Logical Thought Processes for Oral Communication Study Guide
Learning Outcomes for Oral Communication
The study guide for the Course of Leveling in Engineering, Sciences, and Technologies at Escuela Politécnica Nacional (EPN) outlines several key learning outcomes for academic communication. In terms of knowledge, students are expected to apply logical thought processes, critical reading strategies, and textual properties in academic writing while integrating the ethical use of digital tools. For skills, the focus is on evaluating information through logical reasoning, drafting academic texts with an argumentative structure, and employing Artificial Intelligence (AI) tools responsibly. Finally, values and attitudes emphasize the demonstration of the capacity to expose ideas and participate in debates.
Introduction to Oral Communication in Higher Education
Oral communication is identified as a fundamental competency in university training. It serves as the primary mechanism for students to express ideas, argue positions, and socialize knowledge across various academic and professional contexts. Beyond a simple means of transmitting information, oral discourse is a tool that enables the construction of shared meanings, social interaction, and the development of critical thinking. In the sphere of higher education, mastering oral communication is indispensable for academic performance, particularly during presentations, debates, project justifications, and research defenses. Discourse is configured as a social practice that is highly dependent on context, communicative purpose, and the specific characteristics of the audience. Morales (2013) highlights that discourse is a social construction allowing for the interpretation of reality from different perspectives, which is vital for students to communicate complex phenomena.
Definition and Conceptualization of Discourse
Discourse is defined as a set of ideas that construct a vision of the world and allow for the interpretation of reality from a specific context. According to Van Dijk (2005), discourse is deeply connected to the belief systems of individuals, which manifest in their communication styles. Consequently, every oral intervention reflects not only specific knowledge but also specific ways of thinking and positioning oneself regarding various topics.
Rodríguez (2016) posits that oral discourse is a social practice involving forms of action between people, linked to linguistic, cognitive, and sociocultural contexts. Oral communication is not an isolated process but a dynamic interaction adapted to environmental conditions, the audience type, and the speaker's intent. Distinctly, oral discourse is characterized by spontaneity and the need for real-time idea organization. This demands mental clarity, mastery of the subject matter, and improvisation skills. Unlike written discourse, oral presentation does not allow for multiple revisions during the act, necessitating thorough prior preparation to ensure coherence and fluency.
Classification of Oral Discourse Types
Within academic environments, oral discourse takes several forms depending on the communicative intention:
Descriptive Discourse: This type aims to represent objects, people, ideas, or experiences by incorporating specific details that allow the receptor to construct a mental image. It requires precision and expressive richness. An example provided from FAO (2020) describes the morning mist sliding between tall forest trunks, with dew-pearled leaves exhaling a scent of damp earth, resin, and moss, illustrating the complex web of life in an ecosystem.
Referential Discourse: The objective is to transmit objective information based on verifiable facts and data. It is prevalent in scientific and academic contexts requiring clarity, precision, and formal language to avoid ambiguity. An example from the IPCC (2023) notes that climate change refers to long-term variations in planetary conditions driven by greenhouse gas increases from human activities. It specifies that the global average temperature has already increased by approximately relative to pre-industrial levels, accelerating heat waves and biodiversity loss.
Appellative Discourse: This seeks to influence the receiver, motivating them to adopt a posture or perform an action, often using emotional and expressive resources. It is common in advertising, politics, and motivational speaking. An example from UNEP (2018) encourages the reduction of single-use plastics by carrying reusable bottles and bags to protect marine fauna from micro-plastics.
Argumentative Discourse: The goal here is to persuade through reasons and evidence. It is particularly relevant for university students to develop critical thinking and the capacity to sustain ideas logically. An example from IEA (2021) argues that cities must prioritize the expansion and electrification of public transport over highway expansion to reduce greenhouse gas emissions and improve air quality, aligning with cost-effective decarbonization scenarios for the year .
Elements of Effective Oral Communication
According to Mehrabian (2009), the effectiveness of oral discourse depends on the integration of three primary dimensions known as the V-V-V formula:
Visual Elements: These include gestures, posture, body movements, and the use of physical space. These aspects are studied via Kinésica (body language) and Proxémica (spatial relationships) and influence how the audience perceives the message and connects with the speaker.
Vocal Elements: These involve the use of the voice, including intonation, rhythm, volume, and speed. Proper vocal modulation allows a speaker to emphasize key ideas, maintain audience attention, and facilitate overall comprehension.
Verbal Elements: These correspond to the literal content of the discourse, including the organization of ideas, language choice, and message coherence. These elements reflect the speaker's level of knowledge and their ability to structure an intervention logically.
Non-Verbal Communication and Planning
Non-verbal communication plays a critical role in transmitting an oral message. Rincón (2019) notes that Kinésica studies body and gestural movements, while Proxémica analyzes the use of space. Paralenguaje refers to the vocal characteristics accompanying the speech, such as tone and intonation. These non-verbal cues can reinforce or contradict the verbal content.
Successful oral presentations require careful planning, including information selection and audience adaptation. The start of an exposition is crucial for capturing attention; it is recommended to begin with a clear idea, a question, or a relevant data point. Presentations should follow a logical structure: Introduction, Development, and Conclusion. Visual aids should support the content without saturating the presentation. Continuous practice and feedback are essential for strengthening stage presence and professional communication skills.
Questions & Discussion
Question: Why is the claim that discourse is independent of social and cultural context considered false?
Response: Based on the perspective of Teun A. van Dijk, discourse is never neutral or purely informative. It is deeply linked to belief systems (ideologies, values, shared knowledge). When a person speaks, they put their interpretation of the world into play, which is influenced by their social and cultural context. Factors such as culture, society, power, and interaction directly influence what is said and how it is said.
Question: Argument why Rodríguez (2016) considers oral discourse a social practice.
Response: From Rodríguez's perspective, speaking is not just about producing sentences but participating in a situated interaction. Communication occurs within specific contexts with shared norms, roles, and expectations. Meaning depends on who is speaking, to whom they are speaking, and for what purpose. Oral discourse does not just reflect social reality; it contributes to building it by allowing people to act, relate, and give sense to their lives in society.
Bibliography
Carreño, Albani. (2014). El discurso. Carúpano. UO Ediciones.
Morales, E. (2013). Diccionario de lingüística. Barcelona. Universitat de Barcelona.
Rodríguez, María. (2006). Consideraciones sobre el discurso oral en el aula. Universidad Distrital Francisco José de Caldas.
Van Dijk, T. (2005). Ideología y análisis del discurso. Utopía y Praxis Latinoamericana, 10 (29), 936.
García, E. (1985). Tipos de comunicación no verbal. Instituto de idiomas extranjeros.
Mehrabian, A. (2009). Comunican no verbal. Los Ángeles: Universidad de California.
Sokuvitz, S. (2015). Pasos para preparar una presentación oral. Buenos Aires, Pearson.