Oral Communication In Context SHS_ENG1 PDF 2024-2025

SHS_ENG1 Oral Communication in Context First Term - 1st Quarter Prepared by: Andrix Santos Pointers to Review:...

SHS_ENG1 Oral Communication in Context First Term - 1st Quarter Prepared by: Andrix Santos Pointers to Review: ◆ Writer → Reader Lesson 1: Communication Overview ➔ According to experts: Lesson 2: Communication Tenets ◆ “Sharing of meaning by sending and Lesson 3 Nine C’s of Communication receiving symbolic cues.” (Grice and Skinner, 2010) Lesson 4: The Communication Process ◆ “Communication is a dynamic Lesson 5: The Communication Models process in which people attempt to Lesson 6: Communication Barriers share their internal states with other Lesson 7: Communication Strategies people through the use of symbols” Lesson 8: Intercultural Communication (Samovar et al., 2010) Lesson 9: Communication Functions Lesson 10: Speech Contexts Two Basic Forms of Communication Lesson 11: Speech Styles Lesson 12: Speech Acts ➔ Both are culturally diverse → varies from culture to culture ◆ E.g., a thumbs up gesture may be LESSON 1: COMMUNICATION OVERVIEW considered as a sign of agreement in one culture may also be interpreted Communication as something negative by another ➔ Origin culture ◆ Old French “communicacion”, from “communicare” or “to make Verbal Communication common.” ➔ Rule-specific ◆ Latin “communicationem” ➔ Almost always planned ➔ Communicare, meaning “to share, divide ➔ Through words and utterances, may also be out, communicate, impart, participate…” spoken or written ➔ A two-way process of interaction ➔ Listening, speaking, writing, reading ➔ Can be expressed through words, actions, or ➔ Can be divided into two: sometimes both ◆ Active Verbal Communication → ➔ occurs between two or more people. functioning as the speaker/sender of ➔ Two Involved Entities the message ◆ Sender → Receiver ◆ Speaker → Listener ALL CONTENTS FROM THIS REVIEWER ARE SOURCED FROM THE LECTURES OF MS. ALTHEA FAYE TORRES, LPT, ,BEEd. THIS REVIEWER IS A SUPPLEMENTARY MATERIAL AND NOT A LECTURE EQUIVALENT.  ◆ Passive Verbal Communication → functioning as the listener/receiver of 1. Appearance the message a. Interpretation of what a person wears b. Appearance must match message or Examples of Verbal Communication intention 2. Gestures 1. Appropriateness a. Deliberate hand movements or a. Content should always fit in the signals context in which it is used i. E.g, thumbs up, waving of 2. Brevity hands, etc. a. From the word brief (short, direct to 3. Body language the point, and noteworthy) a. Other movements aside from hand b. Avoid saying unnecessary extra movements information i. E.g., shrugging, nodding, etc. 3. Clarity 4. Proxemics a. Should be understandable to avoid a. Distance between the speaker and misunderstandings listener b. Be clear with intentions b. May show the relationship between 4. Ethics the communicators a. Be mindful of the other person’s 5. Haptics gender, roles, ethnicity, preferences, a. Meanings associated with touch and status (GREPS) ◆ E.g., tapping of shoulders 5. Vividness 6. Eye Gaze a. Wide array of vocabulary to express a. Looking into someone’s eyes ideas b. Showing interest b. Use adjectives and adverbs in 7. Posture describing a. Position when sitting or standing c. Focus on the concrete rather than 8. Facial expressions the abstract a. Shows emotions through facial Non-Verbal Communication expressions ➔ Unstructured 9. Paralanguage ➔ Spontaneous a. How the words are said (tone, ➔ Unplanned volume, speed, etc) ➔ Through body movements other than that of the mouth Four space zones for Social Interaction ➔ Does not include utterances and words 1. Intimate Zone → 1 to 1.5 feet 2. Personal Zone → 1.5 to 4 feet Examples of non-verbal communication 3. Social Zone → 4 to 12 feet ALL CONTENTS FROM THIS REVIEWER ARE SOURCED FROM THE LECTURES OF MS. ALTHEA FAYE TORRES, LPT, ,BEEd. THIS REVIEWER IS A SUPPLEMENTARY MATERIAL AND NOT A LECTURE EQUIVALENT.  4. Public Zone → 12 or more feet a. once you said it already, you cannot take it back anymore Facts about non-verbal communication 3. content and relationship (two levels of ➔ 65-70% of messages’ meaning is delivered meaning) using non-verbal cues a. topic of the conversation & how the ➔ 93% of the total impact of the message is sender and receiver are familiar with conveyed through non-verbal factors each other ➔ Feelings and emotions are more accurately 4. Contextualized expressed using non-verbal communication a. various settings, occasions, and ➔ Both non-verbal and verbal communication circumstances; varies in accordance are equally important to the situation 5. Continuous 9 Tips in improving non-verbal communication a. may involve a constant interaction between the sender and receiver; 1. Maintain eye contact reverses the roles of the two 2. Use posture to show interest participants 3. Probe for more information 6. A transaction 4. Avoid out of context NV a. we continue assuming the role of 5. Study cultural diversities the sender and receiver 6. Improve your decoding skills simultaneously 7. Observe yourself in the mirror 7. Learned 8. Do not forget how appearance says a. skills can be learned and mastered something through time; can be mastered wit 9. Enlist family and friends (secure or gain practice support of) 8. A sharing of meanings a. requires that both the participants and the communication process are on the same page LESSON 2: COMMUNICATION TENETS LESSON 3: 9 C’S OF COMMUNICATION ➔ Statements about communication considered as universally true, generally Congruency accepted by people ➔ Consistency between your verbal and 8 Communication Tenets nonverbal communication 1. Dynamic ➔ The forms of communication a. changes; many factors or variables harmonize with or complement each other that affect the interaction 2. Irreversible Conciseness ALL CONTENTS FROM THIS REVIEWER ARE SOURCED FROM THE LECTURES OF MS. ALTHEA FAYE TORRES, LPT, ,BEEd. THIS REVIEWER IS A SUPPLEMENTARY MATERIAL AND NOT A LECTURE EQUIVALENT.  ➔ Brief and comprehensive ➔ You have to be straight to the point LESSON 4: COMMUNICATION PROCESS Clarity ➔ You should be understandable ➔ Avoid being vague or indistinct Process ➔ certain stages or phases that something Consistency must go through in order to fulfill or achieve ➔ opportunity to repeat yourself something ➔ You have to say the same thing or ◆ Six stages Stages 1 to 3 focuses on information over and over again. sender; stages 4 to 6 three focuses on receiver Considering your Audience ➔ Getting to know their age, race, and ethnicity ◆ Gathering information about the recipient Undergo Audience Analysis Content ➔ The message itself ➔ One must emphasize word choice and context to avoid misunderstanding Checking for Understanding ➔ after communication, find ways in testing your receiver to verify or confirm that the message was understood Figure 1. Stages of Communication Choosing the Right Medium ➔ If you are sending a message to someone far Stages away, you may send it online 1. Idea formulation ( I think ) ➔ It has to be efficient → The sender thinks of a message to communicate and decides to share it Common Language 2. Encoding ( I deliberate ) ➔ Language may be both helpful and → The sender transforms the message using unfavorable to the one using it verbal and non-verbal communication ➔ the most convenient way to speak with one 3. Transmission ( I throw ) another → The sender gives/transmits the message ➔ unfavorable if the interlocutors are not good 4. Receiving ( I obtain ) at using it → The receiver gets the message 5. Decoding ( I interpret ) → The receiver processes the information 6. Feedback ( I react ) ALL CONTENTS FROM THIS REVIEWER ARE SOURCED FROM THE LECTURES OF MS. ALTHEA FAYE TORRES, LPT, ,BEEd. THIS REVIEWER IS A SUPPLEMENTARY MATERIAL AND NOT A LECTURE EQUIVALENT.  → the receiver sends or provides feedback Stages in words 1. The speaker generates an idea 2. The speaker encodes an idea or converts it into words and actions 3. The speaker transmits or sends out the message Figure 3. Laswell’s Model 4. The receiver gets the message 5. The receiver interprets the message based Shannon-Weaver Model (1949) ➔ “Mother of Communication Models” on the context ➔ Popular due to its introduction of the 6. The receiver sends or provides feedback so-called “noise” ◆ Sender (Info Source) ◆ Encoder (Transmitter) LESSON 5: COMMUNICATION MODELS ◆ Channel (Noise Source) ◆ Decoder (Receiver) Aristotle’s Model (BEFORE 300 BC) ◆ Receiver (Destination) ➔ Simplest and earliest model ever created ◆ speaker delivers a speech ◆ specific occasion to an audience ◆ expected effect of the message to the audience Figure 4. Shannon-Weaver’s Model Schramm’s Model (1954) Figure 2. Aristotle’s Model ➔ sender and receiver in a Venn diagram ➔ “field of common experience” in the Laswell’s Model (1948) convergent area of the Venn diagram ➔ Harold Dwight Laswell ➔ The more commonalities the two share, the ➔ answer the five essential questions: wider the field of common experience is ◆ who, says what, in which channel, to ◆ increases the success of interaction whom, with what effect) between the two) ➔ Linear and no feedback ➔ Suggests that communication is interactive rather than linear ALL CONTENTS FROM THIS REVIEWER ARE SOURCED FROM THE LECTURES OF MS. ALTHEA FAYE TORRES, LPT, ,BEEd. THIS REVIEWER IS A SUPPLEMENTARY MATERIAL AND NOT A LECTURE EQUIVALENT.  Figure 5. Schramm’s Model Berlo’s Model (1960) ➔ “SMCR model” ➔ four components to describe the communication processspecific set of details as to what components make up each Figure 7. Barlund’s Model variable of the communication process ➔ Criticized because it reverted back to the old notion of communication as a linear process Julia Wood’s Model(2009) ➔ Considered as the newest and latest ➔ combining Schramm’s model and Barnlund’s model ➔ As communication progresses over time (t1, t2, t3), the shared world between communicators is enlarged Figure 6. Berlo’s Model Barnlund’s Model (1970) ➔ Sending and receiving of messages happen simultaneously between people Figure 8. Julia Wood’s Model ALL CONTENTS FROM THIS REVIEWER ARE SOURCED FROM THE LECTURES OF MS. ALTHEA FAYE TORRES, LPT, ,BEEd. THIS REVIEWER IS A SUPPLEMENTARY MATERIAL AND NOT A LECTURE EQUIVALENT. E-mediated Communication Model (2016) LESSON 6: COMMUNICATION BARRIERS ➔ Proper planning encourages communication; poor implementation inhibits communication. Communication Barriers Perception and Language ➔ Reality and language may vary depending on the meaning and the person respectively ◆ E.g., Andrew, a graduating Psychology student had a Figure 9. E-mediated Communication Model hard time defending his research paper to one of the Characteristics of Communication in Existing panelists because he is from Models another field Poor Listening 1. Linear ➔ Sometimes, people listen only to a. one-way process what is relevant to them 2. Interactive ➔ Selective listening is poor listening a. participants take turns in acting as ◆ E.g., After the operations senders and receivers manager had addressed the 3. Transactional problems of the majority, the a. Communication is ongoing or employees started discussing simultaneously. among themselves other 4. Recursive unrelated matters even when a. sender and receiver might find the floor had already been themselves going back to the given to another speaker previous stage Emotional Interference to correct something ➔ Emotions get in the way of what we 5. Cyclical want to say a. a never-ending process ◆ E.g., Mr. Cruz did not want to give the decision of the management to Mr.s Reyes because of his fear of hurting her feelings ALL CONTENTS FROM THIS REVIEWER ARE SOURCED FROM THE LECTURES OF MS. ALTHEA FAYE TORRES, LPT, ,BEEd. THIS REVIEWER IS A SUPPLEMENTARY MATERIAL AND NOT A LECTURE EQUIVALENT. Cultural Differences ◆ Distortion ➔ What is acceptable to one may not The message of the be acceptable to another sender becomes ➔ also refers to ages (boomers vs. gen completely different z) and gender when it reaches the ◆ E.g., In a business meeting, receiver. the Filipino and Japanese businessman did not arrive at the best solution to attract Closed Communication Climate prospective customers ➔ happens when a company does not Physical Distractions foster a harmonious relationship with ➔ Misunderstandings brought by the the employees medium ➔ Feel intimidated to the point you ➔ the success of receiving a message can’t express yourself may depend on the environment and ◆ E.g., If the company does not the medium allow employees to form ◆ E.g., The participants in the unions seminar found it hard to listen to the speaker because the LESSON 7: COMMUNICATION STRATEGIES microphone is constantly turned on and off 13 Communication Strategies Information Overload 1. Message Abandonment ➔ too much of something may not a. when the speaker just stops talking always yield a positive result to express themselves ◆ E.g., students, when listening b. “you know what, nevermind.” to a lecture for a long time without breaks have the 2. Topic Avoidance tendency to just rely on the a. tries to change the topic or talk hand-outs about something else Incorrect Filtering b. E.g., “sino yung ka-date mo, gwapo ba siya? well he’s god-fearing.” , ➔ information may be twice or thrice “anak kamusta yung grades, ma, removed from the truth what’s important is that we eat three ◆ Fragmentation times a day.” Message of the sender lacks details 3. Use of All-purpose words when it reaches the a. general expression to refer to an idea receiver. you think the other person already ALL CONTENTS FROM THIS REVIEWER ARE SOURCED FROM THE LECTURES OF MS. ALTHEA FAYE TORRES, LPT, ,BEEd. THIS REVIEWER IS A SUPPLEMENTARY MATERIAL AND NOT A LECTURE EQUIVALENT.  knows about in order to save you 9. Use of Gap Fillers from using the actual word a. using unnecessary words or b. “and the likes, so on and so forth, expression to avoid dull moments or stuff like that, et cetera dead air i. Gap filler - if you remove the 4. Word Coinage word, and the message is still a. invent a term based on your concrete or the essence is knowledge of rules in forming words still there in a particular language ➔ It is not considered word coinage if 10. Circumlocution the word already is already in the a. work your way around an idea by English language describing it vividly instead of calling ◆ E.g., Dr. Doofenshmirtz, yarn, it by its real name marites, dasurv, naur i. E.g., grabbed an egg and wanted to look for the 5. Literal Translation chicken → “Where is its a. translate a word or expression from mother?” one language to another word per word 11. Approximation i. E.g., patay-gutom = a. when you try to look for a closely dead-hungry related word in order to refer to something 6. Foreignizing b. Can be synonyms a. pronounce a word in your native language as if it is a word in the 12. Use of Non-Verbal cues target language a. happens when you try to look for a i. E.g., “adobo = adobow” non-verbal cue that would best say what you want to say 7. Code Switching i. E.g., when you hum a melody a. combining word in your native and of the song to ask your friend target language what the song is b. you use two languages in one sentence 13. Appeal for help i. E.g., “ew, it’s so kadiri.” a. when you ask someone else to explain what it is that you want to say 8. Code Shifting i. E.g., You made a joke but you a. you shift from your native language don’t know how to explain it to the target language sentence per so you ask your friend to say sentence. the meaning behind it ALL CONTENTS FROM THIS REVIEWER ARE SOURCED FROM THE LECTURES OF MS. ALTHEA FAYE TORRES, LPT, ,BEEd. THIS REVIEWER IS A SUPPLEMENTARY MATERIAL AND NOT A LECTURE EQUIVALENT.  Corporate Cultural Differences ➔ Cultural differences between LESSON 8: INTERCULTURAL COMMUNICATION companies ➔ People come from different cultures; culture is a set of human-made element ➔ Lack of knowledge on cultural differences promotes ethnocentrism and stereotyping Social Values ➔ A group’s expectations from its people Roles and Status ➔ Differences in how people contribute to the society Figure 10. Developmental Model of Intercultural Decision making customs Sensitivity ➔ Differences in the length of time spent to come up with a decision Concepts of time LESSON 9: COMMUNICATION FUNCTIONS ➔ Differences in the value of time ➔ Also can mean reasons Personal Space ➔ Reasons why we communicate ➔ Differences in proximity when communicating Communication Functions Cultural Context ➔ Differences in how meaning is Regulation Control conveyed ➔ We want people we interact with to ◆ High context - non-verbal, manage their behavior contextual, shared cultural ◆ E.g., Parents telling their meanings children to do household ◆ Low context - explicit, chores exclusive context of a Social Interaction situation ➔ We want to form bonds with other people Behavior and Manners ◆ E.g., Students who are new ➔ Differences in the concept of what is to a school, and strangers to rude and polite each other, opening a Legal and Ethical conversation to break the ice ➔ Differences in the law of the land and society ALL CONTENTS FROM THIS REVIEWER ARE SOURCED FROM THE LECTURES OF MS. ALTHEA FAYE TORRES, LPT, ,BEEd. THIS REVIEWER IS A SUPPLEMENTARY MATERIAL AND NOT A LECTURE EQUIVALENT. Motivation mom about her personal struggles ➔ We want to persuade, convince, or with a strict teacher inspire each other ◆ Formal and Impersonal → E.g., A ◆ E.g., a credit card agent mom approaching a strict teacher to approaching random people ask about her child’s class standing in the mall and encouraging and to discuss her child’s concerns them to avail their promo Emotional Expression Group Communication ➔ We want to appeal to the emotions ➔ More than one receiver and sender of other people interacting with one another ◆ E.g., A student asking for a deadline for a major requirement Information ➔ We communicate because we have ideas based on facts, statistics, and other reliable sources that we want to share with others. ◆ E.g., updating your classmates about new information on the threats of monkeypox in the Philippines Figure 11. Types of People in Group LESSON 10: SPEECH CONTEXTS Communication Circumstances 1. Public Communication ➔ Dependent on the amount of ➔ One sender delivering to a large participants involved in the group of receivers communication process Public and Mass Intrapersonal Communication communication ➔ Same person acts as both sender and receiver Interpersonal Communication ➔ When the sender and receiver are two different people ➔ Also referred to as dyadic communication ◆ Intimate and Personal →E.g., A third-grader girl opening up to her ALL CONTENTS FROM THIS REVIEWER ARE SOURCED FROM THE LECTURES OF MS. ALTHEA FAYE TORRES, LPT, ,BEEd. THIS REVIEWER IS A SUPPLEMENTARY MATERIAL AND NOT A LECTURE EQUIVALENT.  Figure 12. Public vs. mass Communication LESSON 12: SPEECH ACTS LESSON 11: SPEECH STYLES ➔ “Speaking is Performing” ➔ Started out as a theory proposed by John ➔ Levels of language formality in Austin, and later on extended by John Searle communicating 3 Levels of Speech Acts Intimate 1. Illocutory ➔ We use this style when our 2. Locutionary relationship with the receiver is very 3. Perlocutionary private. ➔ E.g., Friends who call each other Searle’s Categories Of Illocutionary Act (1976) names that only they can understand Representatives Casual ➔ obligates the speaker to the truth of ➔ We use this style when we interact the expressed statement among friends and acquaintances. Directives ➔ E.g., Neighbors greeting each other ➔ speaker's attempt to persuade when they see each other in the listeners to take action supermarket Commissives Consultative ➔ bind speaker to a future plan of ➔ We use this style when there is a action professional transaction or exchange Expressives between the sender and the receiver. ➔ E.g., A doctor speaking with a ➔ convey a feeling or attitude patient who is exhibiting COVID-19 regarding a particular situation symptoms Declarations Frozen ➔ manifest a desired state of affairs by ➔ We use this style when we have to declaring it into existence follow conventions as we deliver a message to the receiver. ➔ E.g., News anchor delivering a news flash report Formal ➔ We use this style when the pattern and features of the message to be delivered to the receiver is non-negotiable. ➔ E.g., Reciting prayers ALL CONTENTS FROM THIS REVIEWER ARE SOURCED FROM THE LECTURES OF MS. ALTHEA FAYE TORRES, LPT, ,BEEd. THIS REVIEWER IS A SUPPLEMENTARY MATERIAL AND NOT A LECTURE EQUIVALENT.  5. What type of communication barrier arises when information is altered or obscured, being multiple steps away from the truth? ANSWER SHEET 1. E 2. F 3. D Figure 13. Searle’s Categories Of Illocutionary Act 4. A 5. C Noted by: QUIZ LUCY MAE ALVAREZ QUESTIONS CHOICES President UST-SHS HUMSS Society 1. What style do we use A. Social Values when communicating with friends and B. Roles and Status MYLES ALFONSO acquaintances? Executive Associate to the President C. Incorrect Filtering 2. What type of UST-SHS HUMSS Society D. Verbal Communication communication strategy involves mixing words E. Casual F. Code Switching MARY ALLYSSA NON from your native language with your Director, Academics Committee target language? UST-SHS HUMSS Society 3. What form of communication is ARIANNA MONTES rule-specific, almost Co-Director, Academics Committee always planned, and conveyed through words UST-SHS HUMSS Society and utterances, whether spoken or written? 4. What term refers to a group's expectations of its individuals? ALL CONTENTS FROM THIS REVIEWER ARE SOURCED FROM THE LECTURES OF MS. ALTHEA FAYE TORRES, LPT, ,BEEd. THIS REVIEWER IS A SUPPLEMENTARY MATERIAL AND NOT A LECTURE EQUIVALENT.