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Language Education

Controversies, Observations and Proposals


Edited By Danuta Stanulewicz, Karolina Janczukowicz and Małgorzata Rocławska-Daniluk

This collection of papers explores various issues in English language teaching in Poland, mainly at the secondary and tertiary levels. The topics include Content and Language Integrated Learning (CLIL), English for Specific Purposes (ESP), and e-learning. The contributions also deal with teaching public speaking, pronunciation and writing. The contributors explore language education from the perspective of cognitive linguistics and propose solutions concerning English for Specific Purposes (Technical Writing in English and Maritime English) as well. The book also investigates teaching not only languages but also, inter alia, geography and linguistics, concentrating on the use of metaphors, prototypes and cognitive models.

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Teaching Maritime English: Selected aspects (Michał Golubiewski)


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Teaching Maritime English: Selected aspects

Michał Golubiewski

University of Gdańsk

Abstract: This chapter is an attempt to call attention to some problems connected with teaching Maritime English. That particular variety of the English language displays some peculiarities which need to be taken into consideration in the teaching process. The sociolinguistic aspects of the mentioned professiolect should be taken into account at all stages of preparing a course, including course design, the syllabus and materials design.

In research on teaching ESP, Maritime English (as well as other similar varieties of language) has received significantly less attention than Business English or Legal English. The chapter aims to suggest it is time to change this attitude.

Keywords: ESP, Maritime English, motivation, professiolect

1. Introduction

The aim of this chapter is to present some of the factors which influence the ways of teaching Maritime English. I shall try to show that the goals of teaching English to people who work at sea (especially to military personnel, which is connected with my personal professional experience) are based on requirements which are drawn from real-life needs; in other words, the language that is being taught reflects the specific kinds of skills seamen must be able to perform in their job. The information on courses, syllabuses, students’ needs and their motivations for learning English as a second language is based on the data collected during my work with students...

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