共查询到20条相似文献，搜索用时 156 毫秒
1.
Round-robin presentations: Increasing opportunities for public speaking in large lectures and beyond
Courses: Large-lecture; public speaking, business, professional, and technical communication; sales and marketing courses; courses with team-based projects
Objectives: To provide opportunities to develop public speaking skills, especially in large-lecture courses; to improve public speaking endurance; to improve students’ abilities to give concise and focused presentations; to reduce public speaking anxiety. 相似文献
2.
Research indicates that individuals with elevated levels of public speaking anxiety report significantly different mental representations of the public speaking context, when compared to individuals with lower levels of anxiety. To examine the effect of the differences in mental representations, narratives for three public speaking contexts were developed. Results indicated that disposition (i.e., trait apprehension) was a better predictor of state anxiety when giving an impromptu speech. Situational factors (i.e., importance, skills, impression), however, were better predictors of state anxiety when either giving a speech to a 5th grade class or giving a speech to friends. 相似文献
3.
The study examined the effect of situational demands on arousal in public speaking, small group, and dyadic contexts. Heart rate level of nine university students varied significantly according to the demands of the context. The nature of the context was also reflected in subjects’ heart rate variation. The advantages of expanding the physiological communication research in various communication contexts were discussed. 相似文献
4.
In the present study, the relationship between public speaking procrastination and communication apprehension, and the relationship between public speaking procrastination and self‐perceived public speaking competence were investigated. A significant, positive correlation was found between public speaking procrastination and communication apprehension. A significant, negative correlation was found between public speaking procrastination and self‐perceived public speaking competence. The implications of public speaking procrastination for students and their instructors are discussed along with “anti‐procrastination “ pedagogical strategies. 相似文献
5.
K. David Roach 《Communication Research Reports》2013,30(2):130-140
This study investigated the nature of teaching assistant communication apprehension in the university classroom. Teaching assistants were given a survey assessing their general level of communication apprehension and their general willingness to communicate. Additionally, teaching assistant state anxiety specifically associated with teaching in the classroom was assessed. Analyses revealed significant negative correlations between teaching assistant communication apprehension and teaching experience, training in content, and training in teaching. Teaching assistant willingness to communicate was positively correlated with teaching experience and training in content. Teaching assistant state anxiety in the classroom was negatively correlated with training in content and training in teaching. 相似文献
6.
This study seeks to understand the effectiveness of an organization’s communication strategy in enhancing its crisis management capability in public management. The relationships between two types of communication strategies (bridging and buffering), crisis management capability in public management, relational improvement, reputational improvement, and conflict avoidance have been tested to suggest how an organization’s overall strategic orientation may help its ability to weather a crisis. A survey of communication managers was conducted in South Korea with 105 responses, representing 105 organizations. Results revealed that organizations which are predisposed toward adopting the bridging strategy as their main communication strategy also report better crisis management capability in public management, and as a result, experience positive relational and reputational outcomes. 相似文献
7.
The purpose of this study was to determine if the independent variables of self‐efficacy expectations and self‐handicapping strategies would predict trait anticipatory public speaking anxiety. A model was proposed and tested in which self‐efficacy expectations were found to be significant independent predictors of trait anticipatory public speaking anxiety. Self‐handicapping was not a significant predictor. Implications for future research are discussed. 相似文献
8.
This study examines the relations among the perception of speaking anxiety and difficulties in emotion regulation with 2 measures of physiological activity: heart rate (HR) and heart rate variability (HRV). Results show significant changes in HR and state anxiety, but not HRV, among the 6 experimental conditions: quiet, reading in both sitting and standing positions, and speaking in both sitting and standing positions. HRV significantly and negatively correlated with difficulties in emotion regulation and HR, but not with public speaking apprehension (PSA) scores or state anxiety ratings. PSA scores, however, were significantly and positively correlated with state anxiety ratings. Results are interpreted in terms of the simultaneous, coordinated operation of physical reactions and emotional coping strategies. 相似文献
9.
Joe Ayres 《Communication Research Reports》2013,30(1):76-83
This study examines the relationship between communication apprehension (CA) and students’ self‐reports of their communication experiences in interpersonal, small group, and public circumstances with peers, parents, and teachers. Questions concerning these experiences were posed from reinforcement, modeling, and social comparison perspectives. The strongest relationships were found between CA and reinforcement oriented questions that involved teachers in public speaking settings. Those with high CA found giving speeches with teachers present to be non‐rewarding The study also found support for a relationship between modeling and CA. 相似文献
10.
The present study considers the relationships between communication apprehension (CA), personality type, represented by the Myers‐Briggs Type Indicator (MBTI) (Myers, 1987), and final grades in a basic public speaking course. The results indicated that trait and context CA are significantly correlated with extraversion and in introversion personality types. In addition, CA in the public speaking context is correlated with the sensing and intuition personality types. Multiple regression showed that while trait CA does not contribute to course grade or grade‐point average, thinking and feeling personality types do contribute significant unique variance to final grade in a public speaking course. Keywords: Communication apprehension, speech anxiety, personality, grades, college students, learning preference. 相似文献
11.
本文追溯了新亚里士多德学派修辞学家的历史沿革及其对传播学形成和学派分流的影响。新亚里士多德学派的创立基于经典修辞学理论的信息分析方法并讲授传播实用艺术的公共演讲和辩论等课程。由于新亚里士多德学派的局限性,以演讲为主要研究对象的传播学学者发现了其他学科所倡导的有价值的新修辞学和传播学理论。他们在吸纳这些新理论和研究方法的同时,丰富了修辞学,推动了传播学学派的形成和分流。 相似文献
12.
《Communication Teacher》2013,27(3):129-134
Courses: This exercise can be applied to any course or discipline, particularly those that utilize public speaking techniques, interviewing skills, or media Objectives: ? Students will identify key concepts from course readings and deliver verbal responses to the instructor's question, photo, and/or video example. ? Students will learn to effectively communicate and organize ideas around the course readings. ? Students will engage with technology that will enhance the in-class learning experience. ? Students will produce competent communication dialogue and discussion in an asynchronous online format. 相似文献
13.
《Communication Teacher》2013,27(2):115-126
This assessment project explored students' responses to contemplative exercises in a required communication course. The contemplative exercises complemented the public speaking aspect of the course, with the intent that students would feel more confident when giving presentations and that they would experience other benefits of contemplative practice. A student survey revealed that half of the students identified some of the exercises as very helpful or as practices they intended to continue. Although the results suggest that some minor changes in the exercises could be made, the contemplative component seems useful to students, in the course and beyond. 相似文献
14.
《Communication monographs》2012,79(4):383-397
Why does public speaking anxiety lead people to present speeches of judged lower quality? Prior research suggests a number of variables that might detrimentally affect the performance of highly anxious speakers when they present speeches. But does speech anxiety affect only presentation behavior, or does it also affect the ways in which people prepare their speeches? Measures of public speaking anxiety, and most texts focusing on presentational speaking, assume that the anxiety's effect is limited to performance. In the current study we examine this notion. Using a number of variables drawn from a conceptual model of the speech preparation process, we first find that the way people go about preparing their speeches is meaningfully associated with the quality of their presentation. Second, we discover that public speaking anxiety is significantly related to how people prepare speeches. People with high levels of speech anxiety engage in a variety of preparation actions that may limit the effectiveness of their presentations. When the impact of speech anxiety is statistically removed from the preparation process, the relationship between preparation and speech quality is much smaller. In understanding how speech anxiety affects public presentations, it is critical to examine not only what happens during the speech but also how the speech is prepared. 相似文献
15.
Librarians and staff at a public university drew upon previous experience with instructional games to develop, implement, and assess a card game as a library orientation activity for new transfer students. This project was shaped by a desire to meet transfer students’ unique needs as well as the logistical constraints associated with the university’s transfer student orientation. The card game, modeled after Apples to Apples, presented information about the campus library system in a fun, informal way that allowed transfer students to socialize with each other while learning. Survey responses indicated that students found the game both enjoyable and helpful. 相似文献
16.
The role of videotaped feedback in the instruction of public speaking: A quantitative synthesis of published empirical research 总被引：1，自引：0，他引：1
This article summarizes published experimental studies dealing with the use of video taping to provide feedback to students in public speaking courses. Meta‐analytic procedures were used to summarize twelve published studies. Results of the analysis indicate that the use of videotaping to provide feedback to students in public speaking courses results in better content of student speeches, greater acquisition of public speaking skills, better performance on objective tests, and more positive attitudes toward the course in public speaking. In addition to these positive effects, no statistically significant increase in anxiety is experienced by students when video technology is utilized in the classroom to provide feedback to students in public speaking courses. 相似文献
17.
《Communication Teacher》2013,27(2):58-61
Objective: To allow students an opportunity to speak publicly on the first day of class while becoming familiar with fellow students. The activity encourages students to examine the perceptions and stereotypes they have about one another by blindly guessing certain characteristics about their partner. By participating in the exercise, students will begin to think about how they will deal with anxiety in a speaking situation, and they will be introduced to the concept of audience analysis. The exercise also allows the instructor an opportunity to assess beginning speaking ability and level of speaking comfort while getting to know students quickly. Course use: The exercise is intended for the basic Public Speaking course but can be adapted to many other communications courses. The icebreaker is ideal for public speaking because it gives students a chance to speak publicly, often for the first time, without the pressure of getting a grade. Being paired with a partner also seems to help students reduce their speaking anxiety. The activity would also work well in a basic communication course as it allows for the exploration of key concepts such as perception and stereotypes. Regardless of the course, the key to the successful execution of the ice breaker is to conduct it on the first day when most students are unfamiliar with each other. 相似文献
18.
David R. Seibold 《Journal of Applied Communication Research》2013,41(2):183-187
This study examined whether the sequencing of cognitive, affective, and behavioral components of an intervention designed to help people cope with public speaking anxiety (PSA) made a difference in the effectiveness of the intervention. Since no data were available to posit hypotheses about the effectiveness of treatment sequencing, all treatment sequences were expected to be more effective than no treatment in reducing self‐reported levels of trait and state CA, the proportion of negative to positive thoughts, and behavioral manifestations of speech anxiety. Contrary to expectations, some treatment combinations were not more effective than no treatment in reducing PSA, negative thoughts, and behavioral manifestations of anxiety. In general, treatment combinations that began with a behavioral component were no better than no treatment in reducing these indicators of speech anxiety. However, treatments that began with cognitive or affective components were effective in reducing trait and state CA, negative thoughts, and behavioral manifestations of speech anxiety. 相似文献
19.
《Communication Teacher》2013,27(4):158-161
Course: Public Speaking Objectives: (1) To develop communication skills through practical experience that provides a service to the community; and (2) to inspire and equip students to use their public speaking skills for positive societal influence. 相似文献
20.
Craig O. Stewart John R. McConnell III Lori A. Stallings Rod D. Roscoe 《Communication Research Reports》2017,34(2):180-185
This study investigated how students’ implicit theory that public speaking abilities can be developed and improved (i.e., growth mindset) was related to their apprehension, perceived competence, and beliefs regarding public speaking. Growth mindset was associated with lower apprehension and higher self-perceived competence. Growth mindset was also associated with the belief that public speaking involves reflection, revision, and adapting to one’s audience rather than merely transmitting information. Correlations were consistent with hypotheses. 相似文献