Speech Education Research Articles

‘Upon the gears and upon the wheels’: Terror convergence and total administration in the neoliberal university

University governance is becoming increasingly autocratic as marketization intensifies. Far from the classical ideal of a professional collegium run according to academic norms, today’s universities feature corporate cultures and senior leadership teams disconnected from both staff and students, and intolerant of dissenting views. This is not a completely new phenomenon. In 1960s America, senior leaders developed a technocratic and managerialist model of the university, in keeping with theories around the ‘convergence’ of socio-economic systems towards a pluralist ‘industrial society’. This administrative-managerial vision was opposed by radical students, triggering punitive responses that reflected how universities’ control measures were at the time mostly aimed at students. Today, their primary target is academics. Informed by Critical Theory and based on an autoethnographic account of a university restructuring programme, we argue that the direction of convergence in universities has not been towards liberal, pluralist, democracy but towards neo-Stalinist organizing principles. Performance measurements – ‘targets and terror’ – are powerful mechanisms for the expansion of managerial power or, in Marcuse’s words, ‘total administration’. Total administration in the contemporary university damages teaching, learning, workplace democracy and freedom of speech on campus, suggesting that the critique of university autocracy by 1960s students and scholars remains highly relevant.

Rhetorical Analysis of English Speech from the Perspective of Pathos ----Case Study on Michelle Obama's Final Speech at the White House in 2017

Aristotle’s famous theory on rhetoric (Logos, Pathos, Ethos,) is a cornerstone in public speech. The paper would focus on Ethos and its implement in rhetoric devices in public speech. It would make an analysis on Michelle Obama's farewell speech at the White House on its rhetorical applications in lexis, syntax, phonetics and gestures. From the paper, the readers can obtain some experiences for appreciating public speeches and the teachers can find more effective ways in composition teaching of public speech.

ANALYSIS SPEECH ACT OF BALI LANGUAGE TEACHERS IN BALI LANGUAGE LESSONS IN CLASS MANAGEMENT IN SMAN 2 KUTA

This study aims to describe the Balinese language speech of Balinese language teachers in class management activities at SMAN 2 Kuta and describe the violations of the principle of Grice's cooperation. In addition, this study aims to determine the role of Balinese speech in supporting classroom management activities. The theories used in this study are speech act theories proposed by Yule regarding speech functions. This research is a qualitative research. This research uses descriptive analysis method that describes the string of words or sentences. The technique used in this research is note taking and recording techniques. The data in this study in the form of teacher's speech in classroom management activities at SMAN 2 Kuta. The results of this study can be described as follows. First, in class management activities, the declarative speech function spoken by the teacher is as much as 12.20%, namely speech classifying, prohibiting, and forgiving. Representative utterances spoken by the teacher as much as 53.65% include speech shows, speculation, states, and acknowledge. Expressive speech spoken by the teacher as much as 7.32% includes speech praising and insinuating. Speech directive spoken by the teacher as much as 17.07% includes speech suggesting, ordering, and instructing. 9.86% commissive speech includes threatening and promising speeches. Second, violations of the principle of Grice's cooperation are also found in the speech of Balinese subject teachers when managing classes. Violation of the quantity maxim is 42.86%, violation of the quality maxim is 28.58%, violation of the maxim of relevance is 14.28%, and the violation of the maxim of the implementation is 14.28%. Third, the Balinese speaking of Balinese language teachers has a very important role in supporting classroom management activities.

On correction and improvement of professional Ukrainian language of the teachers

The article addresses the need for special efforts to resolve the issue of correction of teachers' professional Ukrainian language in the bilingual and Russian-speaking regions of Ukraine. The article also provides the materials to prevent and overcome the widespread language mistakes of the teachers.
 The most widespread phonetic and orthoepic mistakes in the professional speech of a teacher are considered, namely: incorrect pronunciation of words, incorrect pronunciation of certain Ukrainian sounds and sound combinations, stunning of the consonants in the absolute end of the word and in the middle of the word before the deaf, etc. in Ukrainian words.
 The causes and types of lexical mistakes in teacher's speech are illustrated. There is a large number of dangerous phrases from the point of view of teachers and students observing the correct language.
 The most common grammatical mistakes are emphasized, namely: absence of an exclamation mark for the students' names when addressing them, incorrect spelling of Ukrainian masculine surnames, inattention to differences in management of word combinations etc.
 The teacher must have a good command of the scientific terms of those subjects, which he teaches the basics, as well as the peculiarities of Ukrainian scientific style constructions. The article describes the numerous Ukrainian designs of the scientific style, which are used daily by the teacher in his professional speech and in which mistakes are often made.
 The article concludes the importance of optimizing the teaching of professional speech to students-future teachers, as well as the need to organize work on the correction of speech in special training courses and advanced training of current teachers. The materials offered in the article can be used (with some correction) in the system of speech training of teachers-teachers of different specialties at all faculties of pedagogical colleges.

Teaching dialogic speech to foreign listeners at the stage of pre-university training

This article examines the process of forming the skills of dialogic speech of foreign listeners at the stage of pre-university training with the help of educational and speech situations. It is emphasized that the starting point when teaching spoken language should be a situation that is a standard form of communication. The case is in necessity to simulate educational and speech situations that would take into account the future frame of reference of students in the first year of higher education, in other words, within the educational and professional frame. The types of learning and speaking situations (duplicating, responding, prompting, pre-speaking, colloquial) highlighted on the basis of the stages of formation of speech skills are presented. All the names of educational and learning situations are conditionally submitted, according to the operations that foreign listeners need master in the process of solving them. The purpose of each type of learning and speech situation, that is, the skills that are formed in foreign listeners in the process of using this or that type of situation, as well as the conditions of their objectification: the degree of participation of the teacher and the task for foreign listeners. Examples of different types of learning and speaking situations are given, using the most common dialogic unities in speech, at different stages of the formation of speech skills. The conclusions about the expediency and effectiveness of the use of educational and speech situations, which help to overcome the juxtaposition of theoretical and practical stages of training, to provide a high degree of mastering of speech material, as well as to effectively use lessons during the teaching of dialogic speech of foreign listeners during the pre-university tutorial stage.

The Experimental-Phonetic Analyses of the Discourse Intonation in the English and Azerbaijan Languages

The article deals with the experimental-phonetic analyses of the discourse intonation in the English and Azerbaijan languages. Having researched the article, it becomes clear that discourse intonation (DI) is an approach to the teaching and analysis of everyday speech. The characteristics of intonation components in the formation of discourse have been touched upon in the article. The intonation is mentioned to be one of the main means in the formation of the discourse. 
 
 It is a known fact that speech styles can be characterized by their lexical, syntactic and phonetic features. The attention is drawn to the distinguishing points of the speech of the people having various professions such as the speech styles of a teacher and a driver should be different not only from the lexical point of view but also from the phonetic point of view. 
 
 During the conversation, one can come across some nuances of the speaker’s intellectual level, life experience and social status. It is also important to remember that the subject of the conversation is meant to be an important factor too. The object of the conversation ensures the stylistic formation of the idea.
 
 The importance of the experiment has been taken into a special consideration in the article as well. The opinion of academician L. V. Sherba that stresses the importance of the experiment has been analyzed by the author.
 
 The factors that are needed to be followed by while carrying out the language facts have been fulfilled in the article. 
 
 The author tries to prove that DI is concerned with the speakers’ moment-by-moment context-referenced choices. It recognizes four systems of speaker’s choice: prominence, tone, melodicy, and termination. 
 
 The discourse samples having been chosen for the experiment are fulfilled by using various sentence types. Besides, the inside structure of the sentences and their lexical contents are also taken into account in the article. 
 
 Some discourse samples have been chosen in the comparable languages to be experimented in order to distinguish the intonation nature of the discourse. The experiment has been carried out by using the program “Praat”. It is noteworthy to mention that the program “Praat” is known to be a computer operation used to analyze speech sounds.

Exercise Essay: “A Progression for Teaching Place of Articulation”

Arguably, one of the primary tasks of the speech teacher is to help acting students identify current habitual patterns of speech production and execute speech sounds in new, non-habitual ways that ...

LANGUAGE POLITENESS OF STUDENTS AND TEACHERS: AN ETHNOGRAPHIC STUDY

This research is based on the discovery of students and teachers at SMAN 01 Logas Tanah Darat, Kuantan Singingi, Riau, who spoke impolitely. As people working in the world of education, students and teachers must certainly pay attention to politeness in language. For this reason, this research needs to be conducted to see the extent of the politeness of students and teachers in communicating in the realm of education. Also, this study not only looked at the politeness of students and teachers but also want to see the factors causing the impoliteness of students and teachers in speaking. This research uses a qualitative approach with ethnographic methods. Sources of data in this study were students and teachers at SMAN 01 Logas Tanah Darat, Kuantan Singingi, Riau. The data in this study are the speech of students and teachers containing six maxim of politeness raised by Leech. The results of this study indicate that students and teachers at SMAN 01 Logas Tanah Darat, Kuantan Singingi Riau can already be categorized politely in speech. This can be seen from the 101 utterances found that only 38 utterances are categorized as impolite or violate the six maxims of the politeness principle stated by Leech.

Organizational and educational peculiarities of teaching speech adaptation to future English language teachers

The article reveals organizational and educational peculiarities of effective developing of future English language teachers’ speech adaptation skills in English Practice classes aimed at the third-year students of foreign languages departments. The suggested subsystem of professionally oriented activities and the model of the teaching process for developing speech adaptation skills have been described. The main conditions for successful implementation of the methodology of teaching speech adaptation have been specified. The organizational forms of teaching and the sequence of teaching stages within one unit of activities have been defined. The introductory stage is connected with developing the system of declarative knowledge about speech adaptation. Basic diagrams, tables and receptive-analytical activities are offered to systemize the educational information. The stage of pedagogical interaction practice includes two sub-stages: 1) doing communicative professionally oriented activities after work with each of three subgroups of activities within one unit of activities; 2) students’ taking part in microteaching. During the stage of reflection the observation tables are filled in, then students take part in written self-assessment and reflective discussion. The peculiarities of using individual, pair, group and front modes of classroom work have been analyzed. The ways of monitoring the learning process, assessment criteria and controlling methods of speech adaptation skills development level have been clarified. The quantity and distribution of academic hours for classroom and self-study work have been suggested.

Motivation for Teaching Students at a University: The Ecologization of Pedagogical Communication as a Methodological Technique

One of the ways of increasing the educational motivation of students called by the authors the method of pedagogical discourse «greening», which means the ability of the pedagogue to organize the meaning part of his speech, giving it the ability to awaken the student’s propensity to develop an optimistic attribute style. The verbalization of some pedagogical tactics, considered in the scientific literature as tactics increasing the educational motivation of students – praise, censure, encouragement etc. are assessed from the point of view of compliance with the optimistic standard. The Pedagogical Speech Assessment Method has been applied for the first time in this work and includes the evaluation of the life events attribution of M. Seligman (personalization/control locus, stability/permanence and generalization). Emotional features that make it difficult to communicate between teachers and students - the prevalence of negative emotions, low emotional control – are considered in the context of the theory of learned helplessness and learned optimism by M. Seligman. The demotivational potential of learned helplessness and the motivational potential of optimism are described in the paper. Key words: motivation, learned helplessness, optimism, pedagogical tactics, pedagogical strategy, locus of control, explanatory style DOI: 10.7176/JSTR/6-05-05

Critical Discourse Analysis on Teacher Talks in The Classroom Communication

The research objectives were at finding out how the teacher arranges her/his teacher talk in accordance with modification to teacher speech quantity of speech, explanation, question, and error correction. This research is designed in a qualitative research approach with an etnography of communication in which the researcher gathered data about verbal communication, relying on direct observation and audio-video recording. The subjects of research were the Indonesian people who used English in communication at classroom setting. In terms of teacher talk, it is found that teachers arranged their teacher talk in acordance with (1) modification to teacher speech when giving understanding, clarifying, and simplifying their speech for developing quality of teaching and learning process, (2) quantity of speech of the teachers was limited in order to give a maximum opportunity to students in the classroom communication, (3) explanation was done to give the students theoretical knowledge, (4) question was delivered to develop indepth content and teaching material, and (5) error correction was conducted to correct students’ error in any language usage and language use.

OBTAINING THE VOCABULARY OF DOWN SYNDROME CHILDREN BASED ON INDONESIAN VOCABULARY CLASSES IN SLB C1 AKW KUMARA 1 SURABAYA

Vocabulary is a language component that contains all information about the meaning and use of words in the language. The word class is the basis for the discussion of languages. In this study aims to analyse "child vocabulary grade Down Syndrome based on the Indonesian word in SLB C1 AKW Kumara 1 Surabaya". In the discussion and descriptives regarding the acquisition of vocabulary based on the Indonesian word class are included in psychocholinistic studies in morphological scope. The study discusses the acquisition of basic vocabulary forms classified by verb classes, noun classes, and adjectives.The focus on this study aims to describe and analyze the acquisition of basic vocabulary form based on Indonesian word class in SLB C1 AKW Kumara 1 Surabaya. The collection of data in this research is using the method of the free Libic hearing capable of directly recording the event of the speech of teachers and students in the learning activities with the device in the form of handphone, and the method of reading proficient see that in conducting interviews to class teachers.Based on the results of the research that has been done, it is derived data in the form of children with Down Syndrome who are classified into basic vocabulary based on basic verb classes and derived verb classes, basic noun classes, and basic noun classes.

Validation of the Manchester spoken language development scale (MSLDS)

Introduction: Standardized outcome measures are importantfor accurately monitoring the language development of pre-lingually deaf children receiving auditory implants. Current commonly used outcome measures are time-consuming,limiting the practicality of regular testing. To address these limitations, the Manchester Spoken Language Development Scale (MSLDS) was developed as a quick and easily applicable interim measurement. This is an 11-point scale designed to provide a streamlined overview of a child’s expressive language development. This study describes the MSLDS, evaluates its ease of use and inter-rater reliability, and outlines its application in the paediatric auditory implant population. Methods: Sixteen speech therapists and teachers for the deaf reviewed videos of paediatric cochlear implant assessmentsand rehabilitation sessions at a UK auditory implant centre. Twenty-five videos from fourteen children were used in this validation study. Reviewers were asked to evaluate a child’s language development using the MSLDS by assigning a score for each video and to evaluate the ease of use of the scale. Each video wasrated by three different reviewers. Results: MSLDS scores showed a high degree of consistency between raters for each child. 8/25 (32%) videos demonstrated perfect agreement on the MSLDS. In 15/25 (60%) videos, there was a one-point difference between MSLDS scores. The remaining 2/25 (8%) videos varied by 2 points. Statistical analysis demonstrated an intra-class correlation coefficient (ICC) of 0.987, indicating a high level of agreement between users of the scale. Qualitative feedback from the raters suggested further modifications which have been incorporated into the scale. Conclusion: The high inter-rater agreement reflects the potential for the MSLDS to be a reliable tool for monitoring language development in the paediatric auditory implant population.

A Study on the Introduction and Effectiveness of Process Drama for Korean Speech Education

A Study on the Introduction and Effectiveness of Process Drama for Korean Speech Education

Development of Multi Textured Therapeutic Toys for Development of Tactile Perception of Children from 2 to 7 Years Old

This article considers the importance of usage of multi-textured toys made in different materials and analyzes the possibility of their use to overcome the problems of psycho-speech development and speech education of children from 2 to 7 years old.

Key Ideas of Methodological Heritage of T. A. Ladyzhenskaya

In this paper, the methodical system of T. A. Ladyzhenskaya is characterised with the purpose of identifying her most significant and productive ideas. This goal is achieved by analyzing and generalizing the main works of T. A. Ladyzhenskaya, as well as publications describing her contribution to the methodology of speech development. The key methodological concepts include the following: rhetoric is an integrative field and a culture-forming subject that needs to be taught to everyone; in the teaching of speech, an essential role is played by moral and rhetorical ideas and the special atmosphere of verbal communication; speech training requires the creation of texts of various genres and involves instrumental knowledge, including the information about a variety of communication tools; speech education should be comprehensive, starting from kindergarten, covering all school subjects and to mastering various professional speech genres at university and postgraduate education. These ideas reflect the methodological system of T. A. Ladyzhenskaya and determine the ever-growing relevance and demand of the concept of «Rhetoric of communication» in the twenty-first century.

Теоретичні засади моделі формування готовності майбутніх учителів-логопедів до роботи в умовах інклюзії

Теоретичні засади моделі формування готовності майбутніх учителів-логопедів до роботи в умовах інклюзії

МОВЛЕННЯ ВИКЛАДАЧА УНІВЕРСИТЕТУ ЯК ВАЖЛИВИЙ КОМПОНЕНТ ПЕДАГОГІЧНОЇ МАЙСТЕРНОСТІ

The article highlights the features of the speech of a university teacher as one of the most important components of pedagogical skills. The speech is considered as a tool of professional activity of a teacher, with the help of which it is possible to solve various pedagogical tasks, make a complex topic interesting, and the process of its study attractive, create a sincere atmosphere of communication, establish contact with students, reach mutual understanding with them. The teacher's speech should be adapted to solve specific problems that arise in pedagogical activities and communication. The main ways to achievement high quality of professional and pedagogical speech of the teacher and professional features of speech activity of the teacher have been analyzed. The functions of the teacher's speech (communicative, psychological, cognitive, organizational) have been highlighted. It is established that professional communication with the audience should lead to concrete positive results, which can be achieved through the use of knowledge of speech techniques, so the components of speech techniques such as breathing, voice, diction, intonation, tempo have been analyzed.

Health promotion in schools: speeches, representations, and approaches.

to analyze speeches, representations, and approaches on health and health promotion in schools, materialized in the speech of teachers. a qualitative study, of the case study type, carried out with 17 teachers from the municipal and state educational network. The data were obtained from interviews and analyzed by the Content-Oriented Discourse Analysis. medical-sanitary and clinical-biological discourses predominated. Health is represented as the absence of disease, reflecting approaches that prioritize healthy habits and changes in behavior. Problematization of social determinants occurs in projects, in an intersectorial partnership. carrying out projects of health promotion in schools ignores the solidification of partnerships and the construction of new speeches that represent it as quality of life conditioned by social, economic, and cultural factors as well as strategies for the ideological repositioning of those actors who act in this setting.

Concepciones sobre afectividad en docentes que trabajan en aulas hospitalarias en Chile

This article describes the conceptions of affectivity in the speeches of teachers who work in a hospital classroom belonging to a public hospital in the Metropolitan Region in Chile are explored, considering it as a multidimensional experience, from which the teaching practice is configured. The methodology and procedures correspond to a qualitative approach, specifically, a case study. For this, the whole teaching team that attends children diagnosed with cancer was interviewed. The main findings indicate that the category affectivity is not visualized as a phenomenon that is theorized and recreated in the discourse of the teachers interviewed. Finally, it is concluded that it is necessary to advance in valuing and clarifying the affectivity put into play in the educational act.