Impromptu Speaking Research Articles

Distribution of rhythmic groups in the paradigm of gender and type of speech activity

This article describes the major results of exploring the contemporary American English particulars of rhythmical groups’ structural types quantity distribution as observed in the course of impromptu speaking and compared with extemporaneous reading, subject to the speaker’s gender. A number of specific features relating both to gender and oral speech production form are discussed. It was found that when switching to impromptu speaking both gender groups show an increase in the number of rhythmical groups of all structural types, however, the specificities of such an increase are different in either group. Women showcase an approximately twofold total gain in the number of rhythmical groups than men. Against the background of the general increase in the number of rhythmical groups of all structural types in a phrase, the Stress Rhythmical Group’s percentage share dynamics in the total gain turned out negative being the only negative indicator for men. With women the negative percentage share dynamics in the total gain is observed in rhythmical groups of two structural types: the Stress and the Proclitico-Enclitic ones. It is noteworthy that both gender groups attest to the same value of the aggregated negative percentage share dynamics in the total gain in the number of rhythmical groups which is equal to -0.8%. The major driving force of the gain in the total number of rhythmical groups is the Enclitic type. However, women evince an approximately 1.5 times greater percentage share dynamics in the gain of the Enclitic rhythmical group than men. Men compensate the reduced Enclitic rhythmical group gain percentage share dynamics by an increase of the indicator in such types as Proclitic and Proclitico-Enclitic. The most rigid structural type of rhythmical groups for women is the Proclitic one, it is also the least numerous for both genders. However, with men, the Proclitic rhythmical group is as agile as the Proclitico-Enclitic one provided, when the latter can be observed almost four times more often than the former. The author makes a number of assumptions and develops several hypotheses about the reasons for these observations, as well as draws possible perspectives for further studies.

What To Say When You Don't Know What to Say

Each "Communication Corner" essay is self-contained; however, they build on each other. For best results, before reading this essay and doing the exercise, go to the first essay "How an Ugly Duckling Became a Swan," then read each succeeding essay. Formal public speaking is when people are invited to come to hear what you have to say and for which you usually have plenty of time to prepare. Impromptu public speaking is when you are asked to say something of consequence at a moment's notice. For example, as a student during a class, as an employee during a company meeting, as a participant in a public forum, etc. On the internet, you can find loads of tips and tactics for successfully handling impromptu speaking. Here we present a tactic you won't find on the internet because it was invented (or rather discovered) by Philip Yaffe, Ubiquity's very own communication consultant, and has never before been published.

The Effect Of Using Impromptu Speaking Method Towards Students’ Fluency In Speaking At Eleventh Grade Of SMA Negeri 2 Bukik Barisan

This research was due to discover the effect of using impromptu speaking method toward students’ fluency in speaking. This research is quantitative research and the kind of this research is experimental research. The design of this research is Pre experimental research with one group pretest posttest design. The population of the research was the eleventh grade student at SMAN 2 Bukik Barisan, which consisted two classes. In taking the sample, the researcher used purposive sampling technique, in which IPA class became the sample of the research, which consisted of 15 students. The data were gotten from the students’ speaking test that were given before and after treatment was given. The result of the research indicate that the score of the students’ posttest is higher than the score of the students’ pretest. The mean score of pretest is 59.867 where the mean score of students’ posttest is 69.50. It mean that the impromptu speaking speaking method gave contribution toward the students’ fluency in speaking. In addition to test hypothesis, the t-obtained is 14.61 while t-table on α= 0,05 is 1.761. It mean that the t-obtained is higher than t-table. In other words, the Ha was accepted, which stated that there was significaant effect of using Impromptu Speaking method toward students’ fluency in speaking at the Eleventh grade students of SMAN 2 Bukik Barisan. It can be concluded that, using Impromptu speaking method gives significant effect for students in learning speaking especially in speaking fluency. In short, impromptu speaking method can improve students’ fluency in speaking that the teacher gave for them.

The Effect of Storytelling Skill Acquisition on the Impromptu Speaking Attitudes and Anxiety Levels of 6th Grade Students

People’s attitudes and anxiety towards impromptu speaking can negatively affect their performance and can create speaking anxiety in them. The aim of this study is to find out whether there is a significant relationship between the acquisition of storytelling skills and the impromptu speaking attitudes and speaking anxieties of 6th grade students. The nested pattern of the mixed method was used in the research. In the quantitative part of the research, a one-group, pretest-posttest experimental model was employed. The quantitative data were collected by the ‘Speaking Skill Attitude Scale’. Paired samples t-test was used to determine whether the storytelling training given to the students had an effect on their speaking attitudes, and the Wilcoxon Signed Ranks test was used to determine whether it had an effect on their speaking anxiety. Qualitative data were also collected with student interview form and observation form. As the result of the research showed, the acquisition of storytelling was significantly associated with students’ impromptu speaking attitudes and anxiety levels. Therefore, it is important to provide students with the acquisition of storytelling to influence their attitudes and anxieties when delivering impromptu speeches.

: Using emoji to practice impromptu speaking

Impromptu speaking is a typical exercise in communication-focused courses. This format is often used to practice reducing or assess speaking anxiety, getting to know one another, and delivering project updates and ceremonial remarks. For students to practice their skills in quick thinking and speech preparation, instructors commonly have students draw random written topics and speak in front of their classmates. This procedure, while efficient, can be uninspiring and induce anxiety. The activity outlined increases creative engagement while reducing speech anxiety in impromptu speaking scenarios. It uses randomized collections of emoji as speaking prompts and embraces students’ use of texting and visual communication to create livelier classroom experiences while reinforcing impromptu speaking skills by mitigating weaknesses in traditional approaches. Courses This single-class activity would be useful in public-speaking courses or during presentation and public-speaking units of any course. For example, this activity has also been successfully deployed in an Introduction to Professional Development course’s unit on impromptu speaking. Objectives The learning objectives of this activity are: (1) to practice impromptu speaking and (2) to encourage creative engagement in class.

Levels of Oral Communication Skills and Speaking Anxiety of Educators in a Polytechnic College in the Philippines

Regardless of the profession, everyone should possess good communication skills in different contexts. Although scholars have contributed studies showing the communication anxieties and proficiencies of speakers to different languages, there are limited studies that deal with the educators’ context. To add contribution to this field, the researcher utilized a correlational research design to determine the relationship between the educators' oral communication skills and speaking anxiety. The study used the frameworks of Pontillas (2020) and McCroskey (1977). The researcher chose Camarines Sur Polytechnic Colleges as the locale of the study and utilized 25 teacher-participants from the different departments of the College. The participants underwent an impromptu speaking activity to determine their oral communication skills’ level. They filled out the Personal Report of Public Speaking Anxiety (PRPSA) test developed by McCroskey (1970) to assess their perceived speaking anxiety. The two variables' results were correlated using Pearson’s Moment of Correlation and found a significant correlation between the two variables. Environmental factors, personal experiences, and exposure were factors determined by the researcher affecting their speaking skills and anxiety. The researchers recommend that the institution should implement intervention programs for educators to improve their oral communication skills. Furthermore, Higher Education Institutions offering Education undergraduate programs should add additional communication courses to the curriculum.

Impromptu Speaking Skills of Pre-service Teachers

<p style="text-align:justify">The purpose of the study is to examine pre-service teachers' impromptu speaking skills on the basis of the evaluations of the instructor, peers and their own. The study employed a descriptive case study design, one of the qualitative research methods. A total of 23 pre-service math teachers taking the course of Art of Effective Speech in a state university in Turkey in the 2016-2017 academic year participated in the study. The data of the study were collected through the observations of the researcher and pre-service teachers. Descriptive analysis was used in the analysis of the data. As a result of the study, it was found that in most of the observation items, the pre-service teachers found themselves inadequate in terms of impromptu speaking skills while they were found to be adequate by their peers and instructor. In addition, it was revealed that the pre-service teachers found themselves inadequate in some items related to the use of voice while they found themselves adequate in most of the items related to articulation/diction and body language and in all of the items related to communication. However, while the instructor observed that the pre-service teachers were generally competent in all the sub-dimensions, she determined that they needed improvement in the sub-dimensions of eye contact, pausing at the appropriate place and speaking without repeating words. </p>

Mentoring Barriers, Expected Outcomes, and Practices in Scientific Communication: Scale Development and Validation

Developing new scales to measure aspects of mentoring, including guidance in scientific communication (SciComm), is important to enhance success among trainees pursuing research careers in science and medicine. This study examined the psychometric properties of three new measures, based on social cognitive career theory (SCCT), as mentors address skills in scientific writing, oral presentation, and impromptu speaking. Faculty research mentors ( N = 194) completed online questionnaires assessing perceptions of mentoring barriers in SciComm, outcome expectations, and practice behaviors in research and SciComm. Exploratory and confirmatory factor analyses rendered support for a three-factor measure of barriers, one-factor measure of expected outcomes, and a five-factor measure of practices. Good support was also found for a path model that included the variables in the prediction of mentoring practices. Findings support applying SCCT to mentoring and clarify contextual barriers–choice outcome relations which can inform barrier-coping, SciComm interventions among mentors.

Speaking Up without Freaking Out

It has been reported that language learners use various strategies in learning a second or foreign language. And a lot of research has been done in this area. However, few studies have explored the impact of using scaffolding impromptu speaking activities in ESL classroom on alleviating speaking anxiety. Thus, the current study is an attempt to investigate whether scaffolding impromptu speech activities could help the students to perform better during oral presentation and reduce their speaking anxiety. At the beginning of the study, the students were asked to answer online questionnaire on speaking anxiety experience while holding an oral presentation tasks or assessment. 38 undergraduate students did the prepared impromptu speaking activities such as they have to do self-video recorded, impromptu speech in group and online discussion. This intervention was carried out for six weeks. After that, another online questionnaire on the effectiveness of scaffolding impromptu speaking activities was distributed. However, we only received 25 responses from the participants. Besides that, participants' views about the impromptu speaking activities were also examined through focus group interview. The results of the study indicated that by scaffolding impromptu speaking activities in ESL classroom, the students were able to reduce their speaking anxiety and enhance their oral presentation skill.

Verbs, visuals, and vignettes: Incorporating images into the impromptu speaking exercise

This activity extends the rich pedagogical scholarship on impromptu speaking by integrating visual imagery into the impromptu speaking exercise. The goal of this semester-long series of exercises is to provide students with the opportunity to apply effective delivery skills across general purposes of speaking, receive feedback, and thus develop the ability to self-correct behaviors and strengthen core public speaking competencies over the course of a semester. The integration of visual imagery offers an engaging medium through which these quick-thinking skills are developed and refined for both the speaker and the audience.CoursesIntroductory Public Speaking, Advanced Public Speaking, Business and Professional Speaking, Interview Communication, Mass Communication, Public Relations.ObjectivesAfter repeated participation in impromptu speech exercises for varying general purposes, students should be able to (a) demonstrate an increased awareness of nonverbal behaviors, (b) apply practices of effective delivery across general purposes of speaking, and (c) demonstrate increased ability to speak extemporaneously.

The Use of Talking Chips Technique in Students' Impromptu Speaking

The purpose of learning language is to communicate with people. It means that speaking is one important skill in learning language. Based on pre-observation, students encountered many problems, such as lack of vocabularies, grammar, fluency and pronunciation. Therefore, the writer wanted to solve those problems by using Talking Chips technique in teaching speaking. The aims of the study were to find out the data of the use of Talking Chips technique affects students or not, and to find out the students' responses about Talking Chips technique in speaking class. The subject of this study was the First Year in University in Cirebon. The total sample was fourty students. This study used quasi experimental design with control class. In experimental class, the class which used Talking Chips technique in teaching speaking, it was conducted in three steps, such as pre-test, treatments, and post-test. The findings of this study were that Talking Chips technique is effective to students' speaking ability, especially in impromptu speaking. By comparing the mean score of experimental and control class, it was found that the Talking Chips technique is effective in teaching speaking. From the data, it can be concluded that many students spoke in English very often therefore the students got higher scores. It was supported by the data of questionnaire of students' responses. Those responses said that Talking Chips gives many benefits to foster students' speaking ability.

La ansiedad y el aprendizaje de una lengua extranjera desde la perspectiva de adolescentes

Este trabajo analiza los factores más comunes que le producen ansiedad a un grupo de adolescentes a la hora de aprender inglés como lengua extranjera en un programa perteneciente al proyecto de Acción Social “ED-2884” de la Sede del Pacífico de la Universidad de Costa Rica. El instrumento empleado en este estudio está basado en la escala para ansiedad en el aula de lengua extranjera (FLCAS, por sus siglas en inglés), elaborado por Horwitz et al. (1986). El estudio indica que la ansiedad por el aprendizaje de un idioma es mayormente producida por el habla espontánea y la presión por obtener buenas calificaciones, mientras que los exámenes de comprensión auditiva y equivocarse no pareciera generar problema para estos aprendices.

Effects of Sustained Impromptu Speaking and Goal Setting on Public Speaking Competency Development: A Case Study of EFL College Students in Morocco

Research on impact of sustained impromptu speaking on public speaking competency development is scarce and lacking. The researcher investigated Moroccan college students’ public speaking competency development through extemporaneous (i.e. carefully prepared and rehearsed) speech performance, after implementation of a teaching strategy involving treatment through weekly impromptu (i.e., involving little or no preparation) speaking sessions combined with individual goal-setting strategy (teacher feedback). For this purpose, the researcher assessed 64 extemporaneous speeches delivered over the course of a semester using the public speaking competence rubric (PSCR), and observed the students’ public speaking progress through 90 impromptu speaking activities using a weekly goal-setting strategy. Results revealed that a combination of sustained impromptu speaking and goal-setting contributed significantly and effectively to public speaking skills development over the course of the semester. They also clearly showed that the teacher’s weekly goal-setting strategy played a major role in building speakers’ confidence and overall improvement. Considering the linguistic and cultural background of the students involved, together with the speech genres and the instructor’s task requirements, new public speaking competency dimensions and sub-dimensions have been identified.

Developing the Students’ English Speaking Ability Through Impromptu Speaking Method.

Having multi –purposes, English mastery has becomea necessary for us.Of the four language skills, speaking skill should get the first priority in English teaching and speaking skills development cannot be separated from listening.One communicative way of developing speaking skill is impromptu speaking,a method sudden speaking which depends only on experience and insight by applying spontaneity or improvisation. It is delivered based on the need of the moment of speaking using simple language.This research aims to know (1). Why impromptu speaking is necessary in teaching speaking? (2). How can impromptu speaking develop the students’ speaking skills.The method of this research is qualitative method and the techniques of data collection are: observation,interview and documentation. The results of data analysis using Correlation shows a strong relation between the students’ speaking ability and impromptu speaking method (r = 0.80).The research show that by using impromptu speaking method, the students are trained to interact faster naturally and spontaneously and enrich their vocabulary and general science to support speaking development through interview, speech, presentation, discussion and storytelling.

Learning Experiences and Attitudes Toward Impromptu Speaking:

Learning Experiences and Attitudes Toward Impromptu Speaking:

English Debating to Encourage Impromptu Speaking

English Debating to Encourage Impromptu Speaking

Profile of Ian A. Wilson

Viewed up close, antibodies, cellular receptors, and viral proteins may look like sloppy piles of spaghetti, fettucine, and fusilli to the untrained eye, but that’s not what Ian Wilson sees. “Protein structures are things of beauty, with their complex web of intricately positioned and interlocking elements that fold up precisely to generate a particular biological function,” says Ian Wilson, a professor of structural biology at The Scripps Research Institute in La Jolla, California. Ian Wilson. Image courtesy of BioMedical Graphics, The Scripps Research Institute. Broadly neutralizing antibody CR6261 bound to a hemagglutinin stem. Image courtesy of Marc-Andre Elsliger (The Scripps Research Institute, La Jolla, CA). Soluble HIV-1 envelope in complex with broadly neutralizing antibody PGT122. Image courtesy of Marc-Andre Elsliger (The Scripps Research Institute, La Jolla, CA). Wilson, who was elected a member of the National Academy of Sciences in 2016, has dedicated his career to solving the structures of immune system proteins. He hopes that these structures will provide insights into how the immune system interacts with and neutralizes human pathogens and, thus, how improved vaccines and therapies can be designed. Wilson grew up in Perth, Scotland, with his parents and sister. His father, who was a journalist, enlisted Wilson to help cover the major soccer matches in his home town. During live matches, Wilson would take his father’s copy covering the game and, every few minutes, dictate it by telephone to the local newspaper for evening publication. “He would also send me to local soccer matches, and I would have to write up 50 words and send it in within 10 minutes of the match finishing,” says Wilson. He adds that this practice was excellent training for his career, which can include impromptu speaking events and writing abstracts, grants, and papers. After earning a degree in biochemistry from …

Impromptu Speaking Tips

Nonprofit Communications ReportVolume 14, Issue 1 p. 6-6 Public Speaking Impromptu Speaking Tips First published: 15 December 2015 https://doi.org/10.1002/npcr.30316Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume14, Issue1January 2016Pages 6-6 RelatedInformation

Impromptu: great impromptu speaking is never just impromptu

Great impromptu speaking, reciting and singing are never just an isolated impromptu act. It is the result of endless practice to perfect performance that can then be given impromptu. One of the main objectives of learning English as a Second Language (ESL) is to be able to speak English impromptu, not just on the stage or in front of an audience but also in a casual meeting, on the street or during a formal meeting in a board-room. In fact to be able to speak “impromptu” should be the Holy Grail of teaching and learning ESL, more important than reading, writing and listening. So how come it is not given the priority it deserves – and how come it seems such a difficult goal? We believe it is because teachers and learners neglect to emphasize and practice the key to learning impromptu speaking. That key we believe is practice, practice and more practice. We can remember songs from our kindergarten years and we can still sing them because we practiced, practiced and practiced them. We believe that the teaching of ESL often overlooks the critical importance of lots of practice to create depth of learning and that creative methods of practicing need to be taught and practiced in ESL courses until such methods become deeply habitual, in fact they become a new personal paradigm. If our students aim to become great at ESL, they, too, must take continuous never-ending practice to heart.

Impromptu Speaking Tips

The Volunteer Management ReportVolume 20, Issue 10 p. 6-6 Articles Impromptu Speaking Tips First published: 18 September 2015 https://doi.org/10.1002/vmr.30222Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume20, Issue10October 2015Pages 6-6 RelatedInformation