Making Radio Talk

2018 ◽  
Author(s):  
Shawn VanCour
Keyword(s):  
Subject Matter ◽  
Public Speaking ◽  
Natural Speech ◽  
Speech Communication ◽  
Careful Control ◽  
Cultural Tensions ◽  
Radio Talk ◽  
Emergent Culture

This chapter considers emerging forms of radio speech developed for formats ranging from scheduled talks to professional announcing. Disrupting established styles of public speaking, radio offered rich subject matter for the new discipline of speech communication, which helped to formalize new rules favoring a well-modulated delivery with restrained, natural speech and careful control over rate, pitch, and enunciation. Three larger sets of cultural tensions impacted these emerging announcing practices: (1) tensions surrounding a standardized national speech movement and its implicit regional, gender, and class biases; (2) concerns over an emergent culture of personality that informed debates on desired degrees of formality and informality in radio speech; and (3) long-standing concerns over disembodied communication-at-a-distance exacerbated by radio’s severing of voices from speakers' physical bodies. Resulting efforts to discipline the radio voice spurred important shifts in period voice culture that resonated across fields from rhetoric and theater to film and phonograph entertainment.

Training Weed Scientists for Extension

1987 ◽  
Vol 1 (2) ◽  
pp. 181-183 ◽  
Author(s):  
Ellery L. Knake
Keyword(s):  
Technology Transfer ◽  
Communication Skills ◽  
Subject Matter ◽  
Public Speaking ◽  
Educational Institutions ◽  
Weed Science ◽  
Related Subject ◽  
Research And Teaching ◽  
Teaching Assistantships

Those preparing for a career in weed science extension are expected to take formal courses in weed science and related subject matter. They should gain experience in conducting and interpreting research. They also can benefit from formal courses and experience to develop communication skills for technology transfer. Such courses as psychology, journalism, photography, and public speaking should be considered. Along with research and teaching assistantships, educational institutions should establish extension assistantships to help those preparing for a career in weed science extension.

scholarly journals DEVELOPING ESL/EFL LEARNERS� PUBLIC SPEAKING SKILLS THROUGH PECHA KUCHA PRESENTATIONS

2017 ◽  
Vol 6 (1) ◽  
pp. 1 ◽  
Author(s):  
Romualdo A. Mabuan
Keyword(s):  
Second Language ◽  
21St Century ◽  
Public Speaking ◽  
Group Discussion ◽  
The Philippines ◽  
Language Teachers ◽  
Speech Communication ◽  
English As Second Language ◽  
Increasing Demand ◽  
Esl Learners

In the 21st century workplace, there has been an increasing demand for graduates to possess communicative competence particularly in speaking. Anchored on the 21st Century Learning Framework (Partnership for 21st Century Skills or P21, 2006) and the TPACK Framework (Koehler & Mishra, 2009), this study reports findings on the pedagogical viability of utilizing Pecha Kucha 20x20 Presentations in developing students� competence and confidence while presenting in the language classroom. Research participants include 43 English as Second Language (ESL) learners taking Speech Communication classes in a private university in Manila, the Philippines during the second semester of the academic year 2016-2017. Research data from students� reflections, interviews, survey, and focus group discussion (FGD) suggest that despite some format and technological limitations, delivering Pecha Kucha presentations may help students develop their English speaking and oral presentation skills, build their confidence in speaking before an audience, and practice their English macro skills such as listening and reading. In the light of these findings, pedagogical implications are provided for ESL (English as a second language) and EFL (English as a foreign language) teachers, communication educators, and researchers.Keywords: Teaching speaking, Pecha Kucha Presentations, ESL public speaking, TPACK

scholarly journals Public speaking as a tool for developing students’ communication and speech skills

2021 ◽  
Vol 273 ◽  
pp. 11030
Author(s):  
Svetlana Bylkova ◽  
Elena Chubova ◽  
Igor Kudryashov
Keyword(s):  
University Students ◽  
Public Speaking ◽  
Active Role ◽  
Professional Communication ◽  
Speech Communication ◽  
Present Stage ◽  
Public Speech ◽  
Logical Sequence ◽  
Three Stages ◽  
Technical University

Public speaking involved the performance of one person (speaker, rhetorician) in front of the audience, with the speaker assigned an active role, and the audience – a passive one. At the present stage, the form of public speech communication changes from monologue to dialogic and is implemented in active types and forms of dialogue – dispute, discussion, dispute, interview, debate, etc. Means of dialogization, including questions (clarifying, rhetorical, etc.) that allow you to establish contact with the audience, are designed to arouse interest in speech and maintain the attention of listeners. The development of rhetorical skills occurs only in the case of a successful public speech, that is, the achievement of the goal. In this regard, it makes sense to consider the structure of public speech preparation, which includes three stages: pre-communicative (preparatory), communicative (basic) and post-communicative (analytical). The purpose of this study is to determine the conditions for the forming and developing technical university students’ rhetorical skills in the course of determining the complex of professionally significant public speaking skills of students of a technical university. The research objectives are formed in accordance with the logical sequence of studying materials on this issue, namely: 1) characterizing the concept, content and structure of public speaking as a genre of oral professional communication; 2) identifying the list of factors that ensure effective public speaking; 3) describing the methodology for the formation of rhetorical skills necessary for the implementation of an effective public speech; 4) displaying the positive dynamics of students’ rhetorical skills.

Chinese EFL Learners’ Public Speaking Skills: An Investigation of Impromptu Speeches at the “FLTRP Cup” English Speaking Contest in the Light of Communication Models

2016 ◽  
Vol 39 (4) ◽  
Author(s):  
Fan Lei ◽  
Fan Weiwei ◽  
Huang Di
Keyword(s):  
Public Speaking ◽  
Speech Rate ◽  
Communication Process ◽  
Speech Communication ◽  
Cd Rom ◽  
Efl Learners ◽  
Communication Models ◽  
English Speaking ◽  
Abstract Words ◽  
Speaking Skills

AbstractThe current study applied classic communication models to investigating 34 laureate impromptu speeches at the 2010 and 2011 “FLTRP (Foreign Language Teaching and Research Press) Cup” English Speaking Contest, one of the most influential of its kind in China, to identify the features of public speaking skills of Advanced Chinese EFL learners. The speech scripts and video excerpts from the subsequent manuscript collection with the CD-Rom published by FLTRP were studied. Lucas’ framework of speech communication process was borrowed to bridge elements of the communication models and speech delivery process. Three key aspects of the speakers’ encoding endeavors were under close examination: the verbal preferences, the non-verbal preferences, and the topic selection for exemplification. It was found that successful speakers demonstrated a clear and strong audience orientation. They chose more first person pronouns, fewer abstract words, a controlled number of dependent clauses, clear transition words, and limited figures of speech. They used very few verbal fillers, slips of tongue, a moderate speech rate and varied tone inflections. The speakers also showed distinctive features in gestures, eye contact and facial expressions. They employed anecdotes which shared a common field of experience. Pedagogical implications on the teaching of public speaking were discussed.

scholarly journals TEACHING PUBLIC SPEAKING TO PHILOLOGY MAJORS: ORGANIZING THE PROCESS

2018 ◽  
pp. 71-75
Author(s):  
Svitlana Bilous
Keyword(s):  
Mass Media ◽  
Undergraduate Students ◽  
Subject Matter ◽  
Public Speaking ◽  
Communication Strategy ◽  
Foreign Languages ◽  
The Political ◽  
Communicative Strategies ◽  
Communication Partner ◽  
The Subject

Background: Developing speaking skills has always occupied a prominent place in foreign languages programmes. But nowadays, mastering public speaking has become an urgent need for Philology majors. It is therefore timely to research the communicative strategies used in public speeches and suggest the model for teaching public speaking to undergraduate students. Purpose: The purpose of the article is to characterise public speeches as samples of English persuasive speaking and develop the model for teaching public speaking to Philology majors. Results: Public speaking employs persuasion as a key communication strategy. The persuasive strategy is realized through argumentative techniques (explaining logically the subject matter and encouraging the communication partner to accept necessary ideas), emotional techniques (creating the appropriate atmosphere and affecting the audience emotionally), value-based techniques (used to convince the audience by providing an assessment of the event). The article differentiates the types of public speeches (inspiring speeches, propaganda, persuasive speeches) in the political and mass media contexts. In the process of training, students are supposed to master effective argumentative, emotive and value techniques as well as relevant verbal, nonverbal and paraverbal communication means to produce public speeches in English. Discussion: Public speeches have been identified as effective material to teach persuasive speaking to Philology majors. The model of teaching public speaking to undergraduate students has been discussed.

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