl covei look vilh a leacheis nanuaI, 687 pages,
ISN 7-5632-O765-1/H.82, Chinese/LngIish
34. |ng|isn fcr Dcc| lcr| (A seIeclion of lexls used in Sl. MaIo Meichanl
Maiine CoIIege)
35. ----: (1985) The Seafarers Language Course. Conrad Languages Ltd.,
London

2. Tcxtbnnks fnr marInc cngInccrs and cngInccr nffIccrs

1. Lopez, L, SpiegeIleig, } M, and CiiiIIo, I, (1991 ) |ng|cs Tccnicc Nata|,
(Cadiz, Spain: Univeisade de Cadiz,) ook, lapes, LngIish/Spanish
2. Zhang, ShaoIin, (1993 ) Prac|ica| |ng|isn fcr Marinc |nginccrs, (Shanghai,
China: Shanghai -Scienlific TechnoIogy Iiess, ) Sofl covei look vilh 4
audio lapes, 326 pages, ISN 7-5323-3234-9/H.12, Chinese/LngIish
3. Fabe, Duan, (1997) English for Maritime Engineers, Portoro: Fakulteta za
Pomorstvo in Promet, Soft cover book, 229 pages, SIovenian/LngIish
4. Uiile-Lchevaiiia (1997) Tccnnica| |ng|isn | fcr Marinc |nginccrs 2
nd
Ccursc
|nginccrs), 5OO pages
5. Uiile-Lchevaiiia (1997) Tccnnica| |ng|isn || fcr Marinc |nginccrs , (4
|n
Ccursc |nginccrs), 5OO pages
6. Spincic A. Luzei }. (1999): |ng|isn in Marinc |nginccring Ccnnunica|icn,
Adanic, Rijeka, Haid Covei 63O pages, Cioalian/LngIish
7. Spincic, A., Iiilchaid (1999) |ng|isn Tcx|occ| fcr Marinc |nginccrs. Rijeka
CoIIege of Maiiline Sludies, Rijeka
8. Spincic, A. (2OO2) |ng|isn Tcx|occ| fcr Marinc |nginccrs |. IacuIly of
Maiiline Sludies, Rijeka


64

3. Tcxtbnnks fnr marItImc (VHF) cnmmunIcatInns

1. Iischei, C., and Tienknei, I (199O ) |ng|isn in Scarcn and Rcscuc. (Roslock,
Ceinany: HochschuIe fui Seefahil Wainenunde/ Wusliov, Sofl covei look,
3O pages, lapes, Ceinan/LngIish
2. Heniiksson, L (1995 ) Radic Ccnnunica|icns a| Sca - Dis|rcss and Safc|q
Ccnnunica|icns, (Tuiku, IinIand) Sofl covei look, 42 pages, ISN 951-96972-
4-1, Svedish/LngIish
3. }ediaszezak, Heniyk & }acek Rocing (1994) Ccnnunica|itc |xcrciscs in |MO
S|andard Marinc Vccaou|arq, Szezecin: Wyzsza SzkoIa Moiska W. Szczecinie,
Sofl covei look, 141 pages, ISN 83-86494-O6-9, IoIish/LngIish
4. KIuijven, I. C. van (2OO3) Tnc in|crna|icna| Mari|inc |ng|isn |anguagc
Prcgrannc, An |ng|isn Ccursc fcr s|udcn|s a| Mari|inc Cc||cgcs and fcr cn-ocard
|raining, SMCP inc|udcd. CD-ROM piesenlalions, Texls, Tasks and Iiojecls.
AIk & Heijnen IulIisheis, AIknaai
5. LangIey I.I., Ouviy I.: VH| Yacn|nas|cr, AdIaid CoIes Liniled, 1984, ISN
O-229-1172O-1, Sofl covei look, 83 pages, LngIish, Casselle incIuded.
6. Ielkova, V and VeIinova, S, (1991 ), Snips Ccrrcspcndcncc and Ccnnunica|icns
a| Sca - Uscrs Guidc, (Vaina, uIgaiia: STLNO), Sofl covei look, 291 pages,
uIgaiian/LngIish, pages, lapes, LngIish
7. Iiilchaid, . (2OO3) Mari|inc Ccnnunica|icns a| Sca and SMCP,
hllp://liod.pfii.hi/~lopii/
8. Sydney, N.S., SARninc|cgq, (Canada:1993 ) Tianspoil Canada Sofl covei
look, 98 pages, Iiench/ LngIish
9. Tienknei, I, el., aI.,(1986,1987, 1989) |ng|iscn fucr Scniffscffizicrc, Roslock,
Ceinany: IngenieuihochschuIe fui Seefahil Wainenunde/Wusliov,
Roslock, Sofl covei look seiies of six lookIels lolaIing 314 pages,
Ceinan/LngIish
1O. Tienknei, Ielei, (in Iioduclion) |MO-S|andard Marinc Ccnnunica|icn Pnrascs
Audic Ccursc fcr Upgrading VTS Opcra|crs. ased on IMO SMCI Iail III/6,
VTS Slandaid Ihiases, LngIish and Ceinan
11. Wang Qinchao (1992 ) Prac|ica| |ng|isn Ccntcrsa|icn fcr Marincrs, (DaIian,
China, DaIian Maiiline Univeisily Iiess), Sofl covei look, 289 pages ,ISN 7-
5632-O523-3/H.53, Chinese/LngIish
12. Weeks, I I, (1986) latc|cng|n, Madiid, Spain: LdiloiiaI AIhanlia, S.A.,
ook, lapes, LngIish

65
13. Weeks, I I, CIovei, A, }ohnson, L and Slievens, I, (1988 ) Scaspca| Training
Manua|, London, UK: Ieiganon ooks Lld., Sofl covei look, 197
14. Ye, C, and Chen, Y, (1992) |ng|isn Ccntcrsa|icn fcr Marincrs, }inei Navigalion
Inslilule
15. Ye, C, (1993 ) Sca Rcad and Spca|, }inei Navigalion Inslilule
16. Zhu, K, Yuan, L, Ouyang, Z, and Luo, W, (1992 ) |ng|isn Ccntcrsa|icn fcr VTS
Opcra|cr and Scancn, (DaIian, China: DaIian Maiiline Univeisily), ook,
Chinese/LngIish


4. Tcxtbnnks fnr Eng!Ish In MarItImc Law & 5hIppIng

1. (Danish aulhoi) Snips ccrrcspcndcncc (exacl lilIe and lhe pulIishei unknovn),
Sofl covei, 48 pages
2. Kalaizyska, , and KiyIuk, S, (198O ) Ma|cs Ccrrcspcndcncc, Cdansk, IoIand:
Wydavniclvo Moiskie, sofl covei look, 158 pages, IoIish/LngIish
3. Kalaizyska, , (1988) Nc|cs cn Snips, Pcr|s and Cargc, (Cdansk, IoIand:
Wydavniclvo Moiskie Cdansk,) Sofl covei look, 295 pages, IoIish/LngIish
4. Radice, I, (1989) |ng|isn fcr in|crna|icna| Tradc, Thiid Ldilion, Suiiey, UK:
Thonas NeIson and Sons Liniled, Sofl covei look, 112 pages, LngIish
5. Chen, Zhigen (199O), Mari|inc 8usincss |ng|isn- Rcading and lri|ing, (DaIian,
China: DaIian Maiiline Univeisily Iiess), Sofl covei look, 278 pages, ISN7-
5632-O265-x/H.23, Chinese/LngIish
6. Ian Miaofu (1993) |ng|isn Ccrrcspcndcncc fcr |n|crna|icna| Snipping 8usincss,
(Shanghai, China: aijia Iiess), Sofl covei look, 226 pages, ISN7-8O576-411-
5/H.O1
7. Iiilchaid, oiis (1989/1994) Snips 8usincss in |ng|isn, Ionoiski fakuIlel,
Rijeka, Cioalia. Sofl covei look, 342 pages, Cioalian/ LngIish,
8. Iale, Dusan (1995) Snipping 8usincss fcr Nau|ica| S|udcn|s, Ioiloioz: VIIS.,
Sofl covei look, 139 pages, SIovenian/LngIish
9. Ielkova & Toncheva (2OOO) Ccrrcspcndcncc and ccnnunica|icns in Snipping,
Vaina, uIgaiia

66
5upp!cmcnt 2
MarItImc Eng!Ish: vIdcn, CD, mu!tImcdIa, and snftwarc

1. VIDLO:
-----: ANG|OS|A |, |n|and natiga|icn. Tnc S|. |aurcncc Scauaq. Tcacncrs Manua|
Draf| Dccuncn| On|q. }une 1991
-----: ANG|OS|A ||, Tnc |ng|isn Cnannc|.
-----: Undcrs|anding |ng|isn cn 8card, VoI. 1 & 2, VideoleI, London

2. CD-ROM:
-----: Mari|inc |ng|isn ly Maiiline Lducalion Sveden A (1997)
-----: Mari|inc Ccnnunica|icns ly Maiiline Lducalion Sveden A (1998)
-----: KIuijven, I. C. van (2OO3) Tnc in|crna|icna| Mari|inc |ng|isn |anguagc
Prcgrannc, An |ng|isn Ccursc fcr s|udcn|s a| Mari|inc Cc||cgcs and fcr cn-ocard
|raining, SMCP inc|udcd. CD-ROM piesenlalions, Texls, Tasks and Iiojecls. AIk &
Heijnen IulIisheis, AIknaai

3. SOITWARL:
-----: Marlne Tralnlng and Marlne Language: SMCP and |ng|isn |anguagc Training
ly MarincScf| (2OOO)
-----: K|ul]ten, P. (2002 .) n||p.//ncnc.p|anc|.n|/~||uijtcn/
-----: Marltlme Eng|lsh. Maiiline Lducalion Sveden A
-----: Maritime Communications. Maritime Education Sweden AB - multimedia
-----: Mar|lns Stud Pack 1, VideoleI & SeaguII, London
-----: Mar|lns Stud Pack 2, VideoleI & SeaguII, London
-----: Marlne Tralnlng and Marlne Language: SMCP and Eng|lsh Language -----:
Tralnlng. MaiineSofl, Roslock, Ceinany
-----: Mar|lns Stud Pack 1, Progress Test, VideoleI, London
-----: Mar|lns Test of Soken Eng|lsh (TOSE), VideoleI, London
-----: lS| Mar|lns Test, MaiIins


67



68
5upp!cmcnt 3

5c!cctcd chcck!Ists

Evaluation of Maritime English Materials
Material No. 1
1. CHECKLIST EXTERNAL FACTORS OF EVALUATION
External criteria:
Yes/No, Scalar Rating,
Description, Comment
1. AUTHOR(S): T.N. Blakey
1. TITLE
ENGLISH FOR MARITIME
STUDIES
2. PUBLISHER: YEAR: Prentice-Hall, 1987
3. ISBN: (total pages: ) 0-13-281379-3; pp. 289
4.
TYPE (textbook, video, CD, software,
supporting/back-up material)
Textbook/coursebook: ESP series
5.
COMPONENTS:
SB/TB/WB/cassette/
video/CD/free tests:
SB=TB
audiocassette
6. LENGTH (units x hours): 14units / 8-10 hours each
7. TARGET LEARNERS: Non-native speakers,
8. TARGET SKILLS:
Reading/Writing/Comm. skills,
note-taking
9. TARGET TEACHERS: Non-native & native
10.
PURPOSE/RATIONALE
(designed for the students of/ trainees in )
cadets / qualified personnel at
nautical and naval establishments
11.
AVAILABILITY
(e.g. readily available)
Out of print
12.
LEVEL + USER DEFINITION (beginners,
lower-intermediate, intermediate, upper-
intermediate, advanced)
(lower) intermediate
13.
LAYOUT/GRAPHICS
(clear, attractive print, )
Clear; well modelled; some a little
out-dated

69
14.
ACCESSIBILITY / ORGANISATION
(arrangement of sections, parts, reading text,
exercises, )
Arranged for competence-based
and content-based learning
15.
PHYSICAL CHARACTERISTICS
(e.g. space to write notes, fill out exercises)
(1-6)
5
16.
SUPPLEMENTARY MATERIALS
(vocabulary, tables, additional reading,
video, etc.)
Tapescripts, key to exercises
17.
CULTURAL BIAS (1-6)
(meeting the requirements of multi-
national/cultural/lingual crews/students;
yes/no)
3
18.
REFERENCE TO OTHER MATERIALS
(maritime reference books, conventions,
regulations, subject textbooks, )
Acknowledgements; lack of
referencing to textual sources

ASSESSMENT OF THE MATERIAL
(rating: 1 - 6)
5

OVERALL VALUE FOR MONEY
(rating: 1 - 6)
6 - upgrading needed (content-wise
and modern learning methodology
/ technology)


70
2. CHECKLIST INTERNAL FACTORS OF EVALUATION
Internal Criteria
Yes/No, Scalar
Rating, Description,
Comment
19. PURPOSE / OBJECTIVES explained in introduction YES
20.
APPROACH
(acceptable to course curriculum, maritime authorities,
maritime industry)
YES - STCW 78/95
0 - ISM
21.
TYPE OF MARITIME ENGLISH
(Comprehensive/General Maritime English, register-
oriented, genre-oriented, spoken communication, )
Comprehensive, GME,
different registers
(nautical, engineering,
communication, etc.);
Spoken VHF
communication
(insufficient)
22.
THE NATURE OF LEARNING
(content-based, skill-based, task-based, competence-
based, )
All four
23.
CONTENT PRESENTATION
(systematic coverage of syllabus)
YES
24.
ORGANISATION - layout
(content clearly organized into units)
YES
25.
SEQUENCED GRADING OF CONTENT THEMES
AND TOPICS
YES
26.
AUTHENTICITY
(plenty of authentic language; modified texts)
Authentic + modified
27.
COVERAGE OF SUBJECT CONTENTS
(IN THE CURRICULUM)
Basic STCW 95,
needs supplementing
and upgrading
28. GUIDANCE TO LEARNER (in introduction, units) 6
29.
INTERESTING & VARIED TOPICS & TASKS
(to provide for different learner levels, styles) (1 6)
6
30
DEVELOPMENT OF COMMUNICATIVE
COMPETENCE: (1 6)
fluency in communicative functions: requests, asking
questions, permission; possibility; probability;
compulsion, obligation, prohibition, denial, negation)
4

71
31.
SMCP-BASED TEXT & EXERCISES
(totally, partly, none)
Partly, insufficient
32. PRONUNCIATION
Lack of exercises,
listening skills -
cassette
33.
THE FOUR SKILLS (LISTENING, READING,
SPEAKING, WRITING) (1 6)
5 (Listening, reading,
note-taking, guided
writing)
34.
VOCABULARY DEVELOPMENT (1 6)
(explanation and practice):
terminology, multi-word lexical units, EGP lexical items
in specialized use
6
35.
GRAMMAR (explanation and practice): (1 6)
modals, tenses, passive; nominalizations,
prepositional/adverbial phrases, syntax of complex
sentences)
5
36.
DISCOURSE ELEMENTS TEXTUALITY (1 6)
(discourse markers, coherence, cohesion)
2 (not required for the
level)
37.
EXERCISES (1 6)
(relevant, to-the-point, practicing)
5
38. SEQUENCED GRADING OF EXERCISES (1 6) 4
39. CLEAR INSTRUCTIONS for exercises (1 6) 6
40. KEY TO EXERCISES YES
41.
SUPPLEMENTARY (VISUAL/AUDIO) MATERIALS
AVAILABLE
(audio cassette, video, CD, multi-media, software , etc.)

42.
STUDENTS CAN DEVELOP OWN LEARNING
STRATEGIES INDEPENDENT LEARNING (1-6)
5
43.
GUIDANCE TO TEACHER
(adequate, not to heavy preparation load)
6
44
ASESSMENT (1 - 6)
(in exercises, revision/review, final test)
2
ASSESSMENT (rating: 1 - 6) 5
OVERALL VALUE FOR MONEY (rating: 1 -6) 5-6



72
Evaluation of Maritime English Materials
1. CHECKLIST EXTERNAL FACTORS OF EVALUATION
Rating scale: 1 to 6 (where applicable)
External criteria:
Yes/No, Scalar Rating,
Description, Comment
1. AUTHOR(S):
F. Weeks, A. Glover, E. Johnson,
P. Strevens
2. TITLE
SEASPEAK TRAINING
MANUAL, Essential English
for International Maritime Use
3. PUBLISHER: YEAR: Pergamon Press, Oxford, 1988
4. ISBN: (total pages: ) 0 08 031555 0, 197
5.
TYPE (textbook, video, CD, software,
supporting/back-up material)

Training manual
6.
COMPONENTS:
SB/TB/WB/cassette/
video/CD/free tests:
SB=TB
cassette
7. LENGTH (units x hours): 6 sections / one term (45 hrs)
8. TARGET LEARNERS:
Non-native + native English
speakers
9. TARGET SKILLS:
Communicative skills,
Speaking/listening
10. TARGET TEACHERS: Non-native + native
11.
PURPOSE/RATIONALE
(designed for the students of/ trainees in )
Trained seafarers
Students engaged in training
12.
AVAILABILITY
(e.g. readily available)
Readily available
13.
LEVEL + USER DEFINITION (beginners,
lower-intermediate, intermediate, upper-
intermediate, advanced)
Intermediate + upper-intermediate
14.
LAYOUT/GRAPHICS
(clear, attractive print, )
Too elaborate; not user-friendly
in places
15.
ACCESSIBILITY / ORGANISATION
(arrangement of sections, parts, reading text,
exercises, )
Good arrangement of sessions;
too elaborate in places

73
16.
PHYSICAL CHARACTERISTICS
(e.g. space to write notes, fill out exercises)
(1-6)
2
17.
SUPPLEMENTARY MATERIALS
(vocabulary, tables, additional reading,
video, etc.)
cassette
18.
CULTURAL BIAS (1-6)
(meeting the requirements of multi-
national/cultural/lingual crews/students;
yes/no)
6
19.
REFERENCE TO OTHER MATERIALS
(maritime reference books, conventions,
regulations, subject textbooks, )
SEASPEAK Project
SEASPEAK Reference Manual,
SMCP 1978/85

OVERALL VALUE FOR MONEY
(rating: 1 - 6)
4-5


74
2. CHECKLIST INTERNAL FACTORS OF EVALUATION
Internal Criteria
Yes/No, Scalar Rating,
Description, Comment
20. PURPOSE / OBJECTIVES explained in introduction YES
21.
APPROACH
(acceptable to course curriculum, maritime authorities,
maritime industry)
YES STCW 1978/
partly 1995
YES SMCP 2001
(partly)
22.
TYPE OF MARITIME ENGLISH
(Comprehensive/General Maritime English, register-
oriented, genre-oriented, spoken communication, )
Genre: Spoken
communication
23.
THE NATURE OF LEARNING
(content-based, skill-based, task-based, competence-
based, )
Competence-based
24.
CONTENT PRESENTATION
(systematic coverage of syllabus)
YES
25.
ORGANISATION - layout
(content clearly organized into units)
3
26.
SEQUENCED GRADING OF CONTENT THEMES
AND TOPICS
6
27.
AUTHENTICITY
(plenty of authentic language; modified texts)
Standardised maritime
VHF phrases therefore
reasonably not always
authentic
Modified VHF phrases
Modified maritime VHF
exchanges, conversations
28.
COVERAGE OF SUBJECT CONTENTS (IN THE
CURRICULUM)
5
29. GUIDANCE TO LEARNER (in introduction, units) 3
30.
INTERESTING & VARIED TOPICS & TASKS
(to provide for different learner levels, styles) (1 6)
3
31.
DEVELOPMENT OF COMMUNICATIVE
COMPETENCE: (1 6)
fluency in communicative functions: requests, asking
questions, permission; possibility; probability;
compulsion, obligation, prohibition, denial, negation)
5

75
32.
SMCP-BASED TEXT & EXERCISES
(totally, partly, none)
6
33. PRONUNCIATION
Via Listening & speaking
skills
34.
THE FOUR SKILLS (LISTENING, READING,
SPEAKING, WRITING) (1 6)
Listening, speaking
35.
VOCABULARY DEVELOPMENT (1 6)
(explanation and practice):
terminology, multi-word lexical units, EGP lexical
items in specialized use
4
Glossary
36.
GRAMMAR (explanation and practice): (1 6)
modals, tenses, passive; nominalizations,
prepositional/adverbial phrases, syntax of complex
sentences)
Use of modals in
SMNV/SEASPEAK;
Otherwise NA
37.
DISCOURSE ELEMENTS TEXTUALITY (1 6)
(discourse markers, coherence, cohesion)
NA
38.
EXERCISES (1 6)
(relevant, to-the-point, practicing)
6
39. SEQUENCED GRADING OF EXERCISES (1 6) 6
40. CLEAR INSTRUCTIONS for exercises (1 6) 4
41. KEY TO EXERCISES YES
42.
SUPPLEMENTARY (VISUAL/AUDIO)
MATERIALS AVAILABLE
(audio cassette, video, CD, multi-media, software , etc.)
Cassette
Glossary
43.
STUDENTS CAN DEVELOP OWN LEARNING
STRATEGIES INDEPENDENT LEARNING (1-6)
NA
44.
GUIDANCE TO TEACHER
(adequate, not to heavy preparation load)
3
45.
ASESSMENT (1 - 6)
(in exercises, revision/review, final test)
5

ASSESSMENT (rating: 1 - 6) 4-5



76
Evaluation of Maritime English Materials
1. CHECKLIST EXTERNAL FACTORS OF EVALUATION
Rating scale: 1 to 6 (where applicable)
External criteria:
Yes/No, Scalar Rating, Description,
Comment
1. AUTHOR(S): A. Spini & B. Pritchard
2. TITLE
ENGLISH TEXTBOOK FOR MARINE
ENGINEERS 2
3. PUBLISHER: YEAR:
Rijeka College of Maritime Studies,
1999*
4. ISBN: (total pages: ) No; 243
5.
TYPE (textbook, video, CD,
software, supporting/back-up
material)
textbook
6.
COMPONENTS:
SB/TB/WB/cassette/
video/CD/free tests:
SB=TB
Key to exercises
7. LENGTH (units x hours): 20 units/lessons x 3 hours
8. TARGET LEARNERS:
2
nd
year students, HND Course in
Marine Engineering
9. TARGET SKILLS:
Reading/writing, comm. skills in
technical texts
10. TARGET TEACHERS: Non-native
11.
PURPOSE/RATIONALE
(designed for the students of/ trainees
in )
Engineering cadets, STCW 95 trainees -
OOW (Marine Engineering)
12.
AVAILABILITY
(e.g. readily available)
Readily available
13.
LEVEL + USER DEFINITION
(beginners, lower-intermediate,
intermediate, upper-intermediate,
advanced)
Intermediate & upper intermediate
14.
LAYOUT/GRAPHICS
(clear, attractive print, )
Clear; less attractive due to low quality
print paper

77
15.
ACCESSIBILITY /
ORGANISATION
(arrangement of sections, parts,
reading text, exercises, )
Reading text + figures (drawings,
illustrations, diagrams, etc.) + Q&A +
exercises (vocabulary) + grammar +
translation
16.
PHYSICAL CHARACTERISTICS
(e.g. space to write notes, fill out
exercises) (1-6)
4
17.
SUPPLEMENTARY MATERIALS
(vocabulary, tables, additional
reading, video, etc.)
vocabulary
18.
CULTURAL BIAS (1-6)
(meeting the requirements of multi-
national/cultural/lingual
crews/students; yes/no)
NA
19.
REFERENCE TO OTHER
MATERIALS
(maritime reference books,
conventions, regulations, subject
textbooks, )
References in acknowledgements
20.
ASSESSMENT OF THE
MATERIAL
(rating: 1 - 6)


OVERALL VALUE FOR MONEY
(rating: 1 - 6)



78
2. CHECKLIST INTERNAL FACTORS OF EVALUATION
Internal Criteria
Yes/No, Scalar Rating,
Description, Comment
21
PURPOSE / OBJECTIVES explained in
introduction
YES
22
APPROACH
(acceptable to course curriculum, maritime
authorities, maritime industry)
YES, Course of studies (HND
& BSc in Marine
Engineering)
STCW requirements (OOW +
Chief Engineer)
23
TYPE OF MARITIME ENGLISH
(Comprehensive/General Maritime English,
register-oriented, genre-oriented, spoken
communication, )
Register: technical - marine
engineering
24
THE NATURE OF LEARNING
(content-based, skill-based, task-based,
competence-based, )
Task-based, content-based,
competence-based
25
CONTENT PRESENTATION
(systematic coverage of syllabus)
Complying with curriculum
for 2
nd
year students of
marine engineering (HND &
BSc)
26
ORGANISATION - layout
(content clearly organized into units)
YES
27
SEQUENCED GRADING OF CONTENT
THEMES AND TOPICS
YES
28
AUTHENTICITY
(plenty of authentic language; modified texts)
All texts are authentic, no
modification
29
COVERAGE OF SUBJECT CONTENTS
(IN THE CURRICULUM)
YES, follows curriculum
(marine engineering)
30
GUIDANCE TO LEARNER
(in introduction, units)
5
31
INTERESTING & VARIED TOPICS & TASKS
(to provide for different learner levels, styles)
(1 6)
6
32
DEVELOPMENT OF COMMUNICATIVE
COMPETENCE: (1 6)
fluency in communicative functions: requests,
asking questions, permission; possibility;
probability; compulsion, obligation, prohibition,
denial, negation)
5

79
33
SMCP-BASED TEXT & EXERCISES
(totally, partly, none)
6 (to be combined with
another textbook, by A.
Spini: English for Marine
Engineers
34 PRONUNCIATION In the vocabulary
35
THE FOUR SKILLS (LISTENING, READING,
SPEAKING, WRITING) (1 6)
4
36
VOCABULARY DEVELOPMENT (1 6)
(explanation and practice):
terminology, multi-word lexical units, EGP lexical
items in specialized use
6
37
GRAMMAR (explanation and practice): (1 6)
modals, tenses, passive; nominalizations,
prepositional/adverbial phrases, syntax of complex
sentences)
6
explanation (in Croatian) and
exercises for practicing
structures of the technical text
and genres in marine
engineering
38
DISCOURSE ELEMENTS TEXTUALITY
(1 6)
(discourse markers, coherence, cohesion)
5
39
EXERCISES (1 6)
(relevant, to-the-point, practicing)
6
40
SEQUENCED GRADING OF EXERCISES
(1 6)
5
41 CLEAR INSTRUCTIONS for exercises (1 6) 5
42 KEY TO EXERCISES Separate booklet
43
SUPPLEMENTARY (VISUAL/AUDIO)
MATERIALS AVAILABLE
(audio cassette, video, CD, multi-media, software ,
etc.)

44
STUDENTS CAN DEVELOP OWN LEARNING
STRATEGIES INDEPENDENT LEARNING
(1-6)
4
45
GUIDANCE TO TEACHER
(adequate, not to heavy preparation load)
5
46
ASESSMENT (1 - 6)
(in exercises, revision/review, final test)
3

ASSESSMENT (rating: 1 - 6)

80
3. QUESTIONNAIRE

1. Does the material match learner objectives? Is the purpose clearly defined?
Objectives explicitly laid out in an introduction, and implemented in the material

2. Is the material learner-centered? learners, learning styles, interests, etc.

3. Does the material facilitate interactive learning?

4. develops communicative skills

5. follows rules of content-based learning

6. follows cognitive procedures of the subject-matter (e.g. scripts and scenarios in ship
handling, contingency planning; starting or reversing the main engine, etc.)

7. Is the material socio-culturally appropriate?

8. Is the material gender-sensitive?

9. How ethnocentric is the material?

10. CONTENT systematic coverage of syllabus. content clearly organized and graded (by
difficulty)
11. Is the material up-to-date?

12. plenty of authentic language

13. Are instructions to students clear? clear instructions

14. Are vocabulary and comprehensible input levels well-graded?

15. Is the material age-appropriate?

16. Is the material interesting and visually attractive? Is it interesting? Is it challenging?
varied topics and tasks so as to provide for different

17. Is the material easy to use? Is the ratio of language given/student task economic?

18. Does it contain distracting difficulties?

19. Is the material relevant to real life?

20. appropriate visual materials available


81
21. Does the exercise type effectively and economically accomplish purpose? periodic
review and test sections

22. good pronunciation, vocabulary and grammar explanation and practice

23. fluency practice in all four skills

24. encourages learners to develop own learning strategies and to become independent in
their learning

25. adequate guidance for the teacher

26. Does the material provide assessment: revision/reviews/final?
(Adapted from Sheldon 1988:242)
































82
Evaluation of Maritime English Materials
1. CHECKLIST EXTERNAL FACTORS OF EVALUATION
Rating scale: 1 to 6 (where applicable)
External criteria:
Yes/No, Scalar Rating,
Description, Comment
1. AUTHOR(S): C. Logie, E. Vivers, A. Nisbet
2. TITLE
ENGLISH FOR SEAFARERS,
STUDY PACK 2
3. PUBLISHER: YEAR: Marlins, Edinburgh, 1998
4. ISBN: (total pages: ) 0 9531748 1 6, pp. 300
5.
TYPE (textbook, video, CD, software,
supporting/back-up material)
Textbook; Audiocassette +
tapescripts
6.
COMPONENTS:
SB/TB/WB/cassette/
video/CD/free tests:
SB=TB
Audiocassette
glossary
7. LENGTH (units x hours): 15 units x
8. TARGET LEARNERS:
For students starting their seafaring
career; A self-study programme for
seafarers of all ranks
9. TARGET SKILLS:
Integrates language systems
(grammar, vocabulary,
pronunciation) and the four
language skills
10. TARGET TEACHERS: Designed for self-study
11.
PURPOSE/RATIONALE
(designed for the students of / trainees in )
Encouraged to be used seafarers at
sea; practicing general language
communicative skills preferred to
those in maritime subjects
12.
AVAILABILITY
(e.g. readily available)
Readily available
13.
LEVEL + USER DEFINITION (beginners,
lower-intermediate, intermediate, upper-
intermediate, advanced)
Lower-intermediate
intermediate

83
14.
LAYOUT/GRAPHICS
(clear, attractive print, )
6
15.
ACCESSIBILITY / ORGANISATION
(arrangement of sections, parts, reading text,
exercises, )
6: Prediction + reading text(s) or
clips + CBL + structure/cognitive
functions + exercises (matching,
cloze) + listening skills + basic
grammar and structural practice +
vocabulary development
16.
PHYSICAL CHARACTERISTICS
(e.g. space to write notes, fill out exercises)
(1-6)
6
17.
SUPPLEMENTARY MATERIALS
(vocabulary, tables, additional reading,
video, etc.)
6
18.
CULTURAL BIAS (1-6)
(meeting the requirements of multi-
national/cultural/lingual crews/students;
yes/no)
6
19.
REFERENCE TO OTHER MATERIALS
(maritime reference books, conventions,
regulations, subject textbooks, )
Sources quoted in texts and clips
20.
ASSESSMENT OF THE MATERIAL
(rating: 1 - 6)
6

OVERALL VALUE FOR MONEY
(rating: 1 - 6)
6


84
2. CHECKLIST INTERNAL FACTORS OF EVALUATION
Internal Criteria
Yes/No, Scalar Rating,
Description, Comment
21
PURPOSE / OBJECTIVES explained in
introduction
YES
22
APPROACH
(acceptable to course curriculum, maritime
authorities, maritime industry)
These requirements are met
much more thoroughly in
Study Pack 1
Pack 2 focuses on general
language practice rather
than Maritime English
23
TYPE OF MARITIME ENGLISH
(Comprehensive/General Maritime English, register-
oriented, genre-oriented, spoken communication, )
Excellent introduction to a
more specific study of
Maritime English
24
THE NATURE OF LEARNING
(content-based, skill-based, task-based, competence-
based, )
Basically skill- and
competencebased All types
of learning successfully
varied. An array of pair-
work, varied tasks and
activities
25
CONTENT PRESENTATION
(systematic coverage of syllabus)
For students starting their
shipboard careers;
26
ORGANISATION - layout
(content clearly organized into units)
6
27
SEQUENCED GRADING OF CONTENT
THEMES AND TOPICS
6
28
AUTHENTICITY
(plenty of authentic language; modified texts)
Both authentic and modified
texts
29
COVERAGE OF SUBJECT CONTENTS
(IN THE CURRICULUM)
This requirements is met
much more thoroughly in
Study Pack 1
30 GUIDANCE TO LEARNER (in introduction, units) 6
31
INTERESTING & VARIED TOPICS & TASKS
(to provide for different learner levels, styles) (1 6)
6
32
DEVELOPMENT OF COMMUNICATIVE
COMPETENCE: (1 6)
fluency in communicative functions: requests,
asking questions, permission; possibility;
probability; compulsion, obligation, prohibition,
denial, negation)
6

85
33
SMCP-BASED TEXT & EXERCISES
(totally, partly, none)

34 PRONUNCIATION 6 (lacking maritime terms)
35
THE FOUR SKILLS (LISTENING, READING,
SPEAKING, WRITING) (1 6)
6
36
VOCABULARY DEVELOPMENT (1 6)
(explanation and practice):
terminology, multi-word lexical units, EGP lexical
items in specialized use
6
37
GRAMMAR (explanation and practice): (1 6)
modals, tenses, passive; nominalizations,
prepositional/adverbial phrases, syntax of complex
sentences)
6
38
DISCOURSE ELEMENTS TEXTUALITY (1 6)
(discourse markers, coherence, cohesion)
6
39
EXERCISES (1 6)
(relevant, to-the-point, practicing)
6
40 SEQUENCED GRADING OF EXERCISES (1 6) 6
41 CLEAR INSTRUCTIONS for exercises (1 6) 6
42 KEY TO EXERCISES YES
43
SUPPLEMENTARY (VISUAL/AUDIO)
MATERIALS AVAILABLE
(audio cassette, video, CD, multi-media, software ,
etc.)
audiocassette
44
STUDENTS CAN DEVELOP OWN LEARNING
STRATEGIES INDEPENDENT LEARNING
(1-6)
6 this is one of the primary
purposes and values of the
textbook
45
GUIDANCE TO TEACHER
(adequate, not to heavy preparation load)
6
46
ASESSMENT (1 - 6)
(in exercises, revision/review, final test)
6 - Three reviews
(assessment of grammar,
vocabulary, pronunciation,
etc.)
ASSESSMENT (rating: 1 - 6) 6



86
Evaluation of Maritime English Materials
1. CHECKLIST EXTERNAL FACTORS OF EVALUATION
Rating scale: 1 to 6 (where applicable)
External criteria:
Yes/No, Scalar Rating, Description,
Comment
1. AUTHOR(S): V. Petkova & S. Toncheva
2. TITLE
CORRESPONDENCE AND
COMMUNICATIONS IN SHIPPING
3. PUBLISHER: YEAR: Izdatelska kisha STENO, Bulgaria, 2000
4. ISBN: (total pages: ) 954 449 062 0; 447
5.
TYPE (textbook, video, CD,
software, supporting/back-up
material)
Textbook
6.
COMPONENTS:
SB/TB/WB/cassette/
video/CD/free tests:
SB=TB
7. LENGTH (units x hours): 30 units / 6- 8 hours each
8. TARGET LEARNERS:
Shipping, commanding staff of merchant
vessels, teacher of Maritime English, MET
students
9. TARGET SKILLS:
Reading/writing/listening/speaking;
communicative skills in shipping &
maritime law
10. TARGET TEACHERS: Non-native
11.
PURPOSE/RATIONALE
(designed for the students of/
trainees in )
Shipping, nautical studies, maritime
communications
12.
AVAILABILITY
(e.g. readily available)
Readily available
13.
LEVEL + USER DEFINITION
(beginners, lower-intermediate,
intermediate, upper-intermediate,
advanced)
Upper intermediate, advanced
14.
LAYOUT/GRAPHICS
(clear, attractive print, )
Clear though print too dense

87
15.
ACCESSIBILITY /
ORGANISATION
(arrangement of sections, parts,
reading text, exercises, )
Part I Shipping:
General introduction (definition of the
topic) + reading text (elaborate, long, up
to 8 different sub-topics) + notes +
exercises (translation +
vocabulary/terminology + short
composition on a given topic + grammar
Part 2 Maritime Communications
16.
PHYSICAL CHARACTERISTICS
(e.g. space to write notes, fill out
exercises) (1-6)
4
17.
SUPPLEMENTARY MATERIALS
(vocabulary, tables, additional
reading, video, etc.)
Appendixes:
IMO SMCP
Vocabulary (English Bulgarian /
Bulgarian English); abbreviations;
Forms, reports, records, etc.
18.
CULTURAL BIAS (1-6)
(meeting the requirements of multi-
national/cultural/lingual
crews/students; yes/no)
5
19.
REFERENCE TO OTHER
MATERIALS
(maritime reference books,
conventions, regulations, subject
textbooks, )
Bibliography
20.
ASSESSMENT OF THE
MATERIAL
(rating: 1 - 6)
6

OVERALL VALUE FOR
MONEY (rating: 1 - 6)
6


88
2. CHECKLIST INTERNAL FACTORS OF EVALUATION
Internal Criteria
Yes/No, Scalar Rating,
Description, Comment
21
PURPOSE / OBJECTIVES explained in
introduction
YES
22
APPROACH
(acceptable to course curriculum, maritime
authorities, maritime industry)
YES BSc and MSc in
shipping, HND & BSc in
nautical studies
23
TYPE OF MARITIME ENGLISH
(Comprehensive/General Maritime English,
register-oriented, genre-oriented, spoken
communication, )
Registers: Shipping and Law;
Maritime Communications
24
THE NATURE OF LEARNING
(content-based, skill-based, task-based,
competence-based, )
Content-based, task-based,
competence-based
25
CONTENT PRESENTATION
(systematic coverage of syllabus)
YES
26
ORGANISATION - layout
(content clearly organized into units)
YES
27
SEQUENCED GRADING OF CONTENT
THEMES AND TOPICS
YES
28
AUTHENTICITY
(plenty of authentic language; modified texts)
Mostly authentic; rarely
modified
29
COVERAGE OF SUBJECT CONTENTS
(IN THE CURRICULUM)
YES and beyond
30
GUIDANCE TO LEARNER
(in introduction, units)
6
31
INTERESTING & VARIED TOPICS & TASKS
(to provide for different learner levels, styles)
(1 6)
6
32
DEVELOPMENT OF COMMUNICATIVE
COMPETENCE: (1 6)
fluency in communicative functions: requests,
asking questions, permission; possibility;
probability; compulsion, obligation, prohibition,
denial, negation)
5

89
33
SMCP-BASED TEXT & EXERCISES
(totally, partly, none)
6
34 PRONUNCIATION
35
THE FOUR SKILLS (LISTENING, READING,
SPEAKING, WRITING) (1 6)
5
36
VOCABULARY DEVELOPMENT (1 6)
(explanation and practice):
terminology, multi-word lexical units, EGP
lexical items in specialized use
6
37
GRAMMAR (explanation and practice): (1 6)
modals, tenses, passive; nominalizations,
prepositional/adverbial phrases, syntax of
complex sentences)
6
38
DISCOURSE ELEMENTS TEXTUALITY
(1 6)
(discourse markers, coherence, cohesion)
6
39
EXERCISES (1 6)
(relevant, to-the-point, practicing)
6
40
SEQUENCED GRADING OF EXERCISES
(1 6)

41 CLEAR INSTRUCTIONS for exercises (1 6) 6
42 KEY TO EXERCISES No
43
SUPPLEMENTARY (VISUAL/AUDIO)
MATERIALS AVAILABLE
(audio cassette, video, CD, multi-media, software
, etc.)

44
STUDENTS CAN DEVELOP OWN
LEARNING STRATEGIES INDEPENDENT
LEARNING (1-6)
6
45
GUIDANCE TO TEACHER
(adequate, not to heavy preparation load)
6
46
ASESSMENT (1 - 6)
(in exercises, revision/review, final test)

Within exercises, no revisions,
no final test
ASSESSMENT (rating: 1 - 6) 6

90
3. QUESTIONNAIRE

1. Does the material match learner objectives? Is the purpose clearly defined?
Objectives explicitly laid out in an introduction, and implemented in the material

2. Is the material learner-centered? learners, learning styles, interests, etc.

3. Does the material facilitate interactive learning?

4. develops communicative skills

5. follows rules of content-based learning

6. follows cognitive procedures of the subject-matter (e.g. scripts and scenarios in ship
handling, contingency planning; starting or reversing the main engine, etc.)

7. Is the material socio-culturally appropriate?

8. Is the material gender-sensitive?

9. How ethnocentric is the material?

10. CONTENT systematic coverage of syllabus. content clearly organized and graded (by
difficulty)

11. Is the material up-to-date?

12. plenty of authentic language

13. Are instructions to students clear? clear instructions

14. Are vocabulary and comprehensible input levels well-graded?

15. Is the material age-appropriate?

16. Is the material interesting and visually attractive? Is it interesting? Is it challenging?
varied topics and tasks so as to provide for different

17. Is the material easy to use? Is the ratio of language given/student task economic?

18. Does it contain distracting difficulties?

19. Is the material relevant to real life?

20. appropriate visual materials available

91

21. Does the exercise type effectively and economically accomplish purpose? periodic
review and test sections

22. good pronunciation, vocabulary and grammar explanation and practice

23. fluency practice in all four skills

24. encourages learners to develop own learning strategies and to become independent in
their learning

25. adequate guidance for the teacher

26. Does the material provide assessment: revision/reviews/final?
(Adapted from Sheldon 1988:242)






























92
Evaluation of Maritime English Materials
1. CHECKLIST EXTERNAL FACTORS OF EVALUATION
Rating scale: 1 to 6 (where applicable)
External criteria:
Yes/No, Scalar Rating, Description,
Comment
1. AUTHOR(S): Peter C. van Kluijven
2. TITLE
The International Maritime Language
Programme, An English course for
students at Maritime Colleges and for on-
board training, SMCP included
3. PUBLISHER: YEAR:
Alk & Heinen Pub., Alkmaar, The
Netherlands
4. ISBN: (total pages: )
5.
TYPE (textbook, video, CD, software,
supporting/back-up material)
Textbook + CD-Rom Presentations,
Texts, Tasks and Projects
6.
COMPONENTS:
SB/TB/WB/cassette/
video/CD/free tests:
Textbook (SB/TB/WB)
CD-ROM; Key
7. LENGTH (units x hours):
8 units x appr. 7 sub-units
(x 3-4 hours each):
8. TARGET LEARNERS:
Non-native English speakers
(Dutch etc.)
9. TARGET SKILLS: Communicative skills
10. TARGET TEACHERS:
11.
PURPOSE/RATIONALE
(designed for the students of/ trainees in
)
Students at maritime colleges (BSc);
& On-board training
12.
AVAILABILITY
(e.g. readily available)
Readily available
13.
LEVEL + USER DEFINITION
(beginners, lower-intermediate,
intermediate, upper-intermediate,
advanced)
Intermediate & upper intermediate
14.
LAYOUT/GRAPHICS
(clear, attractive print, )
Clear, attractive

93
15.
ACCESSIBILITY / ORGANISATION
(arrangement of sections, parts, reading
text, exercises, )
Introductory reading text; tasks &
exercises (cognitive & content-based
learning, role-play, lexical tasks,
structural tasks); notes (students
workbook); CD-ROM based exercises;
project
16.
PHYSICAL CHARACTERISTICS
(e.g. space to write notes, fill out
exercises) (1-6)
Sufficient space to write notes, fill out
exercises
17.
SUPPLEMENTARY MATERIALS
(vocabulary, tables, additional reading,
video, etc.)
Practical Grammar;
CD-Rom Presentations, Texts, Tasks and
Projects
18.
CULTURAL BIAS (1-6)
(meeting the requirements of multi-
national/cultural/lingual crews/students;
yes/no)
5
19.
REFERENCE TO OTHER
MATERIALS
(maritime reference books, conventions,
regulations, subject textbooks, )
6
20.
ASSESSMENT OF THE MATERIAL
(rating: 1 - 6)
6

OVERALL VALUE FOR MONEY
(rating: 1 - 6)
6


94
2. CHECKLIST INTERNAL FACTORS OF EVALUATION
Internal Criteria
Yes/No, Scalar
Rating, Description,
Comment
21 PURPOSE / OBJECTIVES explained in introduction YES
22
APPROACH
(acceptable to course curriculum, maritime authorities,
maritime industry)
YES, completely
STCW-based
23
TYPE OF MARITIME ENGLISH
(Comprehensive/General Maritime English, register-
oriented, genre-oriented, spoken communication, )
Comprehensive/Gene
ral Maritime English,
register-oriented,
genre-oriented, rich
in spoken
communication
24
THE NATURE OF LEARNING
(content-based, skill-based, task-based, competence-
based, )
content-based, skill-
based, task-based,
competence-based
25
CONTENT PRESENTATION
(systematic coverage of syllabus)
6 MarOff; 6
Deck Officer
26
ORGANISATION - layout
(content clearly organized into units)
YES (6)
27
SEQUENCED GRADING OF CONTENT THEMES
AND TOPICS
YES (6)
28
AUTHENTICITY
(plenty of authentic language; modified texts)
Extracts and
transcripts of
authentic language
29
COVERAGE OF SUBJECT CONTENTS (IN THE
CURRICULUM)
STCW; BSc
(MarOff); SMCP
30 GUIDANCE TO LEARNER (in introduction, units) 6
31
INTERESTING & VARIED TOPICS & TASKS
(to provide for different learner levels, styles) (1 6)
6
32
DEVELOPMENT OF COMMUNICATIVE
COMPETENCE: (1 6)
fluency in communicative functions: requests, asking
questions, permission; possibility; probability;
compulsion, obligation, prohibition, denial, negation)
6

95
33
SMCP-BASED TEXT & EXERCISES
(totally, partly, none)
6
34 PRONUNCIATION 5
35
THE FOUR SKILLS (LISTENING, READING,
SPEAKING, WRITING) (1 6)
6
36
VOCABULARY DEVELOPMENT (1 6)
(explanation and practice):
terminology, multi-word lexical units, EGP lexical items
in specialized use
6
37
GRAMMAR (explanation and practice): (1 6)
modals, tenses, passive; nominalizations,
prepositional/adverbial phrases, syntax of complex
sentences)
6
38
DISCOURSE ELEMENTS TEXTUALITY (1 6)
(discourse markers, coherence, cohesion)
5
39
EXERCISES (1 6)
(relevant, to-the-point, practicing)
6
40 SEQUENCED GRADING OF EXERCISES (1 6) 6
41 CLEAR INSTRUCTIONS for exercises (1 6) 6
42 KEY TO EXERCISES -
43
SUPPLEMENTARY (VISUAL/AUDIO) MATERIALS
AVAILABLE
(audio cassette, video, CD, multi-media, software , etc.)
CD-ROM
44
STUDENTS CAN DEVELOP OWN LEARNING
STRATEGIES INDEPENDENT LEARNING (1-6)
6
45
GUIDANCE TO TEACHER
(adequate, not to heavy preparation load)
6
46
ASESSMENT (1 - 6)
(in exercises, revision/review, final test)

6
ASSESSMENT (rating: 1 - 6) 6



96
3. QUESTIONNAIRE

1. Does the material match learner objectives? Is the purpose clearly defined?
Objectives explicitly laid out in an introduction, and implemented in the material

2. Is the material learner-centered? learners, learning styles, interests, etc.

3. Does the material facilitate interactive learning?

4. develops communicative skills

5. follows rules of content-based learning

6. follows cognitive procedures of the subject-matter (e.g. scripts and scenarios in ship
handling, contingency planning; starting or reversing the main engine, etc.)

7. Is the material socio-culturally appropriate?

8. Is the material gender-sensitive?

9. How ethnocentric is the material?

10. CONTENT systematic coverage of syllabus. content clearly organized and graded (by
difficulty)

11. Is the material up-to-date?

12. plenty of authentic language

13. Are instructions to students clear? clear instructions

14. Are vocabulary and comprehensible input levels well-graded?

15. Is the material age-appropriate?

16. Is the material interesting and visually attractive? Is it interesting? Is it challenging?
varied topics and tasks so as to provide for different

17. Is the material easy to use? Is the ratio of language given/student task economic?

18. Does it contain distracting difficulties?

19. Is the material relevant to real life?

20. appropriate visual materials available

97

21. Does the exercise type effectively and economically accomplish purpose? periodic
review and test sections

22. good pronunciation, vocabulary and grammar explanation and practice

23. fluency practice in all four skills

24. encourages learners to develop own learning strategies and to become independent in
their learning

25. adequate guidance for the teacher

26. Does the material provide assessment: revision/reviews/final?
(Adapted from Sheldon 1988:242)