Semantic redundancy in students’ speeches

Thesis Abstract

Semantic redundancy in students’ speeches refers to the phenomenon where students tend to repeat information or ideas in their oral presentations or discussions, often without adding new insights or value. This study aims to investigate the prevalence and potential impact of semantic redundancy in students’ speeches, with a focus on understanding the underlying reasons for this behavior and exploring strategies to address it. The research will employ a mixed-methods approach, combining quantitative analysis of speech transcripts with qualitative interviews and observations. The study sample will consist of college students from diverse academic backgrounds, with a particular emphasis on students enrolled in communication and public speaking courses. Through the analysis of speech transcripts, the study will first identify patterns of semantic redundancy in students’ speeches, including common phrases, ideas, or information that are frequently repeated. This quantitative analysis will provide insights into the prevalence of semantic redundancy and its potential impact on audience engagement and comprehension. Qualitative interviews with students will delve deeper into the reasons behind semantic redundancy in their speeches. By exploring students’ perceptions, attitudes, and motivations related to speech preparation and delivery, the study aims to uncover underlying factors contributing to the repetition of information. Additionally, observations of students’ speeches in real-time settings will allow for a comprehensive understanding of how semantic redundancy manifests in practice. By examining non-verbal cues, delivery styles, and audience reactions, the study will shed light on the dynamics of semantic redundancy in students’ oral communication. Based on the findings, the study will propose practical strategies to help students minimize semantic redundancy in their speeches and enhance the effectiveness of their oral communication. These strategies may include guidance on speech planning and organization, coaching on effective delivery techniques, and feedback mechanisms to promote self-awareness and reflection. Overall, this research seeks to contribute to the existing literature on communication studies by exploring the phenomenon of semantic redundancy in students’ speeches. By examining both the quantitative patterns and qualitative insights related to this behavior, the study aims to offer valuable recommendations for educators, students, and communication professionals to improve the quality and impact of oral presentations in academic and professional settings.