Comprehension in English Medium Instruction (EMI) Lectures: On the Impact of Lecturer L2 English Use

Autor/in	Siegel, Joseph
Titel	Comprehension in English Medium Instruction (EMI) Lectures: On the Impact of Lecturer L2 English Use
Quelle	In: Language Learning in Higher Education, 10 (2020) 1, S.73-91 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2191-611X
DOI	10.1515/cercles-2020-2005
Schlagwörter	College Faculty; Language Usage; Language of Instruction; English (Second Language); Second Language Learning; Language Proficiency; Swedish; International Education; Foreign Countries; College Students; Learning Processes; Language Processing; Listening Comprehension; Case Studies; Teaching Methods; Teacher Student Relationship; Official Languages; Foreign Students; Student Attitudes; Sweden + Suchen Sie Ihr Suchwort? Fakultät; Sprachgebrauch; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; Schwedisch; Internationale Erziehung; Ausland; Collegestudent; Learning process; Lernprozess; Sprachverarbeitung; Hörverständnis; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Office language; Amtssprache; Schülerverhalten; Schweden
Abstract	The importance and amount of English as a Lingua Franca (ELF) usage and English Medium Instruction (EMI) lectures continue to increase on university campuses as universities worldwide seek to promote internationalization among both the student body and the faculty. While EMI has become a priority, the teaching and learning that occurs within this framework needs to be monitored for effectiveness and efficiency. Many of the teachers and students in these EMI courses do not share a common first language aStudent nd likely have a first language other than English. Therefore, they are operating in EMI with varying levels of second language (L2) English ability, which can lead to low levels of student comprehension, learning and satisfaction unless the lecturer takes special care in their delivery of content. This paper explores the linguistic composition of EMI lectures in the Swedish context and reports survey findings of students' self-reported levels of comprehension related to lecture content and their lecturer's L2 English use. Three case studies are described and illustrate various linguistic factors that can contribute to or inhibit student comprehension in EMI lectures. Pedagogic implications are presented with the intention of supporting EMI lecturers and their students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01