ORAL COMMUNICATION REVIEWER

Nature and Process of Communication

Communication – means of sharing and exchanging

messages information, ideas and feelings.
Nature of Communication
• Communication is a process
• Communication occurs between two or more people
• Communication can be expressed through written, spoken,
words….
Encoding – the process of converting ideas into words in
actions.
Decoding – the process of interpreting the message.
Speaker – the source of teaching or informing the audience.
Message – information or ideas convey the speaker to the
receiver.
Receiver – recipient of the message.
Context – refers to the environment or a situation were the
communication take place.
Feedback – response
Barrier – factors that affect the flow of communication
Channel – way to express your thoughts

FLOW OF COMMUNICATION
The speaker generate an idea

The speaker encodes an idea or converts the idea into words or

action.
The speaker transmits or sends out a message

The receiver gets the message

The receiver decodes or interpret

The receiver gets the feedback

Function of Communication
1. Control/Regulation
- to control or regulates behavior or direct others.

2. Social Interaction
- to interact with other and connected with
other people.
 3. Motivation
- to motivate or encourage others to live
better.

4. Emotional Expression
- to express feelings and emotions, word
are carefully chosen.
5. Information Dissemination
- to convey information

MODEL
- A model is like a representation of a thing
- A model is something we follow and
imitate
Communication Model
- helps us understand the process of
communication
I. Linear Communication Model
- communication is considered as one- way process.

Different types of communication model based on

Linear Communication
1. Aristotle’s Model of Communication
 - Considered as the first model of
communication, mainly focused on the
speaker.
2.Lasswell’s Model of Communication
- Also known as “action model”
3.Berlo’s SMCR Model
- Focuses on encoding and decoding which happen before
sender sends the message.
4.Shannon – Weaver’s Model of Communication
- “mother of all models”
II. Interactive Model of Communication
- Deals with exchanging of ideas and
messages taking place, both ways from
sender to receiver and vice-versa.
Schramm’s Model of Communication
- It is built on the theory that
communication is a two-way street, with
a sender and a receiver.
III. Transactional Model of Communication
- There is a collaborative exchange of
messages between communications with
the aim of understanding.
STRATEGIES TO AVOID COMMUNICATION
BREAKDOWN
Communication Breakdown
- happens when the message is not clearly
understood by the receiver.
Effective Communication
- means you are able to listen, understand,
and take action on what other people say.
BARIERS THAT MAY CAUSE COMMUNICATION
BARRIER
Emotional Barriers
- mental walls that keep you openly
communicating your thoughts and feeling
to others.
Cultural Barriers
- the cultural differences of the people that
lead to misunderstanding of each other’s
custom, resulting in inconveniences and
difficulties.
Gender Barriers
- disagreements between men and women
that affect many aspects of their
relationship and may take a long time to
resolve.
Language Barriers
- figurative phrases used primarily to refer
to linguistic barriers to communication.
Use of Jargons
- you are a scientist discussing certain
weather phenomenon with your neighbor
who does not know much about the
topic.
Lack of Confidence
- you are asked to share something about
your day or weekend, but you are
hesitant because you are shy.
Noisy Environment
- you are having a conversation with some
friends when a song was played loudly.
7C’S OF EFFECTIVE COMMUNICATION
Completeness
- it includes everything that the receiver
needs to hear for him/her respond
Conciseness
- it provides short and essential message in
limited word to the receiver
Consideration
 - it means the speaker should always
consider relevant information about
his/her receiver such as mood
background and etc.
Clarity
- it implies emphasizing on a specific
message or goal at a time.
Concreteness
- it happens when the message is concrete
and supported by facts, figures, real-life
example and situations.
Courtesy
- it means the speaker shows respect in the
culture, values, and beliefs of his/her
receivers.
Correctness
- it implies that there are not grammatical
error in communication

Purpose of Communication
1. Speech to Inform
- evident in lecture where the speaker presents factual
information.
2. Speech to Persuade or Convince
- they are appeal to audience’s intellect or emotion.
3. Speech to Entertain
- the speech aimed to lightening the mood of the audience.

TYPES OF SPEECH CONTEXT

Speech Context
- “context refers to the setting in which the
communication takes place”
1.Intrapersonal Communication
- communication within oneself
2.Interpersonal Communication
- act of communication involving two individuals or two groups
of communications who perform the roles of the sender and
the receiver.

Types of Interpersonal Communication

1.Dyadic Communication
- involves pair of communication
Forms of Dyadic Communication
a. Conversation
- friendly and usual informal talk between two people who
exchange their views and ideas.
b. Dialogue
- most personal and most intimate
c. Interview
- considered two-way process where both parties alternately
talk and listen
2.Small Group
- interaction of people forming a small group
3.Public Communication
- act of communication where one person conveys a message in
a large group of audience.
4.Mass Communication
- communication that takes place through television, radio,
newspaper, magazines, books, billboards, internet and other
type of media.

TYPES OF SPEECHES ACCORDING TO PURPOSE

1.Informative Speech or Expository Speech
- educating the audience
2.Persuasive Speech
- convincing the audience
3.Entertainment Speech
- share laughter and enjoyment to the audience

SPEECH STYLE
- means the form of language that the
speaker uses which is characterized by
the degree of formality.
TYPES OF SPEECH STYLE
1.Intimate
- is used for very close relationships
2.Casual
- is an informal communication between groups and peers who
have something to share and have shared background
information.
3.Consultative
- is used in semi-formal and standard communication
4.Formal
- is a one-way straightforward speech
5.Frozen
- is the most formal communicative style that is usually used
during solemn ceremonies and events.
Barriers to Communication
1.Interpersonal barriers
- are challenges in interpersonal communication that result in
people’s desires to participate within a conversation.
2. Perceptual barriers
- represent the mental blocks people may have that influence
their perceptions about specific people, topics, or events.
3.Physical barriers
- are the environment and natural condition that act as a barrier
in communication in sending message from sender to receiver.

PERSONAL DEVELOPMENT
Self – Development
Ideal Self
- is the self that you aspire to be.
Actual Self
- is the one that you actually see.
Self-concept
- refers to your awareness of yourself.
Self-knowledge
 - is derived from social interactions that
provide insight into how others react to
you.

PERSONAL EFFECTIVENESS
1.Determination
- it allows you to focus only on achieving a specific goal without
being distracted by less important things or spontaneous
desires.
2.Self-confidence
- it appears in the process of personal development, as a result
of getting aware of yourself, your actions and their
consequences .
3.Persistence
- it makes you keep moving forward regardless of emerging
obstacles – problems, laziness, bad emotional state, etc.
4.Managing Stress
- it helps combat stress that arises in daily life from the
environment and other people.
5.Problem-solving skills
- they help cope with the problems encountered with a lack of
experience.
6.Creativity
- it allows you to find extraordinary ways to carry out a specific
action that no one has tried to used.
7.Generating ideas
- it helps you achieve goals using new, original, unconventional
ideas.
PHYSIOLOGICAL DEVELOPMENT
- refers to physical changes in the body as
well as the senses and changes in skills
related to movement
HUMAN DEVELOPMENT
- is the way that people change and grow
across their life span.
EMOTIONAL DEVELOPMENT
- it has something to do with the feekings
that you experience.
SOCIAL DEVELOPMENT
- it is about our innate capacity to relate
with others, to connect, and to feel the
sense of belongingness.
COGNITIVE DEVELOPMENT
- refers to a person’s intellectual abilities as
shown in his/her thoughts, attitudes,
beliefs and values.
DEVELOPMENT STAGES IN MIDDLE AND LATE
ADOLESCENCE

DEVELOPMENTAL STAGES
1.Pre-natal (Conception to birth)
- age when heredity endowments and sex are fixed and all body
features, both external and internal are developed.
2.Infancy (Birth to 2 years)
- foundation age when basic behavior are organized and many
ontogenetic maturation skills are developed.
3.Early Childhood (2 to 6 years)
- Pre-gang age, exploratory, and questioning. Language and
Elementary reasoning are acquired.
4.Late Childhood (6 to 12 years)
- gang and creativity age when self – help skills, social skills,
school skills, and play are developed.
5.Adolescence (puberty to 18 years)
- transition age from childhood to adulthood when sex
maturation and rapid physical development occur resulting
changes in way of feeling, thinking and acting.
6.Early Adulthood (18 to 40 years)
- age of adjustment to new patterns of life and roles such as
spouse, parent and bread winner.
7.Middle Age (40 years retirement)
- transition age when adjustments to initial physical and mental
decline are experienced.
8.Old Age (Retirement to death)
- retirement age when increasingly rapid physical and mental
decline are experienced.

HAVIGHURST’S DEVELOPMENTAL TASKS DURING

THE LIFE SPAN
Robert J. Havighurst
- elaborated on the development task
theory in the most systematic and
extensive manner.
THE DEVELOPMENTAL TASKS SUMMARY TABLE
Infancy and Early Childhood (0 – 5)
• Learning to walk
• Learning to take solid foods
• Learning to talk
• Learning to control the elimination of body wastes
• Learning sex differences and sexual modesty
• Acquiring concepts and language to describe social and
physical reality
• Readiness for reading
 • Learning to distinguish right from wrong and developing a
conscience
Middle Childhood (6-12)
• Learning physical skills necessary for ordinary games
• Building a wholesome attitude toward oneself
• Learning to get along with age-mates
• Learning an appropriate sex role
• Developing fundamental skills in reading, writing, and
calculating
• Developing concepts necessary for everyday living
• Developing conscience, morality and a scale of values
• Achieving personal independence
• Developing acceptable attitudes toward society
Adolescence (13-18)
• Achieving mature relations with both sexes
• Achieving a masculine or feminine social role
• Accepting one’s physique
• Achieving emotional independence of adults
• Preparing for marriage and family life
• Preparing for an economic career
• Acquiring values and an ethical system to guide behavior
• Desiring and achieving socially responsibility behavior
Early Adulthood (19-30)
• Selecting a mate
 • Learning to live with a partner
• Starting a family
• Rearing children
• Managing a home
• Starting a occupation
• Assuming civic responsibility
Middle Adulthood (30-60)
• Helping teenage children to become happy and
responsible adults
• Achieving adult social and civic responsibility
• Satisfactory career achievement
• Developing adult leisure time activities
• Relating to one’s spouse as a person
• Accepting the physiological changes of middle age
• Adjusting to aging parent
Later Maturity (61-)
• Adjusting to decreasing strength and health
• Adjusting to retirement and reduced income
• Adjusting to death of spouse
• Establishing relations with one’s own age group
• Meeting social and civic obligations
• Establishing satisfactory living quarters
THE CHALLENGES OF MIDDLE AND LATE
ADOLESCENE

Physical Development
- Most girls have completed the physical
changes related puberty by age 15.
Emotional Development
- May stress over school and test scores, is
self involved.
Social Development
- Is more and more aware of social
behaviors of friends.
Mental Development
- Becomes better able to set goals and
think in terms of the future.
Encouragement
- Is the key ingredient for improving your
relationships with others.
Being Happy
- Is finding strength in forgiveness, hope in
one’s battles, security at the stage of fear,
love disagreements.
COPING WITH STRESS IN MIDDLE AND LATE
ADOLESCENCE
Stress
- Is the body’s reaction to any change .
Stress Management
- Is a wide spectrum of techniques and
psychotherapies aimed to controlling a
person’s level

Stressors
- Techniques to deal with the causes of
stress.

EARTH – SCIENCE
Science
- a system of knowledge covering general
truths or the operation of general laws.
Hypothesis
 - a concept or idea that you test through
research and experiments.
Earth Science
- encompasses all sciences that seek to
understand
Geology
- the study of earth
Oceanography
- the study of the oceans
Neterology
- the study of atmosphere weather and
climate
Astronomy
- study of the universe Earths motion and
objects
Cosmology
- is the study of the origins, creation and
changer of the planets
Milky way
- is the name of the galaxy that includes
over solar system.
THEORIES ABOUT THE ORIGIN OF THE UNIVERSE
Creation Theory
- theory that God created the universe,
Earth, human nature stated in the Holy
Bible
Steady State Theory
- according to this theory, the universe is
continuously contacting and expanding
Oscillation Universe Theory
- this theory, states that there is Big Bang
every 80 billion years