Non-native English Speakers' Perceptions of Incoherence in English-medium Instruction
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Academic listening ability is of prime importance to the academic success of non-native English speakers. Much research, however, has shown that even the advanced non-native English speakers experience difficulty understanding the gist of the lectures and that these learners’ difficulties are due less to lexical and syntactic factors than to discourse factors such as discourse markers. The present study explored further the relationship between discourse markers and their effects on non-native English speakers’ lecture comprehension via a content analysis. More specifically, this study analyzed how the absence of discourse markers affects Korean speakers’ processing of English-medium instruction. The study compared the written recall protocols of learners listening to English-medium instruction with discourse markers and those of learners listening to English-medium instruction without such markers. The content analysis revealed that the lack of discourse markers can largely account for the listener’s miscomprehension of English-medium instruction.
Abstract
Academic listening ability is of prime importance to the academic success of non-native English speakers. Much research, however, has shown that even the advanced non-native English speakers experience difficulty understanding the gist of the lectures and that these learners’ difficulties are due less to lexical and syntactic factors than to discourse factors such as discourse markers. The present study explored further the relationship between discourse markers and their effects on non-native English speakers’ lecture comprehension via a content analysis. More specifically, this study analyzed how the absence of discourse markers affects Korean speakers’ processing of English-medium instruction. The study compared the written recall protocols of learners listening to English-medium instruction with discourse markers and those of learners listening to English-medium instruction without such markers. The content analysis revealed that the lack of discourse markers can largely account for the listener’s miscomprehension of English-medium instruction.
참고문헌 (37)
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