The effect of verbal clarity and verbal dramatics in facilitating learning and attention during the college lecture
| dc.creator | Goff, Sara Lynn | |
| dc.date.accessioned | 2016-11-14T23:22:05Z | |
| dc.date.available | 2011-02-18T21:29:18Z | |
| dc.date.available | 2016-11-14T23:22:05Z | |
| dc.date.issued | 1997-05 | |
| dc.degree.department | Communication Studies | en_US |
| dc.description.abstract | Communication is an essential role of a teacher, who is responsible for extending, facilitating, and stimulating knowledge. Communicating with students can become problematic when an instructor must not only deliver information in a lecture, but also work to maintain his or her students' interest. Many scholars consider the attention span of students to be decreasing (Hunter, 1994; Penner, 1984). Although ample research has considered the role of delivery in the classroom, when related to student attention nonverbal delivery is most often emphasized. Considerably less research has been conducted on how a teacher can develop their verbal style of lecture delivery to increase student attention and learning. | |
| dc.format.mimetype | application/pdf | |
| dc.identifier.uri | http://hdl.handle.net/2346/16294 | en_US |
| dc.language.iso | eng | |
| dc.publisher | Texas Tech University | en_US |
| dc.rights.availability | Unrestricted. | |
| dc.subject | Verbal learning | en_US |
| dc.subject | Listening | en_US |
| dc.subject | Interaction analysis in education | en_US |
| dc.title | The effect of verbal clarity and verbal dramatics in facilitating learning and attention during the college lecture | |
| dc.type | Thesis |