Oral Communication
Oral Communication
Oral Communication
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Lesson Proper:
When you look back in the history of humankind, you will find
that early man could not speak as you do today. Records show
that people have used various communication techniques such
as the use of symbols, gestures, sounds, drawings, and sign
languages (Littlejohn, 2002 as cited in Amudavalli, n.d.). Words
and languages developed much later in human history.
Nature of Communication
CHANNEL
OR
(Stimulus) MEDIUM
NOISE
FEEDBACK
Through this process, we are able to understand that communication is systematic. In the
advent of technology, the exchange of information and messages in society has advanced and has
been a subject of many studies.
GRADE LEVEL: Senior High School Grade 11 WEEK: 2
SUBJECT: Oral Communication in Context
Lesson Proper:
Communication is divided into elements which help us better understand its mechanics or process.
Elements of Communication
Models of Communication
1. Shannon-Weaver Model
Known as the mother of all
communication models, the Shannon-
Weaver model (1949) depicts
communication as a linear or one-way
process consisting of five elements: a
source (producer of message); a transmitter
(encoder of message into signals); a channel
(signals adapted for transmission); a
receiver (decoder of message from the
signal); and a destination. This model,
however, has been criticized for missing
one essential element in the
communication process: feedback.
Unlike the Shannon-Weaver Model, which
Without feedback, the speaker will not
is a one-way process, the Transaction Model is a
know whether the receiver understands the
two- way
message or not.
process with the inclusion of feedback as one
2. Transaction Model
element. As shown in Figure 2, this model is more
interactive. There is a collaborative exchange of
messages between communicators with the aim
of understanding each other. It also shows that a
barrier, such as noise, may interfere with the flow
of communication.
3. Aristotle’s Model
Aristotle Model is mainly focused on speaker and speech. It can be broadly divided into 5
primary elements: Speaker, Speech, Occasion, Audience and Effect.
4. Schramm’s Model
Functions of Communication
These are control, social interaction, motivation, emotional expression, and information dissemination.
Lesson Proper:
In their pioneer book Effective Public Relations, Professors Broom, Cutlip, and Center (2012) list the 7 Cs
of Effective Communication. This list is widely used today, especially in public relations and
advertising.
4. Concreteness. Effective communication happens when the message is concrete and supported by
facts, figures, and real-life examples and situations. In this case, the receiver is more connected to the
message conveyed.
5. Courtesy. The speaker shows courtesy in communication by respecting the culture, values, and
beliefs of his/her receivers. Being courteous at all times creates a positive impact on the audience.
6. Clearness. Clearness in communication implies the use of simple and specific words to express ideas.
It is also achieved when the speaker focuses only on a single objective in his/her speech so as not to
confuse the audience.
7. Correctness. Correctness in grammar eliminates negative impact on the audience and increases
the credibility and effectiveness of the message.
Barriers to Communication
There are instances when miscommunication and misunderstanding occur because of certain
barriers. To become an effective communicator, you should recognize these barriers that hinder the
communication process. This will enable you to control the situation, reset conditions, and start anew. The
table below presents some barriers to effective communication with corresponding solutions.
Reflect on this:
“To effectively communicate, we must realize that we are all different in the
way we perceive the world and use this understanding as a guide to our
communication with others.”
Tony Robbins
GRADE LEVEL: Senior High School Grade 11 WEEK: 4
SUBJECT: Oral Communication in Context
Lesson Proper:
Both interpretations show that intercultural communication takes place when people draw from their
cultural identity to understand values, prejudices, language, attitudes, and relationships (Gudykunst &
Kim, 2003). Moreover, this facet of communication can also be seen as a bargained understanding of
human experiences across diverse societies. Simply put, intercultural communication is the sending and
receiving of messages across languages and cultures.
Sometimes, intercultural communication can flow smoothly and become very interesting for a cross-
cultural group. However, things may not go as planned when
communication is disrupted by cultural collisions.
When you speak, your speech is continuously
accompanied by gestures, facial expressions, and
other body movements that add to what you are
saying in different ways. For example, nodding means
“yes” in the Indian subcontinent, Iran, most of Europe,
Latin America, and North America. However, in
Greece, Lebanon, Syria, Palestine, Turkey,
Macedonia, Bulgaria, and Albania, nodding indicates
disagreement. Moreover, in the case of Japanese
culture, silence as a form of communication is more
integrated in their customs than in Western languages.
It is therefore important for you to acknowledge and
understand the many communication patterns
The Developmental
Model of Intercultural
Sensitivity:
The Developmental Model of
Intercultural Sensitivity (DMIS)
offers a structure that explores how
people experience cultural
differences. According to Bennett
and Bennett (2004), it has six
stages.
1. Denial
2. Defense
3. Minimalization
4. Acceptance
5. Adaptation
6. Integration
present in other cultures.
Once you understand these stages, you may apply it to:
World Bank (2010) identifies the following traits that define a competent intercultural
communicator:
Note that in addition to culture, other elements such as gender, age, social status, and religion
must also be taken into consideration when communicating with others. Refrain from showing bias
when talking to someone by following the tips below.
Lesson Proper:
Examples:
• You spent the night thinking and analyzing why a
student from the other class talked to you on the way
home and you decided it probably meant nothing.
• You felt happy while thinking about how your teacher
appreciated you for submitting your project before the due
date and you reflected on why this was so.
Example:
• You deliver a graduation speech to your batch.
• You participate in a declamation, oratorical, or debate
contest watched by a number of people.
The context dictates and affects the way people communicate, which results in various speech styles.
According to Joos (1968), there are five speech styles. These are (1) intimate, (2) casual, (3)
consultative, (4) formal, and (5) frozen. Each style dictates what appropriate language or vocabulary
should be used or observed.
1. Intimate – This style is private, which occurs between or among close family members
or individuals. The language used in this style may not be shared in public.
2. Casual – This style is common among peers and friends. Jargon, slang, or the
vernacular language are used.
3. Consultative – This style is the standard one. Professional or mutually acceptable language
is a must in this style. Examples of situations are communication between teachers and
students, employers and employees, doctor and patient, judge and lawyer, or President
and his/her constituents.
4. Formal – This style is used in formal settings. Unlike the consultative style, this is one-way.
Examples are sermons by priests and ministers, State of the Nation Address of the President,
formal speeches, or pronouncements by judges.
5. Frozen – This style is “frozen” in time and remains unchanged. It mostly occurs in
ceremonies. Common examples are the Preamble to the Constitution, Lord’s Prayer, and
Allegiance to country or flag.
Lesson Proper:
According to J. L. Austin (1962), a philosopher of language and the developer of the Speech Act
Theory, there are three types of acts in every utterance, given the right circumstances or context.
3. Perlocutionary act is the resulting act of what is said. This effect is based on the
particular context in which the speech act was mentioned.
Performatives
1. Assertive – a type of illocutionary act in which the speaker expresses belief about the truth of a
proposition. Some examples of an assertive act are suggesting, putting forward, swearing,
boasting, and concluding.
2. Directive – a type of illocutionary act in which the speaker tries to make the addressee perform
an action. Some examples of a directive act are asking, ordering, requesting, inviting, advising,
and begging.
3. Commissive – a type of illocutionary act which commits the speaker to doing something in the
future. Examples of a commissive act are promising, planning, vowing, and betting.
4. Expressive – a type of illocutionary act in which the speaker expresses his/her feelings or emotional
reactions. Some examples of an expressive act are thanking, apologizing, welcoming, and
deploring.
Example: I am so sorry for not helping out in our group projects and letting you
do all the work.
5. Declaration – a type of illocutionary act which brings a change in the external situation. Simply
put, declarations bring into existence or cause the state of affairs which they refer to. Some
examples of declarations are blessing, firing, baptizing, bidding, passing a sentence, and
excommunicating.
Lesson Proper:
People communicate every day to establish and maintain
relationships, know and understand themselves, and find meaning in
the daily grind. Moreover, since humans are social beings who survive
more effectively through sensible discourses, they are always driven to
learn the skills of creating and sustaining meaningful conversations.
Successful communication requires understanding of the relationship
between words and sentences and the speech acts they represent.
However, a conversation may be complex at times; that is why
some people get lost along the way and misunderstand each other. It is
only when we willingly cooperate and speak in socially approved ways
that we can make a conversation meaningful.
Nomination
A speaker carries out nomination to collaboratively and productively establish a topic.
Basically, when you employ this strategy, you try to open a topic with the people you are talking to.
Restriction
Restriction in communication refers to any limitation you may have as a speaker. When
communicating in the classroom, in a meeting, or while hanging out with your friends, you are
typically given specific instructions that you must follow. These instructions confine you as a speaker
and limit what you can say.
Turn-taking
Sometimes people are given unequal opportunities to talk because others take much time during
the conversation. Turn-taking pertains to the process by which people decide who takes the
conversational floor. There is a code of behavior behind establishing and sustaining a productive
conversation, but the primary idea is to give all communicators a chance to speak.
Topic Control
Topic control covers how procedural formality or informality affects the development of topic in
conversations. For example, in meetings, you may only have a turn to speak after the chairperson
directs you to do so. Contrast this with a casual conversation with friends over lunch or coffee where
you may take
the conversational floor anytime.
Topic Shifting
Topic shifting, as the name suggests, involves moving from one topic to another. In other words, it is
where one part of a conversation ends and where another begins.
Repair
Repair refers to how speakers address the problems in speaking, listening, and comprehending that
they may encounter in a conversation. For example, if everybody in the conversation seems to talk
at the same time, give way and appreciate other’s initiative to set the conversation back to its
topic.
Termination
Termination refers to the conversation participants’ close-initiating expressions that end a topic in a
conversation. Most of the time, the topic initiator takes responsibility to signal the end of the
discussion as well.
NOTRE DAME
ACTIVITY SHEETS IN ORAL COMMUNICATIONS
FIRST QUARTER
GENERAL INSTRUCTION: Read and understand all the instructions given and write your
answers in one whole yellow pad. Label your yellow pad accordingly and arrange from
Week 1 – Week 8, respectively.
Scoring:
Creativity (15pts)
Communication
Content (15pts):
Visual Impact (10pts):
Originality (10pts):
TOTAL SCORE:
In a whole Short Bond Paper, create a 1. Consider ethics in your speech at all times.
poster/comic strip illustrating a 2. Effective use of nonverbal
misunderstanding in a communication communication can strengthen your
context. message.
3. How you communicate reflects who you are
Scoring: as a person.
4. One way to help you build credibility
Creativity (15pts) is through effective nonverbal
Content (15pts): communication.
Visual Impact (10pts): 5. There are certain words that are only
Originality (10pts): appropriate at certain times and places.
TOTAL SCORE: 6. To achieve clarity, we must speak the same
language as our listeners.
7. The use of too many fillers can distract your
listeners.
8. Verbal communication is better than
nonverbal communication.
9. When you talk to others, you should not
assume too quickly that they understand
the message that you convey.
10. When you communicate, choose what
you want to say and how you want to say
it.
In a whole Short Bond Paper, create a poster about Intercultural Communication, related to the
WEEK 5 ACTIVITY: Give one detailed WEEK 5 ASSESSMENT: Identify the type of
example/scenario in each speech context. speech style appropriate for the following
(5pts) situations. Copy and Answer (2 pts)
1. talking to a counselor or psychiatrist
1. Intrapersonal 2. giving last-minute instructions to players
2. Interpersonal (Dyad and Group) 3. delivering campaign speeches
3. Public 4. delivering a speech at the UN Summit
4. Mass Communication 5. delivering news reports
6. talking and laughing about
memorable experiences
7. communicating while playing sports
8. having a one-on-one conversation
with a loved one
9. delivering an oratorical speech
10. leading a prayer before meal
11. reading school policies
12. talking to a superior
13. reading pledge of allegiance to the
flag
14. talking to a stranger
15. inquiring at a hotel
WEEK 6&7 ACTIVITY: WEEK 6&7 ASSESSMENT: Give one
In a whole Short Bond Paper, create a single sentence/statement example Searle’s
storyboard comic strip illustrating three types Classifications of Speech Act (2pts)
of speech act.
Scoring: 1. Assertive