Deliberate Teaching and Learning of Marine Engineering Vocabulary Using a Needs Analysis Approach
Ellen F. Padua and Gefilloyd L. De Castro
Abstract
This study was conducted primarily to determine the effectiveness of deliberate teaching and learning authentic marine engineering vocabulary items using a needs analysis approach. The study gathered 50 vocabulary items from marine engineers on board an international vessel, which were used for the pre test, deliberate teaching, and post-test. The pre-test revealed that the students did not meet the minimum competence level. The majority of them are not familiar with the 50 vocabulary items. However, after the intervention, the post-test yielded positive outcomes, specifically a dramatic increase in familiarity with the vocabulary items. The study did not only address the needs of the students but also the things they lacked. The results imply a need to design discipline-specific vocabulary activities to be effective in a highly contextualized situation. Moreover, they highlight the efficacy of a deliberate, needs-based approach to teaching and learning marine engineering vocabulary. The marked enhancement in students’ lexical proficiency emphasizes how well-tailored educational interventions can effectively address particular areas requiring improvement in learners’ knowledge base.
Keywords: Deliberate Teaching; English for Specific Purposes; Marine Engineering, Needs Analysis; Vocabulary Acquisition
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