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The use of zigzag dialogue technique in improving the aviation staffs’ English language proficiency level
Published in Vladimír. Socha, Lenka Hanáková, Andrej Lališ, New Trends in Civil Aviation, 2018
E.V. Abubakarova, O.N. Zherdeva, O.A. Povolotskaya, S.Y. Shevelev
Language training syllabus for pilots and air traffic controllers should include both the course of radiotelephony phraseology and Aviation English as well. The use of appropriate pedagogical strategies is one of the most important factors of good learning outcomes. Based on the result of the study we can conclude that the implementation of zigzag dialogue technique in classroom activities improves speaking and listening comprehension skills and English language proficiency level in general. The zigzag dialogue technique should be actively used in Aviation English training process, because it provides adequate language learning support for pilots and air traffic controllers.
Basic Communication
Published in Harry W. Orlady, Linda M. Orlady, John K. Lauber, Human Factors in Multi-Crew Flight Operations, 2017
Harry W. Orlady, Linda M. Orlady, John K. Lauber
The use of aviation English can create special communication problems for those whose mother tongue is not English. Most basic rules and equipment manuals are written in English and equally important, the language for international air traffic control is English. This means the non-native English speaking pilot has to learn basic English phraseology to fly across the boundaries of his/her native state. In many of these states, a substantial portion of air traffic is international. The task of these pilots is made somewhat easier by the adoption of an internationally agreed phraseology, but the problem is not simple for several reasons.
Optimization of a Customized Leadership Development Program Upskilling English Language Fluency in Brazil Aviation Leaders
Published in The International Journal of Aerospace Psychology, 2021
English fluency is mission critical in the aviation industry since its inception in 1951 as the common international aviation language (Parohinog & Meesri, 2015; Triewtrakul & Fletcher, 2010). English fluency training is of special interest to non-native English speakers who face difficulties in mastering English linguistics (Triewtrakul & Fletcher, 2010). English language training and testing for aviation workers is mostly conducted on computer-based or web-based training platforms. Training simulates work scenarios by which a learner can practice aviation English (Shawcross, 2008). The International Civil Aviation Organization (ICAO) suggested a minimum of 200–400 hours of English learning depending on the individual’s English learning needs (Shawcross, 2008). ICAO is a United Nations specialized agency governing policies, standards, and recommended practices of international aviation personnel (International Civil Aviation Organization, 2010). Learning, however, is lifelong and occurs more naturally within a person’s working or living environment and not as mechanical as happens in simulations.
Miscommunication in Commercial Aviation: The Role of Accent, Speech Rate, Information Density, and Politeness Markers
Published in The International Journal of Aerospace Psychology, 2023
Y Hetti Pathiranalage Sulakshika Ashari Yapa Dissanayaka, Brett R. C. Molesworth, Dominique Estival
Evidence in support of this suggestion can be drawn from the errors involving omissions, and in particular word omissions. Aviation English is a specific language, which is a lingua franca with no native speakers. Naturally, since it is largely based on English, native English speakers have a unique advantage. However, this advantage is not the same for words and for numbers. Although both categories (words and numbers) are shared between English and Aviation English, it is the words and in particular the order of the words (i.e., the phraseology) that set the two languages apart. Therefore, differences in proficiency in Aviation English are to be expected in this area – omission with words.