Language Matters
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Glenn Ole Hellekjær
Abstract
The present study examines lecture comprehension in English-Medium (EM) courses, i.e. non-language subjects taught through English in higher education. It uses a questionnaire with self-assessment items for aspects of lecture comprehension in English and in the first language (L1). The sample comprises 391 respondents from three Norwegian institutions of higher education. Analysis shows that although the differences in comprehension scores between English and the L1 are not substantial, and the respondents experienced much the same difficulties in the L1 and English, a larger number of students have comprehension difficulties in the EM lectures. The main problems are difficulties distinguishing the meaning of words, unfamiliar vocabulary, and difficulties taking notes while listening to lectures. It concludes by arguing the need to take language difficulties seriously, through the use of effective lecturing behavior, and improving the lecturers’ as well as the students’ English proficiency.
Abstract
The present study examines lecture comprehension in English-Medium (EM) courses, i.e. non-language subjects taught through English in higher education. It uses a questionnaire with self-assessment items for aspects of lecture comprehension in English and in the first language (L1). The sample comprises 391 respondents from three Norwegian institutions of higher education. Analysis shows that although the differences in comprehension scores between English and the L1 are not substantial, and the respondents experienced much the same difficulties in the L1 and English, a larger number of students have comprehension difficulties in the EM lectures. The main problems are difficulties distinguishing the meaning of words, unfamiliar vocabulary, and difficulties taking notes while listening to lectures. It concludes by arguing the need to take language difficulties seriously, through the use of effective lecturing behavior, and improving the lecturers’ as well as the students’ English proficiency.
Chapters in this book
- Prelim pages i
- Table of contents v
- Acknowledgements vii
- Preface ix
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Introduction
- Charting policies, premises and research on content and language integrated learning 1
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Part I. General and theoretical issues
- On the natural emergence of language structures in CLIL 23
- The pragmatics of L2 in CLIL 39
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Part II. CLIL at the secondary level
- A cross-sectional analysis of oral narratives by children with CLIL and non-CLIL instruction 61
- Using a genre-based approach to integrating content and language in CLIL 81
- Effects of CLIL on a teacher’s classroom language use 105
- Writing and speaking in the history class 125
- Language as a meaning making resource in learning and teaching content 145
- The CLIL differential 169
- Written production and CLIL 191
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Part III. CLIL at the tertiary level
- Metadiscursive devices in university lectures 213
- Language Matters 233
- CLIL in an English as a lingua franca (ELF) classroom 259
- Language use and language learning in CLIL 279
- Subject index 293
Chapters in this book
- Prelim pages i
- Table of contents v
- Acknowledgements vii
- Preface ix
-
Introduction
- Charting policies, premises and research on content and language integrated learning 1
-
Part I. General and theoretical issues
- On the natural emergence of language structures in CLIL 23
- The pragmatics of L2 in CLIL 39
-
Part II. CLIL at the secondary level
- A cross-sectional analysis of oral narratives by children with CLIL and non-CLIL instruction 61
- Using a genre-based approach to integrating content and language in CLIL 81
- Effects of CLIL on a teacher’s classroom language use 105
- Writing and speaking in the history class 125
- Language as a meaning making resource in learning and teaching content 145
- The CLIL differential 169
- Written production and CLIL 191
-
Part III. CLIL at the tertiary level
- Metadiscursive devices in university lectures 213
- Language Matters 233
- CLIL in an English as a lingua franca (ELF) classroom 259
- Language use and language learning in CLIL 279
- Subject index 293
