A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä
L2 English learners as public speakers – generic and language-specific features in learner narratives
Alaotsikko: generic and language-specific features in learner narratives
Tekijät: Pekka Lintunen, Janne Skaffari
Kustantaja: AFinLA
Kustannuspaikka: Jyväskylä
Julkaisuvuosi: 2014
Journal: AFinLa-E : Soveltavan Kielitieteen Tutkimuksia
Vuosikerta: 2014
Numero: 6
Aloitussivu: 45
Lopetussivu: 63
Sivujen määrä: 19
Tiivistelmä
In working-life and especially in academic contexts, a common speech genre is monologic oral presentation. Advanced learners are expected to be able to communicate fluently in their L2 in different settings. Giving presentations is therefore often part of university-level education in foreign languages. This study focused on autobiographical narratives written during a presentation skills course. We analysed narratives written by 83 Finnish advanced learners of English in order to discover whether learners considered oral presentation skills as universal or language-specific, and which features of language were identified as challenging for their L2 speech performance. According to our findings, presentations in L2 were regarded as both similar to and different from presentations in L1. Giving a presentation in L2 both presented a challenge and provided a way of alleviating the pressure of the situation. The most typical level of L2 identified as a cause of concern by the students was pronunciation.
In working-life and especially in academic contexts, a common speech genre is monologic oral presentation. Advanced learners are expected to be able to communicate fluently in their L2 in different settings. Giving presentations is therefore often part of university-level education in foreign languages. This study focused on autobiographical narratives written during a presentation skills course. We analysed narratives written by 83 Finnish advanced learners of English in order to discover whether learners considered oral presentation skills as universal or language-specific, and which features of language were identified as challenging for their L2 speech performance. According to our findings, presentations in L2 were regarded as both similar to and different from presentations in L1. Giving a presentation in L2 both presented a challenge and provided a way of alleviating the pressure of the situation. The most typical level of L2 identified as a cause of concern by the students was pronunciation.
Turun yliopiston Tutkimustietojärjestelmän portaali