Full section schedules & abstracts
(updated 1.6.13)

Monday, June 10

Block A (14.00-15.30)

Section 1: Varieties of Asia & Africa

Section 2: English in language policies

Section 3: Phraseology & formulaic language

Section 4: Teaching & learning English

Block B (16.00-17.00)

Section 1: English & identity in higher education

Section 2: Social impacts of English in Europe

Section 3: Variation & global implications

Tuesday, June 11

Block A (10.30-11.30)

Section 1: Explorations in ICE

Section 2: Corpora in the Expanding Circle

Section 3: Perceptions of English in Asia

Section 4: Internationalization of higher education

  • Maurizio Gotti, Università di Bergamo (Italy)
    Explanatory strategies in ELF University courses
  • Jaana Suviniitty, Aalto University
    From Challenging to Accessible: How interactional features and their use influence students' perceptions of ELF lectures

    • Abstract:

      English-medium instruction (EMI) has been a focus of several recent studies (e.g. Tatzl, 2011; Airey, 2010; Ljosland, 2010; Hellekjaer, 2009; Björkman, 2008; Coleman, 2006). Since all universities in Finland offer at least one Master's program using EMI (Wächter & Maiworm 2002, 2008), it is important to obtain information on how these programs work and how students view them. The present study reviews students' perception of EMI focusing on specific interactional features, namely questions, directives, and repetition in lectures. For this purpose, 22 ELF lectures at a technical university were recorded and student feedback was gathered on a paper-based questionnaire after each recorded lecture. These lectures were first ranked according to student feedback from challenging to accessible. Then, six were chosen for closer examination where the focus was on interactional features. These lectures were transcribed and the transcriptions were analyzed using a discourse analytical approach focusing on both the form and function of the interactional features. The primary results indicate that the more these interactional features are used, the more accessible students find the lectures. When examining the results more closely, not only actual interactional phases, i.e. dialogues, but also more spontaneous expressions including hesitations and repeats improved students' perceptions of the ELF lectures.

    • References:

      Airey, J. (2010). The Ability of Students to Explain Science Concepts in Two Languages. Hermes – Journal of Language and Communication Studies, 45, 35-49.

      Björkman, B. (2008). English as the lingua franca of engineering: The morphosyntax of academic speech events. Nordic Journal of English Studies, 7/3, 103-122.

      Coleman, J. A. (2006). English-medium teaching in European higher education. Language teaching 39/1, 1-14.

      Hellekjaer, G.O. (2009). Academic English reading proficiency at the university level: A Norwegian case study. Reading in a Foreign Language, 21/2, 198-222.

      Ljosland, R. (2010). Teaching through English: Monolingual Policy Meets Multilingual Practice. Hermes – Journal of Language and Communication Studies, 45, 99-113.

      Tatzl, D. (2011). English-medium master's programmes at an Austrian university of applied science: Attitudes, experiences and challenges. Journal of English for Academic Purposes, 10, 252-270.

      Wächter, B. & Maiworm, F. (2002). English-Language-Taught Degree Programmes in European Higher Education (ACA Papers on International Cooperation in Education) Bonn: Lemmens.

      Wächter, B. & Maiworm, F. (2008). English-Taught Programmes in European Higher Education. The Picture in 2007 (ACA Papers on International Cooperation in Education) Bonn: Lemmens.

Block B (14.00-15.00)

Section 1: Creoles & contact linguistics

Section 2: Investigating universals

Section 3: Perceptions of English in Asia (cont.)

Block C (15.30-17.00)

Section 1: English in professional settings

Section 2: Theoretical challenges & openings

Section 3: Emerging norms in global English

Section 4: Internationalization of higher education (cont.)

Wednesday, June 12

Block A (10.30-11.30)

Section 1: Studies in UK varieties

Section 2: Loanwords & borrowings

Section 3: Computer Mediated Communication

Section 4: Lexicon & lexicography

Block B (13.00-14.00)

Section 1: Studies in ELF corpora

Section 2: Bilingualism & multilingualism

Section 3: Computer Mediated Communication (cont.)