Overview
Interpreting anxiety is a common issue faced by
students in language learning, particularly in interpreting classes. This
module aims to provide strategies and techniques to help students manage and
overcome interpreting anxiety in the classroom.
Preparing
Speaking Notes
Suggestions for
Preparing Speaking Notes
While several of these reminders might strike
you as obvious, speakers often ignore them when preparing to speak.
USE an outline format
for your notes:
An outline helps you visually recall the
structure of your talk. Placing numerals and letters by the various points in
your talk also helps you distinguish main points from subordinate ones. If you
indent supporting points, the outline will be easier to read while you are
speaking.
KEEP the outline as
brief as possible:
Too much detail on your notes encourages you to
read them to your audience. When this happens, you can’t maintain eye contact
with your listeners and you’ll lose any sense of conversation with your
audience.
PLACE visual cues on
the outline if necessary:
A good speaking outline includes the content of
the talk as well as reminders about how you wish to proceed. You might mark
certain sections of notes where you wish to pause, or to speak more slowly or
loudly to achieve emphasis. You might remind yourself about when to use a
visual aid. Perhaps you want to pause a particular spot to ask the audience for
questions.
MAKE you speaking
notes legible:
Under the stress of speaking before a group, you
may suddenly be unable to decipher your own writing. You’ll need to be able to
read your notes at a distance — they need to be clear and large enough for you
to do so easily.
PRACTICE speaking with
the notes you have prepared:
That’s the only way to tell for sure if your
notes will make sense to you at the time you’ll be giving the final
presentation.
Speech
Organization
A Brief Guide to
Constructing a Speech
An effective
introduction will…
- Gain
Attention
- Establish
Credibility
- Give
the Audience a Reason to Listen
- State
Central Idea/Reveal Topic
- Preview
the Body of the Speech
- Be
Relatively Brief (usually not more than 10/15 percent of the length of the
speech)
The Body of the Speech
should…
- Have
a Clear Organizational Structure
- Clearly
State each Main Point
- Provide
Necessary Elaboration of the Main Points
- Use
Signposts to Introduce New Points (transitions, previews, summaries)
The Speech Conclusion
Should…
- Summarize
- Reemphasize
the Main Idea in a Memorable Way
- Avoid
Introducing New Main Points
- Signal
the End of the Speech
- Be
Relatively Brief (usually not more than 10/15 percent of the length of the
speech)
Using
a Script
How to Make Eye
Contact While Using a Script
When you must read a text to a group, making
good eye contact with your audience-as well as with your notes-gets tricky.
When reading something aloud, your natural tendency is to keep your head down.
With just a typewriter or computer printer, however, you can devise a homemade
equivalent to a teleprompter. First type or print out your speech with three to
seven words per line. It will look like poetry, not prose, on the page, with
the line breaks at places where you would naturally insert a slight or
significant pause while reading. For example, you might arrange this paragraph
like this:
When you must read a text
to a group,
making good eye contact
with your audience
-as well as with your notes-
gets tricky.
When reading something aloud,
your natural tendency
is to keep your head down.
Because each line contains only as many words as
you can take in at a glance, you are able to look at the audience more often,
with less chance of losing your place.
Here are some other tips for preparing a script
for effective delivery:
Use only the top 3/4 of each page so that your
eyes won’t need to go down too far.
Add accent marks or underlining to words and
phrases you want to emphasize.
Break words that are hard to pronounce into
syllables or spell them as they are pronounced.
Make sure the words and the sentence structures
you choose are conversational. Shorter words and shorter sentences are easier
for audiences to comprehend when read by a speaker. When you practice, revise
any sentence that trips you up.
End each page of notes with a complete sentence
to avoid having to turn page mid-sentence.
Using
PowerPoint
Guidelines for Using
PowerPoint in Your Presentations
When requiring students to complement their
speech content with PowerPoint slides, it became clear that the students needed
some guidelines about PowerPoint presentations. As a result, I’ve created a set
of guidelines to help you use PowerPoint effectively.
- Set
aside some time to prepare your PowerPoint slides and to look at the
options available to you. You can incorporate different backgrounds,
fonts, layouts, graphs, clip arts, transitions between slides and sound
effects into you PowerPoint slides. Take time to play with the options
until you feel comfortable with them.
- Get
some practice setting up you PowerPoint on the classroom computer. Speak
to your professor about access to the classroom for your practice session.
Having a PowerPoint presentation and knowing how to use it .
- Come
a few minutes early the day of your presentation to make sure that all the
equipment you need and have reserved ahead of time (cassette players, VCR
players, etc) are in good working order. Having the equipment, knowing
that it works and knowing HOW it works are three different things. You
need to do all three when giving your presentation.
- It’s
a good idea to save your presentation as a “Pack and Go” file to enable
the computer to play your presentation even if the server system is down.
Also, it’s not a good idea to send your PowerPoint slides to your own
e-mail address to retrieve it in the classroom; the system may be slow or
it may be down. If there is a problem have a plan to fall back on. I often
bring transparencies, as a back-up when giving PowerPoint lectures.
- Do
not include too many slides. Remember the rule: There must be an optimal
balance between using it merely as a backdrop on the one hand, and letting
the PowerPoint slides overwhelm your entire presentation. I have seen
instances where students merely used it as a backdrop, and worse yet,
assume that the audience understands it merely because it is there. Refer
to it when you use it, but don’t read directly word for word from your
overhead. Another related problem is that of using slides as a substitute
for verbal transition between ideas. Just because the new slide has a
title, don’t just assume that reading the title constitutes a smooth
transition into a new idea.
- You
also need to think of not overwhelming the audience with too many visuals,
words and sounds. Each slide should contain one main idea, with bullet
points, rather than full sentences on the slide. A nice transition between
slides helps to increase the look of professionalism, Feel free to
incorporate other forms of visual aides too. Just because PowerPoint is
required for the class, it doesn’t preempt you from using other visual
aids, such as artifacts or the blackboard. Research shows that in
educational settings use of different forms of audio visuals enhance
retention. Again, think of a balance between using only one form of visual
aide and many forms. You don’t want to distract, but you DO want to create
visual and sensory interest.
- In
summary, play with, experiment, enjoy PowerPoint and practice giving it
using different formats. Every speech is different, so what’s right for
one speech, speaker and audience may not be the best for another.
If you have any questions, ask your instructor .
Evaluation
Sheets
Evaluation Sheets
-Assessments: Pre and post-module assessments to measure
improvement in speaking skills
-Peer Evaluation: Feedback from peers on speaking performance
-Reports/Projects: Completion of speaking
tasks or interpretation projects with feedback
The Art of Speaking
Public Communication
Sample
Assignments
Sample Assignments
The following list suggests some possible
speaking activities and is not meant to limit anyone’s creativity. Other kinds
of speaking tasks are certainly possible.
Presentational
Speaking
These assignments give students an opportunity
to speak to an audience, and they can be done on an individual basis or
students could work together as a presenting group. Some formats include:
- Oral
reports of research or student papers debates
- Presentation
of course content areas Interviews
- Presentation
analyzing a problem Oral exam
- Role-playing
as part of a simulation
Presentational speaking assignments encourage
students to understand course material well enough to communicate it to others.
Typically, these assignments emphasize factors such as:
- research,
analysis, evaluation of data
- adaptation
of materials to meet the demands of the occasion and audience
- determination
of a suitable purpose and focus for a presentation
- development
of a suitable and clear organizational pattern
- development
of arguments to support the speaker’s purpose
- delivery
skills suitable to the presentation’s objectives
- listening
to and critical evaluation of oral messages
Learning Groups and
Class Discussion
Learning group activities give students specific
oral tasks, such as analyzing a problem or examining textual material. The
assignment is designed so that collaboration by group members is essential to
make progress on the task. A speaking-intensive approach to learning groups and
class discussion involves more than merely having discussions and using groups
in class. To make the class speaking-intensive, instructors must spend time
with students talking about the discussion process and the characteristics of
good discussions. Instructors also provide opportunities for the class to
assess its discussions and for students to examine their own communication
behavior as part of the discussion group.
Learning group and class discussion formats
include:
- Laboratory
groups Student led discussions (whole class)
- Peer
reviews Instructor led discussions (whole class)
- Study
groups Transcript analysis of group “talk”
Learning group and class discussion assignments
emphasize factors such as:
- development
of discussion skills that facilitate group progress
- an
understanding of and skill in dealing with group conflict
- increased
student responsibility for learning in the class
- an
awareness of how questioning technique helps or hinders group talk
- listening
to and critical evaluation of oral messages
Task Group Projects
In these assignments, students work together for
longer periods of time and may be expected to produce a final report of some
sort. Often, task groups have to meet together outside of regular class times
in order to work on their assigned projects.
Formats include:
- Problem
solving projects Analysis of case studies
- Laboratory
groups Research teams
- “Task
force” groups, assigned a long- or short-term product goal
Once again, simply assigning student group
projects does not make one’s use of these activities speaking-intensive.
Instructors must spend time with students talking about the group process and
helping students learn how to understand group communication dynamics.
Instructors also include opportunities for groups to assess their progress and
for students to examine their own communication behavior as part of the group.
Task group assignments emphasize:
- development
of communication skills that facilitate group progress
- awareness
of and skill in dealing with group conflict
- increased
student responsibility for learning in the class
- an
understanding of the advantages and limitations of group work
- listening
to and critical evaluation of oral messages
Interpersonal
Communication
These assignments involve projects in which two
students communicate together for the purpose of achieving some common goal.
Typical formats include: Role-playing cases (e.g., managerial issues,
interviews, conflict resolution)
One-on-one teaching/tutoring Interviews
Interpersonal communication assignments help students:
- gain
and improve interpersonal communication skills
- acquire
an awareness of and skill in dealing with interpersonal conflicts
- develop
listening skills
Objectives
Understand the causes and effects of interpreting anxiety
Develop strategies to manage and reduce interpreting anxiety
Improve interpreting skills through effective practice and feedback
: Sub Skills
Active listening
Note-taking
Memory retention
Public speaking
Stress management
:Types of Speaking
Simultaneous interpreting
Consecutive
interpreting
Sight translation
:Methods
Role-playing
Group
work
Pair work
Self-practice
Video recording and analysis
: Teaching Aids
Interpreting exercises and drills
Authentic
materials (e.g., speeches, news reports, interviews)
Audio and video recordings
Online
resources (e.g., interpreting forums, websites, podcasts)
:Strategies
Positive self-talk
Deep
breathing exercises
Visualization techniques
Progressive muscle relaxation
Time management and planning
: Applying Connectivism
Principles
Encourage collaboration and peer learning
Use
technology to facilitate communication and sharing of resources
Foster
a learning community that values diversity and inclusivity
Promote
lifelong learning and continuous improvement
: Teacher and Students Roles
Teacher: Facilitator, mentor, coach, evaluator
Students:
Active learners, collaborators, self-directed learners, evaluators
Evaluation and Feedback:
Formative assessment: Regular feedback on interpreting performance,
progress, and areas for improvement
Summative
assessment: Final evaluation of interpreting skills, based on pre-determined
criteria and standards
Self-assessment:
Students reflect on their own learning and set goals for improvement
Peer
assessment: Students provide feedback and support to each other in a
constructive and respectful manner.
Sources:CLASSROOM
INTERPRETING ANXIETY
[anxietyintheclassroom.org](https://anxietyintheclassroom.org/) (1)
[classroominterpreting.org](https://www.classroominterpreting.org/resources)
(2)
[childmind.org](https://childmind.org/article/classroom-anxiety-in-children/)
(3)
[ascd.org](https://www.ascd.org/el/articles/trauma-informed-teaching-strategies)
(4)
$~$[{"title":"Anxiety In The Classroom | School Anxiety | Free
Resources","link":"https://anxietyintheclassroom.org/","snippet":"This
website provides useful information, resources, and materials about anxiety and
OCD as they relate to the school
setting.","attributes":{"Missing":"interpreting |
Show results
with:interpreting"},"position":1},{"title":"Resources
| Classroom Interpreting | Boys Town EIPA","link":"https://www.classroominterpreting.org/resources","snippet":"There
are nine domains on the EIPA Written Test. Below are resources that support
each subject domain. Child Language Development. Search
Resources.","attributes":{"Missing":"anxiety? |
Show results
with:anxiety?"},"position":2},{"title":"How Does
Anxiety Affect Kids in School? - Child Mind
Institute","link":"https://childmind.org/article/classroom-anxiety-in-children/","snippet":"Kids
may worry about everything from separating from parents at drop-off to speaking
up in class to feeling like their work has to be perfect.","date":"Oct
30, 2023","attributes":{"Missing":"interpreting |
Show results
with:interpreting"},"position":3},{"title":"Trauma-Informed
Teaching Strategies -
ASCD","link":"https://www.ascd.org/el/articles/trauma-informed-teaching-strategies","snippet":"The
behavior code companion: Strategies, tools, and interventions for supporting
students with anxiety-related or oppositional
behaviors.","date":"Oct 1,
2019","position":4},{"title":"Educator Resources
- Anxiety Canada","link":"https://www.anxietycanada.com/resources/educator-resources/","snippet":"This
section is designed to assist you in becoming more knowledgeable about how
anxiety presents in students in a school setting. Is my student struggling with
...","attributes":{"Missing":"interpreting | Show
results with:interpreting"},"position":5},{"title":"Relationships
between Anxiety, Attention, and Reading ... -
NCBI","link":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10350215/","snippet":"Many
studies link anxiety in children with reading difficulties, but some facets of
anxiety have been found to be positively associated with reading
...","attributes":{"Missing":"classroom | Show
results
with:classroom"},"position":6},{"title":"Educational
Interpreting | Digiterp Communications","link":"https://digiterp.com/new/faqs/educational-interpreting-resources/","snippet":"Resources
Related to Educational Interpreting. The National Association of Interpreters
in Education. National Association of Interpreters in Education
logo","attributes":{"Missing":"anxiety? | Show
results with:anxiety?"},"position":7},{"title":"Anxiety-provoking
factors in consecutive interpreting: a qualitative
...","link":"https://sfleducation.springeropen.com/articles/10.1186/s40862-024-00260-6","snippet":"To
put it in other words, anxiety related to interpreting classes could be the combination
of foreign language anxiety, such as listening &
...","date":"Mar 8,
2024","position":8},{"title":"[PDF] Supporting
Child and Student Social, Emotional, Behavioral, and ...","link":"https://www2.ed.gov/documents/students/supporting-child-student-social-emotional-behavioral-mental-health.pdf","snippet":"A
summary of legislative and policy resources related to the social, emotional,
and behavioral supports and mental ... additional stress during the pandemic
...","position":9},{"title":"Home | Classroom
Interpreting | Boys Town
EIPA","link":"https://www.classroominterpreting.org/","snippet":"Resources.
EIPA provides resources for interpreters preparing to take the EIPA exam, as
well as reference materials to support educational interpreters
...","attributes":{"Missing":"anxiety? | Show
results
with:anxiety?"},"sitelinks":[{"title":"About","link":"https://www.classroominterpreting.org/about"},{"title":"Resour
links / websites and
resources that may help to overcome speaking anxiety:
1-Toastmasters International: Toastmasters is a well-known
organization that helps people improve their public speaking skills. They offer
resources, tips, and support to help you become a more confident speaker. Visit
their website at [Toastmasters International](https://www.toastmasters.org/)
2-Coursera: Coursera offers online courses on public speaking
and communication skills. You can find courses specifically designed to help
you overcome speaking anxiety. Visit their website at
[Coursera](https://www.coursera.org/)
3-TED Talks: Watching TED Talks can be a great way to learn from
skilled speakers and get inspiration for your own speaking engagements. Check
out the TED Talks website at [TED Talks](https://www.ted.com/talks)
4-Anxiety and Depression Association of America (ADAA): The ADAA
offers resources and information on managing anxiety, including social anxiety
which can contribute to speaking anxiety. Visit their website at
[ADAA](https://adaa.org/)
5-YouTube: There are many videos on YouTube that provide tips
and techniques for overcoming speaking anxiety. Search for keywords like
"public speaking anxiety tips" or "how to overcome fear of
public speaking".
links and websites for
audios and videos for activities, assignments, feedback, and evaluation to improve
interpreting skills and reduce speaking anxiety:
Interpreting
Skills Resources:
- National
Association of Judiciary Interpreters and Translators (NAJIT): They offer
resources and webinars to improve interpreting skills. Visit their website at [NAJIT](https://najit.org/)
Speaking
Anxiety Resources:
Anxiety and
Depression Association of America (ADAA): ADAA provides tips and resources to
manage speaking anxiety. Visit their website at [ADAA](https://adaa.org/)
- TED Talks:
Watch inspiring talks on public speaking and overcoming anxiety on [TED
Talks](https://www.ted.com/)
Online Learning Platforms :
-Coursera: Coursera offers courses on public speaking and
communication skills. You can access their courses at [Coursera](https://www.coursera.org/)
- -Udemy:
Udemy has courses on improving interpreting skills and reducing speaking
anxiety. Explore their offerings at [Udemy](https://www.udemy.com/)
YouTube
Channels:
-Speak Confident English: This channel offers tips
and strategies to improve speaking confidence. Check it out
[here](https://www.youtube.com/user/speakconfidentenglish)
-Interpreter
Training Resources: This channel provides resources and videos
for improving interpreting skills. Visit the channel
[here](https://www.youtube.com/user/itrvids)
Language
Learning Apps:
- -Duolingo: Duolingo offers language learning
exercises that can help improve interpreting skills. Download the app
[here](https://www.duolingo.com/)
- -Babbel:
Babbel provides interactive lessons for language learning and
communication skills. Explore their app at [Babbel](https://www.babbel.com
/) s:
[nci.arizona.edu](https://nci.arizona.edu/resources/practical-audio-resources)
(1)
[theinterpretingcoach.com](https://www.theinterpretingcoach.com/3-useful-websites-for-boosting-interpreting-skills/)
(2) [interprenet.net](https://interprenet.net/consecutive-interpretation) (3)
[interpremed.com](https://interpremed.com/) (4)
Additional Resources
For Class
Presentations
Using PowerPoint. A step-by-step illustrated tutorial for
learning how to create effective visual presentations with PowerPoint. http://www.education.umd.edu/blt/tcp/powerpoint.html
“How to Give a Bad Talk.” A humorous look (with some very good
advice) on what not to do when preparing for and giving a class
presentation. http://pages.cs.wisc.edu/~markhill/conference-talk.html#badtalk
Class presentations on YouTube. Search YouTube with the phrase “class
presentation” and look for video examples of actual students giving class
presentations. Observing and critiquing the presentations of other students are
good ways to get started preparing your own and learning from others. Here’s a
good example of a student group presentation on a topic we can all relate to
(how body language works):
how students make good eye contact with the audience;
some differences among these students;
the use of PowerPoint slides within the presentation (some better than
others);
the appropriate occasional use of humor;
the division of presentation responsibilities within the student group;
each presenter’s interaction with the audience.
- Speaking
skills are important because you will likely give presentations in class
and perhaps in a future job.
- Overcome
anxiety about Speaking by understanding your feelings, preparing well and
practicing your delivery, and focusing on your subject.
- Follow a
six-step process to prepare and deliver a presentation:
1.
Analyze your audience and
goals
2.
Plan, research, and
organize your content
3.
Draft and revise the
presentation
6.
Deliver the presentation
and seek feedback
- Use visual
aids to support a presentation, creating visuals that are relevant,
attractive, and powerful.
- The
success of a group presentation depends on effective group meetings,
successful division of roles, and repeated group practices.
3. Describe how best to use
body language (facial expressions, eye movements, gestures, etc.) when giving a
presentation.
4. If you were assigned
along with three other students to give a group presentation in the class using
this textbook, what would be your preferred role in the preparation stages?
Your least preferred role? If you had to take your least preferred role, what
single thing would you want to work hardest on to make the presentation
successful?
Useful
Links
Speech Content
Resources
Project Muse: a searchable database of journals based at
Johns Hopkins University.
Some journal articles are available for printing.
Search Washington
Post for articles of
current interest
CHA – This site lists
quotation by topic. Topics include change, communication, ideas, invention,
vocation, life and collections.
Documentation Info from UWisconsin at Madison – This site is useful for students needing
to write works cited pages in papers. It discusses proper MLA, APA, and other
useful style citing for things such as the World Wide Web, emails, online
reference sources and software programs and video games.
Speaking Links
URichmond
Speaking Center – This is an
excellent site set up for student use. It explains the usefulness of a speaking
center and provides many links under “resources and publications.”
PresentationSkills.mt – a new site that includes a number of
materials and exercises to help students better navigate the many aspects of Speaking
Communication
Organizations
American
Communication Association
Communication
Institute for Online Scholarship
Lots of links to searchable databases related to communication
International
Communication Association
National Communication
Association – the newly
redesigned site includes materials and information about the communication
field
Southern States
Communication Association
Tutorials
Finding Information on the Internet: A
Tutorial
This site includes guides on how to use Netscape
and Lynx, it gives a recommended search strategy, it explains the three types
of search tools and provides style sheets for citing Internet and Electronic
resources.
Videos
Online
4. The following videos are available for viewing at the Speaking Center:
5. The
Art of Speaking Fifth Edition (Speeches for Analysis and Discussion)
6. The
Art of Speaking Fourth Edition (Speeches for Analysis and Discussion)
7. Be
Prepared to Speak
8. Between
One and Many: The Art and Science of Speaking
9. Communicating
Non-Defensively – Communication Competency Assessment Instrument
10. Coping
with the Fear of Speaking
11. From
Paper to Podium: The Elements of Speaking
12. Groups
in Context (third edition)
13. Groupthink
14. Interpersonal
Communication Skills volume 1
15. Interpersonal
Communication Skills volume 2
16. Interpersonal
Communication Skills volume 3
17. Interpersonal
Communication Skills volume 4
18. Lectures
19. Listen
Up; Hear What’s Really Being Said
20. Mastering
Speaking Video: A Student Speech with Critiques
21. Meeting
Robberts
22. Power
Persuasion: Moving an Ancient Art into the Media Age (second edition)
23. Powerful
Presentation Skills
24. Presidential
Candidates Debates
25. Speaking
for Success
26. Speaking
in Action
27. Speaking
in a Diverse Society
28. Speaking
Effectively … to One or One Thousand
29. Speaking
Without Fear or Nervousness volume 1
30. Speaking
Without Fear or Nervousness volume 2
31. Student
Speeches to Accompany Mastering Speaking
32. Ted
Sorenson on Speech Writing
33. When
Its Your Turn To Speak: Guidelines for Oral Presentations (by John Morello)
34. Preparing
for your First In-Class Presentation (by Anand Rao) – available online. Click
link on the left.
Important
Resources
-Resources to support remote teaching.
-You can find additional support for using video for student
presentations on this page.
-SI Suggestions for Online
Teaching in Spring 2020
-Moving Interpretation Assignments Online – March
13, 2020 Workshop by Anand Rao
-Accessing
Reports from Student Visits to the Speaking Center
-Student Appointment Reports
in EAB.
1- [Anki](https://apps.ankiweb.net/)
- A flashcard app that allows you to create and study your own flashcards
-2
[Quizlet](https://quizlet.com/)
- A website and app that provides flashcards and study games for a variety of
subjects
3- [Memrise](https://www.memrise.com/)
- A language learning app that uses flashcards and spaced repetition to help
you learn vocabulary and grammar
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