Abstract
Experiments were conducted to investigate the oral communication skills of 14 to 16-year-olds and to discover conditions which elicit the best spoken performances. Several conditions were tested, using instructional tasks of different levels of difficulty with speakers of various academic abilities. The performances were scored objectively, using as a criterion the amount of relevant information included by speakers in their instructions. The presence of a hearer and ex periencing of the tasks in ascending order of difficulty both resulted in better spoken performances. Prior experience in the hearer's role proved particularly beneficial in sensitizing speakers to their hearer's information requirements. From these results simple training tech niques are outlined for eliciting competent spoken performances in schools.
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