Oral expressiveness of teachers: analysis of vocal resources

Abstract

To the teacher, voice is relevant to the professional performance. The expressiveness is essential for the performance in the classroom. Objective: To evaluate voice quality, pitch and loudness variation, syllable lengthening, speech rate, pause and articulation, present in the speech of four high school teachers. Methods: Teachers were selected by availability and interest in participating in the research and identifi ed as P1, P2, P3 and P4. Classes were recorded in the same classroom, so that the teachers were exposed to the same amount of environmental noise and students. The parts of speech were analysed by future teachers, students of Pedagogy. The teachers’ oral expressiveness was evaluated and classifi ed as engaging, enjoyable, holding and securely transmitting attention or hesitation, indicating an order of preference as to the manner of speaking of the teachers. Four judges held the perceptive auditive analysis. Results: the students elected: P3 as the preferred one for the clear and objective speech and good diction, motivating and agreeable oral expressiveness, holding attention. Following: P2 showed repetitive speech, using too much the word “okay”, pleasant and fi rm oral expressiveness; P1 because he spoke quickly and without pauses, oral expressiveness considered unpleasant, but transmitted steadiness; and P4, because shouted and spoke with high tone voice, unpleasant and hesitant oral expressiveness. Conclusions: The mode of speaking of the teachers infl uenced negatively and positively. The speech rate, the use of the pause, voice quality and vocal intensity were aspects considered by the students, when choosing the order of preference of the teachers.