THE PSYCHOLOGICAL AND PEDAGOGICAL FOUNDATIONS OF DEVELOPING FLUENT SPEECH IN ART STUDENTS
Keywords:
Fluent Speech, Art Students, Pedagogy, Psychology, Communication Skills, Teaching StrategiesAbstract
Fluent speech is an indispensable skill for art students, contributing not only to their artistic expression but also to their capacity to communicate ideas effectively. This article investigates the psychological and pedagogical foundations essential for fostering fluent speech among art students. It discusses the significance of peech fluency in nurturing creativity, confidence, and critical thinking. Additionally, it highlights various teaching methods and strategies that educators can employ to cultivate these skills. By comprehending the nexus between psychology, pedagogy, and speech development, art educators can better support their students in achieving articulation that mirrors their artistic intentions.
References
1. Dweck, C. (2006). Mindset: The New Psychology of Success. Random House.
2. McCroskey, J. C., & McCroskey, L. L. (1988). Self-Report Measurement of Anxiety
at Speaking. In J. A. Anderson & R. A. Bostrom (Eds.), Communication Yearbook 11.
Sage
Publications.
3. Nunan, D. (1991). Language Teaching Methodology: A Textbook for Teachers.
Prentice
Hall.
4. Swain, M. (2000). The output hypothesis and its role in second language learning.
In J. P. Lantolf (Ed.), Sociocultural Theory and Second Language Learning. Oxford
University
Press.
5. Ur, P. (1996). A Course in Language Teaching: Practice and Theory. Cambridge
University Press.
