Abstract
The research aimed to study and experimentally verify the efficiency of the use of problem-based methods in teaching future air traffic controllers to conduct radio exchange in non-routine situations. The professional readiness to conduct radio exchange is viewed as a complex of professional skills and knowledge (communicative, cognitive and functional) enhanced by motivation. The study involved 67 university students of a bachelor’s degree programme majoring in “Aviation transport”. Tests, observations and specially designed questionnaires were used to evaluate the use of problem-based methods (role-playing, simulation of specific situations, problem-solving, case studies) in ESP study. The conclusion was made about the effectiveness of problem-based ESP methods since they simulate possible professional situations and promote communication between future air traffic controllers and pilots, thus contributing to the acquisition of professional knowledge and activation of use of standard phraseology of radio exchange and plain English in non-routine situations. As shown by the results of our study, problem-based ESP methods are effective in raising future air traffic controllers’ motivation to acquire Aviation English as they bring the learning closer to professional life.
Highlights
Researches assessing factors associated with accidents and incidents in aviation claim that over twothird of accidents are attributed to the human factor (Shappell, 2017)
With strong intention to comply with International Civil Aviation Organization (ICAO) requirements we used ESP communicative problem-based activities to develop the professional readiness of future air traffic controllers to conduct radio exchange in non-routine situations
Our findings are in line with a number of authors’ studies devoted to problem-based ESP methods tailored to certain professional activities (Gai, 2017; Chung-chien Chang, 2017; Hutchinson & Waters, 1987; Karimnia & Khosravani, 2018) as well as standards of ICAO (International Civil Aviation Organization, 2004; International Civil Aviation Organization, 2009)
Summary
Researches assessing factors associated with accidents and incidents in aviation claim that over twothird of accidents are attributed to the human factor (Shappell, 2017). Because air traffic controller–pilot communication is high-stakes interaction, miscommunication must be avoided so as to minimise the probability of an incident or accident occurring (Estival, 2016) Achievement of this goal, as seen by many scholars, is impossible without studying and applying new pedagogical approaches, teaching and learning methods for professional training of future aviation specialists. With this in mind, we find ESP methods the most appropriate for organising the educational process in an effective way with consideration of the students’ motivation for their future professional activities, interests, skills and abilities. The analysis of literature shows that all efforts in ESP teaching are directed to form specific purpose language ability which is perceived as a professional macro-
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