• Journal of Navigation and Port Research
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• v.40 no.5
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• pp.299-304
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• 2016

The importance of clear and effective communication at sea has been greatly emphasized due to the increase in multiculturalism on board both ocean-going and coastal vessels, and the necessity of systematic English training based on 'Knowledge, Understanding, and Proficiency' specified in STCW has also been recognized. With these growing needs in mind, the International Maritime Organization (IMO) updated the Maritime English (ME) Model Course 3.17 in 2015 by providing guidelines on language education within two separate categories, General Maritime English (GME) and Specialized Maritime English (SME). The IMO is now attempting to create a new, global framework of ME education and training, and this this new course model must first be thoroughly understood in order to explore the ways to apply the modified version into the context of current ME education in Korea and to design an updated language curriculum. Therefore, the general structural features of the new model course will be explained in this paper, and the course focus set by IMO and to be considered and/or adopted by the Republic of Korea will be closely examined. Finally, suggestions will be made on how to implement this revised model course in practice with the following focus: the development of localized curriculum for GME and SME; the provision of practical teaching guidance through relevant online and offline materials for class and self-study; and the establishment of qualification guidelines and a teaching support system for language teachers in maritime and language education.

• Proceedings of the Korean Institute of Navigation and Port Research Conference
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• 2015.07a
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• pp.278-279
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• 2015

해기사의 해사영어 사용에 대한 체계적 교육의 필요성이 증가되는 가운데, 국제해사기구(IMO)는 이에 발맞추어 해사영어모델코스 3.17을 일반해사영어(General Maritime English, 즉 GME)와 특수해사영어(Specialized Maritime English, 즉 SME)로 나누어 재편하고, STCW에서 요구하는 지식, 이해 및 기술사항들을 영어교육의 다양한 요소들과 접합함으로써, 해사영어교육의 새로운 틀을 만들고자 시도하고 있다. 국내 해기교육 관련대학 및 기관이 향후 해사영어 커리큘럼을 재편성하기 위해서는, 개정될 해사영어모델코스의 주요 내용을 이해하고, 이를 국내 실정에 맞게 적용할 수 있도록 다양한 방안을 모색하는 것이 선행되어야 한다. 따라서 본 연구에서는, 국제해사기구가 제시한 해사영어모델코스 3.17의 개정 목적 및 변화된 해사영어모델코스의 틀과 방향을 살펴보고, 향후 국내교육기관에서의 해사영어교육 커리큘럼을 재편성한 후, 성공적인 언어교육서비스 제공을 하기 위해 고려해야 할 현실적인 제한 요소들을 살펴보고, 이에 대한 해결책을 모색하고자 한다.

• Journal of the Korean Society of Marine Environment & Safety
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• v.29 no.7
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• pp.930-938
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• 2023

Maritime English is a specialized language system designed for ship operations, maritime safety, and external and internal communication onboard. According to the International Maritime Organization's (IMO) International Convention on Standards of Training, Certification and Watchkeeping for Seafarers (STCW), it is imperative that navigational officers engaged in international voyages have a thorough understanding of Maritime English including the use of Standard Marine Communication Phrases (SMCP). This study measured students' proficiency in Maritime English using a learning and testing platform that includes voice recognition, translation, and word entry tasks to evaluate the resulting improvement in Maritime English exam scores. Furthermore, the study aimed to investigate the level of platform use needed for cadets to qualify as junior navigators. The experiment began by examining the correlation between students' overall English skills and their proficiency in SMCP through an initial test, followed by the evaluation of improvements in their scores and changes in exam duration during the mid-term and final exams. The initial test revealed a significant dif erence in Maritime English test scores among groups based on individual factors, such as TOEIC scores and self-assessment of English ability, and both the mid-term and final tests confirmed substantial score improvements for the group using the platform. This study confirmed the efficacy of a learning platform that could be extensively applied in maritime education and potentially expanded beyond the scope of Maritime English education in the future.