(Dis)fluency and pronunciation accuracy in EMI lectures
The internationalisation of higher education has entailed an increase in the number of English-instructed courses in non-English-dominant countries. A group of researchers from five European universities collected data from interviews and classroom recordings of six lecturers per university, whose E...
| Autores: | , |
|---|---|
| Tipo de recurso: | capítulo de libro |
| Estado: | Versión aceptada para publicación |
| Fecha de publicación: | 2023 |
| País: | España |
| Institución: | Universitat de Lleida (UdL) |
| Repositorio: | Repositori Obert UdL |
| OAI Identifier: | oai:repositori.udl.cat:10459.1/467247 |
| Acceso en línea: | https://doi.org/10.4324/9781003349150-3 https://hdl.handle.net/10459.1/467247 |
| Access Level: | acceso abierto |
| Palabra clave: | Anglès -- Ensenyament universitari Anglès -- Pronunciació |
| Sumario: | The internationalisation of higher education has entailed an increase in the number of English-instructed courses in non-English-dominant countries. A group of researchers from five European universities collected data from interviews and classroom recordings of six lecturers per university, whose English language level was later classified based on the Common European Framework of Reference for Languages (CEFR). The aim of this study is to analyse: (1) the (dis)fluency of ten EMI lecturers across the five European countries (two per country) and (2) the pronunciation accuracy of four of these lecturers (two Catalan and two Italian), which will help pinpoint the aspects that differentiate proficiency levels (B2 and C1) in terms of Mean Syllables per Run, Rate of Speech Time, and Speech Time Ratio for fluency, and the type and number of deviations from the standard produced for pronunciation accuracy. The results show an alignment between fluency and accuracy measures and the CEFR classification, and further describe the aspects that differentiate the B2 and the C1 levels of these lecturers in terms of fluency and pronunciation. The chapter also reflects upon the complexity of the pronunciation accuracy construct and explores implications for EMI pedagogy and training. |
|---|