演講教學 139 nhU MmH MER -nH F-L nv' 。、 u nLU EE 』 RHU HHU nFE FbE OHu nhu MmH HMH ntu -nn F-L TE-F-L HHH TEE R. O. lng
英國賢
Public Speaking vs.Private SpeakingPrivate speaking is different from public speaking(PS) in many ways. For one thing, when you speak in private,it is usually a casual conversation between yourself and some-one familiar to you. For another,the mode of interaction is very often face to face and one on one. In fact, this kind of speaking can take place anywhere and at any time,and
you may skip from one topic to another rather unconsciously. That is the kind of
speaking that all of us have been doing all our life. Most probablY, everybody enjoys doing it. What about public speaking? Itis a kind of speech communication between you and a group of listeners or even a large unfamiliar audience. There is always a fixed topic, a time limit and a public distance separating you and the many faces in front as you speak either from the lectern, platform, podium, or stage. Certainly,not everyone has the chance to speak in public, and such chance comes your way only if you become a teacher,a preacher,an official,or a public figure. Definitely,it is not everyone's cup of tea. It is therefore not surprising to know from the Reader's Digest! that public speaking is America's No.1 phobia. The Chinese equivalent for
“
public speaking"is 演講 or演說 2The expression itself clearly spells out the essence of public speaking，出at is, it involves both speaking and acting. In other words,there is something for the ears,and something
for the eyes. You can communicate with the audience not only through your verbal
message but also through your physical action or body language. There are many dis-criminating ears and eyes out there constantly evaluating your performance. You may be applauded or booed, accepted or rejected; your listeners may be enthusiastic or
dis-1. See John Wolfe(1983),p. 37.
140 教學與研究第九期
appointed; they may be attracted to or bored by you. This is why public speaking has been a pressure and seldom a pleasure to most people. It is obvious then that public speaking should not be taken for granted. Training and experience are absolutely neces-sary if you want to be good at it. After all,it is an audio-visual art par excellence. In ELTL,
how much attention has been given to public speaking? Do English learners receive
adequate training in this discipline? Are they encouraged to make use of English to speak in public? What should the English teacher know,and what can he do to help his students practice and enjoy public speaking3? It is the purpose of this paper to explore
these and other related problems to generate greater interest in and attention on this neglected speech art.
On StageFr站ht4
It is normal to experience some degree of stage fright,but it could be harmful and at times fatal to your speaking performance once it gets control over you. Why does one become nervous on the stage or platform? The reasons could be many and varied,for example:
(l) The speaker lacks the experience in formal speaking. (2) He is shy orreserved by nature.
(3)
I;I
e is inadquate in his language (e.g. English). (4) He is afraid of people.(5) He lacks confidence in himself.
(6) He does not like to speak but is obliged to do so.
(7) He becomes conscious of the defects in his physical appearance, pronuncia-tion or voice.
(8) He feels apprehensive of the public distance and the platform. (9) He is afraid of the scrutiny andevaluation of his listeners.
(l0) He has nothing or little to say about his given topic. (11) His can not think clearly before an audience.
(12) He does not know what to do with his hands.5 3. See Hsu-chi Chen(1971).
4. See Emily Her(1983)and(1984).
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n
'<l sodlnd JO sS <l usnop <l s SU昀 W UO!SU <l l snO Al<l U J° <I<I l 2l<l P <I山OS lB可 l P <l lOU <l q 0l S!n
'<I ;)U <l PUUO;)-JI <l S 21閃開 AnIn:> SPlB M. 0l d <l ls poo21 B S!w <lt[ l UO 21u!z!sB可 d叫<I pu它呵呵 od 21uOlls S ‘<l UO l <l AO;)S!P 0l 21u!All <I山p <I山BS <lt[ l l官<l U可 A也 ‘山叫l uo <l AOldw!0l 21u! t[l<l wos21u!op pu它 s2I U!山 O;)llOt[ S lO SP <l PPS ‘<l UO 21UHd <l ;);)y '<lIn n Aq <lmn 山<lt[l <I山O;)l <lAO Ol M. 0 t[ 0l SB SUOPS<I詣的 <ll<l l;)UO;) <l A!21 P U它 sues臼 l IBnp!A!pu! l! <lt[ l lno puu 0l SlU <l Pnls <lt[ l dI<I可 0l All PIn。可 Sl <l可。B<l lt[ sn2lu 耳<lt[l ‘P <ldS <ll S阿 l uI Tn 宣講躍居142 教學與研究第先期
Moreover,if the speech is prepared beforehand,the language could be polished and various techniques in delivery could be practiced again and again. When it comes to the extem-poranωus type, some speakers would feel unduly apprehensive simply because there is no prepared manuscript before them. And if the language involved is a foreign language (e.g. English),then this type of presentation will become even more terrifying to the non-native speakers of English. To be sure, the extemporaneous type of presentation is the most widely used by professional speakers. The reason is that you need not write out your speech. Based on some key words,phrases or an outline,you are free to organize and develop your ideas to suit the audience and occasion. Furthermore,in this kind of speaking,your real command of the target language is put to test in public. Most people find the impromptu method the most dreadful of all because they are called upon to give a speech on an unprepared topic on the spot7. The inexperienced speaker, especially when he has to use English,struggles not only with his language,but also in organizing his thought and exercising self-control. His mind may go blank, he may become tongu
e-tied,or his voice may tremble. In short,it could be possible that everything might turn into a total fiasco. However,speaking spontaneously is what we normally do in most of our daily oral communications. The training and practice of this type of speaking can help the students to be alert,quick,responsive and adaptable in the organization and expres-sion of his ideas. He will learn from the experience the importance of self-confidence, clear thinking,knowledge,and most of all,the mastery of the target language.
The English teacher may realize that reading from a manuscript deprives the student from establishing eye contact with his audience; that there is always the possibility of forgetting one's lines in the memorized type; that students,whose command of English is not adequate enough, might feel discouraged about speaking extemporaneously; and that they might lose interest in public speaking if there is too much emphasis on the impromptu' type. How to strike a balance of these four types in the training of his students and to determine their personal needs are some of the problems that the speech teacher has to face. The inclusion of both a prepared speech and an extemporaneous one in most English speech co
'7. But to the American humorist Mark Twain,“It usually takes more than three weeks to prepare a good impromptu speech."
8. Toastmasters Clubs are non-profit educational clubs organized to promote public speaking in English. The table topic session, an important activity of the club, provides the members with training in impromptu speaking.
演講教學 143
providing students of various edicational levels, the opportunity to gain practical experi-ence in the different types of speech presentation.
General SpeechPurposes9
There are three general speechpurpos巳 s:
(l ) to en tertain (2) to inform (3) to persuade a. to stimulate b. to convince c. to actuate
By providing students with opportunities to speak with different general purposes, the speech teacher can also help his students to develop variety and flexibility in their pl.lblic speaking.
A dull, serious-looking student needs more practice in the speech to entertain (e.g. telling a joke or giving an after-dinner speech) so that he can learn to relax himself and to appreciate the value of humor. The easy-going student should have more exercise in the speech to inform (e.g. explaing a certain theory) so that he is obliged to research for f-acts and figures,and in doing so,he might develop a more earnest attitude towards his speaking assignment and actual presentation. Generally speaking, it is rather difficult to achieve one's purpose 扭 a persuasive speech (e.g. a pep talk or a sales talk). To influence the feeling, thought and behavior of others is never an easy job. For this purpose,one needs ample e~perience， rich knowledge,polished skills,enthusiasm,charisma,etc. It would be of great help to shy and reserved students to practice the vaJ;ious kinds of persuasive speeches.
Language,Content andDelivery 恤PublicSpeaking10
A good command of English is certainly an asset in PS. It is of course not
every-9. JohnV.Irwin and Marjorie Rosenberger(1968),pp. 110-130. 10. See R.O. Ing(1984 B).
144 教學與研究第九期
thing, otherwise all native speakers of English must per se be excellent public speakers. Very often in many a speech contest or activity, a very high percentage is given to 血e content (say,40% or even higher). In this case,what is the difference between a written composition and an oral presentation? Besides,how can we know for sure that the written speech is the work of the participant? Some people are attracted to the animated delivery of the speaker more than anything else. Should a speech be a dramatic performance all the time? What then is a good, effective speech? It也ould not be a language dr凹， a
written composition, or a dramatic performance alone,but it should be a balanced com-bination of language, content and delivery (LCD), for these are its essential ingredients. Language, in our case English, is the means of communication. Care and attention should be given to the cultivation of pronunciation, grammar, vocabulary, intonation and fluency. The use of simple oral language that could easily be understood 也ould always be given priority over the stilted and complicated written language that is meant for reading. Content embodies the ideas to be presented. To have something to say is not enough. The students 也ould learn how to organize their ideas in a systematic way and develop a personal style of presentation that is unique and original. By Delivery we mean the skills and techniques that the speaker employs in the use of his voice, eye con-tact, facial expression, hand gesture and bodily movement. It should also include his personality, confidence, poise, attitude, appearance and the way he makes use of the alloted speaking time. In other words, voice, action (body language) and many other nonverbal elements should always be taken into serious consideration in one's delivery.
Listening and Evaluation in PSll
The best way to learn how to swim is by swimming, and by the same token, the best way to learn how to speak is by speaking. Speaking is in fact only one part of the two-way process of communication, for without listening, any speaking done would be futile and meaningless. Listening skills and abilities can always enhance our speaking. Through listening, we can acquire so much from others: information, ideas, opinions, knowledge and experience. The speech teacher should stimulate and motivate students to evaluate the petformance of others through intelligent and critical listening. This is
11. See Karl F. Robinson and Charlotte Lee(1965),pp.20-31;Ai-chu Yen(顏藹珠)， (1 987); 何慧玲 (1983).
演講教學 145
to train them to see in others their own defects and to absorb from other弓 their good points. Evaluation activities like making comments, giving suggestions, voting for the best speakers,and so on,can be conducted in class either individually,in pairs or in various groupings. LCD can serve as criteria in evaluation. When considered as a whole, the evaluator learns to assess the total effects of the performance, and when LCD are con-sidered separately,then he is drawn to the details of each item. Thus he sees the wood as well as the trees. On the part of the speaker,if he listens to the comments and sugges-tions of his peers and those of his teacher, then he can constanly make steady progr且S in his PS.
Suggested Classroom and Co-eurricular Activities1 2
Systematic study of a good textbook in PS can give a comprehensive view of what is there to learn about PS. However, knowledge of the subject is not enough: it has to be put into practice. It is in actual practice that students can develop their skills and tech-niques in speaking,and it is in various classroom activities that they can further consolidate what they have learned from the teacher,the textbook and the course itself. The innova-tive PS teacher should also encourage and stimulate his students to be acinnova-tive in related speech activities on and off campus.
A. Classroom Activities
.
Reading aloud of stories,articles, dialogs,non-original speeches,etc. in front of the class to serve as practice in voice projection and clarity of diction. The resourceful PS teachershοuldhave no difficulty in conducting this activity in a creative way.• Presenting of memorized, extemporaneous or impromptu speeches of different
lengths (2-minute, 3-minute, etc.) on various topics by some students, while the
listeners. make general comments or more specific ones related to LCD.
Com-menting can be made on the platform to provide extra speaking opportunities for
those in the audience who were not given any speaking assignments. Exchanging
comments in pairs, or giving suggestions to the speaker in small groups can also be 12. The term “co-curricular" is preferred to “ extra-cu 訂icul 缸"， as speech activities outside the c1 ass-room can enhance what is learned in the PS course. For suggested activities in related fields,see
146 教學與研究第九期
done immediately after each speech presentation.
.
Giving all the students a chance to go to the platform to introduce themselves at the beginning of a PS course could be an interesting ice-breaker. Answering related questions can also be included after the self-introduction.• Arranging from time to time a workshop session for particular exercises in various skills. The PS teacher should be able to correct defects and demonstrate various ways for students to be able to observe, compare and practice. Even such seemingly simple things as walking to the front, balancing one's body weight on the platform, holding one's manuscript,establishing eye contact with the rsteners,pr吋 ectingone 's voice to the last row,smiling to an imaginary panel of judges,walking back to one's seat, and many other similar skills should be studied and rehearsed not only in class but also in private.
• Holding examinations for different purposes can stimulate serious work and friendly competition among students. Friends,schoolmates,teachers and even visitors can be invited to attend such activities to provide fresh incentive and motivation.
• Assigning different groups to take turns in presenting an informal speech performance in class‘that may include telling jokes, dramatizing a fable, enacting a scene from a
play, interpreting a poem, explaining a procedure, etc. From such an activity,the students not only learn to perform individually or in a group, but also cooperate among themselves for the success of their performance. The MC (master or mistress of ceremonies) can also gain practical experience in introducing the performers and their respective numbers,conducting himself of herself on the platform or stage,and maintaing a lively atmosphere throughout the whole performance.
B. Co-curricular Activities
• Presenting.a public performance of speech arts13 at the end of a schoolyear. This
activity can be publicized on some local radio stations, newspapers, magazines, or bulletin boards on and off campus. Ifnecessary,weekends or evenings can be used for extra rehearsals so students can further polish their skills,improve their coordina-tionand acquire poise and confidence on the stage.
.
Encouraging students to attend lectures and discussions by experts and scholars can 13. The annual public performance of“An Evening of Speech Arts" in the 70's by the students of Public Speaking of NTNU under the direction of R.O. lng,had been found to be very educational and beneficial to the students.·(v 1786 I) SUI '0'洹 33S 'SI . (v 986 I) 8uI 'O' "M 33S '171 lU~l~JJ!P JO S~!AOW耶!l pg pUB UB:>P~山 y~U!~~S ~S~p 有lU~山mop pUB SWB.DJOl d可 S!I ~U耳 ‘SUru~l ‘S~p~~ 1\.1 ‘S~dBl [BnS!A-O!pnB ~U!M. ~!A~(nIJI ·~·O S山 B.DJ Q.Id O!PBl 0l ~U!U~lSn • 'PU~S 阿l ~A~呵呵 0l AB M. [nJ~U!UB~山 PUB~U !lPX~ ‘l:>~l!P lSO山叫 l A [q BqOl d S! ‘l[S!I ~U3 JO Sl~)[昀 ds ~A!l BU 可l! M. A[[BP~dS~ ‘Sl~U~!~lOJ ~U同昀 ds-可 S!I ~U耳l[ l!M. SPU~PJ~U!)[B 即 'SU0!l Bnl! S~U 同昀ds 可S!I ~U耳 U!J[~S 山!可SPU!] 叫 l~A~U~可M. ~q II!M. ~可~A!SU~ 可~lddB pUB P~lN閃閃 SS~[ ~l[l ‘Sl~ l[l。可 l1M. S~lB:>!Un山山 0:> 9可 ~lO山叫.1 . UOnB:>!Un山山 0:> [BlO S閃閃 A:>u~nul~l 昀l~ ~l!nb:>B A[[BnpB.DJ AB山叫
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窗可牽韓屋里148 教學與研究第九期
genres 一- all these can provide the students not only with entertainment but also glimpses of the lifestyles of the English-speaking world. After all, we should not dissociate the English language from its people at work,for the learning of a foreign language is so intimately related with the understanding of its speech community, its culture and tradition.
REFERENCES
Mortimer J. Adler(1983), How toSpeak/How to Listen.
John Agnus Campbell (1981), Speech Preparation, Second edition, Modules in Speech Communication (Modcom).
Karen Carlson and Alan Meyers (1977), Speaking with Confidence: A Small-Group
Approach to Speech Communication,Scott,Foresman and Company.
Hsu-chi Chen (陳須姬 ), (1971),“The Relationship Between SpeechProficiency and the Classroom Teacher",English Teaching Quarterly (英語教學季刊)，September, 1971,
Vol. 3,No.2,pp. 14-21.
Douglas Ehninger, Alan H. Monroe, Bruce E. Gronbeck (1978), Principles and Types of Speech Communication,Eight edition,Scott,Foresman and Company.
(1980), Principles of Speech Communication, Eight brief edition, Scott,
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Kathleen Galvin and Cassandra Book (1980),Person to Person: An Introduction to Speech Communication, National Textbook Company.
Emily Her (何慧玲)， (1983), “Communication Apprehension as a Unit in a Public
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1983,No.9,pp. 215-226.
(1984),
Since 1977"\,SELL, May,1984,No. 1O,pp.126-l47.
(1986), “Communication Concerns of Students in Public Speaking Course",
SELL, May,1986,No. 12,pp. 118-127.
Mary rrances Hopkins and Beverly Whitaker (1979), Contemporary Speech, National
Textbook Company.
R.O. Ing (吳國賢)， (1981), “Remarks Given at the Annual English Speech Contest",
演講教學 149
(1982), “Remarks Given on Various Occasions", SELL, April, 1982, No.8,
pp.11-14.
(1983 A), “On Prepared and Impromptu Speeches", English Teaching and Learning( 英語教學 ， ETL)，January, 1983,No. 27,pp. 38-41.
(1983 B),“Ladies and Gentlemen",NTNU/EDAC Newsletter, February, 1983,
p.4.
(1983 C), “Voice and Action in Public Speaking", SELL, May, 1983, No.9,
pp. 202-208.
(1983 D), “Short Talks Delivered on Various Occasions", Orchid, June, 1983,
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150 教學與研究第九期
Encountered by Chinese College Students, Unpublished MA Thesis, Graduate
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