Communication is a complex and global process of which education is only part and verbal language, one of its components, although perhaps the most significant and effective for the human being. Within verbal communication, oral communication deserves special attention in all educational institutions, either because of the frequency of use (which is higher than that of written communication) as well as because of the traditional lack of systematization of the processes and formalizations of the Teaching and learning in this field requires an innovative effort in terms of methodological rigor for the design of specific teaching materials, as well as for the realization of the assessment instruments. Being the educational teaching process the one that prepares students to be inserted in a democratic society like ours,whose principles are based on active participation, tolerance, respect for a plural coexistence that requires practice in speaking, dialogue and listening.
In teaching-learning, the current language must be taken into account, allowing the teacher to rise from the immediate, close, real linguistic reality that the student uses as a language user, to the levels at which he perceives that the language can become a great work of art. Teaching-learning is carried out as a real and fruitful dialogue, based on the conviction that verbal habits are modifiable and therefore improvable.
Oral communication involves two types of learning: one, the instrumental domain of the language (phonetic, morphological, semantic), the other the positive understanding-expression of experiences, feelings or thoughts.
"Oral language must be urgently considered by linguistic pedagogy because it is an essential part of man's performance in society."
This performance, materialized in their oral communications, obliges us from the didactic point of view to establish a distinction between expression and communication inextricably linked, but not as synonyms. If we think in terms of expression, it leads us to stop at "what he says" and "how he says it" (a correlation on which interest has traditionally focused on the praxis of oral expression); On the other hand, thinking in terms of communication incorporates the “why” and “for what” which conditions the treatment of communicative “intentions” and “purposes” appropriate to different types of texts.
To improve the teaching of oral language, one has to go in five fundamental directions:
- The determination of different methodological strategies according to the types of oral communication. Drawing of didactic actions that make possible the adaptation of the linguistic use to improvisation circumstances. Attend to a balance of idiomatic quality and communicational effectiveness. Establish relationships between grammar and orality. Attend to paper. of interdisciplinarity in the improvement of oral expression.
The determination of different methodological strategies according to the types of oral communication:
The most frequent types of oral communication in class practice are: previously prepared presentations and conferences, in order to achieve communicative security, search for coherent expression, expansion of the lexical-semantic repertoire, training in different articles, types of information.
When speaking, we use oral expression. It is the form most used by man to represent through words, accompanied by gestures and intonation, his knowledge, ideas or feelings, we also use it to relate to others and make ourselves understood.
Forms of oral expression:
- Spontaneous Reflective.
We express ourselves orally, spontaneously, to attract the attention of those around us; narrate what has happened to us, express our feelings, desires, moods or problems, argue our opinions or express our points of view on the most diverse topics: The spontaneous expression par excellence is conversation, which we use in everyday situations of the lifetime.
When we reflectively present a topic, we generally do so, although not always objectively, after having thought and analyzed it carefully. We use this expressive modality in academic speeches, conferences, talks, etc. and some media programs.
Spontaneous oral expression
The main purpose of spontaneous oral expression is to promote the rapid exchange of ideas between people, but it may have others. The person who speaks is the center of the colloquial discourse, addressed to a “you” who listens. In turn, the "you" becomes "me" when she answers.
The structure of the speech is generally open, since the text is elaborated in the same moment in which it is spoken. The sender can vary his speech, he can lengthen it to shorten it depending on the reaction it causes in the listener.
Oral expression is generally dynamic, innovative expressive. Accent, tone and intensity given to each word or phrase is of great importance in it, because they attract or reinforce the listener's attention. The modulation of the voice, the gestures, the movements of our face and body, help to understand the true meaning of the speech; the intention and the mood of the speaker also influence.
In oral expression, geographical, social and style linguistic varieties are reflected, which reveal the origin and culture of who is expressing themselves.
As the speech is not very elaborate, in oral expression they are frequent:
- Momentary interruptions, repetitions, incoherence and ramblings Wild card words Fillers Locutions (groups of words), sayings or set phrases Question and exclamatory expressions Linguistic inaccuracies Concordance errors Unfinished sentences Colloquial metaphors Diminutive or augmentative suffixes Intensification Formulas for opening or closing the conversation Expressive formulas for showing agreement, disagreement, anger
Reflective expression
The function is to attract, converse or persuade the listener. The structure of the text and the syntactic construction itself are more elaborate than in spontaneous oral expression. The vocabulary is more extensive, chosen and varied. The linguistic register tends to be cultured.
When you talk, you are engaging in a dialogue, the most direct form of communication in which one speaks and another responds, refuting, reaffirming or completing the statements that are presented.
It is also an ideal method to get to know others and try to solve problems.
Perhaps in today's world a bit more dialogue is missing.
Dialogue, a basic two-person form of human communication, is used daily and spontaneously during class, favoring with its use socialization and the development of coexistence patterns, as well as it can arouse interest in oral transmission.
According to Titote, R., dialogue as an oral and affective exchange requires: (-)
- “An active bipolar presence that demands, therefore, a sufficient equality between both interlocutors; An alternation in the replies and consequently, a circular or bidirectional movement; An exchange of information possessed only in part or not possessed at all; A specific linguistic form that privileges certain syntactic structures, a syntactic-contextual concatenation of the answers, for which the discourse presents a cohesion and internal coherence ”.
The importance of dialogue in an individualized and comprehensive education is known to all, since in such education, the pedagogical principle of learning is action, which must be taken into account to design activities that help students learn to interpret and fully understand the messages in order to achieve better oral communication.
Dialogue is an ideal type of discourse that can be used in closed or unobstructed classrooms where basic training and specialty subjects are developed in order to carry out constant exchanges between students. The teachers are in constant dialogue with the students from the moment they arrive at the classroom and say hello, ask about a topic, review a written exercise or organize an investigative work; At all times, for any circumstance, a dialogue arises and perhaps the opportunities to strengthen specific skills are not always taken advantage of.
This is interesting to highlight the importance of the use of dialogue for curricular purposes, since, more than the exchange between two people, it pursues a didactic objective that consists of working it not only as a type of discourse, but –and essentially- as a technique to enhance He speaks.
It can be said that the analysis of communication through oral language requires taking into account elements related to the production of speech, which intervene in determining the effectiveness of communication.
Analyze and organize ideas before communicating them, use simple, direct language, taking into account the level of the interlocutor, explain or repeat, be patient to listen to others, check if the message was received, take care of the voice, diction, By choosing an appropriate pace to speak, by way of conclusion are some recommendations that should be taken into account to promote oral communication.
Bibliography:
- Báez García, Mireya. Towards more effective communication. Editorial Pueblo y Educación. Cuba. 2006 Figueredo Escobar, Ernesto. Speech technique. Editorial Pueblo y Educación. City of Havana, 1989. González Castro, Vicente. Profession: communicator. Editorial Pablo de la Torriente. Ciudad de la Habana, 1989 Study plan for the career of Social Communication. University of Havana, Ruiz Iglesias, Magalys. Didactics of the communicative approach. Mexico, 1999.
