THE STRATEGIES OF STUDENT-CENTERED APPROACH AT THE MARITIME ENGLISH LEARNING PROCESS

  • O. Ya. Tymofyeyeva Danube Institute of the National University “Odessa Maritime Academy”
  • T. M. Konstantynova Danube Institute of the National University “Odessa Maritime Academy”
Keywords: Maritime English, studentcentered approach, seafarers, soft skills, group work

Abstract

The article deals with the student-centered teaching as an integrated part of the communicative approach at the Maritime English learning process. The modern marine industry requires a certain set of soft skills of future seafarers. The communicative approach in the Maritime English learning process is considered to be the most appropriate one giving the opportunities to develop these skills. The required skills and opportunities are highlighted in the article. The research is based on fundamental ideas and principles of the studentcentered approach such as individualization, humanization, differentiation of learning and personal development. Student-centered learning reflecting some ideas of the social constructivist view gives prominence to the activity and the importance of communities of practice with others in the learning process. The notion learning situation is clarified. It includes standardsbased goals for learning languages, multiple intelligences, affective filter, brain compatible strategies, as a part of socio cultural theory. Consequently this approach enables the teachers or instructors to choose the forms and methods of teaching at different levels and with different initial data of the cadets or students. The principle of selectivity of the learning context and the forms of the subject under study are utilized for improving the learning outcomes. The authors represent the practical issues of this approach at the Maritime English classes. The following tasks are given in the research: “Pass the Problem”, “The Same Problem”, “Trust Fall”, “Tell some stories”, “Collaborative dialogue” or “Collaborative story” and the jigsaw activities for the development of four language skills. Special attention is given to teamwork and personal responsibility as well as to the various forms of group work for the purpose of interconnection and collaboration. Such methods of studentcentered approach as case-based instruction, problem-based and project-based learning and similar ones are considered to be advantageous and appropriate for the Maritime English learning process.

References

1. Raju Ahmmed. (2018). The Approaches of Teaching and Learning Maritime English: Some Factors to Consider. Retrieved from https://www.researchgate.net/publication/327890823_The_Approaches_of_Teaching_and_Learning_Maritime_English_Some_Factors_to_Consider (accessed 27 August 2020) (in English).
2. Nadiya Demydenko. (2012) Teaching Maritime English: A Linguistic Approach. Journal of Shipping and Ocean Engineering. Vol. 2. pp. 249–254 (in English).
3. Jomarie D. Navarro, Zenaida Z. Garbin, Edwin M. Agena, Olympio B. Garcia. 2015. Maritime Students’ English Proficiency and Their Feedback on Instructional Materials. Asia Pacific Journal of Maritime Education. 2015. Vol. 1. No. 1. Retrieved form http://oaji.net/articles/2016/2552-1465785486.pdf (accessed 27 August 2020) (in English).
4. Harth J. Ahmed. (2013). The impact of maritime English communication training for non-native English language speakers concerning the competency of seafarers : Iraqi maritime sector case study. World Maritime University Dissertations. pp. 12–25. Retrieved from http://commons.wmu.se/all_dissertations/235 (accessed 27 August 2020) (in English).
5. Learning and teaching issues. (2008) The International Maritime English Conference IMLA-IMEC “The Role of Maritime English – Promoting Communication and Understanding Culture”. Shanghai, P. R. China October 27–30. Retrieved from http://imla.co/sites/default/files/imec20.pdf (accessed 27 August 2020) (in English).
6. O'Neill, Geraldine & Mcmahon, Tim. (2005). Student-centred learning: What does it mean for students and lecturers? Emerging Issues in the Practice of University Learning and Teaching. Vol. 1. Retrieved from https://www.researchgate.net/publication/241465214_Student-centred_learning_What_does_it_mean_for_students_and_lecturers (accessed 27 August 2020) (in English).
7. Lynch, D. N. (2010). Student-Centered Learning: The Approach That Better Benefits Students. Virginia Wesleyan College (in English).
8. Serikov V.V. (1999). Obrazovanie i lichnost'. Teoriya i praktika proektirovaniya pedagogicheskikh sistem [Education and Personality. Theory and Practice of Projecting of the Educational Systems]. Moscow (in Russian).
9. International Convention on Standards of Training, Certification and Watchkeeping for Seafarers, 1978 Retrieved from http://www.imo.org/en/OurWork/HumanElement/TrainingCertification/Pages/STCWConvention.aspx (accessed 25 August 2020) (in English).
10. Weimer, M. (2013). Learner-Centred Teaching. San Francisco: Jossey Bass, A Wiley Company (in English).
Published
2020-10-21
How to Cite
Tymofyeyeva, O. Y., & Konstantynova, T. M. (2020). THE STRATEGIES OF STUDENT-CENTERED APPROACH AT THE MARITIME ENGLISH LEARNING PROCESS. Bulletin of Zaporizhzhia National University. Pedagogical Sciences, (1), 207-212. Retrieved from http://journalsofznu.zp.ua/index.php/pedagogics/article/view/1463