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Noting the centrality of the competence construct in current pedagogical practices and basic communication course design, this paper questions assumptions about how communication is taught and assessed in the classroom. The paper begins by addressing disagreements on communication competence, focusing on normative measures of communication competence, communication competence and the "other" person, communication competence and the speaker, and cognitive communication competence. The paper then discusses the action and reaction approaches to communication competence, competence as a set of communication skills, competence as achieving goals, competence as appropriateness, a transactional approach to competence, and implications for the basic communication course. The paper then addresses the "Competent Speaker" form specifically, offering criticism of the form concerning its ability to discriminate levels of competence, the generalizations from the teacher's point of view to the audience as a whole, and the cultural narrowness of the competencies. The paper concludes that communication educators can, and should (1) profess to teach a knowledge base that can help students make informed analyses and judgements about their past, present, and future communication interactions; (2) teach skills that students can use in a variety of communication contexts; and (3) discuss and demonstrate communication strategies that might be helpful in future interactions. Contains 59 references. (RS)

Descriptors: Communication Skills, Evaluation Methods, Higher Education, Introductory Courses, Speech Communication, Student Evaluation, Teaching Methods











Autor: Hugenberg, Lawrence W.; Yoder, Donald D.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=9068&id=ED404695



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