From: McRoberts & Gardner: English Skills (Macmillan Edn. 1999)

Effective Oral Communication

Working in a group

Much of your work on the oral section of the course involves the discussion of ideas in small groups. Although this is a common activity in English classes, students do not always appreciate the difference between conversation and small group discussion. The first is informal and may range over various topics. It has no particular patterns. A small group discussion should be focussed on a topic, and only items relevant to that topic should be considered. As well, the topic should be looked at in detail, with all required aspects being discussed.

To ensure that discussion proceeds efficiently, you should have a group leader, and someone to record what is decided. You should practise these roles during the semester.

Try the following exercise as a guide to your skills in a small group discussion.

Exercise 1

Choose one of the following topics and discuss it in groups of 4. Prepare a statement in which you list the arguments for and against. To begin the discussion, each person in the group must take a particular stance:

The group should also come to a consensus on how to proceed with the proposal you are discussing. Note that consensus means that you come to a group view. It is different from a vote in which the majority rules.

Nominate someone to lead the group, someone to take notes and someone to act as a ‘critical friend’. Keep a personal record of the roles you play, so that you have an opportunity to take different roles throughout the semester.

The leader of the group should:

  1. encourage all people to contribute — make sure that everyone has a turn at speaking
  2. ensure that the discussion sticks to the topic

The note taker should:

  1. Record the names of group members
  2. Keep notes of the main points raised
  3. Record the group’s point of view (arrived at by consensus)
  4. Report back to the class

The critical friend should:

  1. Observe the way the group functions (including body language).
  2. Report on how each member participated, including whether they contributed and whether they allowed or encouraged others to contribute.

Scenario 1

You are concerned about water usage in your school. You would like to put in a tank to use rainwater for drinking purposes.

Scenario 2

You would like to organise an overseas tour of students to a country which speaks the language you are studying (e.g. Italy, France, China, Indonesia, Japan, Germany)

Scenario 3

You are concerned about the amount of litter in your school or local area. You would like to improve student attitudes towards recycling.

Listening to others

Reflect on the group discussion that you have been involved in while completing the above exercises. Did everyone speak for about the same length of time? How easily was consensus achieved? How often did the group stray from the topic (e.g. by talking about personal matters). Did anyone ask questions of other group members?

Consider the characteristics of listeners. Who are people whom you consider to be good or bad listeners? What is it about them that leads you to make this judgement?

A good listener may:

  1. Work co-operatively and concentrate.
  2. Be sympathetic to the speaker (e.g. concerned about their welfare)
  3. Picks up cues which ask for a particular response. For example:
    What do you think?’
  4. Ask questions about something that has been said (to clarify or expand)
    I don’t understand the point about…
    Did you consider trying to…
    Does that mean it won’t work?
    or in informal conversation
    What did he say to that?
    What did you wear?
    What are you going to say to them?
  5. Use eye contact to show concentration on the person
  6. Using facial expressions (smiles or frowns, nods or shakes of the head) to show interest or concentration
  7. Use confirming words and phrases
    Yes.
    Really?
    Go On!
    You don’t say!
    Oh no!
  8. Uses the person’s name when speaking to them
  9. Allow the speaker to make a point or tell a story without interruption
  10. Encourage others to take a turn, and to respond when someone presents a different view during discussion

A poor listener may

  1. Not focus on the speaker (e.g. look around the room)
  2. Interrupt when another speaker is taking their turn, or before the person has finished
  3. Talk about themselves only
  4. Maintain a blank face
  5. Show no interest in the topic or not understand the points being made (e.g. lack background in the topic)
  6. Not ask questions about what has been said
  7. Aggressively disagree with the points being made (although this may be because the listener is appalled by the ideas being presented!)

The speaker’s background

The background or relationships of the speakers/listeners can also have an impact. For example, suppose that you are listening to someone put a point a view about race relations in Australia. Discuss how your response might differ if the person putting the point of view is:

Context

The place where the conversation is taking place is also significant. In particular, the level of formality can affect a listener’s response.

Body language

Our body language can send messages to others in a conversation or discussion. In groups, consider the impact of the following body language. Then draw a table like the one below. Use this table to record whether the actions are likely to help or hinder a discussion.

It may be useful to ask group members to act out these examples so that you can more easily assess their impact.

Help Hinder Comment
  Folding arms Suggests a ‘closed’ approach to the discussion. Puts a barrier between speaker and listener.
Nodding   Suggests agreement with the speaker and encourages them to continue.