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Audience analysis is central to the
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Three steps to becoming an audience-centered speaker:
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PSCh05
Analyzing Your Audience
| Question | Answer |
|---|---|
| Audience analysis is central to the | speech making process. |
| Three steps to becoming an audience-centered speaker: | First gather information about your audience, analyze the information you have gathered, use the information you have gathered and analyzed to ethically adapt the speech to your listeners |
| Easiest way to gather information about your audience | Is to observe them |
| (Def) Demographics | statistical information about the age, race, gender, sexual orientation, educational level, and religious views of an audience |
| More formal method of gaining information about your audience is to use a | formal survey |
| Formal survey's ask two types of questions: | open-ended questions or closed-ended questions |
| (Def) Open-ended questions | Questions that allow for unrestricted answers by not limiting answers to choices or alternatives |
| (Def) Closed-ended questions | Questions that offer alternatives from which to choose, like true/false, agree/disagree, or multiple choice questions |
| (Def) Audience analysis | The process of examining information about those who are expected to listen to a speech |
| One of the reasons you analyze the audience is to establish -------- ----- so you can establish a ---------- between speaker and the listener. | common ground, speech |
| (Def) Common Ground | Similarities between a speaker and audience members in attitudes, values, beliefs, or behaviors |
| (Def) Relationship | An ongoing connection you have with another person |
| (Def) Audience adaptation | The process of ethically using information about an audience in order to adapt one's message so that it is clear and achieves the speaking objective |
| Key Questions focused on Consider Your Audience (2) | To Whom am I speaking?; What topic would be most suitable for my audience? |
| Key Questions focused on Consider Your Speech Goal (1) | What is my objective? |
| Key Questions focused on Consider Your Speech Content (5) | What kind of information should I share with my audience?; How should I present the information to them? How can I gain and hold their attention? What kind of examples would work best?; What method of organizing information will be most effective? |
| Key Questions focused on Consider Your Delivery (2): | What language differences and expectations do audience members have?; What style of delivery will my audience members expect? |
| Analyzing your audience before you speak focus of three primary types of information: | Demographic, Psychological, Situational |
| (Def) Demographic audience analysis: | analyzing an audience by examining demographic information so as to develop a clear and effective message |
| Age can affect: | values, humor in the speech |
| (Def) Sex | a person's biological status as male or female, as reflected in his or her anatomy and reproductive system |
| (Def) Gender | the culturally constructed and psychologically based perception of one's self as feminine or masculine |
| (Def) Culture | a learned system of knowledge, behavior, attitudes, beliefs, values, and norms that is shared by a group of people |
| (Def) Ethnicity | That portion of a person's cultural background that relates to national or religious heritage |
| (Def) Race | A person's biological heritage |
| (Def) Ethonocentrism | The assumption that one's cultural perspectives and methods are superior to those of other cultures. |
| (Def) Individualistic Culture | Individual achievement is emphasized more than group achievement' stress the importance of individual rewards and recognition and identify how audience members will benefit from your ideas or proposal |
| (Def) Collectivistic Culture | Group or team achievement is emphasized more than individual achievement. Stress the importance of community values and help audience members save face and be perceived in a positive way |
| (Def) High Context Culture | The context of a message- including non-verbal cures, tone of voice, posture, and facial expression- is often emphasized more than the words; don't boast about your specific accomplishment, use a more subtle less dramatic delivery style |
| (Def) Low-Context Culture | the words in a message are emphasize more than the surrounding context; be sure to make your ideas and recommendations explicit and although delivery cues are important, listeners will expect your message to be clear |
| (Def) Tolerance for Uncertainty | People can accept ambiguity and are not bothered if they do not know all of the details; it is not as important to develop a specific solution to a problem you may present in your speech and the purpose of the speech need not be clearly explicated. |
| (Def) Need for Certainty | People who want specifics and dislike ambiguity. Provide and explicit overview of what you will present in your speech and create a logical and clear organizational pattern for your speech. |
| (Def) High-Power Culture | Status and power differences are emphasized, roles and chains of command are clearly defined. Remember that listeners perceive people in leadership positions as powerful and credible, and develop message acknowledge differences in status among people. |
| (Def) Low-Power Culture | Status and power difference receive less emphasis; people strive for equality rather than exalting those in positions of leadership. Discuss shared approaches to governance and leadership and develop solutions that involve others in reach consensus. |
| (Def) Long-Term Time Orientation | Time is abundant, and accomplishing goals may take considerable time. Appeal to listeners' persistence, patience and delayed gratification and emphasize how ideas and suggestions will benefit future generations |
| (Def) Short-Term Time Orientation | Tim is an important resource. Identify how ideas and proposals you discuss will have an immediate impact on listeners and note how actions will have an impact on achieving results |
| Religious Groups | Few beliefs are held as intensely as religious ones, so these speeches need to be planned out with much care and sensitivity. |
| (Def) Target audience | A specific segment of an audience that you most want to influence |
| (Def) Psychological audience analysis | Analyzing the attitudes, beliefs, values and other psychological in order to develop a clear and effective message |
| (Def) Attitude | An individual's likes or dislikes |
| (Def) Belief | An individual's perception of what is true or false |
| (Def) Value | Enduring concept of good and bad, right and wrong |
| (Def) Situational audience analysis | An examination of the time and place of the speech, the audience size, and the speaking occasion in order to develop a clear and effective message |
| Analyzing and Adapting to the Speaking Situation: Time (3) | What time of day will I be speaking?; Where will I appear on the program?; What are the time limits for the speech? |
| Analyzing and Adapting to the Speaking Situation: Size (2) | How may people and will the audience be so large I'll need a microphone? |
| Analyzing and Adapting to the Speaking Situation: Location (3) | How will the room be arranged?; What is he room lighting like?; Will there be noise or distractions outside the room? |
| Analyzing and Adapting to the Speaking Situation: Occasion (2) | What occasion brings the audience together? Is the speech an annual or monthly event? Has a similar speaking occasion occurred with this audience before? |
| Adapting to your audience while you speak is done by identifying | nonverbal audience cues such as eye contact, facial expression, movement, nonverbal responsiveness or verbal responsiveness. |
| What you do if your audience: don't make eye contact with you? | Tell a story, use a more personal example, consider making direct references to you listeners by mentioning some people by name |
| What you do if your audience: frowns or display blank or unresponsive facial expressions? | Ask the audience members whether they understood your message, increase your speaking energy, remind your listeners why your message is important to them or consider clarifying your message by using a visual aid. |
| What you do if your audience: are talking to other audience members? | Pause to gin listeners' attention; ask the audience either a rhetorical question (one you don't expect them to actually answer) or a question to which you do expect a response |
| What you do if your audience: are restless; their hands and feet are moving? | Pick up the pace of your delivery, use appropriate humor, use more concrete examples |
| What you do if your audience members do not respond to questions or do not show interest in your messages? | Ask audience members if they understood the question you've asked. Repeat your question, and make it clear that you'd like their response and participation. |
| What you do if your audience members don't respond to your question and they don't laugh at your humor? | If listeners are not responsive to your humor, rely less on jokes and use more stories or personal illustrations |
Created by:
kccroy