単語の多義性が生む理解齟齬に関する航空管制英語の観点からの一考察 : 学生のコミュニカティブ英語能力向上に航空管制英語から学べること

This paper is the revised version of the lecture given by the author on 14 July 2007 for the Senior High School-University Exchange Program sponsored by the Ministry of Education, Culture, Sports, Science, and Technology in Kawagoe City. Like in other languages, each English word often has more than one meanings. I have seen so many students taking the first meaning listed in the dictionaries, thus coming up with the Japanese translation somewhat different from the intended meaning. Although repeated encouragements are given, students often hesitate to voice out their indecision. Somehow, students choose to wait until their papers are returned with corrections. I teach Aviation Traffic Control English at the National Aviation Safety College. There, I have found similar problem discussed widely in aviation language field. Aviation jargon is often exchanged in limited number of words to make the jargon universal and easy to be transmitted. Language transmitted by radio is sometimes difficult to catch. In such cases aviation traffic controllers and flight crew are encouraged to repeat the jargon to clarify the mutual intentions. But surprisingly, just like Japanese students in class, they choose to make their best guesses to move onto the next task. Why do ATC (aviation traffic controllers) and flight crew choose to be silent instead of asking for repetition? Why do students choose to be silent instead of asking the teacher for advice? In this paper, I introduce the aviation traffic control jargon, the misunderstanding of which has lead to fatal or near fatal accidents and discuss how that could have been easily avoided. I am hoping that through this process, I will be able to suggest the ways to make class more active, consequently making students more efficient problem-solvers.

語学教育研究論叢

AN10065440

09118128

25

283

301

2008-01-31

日本語

紀要論文

紀要論文

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