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ABSTRACT
This article focuses on the features of maritime (engineering) English in terms of EST (English for Science and Technology) and on the specific needs of students of EST, i.e. maritime (engineering) English along with teachers' role in integrating general English vocabulary in EST/maritime (engineering) English classes. As far as future (maritime) engineers are regarded, English teachers need to steer their boat carefully in order to meet the specific needs of students of EST, a subfield of ESP (English for Specific Purposes). Maritime (engineering) English involves basic general English proficiency prior to the study of specialized vocabulary. It is a teacher's task to assist students in attaining the linguistic skills they need in their future profession.
Keywords: ESP, EST, maritime English, engineering English, maritime English teachers, linguistic skills.
1. INTRODUCTION
Irrespective if one learns English for general puiposes or for occupational ones, vocabulary acquisition is the most important part in the learning process, given the fact that no proper communication in a foreign language is possible without words. As far as future (marine) engineers are regarded, English teachers need to steer their boat carefully in order to meet the specific needs of students of EST (English for Science and Technology), a subfield of ESP (English for Specific Purposes).
This article focuses on the features of maritime (engineering) English in terms of EST and on the specific needs of students of EST, i.e. maritime (engineering) English along with teachers' role in integrating general English vocabulary in EST/maritime (engineering) English classes.
The category concerned with the research and teaching of the language of specific subject matters in English is referred to as English for Specific Puiposes. Numerous authors, scientists and researchers have defined, classified and approached ESP from various perspectives throughout its almost fifty years of existence.
In defining ESP, Hutchinson and Waters [1] emphasised the similar characteristics of ESP learning and general English. They see ESP "as an approach, not as a product" and the key element in their definition is the learner's need. ESP is more "an approach to language learning, which is based on learner need" than "a particular kind of language or methodology". Hence, it is not the teaching methodology or the language that is significant in ESP, but the student's needs...