Lecturing undergraduate science in Danish and in English: A comparison of speaking rate and rhetorical style
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Lecturing undergraduate science in Danish and in English : A comparison of speaking rate and rhetorical style. / Thøgersen, Jacob; Airey, John.
In: English for Specific Purposes, Vol. 30, 2011, p. 209-221.Research output: Contribution to journal › Journal article › Research › peer-review
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TY - JOUR
T1 - Lecturing undergraduate science in Danish and in English
T2 - A comparison of speaking rate and rhetorical style
AU - Thøgersen, Jacob
AU - Airey, John
PY - 2011
Y1 - 2011
N2 - This paper investigates the consequences of L2 use in university lectures. Data in the study stem from parallel lectures held by the same experienced lecturer in Danish (L1) and English (L2). It is found that the lecturer takes 22% longer to present the same content in L2 compared to L1, and that the lecturer speaks 23% more slowly in L2 than in L1.In the second part of the paper these differences are investigated through a qualitative analysis of parallel extracts from the same data set. Here it is found that when teaching in English the lecturer uses a higher degree of repetition and adopts a more formal and condensed style as compared to the rhetorical style in L1. Finally, the potential consequences of these quantitative and qualitative differences for student learning are discussed.Research highlights¿ We analyse five science lectures: three in Danish (L1) and two in English (L2). ¿ The same lecturer takes 22% longer to present the same content in L2. ¿ The lecturer speaks 23% more slowly in L2. ¿ The lecturer uses a higher degree of repetition in L2. ¿ The lecturer has a more formal and condensed style in L2.Keywords: L2 lectures; Speaking rate; Rhetorical style; Disciplinary discourse
AB - This paper investigates the consequences of L2 use in university lectures. Data in the study stem from parallel lectures held by the same experienced lecturer in Danish (L1) and English (L2). It is found that the lecturer takes 22% longer to present the same content in L2 compared to L1, and that the lecturer speaks 23% more slowly in L2 than in L1.In the second part of the paper these differences are investigated through a qualitative analysis of parallel extracts from the same data set. Here it is found that when teaching in English the lecturer uses a higher degree of repetition and adopts a more formal and condensed style as compared to the rhetorical style in L1. Finally, the potential consequences of these quantitative and qualitative differences for student learning are discussed.Research highlights¿ We analyse five science lectures: three in Danish (L1) and two in English (L2). ¿ The same lecturer takes 22% longer to present the same content in L2. ¿ The lecturer speaks 23% more slowly in L2. ¿ The lecturer uses a higher degree of repetition in L2. ¿ The lecturer has a more formal and condensed style in L2.Keywords: L2 lectures; Speaking rate; Rhetorical style; Disciplinary discourse
U2 - http://dx.doi.org/10.1016/j.esp.2011.01.002
DO - http://dx.doi.org/10.1016/j.esp.2011.01.002
M3 - Journal article
VL - 30
SP - 209
EP - 221
JO - English for Specific Purposes
JF - English for Specific Purposes
SN - 0889-4906
ER -
ID: 32952285