Abstract The importance and amount of English as a Lingua Franca (ELF) usage and English Medium Instruction (EMI) lectures continue to increase on university campuses as universities worldwide seek to promote internationalization among both the student body and the faculty. While EMI has become a priority, the teaching and learning that occurs within this framework needs to be monitored for effectiveness and efficiency. Many of the teachers and students in these EMI courses do not share a common first language and likely have a first language other than English. Therefore, they are operating in EMI with varying levels of second language (L2) English ability, which can lead to low levels of student comprehension, learning and satisfaction unless the lecturer takes special care in their delivery of content. This paper explores the linguistic composition of EMI lectures in the Swedish context and reports survey findings of students’ self-reported levels of comprehension related to lecture content and their lecturer’s L2 English use. Three case studies are described and illustrate various linguistic factors that can contribute to or inhibit student comprehension in EMI lectures. Pedagogic implications are presented with the intention of supporting EMI lecturers and their students.

中文翻译：

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英语中等教学（EMI）讲座的理解：关于讲师L2英语使用的影响

摘要随着世界各地的大学寻求促进学生团体和教师之间的国际化，在大学校园里，英语作为一种通用语言（ELF）和英语中等教学（EMI）讲座的重要性和数量不断增加。尽管EMI已成为当务之急，但在此框架内进行的教与学仍需要进行监控以提高有效性和效率。这些EMI课程中的许多老师和学生没有共同的第一语言，并且可能有英语以外的其他第一语言。因此，他们在EMI中具有不同水平的第二语言（L2）英语能力，这可能导致学生的理解，学习和满意度低下，除非讲师在交付内容时特别注意。本文探讨了瑞典语环境中EMI讲座的语言结构，并报告了学生对报告内容和老师第二语言使用情况的自我报告理解水平的调查结果。描述了三个案例研究，并说明了可能有助于或抑制EMI讲座中学生理解的各种语言因素。提出教学法方面的含义旨在支持EMI讲师及其学生。