Syllabus in Speech and Oral Communication

The Communication Process. Diagram courtesy of MindTools.Com.

Course Description:

A course on the principles of speech and oral communication; including speaking and listening, correct
pronunciation and diction, and the appropriate use of language in communicative situations.

Course Objectives:

At the end of the semester, the students should be able to:

1. explain the components of the communication process;

2. recognize the levels, types and functions of communication;

3. apply correct pronunciation and diction;

4. use English as a second language in different communicative situations.

Course Outline:

I. Introduction to the course

A. Getting to know the instructor, the students, and the course

B. Distribution of course syllabus

C. Introduction to Speech and Oral Communication

II. Communication and Language
A. Properties of language
B. Displacement: Allows language users to communicate about events or things that are
absent from the current environment (what you did last week, your friend who is not with
you, what you will do on vacation, etc.). This allows humans to make up stories and to
think about the future.
C. Arbitrariness: The words and symbols used to denote objects are not inherently related to
the objects they symbolize.
D. Productivity: The potential unique sentences/word combinations/sounds is infinite.
E. Discreteness: The sounds within the language are considered their own, discrete sounds
with their own distinct meanings.
F. Duality: At one level of language there are discrete sounds, and at another, there are
discrete meanings. You can combine the letters g, o and d in two different ways: god and
dog, and those two words mean different things/sound differently even though they are
comprised of the same three sounds.
G. Cultural Transmission: Language is acquired through culture.

B. Aspects of communication
1. Verbal aspect
Verbal communication is about language, both written and spoken. In general, verbal
communication refers to our use of words while nonverbal communication refers
to communication that occurs through means other than words, such as body
language, gestures, and silence.
2. Extralinguistic aspects
Extralinguistic Information Elements of communication that aren't part of the content
of language but are critical to interpreting its meaning Facial. Elements of
Nonverbal Communication  Nonlinguistic elements- devices used in conveying
messages without entirely relying on speech or language.
3. Paralinguistic aspects
Paralinguistics are the aspects of spokencommunication that do not involve words.
These may add emphasis or shades of meaning to what people say. ... Body language,
gestures, facial expressions, tone and pitch of voice are all examples
ofparalinguistic features.
4. Metalinguistic aspect
Metalinguistics is the branch of linguistics that studies language and its relationship to
other cultural behaviors. It is the study of dialogue relationships between units of
speech communication as manifestations and enactments of co-existence.
 C. Types of communication
1. Verbal

Verbal communication is the use of language to transfer information through

speaking or sign language. It is one of the most common types, often used
during presentations, video conferences and phone calls, meetings and one-
on-one conversations. Verbal communication is important because it is
efficient. It can be helpful to support verbal communication with both
nonverbal and written communication.

2. Nonverbal

Nonverbal communication is the use of body language, gestures and facial

expressions to convey information to others. It can be used both intentionally
and unintentionally. For example, you might smile unintentionally when you
hear a pleasing or enjoyable idea or piece of information. Nonverbal
communication is helpful when trying to understand others’ thoughts and
feelings.

If they are displaying “closed” body language such as crossed arms or legs, or
hunched shoulders, they might be feeling anxious, angry or nervous. If they
are displaying “open” body language with both feet on the floor and arms by
their side or on the table, they are likely feeling positive and open to
information.

3. Written

Written communication is the act of writing, typing or printing symbols like

letters and numbers to convey information. It is helpful because it provides a
record of information for reference. Writing is commonly used to share
information through books, pamphlets, blogs, letters, memos and more.
Emails and chats are a common form of written communication in the
workplace.

4. Visual

Visual communication is the act of using photographs, art, drawings,

sketches, charts and graphs to convey information. Visuals are often used as
an aid during presentations to provide helpful context alongside written and/or
verbal communication. Because people have different learning styles, visual
communication might be more helpful for some to consume ideas and
information.

D. Elements of communication

1. Sender:
He is the person who sends his ideas to another person. For example,
if a manager wants to inform his subordinates about the introduction
of a new product, he is the sender.

2. Message:
The idea, feeling, suggestion, guidelines, orders or any content which
is intended to be communicated is message. For example, message is
the introduction of new product.

3. Encoding:
It is the process of converting the idea, thinking or any other
component of message into symbols, words, actions, diagram etc. For
example, message is connected in words and actions.

4. Media:
It is the medium, passage or route through which encoded message is
passed by the sender to the receiver. There can be various forms of
media-face to face communication, letters, radio, television, e-mail etc.
For example manager inform about the introduction of a new product
in a meeting through presentation.

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5. Decoding:
It means translating the encoded message into language
understandable by the receiver.

6. Receiver:
He is the person to whom the message has been sent. For example,
subordinates are receivers.
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7. Feedback:
It is the response by the receiver. It marks the completion of the
communication process.

8. Noise:
It is the hindrance in the process of communication. It can take place
at any step in the entire process. It reduces the accuracy of
communication e.g. 1) Disturbance in the telephone lines, 2) An
inattentive receiver 3) Improper Decoding of Message etc.

E. The communication process

F. Barriers to communication

 The use of jargon. Over-complicated or unfamiliar terms.

 Emotional barriers and taboos.
 Lack of attention, interest, distractions, or irrelevance to the receiver.
 Differences in perception and viewpoint.
 Physical disabilities such as hearing problems or speech difficulties.
 Physical barriers to non-verbal communication.
 Language differences and the difficulty in understanding unfamiliar accents.
 Expectations and prejudices which may lead to false assumptions or stereotyping. People often hear
what they expect to hear rather than what is actually said and jump to incorrect conclusions.
 Cultural differences. The norms of social interaction vary greatly in different cultures, as do the way
in which emotions are expressed. For example, the concept of personal space varies between
cultures and between different social settings.

III. Listening in Communication

A. The listening process

Hearing
Hearing is the first essential step in the listening process and relates to the sensory
perception of sound. The listener further processes the perceived sound. For learning to
be effective, hearing needs to be done with attention and concentration.

Filtering
The next step involves sensing and filtering of heard sounds. The heard message is
categorized as wanted or unwanted, useful or useless. The unwanted message is
discarded. In this step, the sense of judgement of the individual comes into play, that is,
the filtering process is subjective and a person chooses to retain what makes sense to him.

Comprehending
The next level of listening consists of comprehending or understanding. The listener
understands or interprets what the speaker has tried to convey. This activity can be
described as absorbing, grasping or assimilating. In order to grasp the meaning of the
message, the listener uses his knowledge, experience, perception and cognitive power.
The verbal and auditory message is coupled with non-verbal communication to
understand it.

Remembering
Remembering relates to a process whereby the assimilated message is stored in
memory to facilitate future recall. Remembering assumes significance because many
times messages received are meant not for immediate consideration but for future use.

Responding
For listening to be complete, a response is important. Responding to a message may take
place at the end of the communication, immediately after or later. When it is stored for
future use, the response may take place later. However, if there is a need to seek
clarification or to empathize with the listener, it may take place earlier. Responding may
also take the form of prodding or prompting in order to show that the message is being
received and comprehended.

B. Types of listening

Discriminative listening
Discriminative listening is the most basic type of listening, whereby the difference between
difference sounds is identified. If you cannot hear differences, then you cannot make sense of
the meaning that is expressed by such differences.
We learn to discriminate between sounds within our own language early, and later are unable
to discriminate between the phonemes of other languages. This is one reason why a person
from one country finds it difficult to speak another language perfectly, as they are unable
distinguish the subtle sounds that are required in that language.
Likewise, a person who cannot hear the subtleties of emotional variation in another person's
voice will be less likely to be able to discern the emotions the other person is experiencing.
Listening is a visual as well as auditory act, as we communicate much through body language.
We thus also need to be able to discriminate between muscle and skeletal movements that
signify different meanings.

Comprehension listening
The next step beyond discriminating between different sound and sights is to make sense of
them. To comprehend the meaning requires first having a lexicon of words at our fingertips
and also all rules of grammar and syntax by which we can understand what others are saying.
The same is true, of course, for the visual components of communication, and an
understanding of body language helps us understand what the other person is really meaning.
In communication, some words are more important and some less so, and comprehension often
benefits from extraction of key facts and items from a long spiel.
Comprehension listening is also known as content listening, informative listening and full
listening.

Critical listening
Critical listening is listening in order to evaluate and judge, forming opinion about what is
being said. Judgment includes assessing strengths and weaknesses, agreement and approval.
This form of listening requires significant real-time cognitive effort as the listener analyzes
what is being said, relating it to existing knowledge and rules, whilst simultaneously listening
to the ongoing words from the speaker.

Biased listening
Biased listening happens when the person hears only what they want to hear, typically
misinterpreting what the other person says based on the stereotypes and other biases that they
have. Such biased listening is often very evaluative in nature.

Evaluative listening
In evaluative listening, or critical listening, we make judgments about what the other person is
saying. We seek to assess the truth of what is being said. We also judge what they say against
our values, assessing them as good or bad, worthy or unworthy.
Evaluative listening is particularly pertinent when the other person is trying to persuade us,
perhaps to change our behavior and maybe even to change our beliefs. Within this, we also
discriminate between subtleties of language and comprehend the inner meaning of what is
said. Typically also we weigh up the pros and cons of an argument, determining whether it
makes sense logically as well as whether it is helpful to us.
Evaluative listening is also called critical, judgmental or interpretive listening.

Appreciative listening
In appreciative listening, we seek certain information which will appreciate, for example that
which helps meet our needs and goals. We use appreciative listening when we are listening to
good music, poetry or maybe even the stirring words of a great leader.

Sympathetic listening
In sympathetic listening we care about the other person and show this concern in the way we
pay close attention and express our sorrow for their ills and happiness at their joys.

Empathetic listening
When we listen empathetically, we go beyond sympathy to seek a truer understand how others
are feeling. This requires excellent discrimination and close attention to the nuances of
emotional signals. When we are being truly empathetic, we actually feel what they are feeling.
In order to get others to expose these deep parts of themselves to us, we also need to
demonstrate our empathy in our demeanor towards them, asking sensitively and in a way that
encourages self-disclosure.

Therapeutic listening
In therapeutic listening, the listener has a purpose of not only empathizing with the speaker but
also to use this deep connection in order to help the speaker understand, change or develop in
some way.
This not only happens when you go to see a therapist but also in many social situations, where
friends and family seek to both diagnose problems from listening and also to help the speaker
cure themselves, perhaps by some cathartic process. This also happens in work situations,
where managers, HR people, trainers and coaches seek to help employees learn and develop.

Dialogic listening
The word 'dialogue' stems from the Greek words 'dia', meaning 'through' and 'logos' meaning
'words'. Thus dialogic listening mean learning through conversation and an engaged
interchange of ideas and information in which we actively seek to learn more about the person
and how they think.
Dialogic listening is sometimes known as 'relational listening'.
Relationship listening
Sometimes the most important factor in listening is in order to develop or sustain a
relationship. This is why lovers talk for hours and attend closely to what each other has to say
when the same words from someone else would seem to be rather boring.
Relationship listening is also important in areas such as negotiation and sales, where it is helpful
if the other person likes you and trusts you.
C. Levels of listening
D. Ignoring
The lowest level of listening is called ignoring – not listening at all. If you are
distracted by anything while talking to a user, they can get the impression that you
are ignoring them. For example, while the user is speaking, you start a
conversation or interject a comment with another IT support tech. You are
ignoring your user.
E. Pretend Listening
Pretend listening is most easily explained in the face-to-face conversation. You’re
talking to the other person and they have that “backpacking in Brazil” look in their
eyes. On the phone it happens when you say things like “I see” and “OK,” etc.
while working on an unrelated email or playing a computer game. People can tell
you’re distracted.
F. Selective Listening
During selective listening we pay attention to the speaker as long as they are
talking about things we like or agree with. If they move on to other things we slip
down to pretend listening or ignore them altogether.
G. Attentive Listening
Attentive listening occurs when we carefully listen to the other person, but while
they are speaking we are deciding whether we agree or disagree, determining
whether they are right or wrong. Instead of paying close attention to the other
person, we’re formulating our response to what he or she is saying. At all four of
these levels it should be evident that we are listening to our own perspective, and
in most cases with the intent to respond from our experience.
H. The fifth level of listening is Empathic Listening Empathic listening, also known
as empathetic listening is the top level of listening. To be successful in providing
IT support to end users, you must teach yourself to treat every call as though this
is the first time you’ve ever heard this problem, even though you may have heard
it many times before. Discipline yourself to see it through the eyes of the user.
This is called empathic listening. Empathic listening is the highest level of
listening, and the hardest to accomplish.
 D. Roadblocks to listening
1. COMPARING – Comparing makes it hard to listen because you’re always trying to assess who is
smarter, more competent, more emotionally healthy – you or the other.

2. MIND READING – The mind reader doesn’t pay much attention to what people say. In fact s/he often
distrusts it. S/he’s trying to figure out what the other person is really thinking and feeling.

3. REHEARSING – You don’t have time to listen when you’re rehearsing what to say. Your whole
attention is on the preparation and crafting of your next comment.

4. FILTERING – When you filter, you listen to some things and not to others. You pay only enough
attention to see if somebody’s angry, or unhappy, or if you’re in emotional danger.

5. JUDGING - Negative labels have enormous power. If you prejudge someone as stupid or nuts or
unqualified, you don’t pay much attention to what they say.

6. DREAMING – You’re half listening, and something the person says suddenly triggers a chain of private
associations. Your neighbor says he’s been laid off, and in a flash you’re back to the scene where you got
fired.

7. IDENTIFYING – You take everything a person tells you and refer it back to your own experience. They
want to tell you about a toothache, but that reminds you of the time you had oral surgery.

8. ADVISING – You are the great problem-solver, ready with help and suggestions. You don’t have to
hear more than a few sentences before you begin searching for the right advice.

9. SPARRING – You argue and debate with people. The other person never feels heard because you’re so
quick to disagree.

10. BEING RIGHT – Being right means you will go any lengths (twist the facts, start shouting, make
excuses or accusations, call up past sins) to avoid being wrong.

11. DERAILING – This is accomplished by suddenly changing the subject. You derail the train of
conversation when you get bored or uncomfortable with the topic.

12. PLACATING – “Right..Right..Absolutely..I know..Really?” You want to be nice, pleasant, supportive.

You want people to like you, so you agree with everything

PRELIMINARY EXAMINATION

IV. The Mechanics of Speech

A. The organs of speech

1. The Lungs
 The airflow is by far the most vital requirement for producing speech sound, since all speech
sounds are made with some movement of air. The lungs provide the energy source for the
airflow. The lungs are the spongy respiratory organs situated inside the rib cage. They expand
and contract as we breathe in and out air. The amount of air accumulated inside our lungs
controls the pressure of the airflow.

2. The Larynx & the Vocal Folds

The larynx is colloquially known as the voice box. It is a box-like small structure situated in
the front of the throat where there is a protuberance. For this reason the larynx is popularly
called the Adam’s apple. This casing is formed of cartilages and muscles. It protects as well
as houses the trachea (also known as windpipe, oesophagus, esophagus) and the vocal
folds (formerly they were called vocal cords). The vocal folds are like a pair of lips placed
horizontally from front to back. They are joined in the front but can be separated at the back.
The opening between them is called glottis. The glottis is considered to be in open state when
the folds are apart, and when the folds are pressed together the glottis is considered to be in
close state.

The Articulators
Articulators transform the sound into intelligible speech. They can be
either active or passive. They include the pharynx, the teeth, the alveolar ridge behind them,
the hard palate, the softer velum behind it, the lips, the tongue, and the nose and its cavity.
Traditionally the articulators are studied with the help of a sliced human head figure like the
following:

B. Voice
the sound produced in a person's larynx and uttered through the mouth, as
speech or song.
C. Posture
the position in which someone holds their body when standing or sitting.
D. Breathing
the process of taking air into and expelling it from the lungs.

V. The sounds of English

A. Vowels

vowel IPA representative vowel IPA representative

phonemes
words phonemes words

/a/ æ cat /oo/ ʊ look, would, put

/e/ e peg, bread /ar/ ɑ: cart,

 fast (regional)

/i/ ɪ pig, give /ur/ ɜ: burn, first, term,

heard, work

/o/ ɒ log, want /au/ ɔ: torn, door, warn,

haul, law, call

/u/ ʌ plug, love /er/ ə wooden, circus,

sister

/ae/ eɪ pain, day, gate, /ow/ aʊ down, shout

station

/ee/ i: sweet, heat, thief, /oi/ ɔɪ coin, boy

these

/ie/ aɪ tried, light, my, /air/ eə stairs, bear, hare

shine, mind

/oe/ oʊ road, blow, bone, /ear/ ɪə fear, beer, here

cold

/ue/ u: moon, blue, /ure/ ʊə pure, cure

grew, tune

B. Consonants

consonan IPA representativ consonan IPA representative

t
e words t words
grapheme
phonem grapheme phonem
e e
/b/ b baby /r/ r rabbit, wrong

/d/ d dog /s/ s sun,

mouse, city, scienc
e

/f/ f field, photo /t/ t tap

/g/ g game /v/ v van

/h/ h hat /w/ w was

/j/ ʤ judge, giant, /y/ j yes

barge

/k/ k cook, quick, /z/ z zebra, please, is

mix, Chris

/l/ l lamb /th/ ð then

/m/ m monkey, comb /th/ θ thin

/n/ n nut, knife, gna /ch/ ʧ chip, watch

t

/ng/ ŋ ring, sink /sh/ ʃ ship, mission, chef

/p/ p paper zh/ ʒ treasure

 C. Dipthongs

VI. The Rhythm of English

A. Word stress

Word stress is your magic key to understanding spoken English. Native

speakers of English use word stress naturally. Word stress is so natural for
them that they don't even know they use it. Non-native speakers who speak
English to native speakers without using word stress, encounter two
problems:

1. They find it difficult to understand native speakers, especially those

speaking fast.
2. The native speakers may find it difficult to understand them.

B. The unstressed vowel

“Unstressed vowels are letters that are not easy to hear in a word. Polysyllabic words -
that is, words with more than one syllable - can be tricky to spell in English. This is
because English words are pronounced with more stress on some syllables than others.”
MIDTERM EXAMINATION

VII. The Intonation of English

A. The music of language
B. Intonation and stress
“Unstressed vowels are letters that are not easy to hear in a word. Polysyllabic
words - that is, words with more than one syllable - can be tricky to spell in
English. This is because English words are pronounced with more stress on
some syllables than others.”
C. Phrasing
the way in which something is expressed or put into words.
D. Special stresses

VIII. Variants that Affect Speech

A. Aspiration
Consonant sounds such as the English voiceless stops p, t, and k at the
beginning of words (e.g., “pat,” “top,” “keel”) are also aspirated because
they are pronounced with an accompanying forceful expulsion of air.
Such sounds are not aspirated at the end of words or in combination
with certain consonants (e.g., in “spot,” “stop”). The voiced
stops band d in Sanskrit and Hindi also have aspirated forms that are
usually transliterated as bh and dh
B. Syllabic consonants
A syllabic consonant or vocalic consonant is aconsonant that forms a syllable on its
own, like the m, n and l in the English words rhythm, button and bottle, or is the nucleus
of a syllable, like the r sound in the American pronunciation of work.
C. Vowel length
In linguistics, vowel length is the perceived durationof a vowel sound. Often the
chroneme, or the "longness", acts like a consonant, and may have arisen from one
etymologically, such as in Australian English.

IX. Drills and Exercises on English Vowels

A. Front closed vowels [iy] and [ɪ]
is a type of vowel sound that occurs in most spoken languages, represented in
the International Phonetic Alphabet by the symbol i. It is similar to the vowel sound in
the English word meet—and often called long-e in American English.[2] Although in English
this sound has additional length (usually being represented as /iː/) and is not normally
 pronounced as a pure vowel (it is a slight diphthong), some dialects have been reported to
pronounce the phoneme as a pure sound.[3] A pure [i] sound is also heard in many other
languages, such as French, in words like chic.
B. Middle open vowels [ey] and [e]

Featured snippet from the web

A mid vowel is a vowel sound used in some spoken languages. The defining characteristic of a
mid vowel is that the tongue is positioned mid-way between anopen vowel and a close vowel.
... However, the vowels transcribed are one-third the distance between open and close,
precisely the IPA definition of open-mid vowels.

C. Near-open and open vowels [æ] and [a]

A near-open vowel or a near-low vowel is any in a class of vowel sound used in
some spoken languages. The defining characteristic of a near-open vowel is that the
tongue is positioned similarly to an open vowel, but slightly more constricted.
D. Back closed vowels [uw] and [u]
is a type of vowel sound used in many spoken languages. The symbol in the International
Phonetic Alphabet that represents this sound is ⟨u⟩, and the equivalent X-SAMPA symbol
is u .
E. Back middle vowels [ow] and [o]
is any in a class of vowel sound used in spoken languages. The defining characteristic of a
back vowel is that the highest point of the tongue is positioned relatively back in the mouth
without creating a constriction that would be classified as a consonant. Back vowels are
sometimes also called dark vowels because they are perceived as sounding darker than
the front vowels.[1]
F. The schwa (Mid-central vowel) [ə]
The mid central vowel (also known as schwa) is a type ofvowel sound, used in some
spoken languages. The symbol in the International Phonetic Alphabet that represents
this sound is ⟨ə⟩, a rotated lowercase letter e. ... The symbol ⟨ə⟩ is often used for any
unstressed obscure vowel, regardless of its precise quality.

X. Drills and Exercises on English consonants

A. Dentals hard and soft [th] and alveolars [t] and [d]
B. Labiodentals [f] and [v] and bilabials [p] and [b]
D. Sibilants [s], [z], [sh] and [zh]
D. Affricates [ch] and [j]
E. Three ways of pronouncing the final [s] and the prothetic [s]
F. The retroflex [r]
XI. Speaking situations
A. The art of conversation

1. Lead with a compliment.

Compliments are the best possible way to begin a conversation. Not only do they provide
a perfect opening line and a possible door for discussion, they also make the person feel
good about themselves. Starting the conversation off on a positive note is crucial to keep
the conversation going.
Just remember, the more specific your compliment is, the better—for example,
commenting that a person is well-dressed is nowhere near as satisfying or flattering as
saying something like, “Your shoes are cute.” It’s concise, sincere and specific—and now
you’ve opened the conversational door because your partner has something to talk about.

2. Embrace small talk.

Small talk is taboo to some people, and while it’s not the most fulfilling type of
conversation, it is both functional and necessary. Small talk is what leads the way
to deeper conversation, much in the way that a car must gradually accelerate to a certain
speed rather than hitting 60 miles an hour instantaneously.
Small talk topics are easy to pull—you can talk about the event you’re attending,
comment on a food or drink item, point something out about the venue, or if you’re
desperate, you can talk about the weather. These are all shared experiences that anyone
can relate to, so they can work for any individual.

3. Ask lots of questions.

If you want to move from small talk to real conversation, you have to look for any
opportunity that leads you to change the subject. Don’t try to abruptly change gears and
talk about something deep or substantial; instead, patiently wait for the opportunity to
present itself.
Questions are conversational lubricant. Pay attention as much as you can to the
conversation and use them to move it forward. You should be scouting the entire
conversation for “tell me more” opportunities. Keep potential questions in the back of
your mind. Try to be as specific and inquisitive as possible.
4. Be nice.
This should be obvious, but don’t neglect it. Your level of friendliness can make or break
the receptiveness of the other party involved. Walk into the conversation with a big smile
and open body language, and keep yourself open, receptive and smiling politelyfor as
much of the conversation as you can.
Try not to cross your arms, appear distracted or let your eyes wander. Maintain eye
contact when you can and go out of your way to show that you’re genuinely interested in
what they have to say.

5. Let the other person do the

talking.
This is another major point. If you go into a conversation and immediately begin
dominating it with your own anecdotes, comments and explanations, the other person
may immediately become disinterested. Instead, try to keep the focus on them as much as
possible.
Utilizing frequent questions is a good strategy to this end. If you find that the
conversation is dwindling, or if the person simply doesn’t respond well to questions, feel
free to jump in yourself. Tell an amusing story or a personal anecdote—it may be exactly
what the conversation needs to keep going.

6. Keep it light.
Try to keep the conversation as light and approachable as possible. If you immediately
start complaining about your job or talking about what’s wrong with your life, people
will want to avoid you. If you tell a joke or an amusing story, they’ll be far more likely to
stay.
People tend to gravitate toward others with a positive attitude, so keep your
conversational material positive. If you struggle with this, try memorizing a handful of
good jokes or good stories to use when you meet new people.
These tips are written from a practical perspective, so they can be used in almost any
environment, from a professional networking event to a bar or restaurant. The key is to
get over your preconceived notions and hesitations and to embrace the reality of small
talk. With a little practice and more confidence, you should have no problem starting a
conversation with anybody, anywhere.
 B. Using the telephone
The telephone is the electrical system of communication that you use to talk directly to
someone else in a different place. You use the telephone by dialling a number on a
piece of equipment and speaking into it. They usually exchanged messages
bytelephone.
C. The interview
a meeting of people face to face, especially for consultation
D. Small group discussion
Small-Group Discussion. Definition. Small-group discussion allows presenters to announce
a topic or idea for group discussion among participants. A small-group discussion follows
democratic guidelines and allows everyone to contribute many ideas for others to discuss and
reflect upon

E. Preparing an oral talk

Preparing an Oral Presentation. An oral presentation gives students an opportunity to
present a summary of their findings on a research question. A professor may
assign oral presentations so that students engage with a topic and learn to reduce their findings
to fit within the time constraints of oral presentations.