This thesis is designed as a comprehensive overview that integrates professional
maritime standards with psychological aspects of learning. In the introductory section,
Maritime English is defined as a language for specific purposes, and an umbrella term
for communication among seafarers at sea, in ports, and within the shipping and
shipbuilding sectors, highlighting its role as the primary international language of the
maritime industry. Furthermore, the content is subdivided into five core branches of
Maritime English based on their purpose, thereby providing a more precise
classification of specific areas and modes of communication. Special attention is
dedicated to the international regulatory framework established by the International
Maritime Organization (IMO) and the regulations that define the position of English in
global shipping. Within this context, we mention the SOLAS Convention, which
mandates the designation of a working language on board for safety purposes, and
the IMO Model Course 3.17 (Maritime English), through which the distinction between
General Maritime English and Specialized Maritime English is explained. In doing so,
we precisely delineate the requirements according to levels of responsibility, namely
between the operational level, which encompasses the execution of tasks and
watchkeeping, and the management level, which involves decision-making and overall
responsibility for safety.
The theoretical framework of the thesis is complemented by the psychology of
motivation, which is explored as a key factor for success in foreign language learning.
This section focuses on a comparison between integrative motivation, driven by the
desire to integrate into a community, and instrumental motivation, which stems from
practical and economic reasons, while also examining the dynamics between intrinsic
and extrinsic motivation. The empirical part consists of the analysis and discussion of
the acquired qualitative data, where we first examine the participants' responses to
individual questions in detail, followed by a comprehensive synthesis of findings. In the
concluding section, we summarize the results and compare them with expectations,
while also evaluating the participants' response patterns and critically describing the
overall process of creating this thesis.
|
