The art of public speaking

EXPLORING ENGLISH
By KEITH W. WRIGHT
In the previous column, we considered some key issues involved in developing superior
public speaking talents: speed of delivery, planned pauses, designed repetition and meta
talk.

This week, we will look at the issues of body language and gesture, and canvass some
other language delivery considerations.

A speaker’s understanding of the influence of his or her body language on listeners can
be advantageous in an everyday conversation or a teaching-training situation.

Body language can also be a useful measure to gauge the interest of one’s audience.

Speakers need to be aware of the significance of possible negative “signals” that may be
exhibited by the body language of their listeners or themselves.

Typical negative listener body language signals include: not looking directly at the
speaker; crossed, horizontal arms; excessive fidgeting, looking uncomfortable, shifting
one’s stance or seating position and so on.

In contrast, an astute speaker takes advantage of positive signals, such as nodding,

smiling, and leaning forward and focuses additional attention on the “exhibitor” to create
an atmosphere of greater interest in and acceptance of what is being imparted.

Another skill that is useful in developing public speaking skills is gesture.

While gesticulating with one’s hands can give additional emphasis and impact to what is
being spoken, the use of gesture can often be unnecessary, inappropriate, repetitive and
meaningless, thus being annoying and distractive from a listener’s or viewer’s aspect.

Gesturing is the ultimate form of non-verbal communication, but it requires practice and
modification to suit particular communicating roles.

Gesture should be practiced and practiced – perhaps in front of a mirror or even with
supportive friends and colleagues.

This speaking “tool” should be used to highlight or give special emphasis to a particular
point being made.

Delivery techniques
Successful communication and superior speaking depend very much on the application
by a speaker of the DTs – that is, the Delivery Techniques, Tools and Tactics – used to
impart ideas, concepts, principles and general information.

The basic prerequisite is that the DTs applied must be suitable for the vast majority of the
audience, in terms of their interest, age and language-skill level.

The delivery approach used should engender immediate interest and expectation in the
subject under discussion. Much is gained by explaining to listeners how they can expect
to benefit and also what is expected of them.

Many presentations get bogged down with unnecessary and irrelevant detail.

Others fail through the absence of “linkage” and “bridging” of the concepts being argued
or presented, while time can be squandered through erroneous questioning and diversions
caused by participants who forget that there are others in the audience.

Keeping a speech “on track” requires discipline on the part of both the speaker and
listeners alike.

Retention and understanding can be maximised by “visual presentation”, i.e. using

demonstrative examples that are written and easily seen – not just spoken and heard – by
using graphics, animation, power-point presentations, and videos.

Listener correctness

Another important delivery consideration is the political, cultural, religious and

educational correctness of examples and concepts used in a speech.

A speaker’s objective can be totally lost if listeners are offended.

It is important to remember that words can have different meanings and significance in
different cultures and among different groups. Words commonly used in one society can
be offensive in another. Again, words can be religiously “negative” in a particular culture
just as a certain type of gesture can be.

A superior speaker is constantly aware of the importance of being “listener-conscious”

when preparing a presentation.

■ Keith Wright is the author and creator of the 4S Approach To Literacy and Language
(4S) — a modern, innovative and proven method of accelerating the learning of English.