本文呈現了口語學術言談分析在台灣高等教育英語學科課程授課 (EMI) 方面的研究成果，記錄並檢視教師於教學時所作的提問以及給予的言語回饋類型。語料是於大學校院內蒐得，包含675分鐘的課堂觀摩錄音和325分鐘的MICASE語料庫錄音檔。此研究探究與比較了英語母語和非母語教師的英語授課課程。所有教師的課堂提問都會藉由展式性與引申性問題型態來分析，而老師的言語回饋則是綜合學者所提出的八項言語回饋類型加以分析。主要的研究結果歸納如下:
一、英語非母語教師的提問次數顯著多過於英語母語教師。
二、英語母語與英語非母語教師所使用的展示性問題都多過於其引申性問題。
三、英語非母語教師對英語非母語學生的提問次數勝過於對英語為母語之學生。
四、英語母語和非母語教師最常使用的三種言語回饋類型為鼓勵進一步回應、口頭回應 (verbal backchannelling)、以及給予個人意見。在這三種言語回饋類型中，英語非母語教師使用口頭回應最為頻繁而英語母語教師則最常使用促使學生進一步回應的言語回饋。此文章也會對於造成以上不同的可能因素進行探討。

This paper will report the findings of a study that investigated spoken academic discourse in English-Mediated Instruction (EMI) classes in an English as a lingua franca (ELF) context of higher education in Taiwan. Teachers’ oral behaviors with regard to various types of questions and feedback during teaching are documented and examined. The data were gathered from university settings, which included approximately 675 minutes of audio-recordings from classroom observations and 325 minutes of audio-recordings from the MICASE corpus. Courses instructed by native and non-native EMI teachers are investigated and compared. All the teachers’ questions were analyzed through the use of display and referential question types, and teachers’ feedback was analyzed based on the combined eight pedagogical feedback types proposed by three earlier researchers. The main findings are as follows. First, the observed non-native teachers generally asked significantly more questions than their native counterparts in class. Second, both native and non-native teachers asked more display questions than referential questions. Third, the non-native teachers addressed more of their questions to non-native rather than native students. Fourth, the top three feedback types found in native and non-native teachers’ utterances were feedback that prompts the learner to respond, verbal backchannelling, and personal comments. However, among these three feedback types, non-native teachers used verbal backchannelling most frequently, whereas native teachers mostly adopted feedback that prompted the learner to respond. The possible factors that contribute these are also discussed in the paper.

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