This article reports on a corpus-based study of the discourse of university lectures, which aimed to identify linguistic patterns that could help EAP / L2 students with note-taking. It finds some ‘standard’ formulaic expressions, as well as other discourse markers used by lecturers to highlight key terms or concepts.
To help EAP students manage the challenges of academic listening, training programmes have been developed; this study investigates the efficacy of a metacognitive strategy training programme on students’ comprehension of academic lectures.
Note-taking is a complex cognitive process that requires scaffolded instruction in order for students to improve their performance. This article gives some insights into such instruction.
