TECHNICAL ENGLISH IN AEROSPACE

2021 ◽  
pp. 31-35
Author(s):  
Anton MATVEEV
Keyword(s):  
Language Proficiency ◽  
Native English Speakers ◽  
Civil Aviation ◽  
English Speakers ◽  
International Civil Aviation Organization ◽  
Teaching Approaches ◽  
Language Competence ◽  
Communication Problems ◽  
Air Traffic Controllers ◽  
Training Materials

Since 2004, the International Civil Aviation Organization has imposed pilots and air traffic controllers elsewhere in the world to comply with the established language proficiency standards as a safety measure against language and communication problems during flights. Currently, one of the problems that aviation English practitioners face is the lack of training materials on aviation specifications to learn various language aspects. This article discusses peculiarities of technical English used in aerospace. Thus, technical English not only facilitates communication between native and non-native English speakers but reduces the risk of errors and overall risks as well. In this regard, appropriate teaching approaches should be chosen, various tools and forms of teaching English aviation language should be used to form the language competence of future specialists.

scholarly journals Clearing the air

2009 ◽  
Vol 32 (3) ◽  
pp. 21.1-21.11 ◽  
Author(s):  
John Read ◽  
Ute Knoch
Keyword(s):  
Language Proficiency ◽  
Civil Aviation ◽  
Test Design ◽  
Assessment Instruments ◽  
Listening Skills ◽  
International Civil Aviation Organization ◽  
Special Issue ◽  
Aviation Accidents ◽  
Communication Problems ◽  
Air Traffic Controllers

As a result of investigations showing that communication problems can be a significant contributing factor to major aviation accidents, the International Civil Aviation Organization (ICAO) has established a set of Language Proficiency Requirements. All pilots and air traffic controllers engaged in international aviation must be certified by their national civil aviation authorities as meeting the requirements by March 2011. This has created a demand for tests designed to assess the speaking and listening skills of aviation personnel, and language testers have become involved as developers and evaluators of the various assessment instruments. The present paper gives an overview of the issues and introduces the themes discussed by the other contributors to this special issue of the journal, covering both the linguistic nature of aviation communication and more practical considerations in test design.

Clearing the air

2009 ◽  
Vol 32 (3) ◽  
pp. 21.1-21.11
Author(s):  
John Read ◽  
Ute Knoch
Keyword(s):  
Language Proficiency ◽  
Civil Aviation ◽  
Test Design ◽  
Assessment Instruments ◽  
Listening Skills ◽  
International Civil Aviation Organization ◽  
Special Issue ◽  
Aviation Accidents ◽  
Communication Problems ◽  
Air Traffic Controllers

As a result of investigations showing that communication problems can be a significant contributing factor to major aviation accidents, the International Civil Aviation Organization (ICAO) has established a set of Language Proficiency Requirements. All pilots and air traffic controllers engaged in international aviation must be certified by their national civil aviation authorities as meeting the requirements by March 2011. This has created a demand for tests designed to assess the speaking and listening skills of aviation personnel, and language testers have become involved as developers and evaluators of the various assessment instruments. The present paper gives an overview of the issues and introduces the themes discussed by the other contributors to this special issue of the journal, covering both the linguistic nature of aviation communication and more practical considerations in test design.

Zagreb and Tenerife

2009 ◽  
Vol 32 (3) ◽  
pp. 22.1-22.14 ◽  
Author(s):  
Simon Cookson
Keyword(s):  
Language Proficiency ◽  
Native Speaker ◽  
Decisive Role ◽  
Air Traffic ◽  
Civil Aviation ◽  
Air Traffic Controllers ◽  
Swiss Cheese Model ◽  
Accident Causation ◽  
Airline Accidents ◽  
Cheese Model

The International Civil Aviation Organization (ICAO) is currently implementing a program to improve the language proficiency of pilots and air traffic controllers worldwide. In justifying the program, ICAO has cited a number of airline accidents that were at least partly caused by language factors. Two accidents cited by ICAO are analysed in this paper: the mid-air collision above Zagreb in 1976, and the runway collision at Tenerife in 1977. The paper examines the linguistic factors involved in each accident, such as code switching and L1 interference, and uses the ‘Swiss cheese’ model of accident causation developed by Reason (1990) and adapted by Wiegmann and Shappell (2003) to put these factors into a broader aviation context. It is shown that, while linguistic factors were in each case significant, both accidents occurred as the result of multiple causal factors, many of which were non-linguistic. Furthermore, stress and fatigue played a decisive role in exacerbating the linguistic factors in each accident. Finally, the paper suggests lessons that may be drawn from the analysis for the training of pilots and air traffic controllers, both nativespeaker and non native-speaker.

Implementing ICAO language proficiency requirements in the Versant Aviation English test

2009 ◽  
Vol 32 (3) ◽  
pp. 27.1-27.17
Author(s):  
Alistair Van Moere ◽  
Masanori Suzuki ◽  
Ryan Downey ◽  
Jian Cheng
Keyword(s):  
Language Proficiency ◽  
Information Exchange ◽  
Federal Aviation Administration ◽  
Computerized Testing ◽  
Civil Aviation ◽  
Automated Scoring ◽  
International Civil Aviation Organization ◽  
Valid Assessment ◽  
The U.S ◽  
Aviation English

This paper discusses the development of an assessment to satisfy the International Civil Aviation Organization (ICAO) Language Proficiency Requirements. The Versant Aviation English Test utilizes speech recognition technology and a computerized testing platform, such that test administration and scoring are fully automated. Developed in collaboration with the U.S. Federal Aviation Administration, this 25-minute test is delivered via a telephone or computer. Two issues of interest are discussed. The first concerns the practicalities of assessing candidates in each of six separate dimensions of spoken proficiency: Pronunciation, Structure, Vocabulary, Fluency, Comprehension, and Interactions. Although an automated scoring system can objectively segregate these skills, we question whether human raters have the capacity to do this in oral interviews. The second issue discussed is how an automated test can provide a valid assessment of spoken interactions. Tasks were designed to simulate the information exchange between pilots and controllers on which candidates’ proficiency in ‘Interactions’ could be measured, for example, by eliciting functions such as correcting miscommunications and providing clarification. It is argued that candidate ability can be probed and estimated in a fair and standardized way by presenting a series of independent items which are targeted in difficulty at the various ICAO levels.

scholarly journals Implementing ICAO language proficiency requirements in the Versant Aviation English Test

2009 ◽  
Vol 32 (3) ◽  
pp. 27.1-27.17 ◽  
Author(s):  
Alistair Van Moere ◽  
Masanori Suzuki ◽  
Ryan Downey ◽  
Jian Cheng
Keyword(s):  
Language Proficiency ◽  
Information Exchange ◽  
Federal Aviation Administration ◽  
Computerized Testing ◽  
Civil Aviation ◽  
Automated Scoring ◽  
International Civil Aviation Organization ◽  
Valid Assessment ◽  
The U.S ◽  
Aviation English

This paper discusses the development of an assessment to satisfy the International Civil Aviation Organization (ICAO) Language Proficiency Requirements. The Versant Aviation English Test utilizes speech recognition technology and a computerized testing platform, such that test administration and scoring are fully automated. Developed in collaboration with the U.S. Federal Aviation Administration, this 25-minute test is delivered via a telephone or computer. Two issues of interest are discussed. The first concerns the practicalities of assessing candidates in each of six separate dimensions of spoken proficiency: Pronunciation, Structure, Vocabulary, Fluency, Comprehension, and Interactions. Although an automated scoring system can objectively segregate these skills, we question whether human raters have the capacity to do this in oral interviews. The second issue discussed is how an automated test can provide a valid assessment of spoken interactions. Tasks were designed to simulate the information exchange between pilots and controllers on which candidates’ proficiency in ‘Interactions’ could be measured, for example, by eliciting functions such as correcting miscommunications and providing clarification. It is argued that candidate ability can be probed and estimated in a fair and standardized way by presenting a series of independent items which are targeted in difficulty at the various ICAO levels.

scholarly journals PROVISION OF ENGLISH-MEDIUM INSTRUCTION: TRENDS AND ISSUES

2020 ◽  
pp. 11-21
Author(s):  
OLGA KVASOVA ◽  
CAROLYN WESTBROOK ◽  
KEVIN WESTBROOK
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Native English Speakers ◽  
English Speakers ◽  
British Council ◽  
Current Trends ◽  
The World ◽  
Teachers And Students ◽  
English Medium Instruction

The article addresses the current trends of teaching subjects through the medium of English which has been boosting in the world and in Ukraine. Introduced due to globalization processes, teaching in English as a Medium of Instruction (EMI) has become an essential part of internationalization policies of universities. The increase in numbers of international students is viewed as an indication of quality of education provided by universities; it contributes to universities’ higher ratings and competitiveness. The introduction of EMI has been sustainably promoted by the British Council. Nonetheless, EMI providers across the world keep encountering similar issues and challenges. Amongst those, the most essential is low English language proficiency of non-native English speakers – both teachers and students. The article aims to examine the training provided to Ukrainian teachers who deliver EMI courses. The authors surveyed 28 EMI teachers in two universities in the country. The results imply the necessity to reprofile linguistic and pedagogical courses for EMI teachers, including training them in implementing innovative and interactive teaching techniques. The prospects of further research arouse from the need to develop a quality system of assessing students’ learning outcomes.

scholarly journals Zagreb and Tenerife

2009 ◽  
Vol 32 (3) ◽  
pp. 22.1-22.14
Author(s):  
Simon Cookson
Keyword(s):  
Language Proficiency ◽  
Native Speaker ◽  
Decisive Role ◽  
Air Traffic ◽  
Civil Aviation ◽  
Air Traffic Controllers ◽  
Swiss Cheese Model ◽  
Accident Causation ◽  
Airline Accidents ◽  
Cheese Model

The International Civil Aviation Organization (ICAO) is currently implementing a program to improve the language proficiency of pilots and air traffic controllers worldwide. In justifying the program, ICAO has cited a number of airline accidents that were at least partly caused by language factors. Two accidents cited by ICAO are analysed in this paper: the mid-air collision above Zagreb in 1976, and the runway collision at Tenerife in 1977. The paper examines the linguistic factors involved in each accident, such as code switching and L1 interference, and uses the ‘Swiss cheese’ model of accident causation developed by Reason (1990) and adapted by Wiegmann and Shappell (2003) to put these factors into a broader aviation context. It is shown that, while linguistic factors were in each case significant, both accidents occurred as the result of multiple causal factors, many of which were non-linguistic. Furthermore, stress and fatigue played a decisive role in exacerbating the linguistic factors in each accident. Finally, the paper suggests lessons that may be drawn from the analysis for the training of pilots and air traffic controllers, both nativespeaker and non native-speaker.

scholarly journals NATIVE ENGLISH SPEAKERS VERSUS NON-NATIVE ENGLISH SPEAKERS: THE IMPACT OF LANGUAGE TEACHERS ON EFL LEARNER'S ENGLISH PROFICIENCY

2019 ◽  
Vol 7 (2) ◽  
pp. 27
Author(s):  
Tariq Elyas ◽  
Noor Motlaq Alghofaili
Keyword(s):  
Language Proficiency ◽  
Native English Speakers ◽  
Language Teachers ◽  
English Speakers ◽  
Efl Learners ◽  
Ex Post ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers ◽  
The Impact

In the field of TESOL, the perception that Native English Speaking Teachers (NESTs) are better than Non-Native English Speaking Teachers (NNESTs) has influenced language schools, recruitment policies and institutional leadership practices. The tendency to recruit more NESTs and achieve improved learning outcomes can be seen in English as a Foreign Language (EFL) and English as a Second Language (ESL) contexts. This paper aims to investigate whether NESTs or NNESTs have any impact on the EFL learners� language proficiency in Saudi EFL context. This quantitative study adopts pretest-posttest experimental and ex post facto designs to determine students� achievement in two language skills, namely speaking and listening. The two groups of participants are EFL students in a foundation year program at a Saudi Arabian University. One group was taught by a NEST and the other by a NNEST. The quantitative data were analyzed by using SPSS. The findings indicated that teachers� nativeness and backgrounds have no significant effects on the Saudi EFL learners� speaking and listening skills. Here, Saudi EFL learners can equally perform in classes taught by NESTs or NNESTs. In the light of the findings, the study suggests that recruitment policy should not be influenced by the employers� belief that NESTs possess better teaching skills than NNESTs.��

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