// The MARCOM REPORT provides examples of possible ways of doing this, with particular stress on interactive, learner-centred methodology encouraging trainees to discuss tasks and problems in English from the outset of the Course. This communicative methodology has been in use for many years now in the teaching of EFL/ESL* and has been included as a separate section in the Marlins 'Model' Maritime English Course.
In this context we can perhaps consider the reliance by many teachers of English in this region in placing trainees in language laboratories, drilling vocabulary to be memorised, or phrases taken out of context - even if from a maritime sphere. Ask yourself... just how much real thinking is required of the trainee about what is being practised and repeated ?
Does the repetition of pre-programmed language mean it is understood in the context of a ship's daily routine? - especially when it is remembered that the learning effectiveness depends on the Trainer's monitoring techniques and knowledge of ships and shipping.
Certainly, basic VHF radio material regarding ETA/ETD, fuel needs, provisioning cargo data etc. is predictable, as are bridge commands to helmsman and engine room. But when the wealth of language and maritime vocabulary in the Standard Marine Communication Phrases is studied, and thought given to its interpretation and teaching implications, we return once more to the question of ensuring that Trainees adopt a "thinking in English" learning approach rather than 'parrotting' too much pre - programmed language which can be so hard to remember-especially when problems develop at sea rapidly and unexpectedly.
// At this point it is pertinent to observe that the SMCP have been trialled - as an IMO Field Consultant, I was one of the many triallists - and our evaluation reports were sent to IMO earlier this year.
