Using Rhetorical Techniques to Introduce Presentations: A Comparison between TED Talks and Textbook Instruction

• Main Authors: Shen, Chia Yu, 沈家羽
• Other Authors: Chang, Yu Jung
• Format: Others
• Language: en_US
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/ghtep4

碩士 === 國立清華大學 === 外國語文學系 === 105 === English teachers in EFL context have often regarded oral presentations skills important but difficult to teach (Bruner, Sinwongsuwat & Radic-Bojanic, 2014; Jahan & Jahan, 2013; Vederber, Verderber & Sellnow, 2012). Although many EFL teachers try to bring in online resources to supplement their teaching, to date, little has been done to examine whether oral presentations delivered in real life contexts match the way they are taught in textbooks. The present study zooms in on the types of rhetorical techniques—strategies utilized by speakers to grab attention, build rapport, and help audience understand—found in presentations and examined whether and to what extent do techniques employed by expert presenters correspond to those taught in presentation textbooks. Introductions of 51 talks from the TED conference website and four commonly-used ESL/EFL textbooks were compiled for this study. Drawing on Andeweg and De Jong’s (2004) exordial model of introductions, the researchers analyzed the types and frequency of different rhetorical techniques taught in the selected textbooks and used in authentic presentations. The findings illustrate similar trend of aiming to help audience understand and gain the attention between the techniques used and taught. But the two data sources present discrepant use of rhetorical techniques to achieve the two purposes. The findings of the present study suggested that researchers and practitioners can transform the learning and instruction of oral presentation skills by systematically examine and evaluate authentic language materials available online.