How does speaking confidence effect students ability to participate in higher education, employment, and civic life, with reference to working class

就工人阶级而言，演讲自信如何影响学生参与高等教育、就业和公民生活的能力

• 批准号: 2113170
• 金额: --
• 依托单位: University of Leeds
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2018
• 资助国家: 英国
• 起止时间: 2018 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2113170
• 关键词: How; does; speaking; confidence; effect

Across the United Kingdom there is a clear divide between those who have the ability to speak confidently and those who do not. Research indicates that students with a greater speaking confidence are much more likely to succeed in academia, and thus advance further in employment (Druckman and Bjork, 1994). In the current education climate it is seen that students are educated in a way that focuses predominately on exam success. Pioneering work in the 1970s by Wilkinson introduced the notion of oracy, which framed the significance of speaking and listening in education. However, today the notion of oracy across education appears at a standstill. A fundamental purpose of my proposed research will be to understand how talk is approached in higher education. To date, there is a shortage or research surrounding the importance of oracy in higher education. Therefore it is the purpose of my proposed research to take seriously the role of speaking confidence in higher education; to explore the divide between students who have had the opportunity to develop essential communication skills and those who have not; and, most importantly, to devise new methods and principles for incorporating communication confidence within the higher education curriculum. Literature review"Oracy" in Higher Education Davies et al., (2017,p. 968) have explained, over the "past decade, there has been an increase in research on the value of classroom talk... however to date, most of this research has been in elementary/primary schools". Along with the lack of research supporting the need for oracy to be taken into account in higher education, it is the traditional teaching culture associated with universities that limits the scope for dialogical teaching. Despite the "recent shift of instructional paradigm from valuing and encouraging students to be silent" the tradition of the dictated lecture is difficult to change (Remedios et al., 2008, p.201). As it is often assumed the teacher knows best, and in consequence there is no perceived need for students to provide their views" (Davies et al., 2017, p.971). Yet it is essential that students are not just passive listeners, but act as sources of information, as there is evidence that students benefit greatly from dialogical talk (Remedios., et al, 2008). Despite evidence in the literature that discourse is key in the learning environment, there is also strong evidence which underlines the difficulty of creating valuable discourse in the classroom, as many students do not have the confidence nor the skill set to fully participate in dialogic discussion. The lack of oral skills' teaching in higher education may be a cause of anxiety associated with oral assessments and oral practical's. Speaking Anxiety There are many different forms of speaking anxiety, ranging from Communication Apprehension, which "refers to an individual's level of fear or anxiety associated with either real or anticipated communication" (Shi et al., 2015, p.125), to Public Speaking anxiety, which is a "social anxiety that arises from the real or anticipated enactment of an oral presentation" (Shi et al.,2015, p.125). Effectively, it appears that feeling anxious about presenting or talking in public "is a common experience" (Shi, et al. 2015, p.125). Overall, there are a range of sociocultural factors which contribute to PSA: "confidence in language, confidence in knowledge, previous educational experiences, and expectations of roles influenced the learners' willingness to con- tribute to the academic talk" (Engin, 2017, p. 78). Yet a common factor appears to relate to confidence - specifically is the lack of confidence that arises from the absence of oral practice. The most tangible solution is to teach students the skills they require and with which they will become more confident in public speaking.situations.

在整个联合王国，有能力自信地说话的人和没有能力自信地说话的人之间存在明显的鸿沟。研究表明，具有更大的口语自信的学生更有可能在学术界取得成功，从而在就业方面取得更大的进步（Druckman和Bjork，1994）。在目前的教育环境中，人们看到，学生受到的教育主要集中在考试成功上。威尔金森在20世纪70年代的开创性工作引入了神谕的概念，这一概念确立了说和听在教育中的重要性。然而，今天的观念oracy整个教育似乎停滞不前。我提出的研究的一个基本目的将是了解如何在高等教育中接近谈话。迄今为止，关于神学在高等教育中的重要性的研究还很缺乏。因此，它是我建议的研究的目的，认真对待在高等教育中的作用，说话的信心，探讨谁有机会发展必要的沟通技巧和那些谁没有学生之间的鸿沟，最重要的是，制定新的方法和原则，将沟通的信心在高等教育课程。文献综述“Oracy”在高等教育戴维斯等人，(2017，第968页）解释说，在过去的十年里，关于课堂谈话价值的研究有所增加.然而，迄今为止，大多数研究都是在小学/小学”。沿着的是缺乏研究来支持在高等教育中考虑到口语的必要性，与大学相关的传统教学文化限制了对话式教学的范围。尽管“最近的教学范式从重视和鼓励学生保持沉默”的转变，口述讲座的传统很难改变（Remedios等人，2008，第201页）。因为人们通常认为教师最了解，因此学生没有必要提供他们的观点”（戴维斯等人，2017年，第971页）。然而，至关重要的是，学生不仅仅是被动的听众，而是作为信息的来源，因为有证据表明，学生从对话中受益匪浅（Remedios.，等人，2008）。尽管文献中有证据表明话语是学习环境中的关键，但也有强有力的证据表明，在课堂上创造有价值的话语是困难的，因为许多学生没有信心也没有充分参与对话讨论的技能。大学英语口语教学的缺失可能是导致学生对口语评估和口语实践产生焦虑的原因之一。口语焦虑有许多不同形式的口语焦虑，从沟通焦虑，它“是指一个人的恐惧或焦虑水平与真实的或预期的沟通”（石等，2015年，第125页），公开演讲焦虑，这是一种“社交焦虑，源于真实的或预期的口头陈述”（Shi et al.，2015年，第125页）。实际上，在公共场合演讲或讲话时感到焦虑似乎是“一种常见的经历”（Shi，et al. 2015，p.125）。总体而言，有一系列社会文化因素有助于PSA：“对语言的信心，对知识的信心，以前的教育经历和角色的期望影响了学习者对学术演讲的贡献意愿”（Engin，2017，第78页）。然而，一个共同的因素似乎与信心有关-具体而言，就是由于缺乏口头练习而产生的缺乏信心。最切实可行的解决办法是教给学生他们所需要的技能，有了这些技能，他们在公众场合的演讲会更加自信。