From Thunberg to the L2 Classroom: Public Speaking Techniques

Autor/in	Miles, Richard
Titel	From Thunberg to the L2 Classroom: Public Speaking Techniques
Quelle	In: Language Teaching Research Quarterly, 22 (2021), S.49-63 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2667-6753
Schlagwörter	Public Speaking; Second Language Learning; Second Language Instruction; Undergraduate Students; Climate; English for Academic Purposes; Activism; Speeches; Structural Analysis (Linguistics); Persuasive Discourse; Language Styles; Language Usage; Discourse Analysis; Teaching Methods; English (Second Language); Foreign Countries; Japan + Suchen Sie Ihr Suchwort? Vortrag; Zweitsprachenerwerb; Fremdsprachenunterricht; Klima; Aktivismus; Politischer Protest; Structural analysis; Strukturanalyse; Persuasion; Persuasive Kommunikation; Sprachstil; Sprachgebrauch; Diskursanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland
Abstract	To participate in the global conversation on how to combat climate change, Japanese university students need to better utilise their English for Academic Purposes (EAP) skills outside the second language (L2) classroom. Therefore, this study seeks to enhance the public speaking skills of Japanese university students by analysing and drawing from a series of recent speeches by Swedish climate-change activist Greta Thunberg. Being of a similar age and speaking in a second language, Thunberg resonates as a public speaker that Japanese university students can model. The research design for this study consisted of two phases. Initially, a structural analysis of Thunberg's speech transcripts was conducted, exploring her use of positive and negative message framing approaches. Secondly, an analysis of the persuasive discursive techniques (PDTs) used in her speeches was conducted, focusing on identifying established rhetorical devices such as "tripling," "contrasting," and "personalising," as well as the use of "inclusive language" and "exclusive language." This paper details and analyses the approaches and techniques used by Thunberg (framing and rhetorical) and then discusses how they can be taught to Japanese university students seeking to move beyond generic English language classroom presentations. (As Provided).
Anmerkungen	European Knowledge Development (EUROKD). e-mail: editorial@eurokd.com; Web site: https://www.eurokd.com/journal/jd/1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01