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A Comparative Study of English Examination for Certificatesof Competence and IMO Model Course [4]

论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2014-01-15编辑:hynh1021点击率:9243

论文字数:23650论文编号:org201401131747294352语种:英语 English地区:中国价格:$ 66

关键词:船员英语适任能力测试IMO示范课程有效沟通能力大纲设计

摘要:With a long shipping history, China has a great influence on the internationalshipping industry. What's more,with the development of modem shipping industry,authorities and the ME academia in China has gradually noticed the importance ofstandardizing seafarers’ upper ranking examination and making it reaching a higher levelso as to keep pace with the international expectations for seafarers. This thesis aims togive out some possible suggestions in order to perfect the current N/MEECE syllabusdesign through a comparative study between the IMO Model Course MF section and theN/MMEECE syllabus design.

tigation, this study aims to work out the following two questions:1) Does the syllabus design of N/MEECE cover the requirements in Model CourseMaritime Focus?2) What are instructors' evaluations and suggestions of the two syllabuses in theperspective of enhancing seafarers' communicative competence?


1.3 Purpose and Significance of This Study

IMO model course is developed in accordance with the requirements of its memberstates and it aims to set up an international standard for training courses, therefore itssyllabus design is able to reflect the expected qualified seafarers' competence from theinternational community.The N/MEECE is the only domestic examination of certificating Chinese seafarers;hence, it navigates seafarers' training and marine textbooks compilation. In order toprovide seafarers who can meet the high expectations and requirements from theinternational community, N/MEECE syllabus design should be continuously revised.Seafarers are expected to be well prepared for participating in the furious competition ofthe international labor market.Holding the idea of improving the communicative competence of seafarers, somestudies have been carried out; the previous studies mainly focus on the assessment oftextbook compilation, the validity of the N/MEECE or the experiments on IMO modelcourse, whereas, few study has touched upon the comparison between IMO model courseMaritime Focus and the syllabus design of N/MEECE. This thesis is launched under suchcircumstance and aims to investigate the main differences between the two syllabuses.Suggestions of whether it is necessary to have some revisions in either of the twosyllabuses would be discussed in this thesis and the improvement of seafarers'communicative competence is expected.


1.4 Layout of This Paper

Five chapters are included in this thesis.Chapter one covers the introduction of this thesis, including the backgroundinformation, purpose of the study as well as the research questions and the overall layoutof the study. Chapter two is set out to review previous studies on the theories of Englishfor Special Purpose and Communicative Approach. Chapter three copes with restatementof the research. The research methodology of this thesis will be introduced as well,including subjects, instruments, data collection and analysis methods. Chapter fourconcentrates on the analysis of differences between N/MEECE syllabus and MF and triesto find out some suggestions from Chinese ME instructors in improving seafarers'communicative competence. Chapter five demonstrates main findings, summarizesimplications and points out limitations of this study. Suggestions for further study are alsoincluded in the last chapter.


Chapter 2 Literature Review................................ 7

2.1 ESP Theory 72.LI Definitions of ESP................................8

2.1.2 Classification of ESP................................ 9

2.1.3 Previous Studies of ESP Theory................................ 11

2.2 Communicative Approach................................ 13

2.2.1 Communicative Competence................................ 13

2.2.2 Definitions of Communicative Approach................................ 14

2.2.3 Applications of Communicative Approach................................ 15

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