Theatre voice training and technology in teaching oral skills: Integrating the components of a speech event

Abstract

Abstract This paper provides a sequence of specific techniques and examples for implementing theatre voice training and technology in teaching ESL/EFL oral skills. A layered approach is proposed based on information processing theory in which the focus of learner attention is shifted in stages from the physiological to the linguistic and then to the discourse level of speech where the components of a speech event are integrated. Objectives move from awareness to practice for improvement of voice quality, fluency, and intelligibility. Learner responses move from choral to individual to interactive. Techniques address expansion of vowel space, breathing linked to rhythm and pausing, voice projection and flow, enhancement of pitch range, shadowing and mirroring, monologue and dialogue. Technology is incorporated through visual pitch displays that provide informative learner feedback, and a Web-based tool that provides integration of video with the associated pitch contour and allows annotations for feedback on various elements (e.g., gestures) of a speech event. Techniques draw from drama pedagogy emphasizing contextualized meaningful communication.