Vocabulary development is a crucial aspect of literacy. It is our duty as teachers to enrich the language of our students to better prepare them for a successful lifetime of communication. This paper offers several methods to enhance levels of speech in the classroom. Some of the techniques included are the use of repetitive reading, reading…

Motivating students is one of the primary challenges facing public speaking instructors. Numerous techniques can be used to generate a stronger desire among students to excel in their presentations. For example, instructors can increase motivation through a rather simple process of manipulating the speaker order to create an environment in which…

Describes a technique in which students deliver their speeches three times, each time to a different third of the class. Helps beginning speech students develop self-confidence and communication effectiveness more rapidly and thoroughly than is usually achieved in standard classroom speaking formats. (PD)

Describing a game-playing concept called "Tangoes" which is also known as the ancient Chinese puzzle game of Tanagram, this paper offers a teaching method which enables students to better understand the roles played in groups as well as how groups function. The paper contains a list of materials, an explanation of the process, usage…

A review of research on second-language speaking and its instruction focuses on (1) methodological issues concerning the form/function dichotomy and their implications for teacher and learner interaction; (2) the nature and scope of current teaching materials, particularly with regard to their representations of speaking interaction; and (3)…

This oral language program, designed for children ages 3 to 5, is divided into 11 sections covering the themes of self and senses; family, home, and friends; teddy bears; school and community; colors; food; animals; clothes; summer fun; holidays; and vehicles. Numerous cutouts are provided to prepare for the activities in this book, and each…

Describes how Carroll C. Arnold's rare combination of intelligence, skill, dedication, and compassion have made him one of the great teachers in the speech communication classroom. Praises his qualities as a scholar, teacher, professional, and human being. Describes how his works are continuing to shape the field of speech communication. (JD)

The material in this handbook was developed with the idea of stimulating (presumably adult) students to ask questions in a spontaneous manner. Through these questions, the students elicit the newspaper story from the teacher, who arouses their interest by divulging one leading fact. Fifteen exemplary newspaper stories are summarized to initiate…

This book is a follow-up to the original CLAS K-2 (1985) oral language program for kindergarten through second grade, but can also be used independently. It contains 50 additional listening and speaking activities designed for use together or individually with whole classroom groups. Each includes three to six activities with cut-outs, stories,…

The ability to communicate content effectively to others is important. Besides using various approaches and techniques to help pupils achieve optimum speaking fluency, language arts teachers must also determine students' present oral communication achievement levels and guide their progress accordingly. Approaches to teaching oral fluency include…

As an aid in integrating videotape procedures into effective speech communication programs, this report discusses the advantages and disadvantages of videotaping, provides guidelines for the use and purchase of equipment, and suggests classroom and extracurricular activities involving videotape. After indicating several positive characteristics,…

Proposes a greater emphasis on the oral expression of literature in English classrooms and English teacher education curricula. Examines the three main oral problems encountered by students--persona, emphasis, and pace. (RL)

Collaborative learning (the construction of knowledge through interaction of pairs or small groups of students) is an effective tool for helping students bridge the gap between speaking and writing. To accomplish this type of learning, students must practice talking and writing in a small group structure. Concrete teaching experience has shown…

Intended for administrators and policy makers as well as teachers, this digest examines the notion of language across the curriculum, or teaching writing, reading, speaking, and listening as interdependent skills rather than as separate subjects. After defining language across the curriculum, the digest discusses the history and theory of this…