Speaking for academic purposes is an overall term used to describe spoken language in various academic settings. In addition, it suggests that the language used is normally formal or neutral, and obeys the conventions associated with the genre or activity. Typically, situations or activities covered are:

1. – asking questions in lectures;

2. – participation in seraminars/discussions;

3. – making oral presentations; answering ensuing questions/points;

4. – verbalising data, and giving oral instructions, in seminars/workshops/laboratories.

Individual tutorials and supervisions, although different in structure and purpose to the above, nevertheless seemingly need many of the same skills as those required in seminar discussions. Unfortunately, there is a shortage of data on tutorials: consequently, they will not be commented on separately here. Discussions with fellow-students about aspects of studies are relevant but are excluded, as the language is likely to be informal/colloquial and the situations varied.

The situations outlined above will be looked at in this chapter; appropriate teaching materials will also be included. At the end of the chapter, reference will be made to individual speech difficulties.

Lectures

Various surveys, referred to in Chapter 3, have shown that one of the biggest difficulties for students is expressing themselves in speech. Although this mostly applied to speaking in seminars, it is also relevant to asking questions in lectures.

McKenna (1987) analysed the questions asked in 33 lectures on general phonetics at the University of Michigan.