INTERNATIONAL CIVIL AVIATION ENGLISH ASSOCIATIONsupporting the use of English for aviation safety

Using real aviation communication to create

tasks for training and testing Aline Pacheco (PUCRS)

Ana Lúcia Monteiro (ANAC, ICAEA)Angela Garcia (ANAC, Carleton)

Malila Prado (Fujian University of Technology)Patrícia Tosqui- Lucks (ICEA)

OVERVIEW

Corpus linguistics/ research

Interactional competence

Training and testing

LEAD- IN

From https://www.youtube.com/watch?v=hVJ0ApFe7uM&t=15s

1 void a balloon / we have a balloon right now on our right ha

2 ow turning left to avoid a balloon / we have a balloon right

3 e seven / disconnecting / balloon now on the right / uh sir

4 e seven / there is another balloon at uh UTBUR at uh flight

5 way just to go around the balloon / / Roger / report back on

6 blished / / W e uh we got a balloon right in the way / we d́ l

7 sir / / we have flown by a balloon right at this time / / Am

8 tion uh there is a hot air balloon final on final approach /

9 we are we have a hot air balloon on flight level one hundr

10 e need information about balloon / / Aircraft zero five sev

11 on uh hot to avoid hot air balloon on approach / uh many bal

12 above us / there ś a free balloon flying with a photo / / Sw

13 scending to avoid a a free balloon uh flying around here / d

Kennedy Tower / Aircraft eight zero eight zero /reporting balloon / final four right / / Say again? / / Eight zero eight two heavy / reporting balloon four right / / Aircraft eight zero eight two heavy / I’m having trouble understanding you / you are cleared to land four right / can

you say again / please speak up / / Okay / no problem / / cleared to land four right / Aircraft eight zero eight two / reporting hot balloon uh final

runway four right about five hundred feet / / Reporting a bird? / Is that what you’re saying? / / tell me when you get on the ground / / Okay / / The wind is three two zero at one zero / / eight zero eight two heavy / turn left on foxtrot bravo / did you have

windshear / is that what you are saying? / / No / leaving on fox bravo / Aircraft eight zero eight two / reporting hot air balloon on final four right about five

hundred feet / / Balloons / you said? / / Balloon / / Uh Aircraft hundred eight / traffic ahead reported balloon at five hundred feet / use caution / /

AIRCRAFT 1 reporta balão próximo aqui à posição OPTUK no nível 150

Ciente / reporte em caso de desvio / /

Não vai ser necessário / /

AIRCRAFT 2 / / informa um balão subindo bem aqui nessa posição / okay? / /

AWARENESS

‘reporting balloon”• Misunderstanding

ATC and Pilot

Check official sources• DOC 4444 (12.49)• “Estimate

unmanned free balloons”

Check real language use

CORPUS LINGUISTICS

McEnery & Wilson (1996) “ Corpus linguistics is perhaps best described for the moment in simple terms as the study of language based on examples of real life language use” (p. 1)

a methodology that may be used in different areas of linguisticsa descriptive, non- prescriptive approach

an empirical research approach to language use from a corpus

CORPUS LINGUISTICS

CORPUSDefinitions broad, strict, simple

• Hunston (20 0 2) “a collection of naturally occurring examples oflanguage, consisting of anything from a set of a few sentencesto a setof written texts or tape recordings which have been collected forlinguistic study.”

• McEnery & W ilson (1996): any collection of more than one text, which, inthe context of modern linguistics tends most frequently to have morespecific connotations, considered under headings such as

- sampling and representativeness; finite size; machine readable form;• can be analyzed through specialized tools

TOOLS• Most common: W ordList: ranks; frequencyClustersConcordance: context of occurrenceKeyW ords: “keyness”

• Software: AntConc https:/ / www.laurenceanthony.net/ software/ antconc/W ordSmith Tools https:/ / www.lexically.net/ wordsmith/

CORPAC - Corpus of Pilot and ATC Communications

• Project – PUCRS • Started in 2017• Originally meant to be elaborated with a joint work of monitor

students both in the English (Letters) and in the Aeronautical Science Program

• Current Status 35000 words• Based on free copyrighted material (VASAviation Emergency

Situations/ LiveATC)

Exploring a corpus – “tour”1. Software: AntConchttps:/ / www.laurenceanthony.net/ software/ antconc/2. Download:

3. Upload a corpus

https://www.laurenceanthony.net/software/antconc/

EXPLORE: WORDLISTS

EXPLORE: CLUSTERS/N- GRAMS

EXPLORE: CONCORDANCE

Prado (20 19)

INTERACTIONAL COMPETENCE

Galaczi and Taylor (20 18) - Interactional Competence includes “a more

social view where communicative language ability and the resulting

interactional performance reside within a social and jointly constructed

context” (p. 220 ).

COMMUNICATIVE STRATEGIES

• FIELD, J. (20 20 , W ebinar) Interactive Listening: various skills involved.

Role of form in interactive listening: “there is evidence that there is a role for form alongside with meaning”

“The interactive listener is not just concerned with the speaker’smeaning, but also retains in short term memory certain aspects of formused, and uses them as the basis for upcoming responses. ParticipantsTAGpieces of language in short term memory to link their next utteranceto the one they are hearing”

INTERACTIVE LISTENER MODEL

•Building Bridges – Phase 2: at the level of PARSING: -You find evidence of syntax that shapes the listeners’ response when theyformulate,eg., question forms “Would you...? Yes, I would.”Synctatic constraints which operate on the listener when they are formulating their response- words/ syntax to be included in the response. “It is clear that, far from justbuilding an image, a recall of one single proposition in order to formulate thatreply, the listener, now speaker, has had to take onboard the syntax that thespeaker used.”

CLUSTER “Do you have?”

EXAMPLE from CORPACDo you have …?

Yes, I do.

“Expected answer”

No, I don’t.

Examples from the corpus (concordance tool): 14 occurrences

Example 3:

MIA DEP - Do you have any passenger by that name?AAL 240 5 - W e cannot find anyone by that name.MIA DEP - Roger. Fly heading of three- zero- zero; descend and maintain eight thousand.

Example 10:

(JFK TW R) \ x96 Delta 420 heavy, roger. Turn right UH onto BRAVO, short of KILO- GOLF and let Ground know where you need to go in. Do you havethe reasons for the issue?

(DAL 420 ) \ x96 W e have a disparity in our airspeed indicators.

Say again, what in sight?(LPPT APP) \ x96 Do you have the fighter? Do you have the F- 16 in sight?(KZR 1388) \ x96 Yeah, yeah, we have it in sight.

CORPUS as a tool for RESEARCH and developing CURRICULUM

ANALYSE THE LANGUAGE THAT IS USED

MONITOR W HAT TO DO/ SAY and W HAT NOT TO DO/ SAY

Designing pedagogical activities

Other examples... let me know1. W hat do controllers say when they need some information from

pilots? Discuss some examples in pairs / Can you give some examples?

2. Listen to extracts of abnormal situations. W hat information does each controller need? How does the controller ask for this information?

3. Check your answers with a partner.

Extract # Info needed Question asked

A

B

C

Transcriptsa. APA TW R - Cessna two- six- Zulu, roger. Turn left at Alpha- eight. Taxi straight into the ramp and let me knowif you need any assistance.N60 26Z - Left Alpha- eight, straight into the ramp. W e should be fine for uh- now. Just a little bit of controlissues on landing.

b. (JFK GND) – Emergency equipment, alright, copy that and just let me know what you need to do.(JFK GND) – Delta 420 heavy, did you copy? There appears to be flames out the back of the airplane. I don’tknow if it’s the gear, it appears to be the gear from here.

c. (ZBW 49) – Bluestreak 5697, if you have a second let me know how many people you have and fuel on board UH W aterski 4697.(LOF 4697) – 4697, go ahead.(ZBW 49) – W aterski 4697, if you have a second, give me your number of souls on board and fuel remaining.(LOF 4697) – Yes, standby one, 4697.(LOF 4697) – And for W aterski 4697, we have 5- 3, 53 souls on board. Fuel on board is 3.5.(ZBW 49) – Roger, thank you.

4. Listen to a radio exchange and answer these questions.

W hat is the aircraft call sign and which ATC station is handling it?

W hat is the status of the aircraft?

How many people does it have on board?

How much fuel does it have (in time and in pounds)?

AAL 922 - And Miami Center, American nine- two- two?ZMA CTR - OK, American nine- twenty- two, go ahead?AAL 922 - Affirm, just to confirm that uh- this is an emergency situation, but it’s no- not that big a deal. But we

have to declare an emergency, I just wanted to let you know that.ZMA CTR - Yeah, we understand that. I’ll pass the information along and your runway request and [unintelligible].ZMA CTR - American nine- twenty- two, when you get a chance, can you give me the souls on board and your fuel

remaining [unintelligible] in time but uh- they just told me they want it in pounds, if you have it.AAL 922 - OK. W e got a hundred eighty- one souls and we’ve got seven hours of fuel.ZMA CTR - How many hours?AAL 922 - Seven.ZMA CTR - Seven hours and uh- would you happen to have that in pounds?AAL 922 - W e’ve got uh- fifty- seven thousand pounds.ZMA CTR - Fifty- seven pounds, thank you.

5. Listen to the exchange again and complete this extract.

AAL 922 - Affirm, just to confirm that uh- this is an emergency situation, but it’s no- not that big a deal. But we have to declare an emergency, I just wanted to let you know that.

ZMA CTR - Yeah, we understand that. I’ll pass the information along andyour runway request

ZMA CTR - American nine- twenty- two, when you get a chance, can yougive me the souls on board and your fuel remaining [unintelligible] in time but uh- they just told me they want it in pounds, if you have it.

Discuss the questions in pairs.

W hy do the speakers use the language in the blanks in the previous activity?

W hat is your opinion about this kind of language? How necessary is it? W hy / W hy not?

Simplify this communication. Compare your communication with the communication you heard in the previous activity.

Real Grammar, Conrad & Biber

0

10

20

30

40

50

60

70

80

90

Ability Request

CAN

RTPEC, Prado & Tosqui- Lucks, 2019

If you canDiscuss these questions in small groups.

a. W hat ś the meaning of 'can'? W hat is it used for? Give examples.

b. W hen do you need to use 'can' on the radio? Think of examples.

c. Brainstorm examples of situations when you need to talk about abilities with the ATCO on the radio.

d. W hat does 'if you can' mean in each extract?

(YMMM CTR) – Qantas 7335, understood. W e’ll organize services and ambulance.

(YMMM CTR) – Qantas 7335, if you can just get back to me with the dangerous cargos and the POB, sir, just for the ambulance.

(QFA 7335) – 2 POB and wilco on the other.

(LPPT APP) – Astanaline 1388, you have 45 miles to Beja. Call me when you’re visual with the ground.

(KZR 1388) – 1388, copied. W e’re descending and stand by, please.

(BULLET 21) – And if you can, you can see some holes just in front of you. You can descend in order to maintain visual with the ground.

(KZR 1388) – Yes, we have visual with the ground. W e’re doing our best. Thank you and we appreciate your assistance.

(KZR 1388) – W e have 10 tons, 6 people onboard. Airplane is completely uncontrollable. Flight controls problem. W e have manual control now. W e’d like to plan to land on the sea. At least if possible UH it’s our plan.

(LPPT APP) – Confirm you wish the sea and not the river?

(KZR 1388) – Maybe sea is better if we can proceed there, please. If you can direct us, and we need better weather.

(LPPT APP) – 1388, if able, fly southbound. I believe the weather is better.

(KZR 1388) – W e’ll try, thank you, stand by.

When designing activities, consider:- Tasks- Type of communication & reflection upon communication- Standard phraseology vs plain English- Sequence – previous knowledge, reflection, production- Real language use

CAN - Corpus SISCEABmaintain flight level two zero zero, can you repeat the last part? P - Descend flight level three three zero can you confirm ah we are XXXX position three three zero ah can you confirm left turns or right turns? that point in my flight plan and... can you describe the position? ACC- XX Yes XBNZJ (unreadable), turning right heading, can you give the intersection again? ACC- XX ) frequency one two zero point two five, can you give us another one? er XX, X- Ray Bravo November Zulu Juliet, can you give us another frequency? ACC- XX

/ / IBExxxx go ahead/ / acc- xx please can you make a relay with LAN PERU tri naina ziru LCOXXX ACC XX, can you repeat to Lan Colombia XXX zero, fly direct to XXXX intersection p can you say again to which position we two zero XXXXX position and can you tell me which approach are we

, XXXXX position. TPAXXX can you tell the position again please? ACC-

Compiling a Corpus

• It’s very difficult to find aeronautical English corpora available. • Legal rights – Copyright - National security issues;• Takes time and a lot of effort;• Simulation corpus; learner corpus – good, but different characteristics,

different purposes

• It’s about time we change it! Let’s make a tentative corpus, one thateverybody can use!

• *** W ITH NO RESEARCH PURPOSES / NO COMMERCIAL PURPOSES***

Collaborative Aeronautical English Corpus

• Let’s create a collaborative Aeronautical English corpus together?

• Steps for compiling a corpus:

• Step 1 - Find a suitable RTF communication;• Step 2 - Check if it has a transcript or transcribe it;• Step 3 - Fill in the chart with the transcript;• Step 4 - Fill in the chart with the information from the text;• Step 5 - Save it at padlet. Done!

But first, it needs a name! (Poll)

Let’s give a name to our newborn corpus!a) CAEC (Collaborative Aeronautical English Corpus)b) CCAC (Collaborative Aeronautical Communication Corpus)c) Aerocorpusd) AeroCol corpus (Aeronautical English Collaborative Corpus)

Step 1 - Find a suitable RTF communication

• Possible sources:• Live ATC (https:/ / www.liveatc.net/ recordings.php)• YouTube• Your own material, as long as you have its copyright

• W e need real pilot- ATC communication, not simulation, not students’ production

• And REMEMBER – make sure to add the source of the audio file so wedon’t violate any copyright

Step 2 – Transcription

• Check if it has a transcript (good!), if the transcript is correct (better) orcorrect/ transcribe it yourself.

• If possible, ask a friend/ colleague to review it for you.

• Are you a language teacher (LE)? If possible, ask a pilot of controller(SME) to review it for you.

• If there are words or parts of the audio you don’t understand becauseof noise or broken transmission, write . If there are manyparts like this, maybe the audio is not good.

Step 3 - Fill in the chart with the transcript

TranscriptChart

Step 4 – Fill in the chart with the description

Description(information)

Step 5 - Save it at padlet

https://padlet.com/

https://padlet.com/

Challenge

• Let’s see how many scripts we can have by November, 9th – 2 weeks

• https:/ / padlet.com/ patricialucks/ a2rp4dol4uhpswjm

• W e will put together all transcripts we get collaboratively and sharethem all with the people who participated in this project

• Send us an e- mail to receive the corpus – or if you have questions

https://padlet.com/patricialucks/a2rp4dol4uhpswjm

https://www.icaea.aero/

Made in Brazil!

• W e recommend:

• GEIA website https:/ / geia.icea.gov.br/ geia/• 7th GEIA Seminar https:/ / geia.icea.gov.br/ geia/ viiseminariogeia/

• An.eye.on.you – https:/ / www.instagram.com/ an.eye.on.you/• https:/ / sites.google.com/ view/ aneyeonyou/ home

• Aviation English Hub - https:/ / aviationenglishhub.wordpress.com/

https://geia.icea.gov.br/geia/https://geia.icea.gov.br/geia/viiseminariogeia/https://sites.google.com/view/aneyeonyou/homehttps://aviationenglishhub.wordpress.com/

TheESPecialist Aviation English Edition

https://revistas.pucsp.br/index.php/esp/issue/view/2475https://revistas.pucsp.br/index.php/esp/issue/view/2420

https://revistas.pucsp.br/index.php/esp/issue/view/2475https://revistas.pucsp.br/index.php/esp/issue/view/2420

Practical Tools and References

• http:/ / users.ox.ac.uk/ ~lou/ wip/ Boston/ howto.htm

• https:/ / www.lancaster.ac.uk/ fss/ courses/ ling/ corpus/ blue/ diy_top.htm

• https:/ / www.sketchengine.eu/ guide/ create- a- corpus- from- the- web/

http://users.ox.ac.uk/%7Elou/wip/Boston/howto.htmhttps://www.lancaster.ac.uk/fss/courses/ling/corpus/blue/diy_top.htmhttps://www.sketchengine.eu/guide/create-a-corpus-from-the-web/

ReferencesConrad, S. & Biber, D. Real Grammar: a corpus- based approach to English. W hite Plains, NY: Pearson Education, 20 0 9.Field, J. Idle chatter: what really goes on in tests of interactive communication? CRELLA Symposium, 20 20 . Available at https:/ / www.youtube.com/ watch?v=ONM7xcJTPD0 &feature=youtu.beFriginal, E., Mathews, E. & Roberts, J. English for Global Aviation: Context, Research and Pedagogy. London: Bloomsbury Academic, 20 20 .Hunston, S. Corpora in Applied Linguistics. London: Cambridge University Press, 20 0 2.Galaczi, E. & Taylor, L. Interactional competence: Conceptualisations, operationalisations, and outstanding questions. Language Assessment Quarterly, 15(3), 219- 236, 20 18.International Civil Aviation Organization (ICAO). Air traffic management: DOC 4444. Montreal: International Civil Aviation Organization, 20 16.McEnery, T. & W ilson, A. Corpus Linguistics. Edinburgh: Edinburgh University Press, 1996.Prado, M. & Tosqui- Lucks, P. Are the LPRs focusing on real life communications issues? InternationalCivil Aviation EnglishAssociation. Dubrovnik: Embry- Riddle Scholarly Commons, 20 17, pp. 1- 20 ._________________________. Designing the Radiotelephony Plain English Corpus (RTPEC): A specializedspoken English language corpus towards a description of aeronautical communications in non- routinesituations. Researchin Corpus Linguistics, v. 7, 20 19, pp. 113- 128.

https://www.youtube.com/watch?v=ONM7xcJTPD0&feature=youtu.be

Thankyou!Obrigada!

aline.pacheco@pucrs.brmalilaprado@hotmail.compatricialucks@gmail.comana.monteiro.icaea@gmail.comangelagarcia@cmail.carleton.ca

• Questions?

mailto:aline.pacheco@pucrs.brmailto:malilaprado@hotmail.commailto:patricialucks@gmail.commailto:ana.monteiro.icaea@gmail.commailto:angelagarcia@cmail.carleton.ca

Using real aviation communication to create tasks for training and testing Slide Number 2LEAD-INSlide Number 4Slide Number 5Slide Number 6AWARENESS Slide Number 8CORPUSTOOLSCORPAC - Corpus of Pilot and ATC CommunicationsExploring a corpus – “tour”EXPLORE: WORDLISTSEXPLORE: CLUSTERS/N-GRAMSEXPLORE: CONCORDANCEINTERACTIONAL COMPETENCECOMMUNICATIVE STRATEGIES INTERACTIVE LISTENER MODELCLUSTER “Do you have?”EXAMPLE from CORPACSlide Number 21Slide Number 22Slide Number 23Slide Number 24 �Designing pedagogical activities Slide Number 27Other examples... let me knowSlide Number 29Slide Number 30Slide Number 31Slide Number 32Slide Number 33Slide Number 34If you canSlide Number 36Slide Number 37CAN - Corpus SISCEABCompiling a CorpusCollaborative Aeronautical English CorpusBut first, it needs a name! (Poll)Step 1 - Find a suitable RTF communicationStep 2 – Transcription�Step 3 - Fill in the chart with the transcript�Step 4 – Fill in the chart with the descriptionStep 5 - Save it at padletSlide Number 47Slide Number 48Slide Number 49Slide Number 50ChallengeSlide Number 52Made in Brazil!The ESPecialist Aviation English EditionPractical Tools and ReferencesReferencesSlide Number 57