![]() ![]() Then some simple, fun application tasks that you can try are presented at the end of the article. The following eight communication techniques are presented with the goal of helping your learners develop the ability to achieve their communication goals. Researchers have established the effectiveness of various instructional strategies across disciplines, such as: using concrete examples to illustrate abstract concepts, using analogies from outside the classroom, and using personal examples (e.g., Civikly, 1992 Tobin & Fraser, 1990 van Rooyen, 1994). ![]() Being able to present explanations clearly, which is a key attribute of a speaker’s effectiveness in communication, is a skill that all speakers strive to develop, regardless of whether they are language learners or aspiring or practicing teaching professionals. In this article, I’d like to follow that up with some brief explanations and simple examples, because the eight techniques presented here are not limited to the teaching of speaking for academic purposes. In that post, I included an exercise that requires students to clarify a key concept using various communication strategies. In one of my previous articles, 7 Tips for Teaching Speaking for Academic Purposes at the Graduate Level: Part 2, I mentioned the importance of linking tasks that learners need to perform outside of class to in-class activities. Think of the last time your students (or maybe you) were searching for ways to clarify explanations so that the idea you were trying to convey would not only make sense to your listener, but would also stick! ” while speaking, as they search for ways to get their ideas across. You have probably heard your students say “I’m not sure how to explain it. Following on from her tips for teaching speaking for academic purposes at graduate level posts, Li-Shih Huang, Associate Professor at the University of Victoria, Canada, now gives some practical suggestions and examples to apply those techniques outside of the EAP sphere.
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