samples of oral communication activities

Presentation for Oral Com

1. Oral communication

2. Meaning Oral communication is the process of expressing information or ideas by word of mouth. Oral communication is the process of verbally transmitting information and ideas from one individual or group to another.

3. Oral communication can be either Formal or Informal. Examples of informal oral communication include: Face-to-face conversations Telephone conversations Discussions that take place at business meetings

4. More formal types of oral communication include: Presentations at business meetings Classroom lectures Commencement speech given at a graduation ceremony

5. Advantages There are many situations in which it makes sense to choose oral over written communication. Oral communication is more personal and less formal than written communication. If time is limited and a business matter requires quick resolution, it may be best to have a face-to-face or telephone conversation. There is also more flexibility in oral communication; you can discuss different aspects of an issue and make decisions more quickly than you can in writing.

6. Oral communication can be especially effective in addressing conflicts or problems. Talking things over is often the best way to settle disagreements or misunderstandings. Finally, oral communication is a great way to promote employee morale and maintain energy and enthusiasm within a team.

7. Disadvantages Despite the many benefits of oral communication, there are times when written communication is more effective. For example, you may want to exchange important information that needs to be documented using written communication. A lot of transactions in the business world require some type of written record, and you will find that even strong verbal skills are not a substitute for putting things in writing. Additionally, oral communication tends to be less detailed and more subject to misunderstanding than written communication. It's best to always think carefully about which method of communication best fits your objective

8. Six Types of Oral Communication Activities There are six broad types of oral communication activities that might be incorporated into curricula in many fields of study. Most are conducive to either formal or informal assignments. Some are realistically possible only in smaller classes or recitation sections, while others are appropriate for large lectures as well.

9. 1. One-on-One Speaking (Student-Student or Student-Teacher) Can range from moments punctuating a lecture, where students are asked to discuss or explain some question or problem with the person next to them, to formal student conferences with their instructor. 2 . Small-Group or Team-Based Oral Work:  Smaller-scale settings for discussion, deliberation, and problem solving. Appropriate for both large lectures and smaller classes and allows levels of participation not possible in larger groups

10. 3. Full-Class Discussions (Teacher- or Student-Led):  Typically less agonistic, argument-based, and competitive than debate and deliberation but still dialogic in character. Often times has the quality of creating an atmosphere of collective, out-loud thinking about some question, idea, problem, text, event, or artifact . Like deliberation and debate, a good way to encourage active learning. 4. In-Class Debates and Deliberations:  A structured consideration of some issue from two or more points of view. Debates typically involve participants who argue one side throughout, while deliberation allows for movement by individuals within the process. Both feature reason-giving argument. Can be applied to issues of many kinds, from disputed scientific facts to theories, policy questions, the meaning of a text, or the quality of an artistic production. Can range from two participants to a lecture hall.

11. 5. Speeches and Presentations:  Classically, the stand-up, podium speech delivered by an individual from an outline or script. Also includes group presentations or impromptu speaking. A strong element of monologue, but dialogue can be built in with question and answer or discussion with the audience afterward. 6. Oral Examinations:   Can take place in the instructor’s office, in small groups, or before a whole class. Range from one oral question on an otherwise written exam to an oral defense of a written answer or paper to an entirely oral quiz or examination. Difficult with very large groups, but an excellent way to determine the depth and range of student knowledge and to stimulate high levels of preparation.

12. Communication Styles direct/indirect communication style elaborate/succinct communication style personal, or person- centered /contextual communication style instrumental/affective communication style

13. Direct and indirect communication style In  direct communication style , both parties, the speaker/writer and the listener/reader, expect explicit verbal expression of intentions, wishes, hopes, etc. (e.g., "I am hungry", "I love you"). In  indirect communication style the speaker/writer expresses his/her thoughts implicitly, or using hints or modifiers (e.g.. "perhaps", "maybe"). The listener/reader is expected to monitor the nonverbal communication, to read contextual cues, to relate what has been stated to all information available about the speaker/writer and the situation at hand in order to read the real meaning.

14. Elaborate/succinct communication style The amount of speech as well as one's expressiveness are criteria for the elaborate and succinct communication styles. Volubility and rich language are characteristic for everyday discussions in the cultures of Middle East, for instance. Metaphors, idioms, and proverbs are common. Characteristic for the succinct style are frequent pauses, silence and "low key" verbal expressions that go to the point. Again, there are contextual and individual variations within cultures.

15. Personal, or person- centered /contextual style Like directness and indirectness, personal and contextual communication styles also are related in cross-cultural studies to individualism and collectivism. Gudykunst and Ting-Toomey (1988) suggest these styles also express cultural differences in power distance (hierarchy). Person- centered communication style is informal and emphasizes the individual and equalitarian relationships. The person-centeredness is reflected, for instance, by the use of the pronoun “ I” . The contextual style is status and role oriented. Formality and asymmetrical power distance is often emphasized. Personal pronouns are not often used. All information does not need to be explicitly expressed. Yet common background knowledge is assumed, or in essential parts conveyed during the interaction, often indirectly.

16. Instrumental/affective style Instrumental and affective communication styles can be also related on one hand to individualism and collectivism, on the other hand to low- and high-context approaches, respectively. Instrumental communication style is goal oriented and sender focused. Affective communication style is process oriented and listener focused. Verbally this means explicitness (instrumental style) and implicitness (affective style). Instrumental style is gradually becoming the style of international business and other professional contexts, particularly in the Western world.

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