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首页> 外文会议>International Technology, Education and Development Conference >(1437) APPLYING LESSONS FROM DRAMA AND STAGE IN FORMAL COMMUNICATION TRAINING: STRATEGIES TO OVERCOME ORAL COMMUNICATION APPREHENSION FOR BUSINESS STUDENTS
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(1437) APPLYING LESSONS FROM DRAMA AND STAGE IN FORMAL COMMUNICATION TRAINING: STRATEGIES TO OVERCOME ORAL COMMUNICATION APPREHENSION FOR BUSINESS STUDENTS

机译：（1437）将戏剧和阶段的课程应用于正式沟通培训：克服商学院的口头沟通逮捕的战略

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Business students commonly are required to make many formal presentations to evidence subject mastery across a wide range of subjects, yet there are few resources and little time available to develop the level of performance skill necessary for students to really succeed. Shanahan (2013) identified fear of public speaking as a key inhibitor of performance and coined the term ‘Oral Communication Apprehension’ (OCA) to describe it. One key question is how we, as educators, can help students overcome their nerves and improve their performance when presenting? In this paper we explore the real fears of students as they approach a presentation using one particular theatre exercise which enables students to conceptualise and communicate their fears prior to the ‘performance’. The exercise is called ‘Fear in a Hat’. where students anonymously write down their biggest fear/s in relation to oral presentations and put the fear/s into a hat. The lecturer then shuffles the ‘fears’ and passes the hat round the class, each student takes a fear, and reads it aloud. The lecturer acknowledges the fear/s as they are being read and provides specific formative feedback and strategies for managing each fear, while providing time and space for students to discuss ask questions and further clarify fears and apprehensions. Data on specific types of OCA fears were collected from 3 different formal communications programmes in 2017 and 2018 where 187 students were instructed on strategies to overcome OCA using this method. All students were participating in a module on developing communications skills. The results were analysed inductively and findings are presented herein with a reflection on the main strategies proposed to students about their fears and addressing the key question of how fear can be overcome to boost student performance in their graded presentations.
机译：经营学生通常需要在广泛的科目中掌握许多正式演示，但资源很少，时间很少可以开发学生真正成功所需的绩效技能水平。 Shanahan（2013）确定了对绩效的关键抑制剂的恐惧，并创造了“口语沟通逮捕”一词来形容它。一个关键问题是我们如何，作为教育者，可以帮助学生克服他们的神经并在提出时提高他们的表现？在本文中，我们探讨了使用一个特定剧院练习的介绍，探讨了学生的真正恐惧，使学生能够在“绩效”之前能够概念性和传达他们的恐惧。这项运动被称为“帽子中的恐惧”。学生匿名地写下他们与口头演示文稿的最大恐惧，并将恐惧放入帽子。然后讲师洗牌“恐惧”并将帽子绕过课堂，每个学生都要恐惧，大声朗读。讲师承认恐惧/恐惧，因为他们正在阅读并提供特定的形成性反馈和管理每个恐惧的策略，同时为学生提供时间和空间，以讨论提问并进一步澄清恐惧和忧虑。从2017年和2018年的3个不同的正式通信计划收集了特定类型的OCA恐惧数据，其中187名学生使用这种方法指示克服OCA的策略。所有学生都参加了开发通信技巧的模块。归纳地分析了结果，在此提出了对学生担忧和解决恐惧的关键问题的主要策略的思考，以克服如何在分级演示中提高学生表现的关键问题。

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