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Autor/inn/enThogersen, Jacob; Airey, John
TitelLecturing Undergraduate Science in Danish and in English: A Comparison of Speaking Rate and Rhetorical Style
QuelleIn: English for Specific Purposes, 30 (2011) 3, S.209-221 (13 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0889-4906
DOI10.1016/j.esp.2011.01.002
SchlagwörterCognitive Processes; English (Second Language); Second Language Learning; Indo European Languages; Language of Instruction; Science Instruction; Lecture Method; Foreign Countries; College Faculty; Comparative Analysis; Native Language; Language Styles; Rhetoric; Learning Processes; Denmark
AbstractThis paper investigates the consequences of L2 use in university lectures. Data in the study stem from parallel lectures held by the same experienced lecturer in Danish (L1) and English (L2). It is found that the lecturer takes 22% longer to present the same content in L2 compared to L1, and that the lecturer speaks 23% more slowly in L2 than in L1. In the second part of the paper these differences are investigated through a qualitative analysis of parallel extracts from the same data set. Here it is found that when teaching in English the lecturer uses a higher degree of repetition and adopts a more formal and condensed style as compared to the rhetorical style in L1. Finally, the potential consequences of these quantitative and qualitative differences for student learning are discussed. (Contains 3 figures, 2 tables, and 3 excerpts.) (As Provided).
AnmerkungenElsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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