共查询到20条相似文献，搜索用时 78 毫秒
1.
The purpose of this investigation was to determine if maximum articulatory rate of children with articulatory disorders differed significantly from that of normal‐speaking peers. If differences exist between groups, then additional research is indicated to determine whether improving maximum articulatory rate will result in more acceptable articulation. 相似文献
2.
Courses: Large-lecture; public speaking, business, professional, and technical communication; sales and marketing courses; courses with team-based projectsObjectives: 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
3.
Courses: Basic course; public speaking; business and professional speaking; persuasion. Objective: Students will adapt their presentations to specific audiences by making use of various audience analysis and adaptation techniques. 相似文献
4.
ABSTRACTCourses: Public Speaking, Rhetorical Criticism, Persuasion, Political Communication, and Media Communication. Objectives: By the end of this activity, students should be able to: explain the key components of Lloyd Bitzer’s rhetorical situation; assess and navigate various conditions affecting various speaking situations; conduct audience analysis as it relates to given speaking situations; and adapt messages to cater to specific rhetorical situations. 相似文献
5.
Courses: Basic Public Speaking, any course with a major oral presentation assignment Objective: Students will learn to manage public speaking anxiety effectively during college classroom presentations 相似文献
6.
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
7.
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
9.
Courses: Public speaking, business, and professional communication Objectives: To improve students' ability to use storytelling elements in presentations; to improve students' ability to design visually appealing slides; to improve students' ability to be concise in oral presentations. 相似文献
10.
Courses: Introduction to public speaking, advanced public speaking, hybrid/survey introduction to communication. Objectives: At the end of this activity, students will be able to (1) explain the elements of a speaking outline and discover these elements in real-world speech examples, (2) recreate outline formats effectively in their personal speeches, (3) appraise both their own presentations and the presentations of others in order to assess the effectiveness of these presentations, (4) recognize the needed elements of different speech genres and apply those elements when developing and delivering their own speeches, and (5) summarize and synthesize course concepts and apply them to a critical analysis of a real-world speech example. 相似文献
11.
Courses: This semester-long assignment series was developed for an online introductory public speaking class, but it has also been used successfully in a hybrid (combination of online/face-to-face meetings) format. Objectives: Students will practice delivering speeches in an online format by applying key concepts from course materials to personal experiences. Students will engage in peer-feedback processes to encourage collaboration and interaction in the online public speaking classroom. 相似文献
12.
While cheating has been studied in a variety of academic fields little to no research has been done in the field of communication studies and more specifically in the basic public speaking classroom. This may be due in part to a false sense of security public speaking instructors feel when they observe and evaluate a student as he or she stands and delivers a speech. Instructors may assume that since the student delivers the speech the student also researched and wrote the speech. However, the results of this study indicate that students self‐report cheating on speeches and do not seem to have a clear‐cut idea about what constitutes cheating in a public speaking class. 相似文献
13.
Data from this experiment indicate that verbal approval of a prior speaker led to disruptive effects on certain speech patterns of a second speaker, both in a condition where the second speaker received no verbal approval and in a condition where the second speaker received verbal approval. Subjects in these two conditions presented a significantly greater number of nonfluencies than did subjects in a condition where the prior speaker had not received verbal approval. Also, the estimates of speaking time indicate that greater anxiety may have existed in these two conditions. Unlike some previous research, this experiment yielded no significant differences in speaking rate among the three conditions. 相似文献
14.
ABSTRACTCourses: Intercultural Communication, Interracial Communication, Gender and Communication, Introduction to Communication Course (within a unit on culture), and any courses encouraging critical analyses of power. Objectives: This activity will: illuminate the ways in which everyday performances of privilege and resulting oppressions connect with symbolic, individual, and institutional ideologies and actions; identify the ways in which individuals who are marginalized and oppressed may internalize and/or resist dominant ideologies and actions through such performances of privilege; recognize how individual biographies play into our everyday communication and performances with/of power; encourage intersectional analyses of identity, context, and performances of/with power; and develop communication tools for disrupting and speaking back to oppressive performances of privilege. 相似文献
15.
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
16.
Courses: Public speaking, business and professional communication, group communicationObjectives: This activity will introduce Monroe's Motivated Sequence as a way to organize persuasive arguments; improve students’ ability to deliver presentations with consistent content, voice, and style; and improve team-based delivery skills. 相似文献
17.
Courses: Public speaking; communication courses requiring speeches. Objective: Students will learn how to apply humor principles to speeches through a slideshow method supportive of this goal, and to become more discerning about the possibilities and pitfalls of humorous communication. 相似文献
18.
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
19.
Rhetorical analysis of occasion, audience, speaker, and speech is applied to a type of speaking that was popular in America between 1763 and 1783. The resulting portrait provides background which can enrich the study of a particular election sermon. It demonstrates, moreover, that the annual sermons followed a distinct pattern, and that in so doing, they popularized and reinforced by repetition the major philosophical underpinnings of the Revolution. 相似文献
20.
Courses: Public Speaking, Argumentation, Persuasion, Debate. Objectives: Students will further develop their public speaking skills, learn about and use comparative argumentation and value frameworks, develop rebuttal skills, and inspire one another to engage in community projects. 相似文献
|
