Modular ESP Teaching Design of Maritime English Based on STCW Requirements for Higher Vocational Seafarer Majors
DOI:
https://doi.org/10.54097/j90xqw38Keywords:
Maritime English, ESP, STCW Convention, Modular Teaching, Higher Vocational College, Seafarer TrainingAbstract
The Standards of Training, Certification and Watchkeeping for Seafarers (STCW) Convention establishes statutory requirements for seafarers’ practical proficiency in maritime English, which is directly related to navigation safety and international shipping operations. However, current maritime English instruction in higher vocational colleges focuses more on theoretical knowledge, such as vocabulary and grammar, while neglecting practical onboard applications, leading to a disconnect between students’ examination performance and actual job requirements. To address this issue, this study constructs a five-module English for Specific Purposes (ESP) teaching model tailored to the post requirements of seafarers. A one-semester teaching comparison experiment was conducted between two parallel classes in a higher vocational college, and the results show that the modular teaching model significantly improves students’ maritime English test scores and practical application abilities, especially in scenario-based communication and emergency expression. This research provides a replicable and practical scheme for professional English teaching reform in maritime higher vocational colleges, helping to bridge the gap between classroom teaching and maritime workplace demands.
Downloads
References
[1] International Maritime Organization. (2010). STCW convention and code, including the 2010 Manila amendments. IMO Publishing.
[2] Li, W. (2013). Reflections on practical teaching of navigation technology in higher vocational colleges under the background of the STCW Manila Amendments. Journal of Nantong Vocational & Technical Shipping College, (1), 122–125. (In Chinese)
[3] Hutchinson, T., & Waters, A. (1987). English for specific purposes: A learning centred approach. Cambridge University Press.
[4] Dudley Evans, T., & St. John, M. J. (1998). Developments in English for specific purposes: A multi disciplinary approach. Cambridge University Press.
[5] Wen, Q. (2018). The production oriented approach to teaching university students English in China. Language Teaching, 51(4), 526–540. https://doi.org/10.1017/S0261444818000152
[6] Wu, X., Liao, L., & DeBacker, T. K. (2016). Implementing task based instruction in ESP class: An empirical study in marine engineering English. Journal of Language Teaching and Research, 7(5), 936–945. https://doi.org/10.17507/jltr.0705.12
[7] Trenkner, P., & Cole, C. W. (2012). The STCW Manila Amendments and their impact on Maritime English. Constanta Maritime University Annals, 17, 239–244.
[8] Zang, J. (2017). Reflection on modular teaching of navigation technology in maritime colleges. Ship Vocational Education, (2), 36–39. (In Chinese)
[9] Wang, D., Qin, Z., Li, G., & Han, X. (2019). Research on a competency oriented applied modular curriculum system for navigation technology. Journal of Kaifeng Institute of Education, 39(2), 103–105. (In Chinese)
[10] Dirgayasa, I. W. (2022). Maritime English learning materials based on STCW curriculum and intercultural competence. World Journal of English Language, 12(4), 65–75. https://doi.org/10.5430/wjel.v12n4p65.
[11] Ji, H. (2020). Application and reflection of the blended teaching model in maritime English listening and speaking courses in higher vocational colleges. Guide of Science and Education, (35), 125–126. (In Chinese)
[12] Huang, G. (2019). Application of flipped classroom in maritime English teaching. Maritime Education Research, (1), 103–108. (In Chinese)
[13] General Office of the Ministry of Transport. (2021). Syllabus for the training of seafarers on seagoing ships (2021 version). Ministry of Transport of the People's Republic of China. (In Chinese)
[14] International Maritime Organization. (2001). Standard marine communication phrases (SMCP) (Resolution A.918(22)). IMO Publishing.
[15] Cole, C. W., & Trenkner, P. (2009). The yardstick for Maritime English STCW assessment purposes. IAMU Journal, 6(1), 13–28.
[16] Cole, C. W. (1999). The impact of multicultural and multilingual crews on maritime communication—What is (y)our position? Pomorstvo, 13, 115–123.
[17] Wang, Y., & Chen, L. (2016). Preliminary ideas on improving the teaching of maritime English listening and speaking. Journal of Zhejiang International Maritime College, 12(1), 36–39. (In Chinese)
[18] Maritime Safety Administration of the People's Republic of China. (2024). Specification for the competency assessment of seafarers on seagoing ships (2024 version). Ministry of Transport of the People's Republic of China. (In Chinese)
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Academic Journal of Education
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
