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Student Perceptions, Problems and Strategies in Second Language Lecture Comprehension

City Polytechnic of Hong Kong

Lindsay Miller

City Polytechnic of Hong Kong

This paper adopts an ethnographic approach to the study of second language lecture comprehension. It studies a group of 30 1st year Hong Kong Chinese students listening to lectures in a B.A. TESL methods course.

Data was collected regarding the lecture comprehension experience of these students by means of questionnaires, diary studies, classroom observation, and in-depth interviews. The analysis of this data focuses on students' perceptions of the lecture experience (attitude, self-rating of comprehension level, what students look for in a lecture, etc.), their problems (speed of delivery, terminology and concepts, concentration, etc.) and the strategies they use to try to overcome these problems (pre- and post-lecture reading, peer or lecturer help, attempts to concentrate harder, note-taking, etc.).

As well as providing important information for the program in ques tion, the results of this study, it is claimed, have wider implications for both lecturers to non-natives and ESL specialists preparing students to study through the medium of English.

RELC Journal, Vol. 23, No. 2, 60-80 (1992)
DOI: 10.1177/003368829202300205


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