The Approaches To Speaking

In the eleven chapter of A Pocket Guide to Public Speaking, the authors talk about

Audience, more specifically with identifying the audience and how to do so. In addition, chapter

The video shows the actual performance of students at the five stages of oral English Language Acquisition. The stage one enactment of the Silent Period (can last 0 to 6 months (Syrja (2011 p. 35)) shows two male students. One student with proficiency answering the teacher’s questions about the other student and the other student is silent. The stage two Early Production Stage (can last six months to 1 year

Advanced Top Notch textbook is an integrated four-skill textbook for adults who want to use English to communicate effectively in daily life. It is also Easy and enjoyable to teach and that it combines proven communicative methodology with a practical outcomes-based approach. That said, it includes a clear part for teaching vocabulary, a small section for grammatical point, and functional conversations centering around dialogues in every unit accompanied by systematic practice of all speaking skill. However, it places special emphasis on helping students become confident and competent speakers of English. Speaking activities at the end of every lesson, tied to clearly label measurable outcomes, enable students to see the results of their learning

William F. Halsey explains, "All problems become smaller if you don't dodge them but confront them." This shows that facing a difficulty face to face will help it go away. In Speak, mute Melinda was unable to overcome her struggle since she attempted to “dodge” the truth. However, when Melinda finally spoke out about what happened to her, she immediately felt better about the struggle she was dealing with. The main theme of the novel and ancillary texts is overcoming obstacles. This theme is expressed through the conflict, symbolism, and foreshadowing throughout the texts. Laurie Halse Anderson’s use of literary elements in Speak, as well as the devices in the article, “The Art of Resilience” and the poem “If” help

Language is a major part of everyone’s life. Every country or even a community have their own language or a way of speaking, and these are the things that differentiate people from one another. Jamila Lyiscott speech, “3 Ways of Speaking English” and Suzanne Talhouk speech, “Don’t Kill Your Language” on TED talks, addresses different issues related with language and the way of speaking a particular language. Both of the speeches effectively use rhetorical elements or devices. Both of these people are well-known speakers, so they have some credibility even before they begin speaking. When they do start their speeches, both effectively employ emotional appeal, facts and logic to convey their intended message to the audience.

Depending on the words you choose for a speech it can change the perspective of the audience. Make sure you choose wisely. You never know what you may accidently create it could be war or peace. You can still speak your mind but, you need to be careful how you present it. If there was a roomful of Catholic people you would not go into the room and mention how you hate God and that he or she is the worst thing to believe in. You should stick appropriate material for speech for the audience. You do not have to believe in God to present a speech to a group of Christians. It is a powerful statement when the book refers to “that all the threads of the tapestry are equal no matter what their color.” Page 37 The Public Speaking Playbook By Gamble.

“For reasons that are obscure to me, those qualities we cherish in our artists we condemn in our politicians.” These qualities that Zadie is talking about is the ability to have many colored voices. In her lecture, “Speaking in Tongues”, Zadie talks about her own experiences with speaking in many voices. For her, it was having a less educated voice growing up and changing, letting go, for a more sophisticated voice of lettered people. The quote from Zadie Smith holds a lot of truth. People will often try to argue, but it is true that artists are supported for also having many colored voices while politicians are looked down at for that very same thing. The human mind, subconsciously, will always see politicians as people that should have an unchanging and singular voice. Artists, on the other hand, are respected and loved for their many colored voices. One may wonder why it has to be this way? Politicians are held up to such a high standard, everything they say is written and recorded, so if they have one too many voices they will lose power and respect or even sound contradictory. Politicians have to maintain a singular, strong voice to the public even if they have hidden voices, while artists are encouraged to use many.

In chapter one of The Art of Public Speaking , Lucas begins by talking about the power of public speaking he lists all the incredible people foreign and domestic who have spread there ideas and influences through the art of public speaking. Lucas uses a quote from the Greek leader Pericles ,”One who forms a judgement on any point but cannot explain” it clearly “ might as well never have thought at all on the subject” ( Lucas,2012,p.4) Lucas uses this point to clarify the fact that you have to know a lot about the subject you are speaking on to gain credibility. Later on in chapter one Lucas talks about developing confidence while speaking in front of a group of people . Lucas goes on to give statistics like public speaking is the number one fear for 40% of americans according to a 2001 Gallup Poll. After stating some statistics he begins to give some tips on how to gain confidence in public speaking. Lucas ends chapter one by discussing speaking in a multicultural world. America is the most diverse society on earth, therefore as cultural diversity increases speechmaking becomes more complex. the complexity comes from the differences in languages and meaning. Even basic messages are culturally based. Lucas is trying to convey that you have to be culturally aware when you are giving speeches to a large group of people. After reading chapter 1 of The Art of Public Speaking , I have came to the realization that preparing for a speech is more than doing research and planning out

Oral communication for English language learners can be easier than learning how to read and write. English language learner’s students might have a fear of speaking however it is the teacher’s responsibility to make the student’s feel comfortable in speaking the English language. When English language learners learn the English language then they will be able to communicate with people and in the classroom. In the article An Urgent Challenge: Enhancing Academic Speaking Opportunities for English Learners, it was mentioned that in order to engage English language learner students in a conversation, a teacher must have to model and clearly teach them how to engage in a conversation (Wilson, Fang, Rollins, & Valadez, 2016, P. 53). This is what

Task-based language teaching is an approach that use task as the basic teaching strategy. Task-based language teaching is a

While applying an audio-visual approach, pronunciation is stressed, lessons with dialogues are utilized, and mimicry and memorization are used. In a cognitive approach the instruction is often individualized, so students are responsible for their own learning. While using a communicative approach, the goal of language teaching is learner ability to communicate in the target language (Celce-Murcia, 2001). These approaches integrated in software programs support new learning skills more effectively than classical methods for language learning. Beatty (2003) states that the application of CALL might be helpful for learners in improving their reading, writing, listening and speaking skills, as well as encouraging autonomy in learning, and for teachers in improving their teaching skills since it can be integrated into research and

The goal of this method is to help the students to be able to communicate in the target language. In order to achieve this purpose, the Audio-Lingual Method contains the following characteristics. Firstly, contextualized dialogs are utilized to present new vocabulary and structures in class. Secondly, the conversations are learned through drills which are considered as an integral part of the Audio-Lingual Method. In my own teaching, backward build-up drill, repetition drill and substitution drill contribute importantly the success of students’ learning. Next, grammar rules are induced from examples. By this approach, students personalize and use the grammatical points naturally like the way they acquire the native language. Based on above features, it is believed that the Audio-Lingual Method has a part in the communicative development of students in the target language.

Jeremy Cronin’s poem “To Learn How to Speak” is a post-colonial text that deals with the issue of language and how language in itself is not ceaseless. In order to view this text critically, it is imperative that one has a clear understanding of what a Post-colonial text consists of. Post-colonial texts are critical analysis of the history, culture, literature and systems of address that are unique to the former colonies (Abrams 236-238). Colonies were able to gain power through spreading their Eurocentric views on the conquered colonies people. The idea was that there was the ‘occidental’ and the ‘oriental’ (Abrams 236-238). The occidentals were the colonisers whose views were superior to that of the exotic and inferior oriental. Moreover, post-colonial texts that are written in

The second language classroom is full of theories of how to get students to acquire the target language (L2). These theories have been around for many years and have been debated and revised numerous times. Theories such as the grammar translation theory, used up until the 1940’s, are no longer in favour because of their inability for learners to use the language in colloquial situations have been superseded by new innovative ideas. At the time of writing this paper, there are three main theories used in the second language classroom: Behaviorist, Innate, and Interactionist.