Lecture 3.3: Speaking Skills — Lecture Series 5: Communication in English

📋 Lecture Overview

Learning Objectives

Structure a speech or presentation with a clear introduction, body, and conclusion
Apply verbal and non-verbal delivery techniques effectively
Identify and manage communication apprehension (stage fright)
Adapt a speech to different audiences and academic purposes

Topics Covered

Why Speaking Skill Matters at the Tertiary Level
Preparing a Speech — Structure and Planning
Delivery Techniques — Verbal and Non-Verbal
Managing Stage Fright
Practical Activity
Conclusion & Key Takeaway

Prerequisite

Students should have completed Lectures 3.1 and 3.2 before proceeding.

← Lecture 3.2 — Listening Skills

Section I

Why Speaking Skill Matters at the Tertiary Level

Public speaking is consistently ranked among the most important academic and professional competencies expected of university graduates (Lucas, 2020, p. 4). At the tertiary level, students are required to give seminar presentations, participate in oral examinations (vivas), contribute to panel discussions, and deliver research findings — all of which demand confident, organised, and intelligible spoken English (Bailey, 2018, p. 6).

Yet surveys consistently reveal that communication apprehension — commonly called stage fright — is among the most widely reported anxieties among students, including at Nigerian universities (Okafor, 2021, p. 34). This lecture addresses both the structural and psychological dimensions of effective public speaking.

Key Concept

Public Speaking: The process of communicating a prepared or semi-prepared message to a defined audience with a specific purpose — to inform, persuade, or inspire (Lucas, 2020, p. 6).
Communication Apprehension: A level of fear or anxiety associated with real or anticipated communication with others. It is a normal and universal experience, not a personal failing (McCroskey, 2019, p. 8).

Section II

Preparing a Speech — Structure and Planning

Effective public speaking begins long before a speaker stands before an audience. Preparation is the single most reliable strategy for reducing anxiety and improving delivery (Lucas, 2020, p. 22). A well-prepared speech has three essential components: a clear structure, audience awareness, and a defined purpose.

The Classical Three-Part Structure

Every effective academic speech or presentation follows the same fundamental structure — a structure that has been documented since classical rhetoric (Perloff, 2021, p. 44):

Part	Purpose	Key Elements	Approximate Length
Introduction	Capture attention, establish credibility, state the topic and purpose, and preview the main points (Lucas, 2020, p. 180).	Attention-getter · Thesis statement · Preview of main points	10–15% of total time
Body	Develop the main arguments or information in a logical, organised sequence with supporting evidence (Bailey, 2018, p. 24).	2–4 main points · Supporting evidence · Transitions between points	70–80% of total time
Conclusion	Signal the end, restate the thesis in different words, summarise the main points, and leave a memorable closing impression (Perloff, 2021, p. 52).	Summary · Restatement of thesis · Memorable closing line or call to action	10–15% of total time

Audience Analysis

Know Your Audience: Before writing a word, ask: Who are they? What do they already know about this topic? What do they need to know? What will interest or concern them? Academic presentations for fellow students differ from those delivered to lecturers or external examiners (Lucas, 2020, p. 30).
Purpose: Every speech has one of three primary purposes: to inform (present new knowledge), to persuade (change attitudes or behaviour), or to inspire (motivate and move). The purpose shapes every other decision in the preparation process (Bailey, 2018, p. 14).

Section III

Delivery Techniques — Verbal and Non-Verbal

A well-structured speech delivered poorly will fail. Delivery is the vehicle through which the content reaches the audience, and it operates on two channels simultaneously — verbal and non-verbal (Lucas, 2020, p. 240).

Verbal Delivery

🎙️

Volume

Speak loudly enough to be heard by all audience members, including those at the back. Vary volume for emphasis — lowering the voice can be as powerful as raising it (Bailey, 2018, p. 34).

⏱️

Pace

Speak at a rate that allows the audience to absorb content — approximately 120–150 words per minute for academic presentations. Slow down for complex ideas; pause for emphasis (Lucas, 2020, p. 246).

🎵

Pitch and Intonation

Vary pitch to convey meaning and maintain audience attention. A monotone delivery — regardless of content — causes audiences to disengage within minutes (McCroskey, 2019, p. 52).

✂️

Clarity and Articulation

Pronounce words fully and clearly, particularly final consonants. Avoid mumbling, swallowing syllables, or running words together. Apply the phonological principles from Module 1 (Perloff, 2021, p. 62).

Non-Verbal Delivery

👀

Eye Contact

Maintain regular eye contact with different sections of the audience — not just the examiner or one person. Eye contact signals confidence and keeps the audience engaged (Lucas, 2020, p. 255).

🧍

Posture and Stance

Stand upright with feet shoulder-width apart. Avoid swaying, slouching, or pacing nervously. A grounded, open stance projects authority and confidence (Bailey, 2018, p. 42).

🤲

Gestures

Use purposeful hand gestures to reinforce key points, show size or direction, or emphasise contrast. Avoid repetitive, nervous gestures such as fidgeting or gripping the lectern (McCroskey, 2019, p. 60).

😊

Facial Expression

Your face must match your words. A speaker who discusses a problem while smiling sends a contradictory message. Facial expressions communicate emotion, sincerity, and engagement (Perloff, 2021, p. 68).

📌

The 7-38-55 Principle: Research by Mehrabian (cited in Lucas, 2020, p. 242) suggests that when verbal and non-verbal messages conflict, audiences rely primarily on non-verbal cues to determine meaning. Content alone is not enough — how you deliver it matters enormously.

Section IV

Managing Stage Fright

Communication apprehension — the anxiety of speaking before an audience — is experienced by over 75% of people at some point in their lives (McCroskey, 2019, p. 12). The goal is not to eliminate anxiety entirely — a moderate level of arousal actually improves performance — but to manage it so it does not disrupt delivery (Lucas, 2020, p. 58).

Strategy 1 — Preparation

Know your material thoroughly

The single most powerful anxiety-reducer is thorough preparation. When you know your content deeply, the fear of forgetting diminishes substantially. Practise your speech aloud at least three times before delivery (Lucas, 2020, p. 60).

Strategy 2 — Reframing

Reframe anxiety as energy

The physiological symptoms of anxiety — elevated heart rate, heightened alertness — are identical to the symptoms of excitement. Consciously reframe the feeling as positive energy and readiness, not threat (McCroskey, 2019, p. 20).

Strategy 3 — Audience Focus

Shift focus from self to audience

Most anxiety is self-centred — the speaker is focused on how they appear rather than on delivering value to the audience. Deliberately shifting focus outward to the audience and their needs reduces self-consciousness (Bailey, 2018, p. 52).

Strategy 4 — Physical Regulation

Use controlled breathing

Slow, deep diaphragmatic breathing before and during a speech reduces cortisol and activates the parasympathetic nervous system — the body's calming mechanism. Take three deep breaths before beginning (Perloff, 2021, p. 80).

Strategy 5 — Experience

Speak frequently and deliberately

Public speaking anxiety decreases with exposure. Every presentation — however imperfect — builds confidence for the next. Seek opportunities to speak: seminars, church, community meetings, student groups (Lucas, 2020, p. 65).

Section VI

Conclusion & Key Takeaway

Effective public speaking is not a talent — it is a skill built through deliberate preparation, structured delivery, and repeated practice. A student who structures every presentation with a clear introduction, body, and conclusion; who controls pace, volume, and eye contact; and who manages anxiety through preparation and audience focus will consistently deliver compelling academic presentations (Lucas, 2020, p. 70).

The phonological competence developed in Module 1 — clarity of pronunciation, correct stress placement, and appropriate intonation — is the acoustic foundation on which every delivery technique in this lecture depends. Good speaking integrates grammar, phonology, and rhetoric simultaneously (Bailey, 2018, p. 60).

Examination Questions

Lecture 3.3 — Speaking Skills: Public Speaking and Presentations

10 Questions · 20 Marks

1Multiple Choice

What percentage of a speech's total time should typically be allocated to the introduction?

A. 30–40%

B. 10–15%

C. 50%

D. 70–80%

[1 mark]

2Write Out

Describe the three-part structure of an effective speech. For each part, state its purpose and name two key elements it should contain.

[3 marks — 1 per part]

3Multiple Choice

Which of the following is a non-verbal delivery element?

A. Articulation

B. Pitch

C. Eye contact

D. Pace

[1 mark]

4Distinguish

Distinguish between verbal and non-verbal delivery in public speaking. Give two examples of each type and explain how each affects audience perception of the speaker.

[2 marks]

5Multiple Choice

The most reliable single strategy for reducing communication apprehension before a speech is:

A. Avoiding eye contact with the audience

B. Memorising the speech word for word

C. Thorough preparation and repeated practice

D. Speaking as quickly as possible to finish sooner

[1 mark]

6Write Out

Explain the concept of audience analysis. Why must a speaker consider the audience before writing a speech? Give two specific ways in which audience analysis would change the content or delivery of an academic presentation.

[2 marks]

7Multiple Choice

Communication apprehension is best described as:

A. A rare condition affecting only inexperienced speakers

B. A sign of intellectual inadequacy that cannot be overcome

C. A normal, universal experience of anxiety associated with speaking before others

D. A condition caused exclusively by insufficient vocabulary

[1 mark]

8Apply

Name and explain three strategies for managing stage fright. For each, explain the psychological or physiological mechanism through which it reduces anxiety.

[3 marks — 1 per strategy]

9Multiple Choice

Which of the following describes the three primary purposes of a public speech?

A. To read, to write, and to listen

B. To inform, to persuade, and to inspire

C. To question, to answer, and to analyse

D. To summarise, to expand, and to conclude

[1 mark]

10Short Essay

In a paragraph of 6–8 sentences, explain why public speaking skill is considered a core competency for tertiary-level students. Draw on at least two delivery techniques and one anxiety management strategy discussed in this lecture to support your argument.

[5 marks]

References

Bailey, S. (2018). Academic Writing: A Handbook for International Students (5th ed.). Routledge.

Beebe, S. A., & Beebe, S. J. (2021). Public Speaking: An Audience-Centred Approach (10th ed.). Pearson.

Ekwueme, C. O. (2020). Oral communication competence and academic performance: A study of tertiary students in Enugu State, Nigeria. Journal of the Linguistic Association of Nigeria, 23(1), 44–60.

Hamilton, G. (2019). Public Speaking for College and Career (11th ed.). McGraw-Hill Education.

Lucas, S. E. (2020). The Art of Public Speaking (13th ed.). McGraw-Hill Education.

McCroskey, J. C. (2019). An Introduction to Rhetorical Communication (9th ed.). Routledge.

Adeyemi, B. A. (2022). Oral presentation skills and academic confidence among undergraduates in Nigerian universities. Journal of Communication and Media Research, 14(1), 66–82.

Okafor, I. F. (2021). Active listening and academic performance: Evidence from tertiary institutions in South-South Nigeria. African Research Review, 15(3), 78–92.

Perloff, R. M. (2021). The Dynamics of Persuasion: Communication and Attitudes in the Twenty-First Century (7th ed.). Routledge.

Verderber, R. F., Verderber, K. S., & Sellnow, D. D. (2018). Communicate! (15th ed.). Cengage Learning.

Lecture Series 5: Communication in English

Speaking Skills — Public Speaking and Presentations

Why Speaking Skill Matters at the Tertiary Level

Preparing a Speech — Structure and Planning

The Classical Three-Part Structure

Delivery Techniques — Verbal and Non-Verbal

Verbal Delivery

Non-Verbal Delivery

Managing Stage Fright

Practical Activity: Speech Analysis

Conclusion & Key Takeaway

Examination Questions

References

Our Affiliates & Community