Lecture comprehension in English-medium programs
Lecture comprehension in English-medium programs
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英语授课课程的讲座理解
DOI：
10.26262/istal.v22i0.6011
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
Marina Tzoannopoulou
中科院分区：
文献类型：
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作者：
Marina Tzoannopoulou
本研究以高等教育为背景，探讨英语教学课程中的演讲理解。本研究采用问卷调查的方法对英语（L2）和母语（L1）的课堂理解进行了比较。研究对象是来自欧洲各国的23名伊拉斯谟学生，他们拥有不同的L1（德语，丹麦语，荷兰语，土耳其语，波兰语，捷克语，西班牙语和瑞典语），在希腊的一所高等院校参加英语课程。这项研究还包括半结构化采访的讲师谁参加了该计划。研究结果表明，尽管学生们在第一语言和英语中报告了大致相同的困难（讲师的语速，内容理解），但英语和学生的L1之间的理解得分存在差异。学生在英语讲座中报告的主要问题是不熟悉词汇，难以推断单词的含义和难以在讲座中做笔记。最后，作者提出了有效的英语和母语教学行为，帮助学生克服课堂上的语言困难，提高教师和学生的英语水平。
The present study examines lecture comprehension in English-medium programs in the context of higher education. It employs a questionnaire to compare lecture comprehension in English (L2) and the first language (L1). The subjects were 23 Erasmus students from various European countries, with different L1s (German, Danish, Dutch, Turkish, Polish, Czech, Spanish and Swedish), attending an English-medium program at a higher institution in Greece. The study also included semi-structured interviews with the lecturers who participated in the program. The findings show that although students reported much the same difficulties in their first language and English (lecturers’ speaking speed, content understanding), there were differences in the comprehension scores between English and the students’ L1. The main problems reported by students in the English lectures were unfamiliar lexis, difficulties inferring the meaning of words and difficulties taking notes during lectures. Suggestions are made for effective lecturing behavior in English and the L1, helping students overcome language difficulties during lectures, and improving both the lecturers’ and the students’ level of English.