Page 14 - IJSA, Vol. 2, No 1-2, 2019

рrint ISSN: 2617-2682; DOI:10.26697/ijsa IJSA

Introduction language proficiency, that is an inherent part of a
Lack of plain language proficiency is often cited as a professional communication competence, acquisition
contributing factor in some accidents. While the focus should also be mentioned. The aim of professional
of ICAO language proficiency requirements is on training is to develop the essential CRM qualities, in
improved aeronautical radiotelephony communications, particular, quick-thinking, decision making, leadership,
language also plays a role in cockpit resource reaction, attention, long- and short-term memory.
management (CRM) and has been cited as a contributing Involving interactive teaching methods facilitate in
factor in incidents/accidents where miscommunication achieving the most essential goals of training future
happened within a flight crew. By meeting language pilots.
proficiency requirements, flight crews, especially multi- Interactive learning is defined as the process of
national flight crews, will have the added safety benefit exchanging and sharing of knowledge resources
of better CRM (ICAO, 2010). Thus, acquisition of conducive to innovation between an innovator, its
language proficiency for future pilots is considered to be suppliers, and/or its clients. It may start with a resource-
one of the main targets of professional training. Here we based argument, which is specified by introducing
should mention the main components of foreign competing and complementary theoretical arguments,
language instruction goals: a) the acquisition of the such as the complexity and structuring of innovative
knowledge of language skills for general activities, and cross-sectorial technological dynamics. It
communication use; b) exposing learners to other is recognized as the practice of involving learners in the
cultures and ideas; and c) fostering an appreciation of educational process by encouraging them to bring their
differences in cultures and ways of thinking. (Norris, own experience and knowledge into the process, while
2006, p. 577). However, future pilots have specific and also contributing to defining or organizing their
sometimes immediate language needs that require more learning.
than generalized or dispositional knowledge alone since Interactive teaching styles are based on a simple
their professional activity involves expertize in a principle: without practical application, students often
specific area of communication. English for fail to comprehend the depths of the study material.
radiotelephony communications as well as Aviation Interactive teaching is also beneficial for you as the
English refer to what is called Language for Specific teacher in a number of ways, including: a) measurable
Purposes. Language for specific purposes (LSP) courses student accomplishments; b) flexibility in teaching;
are those in which the methodology, the content, the c) practice makes perfect; d) student motivation.
objectives, the materials, the teaching, and the The aim of the study. To define professional language
assessment practices all stem from specific, target proficiency, to determine and describe interactive
language uses based on an identified set of specialized teaching methods able to facilitate in developing
needs. Therefore, the content and focus of the language language skills that meet ICAO language proficiency
instruction is narrowed to a specific context or even a requirements.
particular subset of tasks and skills. Importantly, the Materials and Methods
context and the people involved (e.g., learners, Interactive teaching methods were studied by national
professionals in the field) drive LSP curriculum –unlike and foreign scientists: Alderson (2005); Angelo and
general purposes language instruction, which is often Cross (1993); Bean (1996); Blake and DeVries (2004);
driven by theory alone (Widdowson, 1983). Moreover, Gonzalez (2015); Harwood (2010); Hayes (1989);
in the scope of professional language training, we refer Jolliffe (1991); Knapen (2018); Mayer (2005, 2009);
to the term “professional-communicative competence”, McGlynn (2001); Melnyk (2017); Melnyk and Pypenko
forming of which is a complicated, long and (2017, 2018); Morrison-Shetlar and Marwitz (2001);
multifaceted process requiring students’ intensive Nickolaeva and Sopova (2015); Pometun and
engagement and interaction. Zimnjaja (2003) states that Pirozhenko (2002, 2004); Reinders and White (2010);
competence – is “an actual, formed personal quality as Silberman (1996); Trace, Hudson, and Brown (2015);
based on knowledge, intellectual and personally VanGundy (2005); Veen, Lam, and Taconis (1998);
determined social-professional characteristics of an Watkins (2005); Yee (2000), and others. ICAO adopted
individual, his personal quality”. language proficiency requirements and published the
In order to train a person able to interact within a certain ways of their implementation as well as principals of
professional sphere, professionalization of study aviation specialists’ language training. The
curriculum is required. That means that professional effectiveness of implementation of interactive teaching
component of education curriculum considers foreign techniques is checked in the process of professional
language training as a social process of forming a language training for future pilots and preparation
professional oriented person with sufficient language aviation specialists for language proficiency testing
proficiency. In addition, this describes the specifics of according to the ICAO scale.
foreign language training curriculum for a specialist Results
capable of information-communication activity in a Upon a thorough analysis of the interactive learning
particular sphere. Efficiency and quality of forming the styles and techniques and estimated their effectiveness
future pilots’ professional-communicative competence and propriety in the process of professional-
depends on the level of consideration and realization of communication competence and expertise of future
modern requirements in aviation community stated in pilots, the following activities have been implemented
Manual on the Implementation of ICAO Language into the training process:
Proficiency Requirements. A teacher’s role in the
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