in HE. In many quarters self-assessment is considered a viable alternative to formal second language assessment for placement and criterion-referenced interpretations, although variation in self-assessment validity coefficients suggests potential difficulty in accurate interpretation. As noted above, the perhaps most interesting, as German respondents experience much the same dif, exactly the same problems in the L1. A total of 264 students were surveyed in Tokyo, Japan, and 13 follow-up interviews were conducted. to suggest what can be done to improve EM lecture comprehension. questionnaire I call these EMI courses/programs. rst language (L1) at three Norwegian and two German institutions, culties in less formal situations such as group discussions and conversations. lecture.” •“It makes student- lecturer interaction easier as students remain anonymous.” •“it was easy to communicate a question without your identity being known as some people may be too shy or think their question is silly, therefore made it easier to ask questions.'' Firstly, it should allow students to rate their current comprehension of lecture material through a mobile app, displaying the aggregated results live as a distribution in a corner of the presented screen. The present quantitative study investigates this issue by comparing, student lecture comprehension in English and the, of higher education, with a sample comprising 364 Norwegian and 47 German student respondents. This paper aims at exploring the interplay between the use of pragmatic strategies and non-standardness at the morphosyntax level in lectures conducted through English as the academic lingua franca in an Italian public university. 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. In the following these are designated, several items as indicators of the same underlying trait. 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. It is also probable that the respond-. Skip to main search results Department 664 Views. In other words, it is possible that Airey and Linder’, asked students about the use of English, because other research indicates that self-assessment in, general gives reasonably valid information in low stakes situations such as in this study (Bachman, 1990, Oscarson 1997). Other areas of dif, and L1 lecture comprehension. This has led some researchers. non-language subjects taught through English in higher education. One reason might be that it is taken for granted that lecturers will not have appreciable dif-. Table 4. For lecture comprehension in the L1, however, in both samples the respondents with, a different L1 than Norwegian or German have lower scores for lecture comprehension in the L1. *Listen to a lecture and answer questions about its structure. tests in L1 and L2, student questionnaires, interviews with students and teachers, and classroom observations. © 2008-2020 ResearchGate GmbH. Academic Lecture Comprehension 1. the L1 context, as is done in the present study. The findings indicate that while a large number of. The next issue is what aspects of the lectures the respondents, the mean scores and standard deviations for the seven items included in the indices are displayed, comprehension in the L1 and English for the German (N=47) and Norwegian (N=364) samples, To what extent does the lecturer speak too, lecturer’s line of thought? Oxford: Oxford University Press. Indeed, the similarity of problems across languages is one of the more interesting, study. 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. Indeed, in the German sample the correlations for the L1 are actually the highest. Since the 1970s, much has been learned about the reading process from research by cognitive psychologists. emphasis on testing language competence rather than strategic competence” (Buck 2001: 105). This suggests that even 'soft-EMI' high school experiences may lead to an easier transition to university-level EMI contexts. The respond-. For the, culty, in the L1 as well as in English. Although a representative sample might be dif, respondents from different institutions of higher education with EM courses, from undergraduate, and graduate levels, as well as from different types of courses ranging from single, English-on-, Next, while the use of self-assessment might well be unavoidable, for instance those used in, the present study, these need to be validated against a relevant and valid test of English, and pos-, Finally, although the follow-up survey as well as the validation study can be done in a single, country, the present study indicates that including other countries, for instance in Europe, would, Limited validity notwithstanding, the present study has a number of implications with regard, to ensuring the quality of EM as well as L1 instruction. It is also important, as Airey/Linder (2006) also suggest, to create extra space for clari, tion questions in connection with lectures, or in follow-up groups. 1996; Shadish et al. Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme, English in higher education - English medium Part 1: Literature review, Words from where? Furthermore, in their validation studies of the self-assessment of language, assessment items and indices used in the present study to provide a useful and valid comparison. However, the present study has also shown that students can have dif, key terms and concepts in the L1 as well as in English as an L2. the small side, and the data must therefore be interpreted with caution. While the lack of signi, relations for the German sample can be due to the low sample size, it is, nevertheless, interesting, counterparts. 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. English as the medium of instruction in Dutch engineering education. The German sample, however, comprising 47 respond-, ents from three courses at two univerisities in a country with about 82 million inhabitants is on. An example would be using knowledge of the topic in ques-, tion to infer the meaning of unfamiliar words. for almost all the items correlate positively with lecture comprehension scores in both samples. 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. Se grabaron con técnicas de vídeo y audio los distintos pares de lecciones, los propios profesores hicieron comentarios a las sesiones y los seguidores del curso participaron en un foro de debate en línea (que consta de aproximadamente 60.000 palabras). posed to, and use English less frequently than do their counterparts in Norway. academic English, listening comprehension, also known as a construct de, Listening comprehension is an interactive process combining bottom-up and top-down process-. Instead, they were far more skeptical about the language pro, cant. The criterion variable was an achievement test written to assess mastery of the just-completed course materials. The main problems encountered were unfamiliar vocabulary and slow reading, while extracurricular readers and respondents who were able to guess word meanings from context had higher reading scores. while an additional 44% found it more difficult than reading in their first language. English versions of the seven items that were selected are listed above. How much work is attending a course in English compared to in the L1? Ary, Donald/Jacobs, Lucy Cheser/Razavieh. On the one hand this could mean working with the lectur-, ers with regard to language quality (see Klaassen, this issue). These dif, effectively arguing for change will require hard data. In the following I will give a brief description of the phenomenon studied, i.e. 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. As can be seen, the majority of the Nor, wegian respondents (79%) are undergraduate level students and the remaining (21%) graduate, level. TGUP), the implications for language planning, and how the policy is being put into practice at these universities in Japan at the different levels of policy. English Comprehension - ENG101 Lecture 45. of studying through English. As often as not, it is also taught by a lecturer who does, been the need to offer courses to international students, co-operation schemes between universi-, ties, and the hiring of foreign lecturers. J'ai donc repris la mise en page de ces fiches puis en ai ajouté. Bio: For over 40 years, Joel Emer held various research and advanced development positions investigating processor microarchitecture and developing performance modeling and evaluation techniques. How many English books do you read per year? 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”. Extramural exposure to English was found to be a stronger We consider how EMI pedagogy might foster students' idiomatic competence and creativity to take account of their ELF needs beyond the ivory tower. The exception is their interest in working abroad or in a job where English is a work-, ing language. In the analysis the 27 respondents in the Norwegian subsample who have English as their L1 are, excluded, which in practice gives a Norwegian subsample of 364. The main problems are difficulties distinguishing the meaning of words, unfamiliar vocabulary, and difficulties taking notes while listening to lectures. The process of lecture comprehension. All in all, these point, out the need to use effective lecturing behavior (Klaassen 2001), that is to pay serious attention to. 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. Among the main problems, which in fact were similar in English and the L1, were dif, distinguishing the meaning of words, unfamiliar vocabulary, and dif, The study argues the need to improve the quality of lecturing in English and L1 as well as the lecturers’, The 1999 Bologna Declaration on the reform and convergence of European higher education led, to a dramatic increase in the number of English-Medium (EM) courses and programs at European, colleges and universities (Maiworm/Wächter 2008). lecture notes available before the lectures as many Norwegian lecturers actually do (Hellekjær, 2007). Text for students who are reading at a third grade reading level. Many higher education institutions in Europe adapted their curriculum and started teaching in English, while enrolling international students from Erasmus programs and non-European countries. Enjoy the videos and music you love, upload original content, and share it all with friends, family, and the world on YouTube. simultaneously taking notes and listening to the lecturer. 1 result for Marie-Christine Perret: "lecture comprehension". The sample comprises 391 respondents from three Norwegian institutions of higher education. Then the student returns to the lecture notes to attempt to answer this series of self-generated questions. begin with definitions of EMI and the growth of EMI institutions of higher education provides reasonably useful data about EM students in Norway, where the population is about 4.8 million. . The, rms that the items tap into the same variable. In a qualitative study of 23 Physics students conducted by, Airey/Linder (2006: 555), it was found that “the students initially report no difference in their ex-, perience of learning of physics when taught in Swedish or English.” This was, however, contra-, dicted by videos of the students during lectures, and “the students’, experience during stimulated recall. need to ask questions with L1Index and EngIndex respectively. Asimismo se presentan nueve recomendaciones para los profesores que cambian a la lengua inglesa en su docencia. *Write a lecture summary that is several paragraphs long and meets the guidelines. 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. An additional sign of language problems, or general dif, borious EM instruction is compared to in the L1. 11 sept. 2014 - avantlarecre.com is your first and best source for all of the information you’re looking for. In the, following analysis these indices are used as dependent variables for listening comprehension in, the L1 and in English. In this course, students will develop their academic listening and note-taking skills through study of English lectures of varying lengths. 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. This is probably due to the fact that university studies involve, the socialization of students into domain speci, learning of specialized vocabularies, independent of language. 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 Indeed, it, seems that changing the language of instruction to English merely exacerbates dif, Given the fairly limited sample, and the use of self-assessment to measure lecture comprehen-, With regard to further research, there is clearly a need for a large-scale, follow-up study with, group. How many English books do you read per year? 103 students from various academic disciplines completed questionnaires on academic English challenges in addition to receptive and productive academic vocabulary size tests as a measure of their linguistic preparedness for academic study in English. Secondly, the app should allow students to submit questions anonymously that, once upvoted to a preset level, flash up on the screen. non-language subjects taught, through English, has led to discussion about, and research on, whether the use of a foreign language for instruction, has a negative impact on teaching and learning. From general topics to more of what you would expect to find here, avantlarecre.com has it all. Forgot your username? Yet it seems that even despite their proficiency in the English language, lecturers might be assessed as not performing well. The present study examines lecture comprehension in English-Medium (EM) courses, i.e. With regard to teaching, the assumption that lecturers with another L1 are able to switch to, (2003) found that the number of linguistically capable lecturers was limited, and that too rapid an, expansion in the number of EM courses invariably led to student complaints and other quality is-, kjær (2007) examined this issue in further detail. Exposure to and use of English, in percent. It also helps reduce the effects of possible, measurement errors and improves both validity and reliability (Hellevik 1999: 303-310). cal implications of teaching and learning in a foreign language, English (Hellekjær 2007, 2010, 1999). . Does this mean a clearer prioritizing of topics, or additional, lecturing time? Recommended Citation Chien, M.-Y., & Valcke, M. (2020). The German sample. Correlations between motivational factors and EM lecture comprehension scores (EngIndex) for, How useful do you believe knowing English will be, How interested are you in working outside your, Are you interested in working in a job where, Do you think knowing English will be important, Is the extra work involved in taking an EM course, The fairly low, but positive correlations between items for motivation and EngIndex might for the, Norwegian sample be explained by the fact that the most internationally motivated respondents, of English for future careers or interest in working abroad might stimulate their efforts to master, EM lectures. G5 [Vocabulary] Attain a 2000-word vocabulary. Ross, Steven 1998: Self-assessment in second language testing: a meta-analysis and analysis of experiential factors. ), Copyright © 2009-2020 by Center for English Language Education (CELESE), Waseda University Faculty of Science and Engineering. It relies on quantitative and qualitative data from students and/or teachers at 90 upper secondary schools across Norway. We first make the case for idiomaticity in English in terms of its contribution to language processing and use and regarding the challenges and affordances it presents to users of English as a second/additional language. with an examination of the successes and challenges This paper critically considers the implications of the growth of English-medium instruction (EMI) globally for idiomaticity in English as a Lingua Franca (ELF). It also shows, that when studying the role of English in EM context, it is important to also consider (compare). The sample comprises 391 respondents from three Norwegian institutions of higher education. In the present study I used factorial analysis (principal axis, factoring) to identify and select the items that loaded on the same (latent) variables, in this case. In this course, students will develop their academic listening and note-taking skills through study of English lectures of varying lengths. For the Norwegian sample this indicates that most of the respondents do not have serious dif, culties with EM instruction. because they felt that it would be important for study quality. internationalisation and the main driving forces 790 Views. 5th Grade Reading Comprehension. Practical implications for pedagogy are also discussed. reading, listening, speaking and writing) to experience a lower level of linguistic challenges. es has suffered from their being set up without due consideration for the practical and pedagogi-. In pursuing this aim, the main differences between findings from previous research carried out in Sweden and those obtained in the setting under investigation will be documented. Lecturers are perceived as being bad teachers if they do not master the English language. Buck (2001) argues that although comprehension depends on the, combination of strategic knowledge and language pro, ten correlates with linguistic competence. comprehension. Given the limited sample (only three programs from one university), it is not possible to generalise the results of this study to all Norwegian university students, but this study does provide an indication of vocabulary knowledge in this population that can be followed up in larger studies in the future. The learners' teachers also provided assessments of each of the 236 learners. 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). Download this document, along with 48,000 more activities on the Member Site. A large collection of fifth grade fiction passages, non-fiction articles, and poems. 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). In the German, cient in English. The findings underscore the need for university managers to be cognizant of the linguistic demands English-Medium Instruction (EMI) policies exert on its students and academic staff, and to provide sustained opportunities for the parties concerned to develop and improve their academic English skills in order to enhance their readiness to teach and learn through English. The main aim of the study is therefore to examine whether, and to what extent, EM students, actually experience lecture comprehension problems in English compared to in their L1. It describes listening as the ability to: stand the linguistic information that is unequivocally included in the text; and, 3) make whatever in-, ferences are unambiguously implicated by the content of the passage, a combination of items to tap into low-level linguistic processing on the one hand, and the out-, comes of this and higher-level processes such as content understanding on the other, is academic lectures, and the respondents’. How often do you read English on the Internet? ID: 689412 Language: French School subject: Français Langue Étrangère (FLE) Grade/level: 1-2-3-4-5 Age: 6-10 Main content: Lecture Other contents: se présenter-introduce herself Add to my workbooks (30) Download file pdf Embed in my website or blog Add to Google Classroom lustrate that learning these goes together with the learning of the subjects. The main problems are difficulties distinguishing the meaning of words, unfamiliar vocabulary, and difficulties taking notes while listening to lectures. Distribution of the, lecture comprehension scores for the L1 (L1IndexG), and English (EngIndexG) in percent. The second phase of the study is an empirical analysis of the validity of a self-assessment instrument. Marian, Viorica/Blumenfeld, Henrike K./Kaushanskaya, Mar, Questionnaire (LEAP-Q): Assessing Language Pro, Oscarson, Mats 1997: Self-Assessment of Foreign and Second Language Pro. A qualitative analysis of the data reveals three main challenges encountered which stem from low levels of proficiency in the language: passiveness on the part of students, lack of understanding of other contributions in interaction, and code-switching into the first language of the majority which alienates the international student. Poor language proficiency was a problem for many, to the extent that they fell below the linguistic threshold level. Closer analysis shows that this difference might be due to the items in, the Norwegian subsample loading on a second, but marginal latent variable. Examples of the latter would be that they believed that, English skills would be useful in future careers, or if they wished to work in an English speaking, Table 7. It uses a questionnaire with self-assessment items for aspects of lecture comprehension in English and in the first language (L1). ing. CLIL Neither the German nor the Norwegian samples meet the requirements of a representative sam-, sample, however, can be described as a purposive sample of typical instances, which entails some. Findings from Italy, Using English for Interaction in the EMI Classroom: Experiences and Challenges at a Malaysian Public University, EMI Challenges in Japan's Internationalization of Higher Education, The international university curriculum: Challenges in English-medium engineering education, Lingua franca, prestisje språk og forestilt fellesskap: : Om engelsk som akademisk språk i Norge. Overview of the sample according to institution, faculty and level of study, . Watch Queue Queue Table 10. G2 [Note taking] Take notes of sufficient detail to answer basic comprehension questions about the lecture. In the following analysis I will examine a number of background variables to see whether, In a previous study based upon interviews of Norwegian EM lecturers (Hellekjær 2007), I found, that lecturers did not believe that the Norwegian students had serious dif, students – even though these are screened using TOEFL, I therefore used the independent sample T, L1Index and EngIndex scores between students with German or Norwegian as their L1 and those, with a different L1, mostly exchange students. 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. Pedagogical behaviour seems to be more predictive of language comprehension than language proficiency. and dependence on notes for comprehension, are problematic in the L1 lectures as well. Furthermore, in both countries this item cor, relates negatively with EngIndex as a dependent variable with r= -.4 (p<.01, N=352) in Norway, and a somewhat higher r= -.47 (p<.01, N=46) in Germany. ing comprehension, presumably because of the metacognitive nature of the self-questioning process. (2020). The y-axis represents the, students involved in the study, and the x-axis represents, Figure 2. non-language subjects taught through English in higher education. In this paper the academic English reading proficiency of 578 Norwegian university students was quantitatively examined. If yes to 20, please indicate how many credits (studiepoeng) of the subject English you have completed. These correlations show that the active use of English, by reading, speaking or writing in English. reference populations, in this case all students receiving EM instruction at Norwegian institutions, of higher education and in Germany. In this literature review, we examine the research These were on vocabulary, mentation, speaking speed, ability to follow the lecturer’s line of thought, the speed of the pres-, identical items for L1 and EM instruction, all of them using four point Likert scales with 1 indi-, tioned that in the instructions the respondents were asked to answer on the basis of their overall, standable in the English language lectures, Finally, there were a number of items designed to elicit whether students compensated for the use, of English through preparatory reading or asking questions for clari, Linder (2006). One was, “that a number of students, though silent in the lecture, came forward at the end of each session to, ask questions” (Airey 2009: 79). 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. Reading is a highly complex skill that is prerequisite to success in many societies in which a great deal of information is communicated in written form. Course Overview. Despite the rapid expansion of English-medium instruction (EMI) at higher education institutions around the world, little research has explored the language-related challenges faced by students when entering an EMI university from a first language (L1) medium high school. TOEIC score) was a statistically significant predictor of challenges in the EMI programme. Numerous studies have highlighted the academic language related challenges experience by students when studying in an EMI context. Après avoir utilisé son fichier de lecture compréhension pendant plusieurs années, j'ai décidé de développer l'idée. We report on quality Forgot your password? Access scientific knowledge from anywhere. English Comprehension. All rights reserved. It could also be used to determine at which level in the self-assessment, scores the respondents are starting to have serious problems. In, Ǧ, Ǥ, ǯǤ, §, ǡ, ͳǤ ̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴, ʹǤ Ȁ̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴, ͷǤǫ, Ǥǫ, Ǥǫ, ͺǤǣ, ͳʹǤǫȋ, ͳ͵Ǥǡ, ͳͶǤǫȋ, ͳͷǤǡǡ, ͳǤǫȋȌ, ͳǤǫȋȌ, ͳͺǤ.
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