Teaching lecture comprehension to non-native science students

Chih-Hua Kuo

doi:10.1109/47.222684

IEEE Transactions on Professional Communication Jun 1993

Teaching lecture comprehension to non-native science students

Chih-Hua Kuo National Yang Ming Chiao Tung University

Abstract

Existing research on lecture comprehension and note-taking, and a course designed to teach nonnative English-speaking college students lecture comprehension strategies and note-taking techniques, are discussed. Nine listening strategies and eight note-taking techniques, focusing on both macro- and micromarkers in lecture discourse, are introduced. The strategies and techniques are taught progressively and are accompanied by specially designed listening tasks. Improved student performance is shown by a t-test comparing the pre-test and the post-test scores. Suggestions are made to native English speaking lecturers on how they may adapt their lecturing styles and methods of presentation to help non-native audiences cope with lectures successfully.< <ETX xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">></ETX>

Journal: IEEE Transactions on Professional Communication
Published: 1993-06-01
DOI: 10.1109/47.222684
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Open Access: Closed
Topics: discourse analysis curriculum design teacher development multilingual writers
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Teaching lecture comprehension to non-native science students

Abstract

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