Research on the discourse of university lectures for the purpose of improving international undergraduate students' comprehension

为了探讨留学生在阅读理解方面存在问题的原因和解决方法，我们分析了三个人文学科讲座的表达方式及其与阅读理解相关调查结果的关系，并将每个讲座归类为一种“话语类型”（最终结合型：2，初始和最终结合型：3，中间结合型：9），对14个讲座的“日语功能句型”搜索结果表明，国际学生需要掌握初级/中级句型-基于复合句和识别wadan '语法语义段'。比较（基于“交际单位”（CU））的日本和中国/韩国留学生在3次理解调查中使用讲座信息的情况（课堂讲稿、摘要、访谈）显示，国际学生专注于具体的例子和技术词汇，不能把握讲座的语篇类型（整体结构）。

In order to explore the causes of and solutions to international undergraduate students' problems comprehending lectures, we analyzed the expressions in 3 humanities lectures, and their relation to results of comprehension-related surveys.We classified each lecture into a 'discourse type' (final unifying type:2, initial and final unifying type:3, middle unifying type:9), and results of a 'Japanese functional sentence pattern' search of 14 lectures showed that international students need to acquire elementary/intermediate pattern-based complex sentences and identify wadan 'grammatico-semantic paragraphs'.A comparison (based on 'communicative units' (CU)) of Japanese and Chinese/Korean international students' use of lecture information in 3 comprehension surveys (lecture notes, summaries, interviews) showed that international students focused on specific examples and technical vocabulary, and could not grasp the discourse type (overall structure) of the lectures.