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Today, a countless number of untrained and volunteer English as a second or foreign language teachers are working throughout the world to help meet the rising need for English teachers. Many of these volunteers have little or no training in teaching English. However, Basic Training and Resources for Teaching English to Speakers of Other Languages (BTRTESOL) is a book and website that can be used as both a teacher-training program and a self-learning resource to help prepare these volunteer teachers. The idea for this program started with Dr. Lynn Henrichsen, who later invited a team of graduate students at Brigham Young University to work with him. This report documents the developmental process of two BTRTESOL units, namely, Unit 6A, "Developing English Language Learners' Listening Skills" and Unit 6B, "Developing English Language Learners' Speaking Skills." Both of these BTRTESOL units were designed to, first, familiarize novice and volunteer teachers with what it takes to listen and speak in a second language so that these teachers can identify the needs of their students successfully and plan and teach effectively. In addition, Unit 6A identifies several factors that make the second language listening process challenging. Unit 6B, on the other hand, describes four important characteristics of successful speaking activities. Finally, some of the most commonly used listening and speaking activities are recommended for novice and volunteer teachers to use with all levels of students. Additional resources, both print and electronic, are included at the end of each unit to help users learn more about each subject area and get additional teaching ideas.

Thesis--Hamburg. / Includes bibliographical references (p. 345-360).

Thesis (Ph. D.)--Universität Leipzig, 1911. / Vita. Includes bibliographical references (p. [46]).

Thesis (Th. D.)--Grace Theological Seminary, 1959. / Includes bibliographical references (leaves 336-352).

Rhetorical studies have been lacking in the area of John F. Kennedy's ceremonial speeches. Therefore, it was felt that a contribution could be made by analyzing samples of President Kennedy's speeches delivered on special occasions in order to describe what he used in such situations and where possible to attempt to explain why he used these devices. This study will be done in light of principles given by some classical and modern rhetoricians concerning the ceremonial speech. The specific criteria will be the rhetorical canons of invention, disposition, and style.

This study was an exploration of the effects of a pedagogical intervention on the development of Japanese university students’ oral performances. In task-based language teaching (TBLT), developing speaking proficiency is a major learning goal. However, research examining the effect of a focus on linguistic form in TBLT is limited. One way to balance communication and attention to linguistic form in TBLT is to add form-focused instruction to the communicative tasks. This study is an exploration of the longitudinal effects of form-focused instruction in a speaking task on the development of speaking proficiency. The current study was conducted for the following research purposes. The first purpose was to explore the longitudinal development of CALF (complexity, accuracy, lexis, and fluency) through form-focused intervention. A one-semester form-focused intervention was conducted to investigate how L2 learners develop or change their linguistic performance as measured by the CALF variables. The second purpose was to explore proceduralization through the 3/2/1 task. The third purpose was to investigate the relationship between communicative adequacy and CALF in the 3/2/1 task. This purpose was addressed by comparing human raters’ perceptions of communicative adequacy with the CALF analyses. The final purpose was to qualitatively investigate what the participants prioritized during their task performances. The participants were 48 first-year Japanese university students attending a private university in eastern Japan. A shortened version of the 4/3/2 task, the 3/2/1 task, was implemented 10 times for 13 weeks in one academic semester. In the 3/2/1 task, students talk about the same topic for 3 minutes, then 2 minutes, and finally 1 minute. The participants were divided into three groups: the comparison group, the teacher-led group, and the teacher and peer group. Two types of form-focused instruction were implemented, teacher-led planning and a peer-check activity. The participants in the comparison group started the 3/2/1 speaking task immediately, those in the teacher-led group read a teacher-model passage with the target formulaic language underlined prior to beginning the 3/2/1 task, and those in the teacher and peer group received a peer-check treatment while doing the 3/2/1 task in addition to teacher-led planning. Listener partners checked to see if the speakers used the target formulaic language during the 3/2/1 task. The target forms were (a) stating opinions (e.g., In my opinion), (b) giving reasons (e.g., It is mainly because…), (c) giving examples (For example…), and (d) expressing possibilities (If…). Speaking data were collected at Time 1 (Week 2), Time 2 (Week 8), and Time 3 (Week 14), transcribed, and analyzed for syntactic complexity, morphosyntactic accuracy, lexical diversity, fluency and communicative adequacy. This result showed that form-focused instruction with the target formulaic language improved the Japanese university students’ speaking fluency such as mean length of run and phonation time ratio. The participants also improved human raters’ perceptions of communicative adequacy over one academic semester. There was a significant and strong positive relationship between utterance fluency and human raters’ evaluation of communicative adequacy. In addition, the peer-check enhanced the learners’ usage of a wider variety of the target formulaic language. The results indicated that including formulaic language instruction can enhance learners’ mean length of run, which is a measure of speaking fluency, while teacher-led planning can help learners notice target forms. The peer-check can pressure learners to use the target forms during the 3/2/1 task and provide feedback so that speakers know what form should be used in the next 3/2/1 task performance. Suggestions for future studies regarding the use of formulaic language in TBLT tasks are proposed. / Teaching & Learning

In view of the quantity of research related to communication, the purpose of this study was to see, first, to what extent the results of this research are made available to beginning students of public address through their public speaking textbooks, and second, to seek to determine if, or to what extent, modern public speaking text writers make use of the often-praised inductive method of teaching.

"This study is an attempt to discover the influences that motivate a person to join and to remain a member of Toastmasters International. Questions to be analyzed include: (1) What personal improvements, gains, or satisfaction does the typical member seek? (2) What relationship does membership in Toastmasters have with the member's business affiliation? (3) What influences the attrition rate as observed by current members?"--Introduction. / Typescript. / "March 1969." / "Submitted to the School of Business of Florida State University in partial fulfillment of the requirements for the degree of Master of Science in Management." / Advisor: John J. Rellahan, Supervisor. / Includes bibliographical references (leaves 81-82).

Proper speaking rate is a key attribute of effective communication. Emerging persuasive technologies use computers as a tool to induce human behavioural and attitude changes. This thesis established a computational framework which can persuade people to slow down their speech and communicate more effectively. We defined a conceptual model and implemented a computer software system, both serving as the cornerstones of our persuasion framework. The computer system is designed to persuade people to be aware of their speaking rate and to slow down their speech. The combination of computer technology and persuasive technologies and theories are embedded in the system. In order to conduct effective persuasion, a number of computer-based survey questions were asked and a short tailored letter was generated for each participant. A virtual coach system monitored and reminded the participant to slow down. A few adaptive cues were used to enhance the effects of the persuasion. We evaluated the feasibility and effectiveness of the overall system. At the same time, we evaluated the feasibility of individual elements. A total of 22 participants was selected to make up the sample. The experiments were conducted under controlled conditions. The results indicated that our system is effective in persuading people to speak more slowly. The feedback from users indicated that our system raised their awareness about speaking rate.