Слайд 2
![Language use strategies](/_ipx/f_webp&q_80&fit_contain&s_1440x1080/imagesDir/jpg/177521/slide-1.jpg)
Слайд 3
![Method used in research](/_ipx/f_webp&q_80&fit_contain&s_1440x1080/imagesDir/jpg/177521/slide-2.jpg)
Слайд 4
![Participants](/_ipx/f_webp&q_80&fit_contain&s_1440x1080/imagesDir/jpg/177521/slide-3.jpg)
Слайд 5
![Research Results Differences in strategy use for EGAP and ESAP listening](/_ipx/f_webp&q_80&fit_contain&s_1440x1080/imagesDir/jpg/177521/slide-4.jpg)
Research Results
Differences in strategy use for EGAP and ESAP listening
Слайд 6
![The most helpful strategies for EGAP listening:](/_ipx/f_webp&q_80&fit_contain&s_1440x1080/imagesDir/jpg/177521/slide-5.jpg)
The most helpful strategies for EGAP listening:
Слайд 7
![LISTENING TO LECTURES Michael P.H. Rodgers and Stuart Webb](/_ipx/f_webp&q_80&fit_contain&s_1440x1080/imagesDir/jpg/177521/slide-6.jpg)
LISTENING TO LECTURES
Michael P.H. Rodgers and Stuart Webb
Слайд 8
![- Vocabulary knowledge and lecture comprehension -4000 words-95% , 8000](/_ipx/f_webp&q_80&fit_contain&s_1440x1080/imagesDir/jpg/177521/slide-7.jpg)
-
Vocabulary knowledge and lecture comprehension
-4000 words-95% , 8000 words- 98% coverage, 5000-13000
in medical field
- the discourse of the lecture/structure/aimed at informing
-usage of discourse markers/frequency of DM/cultural DM
-Note taking in lecture
Слайд 9
![Future research directions](/_ipx/f_webp&q_80&fit_contain&s_1440x1080/imagesDir/jpg/177521/slide-8.jpg)
Future research directions