Interpersonal and Small Group Communication Commons^™

Communication And Professional Civility As A Basic Service Course: Dialogic Praxis Between Department And Situated In An Academic House, Ronald C. Arnett, Janie M. Harden Fritz

Basic Communication Course Annual

Communication departments frequently offer basic service courses to other campus departments or schools. A communication course sensitive to the mission of the university or college of which it is a part, as well as to its own mission, allows programs that include such a course in their curriculum to distinguish themselves from competing programs. Additionally, such a mission-sensitive course further defines departmental and university identity, assisting in institutionalizing a mission. Offering such a course provides an opportunity for dialogic praxis to occur between departments situated within the context of a local institution. Dialogic praxis involves knowledge of one's own position, …

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Basic Communication Course Annual

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Index

Basic Communication Course Annual

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Submission Guidelines

Basic Communication Course Annual

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Basic Communication Course Annual

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Basic Communication Course Annual Vol. 13

Basic Communication Course Annual

Full issue (230 pages, 8.95 MB)

The Importance Of Community Building In The Efl Classroom, Svitlana Trofymenko

MA TESOL Collection

This paper argues that success in the EFL classroom depends less on techniques and materials, and more on the relationships between the class members and the educational climate. It asserts that, because the creation of a sense of community facilitates learning in different ways, the most important talk of a teacher is to foster a sense of community between students in the language classroom as well s to challenge them with linguistic tasks. A classroom community can increase student motivation and self-esteem. It can reduce extreme anxiety and maximize student-student interaction in the EFL classroom. It can also facilitate co-operation …

Drama Methodology And Its Usage In Removing Barriers To English Language Acquisition In Japanese University Students, C Malcom Barry Duff

MA TESOL Collection

This paper examines how drama methodology can be used to remove barriers to English acquisition and to encourage English language production in Japanese university students. The effect of the affective filter and Monitor use in language production will be covered. The use of drama methodology will be analyzed and its usage in the classroom evaluated. The use of drama techniques to create lessons will be demonstrated.

Front Cover

Basic Communication Course Annual

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Title Page

Basic Communication Course Annual

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Editorial Board

Basic Communication Course Annual

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Contents

Basic Communication Course Annual

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The Effects Of Praise On Student Motivation In The Basic Communication Course, B. Scott Titsworth

Basic Communication Course Annual

This exploratory study tested the effects of praise on student motivation and affect toward a class and instructor. Participants (N=64) listened to a teacher-student interaction containing either praise or neutral feedback from the teacher. Students hearing praise reported higher levels of hypothetical affect and motivation than students hearing neutral feedback. Qualitative data were examined to help explain these results. Results are discussed in terms of future research possibilities in the basic course.

The Relationship Between A Required Self-Disclosure Speech And Public Speaking Anxiety: Considering Gender Equity, Deanna D. Sellnow, Tamara Golish

Basic Communication Course Annual

This study examines the relationship between a required self-disclosure speech and public speaking anxiety levels expressed by student speakers. If students report higher anxiety levels when asked to self-disclose during a speech, then the potential classroom climate warming advantages of such an assignment may not outweigh the disadvantages. Results indicated: (1) that most students did not report increased anxiety when presenting the self-disclosure speech; (2) there appeared to be no significant gender differences with regard to anxiety and self-disclosure in a public speaking situation; (3) students revealed that feeling confident, in control, and respected are primary factors necessary to reduce …

Critical Thinking Assessment: The Link Between Critical Thinking And Student Application In The Basic Course, Karla J. Huffman, Christy L. Carson, Cheri J. Simonds

Basic Communication Course Annual

The intent of this study is to evaluate existing literature on the concept, teaching and assessment of critical thinking. To reach this goal, critical thinking will be examined in terms of its multiple definitions, and its relationship to higher order thinking, critical teaching, and assessment.

In response to the need for a more generative and creative way of assessing critical thinking, the authors offer an activity assigned in the basic course (artifacts) as a viable tool for allowing students to take an active role in learning to think critically. The artifacts are then analyzed to determine if they serve as …

Assessment Of The Repeated Speech Performance As A Pedagogical Tool: A Pilot Study, Mark A. Gring, Jera W. Littlejohn

Basic Communication Course Annual

Realizing the ongoing need to develop pedagogy in public speaking, these researchers investigated the learning achieved by asking students to repeat one of their speech assignments. They assessed the value of this practice from the students' viewpoint as well as the statistical change in performance outcomes. Across the eight competencies evaluated, students' average scores increased significantly on the repeated speech. Students who scored in the lower quartile on the first speech benefited most from the second opportunity. The researchers conclude that allowing students to repeat a speech appears to have pedagogical and practical merit.

An Examination Of Male And Female Students' Perceptions Of Relational Closeness: Does The Basic Course Have An Influence?, Jennifer M. Heisler, Susan M. Bissett, Nancy L. Buerkel-Rothfuss

Basic Communication Course Annual

Several scholars have argued that men and women are socialized to establish interpersonal relationships, such as friendships, in different ways. Traditionally feminine individuals emphasize empathy, self-disclosure, and interdependence while masculine individuals rely on activities, helping behaviors, and advice/problem-solving. In spite of these differences, basic communication courses have provided students with only a model of traditionally feminine closeness skills in coursework and materials. This study sought to determine if, after 16 weeks of instruction in a basic communication course emphasizing feminine intimacy skills, male students would prefer masculine closeness behaviors. Three-hundred and seventy-three male and female students provided self-report data on …

Peer Mentoring For Graduate Teaching Assistants: Training And Utilizing A Valuable Resource, Katherine G. Hendrix

Basic Communication Course Annual

Experienced graduate teaching assistants (GTAs) can be valuable resources capable of assisting basic course directors with training novice GTAs. Peer mentoring is suggested as one means for training GTAs in departments with two year M.A. programs; but is also useful in departments offering the doctoral degree. Peer mentoring is highlighted as the first of three GTA training stages. A specific program is described based on a the experiences of a department offering the Master of Arts as the terminal degree.

An Acrostic Approach To Teaching Public Speaking In The Hybrid Communication Course, David W. Worley

Basic Communication Course Annual

Given the time and pedagogical demands of teaching the principles of public speaking in the hybrid course, both instructors and students are assisted by using a summative, yet sufficiently through, approach to teaching these principles. As acrostic approach described in a preparation outline format and built upon the word S-P-E-A-K provides an integrated, summative and sufficiently thorough instructional approach to meet these demands.

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Basic Communication Course Annual

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Basic Communication Course Annual Vol. 12

Basic Communication Course Annual

Full issue (232, 7.896 KB)

Call For Submissions

Basic Communication Course Annual

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Basic Communication Course Annual

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Council In The Classroom: New Ways Of Knowing, Being And Interacting, Ximena Allub

MA TESOL Collection

This paper examines my learnings on Council, an ancient form of communication, currently being revisited and remolded to suit modern needs. In this vein I explored its application in a school environment. I describe here a year-long study of Council that took me to both Argentina and the United States. The focus is primarily on a different form of classroom management and its impact on students and their learning.

In chapter one, I give an introduction to Council, outlining its history, and providing a brief explanation of the philosophy behind it.

In chapter two, I look at my experience as …

Contents

Basic Communication Course Annual

No abstract provided.

Front Cover

Basic Communication Course Annual

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Title Page

Basic Communication Course Annual

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Editorial Board

Basic Communication Course Annual

Editors and manuscript reviewers for Volume 11 of Basic Communication Course Annual

The Basic Communication Course At U.S. Colleges And Universities: Vi, Sherwyn P. Morreale, Michael S. Hanna, Roy M. Berko, James W. Gibson

Basic Communication Course Annual

This is the sixth in a series of investigations of the basic communication course, begun in 1968 by members of the Undergraduate Speech Instruction Interest Group of the Speech Association of America. This study was replicated in 1974, 1980, 1985, and 1990. Each of these studies gathered and reported information on instructional practices and administrative issues in the basic course at two- and four-year colleges and universities. In this study, the survey instrument from 1990 was revised to reflect contemporary concerns and mailed to the National Communication Association mailing list of 1500 schools. Data were analyzed and presented from 292 …

How Basic Course Directors Evaluate Teaching Assistants: Social Constructionism In Basiccourseland, Nancy L. Buerkel-Rothfuss

Basic Communication Course Annual

This essay examines the ways basic course directors assess their teaching staff. In particular, the study describes ways course directors from a variety of disciplines use language to evaluate teaching competence and to differentiate among staff members with regard to job performance. As would be expected, most course directors in this sample used evaluation terms such as good/bad or effective/ineffective. Only a few used other types of differentiation schemes, such as those based on maturity of the teaching assistant or attitudes toward teaching.