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

Harvard

Thøgersen, J & Airey, J 2011, 'Lecturing undergraduate science in Danish and in English: A comparison of speaking rate and rhetorical style', English for Specific Purposes, vol. 30, pp. 209-221. https://doi.org/10.1016/j.esp.2011.01.002

APA

Thøgersen, J., & Airey, J. (2011). Lecturing undergraduate science in Danish and in English: A comparison of speaking rate and rhetorical style. English for Specific Purposes, 30, 209-221. https://doi.org/10.1016/j.esp.2011.01.002

Vancouver

Thøgersen J, Airey J. Lecturing undergraduate science in Danish and in English: A comparison of speaking rate and rhetorical style. English for Specific Purposes. 2011;30:209-221. https://doi.org/10.1016/j.esp.2011.01.002

Author

Thøgersen, Jacob ; Airey, John. / Lecturing undergraduate science in Danish and in English : A comparison of speaking rate and rhetorical style. In: English for Specific Purposes. 2011 ; Vol. 30. pp. 209-221.

Bibtex

@article{41bc42385a8f47079c53c57c555db39b,
title = "Lecturing undergraduate science in Danish and in English: A comparison of speaking rate and rhetorical style",
abstract = "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",
author = "Jacob Th{\o}gersen and John Airey",
year = "2011",
doi = "http://dx.doi.org/10.1016/j.esp.2011.01.002",
language = "English",
volume = "30",
pages = "209--221",
journal = "English for Specific Purposes",
issn = "0889-4906",
publisher = "Pergamon Press",

}

RIS

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