DEVELOPING PROFESSIONAL LISTENING COMPETENCE IN MARITIME ENGLISH: A TASK EVALUATION STUDY

Автор(и)

  • Afroditi Doulkeridou Adjunct Lecturer of English Language, Merchant Marine Academy of Crete, Greece

DOI:

https://doi.org/10.46827/ejel.v11i1.6584

Ключові слова:

listening comprehension, Maritime English, ESP, task evaluation, authenticity, listening pedagogy

Анотація

Listening comprehension constitutes a core component of communicative competence in English for Specific Purposes (ESP), particularly within Maritime English instruction where oral interaction is central to professional practice. This paper evaluates a listening task implemented in a B2-level Maritime English classroom consisting of Greek-speaking trainee deck cadets. Drawing on theoretical perspectives from listening pedagogy and classroom interaction research (Rost, 2011; Richards, 1983; Vandergrift, 2004; Sifakis & Georgountzou, 2018), the study critically examines the task’s authenticity, level of difficulty, discourse features, pedagogical orientation, and alignment with learners’ professional needs. Findings suggest that while the task demonstrates contextual relevance and incorporates features of authentic spoken discourse, improvements on differentiation, audio clarity and productive skills integration would enhance its pedagogical effectiveness. The paper concludes with practical recommendations for ESP listening task design in maritime contexts.

Біографія автора

  • автор Afroditi Doulkeridou, афіліація Adjunct Lecturer of English Language, Merchant Marine Academy of Crete, Greece

    Afroditi Doulkeridou is an experienced English language teacher specializing in communicative and technology‑enhanced approaches to education. She has taught English, Mathematics, and ICT to adult learners in the United Kingdom, focusing on Functional Skills and digital literacy. Since 2020, she has taught English at Maritime Academies of Syros and Crete and, since 2021, across vocational fields in public colleges, apprenticeships and adult education sectors in Chania, Greece. She holds a Master’s degree in the Teaching of English as a Foreign/International Language from the Hellenic Open University. Her practice integrates interactive tools and learner‑centered methods to foster engagement, inclusion, and cultural awareness in diverse learning contexts.

Посилання

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Papaleonida, P. L. (2018). Maritime English, Volume I. Athens: Evgenidio Foundation.

Richards, J. C. (1983). Listening comprehension: Approach, design, procedure. TESOL Quarterly, 17(2), 219–240. Retrieved from https://www.professorjackrichards.com/wp-content/uploads/The-context-of-language-teaching-Chap-14-Listening-comprehension-approach-design-and-procedure.pdf

Rost, M. (2011). Teaching and researching listening (2nd ed.). Pearson Education Limited. Retrieved from https://www.researchgate.net/publication/382444991_Teaching_and_Researching_Listening_4th_Edition_Michael_Rost_sample_i-28

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Sifakis, N., & Georgountzou, A. (2018). Introduction: The teaching of oracy. In N. Sifakis & A. Georgountzou (Eds.), The teaching of oracy. Patras: Hellenic Open University.

Vandergrift, L. (2004). Listening to learn or learn to listen? Annual Review of Applied Linguistics, 24, 3–25. https://doi.org/10.1017/S0267190504000017

Завантаження

Опубліковано

2026-03-14

Номер

Том 11 № 1 (2026)

Розділ

Articles

Ліцензія

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