Analysing Lecturer-Student Interaction in EMI Undergraduate Lectures: A Sri Lankan Perspective

Science Press Release Distribution Services

Analysing Lecturer-Student Interaction in EMI Undergraduate Lectures: A Sri Lankan Perspective

June 17, 2021 EDUCATION 0

Interaction, particularly dialogic interaction in EMI classes, is regarded as critical for understanding the content and developing language skills. Although the value of dialogic interaction is widely recognized, studies focusing on interaction in tertiary level EMI classes are uncommon in Sri Lanka, and even more so in Asia. Furthermore, there is no mechanism in place to identify lecture delivery in terms of interactivity in EMI classrooms that are contextually focused on Asian EMI classes, where most lecture deliveries are assumed to be monologic. As a result, the purpose of this research is to create a framework for identifying dialogic interaction in English-medium science lectures in a small faculty at a Sri Lankan university. English-medium instruction was introduced in Sri Lanka, as in other countries where English is used as a second language, with the goal of developing students’ language proficiency through content delivery. It is claimed that, among other things, the lecture delivery style influences students’ language development in English-medium classes. This study creates a framework by analyzing the lectures delivered at the faculty in a way that is contextually appropriate for the lecture delivery style in Asian countries. The data was gathered from transcribed recordings of 12 hours of lectures given by four lecturers. The interactional episodes in the lectures served as the foundation for creating the analytical framework. This framework, which contextually refines and extends the MICASE corpus interactivity rating, was specifically designed to categorize lecture discourse along a monologic-interactive/dialogic continuum. This study also suggests how this framework could be used to analyze lecture delivery from the perspective of a practitioner. Within the scope of this study, it is explained how this framework was designed with interactional episodes in mind. It is hoped that the proposed framework will make a tangible contribution to higher education teaching and learning, particularly to the concept of developing language through dialogic lecture delivery at the tertiary level. Content classes for ESL

Author (S) Details

A. M. M. Navaz
Department of English Language Teaching, South Eastern University of Sri Lanka, Oluvil, Sri Lanka.

View Book :- https://stm.bookpi.org/MPLLE-V4/article/view/1525

 

Leave a Reply

Your email address will not be published. Required fields are marked *