Gesticulation in university lectures: an L1 vs. L2 approach.

dc.contributor.advisorHoetjes, M.W.
dc.contributor.advisorNederstigt, U.
dc.contributor.authorVoorn, L.
dc.description.abstractThe changing nature of university programmes in the Netherlands has caused a debate about teaching Dutch students in English. Is L2 English-taught education problematic or could it be good for development? This thesis takes a preliminary look at this issue, focusing on the communication style of a Dutch lecturer teaching the same course in both Dutch and English. Specifically, two lectures – one in L2 English and one in L1 Dutch – were analysed with regard to gestures produced. Prior studies have shown that people generally produce more gestures in their L2 and that gestures are of extreme importance for development and learning. The lecturer gesticulated more frequently in L2 English than in L1 Dutch. It may be true that the lecturer compensates for a potential ‘lack’ of linguistic competence in her second language through gestures. Consequently, English-taught university programmes need not be a problem for educational quality in the Netherlands.en_US
dc.thesis.facultyFaculteit der Letterenen_US
dc.thesis.specialisationInternational Business Communicationen_US
dc.thesis.studyprogrammeMaster Communicatie- en informatiewetenschappenen_US
dc.titleGesticulation in university lectures: an L1 vs. L2 approach.en_US
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