Dengiz, Ayşe Aydan2016-01-082016-01-081995http://hdl.handle.net/11693/17699Ankara : Institute of Economics and Social Sciences, Bilkent Univ., 1995.Thesis (Master's) -- Bilkent University, 1995.Includes bibliographical references leaves 87-89.Abstract: This needs analysis study investigated the English language needs of the students at the Maritime Faculty of Istanbul Technical University where prospective deck ofiicers and marine engineers are educated to work both on cargo and passenger ships. The lack of a curriculum, the need to identify the objectives and means of the language instruction, and the shortcomings of the current language program at the faculty necessitated a needs analysis study to meet the specific purposes of the maritime students. The participants were 35 prep students, 77 junior students, 10 graduates, 7 language teachers, 8 content course teachers, 3 faculty administrators, and 3 employers from the maritime sector. Semi-structured questionnaires and interviews were used to gather data for this descriptive study. The researcher sought an answer for a major question: What are the English language needs of the students at the Maritime Faculty both for their future careers and their studies? The sub-questions aimed at discovering the proficiency level of English required for deck officers and marine engineers during their studies and professions; the language skills and sub-skills they will need in their work domain and faculties; the suitable teaching approach to be followed; and the shortcomings of the present English language program. The results obtained from the study revealed that maritime students should know English at an advanced or at least intermediate level. The English language skills deck officers and marine engineers will need in their profession were determined as listening and speaking, whereas marine engineers will need reading most. Writing followed these skills for both departments. The following subskills were also considered as important for seamen: writing reports, formal letters, and logbooks; reading instruction manuals, trade books, and professional journals; listening and responding to radio-telephone messages, instructions, and participating in conversations with foreign colleagues. The shortcomings of the current language program are reported to be inappropriate teaching methods, lack of coordination between teachers, inappropriate content of courses, underemphasis of oral/aural skills, and unsuitable regulations. The researcher suggested that an English for Specific Purposes (ESP) approach with appropriate methodology should be followed in teaching English to maritime students and emphasized the urgency of the development of a curriculum that will meet the specific needs of the students at the Maritime Faculty as expressed in this study.xv, 138 pagesEnglishinfo:eu-repo/semantics/openAccessP53 .D46 1995Language and languages--Study and teaching.Second language acquisition.ThesisBILKUTUPB031501