Lectures in English: Selected References

The International Research Foundation

for English Language Education

LECTURES IN ENGLISH: SELECTED REFERENCES

(Last updated 2 September2017)

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Camiciottoli, B. C. (2005). Adjusting a business lecture for an international audience: A case study. English for Specific Purposes, 24(2), 183-199.

Camiciottoli, B. C. (2007). The language of business studies lectures: A corpus-assisted analysis. Amsterdam, The Netherlands: John Benjamins.

Carrell, P. L. (2007). Notetaking strategies and the relationship to performance on listening comprehension and communicative assessment tasks (TOEFL Monograph Series No. 35). Princeton, NJ: Educational Testing Service. (used for TOEFL, TBLT & List ass)

Carrell, P. L., Dunkel, P., & Mollaun, P. (2002). The effects of notetaking, lecture length, and topic on the listening component of TOEFL 2000. Princeton, NJ: Educational Testing Service.

Chaudron, C., Loschky, L., & Cook, J. (1994). Second language listening comprehension and lecture note-taking. In J. Flowerdew (Ed.), Academic listening: Research perspectives (pp. 75-92). Cambridge, UK: Cambridge University Press.

Chaudron, C., & Richards, J. C. (1986). The effect of discourse markers on the comprehension of lectures. Applied Linguistics, 7(2), 113-127.

Chiang, C.S., & Dunkel, P. (1992). The effect of speech modification, prior knowledge and listening proficiency on EFL lecturelearning. TESOL Quarterly, 26(2), 345-374.

Costa, F. (2012). Focus on form in ICLHE lectures in Italy: Evidence from English-medium science lectures by native speakers of Italian. In U. Smit & E. Dafouz (Eds.), Integrating content and language in higher education: Gaining insights into English-medium instruction at European universities (AILA, 25) (pp. 30-47). Philadelphia, PA: John Benjamins.

Crawford Camiciottoli, B. (2004). Interactive discourse structuring in L2 guest lectures: Some insights from a comparativecorpus-based study. Journal of English for Academic Purposes, 3(1), 39-54.

Crawford Camiciottoli, B. (2005). Adjusting a business lecture for an international audience: A case study. Englishfor Specific Purposes, 24, 183-199.

Csomay, E. (2002). Variation in academic lectures. In R. Reppen, S. M. Fitzmaurice, & D. Biber (Eds.), Using corpora to explore linguistic variation(pp. 203-224). Philadelphia, PA: John Benjamins.

Cubilo, J., & Winke, P. (2013). Redefining the L2 listening construct with an integrated writing task: Considering the impact of visual-cue interpretation and note-taking. Language Assessment Quarterly, 10, 371-397.

DeCarrico, J., & Nattinger, J. R. (1988). Lexical phrases for the comprehension of academic lectures. English for Specific Purposes, 7(2), 91-102.

Dudley-Evans, T. (1994). Variations in the discourse patterns favoured by different disciplines and their pedagogical implications. In J. Flowerdew (Ed.), Academic listening: Research perspectives, (pp. 146-158).Cambridge, UK: Cambridge University Press.

Dunkel, P. (1988). The content of L1 and L2 students’ lecture notes and its relationship to test performance. TESOL Quarterly 22(2), 259-281.

Dunkel, P. A., & Davis, J. N. (1994). The effects of rhetorical signaling cues on the recall of English lecture information by speakers of English as a native or second language. In J. Flowerdew (Ed.),Academic listening: Research perspectives(pp. 55-74).Cambridge, UK: Cambridge University Press.

Dunkel, P., & Davy, S. (1989). The heuristic of lecture notetaking: Perceptions of American and international students regarding the value and practice of notetaking. English for Specific Purposes, 8(1), 33-50.

English, S. L. (1985). Kinesics in academic lectures. The ESP Journal, 4(2), 161-170.

Ferris, D., & Tagg, T. (1996). Academic listening/speaking tasks for ESL students: Problems, suggestions, and implications. TESOL Quarterly, 30(2), 297-320

Flowerdew, J. (1994). Research of relevance to second language lecture comprehension – An overview. In J. Flowerdew (Ed.), Academic listening: Research perspectives (pp. 7-29). Cambridge, UK: Cambridge University.

Flowerdew, J. (Ed.). (1994). Academic listening: Research perspectives. Cambridge, UK: Cambridge University Press.

Flowerdew, J., & Miller, L.(1997). The teaching of academic listening comprehension and the question of authenticity. English for Specific Purposes,16(1), 27-46.

Flowerdew, J., & Tauroza, S. (1995). The effect of discourse markers on second language lecture comprehension. Studies in Second Language Acquisition, 17, 435-458.

Fortanet Gomez, I. (2004). The use of ‘we’ in university lectures: Reference and function. English for Specific Purposes, 23(1), 45-66.

Fortanet, I. (2004). Enhancing the speaker-audience relationship in academic lectures. In P. Garcés-Conejos, M. Padilla, R. Gómez, L. Fernández (Eds.), Current trends in intercultural, cognitive and social pragmatics (pp. 83-96).Seville: Editorial Kronos.

Fortanet, I., Palmer, J. C., & Ruiz, M. F. (2007). Interaction through shared knowledge in American, British, and Spanish business lectures.In P. Garcés-Conejos, M. Padilla, R. Gómez, & L. Fernández (Eds.),Studies in intercultural, cognitive and social pragmatics(pp. 93-110). Newcastle, UK: Cambridge Scholars Publishing.

Hansen, C., & Jensen, C. (1994). Evaluating lecture comprehension. In J. Flowerdew (Ed.), Academic listening: Research perspectives(pp. 241-268). Cambridge, UK: Cambridge University Press.

Hartley, J. & Davies, I. K. (1978). Note-taking: A critical review. Innovations in Education & Training International, 15(3), 207-224.

Hayati, A. M., & Jalilifar, A. R. (2009). The impact of note-taking strategies on listening comprehension of EFL learners. Canadian English Language Teaching, 2(1), 101-111.

Hellekjær, G. O. (2010). Assessing lecture comprehension in Norwegian English-medium higher education. Language use and language learning in CLIL classrooms, 7, 233.

Hellekjaer, G. O. (2010). Lecture comprehension in English-Medium higher education. Hermes–Journal of Language and Communication Studies, 45, 11-34.

Hauge, T. (2011). Language excellence - a necessary skill? University lecturers’ dilemmas in teaching content courses in English as an international language. In R. Cancino, L. DamK. Jæger (Eds.), Policies, principles, practices: New directions in foreign language education in the era of educational globalization(pp. 161-187). Newcastle upon Tyne, UK: Cambridge Scholars Publishing.

Kanaoka, Y. (2009). Academic listening encounters. New York, NY: Cambridge University Press.

Khuwaileh, A. A. (1999). The role of chunks, phrases and body language in understanding co-ordinated academic lectures. System, 27(2), 249-260.

Kim, K., Turner, S. A., & Perez-Quinones, M. A. (2009). Requirements for electronic note-taking systems: A field study of note-taking in university classrooms. Education and Information Technologies, 14(3), 255-283.

Kobayashi, K. (2006). Combined effects of note taking/-reviewing on learning and the enhancement through interventions: A meta-analytic review. Educational Psychology, 26(3), 459–477.

Ladas, H. S. (1980). Note-taking on lectures: An information-processing approach. Educational Psychologist, 15, 44-53.

Lambert, C. (2012, March-April). Twilight of the lecture. Harvard Magazine. Retrieved from

Lebauer, R. (1984). Using lecture transcripts in EAP lecture comprehension courses. TESOL Quarterly, 18(1), 41-54.

Lessard-Clouston, M. (2009). Definitions in theology lectures: Implications for vocabulary learning. Asian ESP Journal, 5(1), 7-22.

Lessard-Clouston, M. (2010). Theology lectures as lexical environments: A case study of technical vocabulary use. Journal of English for Academic Purposes, 9, 308-321.

Lynch, T. (2006). Academic listening: Marrying top and bottom. In E. Usó-Juan & A. Martínez-Flor (Eds.), Current trends in learning and teaching the four skills within a communicative framework(pp. 91-110). The Hague, The Netherlands: Mouton de Gruyter.

Mendelsohn, D. (2002). The Lecture Buddy project: An experiment in EAP listening comprehension. TESL Canada Journal, 20, 64-73.

Miller, L. (2002). Towards a model for lecturing in a second language. Journal of English for Academic Purposes, 1(2), 145-162.

Morell , T. (2004). Interactive lecture discourse for university EFL students. English for Specific Purposes, 23, 325-338.

Morell, T. (2007). What enhances EFL students’ participation in lecture discourse? Student, lecturer and discourse perspectives. Journal of English for Academic Purposes, 6, 222-237.

Mueller, P. A., & Oppenheimer, D. M. (2014). The pen is mightier than the keyboard: Advantages of longhand over laptop note taking. Psychological Science, 25(6), 1159-1168.

Mulligan, D., & Kirkpatrick, A. (2000). How much do they understand? Lectures, students and comprehension. Higher Education Research and Development, 19(3), 311-335.

Murphy, D. F., & Candlin, C. N. (1979). Engineering lecture discourse and listening comprehension. Practical Papers in English Language Education, 2, 1-79.

Nesi, H. (2001). A corpus based analysis of academiclectures across disciplines. In J. Cotterill & A. Ife (Eds.),Language across boundaries(pp. 201-218). London, UK: Continuum Press.

Ockey, G. J., Papageorgiou, S., & French, R. (2016). Effects of strength of accent on an L2 interactive lecture listening comprehension test. International Journal of Listening, 30(1-2), 84-98.

Olsen, L. A., & Huckin, T. H. (1990). Point-driven understanding in engineering lecture comprehension. English for SpecificPurposes, 9(1), 33-47.

Palkovitz, R. J., & Lore, R. K. (1980). Note taking and note review: Why students fail questions based on lecture material. Teaching of Psychology, 7(3), 159-161.

Penner, J. G. (1992). Why many college teachers cannot lecture. Springfield, IL: Charles C. Thomas.

Peverly, S. T., Garner, J. K., & Vekaria, P. C. (2013). Both handwriting speed and selective attention are important to lecture note-taking. Reading and Writing: An Interdisciplinary Journal, 27, 1-30.

Piolat, A., Olive, T., & Kellogg, R. T. (2005). Cognitive effort during note taking. Applied Cognitive Psychology, 19, 291-312.

Rost, M. (1994). On-line summaries as representations of lecture understanding. In J. Flowerdew (Ed.), Academiclistening: Research perspectives (pp. 93-127). Cambridge, UK: Cambridge University Press.

Salahzadeh, J. (2005). Academic listening strategies: A guide to understanding lectures. Ann Arbor, MI: University of Michigan Press.

Smidt, E., & Hegelheimer, V. (2004). Effects of online academic lectures on ESL listening comprehension, incidental vocabulary acquisition, and strategy use. Computer Assisted Language Learning, 17(5), 517-556.

Song, M.-Y. (2012). Note-taking quality and performance on an L2 academic listening test. Language Testing, 29(1), 67-89.

Stacy, E. M., & Cain, J. (2015). Note-taking and handouts in the digital age. American Journal of Pharmaceutical Education, 79(7), 1-6.

Strauss, P. (2002). The lecturer doesn't have a rewind button–addressing the listening difficulties of mainstream L2 students at a New Zealand university. Journal for Language Teaching, 36(1-2), 91-104.

Strodt-Lopez, B. (1991). Tying it all in: Asides in university lectures. Applied Linguistics, 12(2), 117-140.

Tauroza, S., & Allison, D. (1994). Expectation-driven understanding in information systems lecture comprehension. In J. Flowerdew (Ed.), Academic listening: Research perspectives (pp. 35-54).Cambridge, UK: Cambridge University Press.

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Thompson, S. (1994). Frameworks and contexts: A genre-based approach to analyzing lecture introductions. English for Specific Purposes, 13(2), 171-186.

Thompson, S. E. (2003). Text-structuring metadiscourse, intonation and the signaling of organisation in academic lectures. Journal of English for Academic Purposes, 2(1), 5-20.

Wennerstrom, A. (1998). Intonation as cohesion in academic discourse. Studies in Second Language Acquisition, 20(1), 1-25.

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