ORAL COMMUNICATION

IN CONTEXT
MR. DAVID EMMANUELLE L.
TORRES
 UNIT I – Nature and Elements of
Communication
LESSON 3 – Am I Getting Across?
 LEARNING
OBJECTIVES
 LEARNING OBJECTIVES
identify the ways in which one can improve his or her
listening skills
demonstrate effective listening skills by engaging in a
conversation
determine the different barriers to effective
communication in order to improve one’s listening habits
demonstrate effective listening behavior by listening and
responding accordingly to other students’ opinions
PRE-LESSON
ACTIVITY
 PRE-LESSON
ACTIVITY
Let’s play
MINESWEEPER!
 IMPROVING
COMMUNICATION
SKILLS
 HOW DO YOU
LISTEN?
HOW IMPORTANT
IS LISTENING IN
COMMUNICATION?
 Steps to Listening
• Barker (1990) in DeVito (2003) described listening
as a series of five steps:
receiving
understanding
remembering
evaluating
responding
Listening Today
 Receiving
Listening vs. Hearing
Hearing is merely getting within
earshot of some auditory
stimulus. On the other hand,
listening begins with receiving a
speaker’s verbal and nonverbal
messages.
 Receiving
To improve your receiving skills, you may consider doing
the following:
Look at the speaker.
Focus your attention on the speaker’s verbal and
nonverbal messages.
Avoid distractions from the environment.
Reserve questions or objections you may have.
 BIG BANG THEORY
• Watch a short clip about listening vs.
hearing.
 Understanding
Your understanding of what the speaker means includes
the thoughts that are expressed as well as the emotional
tone that accompanies these thoughts.
For example, the urgency or the joy or the sorrow
expressed in the message
 Understanding
To improve your understanding, you may consider doing
the following:
Relate the new information the speaker is giving to
what you already know.
See the speaker’s message from the speaker’s point
of view; avoid judging the message until you fully
understand it as the speaker intended it.
 Paraphrase or rephrase the speaker’s ideas into your
own words as you continue to listen.
Talk about this picture with a partner.
 Remembering
Messages that you
receive and
understand need to
be retained at least
for some period of
time.
 Remembering
In public speaking
situations, you can
augment your
memory by taking
notes or by
recording the
message.
 Remembering
To improve your remembering skills, you may consider
doing the following:
identify the central idea and major points of discussion;
summarize the message in a more easily retainable form;
repeat names and key concepts to yourself; and
identify the organizational pattern (deductive, inductive) of
the message and use it to organize the message.
 LIATEN TO TOEFL
Listening to TOEFL
listening 1.1
Answering question
one at a time as a
group
 Evaluating
Evaluating consists of
judging the message and
the speaker’s credibility,
truthfulness, or
usefulness in some way.
At this stage, your own
biases and prejudices
become especially
influential.
 Evaluating
To improve your evaluating skills, you may consider doing the following:
 resist evaluating until you feel you understand the speaker’s point of
view;
 distinguish facts from inferences, opinions, and personal
interpretations that you are making, as well as those made by the
speaker;
 identify any biases, self-interests, or prejudices that may lead the
speaker to slant unfairly what he or she is saying; and
 identify any biases that may lead you to remember what supports your
attitudes and beliefs and to forget what contradicts them.
 Responding
Responding occurs in two
phases:
nonverbal (and
occasionally verbal)
responses you make while
the speaker is talking
responses you make after
the speaker has stopped
talking.
 Responding
Responses made while the speaker is talking
should support the speaker and show that you are
indeed listening.
Responses made after the speaker has stopped
talking generally include questions of clarification,
expressions of agreement, and expressions of
disagreement.
 Responding
To improve your receiving skills, you may consider
doing the following:
Use a variety of backchanneling cues to support
the speaker.
Support the speaker by saying something positive.
Own your own responses; state your thoughts and
feelings as your own; use I-messages.
Listening Barriers and Behaviors
• According to Hartley and Bruckman (2002), developing
listening skills involves two steps:
to develop the ability to recognize and deal with
barriers that prevent you from listening with full
attention
to develop and use behaviors which help you to listen.
Such behaviors can also serve to let the other person
know that you are giving them your full attention.
 Barriers to Listening
Forming a judgment or evaluation before we
understand what is being said, or ‘jumping to
conclusions’
Hearing only what we want to hear
Tuning out a point of view that is different from ours
Formulating and rehearsing our response
Being inattentive – thinking about something else
entirely
 Barriers to Listening
Having a closed mind – you do not want to hear what the
person has to say
Judging the person, either positively or negatively
Subjective biases based on ignorance or prejudice
Cultural issues, e.g., listening to the differences in
pronunciation of a different accent, rather than the
content of the message
Excessive and incessant talking or interrupting
 Listening Behaviors
Stop talking – listen openly to the other person.
Remove distractions.
Be perceptive to the other person
Delay evaluation of what you have heard until you
fully understand it.
Try not to be defensive. Try to relax as any tension
or impatience is likely to transmit via non-verbal
leakage
 Listening Behaviors
Maintain attention.
Ask the other person
for as much detail as
he/she can provide
Reflect back
Paraphrase
ACTIVITY
 Activity
Form a group and choose any of the following topics.
Start an open forum sharing your ideas about the chosen
topic.
Do this for 10 minutes. As you do so, observe the
listening behaviors discussed.
Reflect afterwards on how you communicated and
listened to each other’s ideas.
 Activity
Great opportunities can only be found by working aboard.
GMA 7 is the leading TV network in the Philippines.
The government is doing its best to protect and provide
the needs of the people.
Playing Clash of Clans should be banned in the
Philippines.
Philippines should just give up on its case against China’s
territorial aggression in the South East Asia.
EXERCISE
 1 – always, 2 – frequently, 3 – sometimes,
4 – seldom, and 5 – never
__________1. I consider listening and hearing to be essentially the
same, so I listen by simply keeping my ears open.
__________2. I allow my mind to wander away from what the
speaker is talking about.
__________3. I simplify messages I hear by omitting details.
__________4. I focus on a particular detail of what the speaker is
saying instead of the general meaning the speaker wishes to
communicate.
__________5. I allow my attitudes toward the topic or speaker to
influence my evaluation of the message.
 1 – always, 2 – frequently, 3 – sometimes,
4 – seldom, and 5 – never
__________6. I assume that what I expect to hear is what is actually
said.
__________7. I stop listening when the speaker attacks my
personal beliefs.
__________8. I listen to what others say but I don’t feel what they
are feeling.
__________9. I judge and evaluate what the speaker is saying
before I fully understand the meaning intended.
__________10. I rehearse my questions and responses while he
speaker is speaking.
 CHECKING TIME
• Add up your scores for all the 10 statements.
• Your score should be somewhere between 10 and 50.
• Since all statements describe ineffective listening
tendencies, high scores reflect effective listening and low
scores reflect ineffective listening.
• If you scored significantly higher than 30, then you
probably have better-than-average listening skills.
• Scores significantly below 30 represent lower-than-
average listening skills.
 WHAT’S WRONG?
• “What you were saying was all a bunch of rubbish.”
• “How could you talk about God when you don‟t even
attend Sunday Mass?”
• “I don‟t really get what you said because you were eating
your words.”
• “That was a weak stand. You should have said something
more substantial.”
• “Stop! You don‟t need to continue. I know what you are
going to say and I wouldn‟t like it in anyway.”
 WHAT’S WRONG?
• “I didn‟t listen to most of what you‟ve said. What I only understood
from it were the flaws in the plan.”
• “Your position against athletic scholarship is deeply disappointing.
Have you ever considered that athletes like me deserve a little
incentive for having worked hard for the name of our school?”
• “Oh, yes? What were you talking about? I got lost halfway in your
discussion of chemical bonds.”
• “You are as sick as what you are saying! You don‟t even qualify
for your position!”
• “I found four things wrong about what you‟ve said. First…”
CLOSURE
 CLOSURE

• Why is listening important in oral

communication?
EVALUATION
 BREAKDOWN THE BARRIER!
• Forming a judgment or evaluation before
we understand what is being said, or
„jumping to conclusions‟
 BREAKDOWN THE BARRIER!
• Hearing only what we want to hear
 BREAKDOWN THE BARRIER!
• Tuning out a point of view that is
different from ours
 BREAKDOWN THE BARRIER!
• Formulating and rehearsing our
response
 BREAKDOWN THE BARRIER!
• Being inattentive – thinking about
something else entirely
 BREAKDOWN THE BARRIER!
• Having a closed mind – you do not
want to hear what the person has to
say
 BREAKDOWN THE BARRIER!
• Judging the person, either positively
or negatively
 BREAKDOWN THE BARRIER!
• Subjective biases based on ignorance
or prejudice
 BREAKDOWN THE BARRIER!
• Cultural issues, e.g., listening to the
differences in pronunciation of a
different accent, rather than the
content of the message
 BREAKDOWN THE BARRIER!
• Excessive and incessant talking or
interrupting