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This study compares lexical profiles of fifty university lectures delivered in English across five European countries with sixty-two lectures delivered in the U.S. Results show 3,000 words for good listening comprehension in both groups, but higher ideal comprehension for international lectures (11,000) than U.S. lectures (7,000). International lectures show stronger frequencies of function words and fewer high-frequency academic items, reflecting ELF-specific communicative strategies with implications for teaching academic English.",{"@graph":69,"@context":127},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/contrastive-study-of-lexical-profiles-of-international-and-us-lectures-paper/158370/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/contrastive-study-of-lexical-profiles-of-international-and-us-lectures-paper/158370.png","ImageObject",300,407,{"name":92,"@type":93},"Noah","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-08-29",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119,123],{"name":110,"@type":111,"acceptedAnswer":112},"What research question does the study address?","Question",{"text":113,"@type":114},"It asks whether the lexical profile of academic lectures delivered in international ELF settings differs from lectures delivered in Anglophone (U.S.) contexts, and how such differences affect teaching and learning of academic English.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How many words are needed for listening comprehension in the two lecture sets?",{"text":118,"@type":114},"Good listening comprehension requires 3,000 words for both international and U.S. lectures. Ideal comprehension reaches 11,000 words for international lectures and 7,000 for U.S. lectures.",{"name":120,"@type":111,"acceptedAnswer":121},"What lexical differences distinguish international lectures from U.S. lectures?",{"text":122,"@type":114},"Some function words are much more frequent in international lectures. International lectures also use less high-frequency and more mid-frequency academic vocabulary than U.S. lectures, aligning with ELF-specific communicative strategies.",{"name":124,"@type":111,"acceptedAnswer":125},"How might the findings influence teaching academic English?",{"text":126,"@type":114},"The study suggests focusing on ELF-specific communicative strategies and potentially developing academic ELF-specific word lists to improve the efficiency of teaching academic English from an ELF perspective.","https://schema.org",{"og:url":83,"og:type":129,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":131,"canonical":83},"index,follow",{"doc_id":133,"site_id":62},158370,1788001437,{"code":4,"msg":5,"data":136},{"doc_id":133,"user_id":137,"nickname":92,"user_avatar":138,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":139,"file_id":140,"file_url":141,"file_type":142,"file_size":143,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":144,"language":145,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":146,"faqs":147,"seo_title":148,"seo_description":67,"update_tm":134,"read_time":26,"preview_page_count":4},8796095462418,"https://ap-avatar.wpscdn.com/avatar/80000253c1241d02b47?x-image-process=image/resize,m_fixed,w_180,h_180&k=1778826106357471780","ATLANTIS  \nJournal of the Spanish Association of Anglo-American Studies  \n45.2 (December 2023): 95-118 e-issn 1989-6840  \nDOI: [http://doi.org/10.28914/Atlantis-2023-45.2.05](http://doi.org/10.28914/Atlantis-2023-45.2.05)[ ](http://doi.org/10.28914/Atlantis-2023-45.2.05)© The Author(s)  \nContent is licensed under a Creative Commons Attribution NonCommercial ShareAlike 4.0 International Licence  \nContrastive Study of Lexical Profiles of International and U.S. Lectures  \nDelivered in English  \nMilica Vuković-Stamatović  \nUniverzitet Crne Gore  \n[vmilica@ucg.ac.me](vmilica@ucg.ac.me)  \nInternational academic contexts where English is used as a lingua franca (ELF) have become ubiquitous. ELF lectures have been studied from a number of perspectives, but they have not been lexically profiled. We depart from the assumption that the lexical profile of academic lectures delivered in international settings may differ from that of lectures delivered in Anglophone contexts, and that these differences have pedagogical implications for the teaching and learning of academic English from an ELF-perspective. We lexically profile a corpus of fifty university lectures delivered in English in five European countries and compare them against sixty-two lectures delivered in English in the U.S. We find that 3,000 words are needed for good listening comprehension in both sets of lectures, while ideal comprehension is reached at 11,000 words for international and 7,000 words for U.S. lectures, which suggests differences between the two in terms of variation in lowfrequency vocabulary. Some function words are much more frequent in international than in U.S. lectures. International lectures also feature less high-frequency and more midfrequency academic vocabulary than U.S. lectures. These differences mostly reflect the use of ELF-specific communicative strategies in international lectures. Focusing on them and potentially making academic ELF-specific word lists may ensure the more efficient teaching of academic English from an ELF-perspective.  \nKeywords: ELF; EAP; academic lectures; lexical profile; academic vocabulary  \n. . .  \nUn estudio contrastivo de los perfiles léxicos de clases magistrales en inglés en universidades internacionales y de EEUU  \nLos contextos académicos internacionales en los que se usa el inglés como lengua francase pueden encontrar en ámbitos muy diversos. Hasta ahora se han estudiado las clases magistrales que se imparten en esta variedad de la lengua desde perspectivas igualmente diversas, pero no se ha estudiado su perfil léxico. Partimos de la base de que el perfil léxicode las clases magistrales que se imparten en contextos internacionales puede ser distinto del existente en contextos anglófonos, y de que estas diferencias afectan, en el plano pedagógico, a la enseñanza y aprendizaje del inglés académico desde la perspectiva del inglés como lengua franca. En este artículo se ha estudiado el perfil léxico de cincuenta clases magistrales universitarias impartidas en inglés en cinco países europeos diferentes y se han comparadocon sesenta y dos clases magistrales en inglés impartidas en EEUU. Hemos descubierto que se necesitan 3.000 palabras para conseguir una buena comprensión oral en ambos grupos declases, al mismo tiempo que se consigue una comprensión oral ideal con 11.000 palabrasen las clases internacionales y 7.000 en las que se desarrollaron en EEUU. Este dato da aentender que hay diferencias notables entre ambos contextos en cuanto a las variaciones en el vocabulario de baja frecuencia. Algunas palabras de tipo funcional son mucho máshabituales en las clases internacionales que en las que se imparten en EEUU. En las clases internacionales también se usa menos que en las clases de EEUU el vocabulario académicode mayor frecuencia y más el vocabulario de frecuencia media. Todas estas diferencias estánrelacionadas con el uso de estrategias comunicativas propias del inglés como lengua franca en las clases internacionales.","cbCaihmbg934nj0n","https://ap.wps.com/l/cbCaihmbg934nj0n","pdf",167982,24,"English","# Introduction\n# Definitions and background: ELF in university settings\n# Lexical profiling rationale\n# Corpus design and comparison framework\n# Findings: comprehension word counts and lexical differences\n# Pedagogical implications and potential word lists","[{\"question\":\"What research question does the study address?\",\"answer\":\"It asks whether the lexical profile of academic lectures delivered in international ELF settings differs from lectures delivered in Anglophone (U.S.) contexts, and how such differences affect teaching and learning of academic English.\"},{\"question\":\"How many words are needed for listening comprehension in the two lecture sets?\",\"answer\":\"Good listening comprehension requires 3,000 words for both international and U.S. lectures. Ideal comprehension reaches 11,000 words for international lectures and 7,000 for U.S. lectures.\"},{\"question\":\"What lexical differences distinguish international lectures from U.S. lectures?\",\"answer\":\"Some function words are much more frequent in international lectures. International lectures also use less high-frequency and more mid-frequency academic vocabulary than U.S. lectures, aligning with ELF-specific communicative strategies.\"},{\"question\":\"How might the findings influence teaching academic English?\",\"answer\":\"The study suggests focusing on ELF-specific communicative strategies and potentially developing academic ELF-specific word lists to improve the efficiency of teaching academic English from an ELF perspective.\"}]","Contrastive Study of Lexical Profiles of International and U.S. Lectures - Paper | PDF"]