engleski

Notes on written communication in marine engineering

The aim of this handbook was to establish the required English language proficiency levels for engineer officers and to provide a useful methodological tool for more efficient communication in the marine engineering context. In Chapter 1 we have pointed out the need for more instruction in English as a second language for students of marine engineering at MET institutions as well as the need for refreshment courses for engineer officers on board ship. Furthermore, instruction on written correspondence is necessary taking into account the significant amount of time engineer officers at management level spend on filling out forms, writing e- mails, reports, specifications, etc. Theoretical foundations of the communication process have been laid out in Chapter 2 where we have discussed how and why we communicate and what the main elements of communication are. Furthermore, in this Chapter we have explained how written communication differs from oral communication and we have presented different types of written communication in marine engineering with accompanying illustrations. The final section of this chapter is intended as a reference for Maritime English (ME) instructors, as it depicts existing models of communication relevant for language teaching and the intercultural environment on board ship. The notes provided in Chapters 3 and 4 are expected to be a good reference material for students of marine engineering and engineer officers, either when in doubt or when looking for the perfect phrase. Stylistic guidelines are presented in Chapter 3, whereas linguistic guidelines for efficient communication are provided in Chapter 4. These two chapters combined, which constitute the larger part of the handbook, contain more than 300 authentic example sentences showing how various language structures can be used in efficient communication. In Chapter 5 the most frequent and commonly used abbreviations in marine engineering are presented. 124 Ten sample authentic e-mails are provided in Chapter 6 and are used as good and bad examples to illustrate what is acceptable and what is not acceptable in written correspondence. The original (authentic) e-mails can be used as a teaching resource. Hence, the handbook also provides a valid contribution to materials design and development in ESP teaching (specifically for marine engineering English) as there is scarcity of such materials. Finally, a glossary of linguistic terms is provided to help the reader comb through linguistic terms (i.e. the metalanguage) he/she might not be familiar with.

LSP, written communication, marine engineering

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