REVIEW ON RELATED LITERATURE

Language is essentially a means of communication. In the expression of culture,

language is a fundamental aspect. In terms of linguistic, the study of language is a
multidisciplinary behavior. Communication takes place not only orally but also in writing.
The significance of language between people equates the significant of language. Thus,
language grows and changes. It is never static. Man uses language to establish good
relationship with others to acquire and share information, to convince, to persuade and to
communicate in various forms .In today’s world, we see that communication is a
significant aspect of professional success. Speaking is considered to be a vital factor as
it is one of the four language skills (listening, speaking, reading, and writing) People in
general concentrate on this skill rather than the others because it signifies somebody’s
knowledge about the language he knows.

Oral Communication Skills For successful communication, students require more

than the formal ability to present well and a range of formulaic expressions. Successful
communication is context dependent and therefore embedded in its particular discourse
community (Bizzell, 1989)

Oral communication reflects the persistent and powerful role of language and
communication in human society. As Halliday (1978, p. 169 explains, communication is
more than merely an exchange of words between parties; it is a “…sociological
encounter” (Halliday, p. 139) and through exchange of meanings in the communication
process, social reality is “created, maintained and modified” (Halliday, p. 169). Such a
capacity of language is also evident in Austin’s (1962) earlier work on speech act theory
where, as cited by Clyne (1994, p. 2), language and thus communication is an
“…instrument of action”. Speech act theory, concerned with the communicative effect,
that is, the function and effect of utterances, dissects an utterance into three components:
the actual utterance (the locution); the act performed by the utterance (the illocution); and
the effect the act has on the hearer (the perlocution). Searle’s (1969) work further defined
speech acts as directives, imperatives, requests, and so on.

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 Communication is a dynamic interactive process that involves the effective
transmission of facts, ideas, thoughts, feelings and values. It is not passive and does not
just happen; we actively and consciously engage in communication in order to develop
information and understanding required for effective group functioning. It is dynamic
because it involves a variety of forces and activities interacting over time. The word
process suggests that communication exists as a flow through a sequence or series of
steps. The term process also indicates a condition of flux and change. The relationships
of people engaged in communication continuously grow and develop.

Communication is essential to human life. Without it, we cannot function properly.

Communication is the process of giving and receiving information between human source
and a human receiver using words, symbols, or actions. By learning communication, it’s
a nature, process, elements, types and we are able to improve our ability to communicate.
Developing insights into communication makes us better communicators. As we become
communicators, we are able to improve our relationships and achieve our goals in life.
We take communication for granted because we do it so frequently, but it’s a complex
process (Sommerville 2017).

According to Nunan(2000), the speakers need communicative competence which

includes not only linguistic study but also a range of other sociolinguistic and
conversational skills which helps him/her know how to say whom and when. In particular
people are required to have a higher level of oral communication skills than they do while
they are learning due to a variety communication styles needed for each business
situations. (Crosling & Ward, 2001.)

According to Flucher(2003), he confirms that the learners who want to speak have
to master the grammar, vocabulary and the sounds. Liu and Jackson (2008) claim that
lack of vocabulary regarded as the highest hindrance to verbal communication used by
Chinese.

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 In an era where English language was globalized, peoples often judged by the way
they speak the language. Therefore, lowly speakers labeled as unskilled and illiterate.
People should not only know the language well, nevertheless must recognize how to use
it communicatively also, to interrelate with the English speakers.

Morozova & Yetsin (2013) point out in their study that Russian students had the
following problems: First is the inhibition to speak English. They are afraid of making
mistakes. Second is the student use their native language when working in pairs. Third is
the student did not have an information on the topics discussed. Fourth is the lack of
verbal and resources for solving the given task. To enhance the speaking skills, students
must give emphasis on the quality of books at the primary level, giving enough time to
speak, providing a friendly environment, using practical and applicable strategies by
teachers for students in speaking English. Fifth is developing boldness and confidence in
students to ask questions of their teachers. Sixth is the classes should not be overload.
Seventh is the awards and motivation for students. Lastly arranging various activities and
balancing in the courses concerning literature and language.

Rubian(2010) conducted a study dealing with improving students speaking

through debate technique. She concluded that this technique is very interested to be
implemented to improve this skill. Debating makes the students cooperate and try to
depend their team, and they are active to speak in the classroom. Improving the student’s
oral fluency is the most challenging issues for languages teachers and students. Yuan
and Ellis (2003) points out that communication accuracy indicates the extent to which
phonological created conforms to target language norm which involves the correct use of
pronunciation, vocabulary, and grammar.

Singh (2005) says that for gaining essential command of the language, a teacher
must: practice such teaching events which the learners think it is useful for them, follow
such approach to teaching that has elasticity. Hence, if education exists in communicative
learning context, then there must be a distribution of task not only between a teacher but
also among the students.

. As cited by Zaremba in Boonkit (2009) one of a study showed that for new students,
speaking skills or communication skills were typically more significant than work
experience and academic credentials. However, many people still struggle with their

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communication skills particularly in English speaking skills due to many reasons such as
anxiety of speaking other languages and non-existence of understanding and articulation.

There are several issued affecting language and communication. These factors
are intonation, pronunciation and semantics. Intonation means to refer to the pitch, length
and loudness. It is an important factor for understanding for the message conveyed
through speaking. Therefore, people can understand other people’s emotion through their
intonation. Pronunciation means a way of speaking a word, a way that is accepted or
understood. It is one of the significant factors that effective communication as
mispronunciation can cause a negative image of a speaker (Panyajirawut,2009)

Semantically refers to the study of sense of linguistic expression apart from

consideration of the effect of the pragmatic factors. Pragmatics is different from semantics
in two ways. Firstly, the meaning was linked in the context, second the speaker and
listener intention was confirmed. As an outcome, pragmatics covers both the literal sense
of words and the meaning intended by the speaker and understood by the hearer (Robert
C.. Daviess E., Juppt T, (1992)

Oral communication is basic to success in whatever field of interest you are in.
Your ability to say what you feel, to express your ideas, to persuade others to believe in
you and convince them to react or respond to you are all factors to a successful career.
English is the Filipinos’ bridge to the outside world of wisdom, knowledge and people:
means of interaction with them socially, intellectually and economically; to learn other
people’s values, history and traditions.English will continue to be the Filipinos tool for
intercommunication in various spheres of life. Effective communication plays a crucial role
in our personal and professional success.

According to Williams A.B. et.al(2014) suggested that “schools and teachers

should make significant localized efforts to provide a solid base of English Second
Language(ESL) teaching and learning materials for this is a significant step towards the
design of a localized curriculum”.

Communication is also an essential skill in leadership. One of the most common

traits of effective leaders throughout the history is the ability to communicate well to their
subordinate. Though effective communication, they are able to marshall people’s energy

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toward action and achieve what ordinary people could not. Communication can be used
to control the behavior of human beings. It can be used to regulae and amount of
activities, human engage in.

THE FUNCTIONS OF COMMUNICATIONS

LANGUAGE FORMS FOR REGULATION OR CONTROL

Communication as means of regulation or control can come in the form of

commands. It would be questions that influence human behavior. Humans need to have
a sense of control over their lives and the world around them. That is why we use
communication for regulation or control. Communication as means to regulate/control
human behavior ranges from simple request to laws governing large countries and
territories.

It is a mistake to believe that communication is a simple process. Although people

communicate with one another every day. The real questions are whether the ideas one
has expressed are truly understood by others. The art of communication is the language
of leadership (James Humes)

According to Drucker(2002), the father of American management, believes that 60

percent of all management problems comes from faulty communication. Having a
message doesn’t matter if leaders don’t communicate clearly and motivate others.

Rational modes of decision‐making, followed by communication of the decision to

stakeholders, leading to implementation of the decision is taken as a given in most
management theories. The role of corporate communication managers in many cases is
to support this process via standard communication tools.

Communication is a very important tool, which has helped every one of us to co-
exist with each other peacefully and happily. Without it, this world would not have become
as it is today, due to several qualities and factors, which it possesses. Communication
has been made possible due to some important factors . Entertainment too has been
greatly transformed because of modern means of communication. Today we have
televisions, radios, computers and cinemas which bring visual and audio enjoyment

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closer to us, unlike in the past where festivals and theaters were meant for only the kings,
queens and other high-class people in the society. We all have to say thank you to
communication for it has really changed the life of misery and sadness to a life of joy and
happiness. (Kimathi(2006)

LANGUAGE FORMS FOR SOCIAL INTERACTIONS

Communication can be used to produce social interactions. In the daily course of

living, human beings develop and maintain bonds, intimacy, relations and association.
Humans primarily do this primarily through communication. Social interaction as a
function of communication comes about in human activity. According to the Handbook of
Language and Social Interaction, it refers to “ spontaneous verbal exchanges occurring
in natural settings that are typically familiar to the interactants”.

Malinowski(2016) says “ties of union are created by a mere exchange of words”.

Social interaction is probably the most natural result of communication. This is because,
by its very definition, communication is always social and always involves interaction.

Some researchers debated that Gardner’s work has not complex the relationship
between social environment and the learners attitude. Because even a person who has
a personal longing to study the English language may not flourish in his or her learning if
he or she does not have probabilities to practice their language usage in his/her real life
(Peirce, 1995)

LANGUAGE FORMS FOR EXPRESSING MOTIVATION

Motivation as a function of communication refers to a person using language to

express desires, needs, wants, likes and dislikes, inclinations, choices and aspirations.
Motivation as a function of communication is one of the most basic functions of human
communication. Not surprisingly, motivation can also serve to strengthen social
interactions. As individuals express their preferences, goals, and aspirations, they bond
more closely with persons who share similar preferences, goals and aspirations.
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 Adherents of the Communicative Approach (E.g., Johnson and Morrow, 1981)
assert that students motivation will be enhanced if they feel that they are working on
communication skills, practicing some function within a social context not just
accumulating knowledge of vocabulary and sentence level structure.

(Petri,1991),motivation refers to the forces acting one or within the organism to

initiate and direct behavior. People are motivated to learn the language for various
reasons. Gardner specified that people have motivated done integrative motivation are
more expected fruitful in language.

LANGUAGE FORMS FOR SHARING/OBTAINING INFORMATIONS

Communication can be used for giving and getting information. Giving information
usually comes in the form of statements of facts and sometimes in terms of rhetorical
questions. Getting information can come in the form of questions intended getting
information, commands and even through statements. Communication as information
enables human to get to know about the world. It enables them to process and structure
what they learn about life.

LANGUAGE FORMS FOR EXPRESSING EMOTION

Humans always need to express their emptions both verbally and nonverbally.
Emotions are a central part of who we are. Beyond thinking about the things and people
in our world, we feel about them and about ourselves. Whether it is love, fear, anger, joy,
hope or any another emotion humans need to let them out otherwise they harm our well-
being.

According to (Boonskit,2010,) people who have a high level of communication

apprehension are those who are afraid of communication with others. They will feel
nervous and unable to communicate with others effectively. In other former studies about

7
communication apprehension, people believe that communication fear came from
personal traits.

Being able to communicate well does not come automatically. It requires

understanding of different communication principles, acquisition of many communication
skills, and internalization of important attitudes. As cited by Kids in Cheep-Aranai(2006),
language skills are essential and problematic as they could lead to misinterpretation of
meaning and cultural misunderstanding. Students who have a low level of English
speaking skills could incorrect pronunciation and intonation, leading to the loss of
communication

According to Robbins(2016), “Skill in the art of communication is crucial to a

leader’s success. He can accomplish nothing unless he can communicate effectively”.
Oral communication activities are indispensable in the classroom. Teachers and students
alike understand the significance of using correct and appropriate language to transmit
or express ideas. How then we prepare for an oral presentation? First it is important that
we define what an oral report is. An oral report also called oral presentation is a type of
presentation that offers a group of audience with new information, ideas, insights about a
particular topic.

How do we exactly prepare for an oral presentation? What factors do we consider

to make an effective one? Do we follow certain guidelines?

Effective communication plays a crucial role in our personal and professional

success. Here are some guideline to have an effective communication. First, Be clear
with the purpose. We must have specific purpose in mind. This can help to convey
message effectively to our target audience or receivers. Second, Support the message
with facts. When we provide an incomplete or vague information, we can cause confusion
or misunderstanding with the audience. Third, be concise. There is always a sense of
cliché, keep it short and simple. Avoid irrelevant or unnecessary details in the message
and keep it concise. Fourth, Provide specific information in feedback. Give feedback that
is timely, constructive and specific to the topic being discussed. Fifth, Adjust to the needs,
interests, values, and beliefs of the audience. Every person has different needs and

8
comes from different cultural background. As an effective communicator, we need to
adjust those needs, interests values and beliefs. Sixth, Observe communication ethics.
Some ethical practices in communication have been mentioned. Observing ethics in a
communication process will help you build your credibility and make you more
professional. Lastly, Be your natural self and appear very confident. Have the right
attitude and happy disposition in life, control our emotions and think well before we speak
(Diaz 2005).

Effective Communication skills are vital for students to, gain entry to, be
successful in their future professions. Learning and developing proficient written, oral, and
interpersonal communication skills will develop students emotional intelligence and
empathy though understanding of other people. (Development of the Communication
Skills, Resource Koehler & Hains –Wessons, Deakin University)

Benefits of Effective Communication

When communication is effective, it leaves all parties involved satisfied and feeling
accomplished. By delivering messages clearly, there is no room for misunderstanding or
alteration of messages, which decreases the potential for conflict. In situations where
conflict does arise, effective communication is a key factor to ensure that the situation is
resolved in a respectful manner. How one communicates can be a make or break factor
in securing a job, maintaining a healthy relationship, and healthy self expression.

According to an article by Amy Lucas on Livestrong.com, “We can reinforce,

contradict, substitute, complement, or emphasize our verbal communication with non-
verbal cues such as gestures, expressions and vocal inflection.” Nonverbal cues are so
strong because they communicate to others on a subconscious level, causing individuals
to regard nonverbal communication as “true” communication because it provides real
cues and emotions. When verbal language and body language are congruent, this works
to enhance the overall quality of the message and allow it to resonate with the individual
receiving the message. On the opposite end of the spectrum, there can also be a sense
of mistrust developed when body language does not match up to what is being verbalized.
When there is a lack of congruence between verbal and nonverbal messages, this acts

9
as a mental red flag to anybody receiving the message, and causes them to be on guard.
Body language also works to display confidence and other desirable traits.

According to (Boonskit,2010,) people who have a high level of communication

apprehension are those who are afraid of communication with others. They will feel
nervous and unable to communicate with others effectively. In other former studies about
communication apprehension, people believe that communication fear came from
personal traits.

English is said to be an essential language for humankind. Its use is evident in

politics,academe, trade and commerce making it as the international language worldwide
communication. Thus English language has become the language of power and progress.

This claim is strengthened by the statement of the National Research Council

(2007) that second language enhances career opportunities. Studying foreign language
helps students understand English grammar better and improves their overall
communication and problem-solving skills.

According to Neil Postman who writes about language and education, the
language environment is made up of four elements: (1)people, (2) their purpose, (3) the
rules of communication by which they achieve their purpose, (4) the actual talk used in
the situation. The important thing to remember about a language environment is that we
must choose a language that is appropriate to it.

Language plays the vital role in the learner’s lives. This uplift their awareness about
the role of the different languages that they practice and acquire. Also, language
education requires the teachers and students to be more sensitive and be respectful in
the home language and culture they have and will adapt.

One of the main reasons effective communication is so critical in scholarly

publishing is the global nature of the work. Language barriers often exist between
publishers and authors or editors. Many of the most renowned writers and editors in the

10
finance and science realms are not native English speakers. Even “simple” instructions
can create major roadblocks (Brenner 2015)

There is widespread debate in the communication discipline regarding the

appropriateness and efficacy of communication across‐the‐curriculum programs.
Currently, pedagogical approaches are in different stages of development and testing at
a variety of academic institution

Many studies have indicated that oral language development has largely been
neglected in the classroom (Holbrook, 1983). Most of the time oral language in the
classroom is used more by teachers than by students. However, oral language, even as
used by the teacher, seldom functions as a means for students to gain knowledge and to
explore ideas.

Underlying this fact are two assumptions. One of these assumptions-- that the
teacher's role is to teach--is usually interpreted to mean that to teach means to talk.
Accordingly, teachers spend hours and hours teaching by talking while the children sit
listening passively. Such conventional teaching- learning is one of the obstacles
preventing the real development of oral language. Children leaving these classrooms tend
to carry this passivity over to their learning attitudes, and tend to be "disabled" in their
learning abilities, as well.

The second assumption is based on the fact that children start learning and using
oral language long before they go to school. Therefore, it is assumed that the primary
learning tasks for children in school are reading and writing, which are usually seen as
the two major aspects of literacy.

In one investigation Stabb (1986) reported a steady decline of the use of oral
language in classrooms as a major reason for the inhibition of students' abilities to reason
and to forecast as they progressed from lower to higher grades. Such a phenomenon is
found not only in the language arts classroom, but also in other classrooms. According to
Stabb's and many other researchers' observations, classrooms are dominated by
teachers talking and by workbook exercises. Researchers call this phenomenon
"teachers- talk-students-listen" or "teacher-dominated." In related research, Willmington
(1993) surveyed school administrators who attested to the importance of oral

11
communication skills for teachers--and they considered listening to be the most important
skill of all.

Another result of teacher-dominated classrooms is the negative effect upon

children's attitudes toward learning. Operating under the two above-mentioned
assumptions, teachers often fail to see that literacy learning is a continuum--an ongoing
process of learning--for children. Learning before going to school and learning in school
are often viewed as separate processes. Oral language, which is the major learning
instrument for children before going to school, is no longer available with the onset of
formal schooling. Confronted with new tasks of learning to read and write while being
deprived of their major learning tool, children tend to feel depressed and frustrated.
Learning begins to loom large, and schooling gradually becomes routine--exactly the
situation described in Stabb's research.

After a few years students will have become programmed to a kind of passive
learning atmosphere--the teacher talks, the students listen and do their homework. Here,
learning simply means taking down whatever is given. In this type of classroom
environment, students learn the basic skills of reading and writing. However, they will not
learn how to think critically and how to make sound judgments on their own.

Stabb (1986) speculates that we teachers often become "so involved with
establishing routine, finishing the textbook, covering curriculum, and preparing students
for standardized tests that we have forgotten one of our original goals, that of stimulating
thought." Though Stabb's speculation sounds critical, she does provide us with a thought-
provoking expansion of the relationship between oral language development and thinking
abilities development. In delineating a debate program for elementary school students,
Aiex (1990) notes that, although the focus of the program is on the development of oral
communication skills, critical thinking and reasoning abilities are also developed along
the way.

With the globalization, calls have been made for graduates to be proficient in oral
communication skills so that they can function effectively in the academic and
Professional setting. Consequently, oral communication skills course is included in

12
undergraduate classes. Despite the need, and the varied ways of including oral
communication skills in curriculum, there appears to be little research available that
provides a more precise understanding of the methods and approaches of teaching oral
communication for undergraduate students. Oral communication covers a wide area,
ranging from formal presentations to participation in teams and meetings.

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