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PILOT TESTING IN ARGENTINA Presented by: Eduardo Macadam

Presented by Eduardo Macadam, our school administers pilot testing for ICAO Level 4. The test assesses candidates through conversations on flying experience, clearances, manual interpretations, and translations. Involving 1732 pilots examined by APLA, the test segments cover work-related topics, communication scenarios, and picture descriptions with challenges for Spanish speakers. Difficulties include phonological variations and comprehension nuances like British accents and lexical issues. The structure examines verb patterns, word orders, and tenses. Join us in exploring the fascinating world of aviation language testing!

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PILOT TESTING IN ARGENTINA Presented by: Eduardo Macadam

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  1. PILOT TESTING IN ARGENTINA Presented by: Eduardo Macadam

  2. OUR SCHOOL

  3. SOME OF OUR STUDENTS

  4. SOME OF OUR TEACHERS

  5. RATING IS NOT NEW TO US, BEFORE ICAO LEVEL 4: 1- CONVERSATION ABOUT THE CANDIDATE´S FLYING EXPERIENCE, DERIVING INTO GENERAL KNOWLEDGE. 2- COPYING SIMPLE AERONAUTICAL CLEARANCES. 3- INTERPRETING SOME OPERATION MANUAL PARAGRAPHS. 4-TRANSLATING JUST ONE PARAGRAPH OF ANY AERONAUTICAL SUBJECT.

  6. 1732 pilotsexaminedby APLA byAugust 31st 2011

  7. The test consists of threemainsections: • Part 1 (5 to 7 minutes): Oneortwoquestionscoveringwork-relatedtopics. • Part 2 (approx 12 minutes): a- recordedmessagesRead-back b- routinecommunicationto ATC c- non-routinecommunicationto ATC d- P.A. topax

  8. Part 3 (approx 5 minutes): Picture description and somerelatedquestions

  9. SomedifficultiesexperiencedbySpanishspeakers A- Phonological: 1- Vowelsounds • Short vs longvowels: shot/short, full/fool • Rudder/radar, dump/damp • AU: automatic, autopilot, hydraulic • UR: turbulence, turbine, surface • -OUS: famous, dangerous

  10. Phonological: 2-Consonants • V/B: vent/bent and the “Bery-bery” syndrome • J/Y: yaw/jaw, major /mayor • TH_: thunder, threshold, thrust, throttle • Some end-consonants: “fly” for flight, “thin” for think, “brish” for bridge • Intrusive sound: “astop”, “astall”, “aschool”

  11. Phonological: 3-Stress,pitch and rhythm are flattenedorevenedout syllable-timed vs stress-timedlanguage

  12. 2-Comprehension: • final R in British accents: WATER,BETTER, GEAR, RVR • names of letters in alphabet: R (A), A (E),E (I) • Weakformsof pronouns, prepositions, auxiliaryverbs

  13. 3- Lexis: • False cognates: “What are theACTUAL weatherconditions?” • Inventingwords: “Theforcethatpushes a plane up in the air iscalledSUSTENTATION.”

  14. 4- Structure: • Interference of pattern “verb+subject” “Crashedtheplane”, “Appeared a problem” • Word order in questions • PresentPerfect Tense and “porteños”

  15. “Life BEST underthe central armrest”We hope youhaveenjoyedour “FLY”THANK YOU!

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