臺灣博碩士論文加值系統

Maritime Navigational English, a branch of Maritime English, is a specialized
sub-language that navigational watch and deck-cadet officers make use of when performing navigation, communication, safety and maintenance tasks onboard. It is essential for the officers to use Maritime Navigational English correctly and
efficiently when communicating with port controls or other ships as it influences sea safety (Loginovsky, 2002). In Taiwan, it is Merchant Marines students as well as students of other related Navigational disciplines that are obliged to learn Maritime Navigational English as part of their pre-service training. Much specialized material has been thus developed for the course while a course model was established by an authority (International Shipping Federation of London, 2000). Nevertheless, the course model has failed to provide useful lexis lists for Maritime Navigational English courses, leaving an EFL English teacher with limited navigational knowledge at loss when selecting items to teach to students.
A corpus derived from four Maritime Navigational English materials was then
complied to create useful lexical lists. It contains 163,692 tokens or 9,536 types.Through strict application of word selection criteria and meticulous corpus design, the researcher was able to identify 1,103 the most common words (17.7%), 119 technical words (1.35%), 139 keywords, 214 the most common concgrams and 24 technical concgrams. A minimum vocabulary threshold of 1,222 types, including the most common words and technical words is suggested for a Maritime Navigational English student. But for comprehension of the materials, one needs a vocabulary of at least 3,930 word families. As for the features of Maritime Navigational English lexis, it was found that the majority of technical words were either acronyms or compounds while 3-word concgram and complex noun phrases were the two pervasive characteristics of the most common and technical concgrams. Finally with this result, the researcher hopes to elucidate on the nature of Maritime Navigational English lexis and to provide ready-to-use lexical lists for the teachers, learners and material developers of Maritime Navigational English courses.

Maritime Navigational English, a branch of Maritime English, is a specialized
sub-language that navigational watch and deck-cadet officers make use of when performing navigation, communication, safety and maintenance tasks onboard. It is essential for the officers to use Maritime Navigational English correctly and
efficiently when communicating with port controls or other ships as it influences sea safety (Loginovsky, 2002). In Taiwan, it is Merchant Marines students as well as students of other related Navigational disciplines that are obliged to learn Maritime Navigational English as part of their pre-service training. Much specialized material has been thus developed for the course while a course model was established by an authority (International Shipping Federation of London, 2000). Nevertheless, the course model has failed to provide useful lexis lists for Maritime Navigational English courses, leaving an EFL English teacher with limited navigational knowledge at loss when selecting items to teach to students.
A corpus derived from four Maritime Navigational English materials was then
complied to create useful lexical lists. It contains 163,692 tokens or 9,536 types.Through strict application of word selection criteria and meticulous corpus design, the researcher was able to identify 1,103 the most common words (17.7%), 119 technical words (1.35%), 139 keywords, 214 the most common concgrams and 24 technical concgrams. A minimum vocabulary threshold of 1,222 types, including the most common words and technical words is suggested for a Maritime Navigational English student. But for comprehension of the materials, one needs a vocabulary of at least 3,930 word families. As for the features of Maritime Navigational English lexis, it was found that the majority of technical words were either acronyms or compounds while 3-word concgram and complex noun phrases were the two pervasive characteristics of the most common and technical concgrams. Finally with this result, the researcher hopes to elucidate on the nature of Maritime Navigational English lexis and to provide ready-to-use lexical lists for the teachers, learners and material developers of Maritime Navigational English courses.

ACKNOWLEDGEMENTS........................................................... I
ABSTRACT....................................................................III
TABLE OF CONTENTS...........................................................IV
LIST OF TABLES .............................................................VIII
LIST OF FIGURES ............................................................IX
CHAPTER 1－INTRODUCTION.....................................................1
1.1 Background..............................................................1
1.1.1 The Language of the Sea...............................................1
1.1.2 English for Deck Officers.............................................3
1.1.3 Current Situation in Taiwanese Maritime Colleges. ....................4
1.2 Definition of Terms.....................................................6
1.3 Rationale for the Study ................................................9
1.3.1 Domain Targeting of ESP- the Lexical Aspect. .........................9
1.3.2 Lexical Syllabus for Language Teaching................................10
1.3.3 Use of Specialized Corpora to Investigate Linguistic Features.........10
1.4 Gaps in Previous Literature ............................................11
1.4.1 EAP Lexical Studies in College Contexts...............................11
1.4.2 Lexical Studies in Maritime English...................................13
1.5 Purpose of the Study ...................................................14
1.6 Research Questions......................................................14
1.7 Significance of the Study...............................................14
1.8 Structure of the Study .................................................14
CHAPTER 2－LITERATURE REVIEW................................................16
2.1 Language Corpora: General vs. Specialized...............................16
2.2 Corpus-based Approach...................................................18
2.3 Related Corpus-Based Lexical Studies....................................19
2.3.1 Word List Studies.....................................................19
2.3.1.1 General English.....................................................19
2.3.1.2 EAP. ...............................................................20
2.3.2 Word Association Studies. ............................................23
2.3.2.1 General English.....................................................23
2.3.2.2 EAP. ...............................................................23
2.3.3 Gaps of Previous Studies of Wordlists and Word Association List. .....25
2.4 Related Maritime English Lexical Studies ...............................25
2.4.1 Vocabulary Teaching and Learning of Maritime English. ................26
2.4.2 Corpus-based Studies of Maritime English. ............................28
2.4.3 Gaps in Previous Maritime English Lexical studies. ...................30
2.5 Types of Corpus-based Lexical Analyses .................................31
2.5.1 Frequency Word List...................................................31
2.5.2 Keyword List. ........................................................32
2.5.3 Concgram List.........................................................33
2.5.3.1 Teaching and Learning Word Association. ............................33
2.5.3.2 Identification of Word Association. ................................33
2.5.3.2.1 Concordances......................................................34
2.5.3.2.2 Mutual Information Score and t- score. ...........................34
2.5.3.2.3 Concgram Search. .................................................35
2.6 Word Family ............................................................37
2.7 The Four Vocabulary Categories..........................................38
2.7.1 High Frequency Words. ................................................38
2.7.2 Academic Words. ......................................................39
2.7.3 Technical Words.......................................................41
2.7.3.1 Teaching and Learning Technical Words. .............................41
2.7.3.2 Methodology of Technical Word Identification. ......................42
2.7.3.2.1 Statistical Approach. ............................................42
2.7.3.2.2 Human Intervention Approach.......................................43
2.7.4 Low Frequency Words. .................................................45
2.8 Lexical Coverage and Vocabulary Threshold ..............................45
2.9 Specificity of Specialized Corpus.......................................46
CHAPTER 3－METHODOLOGY......................................................47
3.1 Research Approach ......................................................47
3.2 Pilot Study.............................................................47
3.2.1 Corpus Design.........................................................47
3.2.2 Technical Word Identification.........................................48
3.2.2.1 Using a Technical Word Dictionary. .................................48
3.2.2.2 Using Peakratio (P) and Rangeratio (R). ............................49
3.2.2.3 Using Corpus-based Frequency Count. ................................52
3.3 Corpus Collection ......................................................52
3.3.1 The Four Materials....................................................52
3.3.2 Use of the materials in the EOP Course................................53
3.4 Corpus Compilation......................................................54
3.4.1 Conversion to Computer-Readable Format. ..............................54
3.4.2 Criteria of Word Selection............................................56
3.5 Corpus Design...........................................................56
3.5.1 Representativeness of General and Specialized Corpora.................56
3.5.1.1 Balance.............................................................57
3.5.1.2 Sampling. ..........................................................58
3.5.2 Parameters for Specialized Corpora Compilation........................60
3.6 Corpus Analysis ........................................................62
3.6.1 Word Frequency Lists. ................................................62
3.6.1.1 High Frequency Word List and Academic Word List. ...................63
3.6.1.2 Technical Word List. ...............................................63
3.6.1.3 Low Frequency Word List. ...........................................64
3.6.1.4 Most Common Word List. .............................................65
3.6.2 Keyword List. ........................................................65
3.6.3 Concgram Lists. ......................................................67
3.6.3.1 Most Common Word Concgram List......................................67
3.6.3.2 Technical Word Concgram List........................................69
3.7 Specificity of MNEMC....................................................70
CHAPTER 4－RESULTS AND DISCUSSION ..........................................71
4.1 Word Frequency Analysis ................................................71
4.1.1 The Four Vocabulary Categories........................................71
4.1.3 Lexical Coverage. ....................................................74
4.1.4 The Most Common Words. ...............................................77
4.2 Keyword Analysis........................................................79
4.3 Concgram Analysis ......................................................80
4.3.1 The Most Common Words Concgrams.......................................80
4.3.2 Technical Words Concgrams.............................................83
4.4 Specificity of MNEMC....................................................84
4.5 Summary of Research Results ............................................85
4.5.1 Overall Vocabulary Distribution.......................................85
4.5.2 Distribution, Feature, Usage of the Most Common Words, Techncial Words
and their Concgrams. .......................................................85
4.5.3 Distribution, Feature, Usage of Keywords. ............................86
CHAPTER 5－CONCLUSION.......................................................87
5.1 Conclusions of the Study ...............................................87
5.2 Implications of the Study...............................................88
5.2.1 Methodological Implications. .........................................88
5.2.2 Pedagogical Implications. ............................................89
5.3 Limitations of the Study and Suggestions for Future Research............91
5.3.1 Limitations of the Study..............................................91
5.3.2 Suggestions for Future Research.......................................93
REFERENCES..................................................................94
Chinese:....................................................................94
English: ...................................................................94
APPENDICES..................................................................102
APPENDIX 1 Table of contents of Marlins: English for Seafarers Study Pack 1.....102
APPENDIX 2 Table of contenst of IMO-SMCP (2002)............................102
APPENDIX 3 Table of contents of the wed-based MarEng learning tool [CD]-
intermediate level.........................................................103
APPENDIX 4 Table of contents of the wed-based MarEng learning tool [CD]-
advanced level.............................................................103
APPENDIX 5 Table of contents of international maritime language program (3rd ed.).......................................................................104
APPENDIX 6 Most Common Words and their Word Families in alphabetical order
...........................................................................105
APPENDIX 7 MNEMC technical words that can be found in BNC-world (in
descending frequency order)................................................129
APPENDIX 8 MNEMC technical words that cannot be found in BNC-World (in
descending frequency order)................................................130
APPENDIX 9 Most Frequent Keywords from International Maritime Organization
Standard Marine Communication Phrases (2002) ..............................131
APPENDIX 10 Most Frequent Keywords from Marlins: English for Seafarers Study Pack 1 ....................................................................132
APPENDIX 11 Most Frequent Keywords from International Maritime Language
Program (3rd ed.)..........................................................133
APPENDIX 12 Most Frequent Keywords from The Web-based MarEng Learning
Tool [CD] .................................................................134
APPENDIX 13 MNEMC Concgrams and their most frequent word associations from
BNC first 1,000 word families (in alphabetical order) .....................135
APPENDIX 14 MNEMC Concgrams and their most frequent word associations from
BNC second 1,000 word families (in alphabetical order).....................145
APPENDIX 15 MNEMC Concgrams and their most frequent word associations from
BNC third 1,000 word families (in alphabetical order) .....................149
APPENDIX 16 MNEMC Concgrams and their most frequent word associations from
BNC four to seven 1,000 word families (in alphabetical order)..............151
APPENDIX 17 MNEMC technical words’ Congrams and their most frequent word
associations in alphabetical order ........................................155
APPENDIX 18 Most frequent fifty word types from BNC-World and MNEMC .......157

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