Transmitting Musical Images: Using Music to Teach Public Speaking

Cohen, Steven D.; Wei, Thomas E.

doi:10.1080/17404622.2010.490227

Cited by 1 publication

(4 citation statements)

References 1 publication

(1 reference statement)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Finally, in the selection of thirteen, two studies do not show empirical evidence. Cohen and Wei (2010) present a description of a lesson intervention and the article of Keith (2011) can best be characterized as an essay based on a literature study.…”

Section: Overview Of Studiesmentioning

confidence: 99%

“…Baxter 2002;Mercer et al, 2016 andPatiung, Tolla, Hum &Dolla, 2015), other authors (e.g. Bourhis &Allen, 1998 andCohen &Wei, 2010) provide more global information. The possible cause for this variation is the lack of a strong theoretical base of well-defined central concepts in this still relatively new research field of L1-oral language education.…”

Section: Overview Of Studiesmentioning

confidence: 99%

“…What should be noted here is that Keith's (2008) historical literature study did not provide information about contemporary L1-oral language education and, therefore, relevant information about the curricular themes. Furthermore, only in Table 4, we did include the findings from Cohen & Wei (2010) and Keith (2011), to distinguish between the case description and argumentative essay, on the one hand, and the empirical studies on the other hand.…”

Section: Studies In Relation To Curricular Themesmentioning

confidence: 99%

“…The information with respect to Objectives seems to be quite similar for the eleven articles that mentioned them. Eight articles, including those of Cohen & Wei (2010) and Keith (2011), state that students have to become confident (with high self-esteem or low feeling of anxiousness while speaking), persuasive (convincing) and effective (powerful) public speakers.…”

Section: Rationale Objectives and Contentmentioning

confidence: 99%

See 3 more Smart Citations

Key elements of L1-oral language teaching and learning in secondary education. A literature review

Wurth¹,

Tigelaar²,

Hulshof³

et al. 2019

L1 Educational Studies in Language and Literature

View full text Add to dashboard Cite

In order to inform the redesign of L1-oral language education in secondary schools, international literature was analyzed to deduce key elements, effective and practical ingredients, of good quality L1-oral language lessons. Thirteen articles were selected based on a systematic database search and analyzed with Van den Akker's curricular spiderweb (Thijs & Van den Akker, 2009). From the most frequently mentioned codes we could extract five, empirical based, key elements which support student oral language learning in the classroom: 1) a clear oral language skills framework with criteria; 2) the exploration of students' speaking potential by analysis and assessment of oracy skills; 3) self-, peer-and teacher-feedback on speaking; 4) observations of and discussions about videotaped speakers; and 5) regular practice with various speaking tasks. In addition, L1-oral language curriculum should give students the chance to develop their oral language competence throughout the school year because this helps them 1. to build on their speaking experiences and 2. to let their confidence grow when speaking in public.

show abstract

Section: Overview Of Studiesmentioning

confidence: 99%