English (United Kingdom)

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Specificity of computer-mediated teaching Maritime English (ME) as a professional subject in synchronous and asynchronous modes is connected with linguistics, neurolinguistics, pragmatic and social modelling of teacher-trainer and learner-trainee behavioral variability. Coming from teaching ME to foreign students we accumulated some practical experience and investigate how phonological, lexicogrammatical, discourse, social/communicative frameworks of teaching process “face-to-face” and “on-line” modes will contribute to creating local structures of sub-language of specialty. Other words, we mean to come from contextualized to decontextualized process of teaching ME, from coding to decoding the linguistic information. We’ve tried to approach this position getting ready the teaching material for United Communication Platform (UCP) within limits of case-marking system. This one in our opinion is to be construed coming from the eventargument structure in static meta-system to dynamic linguistic/developing system. The effectiveness of this transition process can be defined positively when learners’ language/sublanguage acquisition will exceed the combination of their initial training state and the input. National peculiarities of pronunciation to be adjusted and mitigated in converting to ME are only the top of the iceberg. We would like to trace agents or elements of ME emergent behavior leading to self-organization and interaction in ME properly structured ways.

DYNAMIC ADAPTNESS OF NATIONAL ASPECTS FOR MARITIME ENGLISH TEACHING THROUGH UNIFIED COMMUNICATION PLATFORM