Oral Communication: Types, Skills, and Models
Oral Expression: Types and Needs
This section explores different types of communicative situations based on the number of participants:
- Singular Communication: One speaker addresses multiple receivers who cannot immediately respond or take on the role of the issuer.
- Dual Communication: Two speakers alternate as transmitter and receiver.
- Plural Communication: Three or more interlocutors take turns as transmitter and receiver.
Each communication type has specific characteristics and requires different skills from the speaker. A speaker in a singular communication (e.g., a speech) prepares and delivers their presentation, relying on the audience’s nonverbal reactions. In an interview (dual communication), the speaker interacts with a partner to explore various topics. Finally, a gathering or discussion (plural communication) results from spontaneous collaboration among participants.
From a more technical perspective, self-managed communications (singular) differ from plurigestionadas (dual and plural). The former require self-preparation and speech skills, while the latter emphasize communicative interaction and collaboration. Self-managed communications include exhibitions, conferences, talks, and discourse – the art of oratory, public speaking, persuasion, or simply informing. In contrast, plurigestionadas communications encompass dialogue, discussion, interviews, conversations, and debates – the art of conversation, exchange, and collaboration between partners, learning to lead a debate, or exploring specific topics.
Gaps and needs are often more relevant in the early stages of education, when children have not yet acquired basic social habits. They may speak and shout without permission or expect someone to listen, not adapting to routine communication and saying inappropriate things. These needs and gaps are evident in pair and group work, where students may not listen to peers, monopolize the conversation, or remain inhibited.
In summary, the various types of communication should be addressed in the classroom space dedicated to oral expression. More emphasis should be placed on plurigestionadas speeches, as students grow, and more complex and special situations, such as singular communication, should be introduced.
Theoretical Model of Speaking
Bygatan (1987) presents a valuable scheme, focusing on plurigestionadas communication situations. This author distinguishes between knowledge and skills in oral expression. Knowledge is the information we know and have memorized, including mastery of the language system and cultural aspects. Skills refer to behavior in acts of expression: the ability to adapt the topic and language, among others.
Let’s illustrate this model with an example: a personnel selection interview in an organization. How do we share information? How do we develop expressive skills? How do we prepare for the situation?