Journal of English for Academic Purposes ( IF 2.811 ) Pub Date : 2021-03-12 , DOI: 10.1016/j.jeap.2021.100993 Anja Schüppert , Penny Heisterkamp
This paper investigates how the language of instruction in Dutch higher education (Dutch versus English) affects speech production by L1 Dutch-speaking lecturers. In a pairwise design, three young lecturers that were highly proficient in English gave two comparable lectures each (L1 Dutch and L2 English). Results show that the L1 Dutch lectures were consistently given at slightly higher syllabic speech and articulation rates and that filled pauses were shorter and occurred less often in Dutch than in English lectures. In addition, L1 Dutch lectures contained a more diverse vocabulary and showed pitch patterns which have been shown to be associated with greater liveliness and higher perceived charisma of the speakers. We discuss possible reasons for the observed acoustic differences and the potential impact of our findings in the light of the ongoing transition from Dutch-medium instruction to English-medium instruction in Dutch higher education.
中文翻译:
L1荷兰语和L2英语授课。三位HE讲师的语音样本的成对比较
本文研究了荷兰高等教育(荷兰语与英语)中的教学语言如何影响母语为L1的荷兰语讲师的言语产生。在成对设计中,三位精通英语的年轻讲师各进行了两次类似的演讲(荷兰语L1和英语L2)。结果表明,荷兰语一级的演讲始终以较高的音节发音和发音速度进行授课,而与荷兰语相比,荷兰语中的停顿时间更短且发生的频率更低。此外,荷兰语一级的演讲包含更多的词汇,并显示了音调模式,这些音调模式与演讲者的活泼性和较高的感召力相关。