THE TRAINING NEEDS OF DECK WATCHKEEPING OFFICERS

relating to operations and safety at sea. According to the legislation, English in the shipping industry is known as Maritime English and the teaching of the subject at all maritime colleges, institutes and universities worldwide is governed by the IMO Model Course 3.17 (Maritime English). Consequently, this world -class standard document for training has set a standard for the English language to be taught and mastered so as to comply to the regulation at sea (Trenkner, 2002; Pritchard, 2005 & Takagi et al., 2007).

Short (2006) highlighted that thousands of crew on board merchant vessels nowadays receive intensive training in Maritime English communication before going to sea (p. 2). This is because ships were manned by seafarers from different nationalities and cultures and it is vital that they share a common language on board while working and living at sea. Trenkner (2002) added that trainee seafarers need to learn common seafaring idiom such as ‘port’, ‘starboard’, ‘boatswain’, ‘forecastle’ and etc to prevent confusion when attending technical classes conducted in English or going to sea for the �irst time into an English speaking work environment.

This paper highlights the training needs in the English language, particularly in Maritime English for deck watch-keeping of�icers or more professionally known as ship navigators. More importantly, it looks at the urgent need to equip Malaysian students with the fundamental English skills as they embark on enriching career in the maritime industry.

2.0 Scope of discussion

The discussion in this paper is limited to Ship’s English or Maritime English and IMO SMCP (Standard Marine Communication Phrases) as per used by navigation/watch -keeping of�icers and as per taught to navigation/deck cadets in the Malaysian Maritime Academy.

Maritime English subject as being taught to navigation cadets of the Diploma in Nautical Studies at Malaysian Maritime Academy. It covers the content as per outlined by the IMO Model Course 3.17 for Maritime English and could be extended to other related professions such as marine engineer, deck rating (crew), navigation rating (crew), harbor pilot, coast station operators, ship administrative of�icer, coast guards and radio operators. However, suf�ice to mention that the focus is on communication so as to comply with the requirement.

3.0 Maritime English

The most practical de�inition of Maritime English was provided by Short (2006) She stated that “Maritime English is the English language that is necessary to function within the maritime industry, with its widely diverse activities.” (p. 8). She further explained that Maritime English is full with idiomatic expressions used by contemporary seafarers and these terminology need to be understood nowadays as they are relevant to many specialized ships, gas and oil tankers, communications at sea, loading and discharging of cargo and other ship’s routine operations.

In the teaching-learning discipline, Maritime English is placed at the same level with other forms of ESP (English for Speci�ic Purposes) but is quite different in emphasis from English as a Foreign Language (EFL) and English as a Second Language (ESL). In simpler words, Maritime English is de�ined as English that is being used in the maritime industry that covers not only ship operations but also other operations that are related with it such as port state control, harbor authority, oil and gas, power generation, marine transportation and etc.

4.0 The Training Needs of Deck Watch -keeping Of�icers

According to Yakushechkina (2007), Maritime English training can be divided into 4 main levels:

1 Basic Marine Vocabulary (BMV) that covers the introduction to shipping English.

2. Standard Marine Communication Phrases (SMCP) used by of�icers and crew dealing with navigation, safety communications, cargo operations and everything used for work of the deck department

3. English used by engineers and crew dealing with the main and auxiliary engines, the electric, the electronics, operations and maintenance and everything used for work of the engineering department (on board communications).

4. Maritime English used by administrative of�icers and those concerned with the commercial business of the merchant marine, Maritime Law procedures, insurance etc.

However, in educating ship’s navigators, Trenkner (2002), Pritchard (200 5) and Takagi et al. (2007) asserted that the �irst two would be relevant. The following sections present the two stages for better understanding.

4.1 Basic Marine Vocabulary (BMV)

This is an introductory stage that requires cadet of�icers/navigators to learn and be skillful in recognizing the basic operations of the vessel, ship terminologies, ship functions and safety procedures. Among the topics covered in this stage are: a. Parts of ship b Types of ship c. Names and functions of equipment on board of merchant ship d. Routine operations on board such as bunkering, alongside, maintenance, loading and unloading of cargo, watch-keeping, mustering and etc. e. Ship movement and directions f. Basic ship communication in English g. Ship organization h. Duties and responsibilities on board

Suf�ice to mention here that the specialty of this stage lies on the emphasis of the trainers to review previously taught English language skills/lessons so that a common platform will be formulated for ‘basic English pro�iciency’ . In other words, at this stage, the trainer will ensure that cadet of�icers are capable of performing fundamental English skills such as listening to main ideas and s peci�ic details (listening), provide appropriate responses and explanation to questions (speaking) question and sentence construction (oral and written), tenses and subject -verbagreement (grammar) and paragraphing (essay composition). Win (2012) also believed that these essential skills must be taught and nurtured so that students will not face any language dif�iculty later as per encountered by his students in Myanmar. Moreover, students at least have the golden opportunity to improve their English under the watchful eyes of their experienced trainers The best is that, all the introductory lessons on ships operations are conducted with the emphasis of one or two language items so as to be more effective and relevant.