英文做國際語的定義為使用英語與擁有不同母語背景的人們溝通,尤其是與非英語為母語的人們溝通。全球化影響了高等教育的語言使用與經濟。隨著全球化的影響，高等教育亟需調整與轉變來配合世界的腳步。在台灣，政府企圖為促進高等教育的國際化而開授以英語做國際語溝通的課程。因此，如何呈現有效用的口頭發表是學生和年輕學者在當今世界中所應具備的一種基本能力。本研究探索學術性口頭發表在言談分析中的語言特徵，並將分析結果試與國際聽眾對發表之評分做比較。受邀的評分者(含母語為英語的使用者及非英語國家的留華國際學生)根據其對於學術性口頭發表所給予的主觀性評估,並比較國際聽眾的評分與言談分析所得的語言特徵的相似和相異處，受邀評分者並其評分標準做書面回饋。本研究的語料來自於2011年8月於國立成功大學所舉辦為期四週的短期英語密集班：特戰「英」雄訓練營中一門課程之期末口頭報告。本研究的參與者包括在特戰「英」雄訓練營中表現最差及最好的口頭發表者各四位，兩位用言談分析法評估分析語料特徵者（其中一位為本文作者），以及八位受邀的國際聽眾評分者。本研究採取三階段式的研究歷程:由研究者及一位獨立評量者共同分析學生發表者的語言特徵並設計全面性的評分問卷，邀請國際聽眾對口頭發表做評分者並以書面資料回饋，由研究者比較語料的語言特徵與國際聽眾評分者的評估結果並做結果分析。
本研究的主要發現涵蓋以下五點：第一，以言談分析所得的語言特徵呈現與原授課教師的原始評分相似的趨勢；第二，英語為母語使用者與國際學生兩組評分者對較差之口頭發表的發音、句法結構、單字用法以及流暢度中有較明顯的差異，但對於較佳之發表的評估則相近似；第三，以言談分析所得的語言特徵與國際聽眾評分者的評估在發音、句法結構、單字用法及流暢度等項目亦呈現些微差異性；第四，國際聽眾評分者對於其評分標準的書面資料回饋的分析中發現，母語使用者與國際學生所使用的評分標準是有差異的，特別在流暢度方面；第五，比較國際聽眾評分者的書面回饋與語言特徵的言談分析發現，語言特徵分析的項目確實符合評分者書面回饋中所提及的評分標準。儘管本研究有其受限制的因素(如:語料數量和錄音的品質)，但希望以此研究方向提供英語為國際語的言談分析和語言評估一個不同的評量面向，並提供大學英語教師在設計課程材料與教學方法一個參考標準，以幫助台灣學生在英語為國際語的高等教育情境中更有效地做學術性口頭發表。

English as a lingual franca (ELF) refers to the communication in English for people with different first languages, especially for non-native English speakers (NNSs). Globalization made an impact on higher education in terms of language use and the economics. With the influence of globalization, higher education needs to make adjustment and transformation to fit the new trend of the world. In Taiwan, the government intends to increase the level of internationality in higher education by offering courses taught in English and recruiting more international faculty members and students. Giving effective oral presentations has become a critical part in such ELF contexts for Taiwanese college students. The present study explores the linguistic features (LF) by the discourse analysis approach, and makes a comparative analysis between these features and the evaluation given by the invited international audiences: four native speakers (NSs) and four international students (ISs). In addition, a qualitative analysis was conducted on the written responses of the invited evaluators toward their assessment criteria and experiences in ELF oral presentations for academic purposes.
The data used in the present study were obtained from a four-week summer intensive program entitled held in National Cheng Kung University (NCKU) in August, 2011. Eight students, four poor and four good presenters, were chosen according to the scores by the instructor of the course. Two independent raters (including the researcher herself) analyzed the linguistic features (LF) of the data from the standard discourse analytical approach. Eight international evaluators, including four native speakers of English (NSs) and four international students (ISs) using English as an ELF, were invited to score the data quantitatively. The invited evaluators also provided written responses toward their evaluating criteria. Finally, a comparison was made between the LF analysis and the scores given by the invited evaluators.
The major findings are as follows. First, the results of LF by demonstrating a similar trend of assessment to the score given by the original course instructor Second, the assessments given by the NSs and ISs demonstrate some differences toward the poor presenters in terms of pronunciation, syntactic structure, vocabulary, and fluency. Third, the comparisons between the LF analysis and the evaluation of the invited evaluators reveal some differences in terms of pronunciation, syntactic structure, vocabulary, and fluency. Fourth, the invited evaluators’ written responses show there was minor differences in criteria between the NSs and ISs, especially in assessing fluency. Finally, the comparison of LF analysis and the written responses of the invited evaluators show some similarities in terms of the criteria of assessing oral presentations. Although the present study has its limitations (i.e., time and the quality of recording), this study hopes to provide a pilot approach in ELF research from the aspect of discourse analysis and language assessment. This study aims to offer some referential criteria for English teachers in higher education in terms of designing course materials and developing teaching approaches to help their students in giving effective academic presentation in ELF contexts.

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