Human Factors - understanding

The term “human factors” has grown increasingly popular as the commercial aviation industry has realized that human error, rather than mechanical failure, underlies most aviation accidents and  incidents.

If interpreted narrowly, human factors is often considered synonymous with crew resource management (CRM) or maintenance resource management (MRM). However, it is much broader in both its knowledge base and scope. Human factors involves gathering information about human abilities, limitations, and other characteristics and applying it to tools, machines, systems, tasks, jobs, and environments to produce safe, comfortable, and effective human use. In aviation, human factors is dedicated to better understanding how humans can most safely and efficiently be integrated with the technology. That understanding is then translated into design, training, policies, or procedures to help humans perform better.

Despite rapid gains in technology, humans are ultimately responsible for ensuring the success and safety of the aviation industry. They must continue to be knowledgeable, flexible, dedicated, and efficient while exercising good judgment. Meanwhile, the industry continues to make major investments in training, equipment, and systems that have long-term implications. Because technology continues to evolve faster than the ability to predict how humans will interact with it, the industry can no longer depend as much on experience

and intuition to guide decisions related to human performance. Instead, a sound scientific basis is necessary for assessing human performance implications in design, training, and procedures, just as developing a new wing requires sound aerodynamic engineering.

Boeing has addressed this issue by employing human factors specialists, many of whom are also pilots or mechanics, since the 1960s. Initially focused on flight deck design, this group of about 30 experts now considers a much broader range of elements (see graphic), such as cognitive psychology, human performance, physiology, visual perception, ergonomics, and human-computer interface design. Applied collectively, their knowledge contributes to the design of Boeing airplanes and support products that help humans perform to the best of their capability while compensating for their natural limitations.

Because improving human performance can help the industry reduce the commercial aviation accident rate, much of the focus is on designing human-airplane interfaces and developing procedures for both flight crews and maintenance technicians. Boeing also continues to examine human performance throughout the airplane to improve usability, maintainability, reliability, and comfort.

In addition, human factors specialists participate in analyzing operational safety and developing methods and tools to help operators better manage human error. These responsibilities require the specialists to work closely with engineers, safety experts, test and training pilots, mechanics, and cabin crews to properly integrate human factors into the design of all Boeing airplanes. Their areas of responsibility include addressing human factors in:

1. Flight deck design.

2. Design for maintainability and in-service support.

3. Error management.

4. Passenger cabin design.

In order to help you understand better the influence of human factors in our daily activities, especially in aviation, our subject, we added some links where you're going to watch videos with human factors related issues. Moreover, click here, download the workbook and do the exercises on it. Also, download the resource guide and follow the instructions. Please, once again, do not take this subject for granted. It is extremely important! 

1. Part 1a of 12 – Airtime
2. Part 1b of 12 – Analysis
3. Part 2 of 12 – Fatigue
4. Part 3 of 12 – Stress
5. Part 4 of 12 – Alcohol & Substances
6. Part 5 of 12 – Communication
7. Part 6 of 12 – Teamwork
8. Part 7 of 12 – Leadership
9. Part 8 of 12 – Situational Awareness
10. Part 9 of 12 – Decision Making
11. Part 10 of 12 – Threat & Error Management
12. Part 11 of 12 – Airmanship
13. Part 12 of 12 – Safety Reporting

(Source: "The Role of Human Factors in Improving Aviation Safety")

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The Importance of English on Board

Every pilot knows - or at least he/she should know - the importance of English and its correct usage before, during and after flight. Not only must pilots meet the minimum English language proficiency requirements, but cabin crew as well. When a passenger gets on a plane he/she wants to be well served, welcomed as a unique person and, mainly, realize the ones who are handling the flight process have the makings of a pilot, air host/hostess, etc. In other words, passengers wonder whether the airline meets quality requirements in every aspect - from the pilot/co-pilot to the cabin crew.

Now, try to imagine you as a foreigner coming to visit Brazil for the first time and by the time you first get a connecting flight you find yourself listening to this quality of English in the video below.

Did you understand it? What would you think of this airline? Would you think this airline cabin crew have participated in any English training program?  Would you be confident in this airline and its crew?

Well, we are (not) saying this airline does not have a well-qualified English training program, but how can a foreign passenger understand and be confident in an airline where English is not well spoken by its cabin crew? 

As you can see, not only is English important to pilots and air traffic control officers (ATCOs), but also to cabin crew and ground personnel. If pilots, air traffic control officers, cabin crews and ground personnels keep taking English for granted, it might be - at least - embarrassing to an airline get to know people are poking fun of it.

Test Taker Guide - Transport Canada

The Aviation-Language Proficiency Test

The Aviation-Language Proficiency Test (ALPT) is an English-language or French-language proficiency test, set in an aviation context. It is designed for people with some knowledge of aviation whose native language is not English. However, all applicants including native English or native French speakers are required to complete the test.

What is the purpose of the test?

The Aviation-Language Proficiency Test will be used to test the English-language or French-language ability of those seeking to become licensed pilots in Canada. The aviation language proficiency requirements are a result of international standards, which are required for all licenses issued after March 05, 2008. However all Permit holders including Student Pilot Permit holders are encouraged to take the test.

What is the format of the test?

A trained test administrator - Examiner conducts the Aviation-Language Proficiency Test. The test ideally should be conducted over a telephone. The Examiner and candidate should be located in different rooms and a telephone or similar device should be used for communication between the two. It should not be conducted in a face-to-face manner. The Examiner will present several different scenarios and will ask you to respond as if you were part of the scenario (“role-play”). The test consists of up to 20 responses.

The Examiner is not at liberty to deviate from the test script. However candidates may ask that a question be repeated.

The ALPT will assess:

• Listening comprehension
• Speaking ability
• Responses to different scenarios

How will I take the test?

The test should be administered by phone. When you register with an Examiner, you will receive a date and time for the test, as well as instructions for the day of the test.

How long will the test take?

The test administration takes about 20 minutes.

What will I need to take the test?

To take the test, you will need this Test-Taker Guide and a pen or pencil. In this Guide there are some maps that you may need to look at during the test. Therefore, it is very important that you have or PRINT a copy of the maps and have it with you when you take the test.

You will also need a pen and paper. You can use these to make notes, if necessary.

Will the test be recorded?

No. The tests will be scored on the Application Form. Test administrations will not normally be audio recorded.

When will I get a test score?

You should receive your results from the Examiner shortly after the test is completed. You may require a copy of the results to process additional temporary privileges. You should receive your formal results within three weeks after successful completion of the test. A letter will be sent from Transport Canada with a single score for the entire test; you will not receive a score for each spoken response. The test Examiner cannot give you your score over the telephone, but you can contact the Examiner later on after the assessment calculations have been completed.

Your score will be at one of three levels:

• Expert
• Operational
• Below-operational

Sample Questions

When you take the test, the Examiner will introduce himself or herself and ask you for your name and Test Taker ID number, licence or file number. You will be asked if you have all of the materials needed for the test. This introductory conversation is not scored.

Then the Examiner will say:

“This is a test of speaking ability. It is not a test of aviation knowledge. Only your speaking and listening ability will be scored. The situations you are asked to imagine in this test are fictitious and may not seem realistic to you. Nevertheless, answer the questions to the best of your ability.

“In this test you will be asked to imagine that you are in certain situations. Try to speak as if that situation were taking place.”

The test is based on scenarios. There are four types of scenarios on the test:

• Routine procedural
• Non-routine procedural
• Routine plain language
• Urgency/emergency plain language

Each scenario will consist of several questions. The test will contain up to 20 questions.

Routine Procedural Sample Question

The Test Examiner might say:

“Imagine that you are flying FABC. You are set to depart from March airport. Contact FSS and ask for an airport advisory. I will be FSS.”

You might respond:

“March Radio, this is FABC. Requesting airport advisory.”

Non-Routine Procedural Sample Question

The Test Examiner might say:

“Imagine you are getting ready to take off from an airport and you see a deer on the runway. Radio the Flight Service Specialists to inform them of the situation.”

You might respond:

“March Radio, this is FABC. There’s a deer on runway zero-eight.”

Routine Plain Language Sample Question

The Test Examiner might say:

“Now look at the diagram of March Airport on Page 7 of this booklet. Imagine that you are a licensed pilot and are approaching March airport from the east after a cross-country sightseeing flight. Due to the wind conditions, you have decided to land on runway 08. I will be your passenger.”

The Test Examiner acting in the role as a passenger might say:

“Why aren't we landing now?”

You might respond:

“Since the wind is coming from the east, we're going to land on a different runway - it's best to head into the wind. We’ll be landing on runway 08, which is at the west end of the airport. Don't worry though; we'll be on the ground shortly.”

Emergency Plain Language

The Test Examiner might say:

“Imagine that you are a licensed pilot and have just departed March airport for a cross-country sightseeing flight. One of your passengers becomes ill and you need to return to the airport. Advise March Radio. I will be March Radio.”

You might respond:

“March Radio, FABC. I have an ill passenger onboard. I am returning to March airport. Request an ambulance to meet the plane.”

(Source - Transport Canada)

Deadline for aviation English test for pilots and controllers approaches

Language skills can be as important to flyers as ability
at the controls.

The date approaches, when commercial aircraft pilots, who operate international routes, must have passed an English test, showing that their aviation spoken and comprehensive English is at least of ICAO’s Level 4. By 1 March, 2011 pilots, as well as experienced air traffic control officers (ATCO), according to ICAO’s Level 4 standard, will have to be able to make themselves clear in basic English and have the certificate proving this in order not to lose license for international operations.

While examining special attention is paid, whether pilots are able to explain a problem or ask for help in specific situations. This is done in order to avoid disasters, which can be managed communicating clearly. According to ICAO, there were at least seven such accidents. One of them was Avianca Boeing 707 that crashed in New York due to crew’s inability to explain that the aircraft was lacking of fuel. 

The requirement for sufficient English knowledge became more relevant, when more and more airlines from small countries, where English is not mother tongue, entered global aviation market.

Although ICAO announced the requirement two years ago most of the airlines did nothing that their pilot would get the language certificates. Due to this reason currently the backlog at most examining places is nearly years long and aviation specialists should hurry improving their knowledge and getting the certificates.

Plain English - expecting the unexpected

You may be sort of confused because how a person can expect something that is not expected. But to tell you the truth, pilots need to have this feeling. Ask yourself how many times you have already faced an event you had not been waiting for. I'm almost sure you would say you've faced some...

Nevertheless, you would be able to explain them to anyone the way they happened by providing details of some important points using your mother language, wouldn't you? And if you had the necessity to describe these events/situations to one of your American/British friends? Could you do it?

Now, imagine yourself as the captain/first officer of an airplane heading for any other country where the usage of English is essential, and during the approach you find your plane is surrounded by a large number of birds. How would you communicate the situation to the controller? Go ahead and try.

Did you get it? Doing it or not what I am trying to explain is why plain/general/academic English is important for communication in unexpected situations. Please read the article below.

Summary of Aviation English language

Aviation English (AE) is split into three key areas;

1. Phraseology,
2. Plain English and
3. General English.

All three areas work side by side to create language ‘moments’ in the sky and on the ground. Phraseology is the scripted communication that every pilot and controller has been trained to use. Plain English is a way to communicate simply without use of over-complex language. It may help to aid understanding and deliver the meaning of something and indeed save lives in certain situations. General English is not a specific part of many Aviation English courses but it is integrated and assumed. You need General English as the foundation before you add the building blocks to create your dream home.

The main rule is that you cannot have one linguistic area without the other. It is a fair assumption that some people discredit or rather devalue the use of ‘plain’ and General English in Aviation English, but the International Civil Aviation Organisation (ICAO) completely disagree. ICAO state that pilots/controllers at level 4 standard can “handle successfully with relative ease the linguistic challenges presented by a complication or unexpected turn of events.” After all, unforeseen events in the sky may not be as predictable as a holding pattern around London Heathrow.

Attention: Phraseology will not get you out of every situation

The official phraseology used by aviation personnel is highly specific and fine-tuned, it will form the basis of all flights, and is indeed a ‘special’ feature of Aviation English. Phraseology is the result of decades of expert knowledge due to accidents, incidents and logic. The framework needed to get from A to B safely. However, it is not enough and you need Plain and General English to get you out of strange and unpredictable problems. English is one of the most important aspects of ICAO level 4 and above language testing. For example, what if there are animals loose in the aircraft? What if there is a piece of luggage blocking the taxiway? How would you explain this to a controller in English?

Professional Aviation English practice will help you integrate all 3 aspects of Aviation English language. This is done by training you to use a wide range of language skills to get you out of those ‘sticky situations’ when you need to explain an unusual situation. The ICAO level 4 requirements state, “(this person) can often paraphrase successfully when lacking in vocabulary for unexpected circumstances.” This requirement means that you do not need to know every word in aviation or general English, but you do need to know how to get around not knowing certain vocabulary.

Why VFR into IMC?

Some accidents aren't. That is, they do not fit the definition of being unexpected or unforseen events.

The results of pilots flying VFR into instrument meteorological conditions, or VFR into IMC, really are no surprise. The most recent Nall Report, the Air Safety Foundation's annual review of accidents that is published each spring, noted that there were 33 accidents in 2001 where the NTSB reported pilots getting into clouds when they weren't on an IFR flight plan.

In a few cases there might be some extenuating circumstances resulting from unforecast weather. It's rare but it happens. In many more cases there were clear warning signs that the pilot overlooked out of ignorance or carelessness. In the majority of these crashes it appears that the pilots made the decision to launch, or continue, into weather that was clearly inappropriate for their skills or the flight rules under which they chose to operate.

An interview after the crash might unravel the thought process behind what has to be one of the highest-risk activities in aviation. Unfortunately, we don't get to talk with many of the pilots because very few survive the experience. Some possible answers: "I couldn't see the clouds into which I was flying because other clouds were obscuring my vision;" or, "The layers were pretty thin and I felt I could get on top (or underneath) before losing control;" or, "I've always been a little foggy about that temperature/dew point relationship;" or, "I've done this many times and never had a problem, until today." This last one might be the most popular.

There are two scenarios regarding the impacts: out of control, typically in a spiral or with the aircraft disassembling itself after the flight exceeds VNE; and in level flight and in control, right up to the sudden stop. An example of each is offered below when a pilot goes into IMC conditions. Although it is a very serious situation and some people may consider it sort of funny, we still can use it to learn Aviation English phraseology in a totally non-routine event. 

By Bruce Landsberg

United pilots confused on runway

The fact we have to use ICAO phraseology is something really important. However, by just using ICAO phraseology, it does not necessarily mean we've done all the hard work. 

In order not to involve oneself in an incident/accident, pilots should always be vigilant especially when taxing at unknown airports. Unfortunately, even knowing all these rules there are some pilots who still keep taxing with their heads down, chatting around instead of being aware of what it is going on and around the aircraft.

So, if you are really keen on learning more and more about phraseology, do not forget that this is a two-way track, that is, you have to readback and hearback what the controller says. Therefore, I ask you to watch the video below and think of what if you were in that situation? Would you do anything different? How would you react? And what about the phraseology? Would you be able to handle that communication?

Bad Aviation English - how far it can get you

Everybody in the aviation area knows the importance of having a good command of English. Nonetheless, we still come across some miscommunications due to English-related problems. Below you will see a video where an Air China's pilot tries to communicate with JFK Ground controller. Because of his bad command of the English language he messes up everything.

FAA Runway Safety Videos - how important it is to be ready

How important do you think it is to practice listening, comprehension and writing? Well, one thing you need to know is that in order to master your aviation English you do have to work hard, break your back studying and not just cramming for the test. In fact, as far as I know if you want to do well on your ICAO test there three things you should do: practice, practice and practice.

You may have been thinking you do not have to preapre that much, you are doing great because you have studied English some time ago, you are an intermediate student as well, that is, I know how to communicate myself in several situations. But, the question here is "are you able to handle an unpredictable event?" or "are you ready for a turn of events?". Unless you have answered yes for both of the questions, you should really think twice before taking Aviation English for granted.

As a matter of fact, if you want to get ready for the test and for your life in aviation, you have to improve your listening, writing and comprehension by following the instructions and watching the videos below. So, let's get a move on it!

Sit in on the initial flight crew briefing for an international flight! Listen to the pre-departure briefing for a commuter airline flight! (Remember to check your compass and heading indicator to make sure you’re on the right runway!)

The FAA runway safety videos below are great for training your listening comprehension. They put you right in the middle of the action. Here are some suggestions for getting the most benefit:

1. Pretend you are also a member of the flight crew, and that you must understand and remember what is said as part of your job. (This is not so unrealistic or “far fetched”. It is very possible that you may one day be the first officer for an English-speaking captain–or that you may be a captain with an English-speaking first officer.)

2. Listen to the video the whole way through several times. They are all less than 6 minutes long. Try to catch the key information such as weather conditions, airport conditions, taxiways, runways, and ATIS information. Write down notes of things that you, as a crew member, would want to remember.

3. Go back and listen to the video in small segments of 10 to 20 seconds each. If you did not understand what was said, replay that segment and listen to it several times more. Often, native speakers say less important words rapidly or unclearly, leaving you to guess what they said. You will find that each time you hear it, you will be able to understand a little more of what was said, even if you cannot catch all of the words.

4. After a while, listen to the video the whole way through again. You will find that your listening comprehension has definitely improved. Then, when you have the time, go on and repeat these four steps with the other two videos.

1) Initial briefing - The setting for this video is the first-time meeting between a captain, first officer, and flight engineer who will be flying a Boeing 747 on an international charter flight.

2) Pre-Departure Briefing - This video is filmed in the cockpit of a commercial airliner where the captain and first officer are reviewing information and procedures prior to takeoff.

3) Pre-Arrival Briefing - This video takes place in the cockpit of a Boeing 747 preparing for an arrival at an East Coast airport under challenging weather conditions.

Working with Past Tenses - General and Aviation English Points

In this article we are going to explore the use of past tenses in English, by examining an incident that  happened unexpectedly during flight.  Tenses are an essential part of plain English, as you can use tenses to indicate the time and sequence that something happened.  At ICAO level 4 the requirements for structure are that:

Basic grammatical structures and sentence patterns are used creatively and are usually well controlled. Errors may occur, particularly in unusual or unexpected circumstances, but rarely interfere with meaning.

Relevant grammatical structures are determined by language functions appropriate to the task.  This means that you need to be proficient in grammatical structures that are used in flight operations.  It is expected that you will make some grammatical errors eg such errors that could occur in non-routine situations, but the meaning is generally understood.

This article includes short exercises for comprehension, structure, vocabulary and pronunciation. The tenses examined include:

• Past simple
• Past continuous
• Past perfect
• Past perfect continuous

Activity

Watch the above video then answer the following questions.

Comprehension questions

Are the following statements true or false?

1. The incident happened in the USA.
2. There was a problem with the pilot’s microphone.
3. The controller declared an emergency.
4. The pilot was slurring his speech because he was drunk.
5. The pilot requested vectors for Cincinatti.
6. The pilot was suffering from hypoxia
7. The pilot couldn’t control the altitude, speed or heading.
8. The aircraft crashed in Athens, Greece in 2005.

You can email your answers to exercise@aviationenglish.asia and we’ll give you some feedback.  Now let’s take a look at some of the structures used in an account of the incident.

Structure – past simple and past perfect

Past simple is used to talk about complete actions in the past.  Past perfect is used to talk about an earlier past (except when it is part of a logical sequence).  Read the following text and answer the questions.

Flight KFS-66 was enroute at approximately FL320 and had just checked-in with Cleveland’s Air Route Traffic Control Centre, when the controller noticed the microphone of KFS-66 was continuously keyed.

• Which of the above words are verbs, adjectives and adverbs?
• Which of the above phrases describe “short actions”?
• Which of the above phrases describe states or conditions?
• In what order did the above events occur?

Structure – past continuous and past simple

Past continuous is used to talk about a long action at a specific time in the past or an action at a specific time in the past that gets interrupted by something.

While the primary controller was trying (with the aid of a second pilot in another aircraft) to understand what the crewwere reporting, his colleague Stephanie Bevins tuned the radio frequency and recognised that the crew were sufferingfrom severe hypoxia.

• Which of the above are long actions and which are short actions?
• Draw a timeline to show the sequence of events.
• What is the difference between using while and when?

Structure – past simple and past perfect continuous

Past perfect continuous is used to talk about (a) something started in the past and continued up until another time in the past, or (b) the cause of something in the past.

The airplane descended to 11000 feet, where the crew of the Learjet recovered and began to respond normally again.  They subsequently confirmed that they had been sufferingfrom hypoxia.  The airplane continued to Detroit’s Willow Run Airport, where it landed safely.

• Are all the events in the above paragraph related in chronological order?
• Why does the paragraph use had been suffering instead of were suffering?

Vocabulary

• report
• suffer
• recover
• descend
• recognise
• key
• confirm
• en route
• check-in
• hypoxia

Which of the above words mean:

• a deficiency in the amount of oxygen reaching the tissues
• an act of reporting one’s presence
• to return to a normal state
• during the course of a journey
• to state that something said previously is correct
• to move downwards
• to give a spoken or written account of something
• to enter or operate
• to experience something unpleasant
• to acknowledge the existence of something

Pronunciation

How do you say the following verbs in their past simple form?

• report
• suffer
• recover
• descend
• recognise
• key
• confirm
• check-in

What sound do the verbs end in – /d/ /t/ or /id/ ?

Sample Questions for the ICAO English Test

There are many different types of ICAO English test. Some ICAO tests are created by independent testing institutions eg RELTA, VAET, TEA and EALTA whereas others are created and administered by airlines themselves. Some ICAO tests focus on your ability to use technical vocabulary, and what you would say in a particular situation during flight, others are more focused on plain English and your ability to talk about unexpected situations. We’ve even heard of some ICAO tests being purely conversational. With so many different types of ICAO test it’s difficult to know how you should prepare for the test.

We don’t recommend that you try and memorise expected answers to a test, but you can predict the kind of question that could be asked – particularly those that relate to giving personal information. In this article I will provide some sample test questions that you could realistically be expected to answer – not just for the ICAO English test but at many stages throughout your career.

Sample ICAO test questions

1. What’s your name and date of birth?
2. What do you like about your job?
3. How do your family feel about your job?
4. What aircraft would you most like to fly?
5. What is the best thing about being a pilot?
6. Did you ever have any doubts about becoming a pilot?
7. How did you become interested in aviation?
8. What do you do to maintain your health?
9. What is the most difficult part of your job?
10. What happened during your first solo?

Of course, your answers will be different from your colleagues so memorisation isn’t going to help. And yes, some people (not our students) really do try to memorise answers! You are going to need to be able to answer questions for yourself and in the correct tense, with suitable articles, prepositions and clauses.

You will also need sufficient plain English vocabulary to answer common questions. In short, your assessor will be able to find out a lot about your level of English by how you answer simple questions. So let’s practice grammar by looking at the questions above – consider which are about the past, which are about the present, and which are about the future? How would you answer them?

ICAO English test answers

These are some answers to questions asked in an ICAO English test. What do you think the questions were? The answers don’t necessarily relate to the questions above.

1. June 25th
2. Definitely the F14 Tomcat because of the swing wings
3. Being able to visit many different locations around the world.
4. I experienced some unexpected weather conditions.
5. They are very supportive but it requires a lot of hard work to maintain relationships.
6. As part of military service.
7. Ever since I was a child.
8. I used to collect model aircraft when I was a boy and I became fascinated about how they work.
9. Pampulha airport
10. Trip airline

Do not fail the ICAO English Test

People often look for advice about how to pass an ICAO English test, but don’t very often think about how they could fail it. Strictly speaking you can’t “fail” an ICAO test but you might not meet the required standard, which is for all intents and purposes … not good.  In this article I am going to point out some of the reasons you might under-perform in an ICAO English test. There are many different types of ICAO test and I’m not talking about any particular one but my advice applies to all of them. 

Reason One: Not realising the importance of English in aviation

Although you might think that time spent in the aviation English classroom can’t be as exciting as time in an aircraft – it’s not necessarily true. Aviation English is a valid and essential part of flight training for many non native speakers, regardless of their age and experience. Your future career prospects could depend on your proficiency in English. You might scrape through an english test with ICAO level 4 but remember that is the bare minimum requirement.  What level of English do you need to really advance in your career? What level of English do you need for truly safe flight operations?  Many tragic air disasters have been attributed to communication difficulties.  If you want to perform well in an ICAO English test a good first step is realising just how important quality Aviation English training is.

Reason Two: Not giving yourself sufficient time to prepare for an ICAO test

Learning English takes time and the more time you allow for yourself the more likely you are to perform well in the test. Cramming might work for preparing for an exam that tests knowledge but learning a language is different.  You need time to internalise the language, pronunciation is a muscular skill that takes time to develop.  There are some academic theories supporting intensive courses but in my experience intensive courses are only beneficial to those at a very early or very advanced stage. If you are at an intermediate level of English I recommend that you take your time over a course. You will probably enjoy learning English more if you don’t have time pressure.

Reason Three: Doing the wrong type of English course

This is quite tragic as we have heard stories about people who have enrolled on 18 month courses (paid in advance) with brand name English schools who fail to improve at all. It’s even more tragic as their English often gets worse because of the environment they learn in. If you are serious about an aviation career you need Aviation English. Other types of courses and coffee shop English tutors might be cheaper but they will ultimately waste your time and money because they do not effectively address your needs. General English has its place in Aviation English – it’s an essential part but should be practiced within a meaningful context.  This is true whether you are a commercial pilot or ab initio. And when you have the exciting world of aviation, where there are developments and dramas every day, why would you waste time on anything else?

Reason Four: Teachers using inappropriate learning materials

Creating authentic Aviation English learning materials takes a lot of time, specialist knowledge and skill from the Aviation English teacher. There are very few Aviation English learning materials available commercially so Aviation English teachers need to hand craft them to suit your needs. General English course books are designed to appeal to as many people as possible and then mass produced and shipped all over the world. They serve a purpose in that they make General English teachers’ lives easier because they can recycle the lessons with many different students – putting the teacher’s comfort ahead of your learning needs.  Regardless of whether you are in ground school or an experienced pilot you should be using English that is relevant to your life and an experienced Aviation English teacher will be able to create interesting lessons that allow for sufficient practice of that type of language.

Reason Five: Starting an English course at the wrong level

As pilots you may feel pressure to keep up with your colleagues who might have had different experiences in learning English. The truth is that you won’t lose face by starting at a lower level – just accept that you have had different experiences and have different strengths, English proficiency being one of them.  So, if you take a Placement Test and find that you are at a lower level than your friends or colleagues don’t feel any shame in starting a course at a lower level.  Similarly if you have a higher ability than your colleagues you shouldn’t hold yourself back – the result of starting a course at the wrong level is that you will find it too easy and get bored, or find it too difficult and get frustrated – then lose motivation.

Also be aware that franchised schools often try to sell courses that are longer than you really need.  Even worse is when a school gives you a ten minute computer placement test and then tells you your starting level without any assessment from an English teacher. Instead a consultant who knows nothing about learning English (or how to speak it) tells you your starting level and then how to improve. It’s the blind leading the blind. Usually the student finds a course difficult and struggles consistently and the teacher doesn’t have the heart to tell them that they are at the wrong level, so the student quickly loses motivation.

Get it right: How to perform well in an ICAO Aviation English Test

Motivation is a very important factor in learning English. The genre of aviation is also incredibly motivating for most people so don’t let your passion be affected by making one of the mistakes listed above. Aviation English  teachers are skilled in ensuring that learners are keen, motivated and developing good study habits.  Take advantage of our enthusiasm and arrange a free consultation.  We’ll introduce you to an effective course and study plan that is right for you.

by Michael Egerton