Public Speaking

Students are frequently not given the background of the pragmatic knowledge to understand the language in their learning activities. Students tend to have difficulty to understand the intended meanings carried by speech acts. This problem then lead the researchers to do study which aim is to find out the kinds of speech acts employed in the speech of Prime Minister Justin Trudeau, and to describe the applications of speech acts from the speech in teaching speaking. By classifying the kinds of speech acts proposed by Searle, the study shows that 115 data of speech acts found including assertives (65.21%), expressives (6.96%), directives (25.21%), commissives (1.74%), and declaratives (0.86%). Some of the speech acts categories found can be applied in teaching speaking by using them as the teaching materials. In this study, congratulating illocutionary forces of expressives are and can be applied for senior high school students in grade X semester 1.

-57 discorsi di ringraziamento agli Oscar, dal 1940 al 2021-

L’Academy Award, meglio conosciuto anche come “Premio Oscar” o semplicemente “Oscar”, è probabilmente il premio cinematografico più prestigioso e antico al mondo (fu assegnato per la prima volta il 16 maggio 1929, tre anni prima del nostro Festival di Venezia).

Il volume seleziona e analizza 57 discorsi di ringraziamento (dall’edizione del 1940 a quella del 2021), in italiano e in inglese. Da quello di Hattie McDaniel, prima afroamericana ad essere premiata nel 1940 per Via col vento, a quelli di Frances McDormand e Chloé Zhao nel 2021, passando per Alfred Hitchcock, Charlie Chaplin, Jack Nicholson, Meryl Streep, Roberto Benigni, Ennio Morricone, Sophia Loren e tanti altri grandi protagonisti della cinematografia mondiale.

Il discorso, la comunicazione verbale e paraverbale e il media training dell'intervista a Le invasioni Barbariche (La7) di Matteo Salvini e Pippo Civati messi a confronto, evidenziandone analogie e differenze.
Ne emerge un quadro che vede punti di contatto contenutistico (l'antirenzismo) contrapporsi a differenze comunicativo di grande rilievo.

La presente analisi è stata presentata al concorso indetto da Eidos communication, risultando vincitrice di una borsa di studio per la XII edizione del Master in Consulenza politica e marketing elettorale.

Si l’école est le lieu de la culture écrite, la capacité d’expression orale est encore relativement peu documentée. Or, elle est un facteur déterminant d’insertion  ou d’exclusion dans la vie sociale et professionnelle. Cette recherche montre que la prise de parole est fortement imbriquée avec le positionnement identitaire. Or, ce positionnement est réinterrogé, voire reconstruit au cours de chaque échange. C’est ce mécanisme dynamique qui est documenté. Cette approche vise à dégager les processus : la façon dont les habitudes de parole se sont mises en place, les grilles de lecture identitaires que la personne élabore lorsqu’elle prend la parole, la manière dont le sens se construit grâce à ces indices et enfin, les processus de changements.

Sharing a holistic communication approach developed from years of research, teaching and professional experience, Midnight Musings: Explorations in Public Speaking is your public speaking playbook. You will discover how to understand your audience, overcome communication apprehension, create memorable presentations, and  develop a will to plan and practice that will enhance your value as a communicator -- forever.

With Midnight Musings: Explorations in Public Speaking you will learn to:
·  Overcome stage fright and anxiety
·  Merge the basics of rhetoric with the principles of design thinking
·  Maximize the power of persuasion with storytelling
·  Motivate, inform and inspire your audience
·  Recognize and confront gaslighting
·  Craft and receive constructive critique
·  Communicate online and in diverse contexts
·  Leverage emerging technology and prepare for the future of public speaking



Keywords: Public Speaking; Communication; Design Thinking; Persuasion; Leadership; Career Development Counseling; Success Self-Help; Education

Directory paths: Communication Studies; Public Speaking

The purpose of this study was to determine the effects of student motivation, unwillingness to communicate, first-generation college status, and biological sex on students’ public speaking grades. A standard multiple regression analysis tested the hypothesis. Participants were enrolled in public speaking courses at two midwestern universities. The only independent variable with a significant main effect was biological sex. While this finding was consistent with earlier research, biological sex differences outweighed other understudied variables. These results require further investigation.

Communication centers provide assistance in the effort to enhance
students’ speaking skills and they have been shown to be very
effective as a resource and support across numerous campuses.
The central purpose for any communication center continues to
include “tutoring for students preparing oral presentations or
for participation in group activities, interviews, discussions, or
debates” (Hobgood, Sandin, Von Till, Preston, Burk, Neher, WancaThibault, 2001, p. 3). Research has shown that centers successfully help students gain competence as well as reduce public speaking anxiety (Dwyer & Davidson, 2012; Hunt & Simonds, 2002). In
order for communication centers to be successful, peer educators
need to be able to effectively communicate with students regarding
strength as well as areas that need improvement. Students’
perceptions of their peer educator can have a profound influence
on student learning as well as how the students communicate with
the peer educator.

The present study used qualitative analysis of 259 students’ positive and negative experiences in the basic course and the ways in which they responded to these events. Students described four negative experiences: poor academic performance, time management, communication apprehension, and teacher driven challenges and four positive experiences: relational, growth, and presentation success. Students responded to these negative experiences using behavioral change, support seeking, doing nothing, and responded to positive experiences using emotive responses, communication with others, engaging in celebrating activities, applying skills, and lacking celebration.

This contribution looks at female entrepreneurs' public speaking in international and cross-cultural business contexts. Our interest in exploring this issue is related to the outcomes of an empirical study we conducted in 2010 in seventeen northern Italian international businesses. Female entrepreneurs' public speaking is worthwhile researching for two reasons. First, from a theoretical perspective, although there is a substantial literature on. With regard to the specific field of entrepreneurship, instead, there are only few studies (Cienki, Cornelissen and Clarke 2008; Cornelissen and Clarke 2010) that look at how entrepreneurs speak in public; within those studies the extent to which entrepreneurs' gender has implications on their public speaking has received little attention. Studies that looked at the impact of gender on public speaking relate predominantly to the anthropological field (Johnstone 1995; Natale Riem, Conti Camaiora, Dolce and Mercanti 2010). Second, from an empirical perspective existing studies on public speaking mainly aimed to provide explanations on the nature of public speaking (Esenwein 2009) and on the nature of management gurus (Greatbatch and Clark 2005) in order for practitioners to be more effective orators. Our study seeks to overcome some of those limitations by investigating actors' accounts and the way they construct their discourse. Our study takes a subjectivist, interpretivist perspective. The idea of a public speech that characterizes female entrepreneurs emerged as a stricking finding in our data. In this paper we illustrate what our interviewees meant by female entrepreneurs' public speaking, what exactly characterizes this type of speech, in what ways, in what settings and with what purpose.

Rhetorical Public Speaking: Civic Engagement in the Digital Age, 3rd Edition offers students an innovative approach to public speaking by employing the rhetorical canon as a means of constructing artful speech in a multi-mediated environment. It provides a foundation to guide students in understanding, constructing, and delivering messages that address matters of public concern. Now in its third edition, the text features contemporary as well as historical examples to highlight key concepts and show how rhetoric works in practice. Each chapter includes speech excerpts, summaries, and exercises for review and retention. Students of public speaking are encouraged to employ their new skills as engaged citizens of society.

Public speaking has long been proved an indispensable skill in teaching English as a foreign language to students at tertiary level as it plays a vital role in not only their foreign language development but also their future career. However,  during their course of study, English majors often feel anxious before and during their oral presentations in English. This paper, therefore, sheds light on common factors that often provoke students' anxiety in their oral presentations. It then offers some effective remedies to transform an EFL oral presentation class into a positive, supportive and stress-free learning environment. It is hoped to benefit both teachers and students of a foreign language in reducing students' anxiety and boosting their public speaking performance.

Istilah Public Speaking sudah lama terdengar. Istilah ini pertama kali muncul pada tahun 1762. Merriam-Webster Dictionary memberikan dua definisi untuk Public Speaking. Definisi pertama, Public Speaking adalah tindakan dan keterampilan membuat pidato di depan publik. Definisi kedua adalah seni komunikasi lisan yang efektif dengan para audiens atau pendengarnya. Beebe dan Beebe (2012:4) mendefinisikan Public Speaking sebagai sebuah proses mempresentasikan pesan kepada para pendengar atau audiens. Public Speaking ini bisa terjadi apabila seseorang mempersiapkan sebuah pidato (pesan) lalu menyampaikannya di hadapan sekelompok orang yang umumnya tidak disela selama pidato (pesan) tersebut sedang berlangsung (O'Hair dkk, 2010:5 dan Jaffe, 2017:2). Sehingga bisa kita simpulkan bahwa ada tujuh elemen dalam Public Speaking yaitu pembicara, pesan, saluran (channel), pendengar, umpan balik (feedback), gangguan, dan situasi. Public Speaking sendiri adalah salah satu dari empat jenis komunikasi yang digunakan oleh manusia (O'Hair dkk, 2010:5). Tiga lainnya adalah Dyadic Communication, Komunikasi Kelompok Kecil, dan Komunikasi Massa. Dyadic Communication adalah komunikasi yang terjadi antara dua orang. Contoh komunikasi jenis ini adalah percakapan yang terjadi di antara dua orang. Komunikasi Kelompok Kecil (Small Group Communication) adalah suatu jenis komunikasi yang melibatkan sekelompok kecil orang yang bertatap muka dan berbicara antara satu sama lain secara langsung. Jenis komunikasi yang terakhir adalah Komunikasi Massa. Komunikasi Massa (Mass Communication) terjadi di antara seorang pembicara dan sekelompok besar audiens (massa) yang biasanya tidak hadir bersama pembicara atau berada di suatu tempat yang berbeda dengan pembicara. Dalam Komunikasi Massa ini biasanya hampir tidak ada bahkan tidak ada sama sekali interaksi antar pembicara dan pendengarnya. Komunikasi antar penyiar radio dan para pendengar radio adalah salah satu contoh komunikasi jenis ini. Public Speaking berbeda dengan Komunikasi Massa. Di dalam Public Speaking, pembicara dan para pendengarnya berada dalam satu tempat yang sama. Ada banyak kesamaan antara Public Speaking dan percakapan yang notabene semua orang lakukan sehari-hari, namun demikian di satu sisi lainnya Public Speaking berbeda dengan percakapan. Pertama, Public Speaking dibatasi oleh durasi. Umumnya, Public Speaking hanya berlangsung sekitar 5 menit sampai 1 jam. Hal ini berbeda dengan percakapan sehari-hari yang bisa tidak dibatasi oleh durasi. Public Speaking juga membutuhkan persiapan yang lebih matang dari pada percakapan biasa. Di dalam Public

Резюме: Настоящият материал разглежда в теоретичен план темата за харизматичното лидерство през призмата на комуникативните и ораторски способности на лидера. Представени са различни изследвания на реторическите стратегии на харизматични лидери, като главната цел на материала е открояване на водещите такива, преди всичко във връзка с лидерската визия, нейното комуникиране и печеленето на доверието на последователи. Ключови думи: лидерство, харизма, ораторско майсторство, реторика.

*Доклад, публикуван в: Петрова Д. , Иванова, Е. (2017). (Съставители). Сборник с материали от научни конференции по реторика (София 2013 г.; Гьолечица 2014 г.). София: УИ " Св. Климент Охридски "

Position Statement: Failure to demand robust reforms in alcohol education, traffic legislation, and awareness creation would mean that our country will continue to record more senseless deaths and incur counterproductive costs in the long run.

Objective fluency judgment has always been a formidable task in language testing. Nonetheless, temporal fluency is the type of fluency which can be measured and quantified. Given that, temporal fluency is also known as temporal measures of fluency (Luoma, 2004). Furthermore, it has aroused considerable interest in analyzing speech of language learners in terms of quantitative measures (Kormos & Denes, 2004; Freed, 1995; Riggenbach, 1991; Lennon, 1990). They suggested that certain measures of fluency can more objectively specify fluency level and that perceptual understanding of fluency to a high extent correlate with these measures. Following these studies, the present study was an endeavor to relate quantitative measures of fluency and assessment of fluency in oral speech of L2 learners. To do so 30 advanced EFL learners whose speaking score on TOEFL iBT scale was between 19 to 22, i.e. B2 on CEFR scale, were selected. Then, they were given a picture strip as the elicitation task and asked to make up a story based on that. Their voice was recorded, transcribed and further analyzed by voice analysis software called PRAAT to calculate seven measures of fluency. Meanwhile, two trained listeners were required to rate the recordings, scoring them from 1 to 9. Finally, the relationship between these variables was calculated. The results showed that judge listeners' ratings of fluency were highly correlated with speech rate, phonation time ratio, and mean length of runs. Moreover, among the measures of temporal fluency speech rate proved significantly correlated with articulation rate, phonation time ratio, and mean length of runs.

This study catalogues student (N = 828) self-described fears related to public speaking. Specifically, this investigation adds to the knowledge of public speaking anxiety through an initial inductive analysis of students’ fears about public speaking and a second analysis (of different data) to authenticate emergent categories. Resulting categories included both internal and external fears about public speaking, providing meaningful implications for teaching and learning within the introductory communication course.

This article examines the concept of Europeanization from a Cognitive Constructivist approach beyond New Institutionalisms in Integration theories. The objective is to review the concept of EU integration as a resource for Europeanization, democratic culture, and institutions rather than a political consequence from the economic spillover. Referring to levels of sociological knowledge, ontology is assumed as the foundation of epistemology, which directs to empirical observations. The empirical grounding is then provided by considering significant interdisciplinary areas of Integration Theories and communication studies by adequately acknowledging existing literature on how Europeanization is conceptualized and by anchoring theoretical framework to events of societal mobilization in three nonmember states with European integration prospects. In the conceptual modeling of the article, cognitive concepts related to Integration Theories are used to help the reader understand and test the subject of Europeanization through the Norbert Elias model of integrating disciplinary perspectives and micro-macro level and theory-method-data. By relating the smallest parts (such as words in an actual discourse) to the largest wholes (such as general theories, social institutions, historical periods, and civilizations), the explanatory logic concludes that in representative democracies with autocratic tendencies, Europeanization is conceptualized as something to struggle and fight for rather than an automatic outcome. The effort to bring historical evidences from the ground through media reports and direct testimony of the events, in a comparative approach, aims to provide a more complete framework on recent events occurred almost contemporarily. The cases of the Albanian “November Movement,” Ukrainian “EuroMaiden,” and Turkish “Gezi Protests” are chosen for their assumed and proven similitude of new political actors such as civil society, protesters, investigative and social media, and human rights international organizations or observers present in domestic environment. The article demonstrates the role played by assumptions, emotions, and instincts in building theoretical perspectives of European integration in both economic and political terms. On the other hand, it recommends that the interchanging of the New Institutionalisms as suggested by Hall and Taylor may be the appropriate approach to understand local events and the influence played by the sociopolitical context in Integration Theory and the concept of Europeanization.

Teaching and stand-up comedy are both forms of communicative performance. The primary aim of this paper is to provide a broad investigation of the similarities between the two; with a particular focus on the means, procedures and the role of the ‘performer’’ within these communicative events. This paper originally acted as a grounding for my master’s thesis: ‘Can stand-up comedy techniques aid effective teaching practice?’ and now provides a platform for future study.

The distinction between stand-up comedy performance and other forms of drama / public performance is that stand-up comedy requires the audience to become participants; unlike the comic actor, the stand-up comedian will break the fourth wall to create direct interaction. Fundamentally, both stand-up comedy and teaching requires constant interaction between performer and ‘audience’ in order to be successful. In both disciplines, the audience is not passive, they are active agents of change – they are ‘spect-actors’ [Boal].

The methodology of this paper is to utilise both educational and humour theory as well as case studies of teaching sessions and observational analysis of stand-up comedy performance to discern the interrelationship between the two disciplines. This research is also informed by my own experience as a stand-up comedian and as an educational theorist and practitioner, with students ranging from primary through to adult education (Pedagogy – Andragogy).

This paper also identifies stand-up comedians with an intent beyond entertainment, performers set on informing their audience and with a purpose to prompt behavioural or social change. In this regard, observations of the similarities in behavioural dynamics between the performer with audience, and the teacher with students, are made to inform my argument.

Humour is certainly the primary purpose of stand-up comedy, however humour is merely one of many communicative tools that stand-up comedians use to engage, inform and manage the dialogic relationship between speaker and audience. The purpose of this research is to identify a means in which to inform teachers’ ability to use the dynamics of dialogue and ‘perform’ more effectively within their own ‘performative space’ of the classroom and with their ‘audience’ – the student body.