E3S Web of Conferences 273, 11030 (2021) https://doi.org/10.

1051/e3sconf/202127311030
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Public speaking as a tool for developing

students’ communication and speech skills
Svetlana Bylkova1*, Elena Chubova 2, and Igor Kudryashov 3
1
Don State Technical University, 1, Gagarin Sq., Rostov-on-Don, 344003, Russia
2
Don State Technical University, 1, Gagarin Sq., Rostov-on-Don, 344003, Russia
3
Southern Federal University, 105 / 42, Bolshaya Sadovaya Str., Rostov-on-Don, 344006, Russia

Abstract. Public speaking involved the performance of one person

(speaker, rhetorician) in front of the audience, with the speaker assigned an
active role, and the audience – a passive one. At the present stage, the form
of public speech communication changes from monologue to dialogic and
is implemented in active types and forms of dialogue – dispute, discussion,
dispute, interview, debate, etc. Means of dialogization, including questions
(clarifying, rhetorical, etc.) that allow you to establish contact with the
audience, are designed to arouse interest in speech and maintain the
attention of listeners. The development of rhetorical skills occurs only in
the case of a successful public speech, that is, the achievement of the goal.
In this regard, it makes sense to consider the structure of public speech
preparation, which includes three stages: pre-communicative (preparatory),
communicative (basic) and post-communicative (analytical). The purpose
of this study is to determine the conditions for the forming and developing
technical university students’ rhetorical skills in the course of determining
the complex of professionally significant public speaking skills of students
of a technical university. The research objectives are formed in accordance
with the logical sequence of studying materials on this issue, namely: 1)
characterizing the concept, content and structure of public speaking as a
genre of oral professional communication; 2) identifying the list of factors
that ensure effective public speaking; 3) describing the methodology for
the formation of rhetorical skills necessary for the implementation of an
effective public speech; 4) displaying the positive dynamics of students’
rhetorical skills.

1 Introduction
Intensive changes in society related to information technologies are becoming extremely
important. The educational system, characterized by its fundamental nature and stability,
must nevertheless respond to the global challenges of our time. The demand for graduates
of higher educational institutions is provided not only and not so much by their professional
skills in a particular field, but also by the ability to master the techniques and means of
effective, including public communication, skills of working with scientific and technical,

*
Corresponding author: [email protected]

© The Authors, published by EDP Sciences. This is an open access article distributed under the terms of the Creative
Commons Attribution License 4.0 (http://creativecommons.org/licenses/by/4.0/).
E3S Web of Conferences 273, 11030 (2021) https://doi.org/10.1051/e3sconf/202127311030
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journalistic and official business texts, the ability to interact in a team, prevent conflicts,
etc.
Most employers, both Russian and foreign, prefer those employees who have the skills
of oral communication and self-presentation when hiring. It is noted that employees who
are able to build effective oral communication are successful in their professional activities
and achieve significant progress on the career ladder in a fairly short time frame [1]. In
addition, they are motivated for further training and self-education. The development of
communication skills in students of different levels of training involves the use of certain
pedagogical approaches, for example, project training [2]. Project activity, being a joint
cognitive and creative process, has a common goal, which is realized at the final stage in
the form of presentation and public speech.
At various times, linguists, sociologists, and psychologists have turned to the study of
public speech. They all found problems and offered solutions. Thus, a number of scientists
have studied the influence of speakers’ anxiety on the acoustic characteristics of their
speech, and, as a result, on the success of the entire speech [3]. An important component of
any public speech is the correspondence of the speaker’s gestures to the content of the
speech message [4]. A number of researchers agree that public speaking skills should be
taught already in primary school, since these skills also serve as a tool for teaching and
evaluating knowledge. It is necessary to take into account an equally important factor of
various speech training programs-the reduction of children’s anxiety before speaking [5]. In
order to develop communication skills through public speaking, students use specially
designed programs, including in the form of training, which allow them to competently
make informative public speeches [6]. It is interesting that the problems identified in the
preparation of public speeches in schoolchildren are similar in students, namely, the anxiety
that occurs when they speak to an unfamiliar audience [7]. Improving oral communication
skills and reducing the anxiety of public speaking is to develop self-efficacy, that is,
people’s judgment of their abilities and ability to organize and execute the chains of actions
required to achieve pre-determined types of performance results [8]. We have already noted
that employers consider oral communication and presentation skills to be among the main
ones that they take into account when applying for a job, since in the future these
employees demonstrate high productivity results and they are more successful in career
development [9-11]. The above facts form the relevance of our research.
In recent years, there has been an active transition from interpersonal communication to
Internet interaction, which in turn leads to the loss of such important skills as the use of
intonational means of expression, non-verbal means of communication, the construction of
a logical and clear speech utterance, etc. Russian Language and Culture of Speech,
Business Communications, Copywriting, Business Rhetoric and Corporate Culture, and
Language communication in professional activities (in Russian and foreign languages) are
included in the curriculum of such disciplines as «Culture of oral and written speech»,
«Culture of Public speaking of an engineer», «Russian language and Culture of Speech»,
«Business Communications», «Copywriting», «Business Rhetoric and Corporate Culture»,
and «Language communication in professional activities» [12]. Within the framework of
the taught disciplines, the practice of teaching rhetoric is carried out, built in accordance
with the requirements of professionally oriented speech communication, which contributes
to the improvement of the level of speech culture, the formation of effective
communication skills.
The main stage in the structure of a public speech is the delivery of a speech, which, as
we have already pointed out, is implemented in a certain context. The context is determined
by the specific situation, the target audience, the speaker's communication intent, and the
topic. Speech performance implies compliance with certain norms and standards and is
characterized by certain nonverbal skills: behavioral and visual. From all the extensive tools

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used by experienced speakers, two groups can be distinguished. The first category includes
phonation techniques, including tempo, timbre, volume and melody of speech, dialect and
social features, and articulation of sounds. The second group includes kinetic (behavioral)
techniques – gestures, postures, facial expressions. There is a certain set of standard
interactive gestures that enhance the meaning of the spoken speech, attract the attention of
listeners. It is necessary to take into account the factor of interaction of speech and gestures,
ignoring it can lead both to an increase in the audience's interest in the speech, and to its
decrease. It is about the appropriateness of using gestures in the context of a speech [14].
Interaction with the audience during a speech requires more careful consideration, since the
inability to establish contact with the audience, to read their reaction to spoken thoughts is
the main reason for the emergence of communication barriers. The second key task of the
rhetorician is to overcome the fear of speech. It can be eliminated by connecting the
motivation of the student, that is, his willingness to communicate, to conduct a dialogue in
a specific situation. The dialogical interaction between the speaker and the audience helps
to activate the cognitive process in which thoughts and feelings coincide. By asking
questions, the speaker establishes a close connection with the audience, discusses
controversial theses, and exchanges emotions.
In the educational process, the successful development of communication skills is
carried out in team interaction, since this format implies a discussion format for discussing
problematic issues. An important positive result of the practical application of the group
form of work in the educational process is the creation of the most comfortable conditions
for the communication of students, the development of interpersonal relationships. It is
group forms of work that are an effective means of developing students’ communicative
competencies; contribute to the formation of adequate self-esteem, and, as a result, self-
realization of their «Self». The logical conclusion of group interaction is reflexive activity,
which can be carried out on the cognitive, emotional levels and the level of one's own ideas.
Conscious control of the communication interaction of partners and their own behavior
makes it possible to make the necessary adjustments in order to avoid repeating the
identified mistakes [15]. In addition, active team interaction has a positive effect on the
development of an extremely important personal quality – self-efficacy. Self-efficacy is
greatly influenced by one’s own experience of both success and failure in trying to achieve
the desired results. No less effective is the observation of the activities of other people. In
the study group, students carefully monitor the achievements of their classmates, noting the
conditions and factors that positively affect the achievement of their tasks.
Another problem is the fear of getting a result that does not meet the expectations of
both the future speaker and the expectations of others. Throughout the entire period of
study at the university, students gradually develop an evaluative opinion about each other,
as well as an understanding of what can be expected from a particular student. The
mechanism of forming the image of a person depends on many factors, including
experience, stereotypical thinking, spiritual and moral development. Everyone strives to
create a positive image in group interaction, to show the best sides of their personality,
expecting a positive assessment from others. And from this point of view, public speaking
is assessed by students as a certain risk. Thus, we come to another tool that helps to
overcome certain «clamps» in public speaking – self-presentation (self-presentation).
Moreover, we are talking exclusively about natural (natural) self-presentation, and not
about artificial, which works exclusively in a certain context and can collapse at any time.
In order to conduct a successful self-presentation, the student must take into account
several factors, namely: he must be motivated to actively influence the perception of the
audience; know what specific behavior will lead to the desired impression and, of course,
be able and willing to accept the desired behavior. At the same time, it is important to
maintain a balance between the representations of your positive image and the adequate

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perception of it by others. An auxiliary tool for strengthening important theses and focusing
on them in a public speech is a presentation, especially for people who experience certain
difficulties at the initial stages of public interaction. What are the advantages of the
presentation? First, it is an effective way to visualize information: it helps not only to
perceive information at a deeper cognitive level, but also to have the necessary impact on
the audience. Secondly, the presentation is a pedagogical tool for training novice
communicators. But if there are positive aspects, there are also so-called «pitfalls» that
expand the complex of communicative tasks. It is necessary to synchronize the relations
between the verbal, gestural and visual components of the presentation, combining them
into a triune channel of information transmission. The implementation of the project
method in the educational process also contributes to the formation and development of
public speaking skills. Along with the development of research skills, students also master
rhetorical skills. For public protection, students present the product of the work
accompanied by an oral message, which clearly sets out information about the results of the
project activities. Any completed public performance requires reflection and analysis. In the
educational process, it is enough to develop evaluation criteria for the blocks: evaluation of
the speaker’s speech (speech, gestures, facial expressions, etc.) and evaluation of the
presentation. Both students and teachers can evaluate the performance in the complex. It is
important to follow up the general discussion of the results, where the main component of
the evaluation activity is the speaker's self-assessment. It is necessary to understand what
prevented or, on the contrary, helped in the course of the speech? What factors played a
decisive role? How has the attitude of others changed? How much has your self-image
changed?

2 Materials and methods

This research is based on the assumption that public speaking is an effective tool for the
development of both communication and speech skills of future specialists in any field of
activity focused on social interaction. We consider it important to note that public speech as
a form of business interaction, regardless of the chosen genre, whether it is a report,
informative, trade or welcome speech, provides ample opportunities for getting out of
theory into practical activity both in a specific business sphere, as well as in the field of
education, culture, and intercultural communication with the involvement of a complex of
studied disciplines and inter-university interaction, which was noted above. Public speech is
associated with the pragmatics of speech communication, since it involves the exchange of
thoughts, the transfer of information using language. The effectiveness of the speaker's
speech is related to two aspects – speech and text. They, in turn, are based on the general
communicative qualities of speech and the maxims of speech communication. Thus, public
speech is an indicator of the level of mastery of the speaker's communicative and speech
competence. That is, it demonstrates the ability of the student to build and correct speech in
accordance with the content of various concepts: communicative, genre, stylistic, logical
norms. Since information is necessary to create your own text, the role of mastering modern
information technologies and awareness of the importance of factual accuracy increases. Of
particular importance is the eristic subcompetence, which focuses on the knowledge of the
basics of the theory of the dispute, the skills and skills of its constructive conduct, as well as
the oratorological subcompetence, which is based on the concepts of the rhetorical canon
and the image of the rhetorician, the knowledge of non-verbal means.
The methodological basis of this study is the works on problems related to
communication, works in the field of research of the language of business communication.
The range of works that turned out to be necessary in terms of ensuring the theoretical
validity of the study also includes studies on the theory and practice of sociolinguistics and

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pragmalinguistics [16-17]. A significant segment of the theoretical platform is formed by

scientific works on rhetoric, argumentation theory, speech culture, pedagogy, and methods
of teaching humanities. We used the method of analysis when working with scientific and
educational literature, when considering and selecting models of subject-language
integration that are relevant for teaching rhetorical canons, language communication in the
professional sphere; the method of analogy, which allowed us to compare the data obtained
in the course of experiments with previously put forward theoretical postulates. Empirical
methods were also used, for example, observation, comparison of data used in the Russian
and foreign practice of teaching public speaking, as well as in the study of the results of
pedagogical experiments, a survey and a questionnaire method. At several stages:
ascertaining, forming and control – we resorted to the experimental method. Also important
for the study was the statistical method used by the authors of the article in the process of
collecting and processing the results of student surveys and tests, in the qualitative analysis
of practical tasks and written works of students, as well as in the analysis of the results of
the experiment.
The authors of the study summarized the information about the structural and content
components of the rhetorical text, focusing on the concept of public speech. Following E.
N. Malyuga, S. N. Orlova [18], and K. Shokhayeva [19], we identified a range of factors
that ensure the effectiveness of public speaking. The article describes the methodology for
the formation of rhetorical and communicative skills among students of a technical
university, revealing the specifics of thematic blocks of humanities-oriented disciplines
designed to develop professionally significant skills in the field of public speaking. They
presented statistical data reflecting the positive dynamics of the development of rhetorical
skills among first-and second-year students in the study of a number of disciplines covering
the art of eloquence.

3 Discussion
In 2019, teachers of the Department of «Documentation and Language Communication» of
the Don State Technical University, working with first-year students, noted the emergence
of problems related to the speech and communication activities of students. Most of the
«sore» points were more or less related to the dialogization of communication. Based on the
observation of colleagues and our own pedagogical experience, we outlined their circle:
lack of active listening skills; inability to respond to emotions; emotionless speech; inability
to describe their feelings; lack of eye contact with the interlocutor (and this is one of the
main tools for attracting attention and establishing contact between the speaker and the
listener); lack of interest in the topic, even if it was chosen independently; inability to use
the capabilities of the voice apparatus; inability to perceive super-phrasal unity; priority is
given to the «telegraph» style of communication; lack of long-term memory, systematic
thinking, fear of speech, lack of skills to participate in dialogue and polylogue, and others.
The information obtained served as a starting point for creating a methodology that
allows you to develop, and sometimes form, social, communication and speech skills as
effectively as possible. The value of this method lies in the active inclusion in the
educational process of such components as emotional and personal perception of
information, thinking, actions, speech and in the formation of communicative and social
experience, improving rhetorical skills, skills of self-management of behavior, including in
the event of conflicts of different directions.
The purpose of our methodology is to form a person who is able to think independently,
to develop an original solution to a problem relevant to a particular area of life, to formulate
it accurately and clearly for everyone, to arouse interest in it among the relevant persons
and to make them like-minded people. Thus, the educational process is organically

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interwoven with educational and developmental goals, educational and practical. For their
implementation methods are utilized project-based learning in conjunction with the play
and active learning methods, since they are, in our opinion, are an effective vehicle for the
development of not only speech, but also the communication skills required for the
formation of universal competencies outlined in the Federal educational standards of higher
education:
– ability to carry out social interaction and sell their role in the team;
– ability to carry out business communication in oral and written forms in the state
language of the Russian Federation and foreign language (s));
– ability to manage your time, build and implement a trajectory of self-development
based on the principles of self-education throughout your life.
The methods outlined above are used as independent pedagogical developments, and in
combination with traditional ones. The use of active learning methods is explained by the
need to activate the cognitive activity of students or increase it. We distinguish six types of
activity in the educational process: thinking, emotional and personal perception of
information, action, speech, reflection and feedback. Depending on the type of methods
used by teachers, either one of the types or a combination of them is implemented in the
framework of training meetings. In order to see which and how many of the six types of
activity of students are shown in the classroom, we turn to the following Table 1.
Table 1. The relationship between the forms of training sessions and the types of activity of students.
Types of activities involved in the learning process
emotional
Training
and
session
thinking action speech personal reflection feedback
form
speech
perception
traditional inner
+ – + – –
lecture speech
laboratory
+ + – – – –
work
discussion + – + + + +
business
+ + + + + +
game
debates + + + + + +
training + + + + + +
excursion – – – + – –

The Table 1 clearly demonstrates the advantages of the activity approach in teaching
and the inclusion of active and problem-based learning methods in it.
Let’s name another important component of education-information, more precisely,
residual knowledge, or information that is stored in long-term memory. Since memory is
based on speech skills – reading, listening, writing, and speaking skills – it is obvious that
in high school it is necessary to improve all these skills, given that the process of
memorization relies on thinking, imagination, and attention. Therefore, it is advisable to
teach students the techniques of semantic reading, the development of attention, memory
and creative thinking.
Starting to work with new students, during the 2019-2020 and 2020-2021 academic
years, we conducted a questionnaire-a survey aimed at identifying what percentage of
important information students remember after classes held in various formats. Experiments
in 25 focus groups of students of various faculties: «Innovative Business and
Management», «Machine-building Technologies and Equipment», «Computer Science and
Computer Engineering», «Media Communications and Multimedia Technologies», «Social

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and Humanitarian» and «Psychology, Pedagogy and Defectology» – confirmed the

hypothesis that only with active activity the percentage of learning material assimilation is
high. Table 2 presents the generalized results of questionnaires and surveys conducted in
groups after thematic lectures, independent work with information sources, presentations of
the studied sources, and group training «Rules and principles of working with scientific,
reference, and popular science literature».
Table 2. Experimental data on the degree of educational material assimilation.
% of information number of
№ Forms of information perception
assimilation students
1 Traditional lecture 24% 431
2 Individual work 47% 431
Pronouncing the material
3 66% 431
(making a presentation)
4 Personal participation (group training) 81% 431

The data in Table 2 convince us of the priority of the activity approach, the
individualization of the learning process. Therefore, we prefer active educational methods.
The advantages of game techniques and procedures (a lecture together, a lecture-
conversation, a lecture with planned mistakes), business games, trainings, simulation
models and games are that students:
– are stimulated to be active regardless of their desire (activation, attention, thinking,
memory;
– are involved in the learning process throughout the class;
– independently creatively develop solutions,
– help to increase the degree of motivation and emotionality of their fellow students.
So, at the trainings dedicated to the possibilities of human memory, students:
– gain knowledge about the types of memory (genetic, motor (motor), emotional,
figurative (visual), eidetic (visual and auditory), verbal-logical-processing of verbal
information, the selection of the most significant from it and the retention of thoughts in
memory, not words; arbitrary (organizational), short-term and long-term and operational
(associated with the process of rapid processing of multiple information);
– learn the techniques of successful memorization;
– learn how to deal with forgetting the essential, significant in the educational material,
that is, how to properly use the «resources» of memory.
Since the characteristics of each person’s memory are determined by the characteristics
of their activities aimed at achieving specific goals, the humanities courses focus on such
characteristics as duration, volume, accuracy, speed, and readiness to reproduce – all of
them are important both in educational and professional activities. For the development of
long-term memory, the ability to reflect, as well as to identify the degree of influence of
information content on the speech and communication skills of students for three focus
groups (let’s call them group A, group B, group C), television and Internet interviews were
included in the classroom and independent work. They are nothing but a powerful tool, one
of the most effective ways to form cognitive descriptors, meta-languages, as well as general
competencies of future professionals: the interview, from the point of view of pragmatics,
performs two functions – communication and creating speech influence. Today, the
interview is both a tool and a result of media education, so the level of speech culture of
communicants comes to the fore. As an experimental method, we offered the participants of
groups A and B intellectual interviews with T. Chernigovskaya and V. Pozdner. When
discussing television interviews, students noted that figurative speech (combining scientific
terminology, metaphorical comparisons, contact-setting and contact-supporting formulas),
the level of education, the speech culture of the interviewees, the ability to use «language

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empathy», contributed to the creation of an atmosphere favorable for both polemical

discourse and intellectual dialogue, which is based on informative exchange.
Group B was asked to independently choose popular presenters on the YouTube
channel or bloggers who are interviewed. This is how the content was formed for the
development of communication and speech skills in students of this group. It includes
Internet interviews with Yuri Dudya, issues, «Gentle Editor», «Cannon». These videos, in
our opinion, are characterized by a superficial view of important social, political, and
economic problems, a liberal agenda, and sometimes a distortion of facts. When discussing
online interviews, only 10% of students noted the presence of numerous lexical repetitions,
parasitic words, repeated violations of morphological norms, and an abundance of
colloquial and emotionally-colored vocabulary in the speech of the presenters. 90% of the
student audience of this focus group perceived the bloggers’ speech as a reference or
corresponding to the norms of the students’ language environment.
Participants of groups A, B, and C within the framework of project research activities,
working independently, in a group, forming dyads and triads, deciphered video recordings
of interviews and conducted a linguistic and stylistic analysis of the text; wrote reasoned
essays on the topics raised in the interview. Thanks to a powerful set of tools for the
development of communication and speech skills-methods and techniques (oral
communication, debates, business games, discussions, trainings, interviews, presentation
and self-presentation, letter-reflection), designed to form and develop communication and
speech skills in students of the 1st and 2nd courses of the Don State Technical University,
students learn educational material that can be structured within the XII thematic blocks,
which are reflected in Table 3.
Table 3. Content of modules of the interdisciplinary cycle «Public Speaking».
Pedagogical methods
№ Module name Planned result
and techniques
– awareness of the role of ethos in one’s own
life and the life of society;
– the long-term memory
– awareness and fixation of their speech-
training «Snowball»,
thinking abilities;
«Method of word
I an in the mirror of – developing the long-term memory;
1 associations», «Original
communication – the ability to include phatic formulas in
acquaintance»;
one’s own speech;
– a letter-reflection;
– the skill of «keeping eye contact» in the
– the personal diary
process of communication;
– the skill of interpreting non-verbal means
– knowledge of speech mechanisms;
– problem situation;
– improving the skill of targeting in public
– brainstorming «The
speaking;
Forms and types of similarities and differences
– possession of a set of language skills that
speech: oral and of oral and written forms
ensure compliance with the language rules for
2 written speech; of speech»;
constructing a speech utterance that
external and internal – linguistic and
corresponds to the «speech standard»
speech psychological
(language norm);
experiments;
– the ability to create texts within the target
– reflective writing
setting and a given topic
– exercises for developing
the muscles of speech
– knowledge of the speech apparatus breathing, the expansion
mechanism; of the high-altitude and
– the skill of using the speech apparatus to dynamic range of the
3 Speech technique effectively influence the interlocutors; voice, the flight of the
– mastering the perspective of voice pitch voice;
distribution – exercises with the
pronunciation of poetic
texts;
– reflective writing

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– knowledge of your strengths and weaknesses as

a listener;
– knowledge of the main types of listening; – game exercises aimed at
– knowledge of the rules and barriers of improving non-reflexive and
listening; reflexive listening
– mastering attention-stimulating techniques; – transcript of a lecture
Listening as a type of – possessing the skill of effective listening; recorded on a dictaphone;
4
speech activity – the ability to ask different types of questions; – analysis of the
– the ability to use different response cues; introduction to the lecture
– the ability to use various ways of implementing – reflective writing
speech functions (expression of consent,
disagreement, doubt, displeasure, polite refusal,
etc.);
– the ability to decode the addressee’s speech
intent
– dialogue with the author;
– reading with stops;
– knowing the types of reading (introductory,
– reading with notes;
selective, learning, reflexive, rational and
– keywords;
emotional, functional and aesthetic, reproductive
– thin and thick questions;
and creative, leisure and business, etc.);
Semantic reading as a – creating a cluster;
5 – knowing the specifics of semantic reading;
type of speech activity – collective compilation of
– possessing the skill of evaluating information
tables, presentations;
and emotional response to some content;
– maintaining a reader's
– the ability to formulate questions;
diary, thematic (genre) card
– reflecting on the content or form of the text
file;
– reflective writing
– brainstorming «Find your
– the ability to formulate the topic of the topic»;
statement; – role-playing games
– the skill of using the method of word «Position», «Interview»;
associations to find an idea; – exercise «I pull out the
6 Inventing thoughts
– learning to perform rhetorical operations of idea from someone else’s
«inventing thoughts» based on imitation of statement»;
patterns – training on tracking the
first results;
– reflective writing
– training on the definition
of logical errors in the
operation of concepts;
– conceptual and
terminological game;
– improving the ability to use concepts;
– logical tasks;
– developing the skill of editing statements from
– independent work
The logical aspect of the logical point of view;
7 (listening to one’s own
rhetoric – forming the ability to «create one’s own
statement, extracting several
thoughts» in accordance with the laws of logic
concepts from it, giving a
definition of each of them
by checking these
definitions in one of the
explanatory dictionaries;
– reflective writing
– the ability to formulate one’s own theses and
find them in scientific and journalistic texts;
– the ability to distinguish between judgments – debate;
and sentences, to find the subject and predicate in – business games;
judgments; – disputes;
– the ability to distinguish between belief and – role-playing games;
proof; – exercise with-syllogisms;
8 Theses and arguments – the ability to express the same idea in different – logical tasks;
language means; – role-playing game
– the ability to see errors in «putting the thesis» «Detectives»;
in someone else’s text; – playing game «Mafia»;
– the ability to choose effective arguments to – reflective writing
achieve the task;
– getting to know the constructive dispute skills;
– the ability to improvise in argumentation

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– analysis of the technique

of disputing literary
– knowledge of dispute techniques and heroes;
defense techniques in a dispute; – collective trainings for
Types of dispute: – the ability to conduct an argument; practicing dispute
polemic, discussion, – the ability to find tricks of opponents in a techniques;
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debate dispute; – debate;
– knowledge of negotiation tactics; – business games;
– the ability to use conflict resolution – disputes;
strategies – role-playing games
«Hiring», «Appeal»;
– reflection writing
– games for the
– forming or developing the text editing skill
development of creative
in terms of expressiveness;
imagination;
– improving the ability to make contact with
– binomial fantasies;
other people and decorate your speech;
Visual and expressive – edit one’s own and other
– developing the ability to check and correct
10 means of language people's texts;
the text in essence, subjecting it to literary
– rhetorical analysis of
editing;
texts;
– forming and developing the ability to build
– linguistic analysis of
a thesis in accordance with the style and genre
texts;
of the statement
– reflective writing
– creating a group
abstract;
– defending the abstract;
– developing the skill of creating one’s own – lecture-press conference;
Public speech: types, text in accordance with the requirements of – preparing a text on a
11 genres, composition the style and genre; scientific topic (a popular
– developing the ability to make a report on a scientific article, a note
scientific topic about a scientific
discovery, an interview
with a scientist;
– reflective writing
demonstrating the formed speech and – Public Speaking
12 Public speaking communication skills Contest;
– reflective writing

Each module-block is designed to form or develop various skills and abilities that
ensure the ability of the future professional to convincingly and competently influence the
audience through the word. Summarizing and systematizing the communicative and speech
skills that are more or less formed in the first and second year students, we have identified a
set of universal skills that are formed during the preparation and conduct of public
speeches:
– the ability/ possession of the skill to correctly determine the communication situation;
– the ability to correctly and appropriately choose the tactics of verbal and nonverbal
behavior at any level of communication: interpersonal, public, business, household,
observing the laws of productive communication and applying the formulas of
interpersonal, business and household communication;
– ability/ possession of the skill to conduct a dispute, participate in a discussion,
polemic, debate;
– ability / mastery of the skill to competently, logically, consistently defend their views;
– ability to make a public speech on certain topics in different genres, according to the
status of the audience;
– the ability to observe the etiquette models of speech without violating the social-
speech, interpersonal, communicative standard.
The result of the work, which was carried out during one semester, was the diagnosis of
the social and communicative development of 80 students (20 in each focus group) who
participated in the experiment, taking into account the following indicators: motivational,

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E3S Web of Conferences 273, 11030 (2021) https://doi.org/10.1051/e3sconf/202127311030
INTERAGROMASH 2021

value-semantic, emotional-volitional, behavioral, cognitive, communicative-rhetorical and

orthological. The descriptors of each of the listed indicators were evaluated on a 10-point
scale, and then were summed up and presented as a percentage. The total points and
percentages are shown in Table 4.
The students of group A were trained using experimental technology, which is based on
the use of project and game learning methods in combination with active learning methods.
Students of Group B mastered academic disciplines using traditional educational
technologies, but within the framework of the subject «Business Communications» they
also worked with the information provided in interviews with T. Chernihiv and V. Pozdner.
The students of focus group B used the materials of the YouTube channels – «Cannon»,
«Gentle Editor» and the Internet interview with Yu. Dudya. The participants of the focus
group D mastered the educational program without the use of innovations.
Table 4. Assessment of social and communicative development of DSTU students.
Focus groups
Group А Group B Groups C Group D
Descriptors
In In In
In % In % In % In points In %
points points points
Interest in collective
200 100 170 85,2 160 80 165 82,5
communication
Ability to establish
friendly relationships 185 92,5 180 90 136 68 150 75
in a team
Social

Ability to maintain
social distance during 179 89,5 170 85 140 160 80
communicat
Ability to take into
account the
182 91 169 84,5 160 80 160 80
personality of the
interlocutor
Knowledge of the
skills of cooperation 200 100 184 92 172 86 180 90
in group activities
Ability to formulate the
main idea of the media 200 100 190 95 143 71, 5
content
Ability to construct
reasoned, logically
consistent statements 165 82,5 149 74,5 120 60 130 65
(in oral and written
forms)
Communicative

The ability to build

the composition of an
utterance, ensuring
195 97,5 180 90 154 77 160 80
consistency and
coherence of the
presentation
The ability to build
statements in
accordance with the 155 77,5 136 68,4 111 55, 5 124 62
norms of the literary
language
The ability to
formulate correct
questions in the
167 83,5 160 80 111 55, 5 135 67,5
course of a
conversation or
discussion
Pronouncing skills 180 90 180 90 135 55 140 60
Reading technique
180 90 175 87,5 123 61,5 140 70
skills
Writing technique skills 175 87,5 170 85 100 50 110 55
speech Correct tempo and
175 87,5 170 85 123 61,5 140 70
rhythm of speech
Grammar skills 175 87,5 175 87,5 168 84 160 80
Lexical skills 180 90 180 90 146 73 150 75
Orthoepic skills 180 90 180 90 135 55 140 60

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E3S Web of Conferences 273, 11030 (2021) https://doi.org/10.1051/e3sconf/202127311030
INTERAGROMASH 2021

When processing the obtained data, it turned out that the results of monitoring the social
and communicative development of students in 4 focus groups are characterized by
qualitative differences that are statistically significant. The communicative descriptors of
the students of the 1st (A) and 2nd (B) focus groups, who worked with the media content of
the reference native speakers, were formed at a higher level, in contrast to the participants
of the 3rd group (C), who were offered interviews where bloggers popular in the Internet
space acted as presenters. The degree of development of social meta-skills in students of
group A differs from those of students of other groups, since in working with the 1st focus
group, teachers purposefully formed or developed socially significant skills and abilities.
Thus, the results of the training of students of focus group A indicate that the proposed
system of methods and techniques forms an important skill determined by a set of qualities:
flexibility of thinking, a high degree of switchability from one type of activity to another,
long-term memory, constructive communication with the opponent, the ability to overcome
the "classroom shock", skillfully use the means of dialogization, apply the methods of
active listening and successfully build reasoned, logically consistent statements both orally
and in writing.

4 Conclusion
The proposed method meets all the requirements for it: it is realistic, reproducible and
justified, corresponds to the stated goals and objectives of the planned action, and is
characterized by effectiveness. The methods that make up its basis are a set of tasks and
pedagogical techniques focused on the organization of the educational process and creating
special conditions that motivate students to independently, proactively and creatively
master the educational material in the process of cognitive activity.
The effectiveness of the methodology for developing communication and speech skills
is ensured by specific tools – oral communication, topic presentation, self-presentation,
debates, business games, trainings, interviews, and reflection writing.
Students of experimental group A, compared with students of control group C, have
significantly greater dynamics of social skills (the indicator «Ability to establish friendly
relations in a team» is 17.5% higher than in control group C) and such indicators of
rhetorical skills as establishing eye contact (dynamics in experimental group A – 55%, in
control group C – 10%), verbal contact (55% and 5%, respectively), the use of techniques
to attract the attention of listeners (55% and 20%). The composition of the performances of
the students of experimental group A has become more clear, well-thought-out, all its parts
are logically connected with each other (the dynamics of this quality in the experimental
group is 40%, in the control group C – 25%). At the final stage of training, such quality as
the correspondence of the content to the topic of the speech in the experimental group has
an indicator of 100% (in the control group – 75%, the dynamics of indicators is 35% and
10%, respectively).

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