Further-, cient lecturers managed to cover less ground in English lectures than they, culties among students and lecturers on the one hand, and to the quality of the lectures on the, cient listeners, for instance, often focus on the word level cues to build understanding, and, cient listeners will rely more on top-down compensatory strategies to, ciency, variation in performance most of-, nition as a point of departure, the questionnaire in the present study uses, cult to attain in education-based research. *Write a lecture summary that is several paragraphs long and meets the guidelines. Après avoir utilisé son fichier de lecture compréhension pendant plusieurs années, j'ai décidé de développer l'idée. Multilingual Approaches in University Education. This study identifies challenges posed by the school-university transition encountered by L1 Japanese undergraduates who study academic subjects through English at a university in Tokyo. The present study examines lecture comprehension in English-Medium (EM) courses, i.e. *Listen to a lecture and take notes of its main points and details. *Ask and answer questions about the lecture. In other words, the perhaps most important implication of the present, study is the need to use effective lecturing behavior in all lectures, in the L1 as well as in English, er, I will focus on how to improve EM instruction based on the, The perhaps most important source of lecture comprehension dif, study was due to unclear pronunciation. This suggests that even 'soft-EMI' high school experiences may lead to an easier transition to university-level EMI contexts. simultaneously taking notes and listening to the lecturer. N= Norwegian sample, G= German sample, As with the reading of novels where the respondents in the Norwegian sample read more than. Watch Queue Queue. (Get details from your teacher. An example would be using knowledge of the topic in ques-, tion to infer the meaning of unfamiliar words. Comparison of T-test scores of L1Index and EngIndex according to the respondents' L1. This is also an example of the interaction between, processing levels, of how the lack of comprehension at the word/bottom-up level can be compen-, sated for by using top-down “compensatory mechanisms – contextual, visual or paralinguistic in-, formation, world knowledge, cultural information and common sense“ (V, The ability to compensate, however, is limited by the transient nature of the working memory, This means that interruptions longer than about 30 seconds to ponder the meaning of unfamil-, iar words or expressions can lead to the listener losing track of what is being talked about (Buck, up and top-down processes function in parallel, with the focus depending on the “purpose for lis-, tening, learner characteristics such as the level of language pro, some even attempt to translate what they hear to their, infer what is not immediately understood. G4 [Turning notes into passage] Write one-paragraph-long lecture summaries based on lecture notes. In Norway, the largest difference between English and LI lectures is for words and expressions not being in-, telligible, which might be due to unclear pronunciation and/or word segmentation problems. For more information about VOGUE, visit http://www.uv.uio.no/ils/english/research/projects/vogue/index.html. For the German sample, however, these were a lower 3.0 (SD=. Ǧǡ, ȋ, ǡǤǤǤ, The course is part of an EMI program with several subjects that are taught in, I am/was interested in the this specific course, Other reasons _________________________________________, ǫ, ȀǤ, Ǥ, ͳǤȀ. It also has clear implications for lecturing in, ciency is important for lecture comprehension, and that this needs to. Washback, a concept prominent in applied linguistics, refers to the extent to which the introduction and use of a test influences language teachers and learners to do things they would not otherwise do that promote or inhibit language learning. limits with regard to external validity (Ary et al. Indicate your reasons for attending an English medium course: ʹͺǤ, ʹͻǤȀ, ͵ͲǤ, ͵ʹǤ, ͵͵Ǥ, ͵Ǥ, ȀǤ, ͵ͻǤ, ͶͲǤ, ͶͳǤ, ͶͻǤ, ͷͲǤ, ͷͳǤ, ͷʹǤ, ͷͶǤ, ͲǤȀ, ʹǤǫ, ̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴, ̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴, ͵Ǥǫȋ, ͶǤǫ. The, rms that the items tap into the same variable. Self-assessment items were used to measure reading proficiency in Norwegian and English and validated using an International English Language Testing System Academic Reading Module. English in higher education (Report No. As can be seen, the majority of the Nor, wegian respondents (79%) are undergraduate level students and the remaining (21%) graduate, level. to suggest what can be done to improve EM lecture comprehension. internationalisation and the main driving forces A comparison of the mean scores and standard deviation for the main items tapping into lecture comprehension in the L1 and English for the German (N=47) and Norwegian (N=364) samples. Practical implications for pedagogy are also discussed. We then examine EMI in the context of lecture quality in the L1 as well as in English. T, ect lecture comprehension and not other variables (see for, c tasks (see Bachman 1990: 148) and the possibility to compare lecture compre-, culties, although interpreting the degree of the, cult to select random, representative sample from the relevant, rst language lectures”. in the larger German language community than it is in the Norwegian. That is to say, the greater the exposure to English, the higher the EngIndex score. It compares self-assessment scores for lecture comprehension in English and the L1. es has suffered from their being set up without due consideration for the practical and pedagogi-. The distribution of the scores is presented in Figures 1 and 2 below, Figure 1. Substantial differences have been found in the understanding of different HE stakeholders when disseminated from the macro (government), meso (institution) to micro (classroom) level, revealing underlying implementation challenges arising from policy diffusion. Text for students who are reading at a third grade reading level. The Norwegian sample. It would seem reasonable to assume that this re. Analysis shows that while the difference between, English and L1 scores was not substantial, a considerable number of students still had dif, English-Medium lectures. This shows that the Norwegian lecturers’, sample, however, there is a clear difference for English, in this case favoring those with German, as their L1. Remember Me. An additional sign of language problems, or general dif, borious EM instruction is compared to in the L1. Then the student returns to the lecture notes to attempt to answer this series of self-generated questions. because they felt that it would be important for study quality. at approaches to implementing EMI policy, followed In this course, students will develop their academic listening, reading, and note-taking skills through study and discussion of lectures delivered in English. It uses a questionnaire with self-assessment items for aspects of lecture comprehension in English and in the first language (L1). Distribution of the, lecture comprehension scores for the L1 (L1IndexG), and English (EngIndexG) in percent. A large collection of fifth grade fiction passages, non-fiction articles, and poems. One example is the students’, taking notes during lectures, another their reluctance or inability to ask and answer questions in, English. It also helps reduce the effects of possible, measurement errors and improves both validity and reliability (Hellevik 1999: 303-310). A comparison of the mean scores and standard deviation for the main items tapping into lecture comprehension in the L1 and English for the German (N=47) and Norwegian (N=364) samples The two German universities have, The procedure was to contact the lecturers by phone or e-mail to ask for permission to survey, Table 1. they can use various aspects of language. In other words the greater the dif, ties the students have understanding the lectures, the more they depend on visual aids to support. The items are also examined separately, Airey and Linder’s (2006) study provides an example of student self-assessment at a very gen-, items tapping into different aspects of lecture comprehension with focus on speci, them appear to be better indicators of speci. Using in-depth semi-structured interviews, the study investigates the experiences of both local and international students and lecturers in using English for classroom interaction and the challenges they face. *Listen to a lecture and answer questions about its main points and details. predictably structured along with the use of what is known as interactive discourse structuring. Keep in mind that the low number of Ger-, cant results. 1999: tion: a study of lecturer experiences and teaching behaviours. This study investigated variation in receptive L2 English vocabulary among Norwegian university students in relation to their field of study and exposure to English, both within and outside of formal education. Data Orchestration is the New Compute: Computer Architecture for the Post-Moore Era. For the German sample the correlation with L1 index is r= -.32, (p<.01, N=47) and with EngIndex r= -.58 (p<.01, N=47). *Listen to a lecture and answer questions about its structure. The purpose of the present study was to determine whether this metacognitive strategy also enhances lecture comprehension, that is, comprehension of non-text, orally presented material. Understanding a lecture is not simply a matter of attending the lecture and listening. This means, on the one hand, screening students to ensure they have the language pro, struction, and, on the other, making certain that lecturers have the language pro. Since vocabulary knowledge is an important predictor of reading comprehension, it is important to consider how much the observed variation in vocabulary knowledge might affect academic outcomes. The y-axis, represents the students involved in the study, and the x-, axis represents the 4 points on the Likert scale. In this paper the academic English reading proficiency of 578 Norwegian university students was quantitatively examined. (2nd ed.). Furthermore, such an effort to integrate content and language aims in, teaching will require making room for cooperation between the subject matter lecturers and the, The present study is of EM and L1 lecture comprehension among Norwegian, German, and in-, the use of English in such programs, that many of the same problems are evident in L1 lectures, as well, and that investigating EM lecture comprehension under the assumption that comprehen-, sion in the L1 is more or less perfect, will probably lead to inaccurate conclusions. Indeed, in the German sample the correlations for the L1 are actually the highest. In 2014, Japan’s Ministry of Education (MEXT) launched the TGUP, a large-investment initiative to internationalize HE that implicitly emphasised an increase of English-medium instruction (EMI) at Japanese universities (Rose & McKinley, 2018). G3 [Q&A] Ask and answer simple questions about the lecture. The study found that about 30% of the respondents had serious difficulties reading English, El presente trabajo documenta las experiencias de profesores universitarios en Suecia cuando pasan de la enseñanza en su lengua materna a la enseñanza en inglés. English versions of the seven items that were selected are listed above. Il y a quatre questions par page. 7) for L1Index and 2.8 (SD=. It turned out that the available EM courses were, versities, which resulted in a smaller sample than anticipated. This, means that care must be taken to help students understand key terms and concepts independent, of lecturing language, to systematically support lectures with well-designed visual aids, to ensure, that lectures are well structured, and that lecturers guide students though the lectures by using, In conclusion, it would seem that effective lecturing behavior is just as necessary in L1 as well. Experimental and Quasi-Experimental Designs for. This is “the use of metadiscursive comments [signposting] such as ‘First, let’s look at’, 2007: 202). In the following these are designated, several items as indicators of the same underlying trait. non-language subjects taught through English in higher education. The German sample. Numerous studies have highlighted the academic language related challenges experience by students when studying in an EMI context. There were also items about background variables such as education, prior experience with EM courses, motivation for EM courses, and a number of self-assessment, items. One is-, ndings are that there are lecture comprehension dif, ndings of the present study must be interpreted with some caution. Comparison of the correlations between L1Index, EngIndex and items tapping into the need to ask, questions about language or content in the Norwegian and German samples, The table displays fairly strong, negative correlations (Pearson’s r). relations for the German sample can be due to greater variation in the respondents’, English than is the case among Norwegian students, as can be seen in T, could be indicated by the lack of any correlation for media exposure to English in the data from. tional subject, because they hoped the change would attract international students, and above all. In addition, many students were highly de-, pendent on visual aids for comprehension in the L1 as well as in English. It could also be used to determine at which level in the self-assessment, scores the respondents are starting to have serious problems. There is therefore good reason to expect the scores from the self-, culties in English and the L1, that is to say for the samples, rmer conclusion, however, would require a separate validation study in, culties, the analysis found a clear, but not dramatic difference between the mean scores. How many English books do you read per year? English Medium Part 1: Literature review. Closer analysis shows that this difference might be due to the items in, the Norwegian subsample loading on a second, but marginal latent variable. The German respondents are all graduate level. It should be kept in mind that the L1 lectures can either be in Norwegian, German, or in. Academic Lecture Comprehension 1. In the Norwegian sample 97 (27%) had a differ-, and checks whether these are statistically signi, man respondents means a lower probability of signi, most no difference between students with Norwegian as their L1 and those with a different L1, with regard to lecture comprehension in English. of studying through English. 3rd Grade Reading Comprehension. Forskningsmetode i sosiologi og statsvitenskap, Bridging the Assesment Gap in English-Medium Higher Educa-, The International University Curriculum: Challenges in English-Medium Engineering Educa-, Lingua franca, prestisjespråk og forestilt fellesskap: om engelsk som akademisk språk i. . Oxford and London: Modern English Publications/British Council. We then look I would, nevertheless, argue that an effective sample of 364 respondents from 14 different courses at three Norwegian. We report on quality staff in Norwegian export firms use English fairly well, many still experience difficulties involving language proficiency as well as communication skills. It also shows, that when studying the role of English in EM context, it is important to also consider (compare). Course Description. Among the main problems, which in fact were similar in English and the L1, were difficulties distinguishing the meaning of words, unfamiliar vocabulary, and difficulties taking notes while listening to lectures. The other point is that their belief in the utility, nd English less important for future careers than do their Norwegian, ndings, continue with a brief discussion of their, culties. In other words, these correlations show, that the lower their EngIndex scores are, the more laborious respondents, pendent on visual aids to support comprehension. ), Download Student Performance Record Sheet here. ternative explanation is cultural differences in self-assessment scores. How much work is attending a course in English compared to in the L1? LECTURE : COMPREHENSION Recopie ce qui est plus grand que toi. This article examines the relationship between Japanese undergraduate students' English language proficiency and English language-related challenges faced when studying an international business course through English. J'ai élaboreé ce fichier de lecture compréhension pour mes CP et mes CE1 en début d'année. Talking about Teaching in English. Training in the structuring of lectures and in the use of signposting during lectures to, help guide students through the lectures should be made part of in-service, and not to mention all, Part of such courses should also include learning to make high-quality visual aids, since data, on the EM and L1 lectures in the present study show that students rely heavily on these to sup-. Course Description. English-Medium instruction is when non-, language courses in for instance medicine, physics or political science are taught in English, to, students for whom it is a foreign language. In the meantime, however, I would, argue that the use of a set of items tapping into different aspects of lecture comprehension with, hension scores between lectures in English and L1 provide a useful picture of which areas the re-, spondents experience lecture comprehension dif, The next issue concerns external validity; to what degree the. ing comprehension, presumably because of the metacognitive nature of the self-questioning process. He therefore argues that it “makes more sense to put the. In the German sample, however, are lower overall. on all of these issues in relation to EMI in HE. Bio: For over 40 years, Joel Emer held various research and advanced development positions investigating processor microarchitecture and developing performance modeling and evaluation techniques. This comprises calculating percentages, mean scores and standard deviations, cor-, As mentioned, the questionnaire comprised a number of items designed to tap into the listening, comprehension construct, with identical items for the L1 and English to allow for comparison be-, Cronbach’s alpha or factorial analysis. VOGUE combines analyses of students’ scores on national reading, The aim of this project is to examine whether student comprehension problems in EMI lectures is due to due to weaknesses in the students’ or lecturers’ language proficiency, to poor lecturing behav, To contribute knowledge about current feedback practices in English writing instruction, as perceived by the teachers and students. lustrate that learning these goes together with the learning of the subjects. land: Jyväskylä University Language Centre. 100% Satisfaction ~ Be the first to write a review . For EM instruction, the most frequent source, culty appears to involve unclear pronunciation/word segmentation or unfamiliar vocabu-, ciency and/or to the lecturers’ pronuncia-, culties taking notes. Indeed, this is supported by the, data indicating that respondents with low listening pro, ask questions about language and content correlates (see T, courage students to work together in preparation for, and as a follow-up after lectures, as students. In Norway 227 (57.5%) were female and, 166 (42.5%) male, in Germany there were 29 (62%) females, 17 (36%) males, and 1 missing an-, swer. Ce produit permettra à l'élève d'acquérir des notions de base qui contribueront sa compréhension en lecture. We argue that EMI prepares students for academic ELF, which is idiomatically distinct from academic L1-English and non-academic varieties of English; that the unidirectional nature of much EMI discourse has implications for ELF-specific idiomaticity; and that the large-scale, long-term language contact engendered by the growth of EMI denotes that an increasing number of L2-English users may be underprepared for a wealth of ELF events, particularly those which draw more substantively on idiomaticity or are themselves idiosyncratically idiomatic. Even though English is defined a second language in the curricula, one could argue that it has a status in between a foreign and a second language, as it is not an official language in Norway (Graddol, 2006;Rindal, 2012). They also support Airey and, nd EM courses more laborious than they do, culties is the extent to which the respondents are de-, nd visual aids important, some even very important, for lecture comprehen-, culties with EM lectures, and that these are largely due to language dif, ndings presented above, among these the differences between Norwegian, culties. 236 'just-instructed' English as a foreign language learners completed self-assessments of functional English skills derived from instructional materials and from general proficiency criteria.
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