Abstract
The present study examines lecture comprehension in English-medium programs in the context of higher education. It employs a questionnaire to compare lecture comprehension in English (L2) and the first language (L1). The subjects were 23 Erasmus students from various European countries, with different L1s (German, Danish, Dutch, Turkish, Polish, Czech, Spanish and Swedish), attending an English-medium program at a higher institution in Greece. The study also included semi-structured interviews with the lecturers who participated in the program. The findings show that although students reported much the same difficulties in their first language and English (lecturers’ speaking speed, content understanding), there were differences in the comprehension scores between English and the students’ L1. The main problems reported by students in the English lectures were unfamiliar lexis, difficulties inferring the meaning of words and difficulties taking notes during lectures. Suggestions are made for effective lecturing behavior in English and the L1, helping students overcome language difficulties during lectures, and improving both the lecturers’ and the students’ level of English.
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