The Foreign Language Training Model Of Joint Military Exercise Under The Shanghai Cooperation Organization

With the increasing complexity of the international security situation and the increasing amount of non-traditional factors that threaten the safety, the multinational Joint Military Exercise (JME), whose objective is to maintain regional peace and stability, is evolving into an increasingly important style of international military cooperation. Language support is one of the most urgent JME support issues. Continuously enhancing the quality of Foreign Language Training of Joint Military Exercise (FLTJME) is the inevitable requirement of accomplishing the JME tasks. However, currently there are some existing problems within our military's FLTJME as follows. The period of training is short. The trainees are restricted with interpreters. The training contents are not comprehensive enough to support military interpretation. There are a few methods commonly used in the training, and the effective assessment system has not been established. Therefore, how to improve the FLTJME quality and efficiency to provide good language support for implementing JMEs becomes an urgent research topic.Based on some relevant ESP theories and in view of the FLTJME status quo, this study aims at establishing a scientific and reasonable FLTJME model, which is used to guide the implementation of various JME activities. The ultimate goal is to improve the FLTJME quality, and provide reliable language support for smooth carrying out of JME and perfect accomplishing of JME tasks. In this thesis, two research questions were explored: what the appropriate model that is going to be used in the FLTJME is; how we evaluate the rationality and effectiveness of the established FLTJME model. The thesis at first expounds the ESP theory, which provides the theoretical basis for establishing the FLTJME model; then, the ESP theory is used to analyze the FLTJME current situation, on the basis of which the"four dimemsions in one"FLTJME model is built. The thesis adopted a questionnaire among some military interpreters and analyzed the results, verifying the model's rationality and effectiveness, and putting forward some suggestions. The thesis employed some relevant ESP viewpoints to analyze and explore the FLTJME. (1) The needs analysis, which includes target situation analysis, learning situation analysis and present situation analysis, was used to analyze the trainees'needs. Based on above analysis, the categorization of trainees was carried out. (2) The authenticity of materials indicates that the FLTJME contents should be combined with major JME phases, links and activities, enhancing its pertinence. (3) The learning-centered approach implies the FLTJME should be learning-centered, flexibly using various effective methods. (4) The usefulness of assessment guides that the FLTJME assessment contents must be connected with specific tasks or contexts. It is essential to assess different trainees with different standards.Based on analyzing the features of JME foreign language and the JME process of"three phrases, six links and five activities", the thesis established a"four dimensions in one"FLTJME model. (1) Categorization of trainees. The trainees were categorized into three groups, which are soldiers, commanders and interpreters. (2) Modularization of contents. The contents were modularized into three modules, consisting of the foreign language (including subordinate modules: Russian knowledge, Russian skills and intercultural communicative competence), the JME profile and military expertise (incorporating subordinate modules: JME establishment, JME institutions, JME documents, combat plans, combat operations, military training, weapons and equipments, logistics and political work), and the military interpretation strategies and skills (containing two subordinate modules: military Russian interpretation strategies and military Russian interpretation skills). (3) Diversification of methods. Based on the learning-centered approach, various effective methods (such as lecture, live simulation, exchange and discussion, and learning by-self) could be flexibly employed in the FLTJME. (4) Classification of assessments. The classified assessments were carried out by using for reference the STANAGE 6001, which includes six proficiency levels coded 0 through 5.The research made a questionnaire investigation among 24 interpreters who had participated in the JME"Peace Mission-2010", and carried out a statistical analysis of the investigation results. The investigation showed that the established"four dimmesions in one"FLTJME model is of rationality and effectiveness. However, it is essential to make some subtle modification concerning the military interpreters'training contents and all trainees'assessment standards.This study is significant both theoretically and practically. Currently, there are few studies relevant to the FLTJME, and this study is a pioneering trial of exploring the FLTJME model. Theoretically speaking, the"four dimensions in one"FTLJME model provides the theoretical basis for future research on the FLTJME from four aspects: trainees, contents, methods and assessments. Practically speaking, the established model supplies the FLTJME with some concrete and constructive projects, for example, the modularization of contents is favorable to the improvement in the FLTJME's pertinence and efficiency.