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1 INTRODUCTION

There is a number of maritime accidents partly caused

by repetitive communication failures which led to loss

of lives, goods and properties. Maritime

transportation is considered to be one of the most vital

and dangerous sectors of world economy; therefore,

the safety of seafarers, cargoes and vessels are of

utmost priority for the shipping industry. Seafarers

are expected to undergo the Maritime English

learning phase and for this purpose, English for

Specific Purposes (ESP) is a recognised approach in

meeting the needs of global industry whereas English

language is accepted as a common communication

language in the maritime industry [4].

To research the underlying reasons in the lack of

training of the maritime staff and present a viable

training solution, PraC-MARENG consortium

conducted a questionnaire meant to identify the

causes of common communication accidents on board

as well as to identify the best practices in learning

Maritime English used on board [3]. It contained a set

of questions addressed to the seafarers in various

ranks. The questionnaire focused on looking at the

view of the target groups on the deficiencies in

communicative skills of seafarers as well as to identify

problem areas in the maritime context. The report was

produced based on the outcome of the questionnaire

results, and it will be used as a base for the

development of the SMCP Based Maritime English

Learning Platform. This questionnaire was sent to all

related target groups and 120 responses were

received. In parallel, each partner reviewed the

method of delivery used by different education and

training systems in the Maritime English context and

Practical Communication Approach in Maritime English

U. Acar

& C. Varsami

Maritime Innovators, Istanbul, Turkey

Constanta Maritime University, Constanta, Romania

ABSTRACT: This paper is based on the PraC-MARENG project research and it aims to present the research

outputs during the project implementation. The paper focuses on the results of the questionnaire analysis

targeting to identify the causes of common communication problems on board in order to identify the best

practices in using Maritime English. It contains a set of questions addressed to the seafarers in various ranks. In

parallel, accidents caused by communication failures were selected and studied in each partner country (France,

Turkey, Romania, Lithuania, and Slovenia).

The partnership within PraC-MARENG will develop an online course for seafarers at various levels in order to

provide practical and communication based learning and assessment materials taking into account the real

conversations and accidents contributed by communication failures. The project will design a practical learning

and assessment tool that provides the user with a genuine certificate for the newly acquired skills. This will be

presented in a programme having a tailor made course. The learning will be organized on different phases

(elementary to intermediate) to train seafarers working on different levels of command.

http://www.transnav.eu

the International Journal

on Marine Navigation

and Safety of Sea Tra

nsportation

Volume 15

Number 3

September 2021

DOI: 10.12716/1001.15.03.13

602

looked into accidents and incidents related to

communication failures in their country.

The respondents generally speak their native

language or additional languages, usually from

neighbour countries, besides English, which is the

language of the sea. Although some countries would

like to use or promote their national language, which

is normal, PraC-MARENG project will promote and

emphasise the importance of English as the language

of the sea.

The countries of origin of the respondents were

Romania, Turkey, Lithuania, Moldova, Poland, and

The Netherlands. The languages spoken are:

Romanian, Turkish, Lithuanian, Russian, Macedonian,

Polish, and Dutch.

2 MARITIME ENGLISH TRAINING

Maritime English teaching and learning practices

differ from country to country when looking at the

investigations of PraC-MARENG consortium in

partner countries [3]. Maritime Education and

Training in the language competency of maritime

employees is likely to vary considerably from region

to region in Europe and worldwide; therefore, due to

this variation, careful consideration has to be given to

achieve the competencies stated in the STCW

Conventions and Codes [2].

The PraC-MARNEG questionnaire respondents

included maritime professionals with both

navigational and engineering skills as well as students

who have undergone some sea service.

Have you received Maritime English training? The

first question was clear enough and the results

pointed that 90 percent of participants did receive

Maritime English training. Teaching and learning

Maritime English are reported to be unregulated

across Europe and worldwide although recent

module courses and some initiatives have been

introduce in order to fill the gap. One example for this

is that it is quite unclear for some education centres

whether Maritime English is “English proficiency in

maritime context” or “Maritime proficiency in English

context” even though 90 percent of the respondents

stated that they received Maritime English training in

one way or another [5].

Figure 1. Maritime English Training

Which are the operations for which

communication becomes an issue? The respondents

believed that communication becomes an issue in the

following operations from the most to the least

significant ones: Ship-to-ship communications

(71.7%), Ship-to-shore communications (63.3%), Safety

and security (51.7%), Cargo operations (50%),

Anchoring/mooring operations (45.8%), Emergencies

on board (44.2%), Drills (43.3%), Watch keeping

(35.8%), Daily and social routines (34.2%), Briefings

(33.3%). The PraC-MARENG consortium will

consider the views of seafarers based on their real

experience and therefore it will give priority to the

above operations while matching them with their

relevance to their ranks and day-to-day operations.

Figure 2. Communication issues in Ship Operations (2020)

Which are the learning Materials used to study

Maritime English? The respondents were questioned

with regards to the learning materials they go through

to learn Maritime English, and they indicated that

they used Internet/media courses by 72.5%, Books by

69.2%, Mobile applications by 42.5% and Standard

Marine Communication Phrases by 35.8%. Although it

is a minor percent, respondents also used materials

from College courses, University/nautical college

lectures, during work interactions. This indicates that

traditional books still play a significant part in the

learning process. Integration of such books to

internet/media based courses would enable seafarers

to access them anywhere/anytime as internet based

applications are on the rise as learning materials.

Figure 3. Learning Materials

How was Maritime English Competence assessed?

The results indicate that the competence of seafarers

in Maritime English is assessed by classroom methods

developed by the teacher/institution (90.8%) whereas

some is assessed externally (32.5%) and through

international exams (38.3%). It is understood that

some of them had to pass classroom and external

evaluations at the same time, with an additional

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international exam. This is due to the fact that there

are different international standards such as the IMO

Module Courses, STCW and SMCP phrases. However

every country has national rules and regulations to

observe regarding Maritime English learning,

teaching, assessment and certification [1].

Figure 4. Maritime English Assessment

3 TAILOR-MADE APPROACHES

There are three internationally accepted publications

where Maritime English standards are established:

The STCW Convention provides the essential contents

of Maritime English instruction for navigational and

marine engineering students along with the Standard

Maritime Communication Phrases (SMCP) and the

IMO Module Course 3.17. They are not fully intended

to present instructors/education centres with a

definite teaching package to be followed blindly. The

knowledge, skills and competence of the instructors

are the key components in the transfer of knowledge

and skills to those being trained through these

publication.

In the survey conducted by PraC-MARENG work

programme, participants by 95.8 percent wished to

have Maritime English training related to their rank

and specific operations. This is particularly important

in the eyes of PraC-MARENG partnership as some

existing attempts that are used in the delivery of

Maritime English courses to various ranks do not

reflect their real conversations on board and they are

not relevant in terms of content and levels. An attempt

to make the content relevant to each particular sea

staff serving at sea would motivate their learning

process hence improve their communication skills

that will ultimately help reduce repetitive

accidents/incidents that occur due to communication

failures. Communication plays a significant role in

safe operations hence an attempt to address the

existing gap will create safer, cleaner and more

profitable maritime activities.

Figure 5. Maritime English Training Approach

4 ACCIDENTS CONTRIBUTED BY

COMMUNICATION ERRORS

The accidents/incidents are reportedly occurring with

the contribution of communicative incapacity of

seafarers. The database research conducted within

PraC-MARENG partnership indicated that there is

still a number of accidents/incidents taking place due

to miscommunication in partner countries hence

potentially in Europe and other parts of the world that

are connected by seas. These reports were filtered and

studied in depth to be transformed into real time

scenarios that the learners can study using the online

platform.

Here are some examples studied and each was

contributed by poor communication practices either

by the ship’s crew, pilot or external parties.

Table 1. Accidents caused by poor communication

_______________________________________________

Accident name Reason for the Accident

_______________________________________________

Sarah F + Poor Communication on VHF between

Rusen Mete ships led to collision between a vessel at

anchor and a vessel passing by.

Genk R Poor English language command between

vessels led to injuries of crew members

during cargo operation.

Matilde A + Poor communication practices between

Varkan Akdeniz Pilots led to collision while navigating off

the port.

MOMO vs Lack of communication and

SNSM understanding between Helicopter and

Ship during a man overboard operation.

Ocean Crown No effective communication between the

Master and the Port Authority led to ship

entering to shallow waters.

Slovenia Lack of good communication between the

bridge and the crew on mooring positions

led to injuries.

M/V Vitaspirit Poor communication between crew

leading to a collision and major damage to

ship structure.

_______________________________________________

5 CONCLUSION

The results of the survey were limited to partner

countries therefore they reflect the data collected

accordingly. Partners decided to keep the survey

active to collect further data from partner countries

and other parts of the world.

It has to be also noted that the majority of

respondents are from the deck department therefore

conclusions and analysis are made accordingly. It is

particularly important that some responses such as

the ones related to the areas that they are struggling

with in communicating or failing to do so were

considered as priorities.

Almost all of the respondents benefited from

Maritime English training and those who haven’t are

potentially coming from old schools or else. This will

also be investigated further while building the blocks

of the proposed course.

Participants by 95.8 percent wished to have

Maritime English training related to their duties and

respective operations. This is particularly important in

the eyes of PraC-MARENG partnership as some

existing content that is used in the delivery of

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Maritime English courses to various ranks do not fully

reflect their real time conversations on board. An

attempt to make the content relevant to each

particular position serving at sea would motivate their

learning process hence improve their communication

skills that will ultimately help reduce repetitive

accidents /incidents that occur due to communication

failures. Communication plays a significant role in

safe operations hence an attempt to address the

existing gap will create safer, cleaner and more

profitable seas.

The on-field reality proves the undeniable

knowhow of Seaspeak and standard marine

communication phrases; yet the lack of practical

knowledge thereof has conspicuous consequences on

the part of seafaring personnel involved in

communication onboard. Thus, the questionnaire

analysis brought out this reality and set out a needs-

tailored approach to the problem of Maritime English.

The four skills involved in learning a foreign language

have to be addressed when teaching English for

Special Purposes as in the case of Maritime English.

The inclusion of real-life scenarios in the classroom or

online is of the utmost importance as it makes the

vital connection between theory and practice and

instils a sense of familiarity on the part of the student.

It is undeniable that learning words and phrases

by rote without practicing them in context leads to a

mechanical memorization of the maritime lexis.

Therefore, the questionnaire analysis laid emphasis on

this aspect as well as on the need for availability of

resources (online or traditional learning resources).

For instance, the development of a platform accessible

on a mobile app (focused on listening and

pronunciation) which does not require internet

connection would definitely help the process.

It should be noted, as put forward by the

questionnaire analysis, that teaching and learning

Maritime English has an irregular occurrence and

follows an irregular pattern. As a result, occurrences

where poor or misunderstood statements trigger

accidents or incidents on board are a natural

consequence and should definitely be amended. The

alternative solutions include the setup of an online

platform with topics related to the maritime

environment with real-life audio sequences and

footages.

The research undergone so far within PraC-

MARENG partnership demonstrated that there is a

need for improvement of the learning database for

people working in the maritime industry so that the

possibility of accidents/incidents occurrence might

diminish considerably or at least be subdued.

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