FROM CLASSROOM DRILLS TO MISSION BRIEFINGS: SCENARIO-BASED TASKS FOR NAVY STUDENTS PREPARING FOR STANDARD ORAL AND WRITTEN EXAMINATIONS
FROM CLASSROOM DRILLS TO MISSION BRIEFINGS: SCENARIO-BASED TASKS FOR NAVY STUDENTS PREPARING FOR STANDARD ORAL AND WRITTEN EXAMINATIONS

Summary/Abstract: In military higher education, foreign language learning is directly connected with operational effectiveness, professional mobility and interoperability. For naval cadets, English is not merely a subject included in the curriculum, but a working instrument through which they receive instructions, report incidents, understand technical documentation, interact with allied personnel and participate in multinational missions or exercises. Therefore, the preparation of Navy students – who aim to meet the minimum passing requirements of linguistic competence –requires methods that move beyond isolated grammar practice and place language in realistic professional situations.The purpose of this paper is to explore the role and potential of scenario-based task learning in English classes for naval students at the Romanian Naval Academy, with particular focus on the development of the functional communicative competence. The paper connects the theoretical principles of task-based language teaching with the needs of military and maritime education, provides a practical classroom demonstration built around a naval incident-reporting scenario, and includes a small-scale before-and-after data interpretation showing how the lesson can support measurable progress in relevant linguistic areas.

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