G11 - Oral Communication

Unit 1: THE NATURE AND ELEMENTS OF COMMUNICAT ION

At the end of the lesson, students are expected to:       

Learning Outcomes:

Explains the functions, nature and process of communication Differentiate the various models of communication Uses various strategies in order to avoid communication breakdown Examines sample oral communication activities Identifies the various types of speech context Distinguishes types of speeches and speech style Responds appropriately and effectively to a speech act

Communication –

Definition of Terms: The learner understands the nature and elements of oral communication in context.

Content Standard: The learner designs and performs effective controlled and uncontrolled oral communication activities based on context. Performance Standard:

Oral Communication in

In the word web below, surround the word communication with your ideas about it. Oral Communication in

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Let’s Get Started:

COMMUNICATI ON

Did you know that? We spend almost 70% of our communication time as speakers.

LESSON 1: DEFINITION OF COMMUNICAT ION

Communication (from the Latin term “communis” which means to share and inform ideas, feelings, etc.) is the act of transmitting intended meanings from one entity or group to another through the use of mutually understood signs and semiotic rules. Also, it is the process of expressing and exchanging information, thoughts, ideas and feelings. Since communication is a process, it involves a series of actions that lead to a particular result such as the passing on of a message and an exchange of ideas, among others.

Communication involves sending and receiving messages through different channels. The sender and the receiver take an active part in communication process since it is a two-way process. It involves encoding, translation and decoding. When we speak about our personal lives, attend meetings, present topics or researches, we all direct our messages to an audience or panelist. When we get in touch with others through Facebook, Instagram, Gmail, and Twitter, we deliver our message to our friends or relatives. Therefore, the communicator hasexamples to translate well tosituations: the intended audience. The following are of messages communication    

A professor delivering a lecture to her students A coach talking to his players A dad giving advice to his son A salesperson giving a sales pitch to clients

The different categories of communication include: Oral Communication in

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Spoken or Verbal Communication: face-to-face, telephone, radio or television and other media. Non-Verbal Communication: body language, gestures, how we dress or act – even our scent. Written Communication: letters, e-mails, books, magazines, the Internet or via other media. Visualizations: graphs and charts, maps, logos and other visualizations can communicate messages.

Analyze the following definitions of communication. Write your explanation in the space provided. Activity 1.

1. Communication is a dynamic interactive process that involves the effective transmission of facts, ideas, thoughts, feelings and values. ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 2. The fascinating thing is that the human animal is rarely aware of its postures, movements, and gestures but can tell one story while its voice may be telling another. -Allan Barbara________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

3. Communication is transfer of information from one person to another, whether or not it elicits confidence. - S.G. Breiun – ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ 4. Communication is defined as the intercourse by words, letters or messages, the intercourse of thoughts or opinions. It is act of making one’s ideas and opinions known to others. –F.G. Meyer________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ 5. Communication is a process which involves the transmission and accurate replication of ideas ensured by feedback for the purpose of eliciting actions which will accomplish the organizational goals. –William Scott________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________

WRITING INSIGHTS Are you a good conversationalist? Are you a good speaker? Identify your strengths and weaknesses in verbal communication. Activity 2. STRENGTHS

WEAKNESSES Oral Communication in

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Read the following paragraphs and answer the following questions that follow. ON THIS DAY: HELEN KELLER COMPREHENDS THE WORD “WATER”

Activity 3. READING COMPREHENSION

On April 5, 1887, teacher Anne Sullivan taught her blind and deaf pupil, Helen Keller, the meaning of the word “water” as spelled out in the manual alphabet. Helen Keller’s Breakthrough With the assistance of Alexander Gramham Bell, the Kellers were able to engage Anne Sullivan, a teacher at the Perkins School for the Blind in Boston, to tutor their daughter at their Alabama plantation. Sullivan helped Helen gain selfcontrol and then began teaching her using a technique first employed by Perkins tutor Samuel Gridley Howe to teach deaf-blind girl Laura Bridgman to read.

Sullivan spelled words into Helen’s hand and tried to help the girl connect letters and words with objects’ names. At first, Helen thought her teacher was just playing a game. Helen memorized words but failed to understand that they did, in fact, have meaning. It wasn’t until April 5, 1887, when Anne took Helen to an old pump house, that Helen finally understood that everything has a name. Sullivan put Helen’s hand under the stream and began spelling “w-a-t-e-r” into her palm, first slowly, then more quickly. Keller later wrote in her autobiography, “As the cool stream gushed over one hand she spelled into the other the word water, first slowly, then rapidly. I stood still, my whole attention fixed upon the motions of her fingers. Suddenly I felt a mist consciousness as of something forgotten - a thrill of returning thought; and somehow the mystery of language was revealed to me. I knew then that ‘w-a-t-e-r ‘meant the wonderful cool something that was flowing over my hand. That living word awakened my soul, gave it light, hope, joy, set it free! There were barriers still, it is true, but barriers that could in time be swept away”. Sullivan described the event in a letter to the matron of the Perkins School: “The word coming so close upon the sensation of cold water rushing over her hand seemed to startle her. She dropped the mug and stood as one transfixed. A new light came into her face.” Keller began asking what the words for other objects were, and learned dozens of new words in the following days. From that breakthrough moment, Helen’s world continued to expand. She learned to read, write and even speak.

Comprehension Questions: 1. Describe Helen Keller. ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ 2. Describe Anne Sullivan as a teacher, and as a communicator. As a Teacher

As a Communicator

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a. Helen Keller is blind, deaf and mute. How does she express herself? How does she communicate with others?

_________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________

b. Narrate how Helen Keller learns that “Everything has a Name” _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________

Values Integration: References:

https://oralcom.wordpress.com/2016/10/14/communication/

LESSON 2: FUNCTIONS OF COMMUNICAT ION

WHAT ARE THE FUNCTIONS OF COMMUNICATION?

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Communication functions refer to how people use language for different purposes also refers to how language is affected by different time, place, and situation used to control the behavior of people used to regulate the nature and amount of activities people engage in. The most basic functions of communication in an organization are to regulate/ to control, to inform, to interact socially, to express and to motivate. FIVE FUNCTIONS OF COMMUNICATION

1. Regulation/Control - functions to control one’s behavior  

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Doctors’ Prescription “Take your medicine 3 times a day.” Parents’ Instruction to their child “Wash the dishes now, or else I won’t allow you to go to the party later.” Friends giving advice on what to do “Move on. He doesn’t love you anymore”

2. Social Interaction - used to produce social relationships; used to develop bonds, intimacy, relations,; used to express preferences, desires, needs, wants, decisions, goals, and strengths; used for giving and getting information of encouragement.

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You can do it.” Marriage Proposal “Will you marry me?” Invitation “Would you like some coffee, tea, or me?”

3. Motivation - functions to motivate or to encourage people to live better.

4. Information - functions to convey information. Giving information… 

“Did you know that there’s a secret apartment at the top of the Eiffel tower?”

5. Emotional Expression - facilitates people’s expression of their feelings and emotions. 

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Appreciation “I’m so glad that you came into my life.” “I like you so much! “Are you false teeth? It’s because I can’t smile without you.” Expressing one’s ambition “I want to finish up my studies with good grades to be accepted in a good university.” Expressing a need “I need you in my life.” Expressing prayers “We pray for those who suffered a broken heart from their crush.” Oral Communication in

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Activity 1.

Identify the speaker’s purpose in communication. Choose the correct answer from the box.

COMPREHENSION Information

Regulation/Control

Social Interaction

Motivation

Emotional Expression

__________________ 1. The new employee were oriented of the company policies before they were deployed. __________________ 2.Teacher Grace gave Anna an advice with regard to her failing grade in English. Consequently, she needed to comply with the requirements so she would be able to pass. __________________ 3. Atty. John delos Reyes already proposed to his longtime girlfriend yesterday. __________________ 4. The church is a family who can support you in deepening your spiritual walk. __________________ 5. Kuya Kim of TV Patrol reported on the reasons why we experience climate change. __________________ 6. We enjoyed our fellowship in a gathering of business people and professionals last night. __________________ 7. The committee has to explain its side about the audience’s doubt of the proclaimed winner. __________________ 8. The presidentiables explained their platforms as they campaigned in the different cities they visited. __________________ 9. Lani was able to pass the test by following the guidelines set by her teacher. __________________10. On the other hand, her classmates expressed their disappointment by not reading the guidelines carefully.

Activity 2. LIST DOWN AND

List down at three (3) communication situations and classify them according to their functions. Indicate your answers on the appropriate space.

FUNCTIONS OF COMMUNICATION

COMMUNICATION SITUATIONS

Information

1. 2. 3.

Regulation/Control

4. 5. 6.

Motivation

7. 8. 9.

Social Interaction

10. Oral Communication in

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11. 12. Emotional Expression

13. 14. 15.

LESSON 3: NATURE OF COMMUNICAT ION

NATURE OF COMMUNICATIONS We are considered as the most intelligent living species here on earth because we have this innate ability to communicate. Communication is intertwined with our human experience since it is life-blood of our society. Our society exists because there is communication. We survive because we can communicate. Communicate indeed plays significant role in all our endeavors. 1. PERSONAL LIFE: - Our relationships with others are built through communication. This 21st century we are now enjoying the comfort of technology. With the advent of technology, we get in touch with others around the globe through the screen of monitors, cellphones, tables, and different social media. This new milestone in communication gives us a lot of opportunities to know more about the people and the world we live in.

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with the advent of the Internet, we have experienced the pleasure and enjoyment of getting in touch our loved ones and of learning new things and information. 2. PROFESSIONAL LIFE: - We make use of communication to fulfil our goals, desires, and needs in life. Our ability to communicate well with others helps us succeed in our careers. Our good communications skills help build healthy relationships with our co-workers. Our success in our chosen career, and occupation depends on our ability to communicate, persuade and express our ideas well. Communication, indeed, is indispensable. Communication helps us fully understand others. Our inability to express ourselves well will surely lead a lot of problems personally and professionally.

LESSON 4: PROCESS OF COMMUNICAT ION

THE PROCESS OF COMMUNICATION?

Communication is reciprocal in nature. It is dynamic, ongoing and non-static activity. Again, it is a twoway process. Here are the elements of the communication process: 1. SENDER – this represents the source, the speaker or the person who creates, encodes and transmits the message. 2. MESSAGE – this refers to the ideas, feelings, perceptions, values, beliefs of opinions conveyed by the speaker to the receiver. Messages can be transmitted verbally or non-verbally. 3. CHANNEL – this serves as the vehicle or medium used in transmitting messages, or ideas. Oral Communication in

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a. Written Media – this includes memos, letters, reports, bulletin boards, handbooks, newsletters, and the like. b. Verbal Media – this includes face-to-face conversation, telephone, mobile phone, computer, television, radio, tape-recorded messages, emails, slide shows, and many more. c. Non-verbal – this refers to simple gestures, facial expressions, body position and clothing can transmit an idea or message to the receiver. 4. NOISE or BARRIERS – this pertains to something that can distort the sending and receiving of messages. There are so many factors that can block effective communication process: a. Physical Barrier – refers to conspicuous disruptions in the environment that make it difficult to hear or listen. This includes the environment noise, or background noise. b. Psychological Barrier – refers to emotions, mood, knowledge, or other mechanisms within the speaker that can impede the speaker’s or receiver’s ability to express and to understand the message clearly. c. Semantic Barrier – refers to the ability of the receiver to understand the meaning of the words. It is very important to use appropriate words and phrases the receiver will surely understand. d. Psychosocial Barrier – this is related to the receiver’s background, perception values, biases, needs, and expectations. Here are the few areas that may affect communication: a. Sincerity – it is the foundation of all communication. Without sincerity, and honesty, all attempts at communication well will surely fail. b. Empathy – it is your ability to put oneself into some one’s shoes. If you can see the world through the eyes of the others, you will surely be a good conversationalist. c. Self-perception – how we see ourselves affects our ability to communicate effectively. d. Role Perception – it is very important for us to know our role, and the importance of our role as a person, as a student, as a daughter/son. This will guide us when to communicate, whom to communicate with, and what to communicate. e. Listening ability – you will not fail to understand the message of the sender when you know how to listen attentively. 5. RECEIVER – is the individual or individuals to whom the message is directed. The receiver will understand the message depending on his/her experiences, attitudes, knowledge, skills, perceptions, and culture. 5. FEEDBACK/RESPONSE – is considered as the key component in the communication process. It allows the sender to evaluate and to respond to the message, whether the feedback is positive or negative.

1. Cite situations and examples of NOISE and BARRIERS inside the classroom. Activity 1.

Physical Noise

Psychological

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2. What could be the appropriate FEEDBACK on the following situation? a. You saw a burglar in your neighbor’s house. ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ b. While you were inside the jeep, you saw a pickpocket burglar trying to slash the bag of a woman beside you. ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ c. While watching the television, you learn about the suspension of classes due to heavy rain. ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ d. You were a manager of a food chain and you received a letter of complaint from your customer due to poor service. ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________

A. Read the poem “The Monkey’s Point of View”. Then answer the questions after it. Activity 2.

THE MONKEY’S POINT OF VIEW Three monkey’s in a coconut tree Discussing things as they’re said to be Said one to the others, “Now listen you two, There’s a certain rumor that can’t be true, That man descended from our noble race. The very idea, it’s a dire disgrace! No monkey’s ever deserted his wife, Starved her baby, and ruined her life. And you’ve never known of a mother monk To leave her baby with others to bunk. Or pass them on from another one to another Till they hardly know who is their mother And another thing you’ll never see A monk build a fence around a coconut tree And let the coconut go to waste Forbidding all other monks to taste Starvation would force you to steal from me Besides, what monk would smoke a pipe and burn the tree, Pollute his air and kill himself? Here’s another thing a monk won’t do Go out at night and get in a stew Or use a gun, a club, or knife To take some other monkey’s life Yes, man descended the ordinary cuss But brother, he didn’t descend from us! Oral Communication in

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B. Look at the word in the poem that means the same as the given phrase. Write that word on the blank. _____________1. An untrue story passed on from one person to another; a gossip _____________2. Originated from or came from the same ancestry _____________3. Desperate _____________4. A source of shame or humiliation _____________5. Of high birth or exalted rank _____________6. To abandon _____________7. To suffer or die from lack of food _____________8. To destroy or devastate _____________9. To stay for the night _____________10. A house where prostitutes live and work C. Comprehension and Interpretation 11. Who are engaged in discussion? ______________________________________________________ 12. What was their topic? ______________________________________________________________ 13. What was the rumor all about? _______________________________________________________ 14. What do the monkeys feel about the rumor? ____________________________________________ 15. State the attributes of men mentioned in the poem. ______________________________________ 16. State the acts committed by the monkeys. ______________________________________________ 17-18. What is the author trying to tell us through this poem? _________________________________ 19-20. What could be the message of the poem?____________________________________________ GIVING AND RECEIVING FEEDBACKS Share your insights about the poem. State your positive and negative FEEDBACK on the message of the poem.

Activity 3. _____________________________________________________________________________ _ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______

Activity 4. Let’s Apply It!

In the box below, show how the communication process works by citing a situation in real-life. Label it with the components of communication and other essential variables that you think are very important in the process.

How Well Did You Perform?

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LESSON 5: MODELS OF COMMUNICAT ION   

THE MODELS OF COMMUNICATION

1. LINEAR MODEL  Communication is considered as “one-way process”. The message signal is encoded and transmitted through channel in presence of noise. The sender is more prominent in linear model of communication. Applied in mass communication like television, radio, and etc.

Different Types of Communication Model Based on Linear Model of Communication are: Aristotle’s Model of Communication/Aristotelian Model - Aristotle (384-322 B.C) was a Greek philosopher and writer born in Stagira, Northern Greece. He was also the teacher of Alexander the Great. He studied physics, logic, mathematics, and etc. - Considered as the first model of communication and was proposed before 300 B.C. - Most widely accepted among all communication models - Aristotle Model is mainly focused on speaker and speech. It can be broadly divided into 5 primary elements: speaker, speech, occasion, audience, and effect.

- Speaker centered model - Speaker must have a very good non-verbal communication skill with the audience like eye contact. Elements of Good Communicator 1. ETHOS  Credibility of the speaker  Characteristic which makes you credible in front of the audience

2. PATHOS  Emotional bond  If what you say matters to them and they can connect with it, then they will be more interested.

3. LOGOS  Sense of reason

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 You must present facts to the audience for them to believe in you.

Criticisms of Aristotle’s Model of Communication There are few criticisms around this model. Some of them are:  There is no concept of feedback, it is one way from speaker to audience.  There is no concept pf communication failure like noise and barriers.  This model can only be used in public speaking.

Lasswell’s Model of Communication - Developed by communication theorist Harold D. Lasswell (1902-1978) in 1948. Lasswell’s model of communication (also called as action model or linear model or one-way model of communication is regarded as one of the most influential communication model.) COMPONENTS Who Says what In which channel To whom With what effect

MEANING The communicator or sender or source of message The content of the message The medium or media The receiver of the message or an audience The feedback of the receiver to the sender

ANALYSIS Control Analysis Content Analysis Media Analysis Audience Analysis Effect Analysis

Criticisms of Lasswell’s Model of Communication There are few criticisms around this model. Some of them are:  Does not include feedback and it ignores the possibility of noise.  Very linear and does not consider barriers in the communication process.  More focused on the resulting outcome and generally used for media persuasion.

Berlo’s Model of Communication - In 1960, David Berlo postulated Berlo’s Sender-Message-Channel-Receiver (SMCR) model of communication from Shannon Weaver’s Model of Communication (1949). He described factors affecting the individual components making the communication more efficient. - Focuses on encoding and decoding which happens before sender sends the message and before receiver receives the message respectively. - Berlo’s Model has mainly four components to describe the communication process. They are the: sender, message, channel and receiver. Each of the component is affected by many factors.

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Criticisms of Lasswell’s Model of Communication There are few criticisms around this model. Some of them are:  Does not include feedback and it ignores the possibility of noise.  Very linear and does not consider barriers in the communication process.  More focused on the resulting outcome and generally used for media persuasion.

4. TRANSACTIONAL MODEL OF COMMUNICATION - This model, developed in the 1970s by Dean Barnlund, shows communication as occurring continuously and simultaneously between or among people. It shows communication as a two-way process in which participants are constantly sending and receiving messages.

Different Types of Communication Model Based on Transactional Model of Communication is: Shannon and Weaver’s Model of Communication (Information Theory) - Shannon-Weaver Model of Communication was created in 1948 when Claude Elwood. Shannon wrote an article “A Mathematical Theory of Communication” in Bell System Technical Journal with Waren Weaver. - Shannon was an American Mathematician whereas Weaver was a scientist. The Mathematical Theory later came to be known as Shannon-Weaver Model of Communication or “Mother of all Models”.

Concepts in Shannon-Weaver Model  

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Sender (Information Source) - Sender is the person who makes the message, chooses the channel and sends the message. Encoder (Transmitter) - Encoder is the sender who uses machine, which converts message into signals or binary data. It might also directly refer to the machine. Channel – Channel is the machine used to send message.

Decoder (Receiver) - Decoder is the machine used to convert signals or binary data into message or the receiver who translates the message from signals.

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Receiver (Destination) - Receiver is the person who gets the message or the place where the message must reach. The receiver provides feedback according to the message.

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Noise - Noise is the physical disturbances like environment, people, and etc. which does not let the message get to the receiver as what is sent.

5. INTERACTIONAL/INTERACTIVE MODEL OF COMMUNICATION - Also known as “convergence model”

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- Deals with exchange of ideas and messages taking place both ways from sender to receiver and vice-versa. - The communication process takes place between humans or machines in both verbal and nonverbal way. - This is a relatively new model of communication for new technologies like web.

Different Types of Communication Model Based on Transactional Model of Communication are: Osgood-Schramm’s Model of Communication - Built on the theory that communication is a two-way street, with a sender and a receiver. - Charles Egerton Osgood popularized the notion that communication was circular rather than meaning that is required two participants taking turns sending and receiving a message. -“Field of experience” incorporates what is mutually understand between the sender and receiver. For example, a professor of calculus would have very little luck communicating important math principles to a classroom of kindergarten students, because they do not share a field of experience that makes the message easy to understand.

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- It is Circular Model so that communication is something circular in nature. Encoder - who does encoding or sends the message (message originates) Decoder – who receives the message Interpreter – person trying to understand (analyses, perceive) or interpret. Note: Based on this interpretation, only the message is received. Dance-Helical’s Model of Communication - Frank Dance proposed a communication model inspired by a helix in 1967, known as Helical Model of Communication. A helix is a three dimensional spring like curve in the shape of a cylinder or a cone. - Helix is compared with evolution of communication of a human since birth to existence or existing moment. Helical model gives geometrical testimony of communication. This model is like a coiled ladder which signifies that the early communication and interaction of each participant has an effect on what it follows.

- Communication is taken as a dynamic process in helical model of communication and it progresses with age as our experience and vocabulary increases.

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- The communication process has a certain limitation as it moves upward and downward. The intertwining background shows some of the factors affecting the communication process. - No person has the same knowledge, experiences, thoughts and ideas. Thus simply means that the ability of the person to understand and to perceive a message or thought is influenced by several internal and external factors.

- The different perceptions of messages, language barriers, interruptions, emotions, and attitudes are the examples of noise that affects the receiver’s response to the context. Feedbacks occur when the receiver responds to the sender message or returns a message to the sender. The positive and negative feedbacks of the receiver from the message depends on the receiver’s level of understanding.

Place on the space provided if the statement is true; place if the Activity 1. statement is false. COMPREHENSION CHECK ___________ 1. Aristotelian communication model does not require a listener in its process of Communication since it’s a one way process. ___________ 2. In the Berlo’s communication model, the listeners listen and never speak or send messages. ___________ 3. Each person in the communication process responds depending on factors such as their background, prior experiences, attitudes, cultural beliefs and self-esteem are essential to have an interdependent communication. ___________ 4. All communication models are the same. ___________ 5. The disadvantage in the Aristotelian model is that it depicts communication as oneway process where speakers only speak and never listen. ___________ 6. Communication model describes the process of communication and its functions. ___________ 7. If the speaker and listener have the same field of experience, they can communicate more effectively to each other. ___________ 8. The interactive model does not indicates that the receiver or listener provides feedback to the sender or speaker. ___________ 9. Shannon and Weaver’s model was the earliest developed of communication. ___________ 10. Aristotelian model of communication is regarded as a linear approach in transmitting a message.

Read the article found on the link then answer the questions that follow. Activity 2. READ AND  http://thecommunicationprocess.com/models-of-communication/ ANSWER 1. What elements are common in the three models? Oral Communication in 17 ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________

LESSON 6: COMMUNICAT ION BREAKDOWN AND NOISE

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Communication Breakdown and Noise Breakdowns occur in the communication process from time to time. A breakdown in communication occurs when the message or the feedback is not sent or received properly – at least in the way that the sender intends – or is not received by the concerned party altogether. Many of the causes of communication breakdown can be classified as noise. Noise is the technical term used to refer to all the possible barriers to effective communication. Noise may be physical, psychological, physiological, or semantic. 4 TYPES OF NOISE 

Physical Noise - Physical noise is interference that is external to both speaker and listener; it hampers the physical transmission of the signal or message. This type of noise comes from the environment.

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Loud party at the neighbors while you’re trying to record Loud kids who don’t want to take their nap Irritating hum of your computer, air conditioner, or heater.

Psychological Noise - Psychological noise is mental interference in the speaker or listener. This noise also originates from the emotional state, mental state, and psychological makeup of a person (e.g., depression, anger, suspicions, paranoia, biases, etc.)

Three examples of psychological noise are wandering thoughts, preconceived ideas, and sarcasm. 

“Wandering thoughts” can be a kind of psychological noise

This is primarily a listener problem. If you’re trying to communicate a concept in your podcast, “wandering thoughts” is an obstacle because your listener may be distracted and have difficulty keeping up with you. This is often a problem when talking about abstract ideas. Sometimes as podcasters, we cause a listener’s thoughts to wander, especially if we talk too fast, too slow, or fail to pause. But occasionally “wandering thoughts” can be a podcaster problem, too. Have you ever started talking about one point only to find yourself lost talking about something completely unrelated? It takes a lot of concentration (and maybe planning) to stay focused.

 “Preconceived ideas” can be ais kind psychological noise Another type of psychological noise whenofpeople think they already know something. That noise interferes with a listener’s willingness to hear a new perspective. Other preconceived ideas include biases, prejudices, presuppositions, and closed-mindedness. When there is psychological noise like this, you have to work harder than usual to make sure you’re communicating clearly.

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“Sarcasm” can be a kind of psychological noise

If you don’t care to actually persuade someone to see things your way, then sarcasm is the easy way. Sarcasm is noise to your listener unless your listener already agrees with you. If your listener disagrees with you, then sarcasm guarantees they won’t pay attention to your message. Sarcasm can also rile them up. When they come back at you with their knee-jerk response, that’ll be noise to you. And then true communication stops. 

Physiological Noise - Physiological noise is created by barriers within the sender or receiver. This refers to bodily conditions that compromise the ability of a person to send or receive messages (eg., hunger, stomach ache, and etc.) Other examples below are based on podcaster’s side:

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Articulation problems Mumbling Talking too fast Talking too slow Forgetting to pause Forgetting to breathe

An example of physiological noise on the listener’s side: hearing problems. Maybe the listener can’t hear high tones as clearly as they used to. For some, low tones are the problem. Their difficulty in literally hearing words and sounds becomes physiological noise. 

Semantic Noise - Semantic noise is interference created when the speaker and listener have different meaning systems. Also, it refers to anything related to the meaning of words that distorts or masks a message and confuses the listener (e.g., a speaker’s use of a foreign language, a listener’s limited vocabulary, or differing interpretations of the meaning of a word, etc.)

 Jargon can be semantic noise Jargon is a fantastic linguistic shortcut. If everyone listening agrees and understands the terminology, then jargon makes communication quicker and clearer. However, if listeners have different definitions of the terminology, then jargon becomes noise.  Abstract ideas can be semantic noise Another kind of semantic noise is when your words and sentences are nebulous or ambiguous. Some people find it almost impossible to speak concretely. REDUCING THE NOISE All communication contains noise. You can’t get rid of the noise for every person who listens to you. But you can work to reduce the noise. Here are three ways.  

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Make your language more precise. -Choose words that you know will be understood by your listeners. Practice - Practice speaking. Practice articulating. Practice using your recording and editing tools.

Invite feedback - Sometimes listeners hesitate before they respond. So invite feedback. Often.

 Activity 1. REFLECT UPON

How do you understand the word breakdown when applied to communication? Give a specific situation to illustrate your own definition. ____________________________________________________________________________ Oral Communication in 20 ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

Write on the blank the type of each noise listed below. NOISE

TYPE

1. Headache 2. Noise from a busy construction site 3. Missing someone 4. Disliking the speaker 5. Noise from moving vehicles 6. Speaker’s ambiguous words 7. Excited to do something else 8. Grumbling of the stomach 9. Poor ventilation in the venue 10. Talking among seatmates 11. Lack of interest in the topic 12. Unclear pronunciation of words EXTEND YOUR KNOWLEDGE Visit the websites below for additional readings on the communication breakdowns and barriers.  https://www.psychologytoday.com/intl/blog/life-in-body/201306/communication-breakdown  https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/communicating-

students/telling/effective-communication-barriers-and-strategies

LESSON 7: ORAL COMMUNICAT ION ACTIVITIES

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Oral Communication is the process of expressing information or ideas by word of mouth. And, a process of verbally transmitting information and ideas from one individual or group to another. Oral communication can be either Formal or Informal. Examples of informal oral communication include:   

Face-to-face Conversation Telephone Conversation Discussions that take place at business meetings

More formal types of oral communication include:   

Presentations at business meetings Classroom lectures Commencement speech given at a graduation ceremony

ADVANTAGES OF ORAL COMMUNICATION - There are many situations in which it makes sense to choose oral over written communication. Oral communication is more personal and less formal than written communication. If time is limited and a business matter requires quick resolution, it may be best to have a face-to-face or telephone conversation. There is also more flexibility in oral communication; you can discuss different aspects of an issue and make decisions more quickly than you can in writing. - Oral communication can be especially effective in addressing conflicts or problems. Talking things over is often the best way to settle disagreements or misunderstandings. Finally, oral communication is a great way to promote employee morale and maintain energy and enthusiasm within a team. DISADVANTAGES OF ORAL COMMUNICATION - Despite the many benefits of oral communication, there are times when written communication is more effective. For example, you may want to exchange important information that needs to be documented using written communication. A lot of transactions in the business world require some type of written record, and you will find that even strong verbal skills are not a substitute for putting things in writing. Additionally, oral communication tends to be less detailed and more subject to misunderstanding than written communication. It’s best to always think carefully about which method of communication best fits your objective.

SIX TYPES OF ORAL COMMUNICATION ACTIVITIES - There are six broad types of oral communication activities that might be incorporated into curricula in many fields of study. Most are conducive to either formal or informal assignments. Some are realistically possible only in smaller classes or recitation sections, while others are appropriate for large lectures as well. 1. One-one-One Speaking (Student-student or Student-Teacher) - Can range from moments punctuating a lecture, where students are asked to discuss or explain some question or problem with the person next to them, too formal student conferences with their instructor.

2. Small-Group or Team-Based Oral Work - Smaller-scale settings for discussion, deliberation, and problem solving. Appropriate for both large lectures and smaller classes and allows levels of participation not possible in larger groups. 3. Full-class Discussion (Teacher or Student Led) - Typically less agonistic, argument-based, and competitive than debate and deliberation but still dialogic in character. Other times has the quality of creating an atmosphere of collective, out-loud thinking about some question, idea, problem, text, event, or artifact. Like deliberation and debate, a good way to encourage active learning. 4. In-Class Debates and Deliberations Oral Communication in

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- A structured consideration of some issue from two or more points of view. Debates typically involve participants who argue one side throughout, while deliberation allows for movements by individuals within the process. Both feature reason-giving arguments can be applied to issue of many kinds, from disputed scientific facts to theories, policy questions, the meaning of a text or the quality of an artistic production. Can range from two participants to a lecture hall. 5. Speeches and Presentation - Classically, the stand-up podium speech delivered by an individual from an outline or script. Also includes group presentations or impromptu speaking. A strong element of monologue but dialogue can be built in with question and answer or discussion with the audience afterward. 6. Oral Examinations - Can take place in the instructor’s office, in small groups or before a whole class. Range from one oral question on an otherwise written exam to an oral defense of a written answer or paper to an entirely oral quiz or examination. Difficult with very large groups, but an excellent way to determine the depth and range of student knowledge and to stimulate high levels of preparation.

UNIT 2: VARIOUS SPEECH SITUATIONS

LESSON 1: TYPES OF SPEECH CONTEXT Oral Communication in

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Communication has different contexts. These communication contexts are varied situations where communication happens. The following are the different types of the communication contexts: A. INTRAPERSONAL COMMUNICATION - According to Igoy and Saymo (2004), intrapersonal communication is a communication that occurs within us. This involves only the self. It is both the sender and receiver in the communication process. Moreover, the message is made up of thoughts and feelings. The channel is the brain while the feedback is through the sense of talking to self. Intrapersonal communication happens when we talk to ourselves when we decide, agree, write, murmur and the like. B. INTERPERSONAL COMMUNICATION - Interpersonal communication is a communication between people whose lives mutually influence one another. Interpersonal communication builds, maintains, and ends our relationships. Studies reveal that people spend more time engaging in interpersonal communication than in other forms of communication. It occurs in various contexts and is addressed in subfields of study including intercultural communication, organizational communication, health communication, and computer-mediated communication. Thus, affirms that interpersonal relationships exist in all those contexts (Jones, 2015).  Dyadic Communication Many scholars recognize that communication begins with two people called dyad. According to Kuar (2013) the term ‘dyadic communication’ in general refers to an interaction between two persons. Dyadic communication may take a number of forms such as: 1. Conversation Making conversation is easy but making a good conversation needs a better practice and consideration whether it is just in Facebook or Skype or at school or home. A conversation is a type of dyadic communication which is an informal talk between individuals. Its nature is less purposive, serious and intimate than any other type of dyadic communication (Igoy & Saymo, 2004). 2. Dialogue A dialogue is a communication tool that allows people to understand other viewpoints without pitting themselves against perspectives. In dialogue, there is no defending of opinions, and no counterpoints. Instead, you let someone talk and present his viewpoint. In the process, you let him finish his idea without interrupting or asking questions. You listen to understand, not to defend your own point of view. Your goal is to get in their head, and understand their perspective, not to prove they’re wrong and you’re right. When it’s your turn, you talk and are allowed to finish your thoughts. Here’s the key: When you give your viewpoint, you don’t give your viewpoint relative to theirs. Dialogue is not a back and forth discussion, not a debate or rebuttal. It’s a chance to frame a problem collectively by both independently voicing your perspectives on an issue (Berardo & Lieberman, 2015). 3. Interview Vaghela (2015) presented interview into three stages: o “Interviewing” is meant “deliberate”, active listing with a purpose to draw the other person out, to discover what he really wants to say, and to give a chance to express himself freely. o An interview is an attempt to secure maximum amount of information from the candidate concerning his suitability for the job under consideration. o An interview is a purposeful exchange of ideas, the answering of questions and communication between two or more persons.  Small Group Discussion - You have been involved to many group communications but have you ever asked yourself the question, “Why do I need to join group?” To satisfy important social needs, to solve

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-

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problems with others and to gather knowledge from one another etc. are some reasons why group communication necessary. According to the book Primer on Communication Studies that small group communication refers to interactions among three or more people who are connected through a common purpose, mutual influence, and a shared identity. In generic term, group communication should be understood on a dynamic process where a small number of people engage in a conversation (McLean, 2005).

The Importance of Small Group Discussion 1. Brainstorming – One way of producing a creative solution to a problem is through brainstorming. Brainstorming works by focusing on a problem, and then deliberately coming up with as many solutions as possible and by pushing the ideas as far as possible. 2. Shared Idea – To communication means to share. The share will include ideas, feelings and information among others. A collaboration among individuals who collates views on a certain topic, some common examples of information sharing is staff meetings, study groups and conferences. 3. Accountability – Indeed two heads are better than one. Therefore, the collation of different perspectives into one.

C. PUBLIC COMMUNICATION - Public Communication involves speaking to an audience. Examples of public communication are political campaigns, seminars, conferences and symposiums. A public speaker is referred to as the one who speaks before an audience.

Let us check if you can distinguish the type of communication situations indicated in the following statements and scenarios below. Write S if it is self, G for group, and P for public. Place your answer on the space provided before the number.

Activity 1. IDENTIFICATI ON ______ 1. It involves thoughts, feelings, and the way we look at ourselves. ______ 2. This happens mostly between two people, and it uses all elements of the communication process. ______ 3. A person uses self-talk to calm himself down in a stressful situation. ______ 4. A shy person reminds himself to smile during a social event. ______ 5. Students are interacting to achieve a shared goal. ______ 6. This is the most consistently intentional, formal and goal-oriented communication. ______ 7. It can be a conversation, dialogue and interview. ______ 8. Newspaper and advertisements are some of its forms. ______ 9. You are the only sender-receiver. ______ 10. It occurs only when we communicate on a one-on-one basis.

Activity 1. GIVE ME MORE!

Write more examples of situations illustrating the types of speech context by writing them in the space provided below. INTRAPERSONAL

INTERPERSONAL

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SMALL GROUP

PUBLIC

LESSON 1: TYPES OF SPEECH STYLE

DIFFERENT TYPES OF SPEECHES ACCORDING TO: 1. PURPOSE 2. DELIVERY 3. OCCASION DIFFERENT TYPES OF SPEECHES ACCORDING TO PURPOSE: - The four basic types of speech according to purpose are: to inform, to instruct, to entertain, and to persuade. These are not mutually exclusive of one another. You may have several purposes in mind when giving your presentation. However, the principal purpose of a speech will generally fall into one of four basic types: 1. INFORMATIVE - This speech serves to provide interesting and useful information to your audience. Oral Communication in

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 A travelogue about the Tower of London.  A computer programmer speaking about new software.

2. DEMONSTRATIVE - This has many similarities with an informative speech. A demonstrative speech also teaches you something. The main difference lies in including a demonstration of how to do the thing you’re teaching.

   

How to start your own blog How to bake a cake How to write a speech How to… just about anything

3. PERSUASIVE - A persuasive speech works to convince people to change in some way: they think, the way they do something, or to start doing something that they are not currently doing.

   

Become an organ donor Improve your health through better eating Television violence is negatively influencing our children Become a volunteer and change the world

4. ENTERTAINING - The after-dinner speech is a typical example of an entertaining speech. The speaker provides pleasure and enjoyment that make the audience laugh or identify with anecdotal

 Excuses for any occasion  Explaining cricket to an American  Things you wouldn’t know without the movies

- Effective preparation requires identify the purpose of your speech. One you’ve identified your purpose, you can move on to the objective of your speech.

DIFFERENT TYPES OF SPEECHES ACCORDING TO DELIVERY: - The easiest approach to speech delivery is not always the best. Substantial work goes into the careful preparation of an interesting and ethical message, so it is understandable that students may have the impulse to avoid “messing it up” by simply reading it word for word. 1. IMPROMPTU SPEAKING - The advantage of their kind of speaking is that it’s spontaneous and responsive in an animated group context. - The disadvantage is that the speaker is given little or no time to contemplate the central theme of his or her message. - As a result, the message may be disorganized and difficult for listeners to follow. - Impromptu speeches are generally most successful when they are brief and focus on a single point. 2. EXTEMPORANEOUS SPEAKING

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- Extemporaneous speaking is the presentation of a carefully planned and rehearsed speech, spoken in a conversational manner using brief notes. - By using notes rather than a full manuscript, the extemporaneous speaker can establish and maintain eye contact with the audience and assess how well they are understanding the speech as it progresses. - Speaking extemporaneously has some advantages. It promotes the likelihood that you, the speaker, will be perceived as knowledgeable and credible. - In addition, your audience is likely to pay better attention to the message because it is engaging both verbally and non-verbally. - The disadvantage of extemporaneous speaking is that it requires a great deal of preparation for both the verbal and the non-verbal components of the speech. Adequate preparation cannot be achieved the day before you’re scheduled to speak. 3. EXTEMPORANEOUS SPEAKING - Manuscript speaking is the word-for-word iteration of a written message. In a manuscript speech, the speaker maintains his or her attention to the printed page except when using visual aids. - The advantage to reading from a manuscript is the exact repetition of original words. As we mentioned at the beginning of this chapter, in some circumstances this can be extremely important. 4. SPEAKING FROM MEMORY - Memorized speaking is the recitation of a written message that the speaker has committed to memory. When it comes to speeches, memorization can be useful when the message needs to be exact and the speaker doesn’t want to be confined by notes. - The advantage to memorization is that it exactly the speaker to maintain eye contact with the audience throughout the speech.

DIFFERENT TYPES OF SPEECHES ACCORDING TO OCCASION: 1. CEREMONIAL SPEAKING - Ceremonial speeches are speeches given during a ceremony or a ritual marked by observance of formality or etiquette. These ceremonies tend to be very special for people, so it shouldn’t be surprising that they are opportunities for speech making. A. Speeches of Introduction - The first type of speech is called the speech of introduction which is a mini speech given by the most of a ceremony that introduces another speaker and his or her speech. - Just like any other speech, a speech of introduction should be a complete speech and have a clear introduction, body, and conclusion – and you should do it all in under two minutes. - For an introduction, think of a hook that will make your audience interested in the upcoming speaker. The body of your introductory speech should be devoted to telling the audience about the speaker’s topic, why the speaker is qualified, and why the audience should listen. - The final part of a good introduction is the conclusion, which is generally designed to welcome the speaker to the lectern. B. Speeches of Presentation - A speech of presentation is a brief speech given to accompany a prize or honor. - When preparing a speech of presentation, it’s always important to ask how long the speech should be. - First, you should explain what the recipient has accomplished in order for the award to be bestowed. - Did the person win a race? Did the person write an important piece of literature? Did the person mediate conflict? Whatever the recipient has done, you need to clearly highlight his or her work.

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- Lastly, if the race or competition was conducted in a public forum, and numerous people didn’t win, you may want to recognize those people for their efforts as well. C. Speeches of Dedication - A speech of dedication is delivered when a new store opens a building is named after someone, a plaque is placed on a wall, a new library is completed, and so on. - These speeches are designed to highlight the importance of the project and possibly those to whom the project has been dedicated. D. Toasts - A toast is a speech designed to congratulate, appreciate, or remember. - First, toasts can be delivered for the purpose of congratulating someone for an honor, a new job, or getting married. You can also toast someone to show your appreciation for something they’ve done. - Lastly, we toast people to remember them and what they have accomplished. - When preparing a toast, the first goal is always to keep your remarks brief. Toasts are generally given during the middle of some kind of festivities (e.g., wedding, retirement party, and farewell party). E. Roasts - The roast speech is a very interesting and peculiar speech because it is designed to both praise and goo-naturedly insult a person being honored. - Generally, roasts are given at the conclusion of a banquet in honor of someone’s life achievements. F. Eulogies - A eulogy is a speech given in honor of someone who has died. G. Speeches of Farewell - A speech of farewell allows someone to say goodbye to one part of his or her life as he or she is moving on to the next part of life. - Maybe you’ve accepted a new job and are leaving your current job, or you are graduating from college and entering the work force. 2. INSPIRATIONAL SPEAKING - The goal of an inspirational speech is to elicit or arouse an emotional state within an audience. A. Speeches to Ensure Goodwill - Goodwill is an intangible asset that is made up of the favor or reputation of an individual or organization. - Speeches of goodwill are often given in an attempt to get audience members to view the person or organization more favorably. Although speeches of goodwill are clearly persuasive, they try not to be obvious about the persuasive, they often delivered as information – giving speeches that focus on an individual or organization’s positive attributes. There are three basic types of speeches of goodwill: public relations, justification, and apology A. 1. Speeches for Public Relations - In a public relations speech, the speaker is speaking to enhance one’s own image or the image of his or her organization. A. 2. Speeches for Justification - The second common speech of goodwill is the speech of justification, which is given when someone attempts to defend why certain actions were taken or will be taken. - In these speeches, speakers have already enacted (or decided to enact) some kind of behavior, and are now attempting to justify why the behavior is or was appropriate.

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A. 3. Speeches for Apology - These speeches have become more and more commonplace. Every time we turn around, a politician, professional athlete, musician, or actor/actress is doing something reprehensible and getting caught. - In fact, the speech of apology has quickly become a fodder for humor as well.

B. Speeches for Commencements - The 2nd type of inspirational speech is the speech of commencement, which is designed to recognize and celebrate the achievements of a graduating class or other group of people. - The most typical form of commencement speech happens when someone graduates from school.

TYPES OF SPEECH STYLE

SPEECH STYLE:

Every person has his or her own way to express his or her meaning through language. It expresses differently for each person. This kind of language variation can be called as a style. As Haryanto (2001:104) emphasized that a style is a variation of language which is used by the speakers based on the situation. Wardhaugh (2006) said that we can speak very formally or very informally, our choice being governed by circumstance. A similar opinion was also expressed by Holmes (1992). He said that styles are analyzed along a scale of formality. Wardhaugh and Holmes’ statements are clear enough that when we talk to others, the selection of words should be tailored to the circumstances surrounding environment, both in formal and informal situations. To distinguish the use of language style by students and teachers, the writer used types of language style by Martin Joss (1972:278) in his book The Five Clocks. He classified both spoken and written style into five levels. They are such as follows: DIFFERENT TYPES OF SPEECH STYLE: 1. FROZEN - It is the most formal style that usually used in respectful situation or formal ceremony. It is also called oratorical style which is characterized by the very careful and fixed form, and has symbolic or historical nature. This style is usually used in writing a prose. It is also used when we talk to strangers (Haryanto, 2001).

 Expressing our gratitude must be delivered just for Allah, God, Lord due of his favor and charity.  On this occasion I desire to preach on the title. 2.

FORMAL - Generally, it is used in the formal events and talks about the serious problem such as in the formal speeches and official meeting. The characteristics of formal language are its careful and standard speech, low tempo speech, technical vocabulary, complex and divergent grammatical structure, use of full name address, avoidance of main word repetition and its use of synonyms.

    3.

Mrs. William, would you like to have a sit first before you deliver your speech? If Mr. Kevin would be so kind ask to let me finish my words. Well, it is rather difficult to say at this point. I would like to introduce myself to you.

CONSULTATIVE - It is used in some group discussion, regular conversation at school, companies, trade speech conversation, etc. It was the most operational among the other styles. One of the characteristics of consultative language is its tendency of average speed, which is higher than formal style. The sentence tends to be shorter and less well planned (tends to be spontaneous). Since it is spontaneous, people tend Oral Communication in

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to repeat some unnecessary words, choose the wrong word choice or use many slangs or jargons. It is commonly used in the office, at school or at companies.

     4.

Excuse me, I think it’s really important for me to add about the topic that we discuss. Actually, we have the same views about this problem. So, why don’t you join with us? I see. You will change the project and sale it to other companies, right? Doctor-patient conversation. Regular classroom discussion.

CASUAL - It is often used in a conversation between friends or family. It is usually applied in daily conversation, in relaxed time such as when they picnic or sport, etc. it also uses colloquial words (informal words, and usually apply in daily conversation). In this style, people often use slang language where the sentences tend to be shortened. The relationship between speaker and hearer is close, so they usually use words of term repetition and frequently use ellipse sentences (Haryanto, 2001). It happens in conversations between parents to their children, friends, family members, etc. In other words, casual style occurs in casual conversation. - Ellipse sentences focus on the meaning of an utterance, not the structure. Therefore, a speaker can be free to speak because it exposes the message of the language in certain situation. We can look at these examples:

     

Did you enjoy the party? (a) Enjoy it? Would you take it? (b) Take it… Would you give me some money? (c) Give me some… It wasn’t me who stole your car (d) Not me… Do you want to come? (e) Want to come/Wanna come? The examples (a,b,c,d,e) above are commonly used by speakers in informal situation.

5. INTIMATE - It is a style among intimate members of a family or friends that do not need a complete language with clear articulation. It is enough to use short utterances. Another characteristic of this style is that grammar is unnecessarily used here, because it can bring disorder to this intimate style. Since it is spontaneous, people tend to repeat some unnecessary words, choose the wrong word choice or use many slang or jargon. The utterances are usually simple and representative of what a speaker means. Intonation is more important than wording or grammar.

 Tea’s cold - Cold  Jesus Christ…! – Oh my God

Activity 1. IDENTIFICATI ON

Read the following examples and identify what speech styles they follow. Write Frozen, Formal, Casual, Consultative and Intimate before the number.

______________ 1. “This is my sixth SONA. Once again, I face Congress and our countrymen to report on the state of our nation. More than five years have passed since we put a stop to the culture of “wang-wang,” not only in our streets, but in society at large; since we formally took an oath to fight corruption to eradicate poverty; and since the Filipino people, or bosses, learned how to hope once more. My bosses, this is the story of our journey along the Straight Path.” – Benigno S. Aquino, Jr., SONA 2015

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______________ 2. “Hi! By the way, my name is Angel. I just live a few blocks away. I am in junior high school and will be graduating this March. I would like to take up Bachelor in Secondary Education, Major in English because to be a teacher is my dream. I would like to make a change by being an effective teacher. I’d like to write books and maybe, be a part of the Department of Education. This way, I believe I could help a lot of students be future professionals and make this world a better place. How about you?” – Angel, student ______________ 3. “Five score years ago, a great American, in whose symbolic shadow we stand today, signed the Emancipation Proclamation. This momentous decree came as a great beacon light of hope to millions of Negro slaves who had been scared in the flames of withering injustice. It came as a joyous daybreak to end the long night of their captivity.” – Martin Luther King ______________ 4. “Let’s go to the mall! I’d like to buy a pair of jeans and a new neon-colored shirt for the kick-off party later! They said it’s a lotta cool and exciting. I’d also buy some checkers and glitters for the night. I hope to meet some friends there and have a blast. My dad sure wouldn’t allow me but my mom could give me the passes. Just pick me up at 6 p.m. and were off to go. I could borrow my bro’s Chevs and dash off to St. Theresa’s. Just give me a ring when you’re there, okay? I’m kinda nervous!!! – Aleks ______________ 5. “Sir, I’d like to submit these documents for evaluation. They were forwarded by our clients this morning and I have already reviewed them, it just needs signing and confirmation. For the meantime, I am still waiting for the reports of Group C for their initial evaluation of the contracts and other pertinent documents. Thank you.” –Ms. Tammy, secretary

https://onthego.fm/4-types-noise-disrupt-communication-non-technical-problem-podcasters-face/

https://www.slideshare.net/100002406493412/models-of-communication-110815585

https://www.slideshare.net/PratigyaGupta1/oral-communication-71281876

https://www.slideshare.net/JAKEDAPOG/different-types-of-speeches#:~:text=PURPOSIVE%20COMMUNICATION %20Different%20Types%20of%20Speeches%20according%20to%20Purpose%20The,mind%20when%20giving%20your %20presentation.

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LESSON 2: TYPES OF SPEECH ACT Activity 1. PROMPTING YOURSELF

Being misunderstood in the process of communication is difficult especially if there are factors that lead to misinterpretation in both the speaker and the listener. Below is the table where you are asked to provide the common factors why there is misunderstanding in the communication process.

THE MISUNDERSTANDING IN THE COMMUNICATION PROCESS 1.

2.

3.

4.

5.

Knowing the nature of language that is subject to change therefore we should be careful in the choice of words to utter especially in social context. Words alone are not convincing in giving a meaning but there is a presence of facial reaction, gesture, what type of audience, what type of context, tone, pitch, attitude in saying it, tec.

DESIRE

EFFECT

Illocution

Perlocution

SPECIFIC WORDS Locution

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1. ILLOCUTIONARY ACT -

Illocutionary act is the real action which is performed by the utterance. We form an utterance with some kind of function in mind. This communicative force of an utterance is known as illocutionary force. It is about performing an act in saying something.

2. LOCUTIONARY ACT - Locutionary act is an act of saying something. According to Austin(1975) in performing a locutionary act we shall also be performing acts such as:  Asking or answering a question;  Giving some information or an assurance or a winning;  Announcing a verdict or an intention;  Pronouncing sentence;  Making an appointment or an appeal or a criticism;  Making an identification or giving a description; 3. PERLOCUTIONARY ACT - A perlocutionary is an action or state of mind brought about by, or as a consequence of, saying something also known as perlocutionary effect. An example of a Perlocutionary Effect “Consider a negotiation with a hostage-taker under siege. The police negotiator says: ‘If you release the children, we’ll allow the press to publish your demands.’ In making that utterance she has offered a deal (illocutionary act). Suppose the hostage-taker accepts the deal and as a consequence releases the children. In that case we can say that by making the utterance, the negotiator brought about the release of the children, or in more technical terms, that this was a perlocutionary effect of the utterance,” (Nicholas Allott, Key Terms in Semantics. Continuum, 2011).

Activity 2.

Analyze the given scenario by identifying the locutionary act, illocutionary act and perlocutionary act.

SCENE 1: A bartender utters the words, “The bar will be closed in five minutes.” ILLOCUTIONARY LOCUTIONARY PERLOCUTIONA RY SCENE 2: The classroom window is wide open and your classmate told you that, “It’s too cold Oral Communication in

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outside.” ILLOCUTIONARY LOCUTIONARY PERLOCUTIONARY

Activity 2. COMPREHENSION CHECK

ILLOCUTI ON

Based on the definitions given, identify the differences and similarities of each speech act.

LOCUTIO N

PERLOCUTI ON

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