ASCOT Library Zabali Campus

Par t I – Lesson 1 toward a better understanding of the communication process – Lesson 2 toward a deeper insight and language – Lesson 3 towards more purposeful listening – Lesson 4 toward the development of an effective speaking voice – Lesson 5 toward a more effective use of the body – Lesson 6 toward discrimination of English sounds – Lesson 7 toward an internalization of English rhythm and melody – Lesson 8 toward a more effective production of critical sounds of English – Part II – Lesson 1 toward gaining audience understanding – Lesson 2 toward changing audience attitudes – Lesson 3 toward reinforcing audience attitudes – Lesson 4 toward a more impressive speech delivery – Lesson 5 toward more effective interpersonal communication – Lesson 6 toward an animated group discussion – Lesson 7 toward more effective individual oral interpretation – Lesson 8 toward more effective group interpretation.

"Toward More Effective Speech Communication was written to answer the needs and interests of Filipino college students who wish to gain a refinement in oral communication in English. This book is also intended to help the Filipino students who come from different regions of the Philippines, to correct marked deviations in English acquired over the years. from a plethora of linguistic, cultural and psychological factors. Since only a few students - the majors - will enrol in more than the one main speech course that most colleges provide, the authors felt that the text should include as much of the theoretical basics of communication as well as the practical applications as these can be taken up in one semester's time.
This book, therefore, was written with the Filipino student in mind. Every lesson and activity is addressed to the student who is led progressively through the learning process of self-discovery, self-activity, and involvement. This developmental, cumulative and heuristic strategy minimizes the pain of making corrections and changes while it maximizes the joy of success and fulfillment.
The materials in content, organization and presentation are drawn from many years of teaching experience with Filipino and foreign non-English speaking students, from researches and studies on internationally accepted ways of teaching English as a foreign and second language, and from surveys and project studies conducted by the Oral Communication Study Group of the English Department of the University of the East. Much of the material has been tried on a diversified group of college students and found effective. This accounts for the order and the manner of presentation of the course content, e.g. the lesson on the whole process of communication is followed by a lesson on language, it being the tool of communication; listening comes before speaking for speaking would be futile without a good listener. Nevertheless, the sequencing is flexible enough for the creative teacher to take up whatever part of the varied activities in each lesson he sees fit to meet the needs and interests of a particular class.
The book is made up of two parts. Part I takes care of the speech features and the mechanics-medium that make spoken English really English. There are a variety of self- activity exercises to give the student practice in the language and to provide opportunities for the intensive development of his oral communication potentialities. The subject matter used to develop a definite speech skill is both Filipino and international such that he will not only learn English speech but also rediscover and appreciate his own culture as well as get a panoramic view of his relationship to and with other peoples of the world. The activities suggested for each lesson are drawn from practical, everyday situations where the student is challenged to draw from his speech repertoire to act, react and interact in a functional and relevant manner either as a speaker or as a listener. There are a variety of exercises for reinforcement, feedback and improvement.
The Diagnostic Passage in the Appendix may be used as an inventory of student strengths, weaknesses and needs and may also be used as retest at the end of the course. The teacher likewise can choose from the numerous speech activities, dialogues and directed activities those which he can use in the speech laboratory for each unit of work. He is of course free to supplement his work from a wealth of materials that are available to him for laboratory exercises in his own school library, and other reference materials outside of the text.
Part II, covering one half of the book is a situational, problematic, and pragmatic plication of the principles and techniques in Part I. It teaches the student how to choose, handle, organize and deliver the substance-medium of oral communication. This part gives the student all the opportunities to use the knowledge, skills and values gained and internalized in Part I in many situations he is likely to find himself in school and out of school. The materials in Part II were also designed to make the student participate more actively and cheerfully in classroom activities. He has a diversified array of activities to choose from and get involved in, so that his resistance to change is inevitably broken down from what he is to what he should be, gradually and easily. In these activities, therefore, he is led to change for the better without his realizing it. In the lessons in Part II, the student is taught by discovering on his own, the what, how and why of things. Then he is guided along the lines of learning and self- activity to the goals of self-expression and fulfillment through language. He can now talk, act, and communicate to a degree in which he can present himself and his thoughts to the best ad- vantage and in so doing draw effective responses from his audience or listeners. Part II at producing a happy individual who has found fulfillment in himself through an emotionally aims and intellectually balanced fare of materials and activity.
The text has concentrated on providing the student with the skills necessary to his life as a student and later on, with more practice, in his professional life. The school itself is replete with opportunities for communication in its various aspects - lectures, discussions, conversations with school personnel as well as with schoolmates, giving information to the class, persuading classmates and friends, listening to tapes, radio and television, listening to speeches in school convocations and assemblies, watching plays, declamations, and oratorical contests and taking part in these, conducting interviews, etc. Through dialogues and directed activities, the students are exposed to various speech activities and are helped to make their own speeches and pieces for delivery. The authors are of the opinion that if the foundations of good communication are not laid early enough or attended to in some systematic way while the student is still in school, he may never again have the opportunity to attend to them.
Equipped with the knowledges and skills that can be gained within the constraints of time, space, and opportunities for active participation in communication activities in the classroom, the student will hopefully contribute to the life of his social group through spontaneous and planned communication when the need arises. Ultimately it is hoped that in the larger community of his profession, of the nation, and of the world at large, he will contribute his share to its betterment with a bolstered self-confidence arising from skill in speech communication.
It is the hope of the authors that this text will benefit both the students and the teachers, as much as it has taught and enlightened the authors in the metamorphoses of the different stages of the manuscript."