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

Các tác giả

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

DOI:

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

Từ khóa:

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

Tóm tắt

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.

Tiểu sử tác giả

  • {affiliation}

    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.

Tài liệu tham khảo

Allwright, R. L. (1984). The importance of interaction in classroom language learning. Applied Linguistics, 5(2), 156–171. https://doi.org/10.1093/applin/5.2.156

Council of Europe. (2001). Common European framework of reference for languages: Learning, teaching, assessment. Strasbourg: Council of Europe Publishing. Retrieved from https://rm.coe.int/common-european-framework-of-reference-for-languages-learning-teaching/16802fc1bf

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

Sheerin, S. (1987). Listening comprehension: Teaching or testing? ELT Journal, 42(1), 126–131. https://doi.org/10.1093/elt/41.2.126

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

Lượt tải xuống

Đã Xuất bản

2026-03-14

Số

Tập 11 Số 1 (2026)

Chuyên mục

Articles

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