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Tesis sobre el tema "Oral communication"

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Publicado: 4 de junio de 2021
Última modificación: 9 de junio de 2025

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1

Rhodes, Cheryl D. Kennedy Larry DeWitt. "Oral communication syndrome toward synthesis /." Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9311289.

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Thesis (Ed. D.)--Illinois State University, 1992.<br>Title from title page screen, viewed February 3, 2006. Dissertation Committee: Larry D. Kennedy (chair), Thomas Baer, Kenneth Jerich, Frank Lewis. Includes bibliographical references (leaves 376-449) and abstract. Also available in print.
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2

Bennett, Gary M. "Oral clarity in preaching." Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p068-0613.

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3

Boessen, Brett. "Communities of judgment and fan citizenship challenging univocality, cynicism, and isolation among viewers of "The West Wing" /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3232585.

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Thesis (Ph.D.)--Indiana University, Dept. of Communication and Culture, 2006.<br>"Title from dissertation home page (viewed July 10, 2007)." Source: Dissertation Abstracts International, Volume: 67-08, Section: A, page: 2813. Adviser: John L. Lucaites.
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4

Church, Kristine. "Effective oral communication in the foreign language classroom." Diss., Connect to online resource, 2005. http://wwwlib.umi.com/cr/colorado/fullcit?p1425787.

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5

Abdullah, Normah. "The oral communication strategies of Malaysian L2 learners." Thesis, University of Birmingham, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288691.

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Katirayi, Beverly A. Jensen. "Oral public communication in the Iranian immigrant community, toward reconceptualization of mass communication /." Thesis, Connect to this title online; UW restricted, 1987. http://hdl.handle.net/1773/6158.

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7

Lu, Yu. "Willingness to communicate in intercultural interactions between Chinese and Americans." online access from Digital Dissertation Consortium, 2007. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?1446916.

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8

Tapper, Joanna. "The oral academic discourse of international college students." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/186056.

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The purpose of this study was to investigate the oral participation of freshman International Students (ISs) in college content classes. The research questions were: (i) how much do ISs speak in different academic situations; (ii) what discourse moves do ISs make, especially initiation moves; and (iii) what are the exchange patterns into which IS discourse moves are organized. The naturally occurring discourse of eight freshman undergraduate ISs studying in a variety of fields was tape-recorded in four academic situations (lectures, laboratory sessions, freshman composition classes, and student/teacher writing conferences). Analysis of the transcripts showed that the amount of IS talk varied across the four situations, and among the eight students. The frequency of student moves also varied among the students and across situations, with student questions the most frequent move in lectures, student offer moves in labs, offered responses in composition classes, and nominated responses in conferences. The most frequent exchange patterns in lectures, labs and conferences were 2-part exchanges, but the 3-part exchange was the most frequent in composition classes. Longer exchange patterns also varied across the situations. The findings contribute to studies in SLA, Interlanguage variation, discourse and interaction analysis. There are also implications for the teaching of English for Academic and Specific Purposes.
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9

Zizz, John Thomas. "Oral communication and the psyche of an aural community, as seen in Acts 2:14-41." Johnson City, TN : Emmanuel School of Religion, 2008. http://dx.doi.org/10.2986/tren.062-0306.

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Zizz, John Thomas. "Oral communication and the psyche of an aural community, as seen in Acts 2:14-41." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p062-0306.

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11

Krohn, Matilda, and Christopher Kindbom. "Oral Communication Strategies in English as a Foreign Language." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-147655.

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The syllabi for the subject English in both Swedish compulsory and upper secondary school state in the core content for English that it should provide the opportunity to learn how to use linguistic strategies in speech, i.e. oral communication strategies. However, we as teachers are not informed by these documents what oral communication strategies are and which ones are to be preferred. For this reason, we as future teachers of English, posed the following research questions: What are oral communication strategies according to the literature, and how are these assessed in terms of being positive and negative strategies? According to research what factors correlate with strategy use, and what are the potential pedagogical implications for the Swedish school context? To answer these questions, we have read and analyzed fourteen different empirical studies regarding communication strategies. The first question was answered by analyzing the empirical studies and relevant theory. We found various definitions in our studies, stemming from different theoretical perspectives. However, they all define oral communication strategies as serving the purpose of furthering interaction. Furthermore, by comparing the definitions in the Swedish syllabi for English and the Common European Framework of Reference for Languages to our literature, we were able to answer the second part of the first question. The literature shows that there is a preference for achievement strategies over avoidance or reduction strategies. To answer the first part of the second question, some studies indicated a positive correlation between strategy use and the level of proficiency. Regarding pedagogical implications, some studies indicate that explicit strategy training has a positive effect on oral performance. Drawing on the results of these studies and the theoretical framework provided, we conclude that achievement strategies are to be preferred and that they should be taught explicitly.
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12

El-Taher, Al-Fourganee Zadma. "How secondary school Libyan teachers assess students' oral communication." Thesis, University of Sunderland, 2018. http://sure.sunderland.ac.uk/9585/.

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Assessment as an area of research has a rich history of theories and debates and numerous studies deal with the definitions and different functions of assessment. Recent developments in the assessment field (Sadler, 1989; Black & Wiliam, 1998; Black et al., 2004; Taras, 2005; Fraser, 2016) stress the influence of assessment on learning and show a switch in assessment responsibilities from teacher to students. Although, there is a broad literature on the need for research on language assessment across many parts of the world like the United States of America, Europe, and Australia, there is still very limited research in the Arab world, particularly in Libya. Therefore, this study aims to investigate factors related to teachers' assessment practices in public secondary schools in a Libyan context. It sought to explore teachers' and students' perceptions towards these processes and identify major influences that could have effects on these processes. The research sample consists of 180 male and female students and 50 male and female teachers from 6 secondary public schools in Libya. The different schools in this study were chosen randomly using stratified random sampling. The study addressed various issues that may influence teachers' practices, including teachers' and students' perceptions about the different assessment processes to evaluate students' academic learning. A combination of quantitative and qualitative research methods was utilised to collect data. A closed-ended questionnaire was administered to 50 teachers and a student's questionnaire was distributed to 180 students. In addition, 12 semi-structured interviews and observations were conducted with 12 teachers and 12 semi-structured interviews were also conducted with students. SPSS software was used to analyse the questionnaire responses, while thematic analysis was applied to the qualitative data. The findings revealed that most teachers and students were aware of the significance of assessment practices, including both the traditional test item forms and the new assessment processes. Teachers' comments showed that they were able and willing to implement different practices to evaluate their students' learning performance. However, there were some external factors such as; the accountability for the external exams, the class size and the lack of training that negatively influenced their application of different assessment forms and restricted their capability to introduce new assessment procedures. Furthermore, the instability of the country and the war affected the teachers' decisions towards students' evaluation and assessing with the latter sometimes threatening teachers with guns in order to gain high marks in their poor achievement. Teachers' responses also indicated that they would welcome any further plans that help in introducing any assessment workshops and training sessions in the new assessment processes. The findings of the current study draw attention to the impact of these factors on assessment practices, and further studies are needed to explore these issues in more detail and in different contexts. Additionally, the research findings provide empirical information that can be utilized in improving pedagogy in countries where English is taught as a foreign or second language.
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13

Cootey, Jason L. "Oral Communication in Genre Theory and Software Development Workplaces." DigitalCommons@USU, 2014. https://digitalcommons.usu.edu/etd/3896.

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My dissertation defines how software developers have abandoned traditional documentation practices for other kinds of media that work better in their workplace practices. Ultimately, even though other media like white boards, sticky notes, and “oral communication” are vastly different than traditional, written software documentation, they match the fast paced, decision-making situations of contemporary developer communities. I focus particularly on oral communication because it is the most unacceptable means to “document,” according to traditional standards. I use North American Genre Theory to describe those decision-making situations contemporary developers and note how the theory does not account for all the documentation I expect to find. Via several projects and interviews I confirm that oral communication is a new means of “documentation” and reconciles North American Genre Theory.
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14

Bales, Lynn. "The Concept of "Communication Skills" in the Discipline of Speech Communication." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4221.

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This investigation explored the dialectic of communication competence from an historical prospective and successfully identified seven common threads in competence theory. Communication skills and skills classifications were linked to competency issues. A content analysis of the 452 page leading national skills level communication text identified 185 skills behaviors along with their associated communication competencies. Skills were described in twelve categories; however, no consistent definition or treatment of communication skills was in evidence. Implications of the findings were discussed.
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Boulton, Greg. "Orality, literacy, and rhetoric historical transitions in Christian communication /." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.

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16

Campbell, Emily K. "Speech communication a case to make speech a required course for secondary graduation /." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/ecampbellpartI2007.pdf.

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17

Motter, Jeffrey Brian. "Tending the garden the country life movement between productivity and sustainability /." [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3386708.

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Thesis (Ph.D.)--Indiana University, Dept. of Communication and Culture, 2009.<br>Title from PDF t.p. (viewed on Jul 15, 2010). Source: Dissertation Abstracts International, Volume: 70-12, Section: A, page: 4527. Adviser: Robert L. Ivie.
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18

West, Isaac. "Legal trans/scripts transgender rhetorics of law and everyday life /." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3331283.

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Thesis (Ph.D.)--Indiana University, Dept. of Communication and Culture, 2008.<br>Title from home page (viewed on Jul 24, 2009). Source: Dissertation Abstracts International, Volume: 69-11, Section: A, page: 4186. Adviser: John Louis Lucaites.
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19

Chan, Lai-ying Joyce. "Gao zhong xue sheng kou yu gou tong de xian jie neng li yan jiu." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B4255357X.

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20

Long, John M. "Junior Officer oral communication in the Navy and Marine Corps." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2004. http://library.nps.navy.mil/uhtbin/hyperion/04Jun%5FLong.pdf.

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Thesis (M.S. in Leadership and Human Resource Development)--Naval Postgraduate School, June 2004.<br>Thesis advisor(s): Gail Fann Thomas, Anne-Marie Drew. Includes bibliographical references (p. 95-99). Also available online.
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21

Lam, Wendy Yuen-Kwan. "Teaching strategy use for oral communication tasks to ESL learners." Thesis, University of Leeds, 2004. http://etheses.whiterose.ac.uk/829/.

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This thesis investigates the effects of strategy training on ESL learners' strategy use and performance on oral communication tasks. Research into the teaching and learning of speaking in the ESL context is relatively neglected and strategy training is unheard of in very many L2 oral classrooms. A review of strategy research pertaining to the speaking skill has identified unresolved issues, leaving many unanswered questions. To address these issues, this study has adopted a quasi-experimental design and an interventionist study has been implemented in the junior ESL classroom in Hong Kong. The study has identified two major categories of strategies (i. e. direct and indirect) for learners' use in group discussion tasks. Three intact groups were involved in the intervention: one received training in the use of direct strategies, one in indirect strategies, and one had no strategy instruction. A multi-method approach (i. e. task ratings, questionnaires, observations and stimulated recall interviews) has been used to assess the impact of the intervention on students' strategy use and task performance. The findings show that that it may be useful to teach ESL students in the use of direct and indirect strategies for oral communications tasks. Direct strategy use may be related to language improvement whereas indirect strategy use may be related to task effectiveness and language improvement. It may be desirable to help low-proficiency students to develop strategic competence to compensate for their lack of linguistic competence. Last but not least, it may be desirable to adopt a systematic, eclectic approach to assessing the impact of strategy training and to incorporate the stimulated recall methodology to the teaching and research of the speaking skill as a unique avenue to students' thoughts and learning processes.
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22

Wu, Hsin-Fei. "Effects of Process Drama-Assisted Intervention on Oral Communication Strategies." Thesis, Griffith University, 2014. http://hdl.handle.net/10072/367224.

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My aim in this study was to examine suggestions inherent in the literature on process drama that it has viability for enhancing ESL/EFL learners’ language proficiency .This intention was enacted by exploring effects of a process drama intervention in training English learners’ use of oral communication strategies (OCSs) in a comparison context with a more conventional drama technique, role-playing. Dependent variables used as measures of effect were the variety of OCSs that learners used and with what frequency. The respective approaches used a series of planned lessons incorporating techniques of process drama, and a similar set of lessons using scripted role-play with 53 EFL participants from a Junior College in southern Taiwan. Quantitative and qualitative data were gathered from participants’ responses to questionnaires based on an adapted Oral Communication Strategy Inventory (OCSI), oral exams, after-task reflection surveys, semi-structured group interview, questionnaires of Foreign Language Classroom Anxiety Scale (FLACS), journals and video-recording. Excerpts of class activities of each group are used as supplemental reference.<br>Thesis (PhD Doctorate)<br>Doctor of Philosophy (PhD)<br>School of Education and Professional Studies<br>Arts, Education and Law<br>Full Text
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23

Young, Eric H. "Promoting Second Language Learning Through Oral Asynchronous Computer-Mediated Communication." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7051.

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Learning to speak a foreign language (L2) can be a challenging feat, made all the more challenging when done in only 50 minute, daily increments in class. Oral asynchronous computer-mediated communication (ACMC) provides learners with opportunities to practice spoken communication and evaluate their practice outside the classroom. In this dissertation, I explore methods for classroom integration of oral ACMC, linguistic traits developed in previous oral ACMC studies, methods for determining the effectiveness of oral ACMC, learner beliefs about the effectiveness of oral ACMC activities, and the effects of learners' deliberate practice in a series of oral ACMC activities on 3 measures of L2 fluency. In my first article, a literature review, I found that most studies on this topic focus on the linguistic traits of accuracy, fluency, and pronunciation, and determine L2 growth from oral ACMC activities through learner perceptions of L2 growth not relying on objective measures. In my second article, I analyzed the fluency change of learners who participated in a series of video recording and feedback activities. I found that, although there were few significant results, the activities may be of some benefit to learners in improving their spoken fluency. I also found that structural equational modelling may be of more value for researching classroom-based activities than t tests and regression models. In my third article, I investigated the experiences of several learners who participated in the video recording activities described in article two. Based on these learner experiences, I provided key considerations for designing asynchronous video recording assignments. The three articles included in this dissertation will be valuable in highlighting key factors related to the design, development, research, and effective use of oral ACMC activities in foreign language classrooms.
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Abid. "Oral communication strategies instruction: Voices from Indonesian English language lecturers." Thesis, Curtin University, 2016. http://hdl.handle.net/20.500.11937/54090.

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This present study investigated the perspectives of Indonesian English lecturers of oral communication strategies instruction on the English Education Program in the Province of Gorontalo, Indonesia. Data were collected using interviews with lecturers and pre-service teachers majoring in the program, and from teaching syllabuses and classroom observations. Informed by a constructivist paradigm and a thematic analysis approach, the study sought to inform English language lecturers in the English Education Program.
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Matuszak, Steve C. "Assessing Undergraduate Business Students' Oral Communication Apprehension: Implications of Stakes and Situations." Thesis, Virginia Tech, 2013. http://hdl.handle.net/10919/23715.

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Modern businesses place a premium on employees' oral communication skills.  Business schools are meant to develop future employees and leaders with the requisite skills for success.  Industry representatives, however, consistently express dissatisfaction with business graduates' oral communication skills.  There appears to remain a gap between business students' oral skills and marketplace demands. Research demonstrates that among many possible factors, oral communication apprehension (OCA) appears a significant contributor to ineffective oral communication. OCA may also significantly impede oral skills development by impacting the core aspects of spiral curriculum, an educational theory aimed at the processes of higher education.  The PRCA-24, the most utilized OCA measurement tool, assesses individuals' trait-like OCA levels across common oral communication settings (e.g., public speaking, interpersonal, group, and meeting) as well as their context (e.g., state) OCA levels within each setting.  This study examines whether OCA is significantly sensitive to situational variables and therefore operates as a state.  If so, acquiring business students' situational OCA may benefit educators as complimentary data to PRCA-24 assessments. This study also examines business and non-business undergraduates' self-reported OCA levels across general public speaking, interpersonal, and group/meeting oral communication settings as well as those in respective high (and low) stakes situations meant to reflect the stress-inducing scenarios they will likely experience on the job after graduation.  Results indicate OCA is significantly sensitive to situational variables (e.g., stakes).  Results are discussed in the framework of providing more relevant measurements of business students' OCA levels to help educators fill the oral skills gap.<br>Master of Arts
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26

Jao, Lester Mtwana. "Enseignement/apprentissage de la composante orale à travers Parlons français, méthode de FLE élaborée au Kenya à partir de la problématique de l’approche communicative." Thesis, Pau, 2011. http://www.theses.fr/2011PAUU1015/document.

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La plupart des langues enseignées comportent deux composantes : la composante écrite et la composante orale. Cette dernière, communément appelée « oral », ne semble pas préoccuper beaucoup de chercheurs en didactique du FLE au Kenya. C’est plutôt la composante écrite de la langue qui fait l’objet de la plupart des recherches réalisées par des chercheurs en didactique du FLE dans ce pays. Si quelques chercheurs osent aborder la composante orale, ils traitent de son enseignement/apprentissage en général. Des études portant sur l’enseignement/apprentissage de la composante orale dans une méthode de FLE donnée sont inexistantes au Kenya. D’où notre intérêt à la présente étude, qui a pour but d’établir si, et dans quelle mesure, la méthode Parlons français est fidèle aux principes et exigences de l’approche communicative, méthodologie d’enseignement des langues étrangères sur laquelle ses concepteurs se sont basés. Plus particulièrement, dans cette étude les questions suivantes sont au premier plan de nos préoccupations : En quoi Parlons français se conforme-t-elle aux principes et exigences de l’approche communicative relatifs à l’enseignement/apprentissage de la composante orale en FLE ? Quelle est la place accordée à l’oral et à l’oralité dans cette méthode et comment se manifestent ces deux variantes de la composante orale ? Quelles difficultés les enseignants et apprenants de FLE utilisant Parlons français dans l’enseignement/apprentissage de la composante orale rencontrent-ils dans les écoles kenyanes ? La présente étude se propose d’apporter des réponses à ces questions<br>Most languages taught consist of two components: the written and oral components. The latter, commonly referred to as “oral”, does not seem to interest many researchers of French as a Foreign Language in Kenya. In this country most researches conducted in the area of French as a Foreign Language focus mainly on the written component of the language. The few researchers who have ventured into the oral domain have dealt mainly with the teaching and learning of the oral component of language in general. It is noteworthy that studies on the oral component in a given French textbook in Kenya have not yet been carried out. This is what prompted us to undertake this study, which generally aims at determining the extent to which Parlons français conforms to principles and requirements of the Communicative Approach – the teaching methodology on which this textbook is based. In particular, in this study we ask ourselves the following crucial questions: In what way does Parlons français conform to principles and requirements of the Communicative Approach regarding the teaching and learning of the oral component of French as a Foreign Language? What importance is accorded to “oral” and “oralité” in this particular textbook? How are these two facettes of the oral component presented in the textbook? What difficulties do teachers and learners of French using Parlons français in the teaching and learning of the oral component encounter in Kenyan secondary schools? Our study seeks to provide answers to these questions
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27

Bilodeau, Chantale. "Des moyens d'expression de l'intensité dans le langage des jeunes Québécois /." Thèse, Chicoutimi : Université du Québec à Chicoutimi, 2001. http://theses.uqac.ca.

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Gayraud, Frédérique Jisa Harriet. "Le développement de la différenciation oral / écrit vu à travers le lexique." [S.l.] : [s.n.], 2000. http://demeter.univ-lyon2.fr:8080/sdx/theses/lyon2/2000/fgayraud.

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29

Rubenbauer, Franz. "Linguistics and flight safety : aspects of oral English communication in aviation /." Aachen : Shaker, 2009. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=017649384&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA.

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Waita, Zachary Njogu. "Oral literature and the communication of change and innovations in Kenya." Doctoral thesis, University of Cape Town, 2003. http://hdl.handle.net/11427/8614.

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Bibliography: leaves 191-202.<br>The major object of pursing this study was to understand how oral literature has been used in the communication of change and innovations in Kenya. The study focuses attention on Central Province of Kenya. In the work, oral literature has been studied as a literary media delineating the genre's communicative role in relationship to messages in social-cultural, political and health fields. In this study, we begin from understanding the traditional context and the literary content of the study sample and proceed to analyze and discuss the new and innovative messages communicated by the genre. In the course of the work, oral literature emerges as continually changing and adapting to the social, historical and health challenges that confront the people of the Central Province of Kenya. The primary sources of data used for analysis in this study have been from the Kikuyu people of Central Kenya. Oral texts were recorded and sourced from oral artists, composers and storytellers during fieldwork in this region. Oral narratives, oral poetry in the form of songs, proverbs and oral dramas constitute the main data used for analysis in this study. We have also used in the analysis a few texts from secondary sources. The texts are analyzed as literary genres that are culture-bound. Interviews provided useful collaborative and augmentative data for the study. We have four broad categories of classifying content in our analysis. These include: (i) courtship, marriage and family, (ii) social construction of gender, and (iii) politics and governance and (iv) HIV/AIDS communication. Oral literature among the Kikuyu emerges in this study as a genre that continues to communicate normative values while at the same time exploring new contradictions that have affected the various institutions of courtship, marriage and family. The study also indicates that oral literature continues to play a visible role in gender socialization validating disparate roles for men and women. The genre contributes to the gender debate by extracting a multiplicity of standpoints on gender relations. At the same time, it emerges a medium of contesting not only traditional gender values but also the emerging modernist positions. Over the last century, oral literature also emerges as having played a key role in communicating change and innovations in the politics and governance of Kenya. The resilient nature of the genre is further demonstrated in this study by the way oral literature has responded to HIV/AIDS epidemic in the country. In confronting this relatively new phenomenon, oral literature becomes a tool that helps the people in conceptualizing and protecting themselves against the disease. The conclusions that we draw from this study is that oral literature continues to play a significant role in social communication in spite of various technological and literacy changes that have taken place in Kenya. The genre is constantly being created and recreated to serve specific needs and to respond to the crises of the moment.
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Psomas, Patricia Noga. "Speech act theories of meaning." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2002. http://wwwlib.umi.com/cr/syr/main.

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Van, Blaricom Margaret E. "Talking family at the beauty salon reflections and relations /." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3344607.

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Thesis (Ph.D.)--Indiana University, Dept. of Communication and Culture, 2008.<br>Title from PDF t.p. (viewed on Oct. 6, 2009). Source: Dissertation Abstracts International, Volume: 70-02, Section: A, page: 0412. Adviser: Beverly J. Stoeltje.
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Ellsworth, Wilbur C. "The orality of preaching the power of speaking God's Word /." Theological Research Exchange Network (TREN), 1998. http://www.tren.com.

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Bayraktaroğlu, Arin. "Analysis of conversation : politeness, sequence, and topic with special reference to troubles-talk in Turkish." n.p, 1988. http://ethos.bl.uk/.

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DERR, WILLIAM RANDOLPH. "ORAL COMMUNICATION APPREHENSION: SOME CONSIDERATIONS OF THE TRAIT-LIKE AND SITUATIONAL CONDITIONS ON JURY VENIRES AND DELIBERATING TRIAL JURIES (SPEECH DYSFUNCTION, ARIZONA)." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/183949.

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This dissertation measures the levels of trait-like and situational oral communication apprehension in jury bodies and provides some interpretation of these measurements on these bodies. By extending research on oral communication apprehension to juries, a clearer understanding of the impact of this phenomenon on specialized small groups is possible. Juries constitute a specialized small group because of the manner by which jurors are selected, the rules applying to their discussion of trial matters, their isolation from external influences during a trial, and their objective to determine a trial verdict for which they have personal impunity. Results of this study were obtained from analysis of data acquired from actual venire members and jurors in the Pima County Superior Court in Tucson, Arizona. The study uses a data collection instrument that is a modification of the Personal Report of Communication Apprehension-24 combined with the Situational Communication Apprehension Measure. This research determined that the overall trait-like oral communication apprehension level of venire members is below that normally found in other groups, whereas, the situational apprehension level of jurors is generally above that level found in nonjury small groups. This situational apprehension level varies considerably depending on the ethnicity of the individual venire member or jurors and the nature of the trial on which the juror is impaneled. The study further determined that certain factors normally associated with leadership role fulfillment appear to be altered inside the jury deliberation room. Jury service appears to serve as a motivational drive that lowers the fears and anxieties that high communication apprehensives associate with interactive speaking in small groups.
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36

Johnson, Danette Ifert. "An investigation of the relationship between student learning style and oral communication competence." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=2158.

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Thesis (M.A.)--West Virginia University, 2001.<br>Title from document title page. Document formatted into pages; contains iv, 55 p. Vita. Includes abstract. Includes bibliographical references (p. 38-43).
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37

Long, John M. "Junior officer oral communications in the Navy and Marine Corps." access online version, LEAD access online version, NPS access online version, DTIC, 2004. http://handle.dtic.mil/100.2/ADA424715.

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38

Johnson, Joann R. "The treatment of the concept of impersonation within the art of oral interpretation : a contemporary perspective." PDXScholar, 1986. https://pdxscholar.library.pdx.edu/open_access_etds/3635.

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This historical survey of speech journals and sixty-one textbooks covers seventy years of the treatment of the concept of impersonation within the Art of Oral Interpretation, from 1916 to 1985. The purpose of the study is to investigate the concept of impersonation, synthesize the material for the benefit of contemporary thought, provide clarity for the student, surveying scrutiny for the curious, and finally, provide additional contemporary knowledge in the light of' "a gradual evolution of teaching methods." The essential questions are: 1. How has the concept of impersonation within the Art of Oral Interpretation been treated in the past? 2. How is the concept of impersonation within the Art of Oral Interpretation treated in the present? 3. How should the concept of impersonation within the Art of Oral Interpretation be treated?
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39

Martin, Laurie Louise 1962. "CHILDREN'S COMMUNICATIVE ADJUSTMENT TO RETARDED AND NONHANDICAPPED PEERS." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/291917.

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This study investigates the question of how the combination of different-age listeners and developmentally delayed individuals affects preadolescents' communication. While being videotaped in a lounge-like setting, two 11-year-old females separately interacted with three different same sex listeners: a younger nonhandicapped child (6 years old); a nonhandicapped peer (11 years old); and a retarded peer (also 11 years old). Measures were taken on the number, duration, and content of their initiated interactions. The results demonstrated that the speaker who addressed the less verbally adept retarded peer made more communicative adjustments than the speaker who talked with the more verbally advanced retarded peer, more than when she talked with the two nonhandicapped listeners. Also, both speakers seemed to talk to the younger child much like they spoke with the normal same-age peer. This finding suggests that the age of the listeners had less influence on the speaker's linguistic behavior than the developmental level of the listener. (Abstract shortened with permission of author.)
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40

Esseili, Fatima. "Deictic reference : Arabs vs. Arab Americans /." See Full Text at OhioLINK ETD Center (Requires Adobe Acrobat Reader for viewing), 2006. http://www.ohiolink.edu/etd/view.cgi?toledo1147284821.

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41

Johnson, Deborah Ann. "Basic writers, oral strategies, and the writing process." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/782.

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Linguistic research (differences and similarities between spoken and written language) -- Features of production (coordinating conjunctions, hedges, neuter pronouns, collocations, etc.) -- Features of interaction (personal pronouns, hyperbole, emphatics) -- Textual analysis evaluation -- Comparison of written words, oral features, and essay grades or scores received.
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42

Prebianca, Gicele Vergine Vieira. "Communication strategies and L2 speech production." Florianópolis, SC, 2004. http://repositorio.ufsc.br/xmlui/handle/123456789/87408.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente<br>Made available in DSpace on 2012-10-21T19:34:24Z (GMT). No. of bitstreams: 1 207996.pdf: 1550219 bytes, checksum: 393660d89fe1a25e2fedc311156c33f6 (MD5)<br>This study investigated the relationship between Communication Strategies (CS) use and L2 oral development. In order to reach this goal, three speech samples of each one of 30 L2 learners of English were collected. Participants were divided into three groups of 10 learners each, according to their level of proficiency # pre-intermediate, intermediate and advanced. Participants' oral fluency was assessed by means of speech rate (Lenon, 1990). L2 speech production was elicited by means of three narrative tasks in three different sessions. Data analysis revealed a common group of CS across sessions and across proficiency levels. Besides, it indicated that the relationship between CS use and L2 oral fluency, as measured by the speech rate, is not statistically significant. The analyses further showed a significant statistical correlation among speech rate measures in sessions 1, 2 and 3 in the pre-intermediate and intermediate groups, thus indicating a homogeneous oral behavior among these participants across sessions. To explain the few instances of significant statistical correlations between speech rate and types of CS, it is suggested that due to the multitude of factors affecting L2 fluency, other aspects of speech production need to be analysed, such as grammatical accuracy and complexity. In addition, the nature of tasks and their cognitive demands might have contributed to learners' apparently limited oral improvement.
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43

Zhang, Lanlin. "Development of oral communication skills by Chinese students in Canada case studies /." online access from Digital Dissertation Consortium, 2005. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?NR12070.

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44

Kumar, Sangeet. "Postcolonial identity in a globalizing India: case studies in visual, musical and oral culture." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/3328.

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This dissertation analyzes three case studies located within the cultural landscape of India in order to explore the multifarious forces at work within the construction of Indian identity. It uses the lens of identity to excavate the interactions between the past and the present and the east and the west within the rapidly changing cultural scene in India. I analyze how diverse Indian identities are represented on the Indian version of the reality TV show Big Brother, I study the ways in which Indian youth playing rock music imagine themselves and explore how employees at Indian call centers negotiate an imposed western accent and cultural garb with their Indianness. Through these studies my project claims that the tensions between the remnants of a colonial past and a globalizing present must be centrally foregrounded in any attempt to understand the ongoing changes within contemporary Indian culture. I show this tension to be at work within the interstitial sites that each of my case studies represents and within which a stable conception of an "Indian" identity becomes increasingly shaky. I show that while the exercise of power and the assertion of agency are crucial components within global cultural flows, the binary is eventually a false one since the two must invariably occur together. It is the ability of power to morph itself in order to better appropriate its counter and become hegemonic that explains the processes of global cultural flows today. I show that in the case of India this morphing crucially relies on certain vestigial structures of colonial rule and in so doing seek to introduce a differentiation of history within theories of cultural globalization.
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45

Irvine, Lesley Michelle. "Orals ain’t orals : the role of prepared oral presentations in the classroom and beyond. How do instruction and feedback practices guide delivery choices?" Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/52836/1/Lesley_Irvine_Thesis.pdf.

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Despite an ostensibly technology-driven society, the ability to communicate orally continues to feature as an essential ability for students at school and university, as it is for graduates in the workplace. Pedagogically, one rationale is that the need to develop effective oral communication skills is tied to life-long learning which includes successful participation in future work-related tasks. One tangible way that educators have assessed proficiency in the area of communication is through prepared oral presentations. While much of the literature uses the terms 'oral communication' and 'oral presentation' interchangeably, some writers question the role more formal presentations play in the overall development of oral communication skills. However, such formal speaking tasks continue to be a recognised assessment practice in both the secondary school and academy, and, therefore, worthy of further investigation. Adding to the discussion, this thesis explores the knowledge and skills students bring into the academy from previous educational experiences. It examines some of the teaching and assessment methods used in secondary schools to develop oral communication skills through the use of formal oral presentations. Specifically, it investigates criterion-referenced assessment sheets and how these tools are used as a form of instruction, as well as their role and effectiveness in the evaluation of student ability. The focus is on the student's perspective and includes 12 semi-structured interviews with school students. The purpose of this thesis is to explore key thematics underpinning oral communication and to identify tensions between expectations and practice. While acknowledging the breadth and depth of material available under the heading of 'communication theory', this study specifically draws on an expanded view of the rhetorical tradition to fully interrogate the assumptions supporting the practice of assessing oral presentations. Finally, this thesis recommends reconnecting with an updated understanding of rhetoric as a way of assisting in the development of expressive, articulate and discerning communicators.
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46

Chapman, Stellina M. Aubuchon. "Oral Health Beliefs as Predictors of Behavior: Formative Research for Oral Health Campaigns in South Africa." Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1385140049.

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47

Lapointe, Fernand. "Quelques grammaires françaises pour anglophones et quelques problèmes d'expression orale chez les étudiants anglophones de niveau très avancé /." Thèse, Chicoutimi : Université du Québec à Chicoutimi, 1993. http://theses.uqac.ca.

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48

Törnqvist, Anna. "Oral communication in the English language classroom : A study of the attitudes of some English teachers and 9th grade pupils in Sweden towards oral communication in the English classroom." Thesis, University of Kalmar, School of Human Sciences, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hik:diva-964.

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<p>The overall aim of this essay was to investigate what attitudes some English teachers and pupils in 9th grade in Sweden have towards oral communication in the teaching of English. I wanted to find out why oral communication is an important part of the teaching of English, what factors teachers and pupils believe contribute to orally active pupils in the English foreign language classroom and what English teachers think of the assessment of pupils' ability to express themselves orally in Englsih. I have interviewed three English teacers, and 85 pupils have answered a questionnaire. The result show that the techers and a majority of the pupils think that oral communication is an important part of the teaching of English, mainly because of the fact that being able to express yourself orally in English today is of great importance and because through this the pupils get to use the English language a lot themselves. Factors that contribute to verbally active pupils in the English classroom are a safe classroom atmosphere, pupils' self-esteem, small groups, meaningful assignments, enthusiastic and encouraging teachers and motivated pupils. The result also show that the teachers believe that the assessment of the pupils' oral ability is hard because it is not as concrete as other skills that they assess in the English foreign language classroom. Other reasons why the assessment is hard are the problem of getting shy or unmotivated pupils to participate orally and lack of time.  </p>
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49

Benedict, Christine. "Communication intervention for children with autism a literature review /." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007benedictc.pdf.

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50

Leung, Ka-yee. "A self study on the use of mediational strategies in promoting junior secondary students' presentation skills." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B4003995X.

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