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Analyzing Discourse in EMI Courses from an ELF Perspective

  • Tetsuo HaradaEmail author
  • Ryo Moriya
Chapter
  • 49 Downloads

Abstract

Although characteristics of academic lectures in English-medium instruction (EMI) are well-documented within the framework of the functional and/or corpus-based approach, they have not been studied in terms of how they are affected by the classroom context; therefore, our study explores how similarly and/or differently instructors deliver their EMI lectures, considering the environment each instructor is put in. We video-recorded the lectures of three content professors for a total of about 180 minutes while observing and taking field notes of each class. We applied thematic analysis with no pre-determined framework and divided each instructor’s discourse into several categories in an inductive way. Our findings show that the instructors’ speech rate and their discourse organization varied greatly depending on the overall context, and that no general discourse patterns were observed. We suggest that the characteristics of EMI lectures be identified not only linguistically but also holistically, considering the classroom context.

Notes

Acknowledgements

This study has been supported by the Waseda Institute for Advanced Studies in Education (General Committee on IASE Research Projects, B-11 for 2018 and B-01 for 2019), and jointly done with Prof. Yasuyo Sawaki in the Faculty of Education and Integrated Arts and Sciences and Ms. Kana Matsumura in the Graduate School of Education. We thank the three instructors for allowing us to observe and videotape their lectures.

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Copyright information

© The Author(s) 2020

Authors and Affiliations

  1. 1.Faculty of Education and Integrated Arts and SciencesWaseda UniversityTokyoJapan
  2. 2.Graduate School of EducationWaseda UniversityTokyoJapan

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