Speech Contest Research Articles

Appraisal And Speech Structure Of Contestants’ Speeches In Speech Contest Of ESA WEEK Competition

Performing a persuasion speech and delivering meanings through spoken text poses many challenges for students. As a part of interpersonal meanings, appraisal helps the speaker expressing their position in speech through the choice of words or diction. The chosen diction enables the speaker to precisely realize the message she/he intends to convey through spoken text. Furthermore, in order to guide the listener so they can understand of speaker’s ideas, a clear speech structure is needed. Integrating the theories of appraisal (Martin and White, 2005) and speech structure (Sellnow, 2005), this thesis was intended to explain the appraisal and the speech structure on the students’ speeches in speech contest of ESA WEEK Competition. By using Discourse Analysis (Bavelas, 2002; Celce-Murcia and Olshtain, 2007), the data – in the form of transcripts from video recordings – were analyzed. The findings map out the high use of appreciation of attitude, entertain of engagement, and focus of graduation applied. Those appraisal, moreover, were highly found in the body of the speech. Finally, this thesis provides suggestions that teaching the speech structure and how to convince the listener by using appraisal is needed for better speeches.

真如苑「青年部弁論大会」にみる自己の構成と変容 : 新宗教研究への自己物語論的アプローチの試み

真如苑「青年部弁論大会」にみる自己の構成と変容 : 新宗教研究への自己物語論的アプローチの試み

A Study on Speech Evaluation in an English Speech Contest : Judges' Scoring Tendencies and Factors Affecting Evaluation

A Study on Speech Evaluation in an English Speech Contest : Judges' Scoring Tendencies and Factors Affecting Evaluation

スピーチコンテストに向けた発音指導の開発・実践 : 1ヶ月の教育実践から

スピーチコンテストに向けた発音指導の開発・実践 : 1ヶ月の教育実践から

SPEECH CONTEST TO IMPROVE STUDENTS’ FLUENCY IN SPEAKING

This study is aimed at implementing speech contest to improve students’ fluency in speaking. The subject of this research was 15 students of intermediate level of speaking class. The preliminary study indicated that fluency was students’ problem in speaking since they tended to produce incomplete sentences with many pauses in performing speaking task. The instruments used to collect the data were test, questionnaire and interview. This technique was a real world speaking task in which it required students to deliver speech on a stage in front of audiences individually. The analytical scoring rubric with four criteria, including fluency, accuracy, content, and method of delivery, was used by three raters to determine students’ score. This technique was successfully done in 1 cycle since it met the criteria of success, that was 80% students (12 students), got score 80 or above and 84% students (13 students) showed positive response toward speech contest. Speech contest helped students to show their potential and directed students to work hard eliminating their negative feelings that might hinder their confidence to speak fluently.&nbsp

Student and Teacher Attitudes Towards Junior High School English Language Speech Contests in Japan

English speech contests are popular in Japan for junior high school students. However, despite the popularity of these contests, there is little published research regarding student and teacher attitudes towards them, particularly at the junior high school level. In order to bring these views to light, a survey of student participants in local and prefectural speech contests in Japan, and their teachers, was conducted. In particular, the perceived benefits of speech contest participation, as well as student motivation and anxiety in relation to these contests were investigated.

An Online English Speech Contest: What, How, & Who

The Japan Online English Speech Contest (JOESC) was created in 2014 by the Speech, Drama, and Debate Special Interest Group (SDD SIG) of the Japan Association for Language Teaching (JALT). This paper describes what the contest is, how it was created, who participated, and how it was administered. It also explains the various problems encountered, specifically regarding the creation of a judging rubric and the inter-rater reliability among all the judges. Some suggestions for improvement, including greater participation in the rubric-creating process and pre-contest training of judges, will help create a better JOESC 2015.

Language learning

Language learning

Problems in Preparing for the English Impromptu Speech Contest

Entering an ‘English Impromptu Speech Contest’ intimidates many students who do not have a good command of the English language. Some choose to give up before the contest date while others stand speechless on the stage. This paper identifies a range of problems confronted by contestants from my college, the Yuanpei Institute of Science and Technology in Taiwan. These problems can be categorized into three aspects: (1) language, (2) speaking skills and (3) background knowledge. Language poses many difficulties; many students have a narrow knowledge of English vocabulary, others have a limited understanding of correct word usage, and some make frequent mistakes with their grammar usage. As for speaking skills, students lack public speaking organizational skills and the ability to develop key points, and they have difficulty in controlling the subtle yet important timing of a speech and difficulty with attention-grabbing opening statements. The third problem is the contestants’ limited background knowledge. Many students simply do not have the life experiences necessary to converse on a given topic. A number of ways are probed to remedy these problems confronting speech contestants at the Yuanpei Institute.

The speech contest: Medium of public relations

The speech contest: Medium of public relations

A community‐sponsored speech contest

A community‐sponsored speech contest

The educational objectives of the high school speech contest

(1937). The educational objectives of the high school speech contest. Quarterly Journal of Speech: Vol. 23, No. 3, pp. 474-477.