Tomislav Skračić
University of Split (Croatia)
https://doi.org/10.53656/ped2023-5s.06
Abstract. At the Faculty of Maritime Studies in Split, marine engineers have the opportunity to attend an ESP (English for Specific Purposes) course as part of the Special Education Program for Seafarers, which is a prerequisite for their career advancement. A series of surveys were carried out to detect their needs, expectations and the ways they perceive ESP teachers, courses and themselves as English language users. The responses referring to teachers were always clear and consistent – they are expected to understand essential ship engine systems and processes, concepts and contexts, etc. to produce a good learning platform. On the other hand, the responses that were supposed to help teachers to strike a balance in the ESP concept (that includes both general and vocational English) were somewhat ambiguous. Most of the respondents think that their overall command of the English language is “good” or “very good”, while their command of grammar is “good” or at least “sufficient”. Nevertheless, 94% admit that, in their case, learning grammar is “very important” or “necessary”. In the most recent survey, featuring another type of questionnaire, where the respondents were asked to break down the 50-hour ESP course into units, they allocated only 12.44 class hours for grammar (less than 25% of the course time). Further research will, hopefully, help ESP teachers to strike a reasonable balance between grammar, general English and vocational content.
Keywords: English for specific purposes; grammar; marine engineers; survey
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