Luận văn an evaluation of the course book english for navigation students for the students at navigation department haiphong polytechnic college

TRAN THI NGA AN EVALUATION OF THE COURSE BOOK “ENGLISH FOR NAVIGATION STUDENTS’ FOR THE STUDENTS AT NAVIGATION DEPARTMENT, HAIPHONG POLYTECHNIC COLLEGE Đánh giá giáo trình “English f

VIETNAM NATIONAL UNIVERSITY, HANOI

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

TRAN THI NGA

AN EVALUATION OF THE COURSE BOOK “ENGLISH FOR NAVIGATION

STUDENTS’ FOR THE STUDENTS AT NAVIGATION DEPARTMENT,

HAIPHONG POLYTECHNIC COLLEGE

(Đánh giá giáo trình “English for navigation students” dinh cho sinh vien

khoa điều khiến tàu biển tại irờng Cao Đăng nghề Bách Nghệ Hải Phòng)

M.A Minor Thesis

Field: English Teaching Methodetogy

Code: 6 14 10

Super visor: TRẦN THANH NHÀN, MA

PART B: DEVELOPMENT 4

1.2 Textbook, course book, and matcrials and

1.2.1 Deiinitious cee HH0 HH ren wel 1.2.2 A wide range of Maritine English maieriaÌs 5

1.2.3 ‘The roles of materials in a language program 6

1.3.1 Definitions of materials evaluation 7

1.3.3.1 Pro-usc evaluation 9

1.3.3.2 IEuse cvaluation e con seeriireerirerrrireeeossÐ

1.3.3.3 Post use svaluation cceeceeieiereeeeeroreoe.EÐ

1.3.4.1 The impressionstic method ee LD 1.3.4.2 The checklist method cc se eeieiieioroelTl

1.3.5 Criteria for materials evaluation 1

1.3.5.1 What should be included in the crileria checklist? iF

1.4 The roles of materials evaluation to adaptation of the course book

2.1 The current ESP teaching and learning situation at HPPC 15

CHAPTER 3: ANALYSIS OF THE RESULTS AND SUGGESTIONS

3.1 The realization of each criterion in the course book “English for

vi

3.2 Suggestions for materials adaptation

3.2.1 Format and organization

3.2.2 Maritune content

3.2.3 Language content 3.2.4 Language skill

Appendix 1: Evaluation checklist for the students (in English) i

Appendix 2: Evaluation checklist for the students (in Vietnamese) v

Appendix 3: A sample of an original unit ix

Appendix 4: A sample of a newly-adapted unit xv

University of Languages and International Studies,

Victnam National University Hanoi English as a Foreign Language

English Language Teaching English as a Second T.anguage English for Specilic Purposes English for Navigation Studcnis Haiphong Polytechnic College Teaching Finglish as a Forcign Language

viii

LIST OF CHARTS AND TABLES

‘Table & chart 3.1: ‘lhe realization of the format and organization criteria

‘Table & chart 3.2: ‘Ihe realization of the maritime content criterion

Table & chart 3.3: The realization of the language content criterion

Table & chart 3.4: The realization of the language skill criterion

PART A: INTRODUCTION

1 Rationale for the study

English for Specific Purposes (ESP) has developed to become one of the most prominent

atcas of ELT jcaching The growth of ESP has also ted io an inoreasing mimber of specialized materials Maritime English materials are not an exception The importance of materials is undeniable due to its important role in the curriculum as Nunan (1988, cited in Pritchard, 2003:1) states that “ materials, in fact, are an essential element within the curriculum, and do morc than simply hubricate the wheels of learning, At their best they provide concrete models of desirable classroom practice, they act as curriculum models, and al their very best they fulfill a leacher development role.” Mereaver, malerials, whether commercially developed or teacher-produced, are considered a key component in most EFL programs essential for both teachers and learners Obviously, most teachers

use Tutorials as their primary icaching resource in providing the content of the lessons and class room praolice, In some siluations, however, materials arc only used to supplement the teachar’s instruction For learners, materials generally serve as the basis for the language input they receive and the language practice they take part during their classes, Materials

pronunciation, grammer, vocabulary, etc Nevertheless, as Swales (1980) points out that

materials exhibit problems and in extreme cases are examples of educational failure

Although materials arc a core clement in most ESP classes, there has been little materials evaluation made ‘herefore, in order to exploit the materials at best, it is necessary for

individuals, especially language teachers, to carefidly cxamine afl aspects of the materials

"rhe course book “Lnglish for Navigation Students” was designed for the second and third- your students al Navigation Facutty with the greatest effort of the tenchers at the English Department It has been used at Haiphong Polytechnic College (HPPC) for nearly 3 years, however, since then there has been no evaluation to the course book by the college administrators prior lo the introduction of the course hook lo recognize its strengths and shortcomings, and to see how nmch the course book mests students’ occupational purposes and needs, and the employers’ requirements For this reason, the researcher decided to

choase materials evaluation as the theme for this thesis.

2 Aims and objectives uf the study

This study is carried out with the aim of improving the quality of the teacher-generated material “English for Navigation Students” to meet the students’ occupational

requirements, In order to achieve this aim, the objectives were worked out below

- ‘To evaluate the material “Linglish for Navigation Students” ftom the view points

of Ihe ESP tzachers, subject tcachers and students al Navigation Faculty to identity its strengths, deticiencies and weaknesses,

- To offer suggestions for adaptation of the materials basing on the major findings

3 Significance of the study

Fust of all, the study will provide the findings which are not only useful to the researcher herself but also to the course book designers and the teaching stafi These findings help them to identify the strengths and weaknesses of the course book so that they can make optinmurn use of the book’s strengths and adjust the shortcomings of ccrlain Jasks and every unit throughout the course book

In addition, the Zindings will be the foundation for enhancing the quality of the in-house

material “English for Navigation Students” in order to meet the students’ occupational

requirements

Lastly, il is expected thal the results of the study would serve as a usclul source of reference for teachers who arc in charge of teaching ESP and/or interested in materials

development for ESP, especially Maritime English

4 Scope of the study

The study mainly foeuscs on cvaluating the course book “English for Navigation Students” from the view points of the HSP teachers, subyect teachers and students at Navigation

Faculty in terms of format and organization, subject content, langnage content, language

skill, and mothadology among # great number of criteria for materials evaluation

5 Mcthods of the study

The accomplishinent of this thesis is first based on (he review of materials in the arca of evaluation to build up a theoretical background for the research.

Survey research will be exploited with two principle instruments to collect data for this stndy as follows:

- Survey questionnaire is designed for the second-year students al Navigation Faculty, who have worked with two-thirds of the course book;

= Interviews are conducted with the ESP Icachors who have expericnced using and teaching the course book, and with the subject teachers who both have taken part in lectures at college and have worked on board a ship on

worldwide routes for years alternately

6 Organization of the study

This study consists of three parts as follows:

Parl A wilt provide generat information about the rationale for choosing the (home, ainns and objectives, significance, scope, methods, and organization of the study

Part B is divided into three main chapters In order to provide readers with literature review relevant to this study, the important notions of materials, materials evaluation, types, methods, and erileria for inatcrials cvaluation arc discussed in clapler one Also in this chapter, the significant role of materials evaluation to adaptation of the course book is

presented

The next chapter will give the readers an overview of the current ESP teaching and learning situation at Navigation Faculty, TIPPC, and a detailed analysis of methodologies employed in the study, rescarch procedures and participants involved in the rescarch process

Based on the collected data, chapter three will analyze and discuss the findings of the study, and give suggestions for adaptation of materials evaluation

Parl © will surmmearive the major findings, reveal the linritalions remaining in the study, and offer some suggestions for farthor study on the sare topic

a topic of great interest among foreign researchers but also Vietnamese ones Being aware

of its importance, in Victnam, as Tran Thanh Nhan (2006) stated that “only recently has evaluation confirmed its vital role in guaranteeing educational quality Its significance still holds tras within the scope of materials evaluation.” Tlence, this research field has drawn attention to numerous postgraduates at ULIS, YNUH, who chose and wrote their theses on materials evaluation, especially evaluation of ESP materials The following researchers are

worthy to be mentioned: Nguyen Do ‘hn Hoai (2004); ‘Tran ‘Thanh Nhan (2006); Giap Thi

Yon (2008) and Nguyen Thi Xuan Thy (2008), cte Thoy mado a great deal of contzibution to the post-graduate research field of materials evaluation at ULIS, VNUH and their previous works help lay a reliable foundation for this study Although each thesis was carried out with different aims, contexts ond participants, and based on various theories of linguists abroad, findamentally they shared the ffamework for materials evaluation namely: types, purposes, methods, models and criteria In this present study, the 1oscarolter is going (o exploit the [amework for evaluation of the course book “English for

‘Navigation Students” which is currently used at Haiphong Polytechnic College

1.2, Textbook, course book, and materials

1.2.1 Definitions

As the theme of this thesis is the evaluation of the course boak “English for Navigation

Students” that is being exploited for teaching and learning at HPPC, the rescarcher would like to start the literature review by considering and clarifying the three basic terms

textbook, course book, and iaterials These terms are commanly used in discussing inaterials evaluation

As defined in I.ongmsn Dieliorsy (1998:1394), toxIbook is a book which contains

information for the study of a particular subject, for cxample, a history textbook or a

literature textbook, especially one that is used by students because it is generally considered as providing information (hat can be trusted

Course book, as defined by Tomlinson (1998: ix), is referred to “a textbook which provides the core materials for a course TL aims to provide as mich as possible in one book and is designed so that it could serve as the only book which the learnars necessarily use during a course Such a book usually includes work on grammar, vocabulary, pronunciation,

functions and the skills of roading, writing, listening and speaking.”

Meanwhile, in a broader sense, the term “materials”, as defined by MeGrath (2002-7) and

Tomlinson (1998:11), is something which is deliberatcly used to raise the Icarner’s Knowledge and cxpeicncc of the langusge Thus materials can be anything that is used by learners or teachers to facilitate language leaming It can be “in the form of a textbook, a workbook, a cassette, a CD-Rom, a video, a photocopied handont, a nowspaper, a paragraph written on a whiteboard ” Whatever they arc, materials can be the ones which have been specially designed and published for teaching and learning or they can be what teachers lave carefully selected, exploited or designed specially for teaching purpose in classroom, not excluding, leamner-generated materials

To serve the purpose of the study, the thre basie terms mentioned above will be used inlerclomgeably throughout this the

1.2.2 A wide range of Maritime English materials

‘As a subset of ESP, Mazitime English not only shares the same characteristics of ESP but

also has its own characteristics According to Pritchard (2003), Maritime English materials

possess general {eaturcs as follows

- ‘There is rarely a comprehensive all-inclusive Maritime Linglish textbook or other learning/tcaching meterial

- No single materials (textbooks or others) have imposed itself yet as the materials with worldwide use of the one selting standards lo olher Maritime English taterials

Within the Maritime English sphere, he also suggests a wide range of the materials listed

below:

a) General (ie comprehensive) Maritime English conrse book, ie conventional lextbooks following the methodology of materials design and development in ELT, EFL, and ESP;

b) Register/genre/job-specific materials in Maritime English, or, more specially, in sub-specializalions such as maritime law, shipping, maritimne technology, marine alectronies, maritime safety, etc.;

©) Visual and aural materiais with textbooks, ie videotaped materials, usually on a spacified lopie,

4) Courses on CD-ROM and multimedia;

e) Dedicated programmes, narrow-scope courses in maritime coramunication;

0 _ PC-hasodprogrammes and sofware,

2) Various types of specialized software obtainable fiom the internet,

= Published vs in-house materials;

i) Self-access materials,

iD Supplementary materials

(Pritchard, 2003: 2) Based on the classification of Maritime English materials mentioned above, it can be concluded that the material “Linglish for Navigation Students” belongs to a mixed type of goncral and in-house malcrials

1.2.3 The rales of materials in a Language program

‘Numerous theorists have discussed aboul the roles of materials so far We will find oul the reasons why it is worth considering the rales (tat matcriaks have played

According to Richards (2005), textbooks and instruction materials are a key component 1n

most language programs Tn some situations they serve as the basis of much of the language input learners receive and the language practice that ocows in the classroom

“They may provide the basis for the content of the lessons, the balance of skills taught and the kinds of language practice the students take parl in, Tw other situations, the textbook may serve primarily to supplement the teachar’s instruction, For learners, the textbook may provide the major source of contact they have with the language apart from input provided

by the teacher In (he case of inexperienced teachers textbooks may also serve asa form of

“1

teacher training — they provide ideas on how to plan and teach lessons as well as formats

thal teachers can use

Referring to the roles of materials in a curriculum, Nunan (1991:209) states that

“Materials, whether commercially developed ơr teacher-produezd, sre øn imporlanL clement within the owriculum, and are often the most tangible and visible aspect of it.” Materiats do not only play an important rote in general English but also s rificanl in

- Asa source of language

- Asa learning support

- For motivation and slimulation

1.3.1 Definitions of materiats evaluation

Lvaluation is an essential and indispensable part of planning and implementation of a language course, the other parts being the following: needs analysis, course design, teaching and Icarning process, and assessment Though in theory there should be a circular movement and linear sequence of the above elements or stages of course planning, in practice evaluation slands in close interaction and interdependence relationship with the teaching and learning process; and course design There are many theories we can draw upon on course book evaluation, which are dispersed in the works of such overseas

Jinguisls as Sheldon (1988), Hutchinson and Walers (1987), Robinson (1991), McDonough

and Shaw (1993), Cunningsworth(1995), Tomlinson (1998), Dudley-Evans and St John (1998), ete Among them, the folowing should be taken into consideration

Ilutchinson and Waters (1987: 96) point out that evaluation is a matching process designed

to establish the degree of match between the necds and available solutions H refers to the

attempts to measure the value of materials and is aimed at assessing the fitness of e.g a Maritime English material for a particular purpose, ¢.g completing a diploma within a maritime college or university or for a particular certificate of competency on board ship (Deck Watch-keeping Officer on ships of 500 Gross Tonnage or more)

Aecording to Tortinsan (1998: xj), mralerials evaluation is “the systematic appraisal of the value of materials in relation to their objectives and to the objectives of the learners using them.” [le also suggests that “materials evaluation is a procedurs that involves measuring the value (or potzntial valuc) of a sof of laarning materials, Tt involves taking judgments

ans and St John (1998:128) define that “Tivatuation is a whole process which

in current activities or influencing future ones” ‘his means that evaluation must be more

than collecting and analyzing dala

In summery, although each linguist has his or her own way of giving opinions on materials evaluation, materials evaluation must include the features such as systematicity and

Measurement of thz valuc and Fitness of matcrials

1.3.2 Purposes of materials evahration

Regarding the purposes of materials evaluation, Sheldon (1988) has offered several other reasots for textbook evaluation, He suggests that a thorough evaluation would provide for

a sense of fhmiliarity with a book's content thus assisting educators in identifying the particular strengths and weaknesses in textbooks already in use ‘rhis would help teachers make the optimum use of book!

strong points and recogniving the shorleornings of

certain exercises, tasks and entire texts

Another reason for materials evaluation is the fact that # can be very useful in teacher development and professional growth, Cunningsworth (1995) suggests that textbook evaluation helps teachers move beyond impressionistic assessments and acquire useful, accurate, systematic, and contextual insights inlo the overall nature of materials, Materials evaluation, therefore, can potentially be a particularly worthwhile means of conducting action research as well as a form of improvement

Moreover, materials play a significant role in foreign language teaching ‘They are not

1.3.3 Types of materials evaluation

There are many different types of materials evaluation offered by a number of researchers

Robinson (1991: 59) divides materials evaluation into three types: preliminary, suramative

and formative Whereas, Tomlinson (2003: 23-26) shares the same calegories af taterials evaluation with McGrath (2002: 181-203) They classify materials evaluation into three stages namely: pre-nse, in-use and post use evaluation In spite of the different terms used

to be the most difficuit type since thers is no actual experience of using the materials,

13.3.2 In-use evaluation

The sccond type, in-use cvaluation as its name suggests, is a kind of cvaluation that involves measuring the value of materials while using them or while observing them being

used, In comparison with pre-use evaluation, il is more ebjsctive and reliable as this type

of evaluation makes use of measurement rather than prediction (Tomlinson, 2003: 24)

Bosido ils strength mentioned above, Tomlinson (2003) also points out the Tinitation of this type Tr-use cvaluation can measure “what is observable” and cannot measura “whal is happening in the learners’ brains”,

13,

Post use evaluation

Post use evaluation refers to an assessment of a textbook’s fitness over a period of contimal use According Lo Tarnlinson (2003: 25), evaluation of lis kind can be “the most valuable as it can measure the actual effect of the materials on the users.” Basing on the

data measured, evaluators can make reliable decisions about the use, adaptation or

1.3.4 Methods of materials evaluation

Most of advice on conducting evaluations can be found in publications of Cunningsworth (1995), McDonough and Shaw (1993), Sheldon (1988), Tomlinson (1998; 2003) Many methods of materials evaination suggested in these publications provide a useful starting point for any evalualors conducting a materials evaluation Among them, the following three basic methods: the impressionistic method, the checklist method, and the in-depth method are gomg to be mentioned below

1.3.4.1, The impressionistic method

Cunningsworth (1995: 2) states that the impressionistic method is designed to be able t0 gain an impression of a book by looking rather more carefully at representative features, such as the organization, topics, layoul, visuals and the design of a unil or lesson, ar more specitic features, such as the treatment of particular language elements Therefore, this method is wide-ranging but relatively superficial due to the fact that ‘techniques of impressionistic evaluation cover a wide speetrum’

13.4.2, The checklist method

In addition to the potential Lumitations of this method as McGrath (2002) argues that ‘a checklist is likely lo need tailoring to suil a particnlar context, and this can involve a good deal more than simply deleting checklist items which are inapplicable’ Moreover,

Williams (1993, cited in McGrath, 2002:27) points ont that “checklists cannot be a static

phenomenon” This means that the items in all matcrials evaluation cheeklists reflect the

‘tune at which they are conceived The checklist has at least four advantages:

1 It is systematic, ensuting that all elements that are deemed to be important are considered

2 This cost effective, pormitting » good deal of infrmation lo bo recorded in a relatively short space of time

3 ‘The information is recorded in a convenient format, allowing fot easy comparison

‘between competing sets of material

4 It is explicit, and, provided the categories as well understood by all involved in the

evaluation, offers a common frame work for decision-making

(MeGrath, 2002: 27)

1.3.4 3 The in-depth method

In-depth method consists of a focus on specific features (Cunningsworth, 1995), close

analysis of one or more extracts (Hutchinson and Waters, 1987), or thorough examination

of hwo unils using prodetormined questions (McGrath, 2002) According to MoGrath (2002; 28), beside its advantages, this evaluation method has certain disadvantages Firstly, samples selected for analysis may not representative of the book as a whole Secondly, only a particular section of the material is focused Morcover, this mothod lakes time and requires experl knowledge

In short, among the three methods of materials evaluation mentioned above, the checklist method seems to prevail over the rest Therefore, the researcher decided to adopt it as the

major method to gauge the course book ENS

1.3.5 Criteria for materials evaluation

13.5.1, What should be included in the criteria chechlist?

Tomlinson (1998) assccts that it is cxtremely useful to develop a set of formal criteria for use on a particular evaluation and then to use that set as a basis for developing subsequent context-specific sets, Initially it is demanding and time consuming, but it not only helps the

evaluators to clarify their principles of language learning and teaching but also ensures that future evalualions arc systernatic, rigorous and above all, principled

Ilnichinson and Waters (1987: 99) present their own checklist of criteria for objective and subjeclive analysis, which is not an exhaustive list, and is based on the following four aspects: audience, aims, content, and methodology

Inaddilion to Hutchinson and Waters’ checklist, Ur (1996, ciled in Prichard, 2003:12-13)

offers sixteen textbook evaluation criteria, Among them, the following should be highlighted here

- objectives explicitly laid out in an introduction, and implemented in the material

systematic coverage of syllabus

content clearly organized and graded (by difficulty)

- appropriate visnal materials available

varied topics and tasks so as to provide for different leamers, learning styles,

inlerests, etc

- periodic review and test sections

plenty of authentic language

goad promumciation, voebulary and grammar explanation and practice

fuency practice in all four skills

encourage s leamers to develop own learning strategies and to become independent

in their leaning

- adequate guidance for the teacher

- audio cassette

Meanwhile Sheldon (1988) suggests that there is no general list of criteria which can really

be applicable to all teaching and leaming contexts without considerable modification In the sano vin, Cumingsworth (1995) assures hat any solection procedure should be modified to suit personal circumstances Therefore, selecting and modifying particular items to produce an individualized checklist is the best msthod to make sure that it is suitable to the particular teaching and learning context

13.5.2 The individualized checklist

This individualived checklist was created basing on a number of the checklists mentioned above and after having consulting from the supervisor and discussing with the researcher’s colleagues at HPPC It was selected from the most important features suitable to the

teaching context This checklist consists of five criteria namely format and organization,

Maritime English content, language content, language skill, and methodology

One of the most usefid starting points in any textbook evaluation is an analysis of format and organization Format and organization should be clear, attractive, logic, sequential and uniform They should inelude a glossary and a table of contents where an overview of topics, structures/grammar, vocabulary and skills within each unit can be found

Subjecl content is one of the features of an ESP course book Therefore Marilime English

content has become an indispensable criterion in the checklist The subject content should

be sequenced from easier to more difficult in a logic order throughout the conrse book, from guided to free within 4 unit, and oxganived around the language points In addition,

the subject matter areas should be practical and usefil for the students’ future jobs with various topics and themes, and diverse in non-text types

Language content is the third criterion in this checklist ‘his criterion should consist of tusic and main grammar points and vocabulary items which are organized in the tevel of

difficulty and its content needs to be in various text types to attract and encourage the

students

Another critcrion that can not be deficient in the checklist is language skill The fowr skills should be well-integrated and distributed to serve occupational purposes, of which the speaking and listening should be priority, then reading and speaking

The last criterion is methodology This should be designed basing on the cormmumicative

approach so as to meet the occupational requirements of the students In so doing, the

course book shontd be designed with more pair and group work to improve the students’

communivcalive competsnys

1.4 The roles of materials evaluation to adaptation of the course book

“English tor Navigation Students”

Before the course book “l¿nalish for Navigation Students” was introduced in 2008, the ESP

teachers lad collected Maritime English materials for different mazilime English course

books available to serve the ESP courses for navigation students at LIPPC As a result,

most of the graduates did not salis(y the occupational requirements when working on a foreign ship due to their poor Maritime English

In great demand of the ESP teachers, the students at IPPC and the employers for a Maritime Tinglish course hook which must serve as an effective loot for the mavigalion students studying at college and working well on foreign ships sailing around the world,

the HPPC administrators assigned the Foreign Languages Department to design a course

book of Maritime Frglish This was really a challengirys job for Ihe RSP teachers ng they were not professional materials designers and did not receive any training in the skills and techniques of materials writing After nearly one year, with the assistance of the subject lcachsrs from Navigation Faculty and the great afforl of the RSP teachers, right aller its objectives were set out, the course book ENS was designed, completed and exploited in the classes, However, alter having been used for neatly three years, the course book received both positive and negative feedback fiom the ESP teachers and nautical students as well All those things call for the necd to cvaluatc the maicrial to identify its strengths and the weaknesses In order to conduct effectively the evaluation on the course book ENS from ihe view points of both the FSP leachers, subject leachers and students, the checklist method was exploited with two principal instruments for collecting data: questionnaire and

interview

Based on the evaluation resulls, the evaluators can either replace the course book in-use to adopt the most suitable one or to adapt it However, in HHPC context, further adapting the course book in use is the best method as adapting the material can help the teachers to achieve more compatibility and fitness between the course book and teaching environment, and mmximize the value of the book for them bonofit of their partionlar learners and for the most effective occupational outcome to be achieved

In summary, this chapter has provided a brief review of Literature on materials evaluation

It includes three sections The first scction addressed major issues rogarding the notions of materials, their roles in a language program, and a wide range of maritime English

materials The second section discussed major issues in malerials evaluation including

definitions, purposes, molhads, typss and criteria for materials evaluation The last section

inentioned the roles of materials evaluation to the adaptation of the course book ENS.

CHAPTER 2: METHODOLOGY

In order to reach the objectives of the study, at first this chapter will describe the current ESP teaching and learning situation at Navigation Vaculty, IPPC in which the study was carried oul The next concern of this chapler is going Lo discuss the choice of research methodology This will be followed by a reiteration of the research questions At the end of the chapter will be data collection procedure wath description of stages in which the data

Iaiphong Polytechnic College has become one of the leading vocational colleges in the

maritime seclion since if was founded on the 11% July 2001 As a newly-established

vocational college, it consists of six main faculties: Navigation, Marine Engine, Shipbuilding Techmology, Information Technology, Keonomics, and Electricity and Electronics Among them the maring engine and navigation faculties can bs said to be by far the most important ones of HPPC These two faculties train students to become deck officers, engineer officers, deck ratings and engine ratings After graduating fiom HPPC,

the students will work not only on domestic ships bul also on forsign anes sailing around the world, A ship crew is divided into two departments: deck department and engine department Deck crew nonmally use more spoken and written English than engine crew because they are responsible for communicating with other ships, agents, pilot stations, coastguards, port authoritics, ship owners, cte Their English plays an cxtremely important role in safé and economical navigation of the ship Because of this, HPPC leaders always consider Finglish to be the key subject for the students of the two facnitties

‘As for navigation students, most of them come ftom rural areas, Before entering HPPC, some of them learned English for six years, some learned English for three years and some

learned Russia or Trench The problem is Ural quite few studsnis have « good knowledge

of general English hooause most of them may have paid almost no aflertion Lo learning English at school

Ina three-year course for students of Navigation Faculty linglish subject is taught in five

s for

semesters in the whols course wilh totally 315 school periods The first two s

general English occupy 120 periods and the next three semesters for ESP occupy 195 periods in total with the couse book “English for Navigation Students” The third semester makes up ninety periods, the fourlh semester sixty perinds and the fillh semester forty-five periods After 120 periods in two semesters, the students have to complete twelve units

in the textbook New Cutting Edge - Elementary by Peter Moor and Chris Redston in 2005,

which provides the studonis with generat knowhodgs of English wilh the integration of four skills equivalent to elementary level In the next stage, the course book “English tor Navigation Students” provides a step-stone to enable them to cross from knowledge of gonoral English lo a position where they ean slarl to gol lo know Ibe sort af taxtbooks and instructions within themes relevant to maritime studies Curing a term, depending on number of periods, the students have two or three mid-term tests and at the end of each

term, they have to take an oral test

2.1.2 The course objectives

In mantime ficlé, English has been considered as “the language at sea”, Being aware of the

importance of English to this field, the International Maritime Organization points in Standards of Training Certification and Watch-keeping Convention (1978) that deck

officers are required knowladge of written and spoken English ađequals to understand charts, nautical publications, meteorological information and messages concerning the ship's safety and operation, and adequate to communicate with other ships and coast stations and zaullitingual erew, and use the International Marilime Organizalion’s Standard Maritime Communication Phrases, Moreover, the deck officers who are required to comply with standards of competence for Global Maritime Distress and Safety System radio operators and obtain General Opcrator Certificates will require knowledge of English, both written and spoken, tor the communication of information relevant to the safety of life at sea In addition, recommendatory guidance in Part B of the Standards of Training, Ccttificalion and Watch-keeping Convention (1978) concerning basic training for seafarers with designated safety or pollution prevention duties suggests that fag states should consider ensuring that seafarers have an ability to use at least an elementary Linglish vocabulary with an emphasis on mulicat terms andl situations,

‘Therefore Linglish language requirements to Deck @fficers stipulated in the Standards of Training, Cerlification and Waich-kecping Convention by the Tnlernational Maritime Organization had been taken into thorough consideration before the ESP teachers worked out the main objectives of the Maritime English course with the assistance of the subject teachers from Navigation Facully as follows

At the end of the three- semester couse, the students should be able to achieve:

- listening skills: listening and understanding common orders on board a ship

+ speaking skills: communicating with rmililingual crews on board vessels, other ships,

agents, pilot stations, coastguards, port authorities, ship owners during navigation at sea, in

port approaches, waterways and harbors

- reading skills: reading and comprehending manuals for operating cquiymont and nauticat documents

- writmg skills: writmng letters, messages and sea-protests

2.1.3, General description of the material

English for Navigation Students is an in-house material which was dsigned by the teachers of English Department in 2007, All the dialogues and reading texts were excerpted from different sources: Welcome on baard published by All Japan Seamen’s

Union in 1998, ¥nglish for Seafurers- Pack | published by Marlins in 1997, Lnglish at Sea

+ Module 1 published by Canadian Coast Guard College Press in 1995, Deck Cadet Course

by Training and Seafarers Education Department WINIC company in 2003; and Standard

Marine Communication Phrases by the international Maritime Organization ‘he course

book consists of ace parts Part one consists of six unils, part lwo four untls and part three five units Each unit is typically divided into six sections, namely Vocabulary, Text ot Dialogue, Grammar Notss, Discussion, Reading Comprehension and Translation as follows:

G@ Section one provides a lst of new words, which is categorized into word forms

wath phonstis transcription, explanation in English with examples, and followed by

4 gap-filling exorcise

Gi) Section two consists of a reading text or a dialogue that is covered by a numerous

topics relevant to the maritime area Right after the text or dialogue is usually an

exerci

in form of answering questions or trueffblso