Oral Communication in Context PDF

**ORAL COMMUNICATION IN CONTEXT** According to Gregoriom, J.C. (2015), **[COMMUNICATION]** is 1. a **two-way process of connecting** to both living and non-living things; and 2. a **means of sharing and exchanging** messages, information, ideas, and feelings for mutual understanding 3....

**ORAL COMMUNICATION IN CONTEXT** According to Gregoriom, J.C. (2015), **[COMMUNICATION]** is 1. a **two-way process of connecting** to both living and non-living things; and 2. a **means of sharing and exchanging** messages, information, ideas, and feelings for mutual understanding 3. **connects** people and the world they live in **Through COMMUNICATION:** 4. people are able **to express** their thoughts and ideas or convey information and messages through word of mouth, gestures and signals, signs; and 5. others because **[people have always communicated with one another in various forms]** **PROCESS of Communication** 1\. The **speaker** **develops** an idea to be sent. 2\. The **speaker encodes** the idea and/or **translates** an idea into language. 4\. The **receiver** gets the message and **decodes or interprets** it. 5\. The receiver provides or sends **feedback.** **Communication Models** - **systematic representations** of the process that help us **understand** how communication can be carried out - communication has occurred when a **message** has been **sent** and **received** 1. **[LINEAR/TRANSMISSION]** - Communication is **linear; one direction.** - Communication is a **one-way process**. - Good for **persuading; no feedback**. a. **Aristotle's Model** - designed to examine how to become **a better and more persuasive communicator** - **first** to introduce the **role of noise** in the communication process (static on a radio broadcast, spelling errors or mishearing the message) - stresses the **importance of encoding and decoding** messages for them to be transmitted 2. **[TRANSACTIONAL]** - **interpersonal communication;** sender and receiver **change** roles. - explore direct personal communication processes in which **two-way feedback is immediate** - acknowledge that there are **barriers** to effective communication --- **noise** a. **Dance's Helix/Helical Model** - builds on **circular model** and explains how we **improve** our messages over time by **using feedback** - helps us become **more knowledgeable** with each cycle, making it possible for us **to expand our circle** as depicted in the model by circles that continuously increase in their width - Communication **never loops back on itself.** 3. **[INTERACTIVE/CONVERGENCE]** - **new forms of communication like internet communication** - explain impersonal two-way communication processes - **two-way communication with feedback** - feedback is not simultaneous, but rather slow and indirect **Interactive/Convergence Main Elements** - Sender - Message - Receiver - Feedback - Field of experiences a. **Osgood-Schramm** - **[Charles Egerton Osgood] - communication was circular rather than linear.** - **[Wilbur Schramm] - adapted the model and added the notion of field of experience, or commonality, to the mix.** - useful for describing **interpersonal, synchronous communication,** but less suitable for cases with little or no feedback - **[information is of no use]** until it is **[put into words and conveyed]** to other people 1. Communication is **CIRCULAR.** 2. Communication is **EQUAL AND RECIPROCAL**. 3. The message **REQUIRES INTERPRETATION**. 4. Includes **THREE Steps:** I. Encoding II. Decoding III. Interpreting **COMMUNICATION BREAKDOWN** - results when the **intended message of the sender** is **not understood** exactly by the **receiver** **BARRIERS TO COMMUNICATION** 1. **PHYSICAL BARRIERS** - **natural or environmental** condition that act as a barrier in communication in sending the message from sender to receiver. 2. **PSYCHOLOGICAL BARRIERS** - are called as **mental barriers;** refer to **social and personal issues** of a speaker towards communicating with others 3. **CULTURAL BARRIERS** - pertain to communication problems encountered by people regarding their **intrinsic values, beliefs, and traditions in conflict with others;** - People's culture [affects] the way they communicate and relate to others. 4. **LINGUISTIC BARRIERS** - pertain **conflicts with regard to language and word meanings** because words carry **denotative and connotative** meanings, they can sometimes **cause confusion and misunderstanding**; - **Meaning of words and symbols** also vary depending on culture. - **DENOTATION -- LITERAL** - **CONNOTATION -- FIGURATIVE** **Verderber (1991) gives a similar idea of barrier when he classifies noise into three kinds: External, Internal and Semantic noise.** 1. **EXTERNAL NOISES** - "**sight, sound and other stimuli** that draw people's attention away from intended meaning" 2. **INTERNAL NOISES** - **"thoughts and feelings** that interfere with meaning**"** 3. **SEMANTIC NOISES** - **"alternate meanings** aroused by a speaker's symbols**";** A **word may have another meaning** in the minds of the students and might be affected by the language in which they grew and the culture in which they are exposed with. **5 WAYS TO AVOID COMMUNICATION BREAKDOWN BY RONNIE PETERSON** 1. Have **clarity** **of thought** before speaking. 2. **Learn to listen**. 3. Take care of your **body language and tone**. 4. Build up your **confidence** by asking for **feedback and observing** others. **SOME STRATEGIES TO AVOID COMMUNICATION BREAKDOWN** (QUIPPER, N.D.) 1. Keep focused. 2. Speak Intelligibly. 3. Listen with your ears and eyes. 4. Minimize distractions. 5. Be specific. 6. Do not jump to conclusions. **TIPS ON HOW TO AVOID** **COMMUNICATION BREAKDOWN (Broom, Cutlip & Center, 2012) 7C'S OF EFFECTIVE COMMUNICATION** 1. - speaker should **include everything** that the receiver needs to hear, respond, react, or evaluate properly **2. CONCISENESS** - **direct or straight to the point** and should be expressed in the least possible number of words **3. CONSIDERATION** - **high regard and courtesy** to audience's background information; **building rapport or connection** - backed up by **facts, figures, and real-life** examples or situations **5. COURTESY** - **show respect** through understanding cultures, values, and beliefs; **good choice of words and language** **6. CLEARNESS** - use of **simple and specific** words to express ideas **7. CORRECTNESS** - avoiding **mistakes in grammar** (boost credibility and effectiveness of message) **[VERBAL AND NONVERBAL COMMUNICATION]** **1. Verbal Communication** - refers to the **use of words** to convey a message - COMMUNICATION = EFFECTIVE & SUCCESSFUL if RECEIVER processed the message delivered by the SENDER - BOTH **[WRITTEN and SPOKEN]** - can be **ORAL or NON-ORAL** - depends on the RECEIVER'S LISTENING SKILLS **2. Non-verbal Communication** - **COLLABORATION OF MOVEMENT DOES NOT REQUIRE ANY SPOKEN WORDS** in order to convey a message; - hand gestures, body language, facial expressions, and stance I. FEELING Conveyed II. EYE Contact III. BODY Language **SPEECH CONTEXT** - **environment** where the communication happens and how the message is relayed during the process **Types of Speech Context:** **1. Intrapersonal** - happens within **oneself**; The **speaker acts as the source and the receiver** of the message. **2. Interpersonal** - involves **two or more** people; The conversation can be **formal or informal**, **intimate or casual** depending on the **relationship** people involved have. **a. dyad -** An interpersonal communication which involves **two people** talking. **b. small group** - **Three but not more than twelve people** are part of the conversation. This type of communication is **present during brainstorming or collaborating** with other people. **3. Public -** requires you to **deliver the message in front** of the group; message can be driven by **informational or persuasive purpose;** The channels are more exaggerated, voice is louder, gestures are more expansive due to bigger audience. Power point can be used. **4. Mass** - This refers to communication that takes place through television, radio, newspapers, magazines, books, internet, and other **types of media in order to reach larger audience.** **TYPES OF SPEECH** [**TYPES OF SPEECH ACCORDING TO** **PURPOSE**] a\. **Informative/Expository Speech** - is mainly performed for the **purpose of educating** the audience on new or relevant piece of information on a particular topic b\. **Persuasive Speech** - is given solely for the **purpose of convincing** the audience to agree with the speaker's opinion on a particular topic c\. **Entertainment Speech** - aims to **share laughter and enjoyment** to the audience through witty and humorous lines **[TYPES OF SPEECH ACCORDING TO DELIVERY]** a\. **Manuscript Speech** - is the **word-for-word iteration** of a written message using visual aids b\. **Memorized Speech** - is the **rote recitation** of a written message that the speaker has committed to memory c\. **Extemporaneous Speech** - is the presentation of a **carefully planned and rehearsed speech**, spoken in a **conversational manner** using **brief notes**. d\. **Impromptu Speech** - is the **presentation of a short message without advance preparation** and is for people knowledgeable about the subject. **SPEECH STYLE** The **form of language that the speaker uses** which is **characterized by the degree of formality** is known as speech style (Martin Joos, 1976:156) **Types of Speech Style** 1\. **Intimate** - is used for **very close relationships** 2\. **Casual** - is an informal communication between **groups and peers who have something to share and have shared background informatio**n but do not have close relations. 3\. **Consultative** - is used in **semi-formal and standard communication**; **Professional or mutually acceptable language** is a must in this style. 4\. **Formal** - is a **one-way straightforward** speech; What the speaker says is something that **has been prepared beforehand**. 5\. **Frozen** - is the **most formal** communicative style that is usually used during solemn ceremonies and events; It **does not require any feedback** from the audience. - an **utterance** that a speaker makes to achieve **an intended effect** - performed when a person offers an apology, greeting, request, complaint, invitation compliment, or refusal **1. LOCUTIONARY** - **2. ILLOCUTIONARY** - **social function** of what is said; the act of saying something with the intention **3. PERLOCUTIONARY** - refers to the **consequent effect** of what was said' based on the particular context in which the speech act was mentioned; **seen when a particular effect is sought from either the speaker or the listener, or both** 1. **Requesting:** - **Situation:** A student is asking a teacher for more time to complete an assignment. - **Speech Act:** \"Could you give me an extension for the project deadline?\" 2. **Apologizing:** - **Situation:** Someone accidentally bumps into another person in a crowded room. - **Speech Act:** \"I'm really sorry, I didn't mean to bump into you.\" 3. **Promising:** - **Situation:** A friend assures another that they will help move this weekend. - **Speech Act:** \"I promise I'll help you move on Saturday.\" 4. **Commanding:** - **Situation:** A manager instructs their team to meet a deadline. - **Speech Act:** \"Please submit the report by Friday.\" 5. **Thanking:** - **Situation:** A person thanks someone for holding the door open. - **Speech Act:** \"Thank you so much for holding the door!\" 1. **ASSERTIVE:** - the speaker **expresses belief** about the **truth of a proposition** - the speaker **tries to make the addressee perform an action** - commits the speaker to **doing something in the future** - the speaker **expresses his/her feelings or emotional reactions** - brings **a change in the external situation** 1. **Directive** (speech act intended to get the listener to do something): - **Example:** A teacher says to a student, \"Please turn in your homework by tomorrow.\" - **Explanation:** The speaker is trying to get the listener to perform an action. 2. **Commissive** (speech act where the speaker commits to a future action): - **Example:** \"I promise I\'ll help you with your project next week.\" - **Explanation:** The speaker is committing themselves to doing something in the future. 3. **Assertive** (speech act that conveys information or makes a statement): - **Example:** \"The earth revolves around the sun.\" - **Explanation:** The speaker is asserting a fact or belief about the world. 4. **Expressive** (speech act that expresses the speaker\'s feelings or emotional reactions): - **Example:** \"I\'m so sorry for your loss.\" - **Explanation:** The speaker is expressing an emotion, in this case, sympathy. 5. **Declaration** (speech act that brings about a change in the external world): - **Example:** \"I now pronounce you husband and wife.\" - **Explanation:** This utterance changes the state of affairs, making two people married through the declaration itself.