International Journal on Studies in English Language and Literature (IJSELL) Volume 2, Issue 9, September 2014, PP 44-48 ISSN 2347-3126 (Print) & ISSN 2347-3134 (Online) www.arcjournals.org ©ARC Page | 44 The Influence of Practical Teaching of Oral Communication Oladipupo A. Akinola Department of General Studies Federal Polytechnic Ede Osun State, Nigeria. Oladipupo7@gmail.com Abstract: Oral communication fulfills a number of general and discipline-specific pedagogical functions. Learning to speak is an important goal in itself, for it equips students with a set of skills they can use for the rest of their lives. Speaking is the mode of communication most often used to express opinions, make argument, offer explanations, transmit information, and make impressions upon others. Students need to speak well in their personal lives, future workplaces, social interactions, and political endeavors. They will have meetings to attend, presentations to make, discussions and arguments to participate in, and groups to work with. If basic instruction and opportunities to practice speaking are available, students would be able to position themselves to accomplish a wide range of goals and be useful members of their communities. Therefore, this pilot study attempted to describe the applications of the practical based approach to teaching oral communication skills in an academic setting. It also investigated the teachers' attitude to adoption of practical task as a complement to the teaching of oral communication skills. The findings revealed the stakeholders positive attitude to its adoption in order to complement the theoretical aspect, of teaching. Keywords: Influence, Practical, Teaching, Oral Communication 1. INTRODUCTION With the globalization, it has become imperative for graduates to be proficient in oral communication skills so that they can function effectively in the academic and professional setting Oral communication covers a wide area, ranging from formal presentations to participation in town meetings. Consequently, oral communication skills course is included in Primary, Secondary and Tertiary levels. 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 at each of these levels. This is why this paper tries to examine the possibilities of applying practical in teaching oral communication skills. This study reports on an investigation into the attitude of the teachers' of oral communication in four selected polytechnics in Osun, Ondo and Kwara States .These are Osun State Polytechnic Iree, Rufus Giwa Polytechnic Owo, Federal Polytechnic, Offa and federal polytechnic Ede. The paper first describes the dimensions of oral communication skills and practical based approach. It then introduces the dimensional contexts in which the oral communications skills course is offered and the goals of this particular course. 2. 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 (1976) explains, communication is more than merely and exchange of words between parties; it is a " ... sociological encounter". And through exchange of meanings in the communication process, social reality is "created, maintained and modified" (Halliday, 1976). Such a capacity of language is also evident in Clyne (1994) assertion that communication is an “... instrument of action". Speech Act Theory is concerned with the communicative effect, that is, the function and effect of utterances. He 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