THE IMPORTANCE OF PRACTICING THE SPEAKING SKILL FOR STUDENTS OF THE MERCHANT MARINE ACADEMY

Authors

  • Evangelia Giovanoglou Visiting Professor of English Language, Merchant Marine Academy of Crete, Greece

DOI:

https://doi.org/10.46827/ejel.v9i6.5906

Abstract

The acquisition of speaking skills is not only crucial for the learning of a second language but is quite a complex one. Speaking is fundamental in language learning, particularly in English for Specific Purposes (ESP), where communication in real-life professional fields is essential. For students at the Merchant Marine Academy, developing speaking proficiency in English is highly necessary, as it serves as the international lingua franca. Effective oral communication ensures safety, coordination, and efficiency in multinational crew environments, where miscommunication can be catastrophic. As Hutchinson and Waters (1987) state, "What distinguishes ESP from General English is not the existence of a need as such, but rather an awareness of the need." In this context, Merchant Marine students must actively practice speaking skills to function effectively in their future roles.

 

Article visualizations:

Hit counter

Author Biography

  • Evangelia Giovanoglou, Visiting Professor of English Language, Merchant Marine Academy of Crete, Greece
    Evangelia Giovanoglou is an English Language teacher. She received a Bachelor's degree in English Language and Literature from the Aristotle University of Thessaloniki, Greece and a Master's degree from the Hellenic Open University, Greece. She has been active in teaching English as a foreign language in the private sector since 2007. Her current field placement is with the Merchant Marine Academy of Crete, Greece as a visiting professor for the subject of Maritime English. She is interested in intercultural classes and teaching English for Specific Purposes.

References

Brieger, N. (1997). Teaching business English: Frameworks for communication. Prentice Hall.

Dornyei, Z. (2001). Motivational strategies in the language classroom. Cambridge University Press. https://doi.org/10.1017/CBO9780511667343

Hutchinson, T., & Waters, A. (1987). English for Specific Purposes: A learning-centred approach. Cambridge University Press. https://assets.cambridge.org/97805213/18372/excerpt/9780521318372_excerpt.pdf

Jenkins, J. (2007). English as a lingua franca: Attitude and identity. Oxford University Press.

Richards, J. C. (2008). Teaching listening and speaking: From theory to practice. Cambridge University Press. Retrieved from https://www.professorjackrichards.com/wp-content/uploads/teaching-listening-and-speaking-from-theory-to-practice.pdf

Roberts, S., MacFarlane, A., & Jones, J. (2005). Communication failures and maritime safety. International Journal of Maritime Affairs 8(2).

Swain, M. (1995). "Three functions of output in second language learning." In G. Cook & B. Seidlhofer (Eds.), Principle and practice in applied linguistics (pp. 125–144). Oxford University Press. Retrieved from https://www.scribd.com/doc/105840639/Swain-1995-Three-functions-of-output-in-second-language-learning

Willis, J. (1996). A Framework for Task-based Learning. London: Longman. Retrieved from https://www.academia.edu/11696134/A_Framework_for_Task_Based_Learning

Downloads

Published

2025-03-20

Issue

Vol. 9 No. 6 (2025)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

 

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

 

  1. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

 

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).