Speech Education Research Articles

Research on the Application of Second Language Acquisition Theory in College English Speech Teaching

The teaching of English speeches in universities aims to enhance oral communication ability, improve English communication skills, and expand English knowledge, occupying a core position in English teaching in universities. This article takes the theory of second language acquisition as the background, analyzes the important role and value of this theory in English speech teaching in universities, and explores how to apply the theory of second language acquisition in English speech teaching in universities. It aims to strengthen the cultivation of English skilled talents and provide a brief reference for improving English speech teaching in universities.

Talking Like a Teacher—A Study of Pre-Service Teachers’ Voice and Speech Characteristics in Learning and Teaching Situations

Voice and speech are educational tools and a medium of pedagogy for teachers. Teachers tend to modify their voice and speech to support learning. This study aimed to investigate whether pre-service teachers modify their speech and voice in teaching compared to peer learning speech and whether the changes can promote learning and be beneficial for the speakers. Nine pre-service physics teachers’ voices were recorded in three learning situations and in one teaching session with similar external circumstances. Duration of speech turns, pausing, speech rate, fundamental frequency (F0) and its variation, sound pressure level (SPL) and its range, and voice quality were analyzed. Results showed that the participants had longer speech turns, decreased speech rate, and increased pausing when teaching compared to speech in peer learning situations. F0 and SPL were higher in teaching, indicating that the teaching situation was more stressful than the peer learning situation. For F0, this was confirmed by correlation analysis. From the learning point, increased pausing and slower speech rate may be beneficial, but increased F0 and SPL may, on the other hand, be harmful to future teachers as they can increase the risk of vocal overloading. Voice training for future teachers is strongly recommended.

IV International Scientific and Practical Conference “Homo Legens in the Past and the Present”

The article is devoted to the IV International scientific and practical conference "Homo legens in the past and the present" held in Novosibirsk and Nizhny Tagil on March 23-25, 2023 in hybrid format. The author aims to provide a general overview of events held within the framework of the scientific forum and to characterize the speeches of researchers, teachers, librarians and students, who took part in it. The relevance of the described event is related to the changes that reading practices are undergoing during the explosive spread of screen culture. The outflow of readers from libraries and the decline in print editions led to the interest of specialists in such problems as forms of reading support, the interaction between reader and book in the library space, issues related to the book design. This review can be beneficial for both to theorists and practitioners working in the field of book and library business as well as for specialists engaged in serving readers and popularizing reading.

Cognitive and psycholinguistic concept of students' speech activity

Relevance. The research is relevant because methodological science has advanced to a new degree, at which point the particulars of the sociocultural state of society at the time the research was conducted become significant. All of this leads to new standards of educational excellence and an increase in students' speech activity. In addition, communicative activity helps in professional self-realization and creates an opportunity for full-fledged cultural and spiritual development of the individual. Purpose. The article's objective is to identify and diagnose the formation and implementation of cognitive and psycholinguistic approaches to teaching speech activity in higher educational institutions. Methodology. Analysis, classification, generalization, induction, and comparison of approaches are the most effective methods of researching this problem, as they help to identify elements of speech culture and emphasize the main ways of forming students' communicative culture. Results. The article reveals approaches to the definition of the phenomenon of speech competence; presents the result of the development of cognitive and communicative activity of students, during which a new cognitive entity is generated – the concept of the target text. Approaches to the formation of speech activity are also demonstrated; ways to improve communicative culture are considered; literature analysis is made and the components of language culture are clarified. Additionally, students' communicative abilities are identified; future specialists' speech competence components are described; psycholinguistic aspects of the development of students' speech competence under the influence of contemporary educational reform are made known; and the degree to which students' speech cultures are being formed is identified. Conclusions. The content of the paper is important for both students and potential teachers who need to learn how to teach social norms of behavior; develop a respectful attitude to the participants of the dialogue, kindness, tact and delicacy; improve their communication skills, practical skills, personal qualities.

교사의 준언어·비언어 의사소통 교육 연구 -교수자와 학습자 인식 분석과 AI 면접 시스템 활용을 중심으로-

The purpose of this study is to examine the perceptions and current status of semi-verbal and non-verbal education in teaching speech education, and to explore the possibility of using the AI interview system in teaching speech education. In order to investigate the perception of teaching speech education, a survey was conducted on 13 professors majoring in Korean language education and 91 students attending the College of Education. In addition, four teachers were asked to directly experience the AI interview system to analyze the results and conduct interviews after the experience. As a result of the survey, semi-verbal and non-verbal communication feedback in teacher speech classes was passively conducted. There was a problem that students who accepted feedback accepted it emotionally, or that the evaluation criteria were ambiguous and the way of semi-verbal and non-verbal communication education was not systematic. The AI interview system can be used for teaching speech education in the following aspects. First, in teacher speech classes, this system can be used forfeedback on voices. Second, this system can be used or learners' own teaching speech practice. Third, this item can be usefully used to practice teaching speech in online classroom situations. If specific and detailed feedback made through teaching speech education and objective feedback in the AI interview system are properly utilized and practiced, it can create good synergy in improving teaching speech competency.

IMPLICATIONS IN INDONESIAN LANGUAGE LEARNING CLASS VIII SMP N 2 TOROH GROBOGAN

This study aims to describe and explain the types of implications in learning Indonesian students of Class VIII SMP Negeri 2 Toroh, Grobogan Regency. The research method used is qualitative research with a descriptive approach. The data used in this study is in the form of teacher and student speech in Indonesian learning in which there are implications. The source of data in the study was obtained from speech events in Indonesian learning in grade VIII SMP N 2 Toroh. Techniques used in collecting data using observation, listening, recording, and interview techniques. The results showed that the types of implicatures found in the learning process, namely conventional and unconventional implicatures (conversation) and the results of research that has been done, researchers found some data about the type of implicature of a speech. The data to be analyzed in this study is in the form of speeches of teachers and grade VIII students of SMP N 2 Toroh which contain types of implications

A multimodal teacher speech emotion recognition method in the smart classroom

As a collection of various IoT devices, smart classroom can record various forms of teaching data and provide rich data for recognizing teachers' emotions. Recognizing and analyzing teachers' emotions can promote teachers' professional development. Nowadays, most of the automatic emotion recognition methods for teachers in smart classroom are based on facial expressions. However, since teachers usually keep smiling to mobilize the classroom atmosphere, the recognition results may not reflect the real mental state of teachers. By observing teaching videos, it is found that the prosody and text in the teachers' speech can reflect the implicit emotion of the teacher. Therefore, a multimodal teacher emotion dataset (MTED) was built based on teaching videos recorded by IoT cameras and microphones in smart classroom. A neural network combining multiple prosodic features and text content for teacher speech emotion recognition is proposed. The proposed method fills the gap in teacher speech emotion recognition, our proposed method has higher accuracy. Experimental results show that ProsodyBERT achieves 78.6 % UA4 and 66.2 % UA6 on IEMOCAP and MELD, respectively, surpassing the existing methods. The proposed method reached 82.1% UA6 on MTED self-built dataset, which is 9.6 %-21.4 % higher than that of unimodal method in teacher emotion recognition. An ablation experiment is designed and implemented on MTED dataset to explore the influence of each module in ProsodyBERT on teacher speech emotion recognition task. The experimental results in the smart classroom record show that ProsodyBERT has higher accuracy and stronger robustness than unimodal methods.

Classical Teaching of Rhetoric in Russian Philological Tradition (18th — First Half of the 19th Century)

The article presents a historical and critical review of the classical teaching of rhetoric as the science and art of speech in the Russian philological tradition of the 18th — first half of the 19th centuries. A description of this experience of rhetoric as “the science of inventing, arranging and expressing thoughts” can give a lot to a modern scholar and teacher, since today’s educational practice largely uses ancient classical methods and techniques in organizing verbal and speech education. The authors present information about rhetoric in Ancient Rus’, when there were no rhetoric textbooks, but active oratorical activity was carried out; the first rhetoric textbooks of the 17th century and the time of Peter the Great with their practical advice and recommendations for constructing a speech; describes “means for acquiring eloquence” by Mikhail V. Lomonosov, which, as it turns out, were based on their predecessors, rhetoric manuals of Peter’s times; in our first higher educational institutions, for example, Moscow University, “eloquence” was taught primarily, and at the beginning of the 19th century, “literature” reigned and the peak of Russian rhetoric flourished in the first years of the Tsarskoye Selo Lyceum, where Nikolai F. Koshansky was teaching. The modern world of the Russian Word cannot be imagined without this historical and cultural tradition, in the study of which much remains to be done, but without the support of which it is impossible to realize creativity in modern Russian speech. Materials related to teaching rhetoric can provide a lot of useful advice and recommendations to the modern teacher and student regarding both the rules of speaking and the education of a speaker. Th us, Old Believer rhetoricians give specific advice on personality formation and pronunciation rules; Lomonosov offers classical “means of acquiring eloquence,” interpreting them in an original way for the Russian audience, and the pinnacle of rhetorical education should be the lessons of N. F. Koshansky at the Tsarskoye Selo Lyceum, who recommended reading, reflection and practical exercises.

TRENDS IN THE USE OF ANGLICISM IN THE SPEECH OF TEACHERS

The article describes the reasons for borrowings loan words from English into Russian, the degree of distribution and adaptation of these words, their phonetic and lexical-semantic assimilation. The authors identify and analyze the most commonly used lexemes and provide their semantic and historical analysis. The article presents the authors' study of the speech of teachers when using English loan words in business speech and concludes about the reasons for the spread of certain words in pedagogical communication.

Challenges of Non-English Major Teachers in Teaching Senior High School English Subjects

This inquiry aimed to determine the challenges experienced by non-English major teachers in teaching Senior High School English subjects and their utilized coping mechanisms. It also sought to determine the relationship between the challenges encountered and the coping mechanisms applied. Moreover, the study aimed to discover the differences between teachers’ baccalaureate courses, challenges, and coping mechanisms. The patterns and associations of the variables were ascertained by using descriptive-correlational design. The extent of challenges faced and coping mechanisms applied were revealed through the descriptive tool. Spearman Rank Correlation Coefficient was used to know the relationship between the said challenges and coping mechanisms, and the differences between the variables and teachers’ baccalaureate courses were identified using the Kruskal-Wallis H Test. The study also employed the purposive sampling technique. The respondents of the study were the 50 teachers from Tanjay City Division, teaching in Tanjay City and Pamplona, Negros Oriental, Philippines. The researcher utilized a self-made questionnaire. The study revealed that non-English major teachers have challenges in teaching Senior High School English subjects specifically in the following areas: (a) teaching academic writing, (b) teaching writing one scene for one-act play applying the various elements, techniques, and literary devices, (c) teaching writing craft essay; (d) teaching speech writing; (e) selection of relevant resources specifically on choosing materials that are aligned in lesson objectives; and (f) deciding for curriculum-appropriate materials to use. The data also showed that online video tutorials, allowing colleagues/school heads/supervisors to observe their classes, and monitoring students’ performance are the most utilized coping mechanisms. The study concluded that despite the challenges encountered by non-English major teachers in teaching Senior High School English subjects, these teachers are still tough in facing their daily battles, which provide them chances to learn outside their comfort zones.

Methodological motivation of the system of work on teaching speech etiquette of the Russian language

Methodological motivation of the system of work on teaching speech etiquette of the Russian language

A Method for Automatically Detecting Errors in an Embedded English Speech Teaching System

A Method for Automatically Detecting Errors in an Embedded English Speech Teaching System

Voices on the air: Speech education and campus radio in the postcolonial Philippine university

In the late 1950s and throughout the 1960s, faculty and students of the newly organized Department of Speech and Drama (later Department of Speech Communication and Theatre Arts) at the University of the Philippines (UP) were at the forefront of managing the radio station DZUP, mounting radio productions on campus and shaping the academic curricula for classes in radio speech and writing. These pioneering contributions, though significant, have yet to receive due documentation from communication scholars, researchers, and historians in the country. In this essay, I address this gap by bringing into focus archival documents—photographs, newspaper accounts, official memos, and personal correspondences between academics and administrators—that clarify the academic department’s role in the early systems and operations of DZUP. I argue that these efforts are important because of four main reasons. First, they highlight the often-overlooked relationship between speech education and campus radio in the national university. Second, they emphasize the ways in which the radio booth worked alongside the public speaking platform and the theatre stage as a fundamental space where speech-related pedagogies, performances, and practices played out. Third, they show disciplinary genealogy that links the disciplines of speech communication and mass communication in the University of the Philippines. And finally, they shed light on the pedagogical process involved in teaching, training, and transforming Filipino students into a kind of speaking subjects in the postcolonial Philippines.

БОЛОЧОК МУГАЛИМДЕРДИН КЕП ТЕХНИКАСЫН КАЛЫПТАНДЫРУУ – ПЕДАГОГИКАЛЫК КӨЙГӨЙ КАТАРЫ

With increasing requirements for the professional training of a teacher, the issues of acquiring speech technique and improving his professional qualities are of particular importance. Democratization and humanization of the educational process in universities and schools requires a high level of professional skills from the current teacher. On the one hand, this is an important component of his pedagogical culture, and on the other hand, it is considered a condition for professional development and excellence. Solving the problem of a future teacher's speech technique involves changing the educational process at a pedagogical university, increasing attention to the student as a subject of educational and professional activity, individualizing his training, and developing flexible educational technologies. Since the teacher’s speech ensures the development of subject knowledge of students and makes it possible to fully and easily explain the educational material, it is important to use facial expressions, gestures, diction, speech, and even correctly breathing. A correctly formed teacher’s speech can become an impetus for the rational formation of student’s cognitive activity and is the main means in creating a positive psycho-emotional climate among the student community. Also, it asserts trust to the teacher and the relative behavior of students in the pedagogical process. Therefore, when teaching pedagogical disciplines at a university, it is necessary to pay special attention to the formation of the speech culture of future teachers.

Tindak Tutur Direktif Guru PAUD EBTA dalam Proses Belajar Mengajar Sebagai Pemerolehan Bahasa Anak 4 Tahun

A child's mastery of a language begins with the acquisition of the first language, which is often called the mother tongue. Apart from the mother tongue, which plays a role in children's language acquisition, the language of teachers at school also plays a role in the development of children's language acquisition and learning. In schools, language use is a reality of teacher-student communication interactions that take place in teaching and learning activities. The teacher's use of language with students in conversations in class, especially the teacher's speech, Speech acts are speech events because they involve parties speaking in certain situations and places. These two symptoms occur in one process, namely the communication process. The teacher's speech acts referred to in this research are directive speech acts. Directive speech acts have an important role in children's language acquisition because they are carried out by the speaker with the intention that the listener performs the action mentioned in the speech. This research aims to (1) describe the forms of directive speech acts used by teachers in the teaching and learning process in language acquisition for 4-year-old children at EBTA Paud and (2) describe teachers' directive speech strategies in the teaching and learning process at EBTA Paud. The data source in this research is the speeches of teachers who teach at EBTA Early Childhood Education. The data collection techniques used in this research are recording techniques and note-taking techniques. The results of the research found that the use of speech acts in the form of directive speech in the teaching and learning process by teachers at EBTA Early Childhood Education was orders, requests, or hopes, suggesting, advising, and challenging. There are two speaking strategies used by teachers in the teaching and learning process at Paud EBTA, namely the strategy of speaking frankly without preamble and the strategy of speaking frankly with positive politeness.

Rhetoric in the professional work of a teacher

The rhetoric in the professional work of a teacher is presented in the article. Specific features of the pedagogical speech are described

Teacher's Speech Acts as Interaction in Learning Language Indonesia

The research was conducted with the aim of describing teacher's speeches in Indonesian learning in class when learning Indonesian. The type of this research is qualitative research with descriptive methods. Data collection is done by listening activities. The data that is observed is obtained from stress devices and notes when the research was examined. Teacher's speeches classified by the researchers is divided into three parts, namely utterance when giving lessons, when delivering lessons and lessons that are lessons related. Based on research conducted, it can be concluded that teachers often use assertive requirements and use regional language as the languages of instruction

Campuses for All: How Free Speech Education Can Protect and Enrich Colleges and Universities

Campuses for All: How Free Speech Education Can Protect and Enrich Colleges and Universities

Educative Imperatives in the Teacher Speech of the SMAN 1 Kwanyar Bangkalan

Educative Imperatives in the Teacher Speech of the SMAN 1 Kwanyar Bangkalan

The Application of Production-Oriented Approach in College English Speech Teaching

This essay tries to apply the Production-Oriented Approach into University English Speech Class, and explore the effect of this teaching theory on improving students’ speech ability, and the responses of students to this course. In this research, POA method has been used in the speech course for English majors for one semester. By comparing students’ speeches drafts before and after class, and collecting students’ reflection records and interview feedback, teaching effect and students’ reactions will be analyzed. This article tries to draw a conclusion that students’ speech ability has been significantly improved, and most students think that it is good to pay attention to practical application and constantly revise their speech production under the guidance of teachers. At the same time, we also found that the application of POA may impose more learning burden on some students than before.