By dint of: Student and lecturer perceptions of lecture comprehension strategies in first-term graduate study

Abstract

Lecture comprehension strategies of 26 foreign graduate students (FGSs) studying in English or in an English-speaking environment for the first time are examined through their own perceptions and those of graduate school lecturers. A description of current lecture styles and discussion of related comprehension issues follow. Findings include the common and distinctive approaches to comprehension of the group. Common findings include: 1 . the importance of oral participation in lectures is growing; 2. 600 + on the TOEFL does not assure comprehension of a lecture that deviates from a straight “talk-and-chalk” style delivered in standard academic speech; 3. students with 600+ on the TOEFL, however, do have the requisite tools and knowledge of the language to acquire necessary proficiency; 4. in order to clarify understanding, the majority of students relied on background knowledge of their subject and were willing to spend long hours on reading assignments; 5. the majority of students did not engage in questioning in class to clarify understanding. Introduction First-term graduate students using English as a medium of instruction and/or studying in an English-speaking environment for the first time enter a critical period in their academic life. The successful ones single-mindedly pursue an understanding of the subject matter. They do not pretend to know more than they do. In fact, they work knowing that their comprehension is limited. Like the good adult language learner posited by Naiman et al. (1978: 17), foreign graduate students (FGSs) find “ways to overcome obstacles, whether linguistic, affective or environmental.”

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