305
One of the best ways to meet the above‐noted
requirements, and consequently to achieve the
resultsistoputtheuseofahypertextintoMaritime
Englishteaching.
Hypertextisawellorganizedtext‐lookingiceberg
ofnecessaryinformationpresentedonanyelectronic
devicewith links to other related blocks of
informat
ion (texts, glossaries, pictures, audio and
video files, tables, etc) which the user can instantly
enter.Thehyperlinks,bywhichthehypertextpages
arecorrelated, infactpresenta skeleton (in a direct
meaning of the word) of the whole necessary
database. The hyperlinks or the same key words
control,guideanddirecttheuser onhis/her wayto
the aim
ed result. The possibility of playback, self
control and self assessment presents a double
positiveeffect–asthepureacademicactivity,aswell
as, the factor increasing individual responsibility of
the student. At the same time, separately from the
analog text, dynamic and flexible nature of the
hypertext provides continuous changing and
development of the content in response to student
need. As a result, a hypertext enables elastic
connection and sharing of the teaching informat
ion
overthewholeplanneddatabase.Thus,ahypertext,
astheteachingtool,istheresultofhighlydeveloped
and well planned teaching strategy with the ab
ove‐
stated obvious advantages, which are rapidly
increasing giving the educators possibility of
constanttuningandupdatingoftheexistedteaching
data.
As an example of essential advantage of the
hypertext technologies use in Maritime English
teaching,we’dliketopresentacomparisonofanalog
text“ACa
rgoShipConstruction”withsixintegrated
screenshots of its hypertext variant, which provides
thestudentsofBatumiStateMaritimeAcademywith
On Importance of the Hypertext Use in Maritime
English Teaching
Z.Bezhanovi,L.Khardina&K.Zarbazoia
ForeignLanguagesDepartmentofBatumiStateMaritimeAcademy,Georgia
ABSTRACT: The aim of the given paper is to present a set of the advantages and benefits expected by the
applicationofthehypertexttechnologiesinMaritimeEnglishteaching.Specificationofminimumstandardof
competencefortheofficersonboardtheshipsof500grosstonnageormorerequires“adequat
eknowledgeof
English to enable the officer to use charts and other nautical publications, to understand meteorological
information and messages concerning ship’s safety and operation, to communicate with other ships, coast
stations and Vessel Traffic Service centres and to perform the officer’s duties with a mult
ilingual crew,
including the ability to use and understand the Standard Marine Communication Phrases” IMO Publishing
(2011).Thus,awiderangeoftheresultstobeachievedduringtheprocessofMaritimeEducationandTraining
implementation related to the language competence development needs application of modern approaches
activelyusedindifferentfieldsofskills‐orientededucation.
http://www.transnav.eu
the International Journal
on Marine Navigation
and Safety of Sea Transportation
Volume 9
Number 3
September 2015
DOI:10.12716/1001.09.03.01
306
a set of simultaneously accessible hypertext
availabilities,suchas:
thewholetextlistening;
listening and reading of Georgian translation of
(preliminarilychosen)keywords;
pictorialillustrationofthemarineterminology(a
picture in Maritime English is really worth a
thousandwordsandexplanations);
usage of the
picture as the knowledge
developmentsource–clickingtheunknownpart
of a ship the student is immediately provided
withtheterm’spronunciationandtranslation;
relatedtopicsaccess;
selfcheck,controlandevaluation
“ACargoShipConstruction”
Some components exist in a vessel of any type,
size
andpurpose. Everyshiphas a hull, propulsion
system and steering system, as well as, funnel
(smokestack/chimney) bow, the main deck, the
superstructure, Portside/Starboard side, life boats,
cargospace,thestern,propellers,scuttles,cabinsand
cargoequipment.
Understanding of such texts for non‐native
English students is related with obvious difficulties
because of hardly imaginable definitions of a large
number of technical terms. At the same time, the
hypertextgivesthestudentspossibilityof:
Figure1. Screenshot of the same text in its hypertext
variantwiththewholetextlistening.
The hull is an area between the main deck, the
sides (portside and starboard side) and the bottom.
Thereareframes,beams;andthekeelinsidethehull.
Decksand bulkheadsdividethe hull intoanumber
ofwatertightcompartments.Thehulliscoveredwith
platingandisdividedintothree
mainparts:thebow,
thesternandthemidship.
Figure2. Screenshot of the same text in its hypertext
variantwithlisteningandreadingofGeorgiantranslation
of(preliminarilychosen)keywords.
The part of the hull below water is the ship’s
underwaterbody.Abulkheadisaverticalsteelwall
going across the ship and along her. The hull
contains the engine room, cargo space, tanks and
holds.Thebowistheforemostpartofthehull(some
shipshaveabulbous).
Therearmostpartofthehull
isastern(andmanyhullshaveaflatbackknownas
atransom); the partbetween is called midship.The
keelis atthe verybottomof thehull,extending the
entirelengthoftheship.
The key structural elements of a Shipʹ
s Hull are
typicallypresentedby:
Deck Plating (aka Main Deck, Weatherdeck or
StrengthDeck)
TransverseBulkhead
InnerBottomShellPlating
HullBottomShellPlating
TransverseFrame(1of2)
KeelFrame
Keelson(1of4)
LongitudinalStiffener(1of18)
Hull
SideBeam
Figure3. Screenshot of the same text in its hypertext
variant with pictorial illustration of the marine
terminology:
A General View of the Hull: transverse frame;
beam;stanchion,keel,longitudinalframe
307
Figure4. Screenshot of the same text in its hypertext
variant with usage of the picture as the knowledge
developmentsource–clickingtheunknownpartofaship
the student is immediately provided with the term’s
pronunciationandtranslation.
Thelowestpartoftheholdiscalledabottom;the
space under the bottom represents the double
bottom.SingleBottom,DoubleBottom,DoubleHull:
Bulk Carrier Midship usually contains: cargo
hold,hatchcover,uppertankforwaterballastoroil,
doublebottom,lowertankforwaterballast:
Forward Hold Arrangement
typically contains
beam,coaming,tweendeck, bulkhead,hatchladder
anddeeptank:
After Hold Arrangement typically contains:
coaming,tweendeck,bulkheadandhatchladder
The openings giving access to holds are called
hatches. Bulk carrier waterproof hatches slide apart
orliftupandopen:
Tanksareusuallyusedtostore
liquidcargo,fuel,
engineoil,freshandballastwater.
Ifashiphasdoublesides,thespacebetweenthe
sides contains wing tanks and ballast tanks. Ballast
tanks are equipped to change a shipʹs trim and
modifyherstability.
Forepeaktanksareattheforeendofthehulland
afterpeaktanksareattheafterend.
Figure5. Screenshot of the same text in its hypertext
variantwithrelatedtopicsaccess.
Figure6. Screenshot of the same text in its hypertext
variantwithselfcheck,controlandevaluation.
Finally we present the same text (if in its
hypertext version) where each underlined word
gives the students the possibility of the whole text
listening,Georgiantranslationofkeywords,pictorial
illustration of the marine terminology and usage of
the picture as theknowledge development source –
clicking the unknown part
of a ship the student is
immediatelyprovidedwiththeterm’spronunciation
and translation, related topics access, self check,
controlandevaluation:
Some components exist in a vessel of any type,
sizeandpurpose.Every ship hasahull,propulsion
system and steering system, as well as, funnel
(smokestack/chimney) bow, the main deck, the
superstructure, Portside/Starboard side, life boats,
cargospace,thestern,propellers,scuttles,cabinsand
cargoequipment:
The hull is an area between the main deck, the
sides (portside and starboard side) and the bottom.
Thereareframes,beams;andthekeelinsidethehull.
Decksand bulkheadsdividethe hull intoanumber
ofwatertightcompartments.Thehulliscoveredwith
platingandisdividedintothreemainparts:thebow,
thesternandthemidship.
The part of the hull below water is the ship’s
underwaterbody.Abulkheadisaverticalsteelwall
going across the ship and along her. The hull
contains the engine room, cargo space, tanks and
holds.Thebowistheforemostpartofthehull(some
shipshaveabulbous).Therearmostpartofthehull
isastern(andmanyhullshaveaflatbackknownas
atransom); the partbetween is called midship.The
keelis atthe verybottomof thehull,extending the
entirelengthoftheship.
The key structural elements of a Shipʹs Hull are
typicallypresentedby:
Deck Plating (aka Main Deck, Weatherdeck or
StrengthDeck)
TransverseBulkhead
InnerBottomShellPlating
HullBottomShellPlating
TransverseFrame(1of2)
KeelFrame
308
Keelson(1of4)
LongitudinalStiffener(1of18)
HullSideBeam
Ageneral viewof the hull is typically presented
by transverse frame; beam; stanchion, keel,
longitudinalframe
Thelowestpartoftheholdiscalledabottom;the
space under the bottom represents the double
bottom.
Bulk Carrier Midship usually contains: cargo
hold,hatchcover,uppertankforwaterballastoroil,
doublebottom,lowertankforwaterballast:
Forward Hold Arrangement typically contains
beam,coaming,tweendeck, bulkhead,hatchladder
anddeeptank:
After Hold Arrangement typically contains:
coaming,tweendeck,bulkheadandhatchladder
The openings giving access to holds are called
hatches. Bulk carrier waterproof hatches slide apart
orliftupandopen:
Tanksareusuallyusedtostoreliquidcargo,fuel,
engineoil,freshandballastwater.
Ifashiphasdoublesides,thespacebetweenthe
sides contains wing tanks and ballast tanks. Ballast
tanks are equipped to change a shipʹs trim and
modifyherstability.
Forepeaktanksareattheforeendofthehulland
afterpeaktanksareattheafterend.
In conclusion we’d like to underline some
important factors related to the digitalization of
Maritime Education and Training and the further
development of the hypertext use in Maritime
English teaching, paying special attention to its
methodologicalpeculiarities.
Thechanges oftraditionaleducation systems are
caused by quickly developing demands of a
global
maritimelabormarketandappropriateinternational
conventions.
Education process should become significantly
less limited within the location (via academic
mobilitysystem)of students andless dependent on
teachingandlearningarea(viamobiledevicesgiving
accesstostorethewholedatainone’spocketandto
useiteverywhere).
Thus, the modern maritime education is shifting
from traditional model into a digital one, in which
the creation and dissemination of knowledge and
skills is of principal importance. Accordingly,
teaching data provision should also follow the
challenges of this process. Thus, the hypertext can
play a significant role in reshaping traditional
resoursesto respond to modernmaritimeeducation
needs, decreasing the gaps that exist between
maritimeneedsandtheoutputsofeducationsystem.
TheuseofhypertextinMaritimeEnglishteaching
canraiseaccesstolearningopportunities.Itcanhelp
to improve the quality of education with advanced
teaching methods, progress
learning outcomes and
enable better planning of unlimitedly flexible
educationalprograms.
REFERENCES
Cicconi, S. 1999.Hypertextuality.In Sam Inkinen & De
Gruyter(eds),Berlino&NewYork(eds)
Ensslin, A. 2007.Canonizing Hypertext: Explorations and
Constructions.InContinuum(eds),London.
IMO Publishing. 2011. STCW Including 2010 Manila
Amendments,London
