Assessing the Effects of a Public Speaking Course on Native and Non-Native English Speakers

Autor/inn/en	Suwinvattichaiporn, Tara; Broeckelman-Post, Melissa A.
Titel	Assessing the Effects of a Public Speaking Course on Native and Non-Native English Speakers
Quelle	In: Basic Communication Course Annual, 28 (2016), S.87-115, Artikel 12 (30 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1546-2331
Schlagwörter	Public Speaking; Native Speakers; English (Second Language); Second Language Learning; Second Language Instruction; Communicative Competence (Languages); Anxiety; Communication (Thought Transfer); Teaching Methods; Educational Benefits; State Universities; Course Descriptions; Self Evaluation (Individuals) + Suchen Sie Ihr Suchwort? Vortrag; Muttersprachler; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Angst; Communication; thought; Kommunikation; Gedanke; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsertrag; Staatliche Universität; Kursstrukturplan
Abstract	This study tested whether there is a difference in the benefits of a traditional public speaking course for Native English Speakers (NES) and Non-Native English xii Speakers (NNES). The study assessed changes in Communication Apprehension (CA), Self-Perceived Communication Competence (SPCC), and Willingness to Communicate (WTC) before and after participants took the traditional public speaking course. The findings indicate that NES and NNES had equal benefits and growth in these self-report measures and suggest that we should further investigate which public speaking course structure is most beneficial for NNES. (As Provided).
Anmerkungen	University of Dayton Department of Communication at eCommons. 300 College Park, Dayton, OH 45469. e-mail: BCCAeditor@clemson.edu; Web site: https://ecommons.udayton.edu/bcca/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01