ORAL COMMUNICATION LESSON 3

COMMUNICATION
BREAKDOWN
EMILY RODGERS
➔ In her online article, “is a failure to exchange information, resulting in a
lack of communication”
➔ Communication has a great impact to a team
➔ If you expect to have a successful class, a team, a group work - it
requires communication that is “well-oiled” machine to individual parts
that simply cannot function without each other” between you and the
one you are communicating with or among the members of the group

BARRIERS OF COMMUNICATION
➔ Physical Barriers
◆ Are the natural or environmental condition that act as a barrier
in communication in sending the message from sender to receiver
◆ Examples:
● people talking ● loud sound of a
too loud karaoke
● noise from a ● blaring of
construction site jeepney horns
➔ Physiological Barriers
◆ Related with the limitations of the human body and the human
mind (memory, attention, and perception)
◆ Examples :
● poor eyesight
● hearing difficulties
➔ Psychological Barriers
◆ mental barriers
◆ There refer to social and personal issues of a speaker towards
communicating with others
◆ Examples :
● trauma ● lack of
● shyness confidence
 ➔ Language Barriers
◆ Pertain conflicts with regard to language and word meanings.
Because words can carry denotative and connotative meanings,
they can sometimes cause confusion and misunderstanding
◆ Meaning of words and symbols also vary depending on culture
◆ Examples
● difference in language
● accent and dialect
● use of jargon and slang

CLASSIFICATION OF NOISE
● Verderber (1991) gives a similar idea when he classified noises into three
kinds
➔ External Noises
◆ “Sight sound and other stimuli that draw people’s attention away
from intended meaning”
◆ Examples :
● noises from vehicles
● visual aids in front of the classroom
● the dog barking
➔ Internal Noise
◆ “Thoughts and feelings interfere with the meaning”
◆ Examples :
● confrontation with a friend
● Fear of speaking in front of a crowd
● racial prejudice
➔ Semantic Noises
◆ “Alternate meanings aroused by a speaker’s symbols.” This idea
means that a word may have another meaning in the minds of
the students. This is affected by the language in which they grew
and the culture in which they are exposed to
◆ Examples:
● incorrect grammar
● using excessive technical jargon
● using idiomatic expressions
STRATEGY TO AVOID COMMUNICATION
BREAKDOWN
Keep Focused - One way of being focused is to keep in mind the purpose of
communication. As a speaker, identify your purpose for speaking
and as a listener, find the speaker’s purpose through their verbal
and non-verbal cues

Speak Intelligibly - Speaking intelligibly or clearly means using the

appropriate speaking volume, pitch rate, proper enunciation,
stress, and acceptable pronunciation. We speak in order to be
understood.

Listen with your Ears and Eyes - pay attention to verbal and non-verbal
messages. Effective communication depends on
what people say and how they say it.

Minimize Distractions - Look for a place where you can minimize distractions
or noise like a closed area, empty room, or quiet places.
Lessening the cause for confusion means giving more
room to focus and concentrate.

Be specific - use simple and concise words as much as possible in delivering a

message. Being specific means being particular and direct to the point

Do not Jump to Conclusions - before you give your comments and judgment,
be sure that you have listened attentively to the speaker.
Conclusions should be drawn after a thorough analysis of
points given or information received.
 COMMUNICATIVE
COMPETENCE
SPEECH STYLES
● According to Martin Joos (1976) definition :
○ The form of language that the speaker uses which is
characterized by the degree of formality from the most formal to
least formal style
○ He identified the styles in 5 classes which will be discussed one by
one :
➔ Frozen Style
◆ Used when one shows hesitation, disinterest, or prejudice during a
dialogue, conversation, or conference
◆ Is intended to be remembered and used in very formal setting
◆ Involves very large group of people whose members are known to
one another
◆ Most highly formal style, which uses the most complex
grammatical structure and vocabulary known to experts in a
particular field
◆ Utilizes customary and ritualized expressions
◆ It remains unchanged and revisions needs careful development of
thoughts and other technical writing consideration
➔ Formal Style
◆ Used in formal interviews, meetings, in the church, bank, job
interviews, prestigious ceremonies, talking with superiors, etc.
◆ Inform and captivate the audience
◆ According to Joos, generally used in formal situations where there
is the least amount of shared background and communication in
this style is largely one way with little or no feedback from the
audience
◆ Scripted speech
➔ Consultative Style
◆ When one exhibits interest in conferring with other people on a
topic or letting them participate in decision-making
◆ Used in semi-formal communication
 ◆ Style that shown our norm for coming to term with strangers who
speak our language but whose personal stock of information may
be different
◆ Happens in two-way participation
◆ Used in small group discussions and in business-like situations
➔ Casual or Informal Style
◆ Uses contractions, slang, simplified grammar. And dropping “that”
in statements, or crack jokes, talks with family, and writes blogs,
tweets, or advertisements
◆ Style is common among peers or friends
◆ Free and easy participation of both speaking and listening
diction and vocabulary to use is informal or colloquial
◆ Common expressions
➔ Intimate Style
◆ Used in self-addressed questions or self talks, exclamations,
sudden realizations, showing of surprise, and of expressions of
interest
◆ Used in conversations between people who are very close
◆ Also casual participations
◆ Language used may not be shared in public

SPEECH ACTS
➔ Speech acts are acts of communication to communicate is to express a
certain attitude and the type of speech being performed corresponds to
the type of attitude being expressed
➔ According to dictionary.com :
◆ Speech act is any of the facts that may be performed by a
speaker in making an utterance, as stating, asking, requesting,
advising, warning, or persuading
◆ Considered in terms of the content of the message, the intention
of the s peaker and the effect on the listener
◆ Speech acts are not into how knowledgeable you are in the
language use but the appropriateness in language use is even
more important
◆ We need to know when to speak, what to talk about with whom,
when, where, in what manner
➔ John L. Austin - divided the speech acts into three
 LOCUTION (UTTERANCE)
● The utterance itself. The meaning of such an utterance
matt depend on where, when, why, and how it wassail, who
the speaker is, or who it was spoken to
● Act of making meaningful utterance that is called a
locutionary act (locution)
● A speaker must produce the words clearly in order to
deliver the intended meaning of the message
ILLOCUTION (INTENTION)
● The real intended meaning
● Speaker’s intention in delivering an utterance
● It is the act accomplished and defined within a system of
social conventions
● It includes stating, promising, apologizing, threatening,
ordering, predicting, and requesting
PERLOCUTION (UTTERANCE)
● The response of the listener to the utterance
● Action or state of mind brought about or by, or because of
saying something
● Effect (result) of the utterance on the listener depending
on the specific circumstances

TYPES OF COMMUNICATIVE STRATEGY

➔ Nomination
◆ Suggesting or agreeing on a topic
◆ Starting a conversation
◆ Speaker carries out a nomination to collaboratively and
productively establish a topic
◆ In this strategy, you try to open a topic with the people you are
talking to
➔ Restriction
◆ Excluding all other topics
◆ Refers to any limitations you may have as a speaker
◆ You are typically given specific instructions that you must follow
◆ Confine you as a speaker and limit what you can say
➔ Turn Talking
◆ Gives others a chance to speak
◆ Pertains to the process by which people decide who takes the
conversational floor
◆ A code of behavior behind establishing and sustaining a
productive conversation but the primary idea is to give all
communicators a chance to speak
➔ Topic Control
◆ Sticking to the topic throughout the discussion
◆ Covers how procedural formality or informality affects the
development of a topic in conversations
◆ Topic control is achieved cooperatively meaning that when a
topic is initiated, it should be collectively developed by avoiding
unnecessary interruptions and topic shifts
➔ Topic Shifting
◆ Going from one topic to another
◆ Involves moving from one topic to different one
◆ It is where one part of a conversation ends and where another
begins
◆ Make sure that the previous topic was nurtured enough to
generate adequate view
➔ Repair
◆ When the speaker is not understood by the receiver
◆ Refers to howe speakers address the problems in speaking,
listening, and comprehending what they may encounter in a
conversation
◆ Self-righting mechanism in any social interaction (Schegloff et al,
1997)
◆ If there is a problem in understanding the conversation, speakers
will always try to address and correct it
◆ Always set to initiate to repair
➔ Termination
◆ Winding up and ending a discussion
◆ Refers to the conversation participants’ close-initiating
expressions that end a topic in a conversation
◆ Topic Initiation - takes responsibility to signal the end of the
discussion as well
◆ Try to signal the end of the topic through concluding cues