英語為國際語定義為使用英語與不同母語及文化背景的人們溝通，全球化對語言的使用者造成了影響。過去的文獻著重在語言互動特徵的分析，鮮少研究討論使用者做學術性口頭報告的言談表現。口頭報告技巧是有效呈現簡報內容的基本要素。本研究探討初階英語使用者做學術性口頭報告的語言特徵，並將結果與專家語料庫（JSCC, 2009）做比較。本研究的語料取自於2012年國立成功大學的大一英文課程，參與者為43位來自不同語言背景的學生口頭報告者；使用專家語料庫（JSCC）作為語言特徵分析的比較參考，並在學期末邀請參與者提供聆聽口頭報告的回饋。
主要的研究發現摘要如下：第一，學生的口頭報告中最常使用的2,000個單詞佔大多數，而學術字彙的使用量少；第二，學生在組織內容方面，連接詞的使用比例遠高於組織詞；第三，專家口頭報告者使用較多的學術字彙與專業術語；第四，專家口頭報告者使用的組織詞數量較多，種類也較多元；第五，流暢的初階口頭報告者語速較快、平均用字長度較長、停頓次數較少、且停頓時間較短，但填充詞與自我修正的數量未必較少；第六，聆聽關於熟悉的主題或議題的口頭報告對於學生較容易理解，但陌生的口音、專業術語、缺少例子、和過多的修正口誤可能影響理解。本研究期望提供語言教師在準備教材與設計課程的參考，以幫助學生在英語為國際語的環境中有效地呈現學術性口頭報告。

English as a lingua franca (ELF) refers to the communication in English among speakers from different linguacultural backgrounds, including English being used as native as well as non-native language (Jenkins, 2009b). With the influence of globalization, the development of ELF made an impact on its users. Previous research focused on communication features; however, few studies have discussed the nature of oral presentations for academic purposes in ELF context. Oral presentation skills are essential to deliver an efficient speech. This study explores the linguistic features of novice ELF academic presentation at the college level, and compared them with the corpus of expert presentation, the John Swales Conference Corpus (JSCC, 2009).
The data used in the present study were obtained from a freshman English class for academic purposes instructed by an American teacher at National Cheng Kung University (NCKU) in the Fall semester, 2012. A total of 43 student presenters of various nationalities were involved. The linguistic features of spoken data were analyzed in the aspects of vocabulary use, organization, and fluency. The corpus of expert presentation (i.e., the JSCC) was used as the reference to compare with novice ELF presentations. Near the end of the course, the participants were invited to complete a questionnaire regarding their perceptions toward listening to an oral presentation.
The major findings are summarized as follows. First, the 2,000 most frequently used words accounted for a high proportion, and academic words had the lowest percentage in the student presentations. Second, the novice presenters applied far more conjunctive devices than organizing words. Third, although both the novice and the expert groups used basic words in their oral presentations, the experts made much more use of academic words and technical terms. Fourth, the experts used a wider range and a greater variety of organizational devices. Fifth, the novice presenters who spoke faster tended to produce longer units with fewer and shorter pauses, while they did not necessarily have a small number of fillers and repairs. Finally, the participants could understand a presentation better with a familiar topic or issue, while unfamiliar accents, technical terms, lack of examples, and making too many self-corrections may hinder their comprehension. This study offers the quantitative evaluation categories for language teaching and learning in ELF, so that the instructors can prepare course materials and design lesson plans to help the students develop effective academic presentation skills.

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