Oral communication definition pdf

This reduces the effectiveness of communication. Before speaking, different ideas to be conveyed should be arranged in a logical order. It helps to make the speech forceful. A speaker must have conviction in what he says. Careful understanding, the sincerity of speech, and intelligent planning are required to develop conviction in speech.

The importance of oral communication can be discussed in the following points:. At times, managers or executives in a company are required to prepare a report and then give an oral presentation on that report. Their performance can make or mar their career. Properly executed and in the right context, they can inform, motivate and convince more effectively than any other single form of communication. As a result, employers place great value on presentation skills.

Ability to deliver oral presentation is one of the most effective tools of marketing. For instance, consider these two typical situations where oral presentation skill will be needed as a marketing strategy:. The following are the main principles of oral communication :. In oral communication the meaning of the words and the language should be clear so that the audience does not misunderstand it.

One should avoid the use of technical, very difficult or literary words. The sources of information used in the communication should be reliable and the audience should be informed about the source to increase their confidence. The quantity, weightage, expansion and the subject matter should be decided in a wise manner, communication that are lengthy, too detailed and difficult are boring. Over abundance of information puts strain on the mental ability. Thinking and working of the audience.

The figures and information used in the communication should not be in conflict with the policies, objectives and programmes of the institutions. The communication should not take more time that intended. Principle of time leaves a good impression on the audience.

In other words one should try to strike a balance between uniformity and changeability or adaptability of words. Principle of Audience Analysis. To develop a mutual understanding with the audience and to remove the unnecessary difficulty of meanings the presenter should keep in mind the age, education, ability, knowledge and organizational position of the audience.

In some communication there is a lack of logic and intellect therefore there should be an emotional appeal in the communication so that a positive response can be taken from the audience. To make a communication effective the communicator should consult all the related people. This way one can get some new advice and ideas.

After communication the communicator should try to find the views, Ideas, opinions, objections and feelings of the audience. This develops an understanding between the two and the objective of communication is also fulfilled. In the communicator mind the purpose of the communication should be absolutely clear and defined.

Objectives could be one or more. The purpose of the communication could be to inform, encourage, sympathies and entertain. The communicator should put himself in the place of audience while doing the communication. This brings about a similar opinion and creator mutual understanding. Before communication one should rehearsal atleast thrice.

This increases self confidence and makes the communication easier. The main idea or should be decided before hand. This makes the communication easier and interesting.

It is said that first impression is the best impression. Thus, the communicator should introduce the communication with expertise, patience, cleverness and effectively that the audience can connect to it right till the end. A friendly behaviour should be used with the audience. As a result he can say opinion with ease and the audience too will accept it. Information, figures and other facts related to the communication should be collected so that some new ideas can be joined with the basic thought that is change should be acceptable.

At the end of the communication the main points should be revised which make the audience will remember the basic thought of the communication. Click on Topic to Read.

Come on! Tell us what you think about our post on Oral Communication Business Communication in the comments section and Share this post with your friends. In oral communication, spoken words are used. It includes face-to-face conversations, speech, telephonic conversation, video, radio, television, voice over internet. Read Complete Article: Oral Communication. Business communication is the expression, channelling, receiving and interchanging of ideas in commerce and industry.

Save my name, email, and website in this browser for the next time I comment. Skip to content Post last modified: 3 July Reading time: 12 mins read. Table of Contents 1 What is Oral Communication?

Oral Communication. Advantages of Oral Communication. Disadvantages of Oral Communication. How to Make Oral Communication Effective. Importance of Oral Communication. What is Business Communication? What is Communication? What is Oral Communication? Sharing is caring More. Anjali Maurya 24 Dec Reply. Thank you.

Leave a Reply Cancel reply Comment. Enter your name or username to comment. Enter your email address to comment. Enter your website URL optional. Search this website Type then hit enter to search. Share via. To do this, identify a topic and print it in a circle in the center of a page of blank paper. Then think of two to three nodes or sub-topics and brainstorm to find interesting things about each.

This brainstorming web is used as a prompt for oral communication. Use only single words or short phrases to hold each idea. The teacher will need to model this process initially by thinking aloud and drawing on a blackboard, poster, or overhead to create a brainstorming web.

Oral Communication - 2 Figure 2. Brainstorming web. The teacher should also model these speeches. These speeches should be no more than one minute in length for middle grade students and 30 to 45 seconds for primary students. This is much longer than most students think. To speak, students move into in groups of three to five. One student stands and gives his or her oral speech to the small group. Using this technique, four to six students speak to their small group at the same time instead of one student speaking to the whole class.

This is a much less intimidating way of developing oral communication. Also, the teacher is able to see many students give their oral presentations within a relatively short time span. Students generally need to do this two to three times a week for a couple weeks to get comfortable with the process. Below are five different ideas for choosing oral communication topics: 1. Free choice. Students are free to choose any topic for their speech.

Trade book post-reading. Students create a web and do a speech as part of a post- reading activity. Here they describe something interesting or important that occurred in the story.

Textbook post-reading. Students create a web and do a speech as an alternative to a worksheet or other kind of assignments related a social studies textbook reading assignment. Here they would pick out three or four interesting or important ideas from the assigned chapter. Content topics. Students create a web and do a speech on a theme related to the content being studied.

This can be extended by having students get new information related to their topic. Persuasive speech. As part of a discussion, students to choose an issue related to social studies and make a case for a particular view. Feedback and Assessment for Oral Communication During the first weeks of oral communication, review the EOC but keep things very informal.

Eventually, you can teach students how to respond and give feedback, however, there needs to be quite a bit of trust built in small group before you get to this point.

It should be stressed that this is feedback and not criticism. It is used to improve oral communication and not as an evaluation or assessment. Also, all speakers, even the most polished profession speakers, use various forms feedback to improve their skills. Oral Communication - 3 The oral communication checklist below can be used as a guide in providing feedback see Figure 3. As students become more comfortable with the EOC and the process of creating and giving speeches, you can begin to include elements that focus at the content of the speech such as topic, lengths, use of visual aids, interest, or value Figure 3.

Often times when people talk about listening skills they are really referring to remembering skills. That is, how to remember or recall something that was previously said. Listening skills, however, are those receiving skills that enable you to fully attend to what another person says with honest intent see Figure 4. Honest intent means that you sincerely try to understand and respond to what the other person is saying; you are not simply waiting silently for a quiet spot to jump in with your own ideas.

Listen skills are a form of social or interpersonal skills that can be introduced in the intermediate grades. They are especially relevant in the middle school grades as students are grappling with social and interpersonal elements. Oral Communication - 4 Figure 4. Listening Skills 1. Eye contact: Look at the person. Let the other person talk. Do not talk about yourself. Do not describe a similar situation in your own life. I see. Does this mean.

I wonder about. It sounds like. So you want to. It seems to be that. Do you want to. How is it that. What do you think would. What do you feel. I want to. Respond: If the speaker asks for your opinion, you should provide one. Have you tried. Do you think you might. Show Interest: Show the other person that you are interested in what he or she has to say. In teaching listening skills, use direct instruction, modeling, and guided practice to teach each skill initially.

For independent practice, move students into pairs. In pairs, one person describes a problem or situation from their while the other person uses listening skills. After five to ten minutes, switch roles. Figure 5 has a variety of cues or prompts that can be used for listening practice. Figure 5. Cues for Listening Practice 1.

Describe a time when something went wrong. Describe a time when something went perfectly. What seems to always get in the way of your being successful or doing what you want to do?

What kinds of things hurt your feelings? What kinds of things make you feel good?