PL EN


2019 | 67 | 11: Anglica | 17-32
Article title

Academic Lecturing through the Medium of a Non-native Language: A Collaborative Endeavour of Lecturers and Students

Title variants
PL
Wykład akademicki w języku nierodzimym jako forma współpracy między wykładowcą i studentem
Languages of publication
EN
Abstracts
EN
Academic lectures are implemented as a basic genre in developing students’ disciplinary knowledge in higher education settings. Frequently appearing in their traditional monologic form, they tend to be more interactive nowadays, due to the use of a variety of activities that accompany them, including new technologies. With the internationalization of higher education, numerous lecture attendees are now multilingual students learning through the medium of a non-native language. The aim of this paper is to explore the most vital issues that emerge when lectures are delivered to non-native students at lower language proficiency level so as to enable them to meet their study goals as well as develop their intellectual and language potential. The author argues for the need of effective collaboration between lecturers and their students, based on a better understanding of the complexity of the instructional situation in which students’ language problems can be dealt with by making appropriate adjustments that can improve both lecture comprehensibility and knowledge acquisition.
PL
Wykład akademicki odgrywa nadal kluczową rolę w przyswajaniu wiedzy dziedzinowej w środowisku akademickim, zarówno w bardziej tradycyjnej formie monologowej, jak też w formie interaktywnej, wprowadzającej użycie nowych technologii. Umiędzynarodowienie szkolnictwa wyższego sprawia, że w kontekście wielojęzyczności adresatami działań akademickich stają się osoby, które nie zawsze osiągnęły dostatecznie wysoki poziom kompetencji w języku docelowym, niebędącym ich językiem rodzimym. Niniejszy artykuł podejmuje dyskusję na temat najbardziej istotnych kwestii wynikających z potrzeby opracowywania i prezentacji wykładów w taki sposób, aby tacy słuchacze byli w stanie nie tylko skutecznie opanować wiedzę przedmiotową, ale także potrafili wykorzystywać swój potencjał intelektualny, jednocześnie doskonaląc niezbędne umiejętności w zakresie języka docelowego. Szczególną uwagę poświęcono potrzebie współpracy między wykładowcą a studentem poprzez wykorzystywanie optymalnych rozwiązań dydaktycznych, dostosowanych do możliwości studentów w sytuacji pojawiających się trudności na płaszczyźnie językowej.
Year
Volume
67
Issue
Pages
17-32
Physical description
Contributors
  • Państwowa Szkoła Wyższa im. Papieża Jana Pawła II w Białej Podlaskiej
References
  • Bhatia, Vijay. “A Generic View of Discourse.” Academic Discourse, edited by John Flowerdew, Routledge, 2002, pp. 21–39.
  • Björkman, Beyza. “So You Think You Can ELF: English as a Lingua Franca as the Medium of Instruction.” Hermes – Journal of Language and Communication Studies, vol. 45, 2010, pp. 77–96.
  • Björkman, Beyza. “English as a Lingua Franca in Higher Education: Implications for EAP.” Ibérica, vol. 22, 2011, pp. 79–100.
  • Buck, Gary. Assessing Listening. Cambridge University Press, 2001.
  • Campbell, Julie, and Richard Mayer. “Questioning as an Instructional Method: Does It Affect Learning from Lectures?” Applied Cognitive Psychology: The Official Journal of the Society for Applied Research in Memory and Cognition, vol. 23, no. 6, 2009, pp. 747–59.
  • Carkin, Susan. “English for Academic Purposes.” Handbook of Research in Second Language Teaching and Learning, Volume I, edited by Eli Hinkel, Lawrence Earlbaum, 2005, pp. 85–98.
  • Carrell, Patricia, L. “Notetaking Strategies and Their Relationship to Performance on Listening Comprehension and Communicative Assessment Tasks.” ETS Research Report Series 1, 2007, pp. i–60.
  • Chodkiewicz, Halina. “On a Continuum between Content and Language in CBI/CLIL-oriented Settings.” Towards Integrating Language and Content in EFL Contexts: Teachers’ Perspectives, edited by Halina Chodkiewicz. Wydawnictwo PSWBP, 2015, pp. 11–28.
  • Chodkiewicz, Halina, and Anna Kiszczak. “Lecturing in Academic Settings: Adding an Element of Interactive Activity.” Literacy in the New Landscape of Communication: Research, Education, and the Everyday. Conference Proceedings 19th European Conference on Literacy, edited by Margit Böck, et al., Austrian Literacy Association, 2017, pp. 249–59.
  • Council of Europe. Council for Cultural Co-operation. Education Committee. Modern Languages Division. Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge University Press, 2001.
  • Coyle, Do, et al. Content and Language Integrated Learning. Cambridge University Press, 2010.
  • Crawford Camiciottoli, Belinda. “Interactive Discourse Structuring in L2 Guest Lectures: Some Insights from a Comparative Corpus-Based Study.” Journal of English for Academic Purposes, vol. 3, 2004, pp. 39–54.
  • Crawford Camiciottoli, Belinda. The Language of Business Studies Lectures: A Corpus-Assisted Analysis. Benjamins, 2007.
  • Crawford Camiciottoli, Belinda, and Mercedes Querol-Julián. Hyland and Shaw, pp. 309–22.
  • Dakowska, Maria. In Search of Processes of Language Use in Foreign Language Didactics. Peter Lang, 2015.
  • Deroy, Katrien, and Miriam Taverniers. “A Corpus-Based Study of Lecture Functions.” Moderna Språk, 2011, vol. 105 no. 2, pp. 1–22. https://www.researchgate.net/publication/272030 832. Accessed 3 January 2019.
  • Dudley-Evans, Anthony, and Timothy F. Johns. “A Team Teaching Approach to Lecture Comprehension for Overseas Students.” The Teaching of Listening Comprehension, edited by Nakic, Anuska and Mario Rinvolucri, The British Council, 1981, pp. 30–46.
  • Duff, Patricia A. “Language Socialization into Academic Discourse Communities.” Annual Review of Applied Linguistics, vol. 30, 2010, pp. 169–92.
  • Field, John. Listening in the Language Classroom. Cambridge University Press, 2008.
  • Field, John. “Into the Mind of the Academic Listeners.” Journal of English for Academic Purposes, vol.10, 2011, pp. 102–12.
  • Flowerdew, John, editor. Academic Listening. Research Perspectives. Cambridge University Press, 1994.
  • Flowerdew, John. “Research of Relevance to Second Language Lecture Comprehension – An Overview.” John Flowerdew, pp. 7–30.
  • Flowerdew, John, and Lindsay Miller. Second Language Listening. Theory and Practice. Cambridge University Press, 2005.
  • Flowerdew, John, and Lindsay Miller. “Lectures in a Second Language: Notes towards a Cultural Grammar.” English for Specific Purposes, vol. 15, no. 2, 1996, pp. 121–40.
  • Fortanet-Gómez, Inmaculada. CLIL in Higher Education. Towards a Multilingual Language Policy. Multilingual Matters, 2013.
  • Genesee, Fred, and Kathryn Lindholm-Leary. “Two Case Studies of Content-Based Language Education.” Journal of Immersion and Content-Based Language Education, vol. 1, no. 1, 2013, pp. 3–33.
  • Gernsbacher Mortn, Ann. Language Comprehension as Structure Building. Erlbaum, 1990.
  • Gnutzmann, Claus. “Language for Specific Purposes vs. General Language.” Handbook of Foreign Language Communication and Learning, edited by Karlfried Knapp, et al., Mouton Gruyter, 2009, pp. 517–44.
  • Hamp-Lyons, Liz. “English for Academic Purposes.” Handbook of Research in Second Language Teaching and Learning, Volume II, edited by Eli Hinkel, Lawrence Earlbaum, 2011, pp. 89–105.
  • House, Juliane. 2003. “English as a Lingua Franca: A Threat to Multilingualism?” Journal of Sociolinguistics, vol. 7, no. 4, pp. 556–78.
  • Huerta Juan Carlos. “Getting Active in the Large Lecture.” Journal of Political Science Education, vol. 3, no. 3, 2007, pp. 237–49.
  • Hyland, Ken. English for Academic Purposes. An Advanced Resource Book. Routledge, 2006.
  • Hyland, Ken. “Metadiscourse.” The International Encyclopedia of Language and Social Interaction. First edition, edited by Karen Tracy, et al., John Wiley, 2015, pp. 1–10.
  • Hyland, Ken, and Philip Shaw, editors. The Routledge Handbook of English for Academic Purposes. Routledge, 2016.
  • Hyland, Ken, and Philip Shaw “Introduction.” Hyland and Shaw, pp. 1–14.
  • Kiewra, Kenneth, A. “A Review of Note Taking: The Encoding – Storage Paradigm and Beyond.” Educational Psychology Review, vol. 1, no. 2, 1989, pp. 147–72.
  • Kintsch, Walter. Comprehension. A Paradigm for Cognition. Cambridge University Press, 1998.
  • Lynch, Tony. “Academic Listening: Marrying Top and Bottom.” Current Trends in the Development and Teaching of the Four Language Skills, edited by Juan, Esther Usó, and Alicia Martínez Flor, and Walter de Gruyter, 2006, 91–110.
  • Lynch, Tony. “Academic Listening in the 21st Century: Reviewing a Decade of Research.” Journal of English for Academic Purposes, vol. 10, no. 2, 2011, 79–88.
  • Mason, Abelle. “By Dint of: Student and Lecturer Perceptions of Lecture Comprehension Strategies in First-Term Graduate Study.” Flowerdew, pp. 181–98.
  • Mehisto, Peeter, et al. Uncovering CLIL: Content and Language Intergrated Learning in Bilingual and Multilingual Education. Macmillan, 2008.
  • Morrell, Teresa. “Interactive Lecture Discourse for University EFL Students.” English for Specific Purposes, vol. 23, 2004, pp. 325–38.
  • Morrell, Teresa. “What Enhances EFL Students’ Participation in Lecture Discourse? Student, Lecturer and Discourse Perspectives.” Journal of English for Academic Purposes, vol. 6, 2007, pp. 222–37.
  • Naves, Teresa. “Effective Content and Language Integrated Learning (CLIL).” Content and Language Integrated Learning: Evidence from Research in Europe, edited by Yolanda Ruiz de Zarobe, Multilingual Matters, 2009, 22–40.
  • Paltridge, Brian, and Sue Starfield. “Ethnographic Perspectives on English for Academic Purposes Research.” Hyland and Shaw, pp. 218–29.
  • Rogers, Michael, P. H., and Stewart Webb. “Listening to Lectures.” Hyland and Shaw, pp. 165–76.
  • Rost, Michael. Teaching and Researching Listening. Pearson Education, 2002.
  • Vandergrift, Larry. “Listening to Learn or Learning to Listen?” Annual Review of Applied Linguistics, vol. 24: 2004, pp. 3–25.
  • Vandergrift, Larry, and Cristine C. M. Goh. Teaching and Learning Second Language Listening. Routledge, 2012.
  • Vandergrift, Larry, and Jeremy Cross. “Replication Research in L2 Listening Comprehension: A Conceptual Replication of Graham & Macaro (2008) and an Approximate Replication of Vandergrift & Tafaghodtari (2010) and Brett (1997).” Language Teaching, vol. 50, no. 1, 2017, pp. 80–89.
  • Young, Lynne. “University Lectures – Macro-Structure and Micro-Features.” Flowerdew, pp. 159–176.
Document Type
Publication order reference
Identifiers
YADDA identifier
bwmeta1.element.desklight-f0747e4c-d75c-43aa-94ed-d704e1d5512d
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.