Oral Communication

- often about clarifying ideas or analyzing - when we communicate with at least one
situations and other times about
reflection and appreciation.
- communication with one's self, and that
may include self-talk, acts of imagination
and visualization
- The way we see ourselves will influence how
we act, and how we respond when interacting
with others. Our self-concept is affected by
our beliefs, values, and attitudes.
- our learned personal orientation when deciding
which is right or wrong, good or bad; beliefs
can either be prescriptive or descriptive.
- are ideals that are based on and are aligned
with what we believe in – our beliefs.
person and other person, a small or large
group.
- involves two people in the process.
- involves three or more people,
often done to solve problems and
strategize.
- involves a large group of persons.
Usually, a one-way monologue
happens here. This kind of
communication has very little
feedback. Information sharing,
broadcasting, and recitals are some
examples.

- are learned disposition against or for a topic

and is also consistent with our values. Attitudes
are typically emotional.
- These three elements play a significant role in
affecting our behavior. Behavior is how we
conduct ourselves towards others and yourself.
- focuses on looking outward. Our perception of
the world is deeply entwined in our self-
concept. Perceptions are rooted in our beliefs,
attitudes, and values.
- are “future-oriented messages dealing with
roles we call life scripts”. Our relationship with
other people molded our expectations.
- happens with our family and closest
friends. Using the correct grammar or
clear articulation doesn’t necessarily
happen here. spontaneous setting and
people tend to use jargon or slang,
repeat words, and many times use the
wrong or unnecessary words when
they speak. Informal communication
and mere utterance of sounds or non-
verbal cues already communicate a lot
in this setting.
- also used between family and
friends. This applies to daily
conversations where colloquial
words are often used. Slang
language and short sentence are
often used in this setting.

- is used in group discussions,
conversations inside the school or work,
trade speech conventions, etc. This is
the most operational type of speech.
Consultative speech is delivered in an
average rate of speaking speed.
Spontaneity means shorter sentences
and the presence of repeating words,
slangs, jargons, and wrong choice of
words. This type of speech can be
observed in schools, offices, and
organizations.
- given in formal events where topics are
about serious problems/issues. Formal
speeches are very careful with
wordings, has low tempo speech,
contains technical vocabulary with
complex and divergent grammatical
structure. Repetition of words are
avoided, people are addressed using
their full name and titles, when
necessary.
- the most formal style and is a standard
in ceremonies and respectful situations.
Speech given in this style is well
articulated, symbolic, fixed and
historical in nature. The delivery is
almost oratorical in style.
- an act of performance of an utterance;
it can also have words, phrases and
sentences. Sentence has grammatical
structure and a literal meaning. This
kind of act deals with “what was said”
rather than “what does it mean”.
Ex.
“ Hello!” (greeting someone)
“Don’t go in the water!” (strong command)
“How much is that?” (inquiry)
- Illocution is about the intention of the
speaker. The meaning will depend on the
context (why, where, when, and how)
and the utterance of the speaker.
- Compare: “How’d you like to hand me
that spoon?” (locution) “Hand me that
spoon!” (illocutionary force of
command) Remember: every sentence
has a locutionary force and
illocutionary force)
- Ex. “Can I get you to hand me that
bag?” (locutionary force) – has
structure (linguistic meaning) `will I be
able to be successful in getting your
cooperation in handing me that bag’
Illocutionary force: “Please hand me
that bag”
- This is when there is an effect of the
utterance to the receiver from the
speaker. The response may be induced by
inciting, comforting, scaring, persuading
or inspiring. This is act is used to
change the feelings, actions, and
thoughts.
Ex. “All is well” (comforting)
“ I don’t want to see you ever again!”
(inciting)
“If it’s too good to be true, run!” (scaring)
- “is when the cluster of abilities that
enable humans to convey and interpret
messages and to negotiate meanings
personally within specific contexts”.
Having communicative competence
means you have the knowledge on the
language and have an aptitude on the
target language.
Communicative competency can be
classified in four sub-categories (Canale
and Swain, 1980):
- proficiency in syntax and morphology
- ability to use the proper words
(cohesion) and coherence, which is the
appropriate combination of
communicative function.
 - ability to use the appropriate words in
a particular social situation.
- proficiency to cope and adjust with the
imperfect knowledge and ability to
sustain communication through various
methods.
- are techniques on how to deal with
difficulties encountered when
communicating. Here are the seven
Communicative Strategies:
- the act of getting the attention of
your listener and “nominating” or to
start talking about a topic that you
propose. This act allows other people to
talk during the discussion. An example
can be talking to your classmate while
waiting for your ride or a lengthy
conversation on the phone between a
mother and her child who is physically
away from her.
- This is the opposite of nomination.
Restrictive speaking is a one-way
process of communicating. The
listeners are not allowed to speak up or
provide feedback to the speaker. An
example can be a homily or a
commencement speaker during
graduation.
- when the people involved in a
conversation decide who speaks next.
The rules are dependent on norms,
culture, traditions, or mechanics. A
parliamentary debate provides this
example. Speakers take turns in raising
their points or arguing against their
opponents instead of everyone
speaking and raising points at the
same time.
- limiting the discussion only about the
chosen topic. In a debate, the
affirmative side can only argue as to
why they are in favor of the given
proposition, they cannot speak to
oppose this. The discourse in a debate
is always a controlled one. Another can
also be class reporting, groups take
turns in reporting and the topic is
predetermined or assigned before the
presentation.
- This strategy is used when a speaker
needs to change the topic being
discussed. This requires the speaker to
be polite, prudent, and courteous when
ending the topic and leading the
conversation to a new one. An example
can be reporters, the reporters are
obligated to ask varied types of
questions and he or she must know
how to shift from one topic to
another.
- Within the process of communicating,
miscommunication or misarticulation
could occur which may result to
stopping the interaction. To repair is
to correct, to ensure that interaction
does not stop, that the turn sequence
does not fail and to avoid the
distortion of the subject. Repair can
come from the listener- other
initiated, or from the speaker (self-
initiated).
- entails ending a conversation
“artistically”. This is to end the
discussion indirectly or directly.
Indirect strategies can be gestures
such as looking at your phone,
yawning, or looking somewhere else.
Direct strategies, on the other hand, is
when you use verbal and non-verbal
signals. You can point at your watch
or simply say “I have to go….” Or
“Sorry, I need to leave now. I think
we’ve talked long enough”.