A Lecture on Spontaneous Speaking

A Lecture on Spontaneous Speaking

Name

Institution Affiliation

A Lecture on Spontaneous Speaking

Content and Organization

The speaker has managed to elaborate on the concept of spontaneous speaking, and this has made the message to be clear and understandable. Also, the speaker has used examples to indicate instances for both planned and spontaneous speaking while stressing on his topic of the day, which is the latter. The speaker uses statistics such as studies that have classified spontaneous or public speaking among the top things that many Americans are afraid of. For example, he states that 85% of Americans are fearful of public speaking while he feels that the other 15% are lying. He also uses questions and activities to drive his point home. Since the lecture is focused on spontaneous speaking, the lecture logically flows on some of the techniques that one can use to manage anxiety in impromptu speaking. Studies have indicated that the use of video clips and pictures are always useful in delivering lectures (Choi, Song & Oh, 2015).

To effect the logical flow of the content, the speaker uses images that reflect on the issue is discussing, and this enables the audience to connect and have an understanding of the lecture easily. He gives ideas on some of the activities one can do to manage anxiety, such as doing pushups or narrating tongue twisters in his case. The level of detail in the lecture is more than average since he can incorporate various situations that one can experience by engaging the audience of the instances.

Delivery

According to Sumit, Afifi, and Amara (2012), one of their recommendations for the effective delivery of a lecture is using an interactive form of a lecture that captures the attention of the learner. Throughout the lecture, the speaker was able to use humor to capture that audience’s attention. When using the slides to present the lecture, the speaker used titles and subtitles to capture the attention of the audience. By using the titles and subtitles, the learners are able to identify the key concepts for the lecture.

The lecturer uses complex sentences in various situations, and since the audience is diverse, the speaker used simple language for each member of the audience to understand the message. Through this, the speaker was able to provide a clear and informative lecture. He used simple and known examples to make the lecture interesting and clear. However, in most of the instances where he sourced information from outside sources, he was not able to give the direct source of information, for example, who did the research of 85% of Americans being afraid to speak publicly and this can be a problem to some members of the audience, especially if they are educated.

When communicating a message, even if it is simple or complex, it is always great to cite the source of the information since this makes it easier for one to convince the audience. The speaker used simple vocabularies that the audience would comprehend; in fact, in most cases, he used general statements to drive his message of spontaneous speaking. The speaker used pronouns like “you can say,” “we need to…” among others. All these pronouns do act as conversational words, and this enabled him to capture the attention of the audience.

References

Choi, Y., Song, E., & Oh, E. (2015). Effects of teaching communication skills using a video clip on a smartphone on communication competence and emotional intelligence in nursing students. Archives of psychiatric nursing, 29(2), 90-95.

Sandhu, S., Afifi, T. O., & Amara, F. M. (2012). Theories and practical steps for delivering effective lectures. Journal of Community Med Health Educ, 2(6), 158.