THE IMPACT OF RECEPTIVE VOCABULARY ON PUBLIC SPEAKING ANXIETY

Aggarval (2011) asserted the relevance of language in sending social messages about identity, status, origin, and social affiliation which could reveal the intellectual capacity and, even, education of an individual based on the acquired and spoken vocabulary. Using highfalutin words in speech impressed the educational and economic statuses of the speaker; thus, in the academic milieu, communication is part of the curriculum and public speaking has been integrated in all subjects through class presentations and oral participation or recitation. Students, therefore, need to hone their public speaking skills. The teachers? apprehension on the public speaking anxiety of students brought a collaborative effort to assess the impact of receptive vocabulary level on the public speaking anxiety of three hundred eighty-six (386 ) Senior High School students from the First Semester of Academic Year 2019-2020 randomly selected from the ten thousand, six hundred fifty-three (10,653) in the eleven (11) different schools in Luzon where the Masterate student-researchers were employed. The study utilized the descriptive correlative research design which included the researcher?s interest, process, meaning, and understanding of words or pictures; thus, making a descriptive research qualitative in its method. Results of regression analysis suggested that the receptive vocabulary had significant impact on four (4) indicators including: perception, practice, delivery, and after delivery of the speech. Non-significant impact was found on preparation of the speech