ABSTRACT
In today’s MET education the domination of skills development over knowledge delivery is being obvious. This is the sphere of practical methodology which usually has great achievements in nonEnglish speaking countries but depends a lot on national tradition existing in the system of education. Different methods, approaches and techniques used by practical specialist lecturers and language teachers sometimes result in insufficient language proficiency. Unfortunately, it happens in case of seafarers who have an opportunity of using ME for professional purposes in the process of studying thus comparing their language proficiency with that of other members in a multilingual crew. Here comes the point of coordination between professional and language teachers and a very sensitive matter such as methodological priorities of each of the parties. This is the core idea of any corporative research activities: Who does what? What are the domains of professional teachers and those of language teachers? In fact, there are so many questions which should get their answers, that the problem of up-to-date efficient practical ME methods and materials corresponding to the international standards for different ranks and professions should be considered and solved as quickly as possible. Some ideas are suggested to start the exchange of opinions concerning the reasons and consequences observed in the field of practical teaching and teaching materials, Student’s Course Book and Maritime –related word stock, in particular. We hope this discussion will make possible to analyse all aspects of Maritime English in use and to draw conclusions about the neccessity of taking them into account when
developing the basics of Maritime English linguistic and methodological concepts.
