1
THE STUDY:
HOW TO DEVELOP ELOQUENCE IN
SPEAKING FOR GIFTED STUDENTS
2024
2
Table of Contents
Part A: INTRODUCTION
3
I. Rationales
3
II. Scope of the study
4
III. Objectives of the study
5
IV. Methodology
5
IV. 1. Steps
6
IV. 2. Researching setting and cultural aspects
10
IV. 3. Ethics
12
IV. 4. Potential problems and solution
14
V. Design of the study
15
Part B: DEVELOPMENT
16
Chapter 1: LITERATURE REVIEW
16
I. 1. Definition of eloquence in speaking
16
I. 2. Difficulties in
eloquence in speaking
17
I. 2. 1. Mastery of Language
17
I. 2. 2. Lack of Clarity
18
I. 2. 3. Emotional Disconnection
18
I. 2. 4. Fear of Public Speaking
18
I. 2. 5. Inadequate Use of Rhetorical Devices
19
I. 2. 6. Lack of Structure and Organization
19
I. 2. 7. Difficulty in Adaptation to Audience
19
I. 2. 8. Limited Vocabulary and Expression
20
I. 2. 9. Lack of Confidence and Presence
20
Chapter 2 : WAYS TO DEVELOP ELOQUENCE IN SPEAKING
21
II. 1.
Types of eloquence
21
II. 2. Strategies
22
II. 2. 1. Expand Your Vocabulary
23
II. 2. 2. Practice Active Listening
24
II. 2. 3. Improve Your Pronunciation and Style
24
II. 2. 4. Master the Art of
storytelling
25
II. 2. 5. Develop Your Public Speaking Skills
25
II. 2. 6. Cultivate Confidence
26
II. 2. 7. Improve Your Body Language
26
II. 2. 8. Practice Regularly
27
Part C : CONCLUSION
28
I. Summary of the study
28
II. Limitation of the study and suggestions for further study
29
3
Part A
INTRODUCTION
I. Rationales
Gifted
students
often
possess
advanced
intellectual
capabilities,
but
their
communication skills may not always be commensurate with their cognitive
abilities. Developing eloquence in speaking is essential for these students as it
enables them to effectively express their ideas, engage in persuasive discourse,
and influence others. This study aims to explore methods to cultivate eloquence
in speaking among gifted students, thereby bridging the gap between their
intellectual potential and communicative competence.
One primary reason for focusing on eloquence is that it enhances the overall
academic and social development of gifted students. Eloquence in speaking can
improve
classroom
participation,
foster
leadership
skills,
and
build
self-
confidence.
Moreover, eloquence is not an innate talent but a skill that can be developed
through targeted interventions. This study will investigate effective pedagogical
strategies, such as rhetorical training, debate clubs, public speaking workshops,
and mentorship programs.
Another significant aspect is the role of eloquence in fostering social and
emotional development. Gifted students often face social challenges, including
feelings of
isolation or difficulty
in peer relationships. Mastering eloquent
speaking can facilitate better social interactions.
In conclusion, this study will provide valuable insights into the best practices for
developing eloquence in speaking among gifted students, ultimately contributing
to
their
holistic
development
and
preparing
them
for
future
challenges.
Hopefully, this study will make a small contribution to the improvement of
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speaking skills for students at my school in particular and at other high schools
in general.
II. Scope of the study
In my personal teaching context, speaking skill has always been regarded as an
important but very challenging task to most students so that I have been
looking for a new method not only to improve my students’ speaking ability but
also their interests during my speaking lessons.
More specifically, I am now taking charge of a group of 10- grade students
whose English level is upper-intermediate. However, they claim to have many
difficulties when developing ideas in speaking. For example, their speaking
styles are usually of free style or originally Vietnamese, not of the target
language style. Likewise, their ways of thinking are often under great influence
of L1 translation. In addition to the lack of confidence in choosing relevant
words or phrases, they often make similar errors in their speaking so that I have
to spend a lot of time with great efforts correcting their speaking.
To get over this limitation, I am keen on carrying out an innovation to identify
whether there will be improvements in my students’ speaking ability if they
learn to expand their opinions as a new learning technique. Furthermore, they
are also beneficial to SLLs’ accuracy and complexity in speaking ( Johnson,
1992, p 234)
The research questions are:
1. What are the key characteristics of eloquent speaking as perceived by
educators and students?
2. Which specific skills and techniques are most effective in enhancing
eloquence in speaking among gifted students?
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By
addressing
these
research
questions,
the
study
aims
to
provide
a
comprehensive
understanding
of
how
to
best
support
gifted
students
in
developing eloquence in speaking, ultimately leading to enhanced academic and
personal outcomes.
III. Objectives of the study
There are two main purposes of the study. Theoretically, the study aims at
providing a summary of theories related to idea development in eloquence that
should be taken into consideration. Practically, the study also aims at suggesting
some ways to improve students’ language use in eloquence in speaking for
gifted students.
IV. Methodology
In the process of writing this research, I have spent much time reading
reference books about the language use in speaking skill. Also, through my
observation of students and teachers in my school, I have found out many ways
of improving students’ ability in speaking skill.
Johnson (1992)
defined action research as a way in which participants or
“insider researchers” operate a study or carry out action to create decisive
changes in their own communities. An action research aims at finding out the
difficulties in specific cases and offering relevant solutions. In my research, the
problem of students’ poor knowledge of some
speaking
aspects has been
recognized by the teacher researcher so this study is accomplished with a
purpose of employing a new tool of teaching
speaking
.
For my own research, I will utilize the mixed method since qualitative and
quantitative
information
can
be
gathered
from
different
sources,
which
enhances
the
research’s
validity
and
reliability
(McNeill,1992).
The
trustworthiness of the data can be boosted with the use of the mixed method so I
will adopt the pre and post-test, observations and interviews in my innovation.
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IV. 1. Steps
Pre and post testing
According to McNeill (1992), the pre test has an advantage of determining
learners’ proficiency at the beginning of the treatment whereas a post-test will
be conducted to reaffirm learners’ change and measure their improvement after
the course.
However, a limitation connected with this instrument is that the researcher may
know nothing about learners’ feelings, behavior, attitude toward the innovation
as well as what they truly think of the new technique. Therefore, a combination
between pre and post testing and other instruments is necessary to increase the
validity of the research.
Observation
The aim of the observation is to see how students engage in the strategy.
Therefore, I will combine teaching speaking and observing my students directly
in my lessons. With the use of observation form, the teacher researcher can
evaluate and memorize how learners get involved, what they think and react in
real- life situations (Bouma, 2000). By directly observing students’ activities, I
can identify their troubles in generating and rearranging ideas so that changes
can be made during the course if necessary.
To avoid the potential ethical issues, I will explain in details the process of
observation to my students at the beginning of the course that I will only
conduct this method with their allowance. Six students will be observed in 6
weeks right after the consent form and the permission for research have been
collected. The information taken notes from learners will be kept in secret to
protect them from any risk. The observation data will be coded, analyzed and
translated by the teacher researcher afterwards.
Semi-structured interviews
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Saeidi
and
Sahebkheir
(2011)
pointed
out
that
interviewees
are
encouraged to provide more information than expected in a semi-structured
interview so the audio-recorded interview will be employed at the end of the
course to clarify students’ views on my innovation. I will spend about 15
minutes interviewing each student.
Nevertheless, the learners may feel uncomfortable or stressed so a friendly
atmosphere
in
an
informal
room
should
be
employed.
Besides,
my
clear
explanation of innovation purposes is hoped to release their tension, pressure
and pave the way for their open feedback. Questions including close-ended and
open-ended
ones
are
carefully
prepared,Vietnamese
will
be
spoken
so
my
students can express their opinions easier. Regarding ethical issues, all the
answers during interviews will be taken note honestly and I will report generally
without mentioning any specific learner. I will remove identifiers to create a
“clean” data set including no information to identify participants as well as their
names, difficulties or marks.
Data collection
This innovation will be conducted from April 1
st
2024 to May 30
th
2024. The
whole process for both implementing innovation and collecting data will last
eight weeks.
Week 1
From week 2 to week
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Week 8
Classroom Meeting 1
Research information
Participant consent form
Implementing
innovation
Data collection:
Observation
Classroom Meeting 1
Post- test
8
Classroom Meeting 2
Pre-test
Classroom Meeting 1
Semi-
structured
interviews
As can be seen, the first week is spent preparing everything ready and clear for
all the students to participate in the research. After providing the learners with
research information and receiving participant consent forms, the pre test is
conducted for the researcher to have insights into the students’ proficiency. The
next six weeks is conducted with direct observation in
speaking
classes. Then
comes the post test in the last week to measure learners’ improvement, semi-
structured interviews take place in the last phase to reconfirm the data gathered
from observations and tests.
Data analysis
Due to the mixed method in my innovation, the data analysis will be conducted
with not only qualitative but also quantitative approaches.
Rojo & Valenzuela (2003) suggested that quantitative analysis is employed to
investigate past events displaying what and how often to reply measurable
questions. Learners’ answers are often classified and demonstrated in numbers
so the data can be used for statistical analysis. Hence, the pre and post tests will
be evaluated with my adaptation from Rojo & Valenzuela (2003) method. My
students’ eloquence in
speaking
will be evaluated through the employment
of checklists with 4 following criteria
1. Clarity and Articulation
Description: Clear and precise pronunciation of words and sentences, ensuring
that the speaker's message is easily understood.
Importance: Clarity prevents misunderstandings and ensures that the audience
can follow the speaker's arguments or narrative without confusion.
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Indicators:
Correct
enunciation,
appropriate
pacing,
and
the
absence
of
mumbling or slurring.
2. Rich Vocabulary and Expressive Language
Description: The use of a varied and sophisticated vocabulary, along with
expressive
language
techniques
such
as
metaphors,
similes,
and
vivid
descriptions.
Importance: A rich vocabulary allows the speaker to convey complex ideas
more
effectively
and
keeps
the
audience
engaged
through
dynamic
and
interesting language.
Indicators:
Use
of
diverse
and
contextually
appropriate
words,
figurative
language, and the ability to adjust language complexity based on the audience.
3. Engagement and Persuasiveness
Description:
The
ability
to
capture
and
maintain
the
audience's
attention
through compelling arguments, emotional appeal, and interactive elements.
Importance: Engagement is crucial for ensuring that the audience remains
interested and invested in the speaker's message, while persuasiveness helps to
influence their opinions or actions.
Indicators:
Effective
use of rhetorical
devices (e.g., ethos, pathos, logos),
storytelling techniques, and interactive questions or prompts that involve the
audience.
4. Confidence and Presence
Description: Displaying confidence and a commanding presence through body
language, eye contact, and a strong, steady voice.
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Importance: Confidence and presence make the speaker appear credible and
authoritative, encouraging the audience to trust and believe in their message.
Indicators: Upright posture, consistent eye contact with the audience, controlled
gestures, and a voice that projects well and varies in tone to maintain interest.
These criteria collectively contribute to the overall effectiveness of eloquent
speaking, ensuring that the speaker's message is not only delivered clearly and
engagingly but also leaves a lasting impact on the audience. Mathematical
formulas will be utilized to analyze quantitative data which will be then shown
in tables.
As for qualitative information collected from observations and interviews, Smith
and Davies (2010, p.145) suggested the following steps to analyze: Information
Regulation related to data storage and transcription, the step Beginning Analysis
connected with conversation analysis and Coding the data is finding description
and result report. I will apply aforementioned steps in my innovation to assure
that qualitative data will be categorized effectively. The audio and scripted data
will be classified logically with a label on each electronic folder during data
managing stage. The written data will be classified into different files carrying
their own names and kept confidentially.
IV. 2. Researching setting and cultural aspects
Research setting
According to Markee (1997), an innovation should answer the question
that who will adopt what, where, when, why and how. In my research, the
innovation is a small- scale integrating of eloquence as innovation in my part-
time class of EFL learners in my gifted high school, which is a high- quality
educational institute located in the centre of a mountainous province in Vietnam.
In my class, students are hard working and serious learners whose English
proficiency is at upper-intermediate level. However, although English is their
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favorite
and
major
subject,
most
of
them
claimed
to
encounter
certain
difficulties in developing ideas when speaking, especially in eloquence . In fact,
in the subject curriculum applied in my school, although speaking skill accounts
for nearly 25% of the total time, this skill is rarely tested in periodical or formal
examinations, which actually reduces the students’ motivation to learn this skill.
Furthermore, their rarely exposing to native language sources and often being
under the L1 negative influence have formulated my students the habit of
speaking in an originally Vietnamese style, not in the target language one. In
addition to repeatedly making the same mistakes, they are unsure of how to
generate and arrange the ideas when speaking. These limitations have proved to
be a barrier to their speaking progress despite my great efforts in guiding and
correcting their presentations. Therefore, an innovation should be come up with.
The implementation of the innovation and the collection of data will last 8
weeks, from April 1
st
to May 30
th
2024 . Six 16- year-old students (4 female and
2 male) in grade 10 join this bottom- up innovation, which is also called
incremental and immanent because it is conducted by the teacher in the class
(Coleman, 1996). Although the innovation is a minor change in teaching
approach, it generates a significant learning improvement (Markee, 1997).
Cultural aspects
Cultural aspects of the learning context where speaking skill is taught can
create certain difficulties to learners ( Goffman,1981). Under the influence of
Confucian
philosophy
on
social
hierarchy
for
more
than
2,000
years,
Vietnamese tend to reach consensus, try to address public opinion and promote
harmony in every member ( Goffman,1981). Such behaviors and thinking are
contrary to western argumentation that
requires
learners to
formulate their
personal claim, arguing capability and their own rebuttals. For example, while
North Americans basing on individualism often defend, attack or challenge
when establishing arguments, Vietnamese learners basing on collectivism are
likely to be more compromising than arguing. They tend to avoid stating straight
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opinions,
objecting
and
reacting
in
their
speaking,
which
leads
to
little
persuasion in their eloquence for the lack of argumentative characteristics.
Therefore, it is essential for students to consult idea development to learn more
about various aspects of speaking.
Policy analysis
The main reason for English curriculum innovation in Vietnam is to
adjust national education policies in response to the globalization. Together with
the entry into World Trade Organization and the Asian bloc, Vietnam’s market
economy has promoted the government to increase the number of people who
can communicate in English effectively ( Bavelas, & Johnson, 2000). Of the
most significant changes in ELT in Vietnam since the 1990s, CLT has been
applied
in
every
educational
institute
through
out
Vietnam
to
replace
the
traditional
teaching
method
“grammar-
translation”
(Nguyen,
2010).
Nevertheless, there remains a conflict between this top- down innovation’s
objectives and actual in-class application for the mismatch between the goal of
CLT method and the national education assessment system. To be more specific,
CLT approach aims at improving speaking skills and other functional skills
(Nunan & Lamb, 1996) whereas these skills are not tested in Vietnamese formal
examinations, which leads to a disfavor in CLT approach and a tendency to turn
back into the traditional one. This is also the case in my gifted high school
where the traditional teaching method in most English classes are teacher-
centered.
Students
almost
depend
on
teachers’
guidance
and
correction
in
speaking lessons. Therefore, a bottom-up innovation should be come up with so
that the students can themselves discover new knowledge and formulate the
habit of self study.
IV. 3.
Ethics
According to Smith and Davies (2010), ethical issues implying moral
rules and principles when conducting activities in initiation and completion are
very important for all researchers. In fact, they have to assure participants of
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causing them no problems. Taking this suggestion into consideration, I will try
to remove all ethical risks in my innovation.
Firstly, I will ask for my headmaster’s permission to conduct the research. Six
students will be asked to join the research voluntarily rather than compulsorily.
Coupled with oral explanation to inform them of my research objectives, its
benefits, potential problems, level of confidentiality and purposes of utilizing
collected
data
(Smith
and
Davies,
2010),
consent
forms
and
research
information forms will be provided to my learners. Any further questions about
the innovation will receive my concrete reply.
Secondly, ethical risks are possible to arise in the interview stage. Zare and
S.Bagheri
(2009)
suggested
that
when
interviewees
are
students,
they
are
possibly prone to personal and psychological trouble. They are sensitive to
unexpected
dangers,
especially
when
their
private
issues
and
feelings
are
disclosed right to their teacher interviewer. Additionally, my learners may fear
that I will feel dissatisfied with their answers so they will try to please me with
untrue response. They dare not to tell me all their thought or feelings because
they are afraid of getting unexpected results. These problems may bring about
distorted data. Therefore, I will make all necessary psychological preparations
before interviews to lower the risks. My learners will be prepared in terms of
psychological
and
physical
situations.
Likewise,
students
should
be
well
informed of their rights to give up their cooperation in the middle of the study
without being nervous about my punishment or assessment.
For the observation, learners’ individual names will not be revealed. Their
learning activities will not be interrupted or interfered with when I observe class.
If any signs of refusal from students arise, the observation will cease until
another permission is gained.
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Finally, another risk is connected with the audio-recording. The learners should
be informed that interview audio records are utilized for the research purposes
only. Any unwanted data will be removed if they want and other facts will be
kept confidentially. Similarly, all learners’ information is not revealed to any
third party under any circumstances.
IV. 4.
Potential problems and solutions
Some anticipated problems may arise from my innovation that need to be taken
into account and solutions should be considered.
First
and
foremost,
my
students
may
not
be
keen
on
participating
in
my
innovation since they find it unnecessary to alter their old learning ways.
Therefore, in this case, I will explain and focus on the research’s importance and
its long term benefits for both learners and the teacher. Besides, their old habit
of learning may be a barrier for them to familiarize with the innovation and
changes so that great efforts should be made to prepare the lesson carefully and
motivate students to involve in the lesson attentively and effectively. Common
speaking topics should be utilized in the first 2 weeks and the difficulty level of
speaking tasks will increase steadily so that learners can avoid feeling appalled
and get familiar to the new teaching technique gradually.
Regarding limitations in observations, many students may worry when being
observed so that both their performance and their behavior may change
because they avoid misbehaving in front of their teacher observer, which
leads to data being distorted.
Therefore, it is my duty to clarify that the
observation’s purpose is for the research, not for any student assessment or
judgment so that they can feel at ease and conduct their activities as normally as
possible.
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Finally, it will be difficult to measure the reliability in students’ answers,
especially during the interview when some students try to please their teacher
with unreliable responses. They might feel uncomfortable and even afraid of
telling the truth. To anticipate their anxiety of being questioned, I will keep
calming them down with informal and clear explanation. Furthermore, a friendly
and comfortable talking environment should be provided so that my students can
express their thought in a natural way, answer the truth without any forcing or
threatening.
Benefits
With this study’s success, my students are expected to gain some learning
experience in eloquence in speaking. It is hoped that with the innovation’s
success, learners will find it easier to present in front of the class, they are more
confident with new knowledge and they can formulate the habit of self studying
at home. Similarly, this innovation is expected to bring the researcher benefits
related to experience not only in teaching speaking but also in doing action
research.
V. Design of the study
As I have mentioned above, the aim of this research is to exploit the ways
to improve students’ ability in speaking skill, so the study is divided into three
main parts
Part
A
represents
the
reasons
why
I
have
chosen
this
theme,
the
objectives, the scope and methods used to complete the study.
Part B includes two chapters. Chapter 1 deals with a summary of theories
related to eloquence that needs to be taken into consideration. Chapter 2 presents
some basic features of speaking, some criteria to evaluate. Chapter 2 also
suggests some ways to improve students’ ability in presentation.
Part
C
is
the
conclusion
of
the
whole
study.
Before
presenting
the
conclusion, I would like to suggest some recommendation to improve language
in speaking skill
To conclude, I hope that the study will be a practical guidance to teachers
and students to improve language use in speaking skill.
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Part B
DEVELOPMENT
Chapter 1
LITERATURE REVIEW
This chapter discusses the key points regarding the concepts of eloquence
in speaking.
I. 1. Definition of eloquence in speaking.
Eloquence is the art of effective and persuasive communication, characterized
by clarity, expressiveness, and the power to move and influence an audience. It
combines the precise use of language with stylistic and rhetorical skills, creating
messages that resonate both intellectually and emotionally.
One perspective on eloquence comes from the Roman philosopher and orator,
Cicero, who in his work De Oratore (55 BCE) asserts, "True eloquence consists
in saying all that should be said, and that only." This highlights the importance
of concise and purposeful communication.
In his essay Of Eloquence (David Hume,1742), the Scottish philosopher David
Hume emphasizes the emotional power of eloquence: "Eloquence, at its highest
pitch, leaves little room for reason and reflection, but addresses itself entirely to
the desires and affections, captivating the willing hearers." Hume underscores
eloquence’s ability to engage the audience's emotions deeply.
Ralph Waldo Emerson, in his lecture Eloquence (Ralph,1858), reflects on the
moral dimension of eloquence: "Eloquence is the power to translate a truth into
language perfectly intelligible to the person to whom you speak." Emerson
emphasizes the clarity and truthfulness inherent in truly eloquent speech.
These perspectives from Cicero, Hume, and Emerson
illustrate that eloquence is not merely about ornate
language, but about the effective, emotional, and
17
truthful conveyance of ideas, making it a timeless
and powerful tool for communication.
Thus, my goal is to examine several key factors: clarity, emotional resonance,
and rhetorical skill. Clarity ensures the audience comprehends the message
without
confusion.
Emotional
resonance
engages
the
audience's
feelings,
making the message more impactful. Rhetorical skill involves the strategic use
of
language,
including
metaphors,
analogies,
and
rhythm,
to
enhance
persuasiveness and memorability. Additionally, the speaker's credibility and
authenticity
significantly
contribute
to
eloquence,
as
they
foster
trust
and
connection with the audience. Mastery of these elements allows a speaker or
writer to convey ideas effectively, inspire action, and leave a lasting impression.
The research questions are:
1. What are the key characteristics of eloquent speaking as perceived by
educators and students?
2. Which specific skills and techniques are most effective in enhancing
eloquence in speaking among gifted students?
I. 2. Difficulties in eloquence in speaking
Achieving eloquence in speaking is a formidable challenge that encompasses
various
difficulties.
Eloquence
goes
beyond
mere
fluency;
it
involves
captivating and persuading an audience, which requires mastering numerous
skills and overcoming multiple obstacles. Here are ten significant difficulties in
achieving eloquence in speaking:
I. 2. 1.
Mastery of Language
Mastering the intricacies of language is a fundamental yet daunting aspect of
eloquence. A speaker must have a vast vocabulary and a deep understanding of
grammar, syntax, and style. This mastery enables the speaker to choose the most
18
precise and impactful words, craft well-structured sentences, and adapt their
language to suit different contexts and audiences.
Eloquence in speaking is a valuable skill that can profoundly impact how
messages are received and interpreted. However, achieving eloquence is often
challenging due to several factors. Here are five significant difficulties:
I. 2. 2.
Lack of Clarity
Clarity is fundamental to eloquence. Without it, even the most sophisticated
language
can
fail
to
convey
the
intended
message.
A
common
difficulty
speakers face is the inability to articulate their thoughts in a clear and organized
manner.
This
often
stems
from
insufficient
preparation,
complex
ideas,
or
nervousness.
For
instance,
using
jargon
or
overly
complex
sentences
can
confuse the audience. Ensuring clarity requires the speaker to have a deep
understanding of the topic and the ability to distill complex ideas into simple,
understandable language.
I. 2. 3.
Emotional Disconnection
Eloquence
is
not just about the words used but also about the emotional
connection
with
the
audience.
A
significant
challenge
is
maintaining
this
connection, especially if the speaker is overly focused on the content rather than
the delivery. Emotional disconnection can occur if the speaker fails to engage
with the audience’s emotions, making the speech feel robotic or insincere. To
overcome this, speakers must be aware of their audience's emotions and respond
appropriately, using tone, pace, and body language to convey passion and
empathy.
I. 2. 4.
Fear of Public Speaking
Glossophobia, or the fear of public speaking, is a common challenge that can
severely hinder eloquence. Anxiety can lead to physical symptoms such as
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trembling, sweating, and a quivering voice, which detract from the speaker’s
effectiveness. This fear often stems from a lack of confidence, fear of judgment,
or previous negative experiences. Overcoming this difficulty requires practice,
relaxation
techniques,
and
sometimes
professional
coaching.
Building
confidence through small, manageable speaking engagements can gradually
reduce this fear.
I. 2. 5.
Inadequate Use of Rhetorical Devices
Rhetorical devices, such as metaphors, analogies, and repetition, are crucial for
eloquence, as they enhance the persuasiveness and memorability of speech.
However, the improper or overuse of these devices can lead to confusion or a
perception
of
insincerity.
A
speaker
might
struggle
with
finding
the
right
balance, either by neglecting these devices or using them excessively, which can
overwhelm the audience. Mastery of rhetorical devices requires careful
I. 2. 6.
Lack of Structure and Organization
One of the significant hurdles in achieving eloquence is the inability to structure
ideas coherently. A speaker may have valuable insights but struggles to present
them in a logical sequence that the audience can easily follow. This often results
in a disjointed delivery where key points get lost or overshadowed by less
important details. Without a clear structure, listeners may struggle to grasp the
main message, undermining the effectiveness of the speech.
To overcome this challenge, speakers can employ frameworks such as the
classic introduction, body, and conclusion format. Each section should have a
clear purpose and flow logically into the next, ensuring that ideas are presented
in a cohesive manner. Techniques like outlining and mind mapping can also
help in organizing thoughts before speaking, providing a roadmap for a more
structured presentation.
I. 2. 7.
Difficulty in Adaptation to Audience
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Eloquence requires not only clear communication but also the ability to connect
with the audience on a meaningful level. Speakers often struggle with adapting
their
message
to
different
audience
demographics,
interests,
and
levels
of
understanding.
Without
this
adaptability,
the
speech
may
come
across
as
irrelevant or unengaging to listeners, diminishing its impact.
Adapting to the audience involves understanding their expectations, knowledge
base, and cultural background. It requires empathy and the ability to tailor
language, examples, and delivery style accordingly. This skill allows speakers to
establish rapport, maintain interest, and effectively convey their message to
diverse groups.
I. 2. 8.
Limited Vocabulary and Expression
A
rich
vocabulary and expressive
language are
fundamental to eloquence.
However, many speakers face challenges due to a limited range of words and
expressions at their disposal. This can lead to repetitive or overly simplistic
language, which fails to capture the nuances of ideas or emotions intended for
communication.
Expanding one’s vocabulary involves actively learning new words and their
contextual usage. Reading extensively, exploring synonyms and antonyms, and
engaging in conversations with diverse groups can all contribute to linguistic
growth. Additionally, practicing articulation and experimenting with different
styles of expression can enhance a speaker’s ability to convey ideas with clarity
and elegance.
I. 2. 9.
Lack of Confidence and Presence
Confidence plays a crucial role in delivering a speech with eloquence. Many
individuals struggle with nerves, self-doubt, or fear of judgment, which can
undermine their ability to speak convincingly and persuasively. These feelings
21
may manifest as hesitations, mumbling, or a monotone delivery, detracting from
the overall impact of the speech.
Building
confidence
requires
both
preparation
and
mindset
management.
Practicing the speech multiple times, rehearsing in front of a mirror or with a
trusted audience, and focusing on positive self-talk can help alleviate anxiety.
Developing a strong physical presence, such as maintaining eye contact, using
gestures effectively, and projecting one’s voice, also enhances confidence and
charisma on stage.
Chapter 2
WAYS TO DEVELOP ELOQUENCE IN SPEAKING
II. 1. Types of eloquence
Eloquence refers to the art of using language in a fluent, forceful, and persuasive
manner.
There
are
several
types
of
eloquence,
each
with
its
unique
characteristics and applications. Here are some key types:
Classical Eloquence:
Rooted in the traditions of ancient Greece and Rome.
Emphasizes formal rhetoric and oratory skills.
Often associated with figures like Cicero, Demosthenes, and Aristotle.
Conversational Eloquence:
Used in everyday dialogue and informal settings.
Characterized by clarity, simplicity, and a natural flow.
Aims to engage and connect with listeners on a personal level.
Persuasive Eloquence:
Focuses on convincing the audience to adopt a particular viewpoint or
take specific action.
Utilizes logical arguments, emotional appeals, and ethical considerations.
22
Common in political speeches, advertisements, and debates.
Descriptive Eloquence:
Paints vivid pictures with words to describe people, places, events, or
feelings.
Rich in imagery, sensory details, and figurative language.
Often found in literature, storytelling, and travel writing.
Inspirational Eloquence:
Aims to motivate, uplift, and inspire the audience.
Uses powerful and emotionally charged language.
Seen in motivational speeches, sermons, and leadership addresses.
Humorous Eloquence:
Engages the audience through wit, humor, and clever wordplay.
Uses irony, satire, and anecdotes to entertain and make points.
Common
in
stand-up
comedy,
humorous
essays,
and
light-hearted
speeches.
Technical Eloquence:
Communicates complex ideas in a clear and understandable manner.
Uses precise terminology and logical structure.
Important in scientific presentations, technical writing, and educational
settings.
Formal Eloquence:
Adheres to a high level of formality and decorum.
Often
used
in
official
ceremonies,
legal
proceedings,
and
academic
contexts.
Characterized by a polished and dignified tone.
Poetic Eloquence:
Combines artistic expression with linguistic beauty.
23
Employs rhythm, rhyme, and other poetic devices.
Found in poetry, lyrical prose, and certain types of speeches.
Narrative Eloquence:
Tells a story in a compelling and engaging manner.
Uses narrative techniques like plot, character development, and dialogue.
Common in novels, short stories, and narrative non-fiction.
Each type of eloquence serves different purposes and can be tailored to suit
various audiences and contexts. Developing skill in these different forms can
enhance one's overall communication abilities.
II. 2. Strategies
Improving eloquence in speaking involves a combination of enhancing your
language skills, refining your delivery, and developing a deeper understanding
of your audience. Here are some strategies to help you become more eloquent:
II. 2.
1. Expand Your Vocabulary:
Expanding your vocabulary is essential for achieving
eloquence, as it allows for precise, varied, and
compelling expression. A rich vocabulary enhances
your ability to articulate thoughts clearly and
persuasively, making your communication more engaging
and impactful.
To
expand
your
vocabulary,
immerse
yourself
in
diverse
reading
materials,
such
as
literature,
academic journals, and reputable news sources, which
introduce new words in context. Utilize vocabulary-
building tools like flashcards, word-of-the-day apps,
and thesauruses to systematically learn new words.
Engage in conversations with articulate individuals
24
and participate in discussions or debates to practice
using new vocabulary. Writing regularly, whether
through
journaling,
blogging,
or
essays,
helps
integrate
new
words
into
your
active
lexicon.
Additionally, learning about word roots, prefixes,
and suffixes aids in understanding and remembering
new words. By consistently expanding your vocabulary,
you enhance your eloquence, enabling more precise,
dynamic, and influential communication.
II. 2.
2. Practice Active Listening:
Practicing active listening is crucial for achieving
eloquence, as it enhances understanding, empathy, and
effective communication. Active listening involves
fully focusing on the speaker, comprehending their
message, and responding thoughtfully, which ensures
that your replies are relevant and impactful.
To practice active listening, maintain eye contact
and use body language that signals attentiveness,
such
as
nodding
and
leaning
forward.
Avoid
interrupting
and
let
the
speaker
finish
their
thoughts before you respond. Reflect back on what
you’ve heard by paraphrasing or summarizing, which
shows
engagement
and
helps
clarify
any
misunderstandings.
Asking
open-ended
questions
encourages
further
elaboration
and
demonstrates
genuine
interest.
Minimizing
distractions,
both
external and internal, is also vital for maintaining
focus. By mastering active listening, you not only
improve
your
eloquence
through
thoughtful
and
25
articulate responses but also build stronger, more
respectful connections with others.
II. 2.
3. Improve Your Pronunciation and Style:
Improving your pronunciation and style is vital for
eloquence,
as
it
ensures
clear
and
impactful
communication.
Precise
pronunciation
enhances
listener comprehension and reduces misunderstandings,
while a refined style captivates and holds attention.
To improve pronunciation, practice speaking slowly
and clearly, focusing on the correct enunciation of
words. Utilize tools like language learning apps,
online dictionaries with audio pronunciations, and
phonetic guides. Recording yourself and listening to
the playback can help identify areas for improvement.
Engaging in regular practice with native speakers or
language coaches can provide valuable feedback. To
refine your style, read widely and analyze the speech
patterns of eloquent speakers. Emulate their cadence,
intonation, and use of pauses. Writing regularly,
whether through journaling or composing speeches,
helps
develop
a
polished
and
articulate
style.
Combining these practices enhances your ability to
communicate
with
clarity,
confidence,
and
sophistication, thereby achieving greater eloquence.
II. 2.
4. Master the Art of
storytelling
Mastering the art of storytelling is crucial for
achieving eloquence, as it captivates audiences,
conveys
messages
powerfully,
and
fosters
deeper
26
connections. Effective storytelling transforms ideas
into relatable and memorable narratives, enhancing
your ability to influence and engage listeners.
To master storytelling, start by understanding your
audience and tailoring your stories to resonate with
their
interests
and
emotions.
Structure
your
narratives with a clear beginning, middle, and end,
ensuring a logical flow and building towards a
compelling climax. Use vivid descriptions, relatable
characters,
and
emotional
appeals
to
make
your
stories
more
engaging
and
impactful.
Practice
delivering your stories with varied tone, pace, and
gestures to maintain interest and emphasize key
points. Additionally, draw inspiration from great
storytellers by studying their techniques and styles.
By
mastering
storytelling,
you
enhance
your
eloquence, making your communication more engaging,
persuasive, and memorable.
II. 2.
5. Develop Your Public Speaking Skills:
Developing your public speaking skills is essential
for achieving eloquence, as it enables you to convey
ideas clearly, confidently, and persuasively in front
of an audience. Strong public speaking skills enhance
your ability to influence, inspire, and connect with
listeners, making your communication more impactful.
To develop these skills, start by understanding your
audience
and
tailoring
your
message
to
their
interests and needs. Practice speaking regularly in
front
of
others,
whether
through
formal
27
presentations, group discussions, or public speaking
clubs like Toastmasters. Focus on clear articulation,
appropriate pacing, and effective use of pauses.
Enhance your delivery with confident body language,
eye
contact,
and
vocal
variety
to
maintain
engagement. Recording your speeches and reviewing
them
can
help
identify
areas
for
improvement.
Additionally,
studying
accomplished
speakers
and
incorporating their techniques can provide valuable
insights. By continuously honing your public speaking
skills, you enhance your eloquence, making your
presentations more compelling and memorable.
II. 2.
6. Cultivate Confidence:
Cultivating
confidence
is
vital
for
achieving
eloquence,
as
it
allows
you
to
express
ideas
assertively
and
persuasively,
making
your
communication more impactful. Confidence helps you
engage
and
influence
your
audience,
projecting
authority and credibility.
To
cultivate
confidence,
start
by
preparing
thoroughly; know your material well and practice
extensively. Positive self-talk and visualization
techniques
can
help
build
a
confident
mindset.
Engaging in regular public speaking or participating
in discussions can also boost your confidence through
experience.
Focus
on
your
strengths
and
past
successes to reinforce your self-belief. Receiving
constructive feedback and using it to improve further
enhances
your
confidence.
Additionally,
adopting
28
confident body language, such as maintaining eye
contact,
standing
tall,
and
using
deliberate
gestures, can positively influence how you feel and
are perceived. By cultivating confidence, you enhance
your eloquence, enabling you to communicate more
effectively and leave a lasting impression.
II. 2.
7. Improve Your Body Language:
Improving your body language is crucial for achieving
eloquence,
as
it
enhances
your
nonverbal
communication skills and reinforces the message you
convey verbally. Effective body language, such as
maintaining eye contact, using open gestures, and
adopting
a
confident
posture,
can
significantly
enhance your credibility and engagement with your
audience.
It
signals
confidence,
sincerity,
and
attentiveness,
making
your
communication
more
persuasive and impactful.
To improve your body language, start by practicing
awareness of your posture and gestures in various
communication settings. Work on maintaining a relaxed
yet
attentive
stance
and
using
gestures
that
complement your words. Practice making eye contact to
connect
with
your
audience
and
convey
trustworthiness. Video recording yourself and seeking
feedback can help identify areas for improvement. By
consistently refining your body language, you enhance
your
eloquence,
making
your
communication
more
effective and compelling.
II. 2.
8. Practice Regularly:
29
Practicing
regularly
is
essential
for
achieving
eloquence as it hones your communication skills,
ensuring clarity, confidence, and effectiveness in
expressing ideas. Regular practice helps to refine
your articulation, pacing, and overall delivery,
making
your
communication
more
compelling
and
engaging. It allows you to become comfortable with
different
speaking
contexts,
whether
informal
conversations
or
formal
presentations,
thereby
reducing anxiety and enhancing your ability to adapt
to diverse audiences.
Ways to practice regularly include participating in
discussions,
joining
public
speaking
clubs,
rehearsing presentations, and engaging in activities
that
involve
structured
communication
exercises.
Seeking feedback from peers or mentors can provide
valuable insights for improvement. By committing to
consistent
practice,
you
not
only
enhance
your
eloquence but also build confidence in your ability
to communicate effectively in various situations,
fostering
professional
growth
and
personal
development.
Part C
CONCLUSION
I. Summary of the study
The innovation investigated the ways to develop eloquence in speaking. The
outstanding finding is that students exposed to this method increased their
confidence in several aspects of speaking such as grammar, vocabulary and
30
structures, though the extent of acquired knowledge by stronger students and the
weaker ones was quite different. While stronger students were
intensively
involved, the weaker ones got far less engaged as a result of lower language
proficiency.
Developing eloquence in speaking is an achievable goal through consistent
practice and strategic techniques. Firstly, expanding vocabulary is essential.
Reading widely, including literature, newspapers, and academic journals, can
introduce new words and phrases that enhance verbal expression. Additionally,
practicing
active
listening
helps
understand
the
nuances
of
language
and
effective communication styles, allowing one to emulate these in their own
speech.
Engaging in regular practice, such as joining a public speaking group like
Toastmasters,
provides
opportunities
for
constructive
feedback
and
improvement. Recording and reviewing one's speeches can also highlight areas
needing
refinement.
Furthermore,
studying
eloquent
speakers
and
their
techniques can be highly beneficial. Observing their body language, tone, and
pacing can provide insights into what makes their delivery compelling.
Finally,
cultivating
confidence
through
preparation
is
vital.
Thoroughly
researching and organizing one's thoughts on a topic can reduce anxiety and
ensure a coherent presentation.
Basing on the findings, the researcher could gain some critical views and ways
to improve it. In general, students recognized the benefits of the innovation.
During the course, most of them seemed to enthusiastic when answering my
questions, and correcting errors. However, some goals have not been reached
when
only
a
few
learners
noticed
and
acquired
vocabulary,
grammar
and
structures. Therefore, some implications for L2 speaking pedagogy should be
introduced.
From what has been demonstrated, it is possible for the set aims of this study to
be achieved.
31
II. Limitation of the study and suggestions for further study
Despite the aforementioned benefits, there remain some drawbacks with the
innovation that should be modified. The study on ways to develop eloquence is
limited by its focus on general strategies, which may not address individual
differences in learning and speaking styles. Additionally, the effectiveness of
these methods can vary based on cultural and linguistic backgrounds. The study
relies heavily on anecdotal evidence and lacks empirical data to support the
proposed techniques.
Further research could explore the impact of personalized coaching and the use
of
technology,
such
as
speech
analysis
software,
in
enhancing
eloquence.
Longitudinal studies examining the long-term effects of different practices on
eloquence development would also provide valuable insights.
Overall, this innovation has been immensely valuable to me because I can both
obtain knowledge of qualitative evaluation research and enrich my own teaching
experience.
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