enhance the safety of operations in aviation.

bring about a radical change in air traffic control.

improve commercial pilots’ training and performance.

report on the vulnerabilities that caused single accidents.

eliminate the need for operational audits with external experts.

OJT sessions can be enhanced by applying TEM principles.

Experts in quality management in operations should learn the TEM framework.

The TEM framework can assist management in defining professional development needs for staff members.

TEM is an appropriate analysis procedure to define personnel training programs.

TEM will help operational auditors understand the systemic patterns of large scale accidents.

compare the level of L2 proficiency of pilots to that of native language speakers.

discuss the consequences of miscommunication between air traffic controllers and pilots.

comment on the effects of high cognitive overload on air traffic professionals who are native speakers of English.

investigate accentedness, comprehensibility and fluency in L2 controllers and pilots communicating among themselves.

report on the effects of L2 proficiency and workload on speech production and retention of information in pilot-controller interaction.

“these learners appear to engage in a nonautomatic, effortful form of processing.” (lines 50-51) – endorsement

“Clearly, the notion of L2 proficiency needs to be clarified…” (lines 59-60) – assertion

“It may be important to continue fine-tuning this scale,” (lines 69-70) – permission

“… under workload conditions similar to those they might face in the workplace.” (lines 78-79) – advice

“This and other pedagogical interventions can often be accomplished…” (lines 79-80) – ability

it should take into account the different amounts of work or the psychological stress undergone by L2 pilots and controllers in their real life environment.

it does not cover as many language skills and proficiency levels as necessary to validate pilots and controllers’ performance in the L2.

it does not consider the ICAO’s language proficiency requirements for aviation professionals.

the number of air traffic controllers and pilots who need to be tested is very large.

English for Specific Purposes, comprehending the practicing of the language skills needed to behave adequately in the profession.

English for Scientific Professions, involving the learning of the language structures and lexicon used in science and technology.

English for Special Professions, teaching the aural-oral skills necessary to communicate in special professional fields.

English for Special Purposes, including teaching all 4 skills for students of different age and national backgrounds.

English for Specific Purposes, encompassing strategies to teach academic reading proficiency, exclusively.

“Other implications of the findings...” (line 75)

“...training and assessment purposes,” (line 76)

“learners...” (line 77)

“...L2 skills...” (line 78)

suffice to help

not be able to help

be very successful in helping

require lengthy efforts to help

make long-lasting contributions to help

the communicative environment in the learners’ workplace does not reflect the challenges of real life communication.

learners will only meet their objective provided they are offered intensive language training and rehearsal in their workplace.

ESP instructors need to be fully knowledgeable in the technical skills required in the learners’ workplace.

ESP instructors are expected to have a general idea of the professional tasks and interactional needs of the learners without a thorough background in technical issues.

ESP instructors must develop an extensive knowledge of aviation as well as of Aviation English in order to help learners cope with the everyday challenges of their workplace.

It is not necessary to refine the scale of language proficiency within realistic scenarios.

It is pointless to monitor and extract relevant data from the communications of pilots and air traffic controllers.

There is an urgent need of highly-specialized equipment to simulate the workplace context for pedagogical purposes.

There must be lifelike L2 training and assessment in air traffic controller–pilot communication under workload conditions.

There is no link between performance dissimilarities and language proficiency in the communication between pilots and air traffic controllers.