آموزش سخنرانی در جمع، راهی به سوی تحقق جامعه چندصدایی؛ با تمرکز بر مقایسه تطبیقی دو شیوه آموزشی سخنرانی در ایران و مجارستان

In this article, the dimensions of collaborative speech education are examined based on two methods observed at the Toastmasters training institutions in Hungary, and another training center in Iran. This study is grounded on two main questions: What are the core differences and similarities in the teaching methods of these two institutions? Does the outcome of this training lead to the skill and optimal performance of public speaking?

Alongside this, attention to the components of participatory education is another important goal of this study. This research was conducted using a qualitative approach with comparative method, where the components and elements of the studied situations were interpreted and explained. Both public speaking classes were analyzed based on "front-stage events" in Erving Goffman's performance theory, distributing scarce resources such as time and the right to speak among members. Additionally, controlling, supervising, and limiting the novice speakers to specific topics and censoring them do not occur, while various alienation techniques are implemented. In other words, the training at the Hungarian institution is conducted pragmatically.