CHAPTER 3:
FREQUENTLY ASKED QUESTIONS (FAQ’s)
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This section will cover some questions that ESL students tend to ask about the basic
course. The questions are:
ƒ What is expected of me when I present a speech?
ƒ How can I overcome my language difficulties?
ƒ How can focusing on key words can help my speech?
ƒ How does clear organization of my ideas affect my speech?
ƒ What is nonverbal communication , and how can it help me to present my
speech effectively?
ƒ How can visual aids help me to present my speech?
ƒ How can getting feedback help my speech?
ƒ Why is practice especially useful for ESL students?
ƒ Does speaking well in English mean the same thing as not having an accent?
ƒ How can I overcome my language difficulties in everyday classroom interactions?
ƒ What is communication apprehension, and how can I overcome it?
ƒ What are some common mistakes of ESL students enrolled in the basic
communication course?
ƒ What are some guidelines that speech instructors suggest, especially for ESL
students?
ƒ What else can I do to succeed in the basic communication course?
Let's begin by responding to the first question.
What is expected of me when I present a speech? (See pp. 18-20)
Depending on the instructional goals of your instructor, your speaking assignment
may differ. In a basic course, some instructors require an informative speech, others
require a persuasive, and others require a different variation, such as a small group
presentation. Still others may require all three. However, one thing you can be sure of is
that the speaking assignment will have a certain purpose and will expect clear
organization on the content level. Effective delivery of the content in terms of eye
contact, gesturing, dynamism (keeping things moving and active), as well as a time limit
in terms of the format of your presentation will also be expected of your speech
assignment. It is important for you to find out the specific requirements of your speaking
assignments as soon as possible to be able to prepare fully for it.
Remember that the value placed on speaking is different from culture to culture,
and that speaking skills are valued highly in the U.S. culture. Therefore, to succeed
academically in the U.S., including succeeding in the basic communication course, you
need to learn to speak effectively. The first step is to identify the assignment
requirements, as mentioned earlier.
But regardless of your specific speech requirements, your speech will need to be
well structured and your ideas well organized. A speech generally has three main parts,
an introduction, a body, and a conclusion. The introduction should contain an attentiongetter, a purpose statement, a credibility statement, statement of relevance to the
audience, and a preview of the main points.
The body, or main part of the speech, should contain your main argument. The
points contained in your body should be logically linked. For example, you can use the
problem/solution format of organization, or a cause/effect pattern, or explain how things
happen according to its sequential steps, such as how some process occurs over time.
Your basic communication textbook will explain these and other kinds of organizations
to you, so they will not be discussed at length here.
The conclusion of your speech should review your main points briefly, and also
let your audience know your speech is coming to a close. A strong organization should
be an added bonus to ESL students, who need to present a clear structure to the audience
to compensate for some of their linguistic difficulties.
In terms of delivery, or the format in which you present your speech, most basic
communication courses require the extemporaneous delivery format, where the speaker
speaks from only a few note cards, in a natural and conversational tone. That means you
are expected to be too formal in addressing your audience. Keep the tone conversational,
as if you were addressing your friends in a conversation, but try to be well prepared and
organized.
Using visual aids in your speech may also be required of you in the basic
communication course. Some instructors require the use of presentational software,
others leave it up to the students to decide if they wish to bring in an artifact such as a
vase or cultural object, or use a poster. You may choose to use the overhead projector,
where you can project images and words on a screen that are printed onto a transparent
sheet called a transparency. Images and objects help to support and clarify your
meaning, and they also help to keep your audience interested in your speech. Visual aids,
as these objects and images are called, will also help ESL students in another way. It will
enhance your credibility, or believability, as a speaker. By preparing these visuals, you
are demonstrating to your audience that you are well prepared and eager to share your
message with the audience. The audience will be more likely to view you and your
message in a positive light due to your level of preparedness and eagerness to do well. In
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sum, as an ESL speaker, you will have difficulties with the speaking assignment, but by
knowing what is expected of you in this assignment, and preparing well, you will have
set a foundation for an effective speech.
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How can I overcome my language difficulties? (See pp. 8-16)
As mentioned earlier, language is a major source of difficulty for ESL students.
Most ESL students reported difficulty with accent and fluency (Yook & Seiler, 1990).
They wondered “Will the audience be able to understand me?” and stated that their need
to search for the right word posed a problem with their ability to speak fluently. There
were concerned that their lack of linguistic abilities were affecting not only their grades
negatively, but also creating negative evaluations made by their native English-speaking
peers about them as individuals. You may have the same anxieties regarding your
language use. This is understandable as English is your second, or perhaps even third or
fourth language. Your accent and searching for words is something you should not be
blamed for; anyone speaking in their second language would have difficulties with
vocabulary and accent. Language poses particular difficulties for ESL students in two
main areas - in presenting speeches, and in general classroom interaction, such as when
working in small groups.
Several strategies have been suggested before in this guide, but they are worth
repeating here because they are important strategies, and also because you may have
skipped the earlier part of the guide and come directly to this chapter on FAQ’s, because
you found a question that you were interested in particularly. Whatever the situation, it
will be useful to provide a brief summary of the strategies you can use here.
Strategies for ESL students concerning the presentation of speeches include the
following to help you overcome your linguistic and cultural difficulties:
focusing on key words and using simple vocabulary
asking for feedback about your English language use
clear organization of your speech
using gesturing and other nonverbal communication to support the meaning
using visual aids to support the meaning
thorough practicing
How can focusing on key words can help my speech?
Rather than striving for perfect sentence structure and trying to find the exact
word that corresponds best to your meaning, you can emphasize key points. Try to use
other simple words to convey your message, rather than looking for an exact word. This
will increase your fluency and help you to avoid unnecessary gaps or awkward silences
while you search your memory for vocabulary or expressions. Do not try to be a
perfectionist and try to remember the single exact word you are searching your memory
for. There are various alternative ways of expressing your ideas, although the meaning
may not be exactly what you intended. Sometimes when the best way to express your
ideas does not readily come to mind, you just have to substitute a similar word or
expression for it. For example, instead of searching your memory for the word “elated”,
you may substitute “happy”. It may not be the exact word, but it may come close and the
meaning will become clearer to your audience as you continue with your explanations.
Closely related to this is the strategy of using simpler terms, instead of more
difficult, if the terms do not readily appear in your mind. You may not remember the
exact word from your ESL textbook or dictionary, but translate the word or idea into
simpler terms. For example, instead of saying “thesaurus” you can say “a book like a
dictionary that gives a list of similar meanings”. While this expression is somewhat
awkward, the audience will understand what you are saying, and you won’t be leaving
awkward pauses and creating bothersome disfluencies, while searching your memory.
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How does clear organization of my ideas affect my speech? (See pp. 20-22, Activity
6, 7, 9, 10, 11)
Imagine if you were to listen to a speech where you did not know what points the
speaker was going to cover. Now imagine a speech where the points are organized in a
logical manner, and the speaker lets you know ahead of time what the main points will
be. As in the second example, a clearly organized speech also helps the audience to
comprehend your message more easily. Organizing your speech to contain an
introduction, body, and conclusion will make the audience know what to expect from
your speech. A clear forecast of your main points in the introduction, as well as a clear
summary of your main points in the conclusion, will help the audience tremendously in
comprehending your main points. Your body should contain not just a group of main
points randomly stated, but a structure to your argument, containing your main points is
recommended.
What is nonverbal communication, and how can it help me to present my speech
effectively?
Nonverbal communication, as described in your basic communication course, is
communication through the use of symbols other than words. So eye contact or any
gesture such as a hand movement is included in this definition, because it involves
communication without the use of words. However, one form of nonverbal
communication involves words, but in a different manner: Paralanguage means
nonverbal communication that accompanies words, such as the stress one places on
certain words, and the tone that one employs to say the words. Using gestures or other
nonverbal communication to accompany your speech, will increase comprehension by
your audience. That is because there will be additional channels of communication used
in addition to your words, so the audience will not have to rely solely on comprehension
of your words to get the meaning you are trying to get across.
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How can visual aids help me to present my speech?
Visual aids will help the audience understand the message more clearly as well.
Visual aids such as a picture, poster, object, presentational software, or slides will also
help you to send the message across more clearly. Have you heard the saying “A picture
is worth a thousand words?” As the saying states, seeing the image itself creates a more
exact picture in our minds, than simply trying to explain through words. When you use
visual aids in your speech, the audience will be able to see the message as well as being
able to hear it. For this reason, visual aids are particularly useful for ESL students. As
with the use of nonverbal communication, there is less of a need to rely solely on your
words for comprehension, so the task of comprehending your message becomes easier for
your audience. Follow specific instructions for visual aids presented in your basic
communication text and ask your instructor if you have any specific questions regarding
their use.
How can getting feedback help my speech? (See p. 19, Activity 12, 13, 14, 15)
Earlier in the book, while discussing strategies to overcome language difficulties,
I suggested getting feedback early from peers and/or your instructor. This strategy
originally came from ESL students themselves, who told me that they would like their
instructors to give them feedback early in the course, to help them to gain confidence and
to identify ways to improve, if necessary. Rather than wait for your instructor to come to
you, I think that it is important for you to take the initiative. After all, it is your speech,
and it is your grade that we are talking about. Moreover, the instructor may not know
that you are worried about your linguistic skills and may not know how to help you if
you do not talk to them about your concerns. Most instructors will be more than happy to
give you feedback on your English and discuss how to improve.
Another source of feedback is your peers. Choose two or three peers in your class
who can give you honest yet positive feedback about your English, and ask them to give
you suggestions on what you can do to improve. Ask them to identify the main idea of
your speech. Also, ask them to note certain words or sounds that they have particular
difficulty understanding during your speech. It need not be a long feedback session. A
five minute speech and a few minutes of feedback is all you will need to begin to identify
how well you are being understood, as well as what and how to improve. Finally, try to
get feedback as early as possible. Obviously, it will be to your benefit to not wait until
your last speech assignment to begin to try to improve.
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Why is practice especially useful for ESL students? (See pp. 18-20, Activity 12, 13)
Practicing is indeed a vital preparation step that can make the difference between
a successful and unsuccessful speech for everyone, regardless of whether they are ESL
students or not. However, because of the language difficulties faced by ESL students in
particular, practicing can be more important for you. Practicing can help you on various
levels. It can help you to identify your key words and allow you to increase your fluency
in speaking English by remembering the words better, or by practicing substitutions of
simple words. It can also help you to practice substituting words with similar meanings
for the exact word. The more practice you get doing this, the more fluent your speech
will be. It will also help you look for organized to your audience, as you will know the
order of your points to be covered, and will be more prepared overall. Additionally, you
will indeed be more confident. The more you practice, the more confident you will feel.
By knowing your subject matter and the ways that you will express your ideas on the
subject matter, you will be confident enough to do an excellent job.
Does speaking well in English mean the same thing as not having an accent? (See
pp. 12-15)
No, accented speech does not necessarily mean you are incomprehensible.
Scholars, as well as many instructors, are realizing that accented speech is not necessarily
a bad thing. One’s accent can be a reflection and an expression of one’s cultural identify,
as we have talked about above. You may consciously choose to keep your accent in
English, because you feel it is part of your cultural identity. Likewise you may want to
adapt to U.S. cultural norms for speaking and want to use standard English, but cannot
seem to shake off your accent. It is your choice to choose your degree of comfort with
accented speech. While scholars agree that accent is something very difficult to change,
especially for learners of a second language who begin learning beyond the teen years,
scholars also agree more and more that accent does not necessarily interfere with
understanding. However, it is to your advantage to identify certain sounds (phonemes)
and sound combinations in your speech that are difficult for others to understand.
Remember that the goal is to communicate, to get your message across. If certain
pronunciations are interfering with communication and creating a barrier, being aware of
this and working with especially troublesome phonemes will help you to reach the
audience with your message more effectively. That is why it is important to get specific
feedback about your English from your instructor or peer, as mentioned above.
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How can I overcome my language difficulties in everyday classroom interactions?
(See pp. 24-28, Activity 16)
In addition to being expected to speak in a formal manner to your class, you are
also expected to interact in English in the basic communication course. As effective
communication in various situations and contexts is stressed in the basic communication
course, it is important to interact with peers and your instructor in English. There are
several things to remember. First, you are expected to participate in the classroom
discussion as part of this class. Moreover, most classes in the U.S. will expect and value
interactive discussions, with some expectations such as large lecture classes. ESL
students need to realize this, and need to make a choice. As I mentioned above, your
cultural rules may not expect, nor condone, speaking up in the classroom. However, now
that you are enrolled in a class in the U.S., with the specific expectations of active
participation, you need to realize that the choice to actively participate while in the U.S.
classroom is a practical and wise one. You may choose to enact your cultural rules in
your own culture when and if you return, but in the basic communication course, it is
wise to learn to apply the American expectations and norms governing speaking in the
class.
In any event, it is a good idea to do two things; finding some friendly peers in
class who can help you feel more comfortable in everyday interactions, and talking to the
instructor both inside and outside of class can help you immensely. It may not always be
easy, as not everyone will empathize to the same degree with the difficulties ESL
students are facing. Push yourself to talk more to different people, even though it may be
difficult, and to make new friends in class. The more people you get to know, the more
comfortable you will feel in speaking to them in one to one, as well as more formal
classroom discussions.
Small group discussions may be especially difficult for you for many reasons.
You may find it difficult to join the conversation, partially because you need more time
to understand what is being said by others, and because you don’t know how to express
yourself fully using the English language, but also because the pauses, eye contact and
other cues for turn-taking are different from culture to culture. Don’t let these factors
discourage you. Keep trying to express yourself. The American culture tends to view
those who speak up and are assertive favorably, so you will most likely be seen in a
positive light for trying to speak up in English.
Also, talk to the instructor both inside and outside of class. Push yourself to
volunteer to answer questions, even though it may be difficult for you to do so. Don’t
hesitate to ask for clarifications, either. If you feel that your questions for clarification
may be specific only to you because of your linguistic situation, and may not be relevant
for other students, talk to your instructor after class. That is what instructors are there
for; to help students to learn. Let the instructor know if you are having difficulty in small
group, or other class interactions. Your instructor will be able to help you by suggesting
specific things to do, or the instructor may intervene in other ways. In any event, let
them know if you are having difficulties. It is important that they know about it.
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What is communication apprehension, and how can I overcome it? (See p. 23)
Another difficulty for ESL students in the basic communication course is speech
anxiety. Speech anxiety, or stage fright, is the fear associated with giving speeches.
However this concept is part of a general anxiety and fear about communication, called
communication apprehension. A definition of communication apprehension has already
been presented elsewhere in this guide, but to summarize briefly, it is a fear associated
with real or anticipated (expected) communication with others (McCroskey, 1980). The
fear of giving speeches is one form of communication apprehension. One cause for
communication apprehension is to be placed in a novel, or new, situation. With many
ESL students presenting speeches for the first time, the speaking assignment may very
well cause communication apprehension for ESL students. Realize that these fears are to
some degree normal. Everyone feels some extent of anxiety when presenting speeches.
A certain level of anxiety is necessary for you to do well; it will energize you. However,
there is such a thing is a debilitative, or harmful, level of communication apprehension.
That level is reflected in such behaviors as shaking uncontrollably, or being unable to
remember the main points of your speech. If during a practice session prior to your
actual speech, you show the characteristics of high communication apprehension, speak
to your instructor. Your instructor can help you if you have an extremely high level of
communication apprehension, or at least direct you to people who can help you with it.
Chances are, though, that you feel mildly, or somewhat nervous. In this case, use
relaxation and visualization to help allay the nervousness. Breathe deeply a few times
and deliberately try to relax all of your muscles. Do this several times before your
practice begins. Muscle relaxation will help you to reduce the tenseness in your muscles,
and to channel the anxiety into a positive energy that will help you to perform well on
your speech assignment. Also, visualize yourself being successful and doing well on
your speech. You have an important message to deliver to your audience, and it will be
beneficial to your audience. So, visualize yourself helping the audience to learn
something important during your speech.
Finally, practicing is of utmost importance. With practice session in front of a mirror and
in front of peers, you will feel confident that you can reach your audience with your
important message, despite the fact that English is not your native language. Think about
it - what a real accomplishment it is to be able to relay your message for five minutes is a
non-native language in front of native speakers of that language! You can feel proud that
you are facing this challenge head on, and working hard to achieve success.
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What are some common mistakes of ESL students enrolled in the basic
communication course?
One of the biggest mistakes made by ESL students in the basic communication
course was discovered during interviews conducted for my research. ESL students told
me that they talked among themselves about the challenges of the basic communication
course. One conclusion they reached is that given the difficulties, that they would face
because of linguistic difficulties they would “just get a C” for the course, and that would
be OK. They believed that they would get simply a C because their instructors would
have low expectations of them because of their linguistic difficulties (Yook & Seiler,
1990). First of all, it is not true that instructors have low expectations of all ESL
students, simply because of their difficulties in English. While studies do show that
accented speech leads to negative evaluations of the speaker, most instructors realize that
ESL students clearly face distinct challenges that are not caused by the students
themselves, but rather because of their situation of speaking in a second language. Most
instructors therefore try to help ESL students out as much as possible.
We may say that at times even the exact opposite of what some ESL students
believe their instructors think about them is true too. Many instructors respect ESL
students for coming to the U.S. and trying to overcome the challenges of a culturally and
linguistically different learning environment. They know that many of you are very
bright and talented and that is the reason why you are undertaking this challenge of
studying abroad. So, don’t simply assume that you will receive a C grade; aim for as
high a grade as you are capable of, be willing to work towards it. Besides, grades should
not be the main focus of your learning. How much you learn both about the content of
the basic communication course subject matter, and about yourself in the process, should
be the key points that matter the most, rather than the grade you receive.
Second, I found that some ESL students were using the grapevine to get
assistance in the basic course. That is, some students were using informal networks of
communication with other ESL students to learn more about the basic communication
course and its requirements (Yook & Seiler, 1990). Although helping each other out is
not a wrong thing to do, the ensuing temptation to ask for past papers and speeches to
help you gain a better idea of the assignments can lead you to plagiarize. What is
plagiarism? It is the use of ideas or materials others have created, while not crediting the
sources correctly. As a result you give the audience or the reader of your paper the
notion that you are the originator of the ideas, when you aren’t. It is unethical to give
this false impression. Plagiarism is a very serious offence in the U.S. culture, and can
lead to severe consequences. Many instructors have talked to me about the occurrence of
plagiarism in their classes among ESL students. It is important for you to realize that
your instructors are already aware of plagiarism as a problem among ESL students, and
to avoid it altogether. While sharing ideas and consulting one another about your classes
and assignments is certainly alright, it is not at all acceptable to copy an outline, a speech,
or paper.
Another common mistake of ESL students is to not be aware about the differences
between the rhetorical patterns of the U.S. and their own cultural rhetorical patterns.
Rhetorical pattern means the way one communicates to persuade others, as reflected in
speech or writing. The U.S. rhetorical style tends to be typically very logical and direct.
Other cultures’ styles tend to be less direct and can very from circumlocution (circular
winding in towards the central point), or zigzag patterns that digress (stray from) the
main point, then come back to it. Your first task is to identify your tendency and to try to
adopt a direct, linear, logical style for the purposes of this class. This adaptation of
rhetorical styles will help you not only in your speech organization, but also when you
write your papers as well.
Finally, as mentioned earlier, one major common mistake of ESL students is to
not talk to their instructor. It will benefit you to go to your instructor’s office during
office hours, or to set up an appointment to talk about your unique challenges and
concerns as an ESL student enrolled in the basic communication course. This will allow
the instructor to first be aware of your specific concerns, and also to possibly suggest
some ways with which you can overcome some of your difficulties. Some instructors
will even be willing to give you additional guidance on your assignments, or even to help
you practice your speech. Remember, it is your learning experience. You are the one
who needs to take the initiative to ensure that you have a positive learning experience in
the basic communication course.
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What are some guidelines that speech instructors suggest, especially for ESL
students? (See pp. 24-28, Activity 1, 9, 10, 11, 12)
In the course of my research, I asked instructors what advice they would like to
give ESL students (Yook, 1997). They provided some practical suggestions that would
help ESL students with their speaking assignments. Some of them are those that have
already been mentioned above. Because of this reason, I will simply summarize the
information. Instructors in general acknowledge the difficulties ESL students face, and
have the following suggestions in terms of topic choice, outlining, organization, and
delivery.
In terms of topic choice, they suggest selecting the topic carefully and wisely.
For example, one instructor told me that a student did a wonderful job because she chose
an aspect that she knew well, a topic that was related to her culture. No one else in the
audience was likely to have as much knowledge as she was on that topic, and she had an
advantage that lead her to have high credibility in the eyes of the audience. Credibility is
one factor that can strongly affect the success or failure of a speech. It is the degree to
which the audience believes you as a speaker. If you are not believable, then your speech
will not be likely to be effective in persuading or informing the audience.
On the other hand, another student chose a topic that he was unfamiliar with.
While that student can be commended for choosing a challenging topic, he needed to do
much more research to become knowledgeable enough on that topic to be credible. That
student did not do a good job on his speech partially because of his topic choice. You do
not necessarily need to choose a topic related to your own culture. It is wise, however, to
choose a topic that you know much about; a topic that can give you an advantage over
the audience.
Outlining and clear organization has already been mentioned as a strategy to
overcome linguistic difficulties. Outlining is the placement of main ideas into a
simplified form that shows the structure of your speech and your overall argument. A
good outline will help you to clearly see the main arguments of your speech and will help
reinforce the structure of your speech in your mind. Although different instructors
require different kinds of student outline assignments, here are the components that a
speech outline should typically contain:
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I. Introduction
A. Attention getter - something surprising to grab the audience’s attention
B. Statement of relevance of the topic to the audience, stating how the topic
relates to the audience members specifically
C. Credibility statement, telling the audience why you are credible on the topic
D. Purpose statement, stating why you are speaking, in other words, what you
intend to achieve as a result of your speech.
E. Preview of main points, stating briefly what points you will cover.
II. Body
A. Main point #1
a. Subpoint #1
b. Subpoint #2
B. Main point #2
a. Subpoint #1
b. Subpoint #2
C. Main point #3
a. Subpoint #1
b. Subpoint #2
III. Conclusion
A. Summary of your main points
B. Closure statement, indicating to your audience that your speech is going to end
C. Action statement, requesting that the audience take some action
D. Memorable statement, something to keep the message in your audience’s
mind.
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There are many variations to this basic outline structure. Some instructors require
full sentences, others require only key words and phrases. Still others like their students
to write out the introductions and conclusions entirely word for word. Keeping this in
mind, look at the following example of an outline for a speech on the merits/drawbacks
of using computer technology in the learning process.
I. Introduction
A. Attention getter: Have you ever felt anxious when you were required to use
computer technology such as web boards and e-mail to complete your class
assignments?
B. Statement of relevance: Many students are now more than ever required to use
technology in their coursework.
C. Credibility Statement: I major in communication studies and have written a
paper on the effects of computer mediated communication on our interpersonal
relationships.
D. Purpose statement: Today I’d like to persuade you to learn more about the
potential drawbacks of technology use in the classroom, and be persuaded to see
why it can sometimes lead to unfair consequences for students.
E. Preview of main points: So today I’ll talk to you about the merits and
drawbacks of using computer technology in the classroom, and suggest a solution
for you to successfully avoid the drawbacks and fully reap the benefits of using
computer technology to learn.
II. Body
A. Merits of using computer technology in the educational setting
1. Research for speeches and papers is facilitated
a. Internet researching
b. Statistical analysis software
2. Exchange of ideas can be facilitated
a. Student to instructor interaction
b. Student to student interaction
3. Sometimes quality of work is improved - word-processing
4. Time and other resources can be saved - e-mail
B. Drawbacks of using computer technology in the educational setting
1. Researching through computers can lead to problems
a. Can waste time unnecessarily
b. Can lead to poor quality of information
2. Exchange of ideas through e-mail or chatting can become overused and
misused.
3. Not everyone has access to a personal computer - can lead to inequity
4. There is a gender-bias towards technology and computers - can lead to
inequity
5. Over-reliance on CMC (computer mediated communication) can lead
to poor development of interpersonal communication skills
C. Solution
1. Use computer time wisely
2. Be aware of potential negative effects
3. Alert instructors to problems, if they arise
III. Conclusion
A. Closure: So in conclusion...
B. Summary: I hope that I have reminded you today about some of the merits of
using computer technology in the learning process, and helped you to become
more aware about some potential pitfalls and how to overcome them.
C. Action statement: I hope that in the future, when you have an assignment that
requires the use of computer technology, or if you become teachers or educators
yourself, that you will do the following: 1) use or remind students to use computer
time wisely, and 2) remind yourself and alert the teacher if the use of computer
technology in the classroom is hampering, rather than helping you to learn the
course content, and if issues of equity arise.
D. Memorable statement: So, remember... when you are required to conduct
research using technology for your class assignment, if you’re not careful you
may spend hours researching on the Internet only to end up citing a biased source
full of unfounded information!
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Even though you may have a well outlined and organized speech, if the manner in
which you present the speech is not effective, you will not be presenting an effective
speech. The instructors that I interviewed stated that effective delivery could be used as a
strategy for ESL students (Yook, 1997): Slowing down and pronouncing key words
carefully, using nonverbal communication such as facial expressions and gestures to
accompany and amplify your meaning. All of these will be useful in relaying your
message more clearly. Although direct eye contact and use of expressions and gestures
may not be natural to you in your home cultures, it is expected in this culture, when
presenting a speech. Your grade may depend on how well you are able to apply these
skills. As the speech changes topics, change your tone to facilitate awareness among the
audience members that the topic is about to change. By using clear discourse markers
such as “Today I’m going to be talking about (macro-markers) and “So, now let’s turn to
the topic of . . . (micro-markers)” you will be helping the audience to comprehend your
speech more effectively (Flowerdew, 1994). Use stress and intonation to accentuate key
words and ideas. These aspects of delivery can help you present a much more
understandable and effective speech, despite your linguistic difficulties.
Finally, instructors remark that it is often difficult to get ESL students to
participate well in class (Yook, 1997). This can be a problem, as many instructors
include the individual student’s level of participation as part of this grade for the basic
communication course. Participating in general class discussions may be extremely
difficult for ESL students. However, participation is valued in most U.S. classrooms, so
it should be attempted whenever possible. Silence, on the other hand, can be mistaken
for non-interest in the topics discussed, or a poor attitude towards learning in general.
Even though you may have difficulty following the flow of the conversation and
choosing the words to clearly express yourself, do try to participate as much as you can.
Also, speak to the instructor if you are experiencing difficulties participating. It will help
the instructor be more empathic to your needs, and to suggest possible ways to alleviate
your problems.
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What else can I do to succeed in the basic communication course? (see pp. 24-28)
Although every basic communication course will be different, in terms of your
instructor’s expectations, course requirements, and peer level of encouragement by
classmates, there are several things you can do to ensure success in the course. First, be
aware of the linguistic and cultural factors that are specific to you as an ESL student.
You may be vaguely aware of them, or unable to translate your thoughts about these
difficulties into words. A theoretical discussion of these difficulties has been presented
to you in this guide. The first step is to increase your awareness about these difficulties
you are or will be experiencing. Also, be aware that any choices you make, whether
linguistic or otherwise, is a choice you make to increase the communication strategies in
your repertoire of communication skills. It does not mean your cultural ways are wrong,
nor that they need to be changed in any permanent way. You may choose not to apply
the skills learned in the U.S. basic communication course in interactions occurring in
your own cultural context, for example. That is your choice, but the key is to be aware of
your choices and make them wisely and consciously.
Second, you need to be aware of the various strategies that you have at your
discretion. This guide has discussed the various strategies you can apply to overcome
difficulties in various contexts such as linguistic difficulties in presenting speeches.
These strategies have been collected through interview with ESL students, instructors of
ESL students, research by scholars of ESL issues, and my own empirical research. Being
aware of these useful strategies is the second step to your attainment of success in the
basic communication course.
The third step is to apply the strategy or strategies that will help you the most.
Applying the strategies is not an easy task. Learning new skills of listening, note-taking,
and turn-taking cues will not happen overnight. Your attempts, moreover, may not
always be successful. You may feel embarrassed or frustrated when you still do not
successfully manage to “jump into” a small group discussion gracefully and naturally.
Keep attempting to acquire and apply the strategies and skills that you need for success in
the basic communication course that have been mentioned in this guide. Be persistent,
and do not give up prematurely, even if you do not succeed right away.
The last step is to keep the lines of communication open with your basic
communication course instructor. Instructors are there to help students learn and they
will be able to assist you in overcoming your difficulties. The key, though, is to contact
them early in the semester in order to set up a good rapport and relationship with your
basic communication course instructor. Do not expect the instructor to be able to help
you when most of your speeches have been already given, and when there is only one or
two more assignments to assist you with. The best opportunity for instructors to help you
comes with good rapport established at the early stages of the semester, and follow-up
meetings throughout the semester. That way, they will have a chance to learn more about
you and your culture, and therefore will be able to individualize their assistance more
effectively to your needs. But instructors are busy people dealing with many students
and various other tasks. So, when you address them make sure that you identify the
purpose of your visit and that you are as clear as possible about what you are requesting
that they do for you. Most instructors will welcome the chance to assist you as well as
then can. They may also direct you to some on and off campus resources, and also to
resources on the Internet, as I will do in the next section.
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