Military English Research Articles

NEW COMMUNICATIVE METHODS IN MILITARY ENGLISH TEACHING

In the ever-evolving landscape of global military operations, the proficiency in English, as the lingua franca, is paramount for effective communication, strategic alliances, and execution of international missions. This has necessitated a paradigm shift in military English teaching methodologies towards more dynamic and interactive communicative methods. The traditional didactic approaches, focused on grammar and vocabulary, are increasingly being supplemented and replaced by innovative strategies that promote practical language use in real-life military contexts. These new communicative methods leverage task-based learning, simulations, technology-enhanced platforms, and cultural immersion to develop not just linguistic competence but also intercultural communication skills crucial for modern military engagements. This article explores the transition towards these communicative methods, emphasizing their importancein fostering operational effectiveness and international military cooperation.

Military English language education: a scoping review of 30 years of research

ABSTRACT Purpose This scoping review investigates research on Military English (ME) language and teaching over the past three decades. Despite the growing need for English proficiency among military personnel due to increases in international joint operations [Niculescu, B.-O., G. Obilişteanu, and I. A. Dragomir. 2019. “Contribution of Foreign Languages to Building the Professional Career of the Land Forces Academy Cadets.” Land Forces Academy Review 24 (3): 213–219], ME as a field of study lacks comprehensive research. The features and patterns of ME and effective approaches towards ME language instruction remain insufficiently explored. Methodology The study employs a scoping review approach [Arksey, H., and L. O’Malley. 2005. “Scoping Studies: Towards a Methodological Framework.” International Journal of Social Research Methodology 8 (1): 19–32] to map the current state of ME research, including language features, themes, and pedagogical approaches. The study initially identified 1778 articles across major databases. This initial data set was then examined and narrowed down to 34 articles based on the inclusion criteria. Findings and Originality The findings indicate a diverse range of research themes and learner background within ME education, including motivation, needs analysis, and the description of Military English itself. The research also highlights the distinct domain of ME and the necessity of efficient, relevant, and tailored language instruction to meet the practical ME needs of learners. It also points out the limited number of studies that adequately evaluate the effectiveness of various teaching approaches. The study emphasizes the importance of alignment among the various stakeholders and calls for more rigorous research in the field.

Enhancing Cultural Competence in Military English Training: Addressing Discrimination and Fostering Inclusivity in Romania

This article explores the enhancement of cultural competence in military English training within the Romanian Naval Forces, focusing on combating discrimination and fostering inclusivity. Recognizing the pivotal role of English as a lingua franca in international military operations, particularly among NATO allies, the paper argues for a comprehensive approach to integrating cultural awareness into language education. It details practical strategies and activities designed to overcome common cultural challenges, such as language barriers, cultural misunderstandings, and stereotypes. The article also presents scenario-based training exercises that simulate real-world interactions with NATO forces, thereby attempting to prepare Romanian personnel for effective and respectful communication in diverse settings. These strategies are aimed at creating a more inclusive and operationally effective military force by enhancing mutual understanding and respect among international partners.

Роль несобственно лексикографической ситуации в развитии функциональной теории лексикографии (на примере специализированных словарей в ситуации обучения военному английскому языку)

The research aims to identify the features of the military sublanguage in the system of the English language from the perspective of the functional theory of lexicography and determine the role of a user learning military English and a non-lexicographic situation created by him when compiling dictionaries. The paper reveals the tasks of theoretical lexicography under a non-lexicographic situation (the study of military English and military translation) and dwells on the needs of a specialized dictionary user that arise in such a situation. The scientific novelty of the research lies in the fact that it is the first to determine the influence of a specific user type and a non-lexicographic situation he creates (the study of military English and military translation) on the process of compiling a military translation dictionary, including e-dictionaries. As a result, it was substantiated that the functional theory of lexicography should be developed through the analysis of corpora-related situations (including non-lexicographic situations linked to teaching a foreign language for specific purposes). The author proves the need to create e-dictionaries for military translation, whose corpora will be based on the texts that take into account students’ communication-oriented and cognitive-oriented needs.

Construction of military English formative assessment model based on intelligent teaching platforms

The integration of formative assessment and summative assessment is the dominant method and reform direction of contemporary teaching assessment. In view of the current lack of scientific nature of the formative assessment system, a foreign language teaching platform, an oral training apps, a writing evaluation system and rain class are integrated to construct the formative assessment model of military English. The model covers listening, speaking, reading and writing skills in the phases of before, during and after classes, providing reference for military and college English teaching reforms in China.

USING INTERACTIVE METHODS IN MILITARY ENGLISH TEACHING

Teaching English in the military system is at the same time a difficult and a rewarding job. The challenges English teachers encounters nowadays are mainly related to designing and/or adapting instructional models that would function efficiently within the specific framework of the military and social sphere. It analyses the communicatively oriented approach for the formation such competence. As the title implies the article describes the aims at presenting the practical effects of three such different models. Special attention is given to the interactive model, the situational model and the task-based model. Within this paper, the aim of the authors will be to investigate the role of the teacher and of the learners in these specific teaching approaches and to determine which is the best model to be used for military English teaching. This article is of interest to the teacher of English who start work in the military system.

빅데이터를 활용한 군사영어 기초어휘목록 개발

The purpose of this study is to show the development process of the Military English Army Basic Word List (MEABWL), which is specifically designed for military English. The process of developing MEABWL involves the following three steps: 1) create a military English corpus (MEA_Corpus) by crawling big data composed of various military-related written and spoken texts; 2) make word lists in three ways (i.e., by using the scope of range, utilizing the corpus comparison approach, and extracting keywords) and select the most appropriate one for the study; and 3) develop a word list incorporating expert judgment in regards to

Vocabulary Characteristics of Military English and Translation Strategies—Take the E-C Translation of The Agincourt War as an Example

Vocabulary Characteristics of Military English and Translation Strategies—Take the E-C Translation of The Agincourt War as an Example

Research on the SPOC Flipped Class Blended Teaching Mode of Military English Course Based on the “Production-oriented Approach”

Under the condition of modern informatization, English learning is of great significance in improving the overall quality of New Type of Military Personnel. The reform and innovation of English teaching is aimed at enhancing the overall quality of our military personnel. This paper firstly attempts to construct the SPOC Flipped Class Blended Teaching Mode of Military English Based on the Output-oriented Approach , study its related concepts in military English teaching, and present an implementation cases, finally provide suggestions on how to realize the innovation of military English teaching.

Editorial: Security Perspectives

Editorial: Security Perspectives

Military English Teaching in Chinese Military Academies: A Review

Through reviewing studies of military English teaching in the context of Chinese military academies, this paper is aimed at locating both research gaps and weaknesses as well as achievements in an effort to contribute to research and development of military English teaching in Chinese military academies. Seven research topics are identified and the overall situation and problems in topic selection and in research design are then discussed. It is found that over years this field witnesses an increasing number of research projects, indicating a growing recognition of military English teaching in Chinese military academies. However, for topic selection, many topics are too broad and general while students and teachers, technology in teaching, and testing and assessment receive only minimal attention. For research design, plenty of researchers fail to illustrate explicitly their research questions and are thus confusing in terms of their research focuses. While most studies are not empirical and often too subjective, empirical ones usually adopt the quantitative approach and face reliability issue generated from data collection and analysis procedures. Accordingly, the authors tentatively propose some suggestions and future research directions to improve the situation.

International Ideation for Hybrid ESP Teaching

Abstract The paper shares some of the experience gained in the ideation process of generating and designing tasks in Specialised Military English for a hybrid learning environment. The product of the ideation is targeted at military and security specialists and is the result of an international project under the EU’s Erasmus+ programme N 2020-1-BG01-KA203-079117. Definitions of ideation, interactive activity/learning, hybrid learning, and ESP are suggested. The main phases of the HELPSec international ideation process of the project partners are presented and some techniques of this process are exemplified.

Language education in the security system of the Republic of Poland

The English language has become the lingua franca of the contemporary world; a global language. The process of globalisation has also influenced the increasing demand for learning English. The demand involves not only general language but also language for specific purposes, including language of the military environment, Military English. English has also become the language of interoperability in NATO. The North Atlantic Alliance has always paid particular attention to the knowledge of foreign languages, which was expressed, among others, by the establishment of the BILC International Language Coordination Office and the development of language standards applicable to all Member States, STANAG 6001. Language education in the armed forces in Poland follows the Alliance’s guidelines. The correct use of military language and its understanding creates a successful administrative and operational military environment. On account of appropriate application of terminology, potential misunderstandings or misinterpretations of military activities can be avoided. Language education is one of the elements of language policy in the field of security.

An In-depth Qualitative Analysis of Situated Learning Instruction in Situation Awareness for Military English Course

While situated learning (SL) instruction has been adopted for educational purposes in many fields, an SL environment for military English has not been considered. Situation awareness (SA) is an important theme in the military English course, SL instruction can be a suitable method to enhance cadets’ learning performance in SA operation. This study investigated the SA concept formation and operation as the effects of conducting SL instruction.
 A film acted as an authentic military context, which sixteen cadets in Taiwan, R.O.C. accessed to perform SA. On the basis of Blooms’ six cognition levels, the researchers gave an in-depth qualitative analysis over their learning performance of SA. The research tools include worksheets, English role-plays, and concept maps. Worksheets were designed to observe their SA concept formation in four film situations during Endsley’s three steps of SA: perception, comprehension, and projection. The researchers used English role plays to judge whether they actively operated SA and concept maps to see if they formed new SA concepts.

The usage of media content technology in teaching of Military English

Nowadays, the issue of teaching military students is paid attention to the formation of professionally significant competencies by means of a foreign language in our country. The relevance of the research is conducted by the author of the article. The purpose of the article is to reveal the features of learning military English language by students for military areas of training. Taking into account which allows to determine the specifics of the military topics of foreign language communication and the requirements for training materials. The research is based on a contextual approach to professionally oriented learning, which suggests that information should be assimilated in context by modeling the subject and social content of professional activity in the military English language classes. The theoretical significance of the article lies in the fact that it contributes to the study the issue of creating a foreign-language professional communication environment with the help of modern educational technologies that allow students to immerse themselves in a foreign language environment, observe culturally specific realities and hear samples of modern foreign speech

CIP Education in Military English Teaching

CIP Education in Military English Teaching

Немецкоязычные военные терминологические заимствования в английский язык в первой половине XX века (период мировых войн)

The paper aims to reveal the role of the German borrowings in the process of the English military terminology formation in the first half of the XX century. Scientific originality of the study lies in the fact that the researchers for the first time suggest a thematic classification of the borrowed military terms, identify the most frequent models of the Germanisms assimilation in military English. The conducted research allows concluding that the German borrowings of that period influenced considerably the formation of the English military terminology, replenishing it with the relevant terms of the military-political, all-military, military-technical sphere. It is shown that the Germanisms assimilation occurred at graphical, morphological and semantic levels.

COMMUNICATIVE TASKS IN TEACHING MILITARY ENGLISH

Teaching English through genuine interaction in the target language has represented the trademark of communicative language learning, applied in most classrooms around the world. This approach has generated a shift from the perception of language as a system to the focus on more contextual and meaning-related features of language use. Such aspects are in perfect accordance with the needs of military professionals who use English in specific situations. This study explores some of the possibilities of applying the principles of this efficient approach in learning military English with classes of all levels.

Учебник как средство формирования межкультурной коммуникативной компетенции курсантов военного вуза

The article focuses on ESP textbook evaluation to develop effective cross cultural communication skills. The core elements of the ESP textbook for teaching and learning Military English are: intercultural content, authentic and meaningful texts and task-based activities, simulating situations in professional communication settings.

Negotiation in Tertiary-level Educational Contexts: The Use of Mediation as a Mode of Communication in Military English Classes

Negotiation in Tertiary-level Educational Contexts: The Use of Mediation as a Mode of Communication in Military English Classes