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

dc.contributor.advisor	Hoetjes, M.W.
dc.contributor.advisor	Nederstigt, U.
dc.contributor.author	Voorn, L.
dc.date.issued	2019-06-24
dc.description.abstract	The 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.identifier.uri	https://theses.ubn.ru.nl/handle/123456789/7705
dc.language.iso	en	en_US
dc.thesis.faculty	Faculteit der Letteren	en_US
dc.thesis.specialisation	International Business Communication	en_US
dc.thesis.studyprogramme	Master Communicatie- en informatiewetenschappen	en_US
dc.thesis.type	Master	en_US
dc.title	Gesticulation in university lectures: an L1 vs. L2 approach.	en_US

Now showing 1 - 1 of 1