> Levels of Communicatios (Conversational) f Commu What is Communication? The English term communication comes from the Latin communicare which means to share or to unite. Other authors point ‘out to communis which means ‘common.’ Specifically, the morpheme ‘com’ is derived from the Latin ‘cum’ which also means ‘with.’ The second part munis is taken from moinis (bound) or from the early Latin oinos (one). Hence, etymologically, communication may be defined as an act of sharing or uniting with others, ‘There are several ways, however, to define the term. One may assign meaning to the term according to his or her background. For example, an ICT specialist looks at communication as the transmission of information through the use of technology. On the other hand, the linguist may characterize communication in an interactionist viewpoint, which considers communication as an active interaction between or among people. No matter how one gives denotation to the term, any definition of communication should ascribe to its most fundamental feature which can be encapsulated in this statement: Communication is an act of exchanging information, thoughts and feelings in a verbal or non-verbal manner. It is @ process of sharing and understanding meaning. To understand and to be understood are perhaps the soul ‘of communication. British dramatist Peter Ustinov affirms it by simply stating that communication is ‘the art of being understood.’ Components of Communication Sender. Aiso called the communicator, addresser or ‘encoder, all communication process begins with this component, and all analyses of the effectiveness of communication are centered ‘on him, He may be a writer or a speaker depending on the occasion that warrants the exchange of thoughts or feelings. Receiver. Also called the communicant, addressee or decoder, this component of communication is responsible for giving ‘meanings to the idea or emotion provided by the sender. The act of making sense of the material or substance transmitted by the sender largely depends on the perception of this particular element ‘of communication. Perception of the receiver is influenced By 2 Successful Speech Commuitication for Future Seafarersig SOT ae RO gg ne ea EE | eens, | ‘number of factors such as the age, gender, educational background, nationality, cultural conditions, among others. Message. The message or content of communication is whatever the sender transmits to his receiver. For instance, the sender says “I love you.” to someone but does not look at her eye to eye and the tone of his. voice gives off a certain impression of sarcasm, then there is actually another meaning within the message. It has been said that the truth is the life of the message, and messages that are grounded on truth are the only ‘ones imbibed by the mind. Lies or half-truths will only await eventual excretion from the mind. Not only are words the marker or signifier of the message but also are nonverbal cues which will be dealt with separately in this manual. Channel. Also called the means or method, the most essential channel of human communication is language (which will be discussed singly in the succeeding pages). In the prehistoric times, the oral form is the only means of communication until the discovery of the writing instruments. Today and in the imminent future, technology will figure a powerful channel of communication which will shape the destinies of men and the entire world. Feedback. The answers or responses of the receiver are called feedback. Most communications are two- way (sender-receiver). However, when somebody delivers an announcement over the television or radio, there is no way that the feedback of the listeners can be recognized evidently by the sender. When communication is made face-to-face, though, there is always a high level of indication that feedback can manifest itself Situation. The context, circumstance or setting in which the communication process occurs is referred to as the situation. For example, an audience of 500 people in a seminar requires a more animated speaker who uses a microphone and a substantial visual ald than a guidance counselor who advises a graduate of a possible career. A good communicator, therefore, is required to know how to manage effectively different communication situations. Interference. It is anything that hinders, impedes or blocks the communication process. Noise in the premises of the school that may be heard by students inside the classroom may have a detrimental effect on their learning. Erratic signals can obstruct or delay the transmission of short messages via mobile phones. These ‘and more can distract the receivers of the message. Purposes of Communication ‘Communication executes a number of purposes or functions. From giving information and changing beliefs to providing amusement and destroying reputation, it has its fair share of bane and boon depending on the intentions of the speaker and the perception of the receiver. People communicate, technically, to influence what others think and feel, But to sum up the multifaceted roles that communication plays in the sphere of mankind, the following list may prove appropriate: To Inform. People provide information by giving instructions, describing qualities, explaining phenomena, among others. To Inquire. When information provided is not clear or adequate, then people request for additional information. Sometimes people ask for help, objects or things from others as part of everyday human transaction. ‘Successful Speech Commutation for Future SeafarersTo persuade. When the speaker intends to motivate or inspire his receivers to think, feel, behave and act in the way he wants them to be, then he is communicating persuasively. A speaker sometimes attempts to convince his listeners to change or agree with his position on issues. More often than not, he resorts to ensuring ‘that there is action when the communication is made so he strengthens, and intensifies his message. To entertain. Entertainment can be done by informing, Inquiring or persuading. People tell stories that may elicit laughter; sometimes by asking a question, there is already humor. Essentially, by touching the hearts and minds of an audience through persuasive speech, the greatest form of entertainment Is achieved. What is Language? Language is the vehicle or tool of human communication. It is a set of symbols that represent ideas in the conveyance of meaning. Verbal or spoken language becomes written language once it is put on a printed material. The principles that govern language are as follows; 1+ Language is symbolic. Letters, words, signs, pictures or bodily movements comprise the symbols are used in language. «Language is arbitrary. The one who uses the language only has the power to decode the sense in the transmitted messages in which experience, knowledge, values and agreed- ‘upon meanings of a group of people play vita roles. © Language follows rules. Spelling and pronunciation of words, syntax of sentences and order of paragraphs observe rules and standards of language that ensure clarity and comprehensiblty of expressions. + Language mirrors culture and civilization. The ideas represented by language are shared meanings in 2 community or society. Hence, culture dictates the sound, structure and ‘meaning of words or sentences. «Language shapes people's views. Knowledge, opinions, images and high-level ideas, as well {as intense emotions such as love, hate, courage and fear that are processed in the brain through language. To be sure, language is not only a transmitter but also a storehouse of ideas and emotions that can influence opinions, beliefs and behaviors. Overview of Speech Communication ‘The ability to speak sets the homo sapiens far ahead of their closest primate cousins. Anthropologists and linguists all agree, however, that there are certain manners of communication (non-verbal) shared among the chimpanzees, gorillas and humans. Yet, the use of intelligible language is only exclusive to the so-called ‘highest of all creations.” Speech communication deals with the study of human symbolic behaviors. As one of the oldest ‘academic disciplines, the study of speech can be traced back to Aristotle. Schools in Ancient Greece (450 B.C.) included the teaching of speech in its program of study. Nonetheless, even until these contemporary times, speech communication has retained its value due to its practical use. In the words of George Wilkins, “Speech is the most important of all means of communication. In the great areas of government politics, and in the expression of our democratic rights, speech is also most important. Good speech is essential to participation in a democracy... No obligation of our schools merits greater “emphasis.” Successful Speech Communication for Future SeafaretsTypes of Communication according to the Number of Persons Involved Intrapersonal Communication. This type takes place when a person talks to oneself mentally. He mentally examines the message that he is going to send or has received. It is @ communication type in which an individual process the information he or she obtained based on his or her own cognitive and affective capabilities without the interference of another individual or other individuals, Interpersonal Communication. For this purpose, this type of communication may be deemed as the one shared by two persons who are involved in completion of the communication process. Group Communication. This type involves three to six people, generally engaged in face-to-face Interaction. Panel discussions and board meetings may qualify within this type of communication. Public Communication. jon situation presents the speaker delivering an informative or persuasive message in front of a group of people in a particular occasion of significance. When this speech activity is done though the use of electronic device such as the television, radio, newspapers and billboards, then itis called mass communication. communi Types of Communication according to Manner Formal. When the manner of communication observes a rigid format or organization of ideas similar to those done in corporate settings, academic institutions and government agencies, then it is deemed a formal type of communication. Example of this is when the university chancellor delivers an inspiring message to the graduates on the occasion of the commencement rites. Informal. In contrast to the straightforward, precise and stiff manner of formal communication, this type presents enough freedom for all the components of communication. The speaker, receiver, message and situation do not adhere to a structured pattern or order. Chitchats during lunch breaks among teachers in the canteen are informal communications. ‘Other Types of Communication Facilitated Communication. This type refers to the exchange of ideas for those who find difficulties in communication such as those with bodily impairments or mental or psycho-emotional disorders. ‘Non-Violent Communication. This is also called Compassionate Communication which makes one ‘express feelings of love or pity for people. Strategic Communication. In the field of business and military, communicators aim at disseminating information for the purpose of building up the reputation or trimming down damages in the organization. ‘Technical or Business Communication. It is an occupation-based or on-the-job communication in ‘which conveyance of views, experiences, products, services is shared among members of the organization that «will also extend to outsiders who may be clientele, vendors, partners or stakeholders. Successful Speech Communtcation for Future SeafarersLevels of Communication (Conversational) ‘The Grunt. Monosyllabic or bisyllabic sounds fall under this level. ‘Ah,’ ‘Hmmm,’ ‘Uh-huh,’ ‘Er,’ ‘Ugh,’ “€h/ do not bear significant meanings but sometimes prove useful in the communication process. Phatic Communication. To establish rapport and to begin or end a conversation, trite and worn-out ‘expressions such as ‘How.are you?’ ‘Have a nice day.’ ‘See you around.’ are often said. Factual Communication. In this small talk, basic facts are stated and inquired about. Interaction in this level of communication is not risky because controversial issues and opinionated statements are shunned. Evaluative Communication. Unlike the previous level, evaluative communication extensively makes use of personal remarks and judgments on the part of the speaker. His own ideas, decisions, views, criticisms on the subject matter at hand are offered without hesitation. Hence, the possibilty of conflict to arse is always high. Gut-level Communication. Emotions are at the core of this level of communication. 1am deeply grateful of your kindness. You should apologize for your hurtful words against me. Peak-level Communication. This Is the highest level of communication where both the speaker and the receiver are in the same extent or intensity of emotions concerning a certain topic or situation. There ts ample freedom in expressing thoughts and feelings for both parties; hence, intimacy or familiarity is obvious. I truly love you. -~ | honestly love you, too. I'm terribly mad about your gesture. ~-| feel the same way, too. Aspects of Communication Verbal Communication. it is an aspect of communication that makes use of word symbols in representing ideas, thoughts and feelings. Listening, reading, writing and speaking fall under this category: Nonverbal Communication. it includes other forms of transmission of messages that do not use word ‘symbols. Some types of nonverbal communication are as follows: «© Paralanguage. it includes the tone, pitch, volume and quality of voice, the rate of speech and the speaking style of the communicator as well as prosodic features such as rhythm, intonation, stress and accent. + Kinesies or Body Language. It encompasses all bodily movements such as gestures, facial expression and posture. Haptics or touch (tactile) communication may also fall under this type. «Artefacts or Object Language. The objects possessed by the person send messages that may have specific of universal interpretations, The clothing of a person and the dress codes for particular occasions of @ ‘certain culture have explicit signals that should be consciously studied by the student of speech communication. Emblems and other representational articles also belong to this type. = Chronemies or Time Language. Its importance will guide people to communicate successfully In the context of time. It also refers to how people manage their time and react to certain events. In most respects, punctuality is an aspect of time that bears significant meaning to most people across ESSSSS: Successful Speech Commutation for Future Seafarers ——————=—————Proxemies or Space Language. The physical arrangements in an environment and the distance among people have various meanings that are important in any communicative situations. Mostly in Western societies, four distances have been defined according to the relationship between the people involved: Intimate Distance (touching to 45cm), Personal Distance (45cm to 1.2m), Social Distance (1.2m to 3.6m), and Public Distance (3.7m to 4.5m). Visual Communication. This refers to the forms of communication that has to do with the sense of sight; though, generally, the non-verbal aspect of communication is centered on this particular sense. It may have a close relation to objectics or artefactics, but visual commuhication is usually centered on the ‘messages underlying in colors, structures, positions, among others. In business communication, the visual or presentation aids are few of the examples of this aspect of non-verbal communication. Non-verbal messages should be studied because they: 1. Highlight or alter what is said in words. For example, people may nod their heads vigorously when saying "Yes" to emphasize that they agree with the other person, but a shrug of the shoulders and a sad expression when saying "I'm fine thanks,” may imply that things are not really fine at al! 2. Transmit information about people’s emotional state. 3. Define and strengthen the relationship among people. 4. Provide feedback among those who are engaged in the communication process. 5. Control the course of communication. For example by signaling to others that they have finished ‘speaking or wish to say something. How will you become a good at Non-verbal Communication? Ponder on these very simple tips! + Pay attention to contradictions. Nonverbal communication should reinforce what is being said. Is the person is saying one thing, and their body language something else? For ‘example, are they telling you “yes” while shaking their heads no? + Observe signals as a group. Don’t read too much into a single gesture or nonverbal cue. Consider all of the nonverbal signals you are receiving, from eye contact to tone of voice and body language. Taken together, are their nonverbal cues consistent—or inconsistent — with what their words are saying? * Trust your instincts. Don’t dismiss your gut feelings. If you get the sense that someone isn’t being honest or that something isn’t adding up, you may be picking up on a mismatch between verbal and nonverbal cues. . Successful Speech Communication for Future SeafarersExercise No. Name: Course and Year: Corrector: Instruction: Put a check on the box for each statement that corresponds to your answer. Sum up the score and identify your communication competence based on the Table of Interpretation that follows. Be honest to yourself when taking this qui Strongly | Agree | Disagree | Strongly ‘Statement ‘Agree | (apts) | (2pts) | Disagree (5 pts) {ipt) 1. try to anticipate and predict possible causes of confusion, and | deal with them up front. 2. When write a memo, email, or other document, | give all of the background information and detail | can to make sure that my message is understood. 3. If don't understand something, | tend to keep this to myself and figure it out later. 4. Im sometimes surprised to find that people haven't understood what I've said. 5. 1 can tend to say what | think, without worrying about how the other person perceives it. | assume that we'll be able to work it out later. 6 When people talk to me, | try to see their perspectives 7. use email to communicate complex issues with people. it's quick and efficient. 8. When I finish writing @ report, memo, or email, 1 scan it quickly for typos and so forth, and then send it off right away. 3. When talking to people, | pay attention to their body language. 10.1 use diagrams and charts to help express my ideas. Ti. Before | communicate, | think about what the person needs to know, and how best to convey it. ‘Successful Speech Communication for Future Seafarers ——————12. When someone's talking to me, | think about what I'm going to say next to make sure | get my point across correctly. 13. Before | send a message, | think about the best way to communicate it (in person, over the phone, in a newsletter, via memo, and so on). 14.1 try to help people understand the underlying concepts behind the point | am discussing. This reduces misconceptions and _ increases understanding. 5,1 consider cultural barriers when planning my communications. Interpretation of Scores ‘Score Interpretation Superb! You understand your role as a communicator, both when you send messages, and when you receive them. You"anticipate 60-75 problems, and you choose the right ways of communicating. People respect you for your ability to communicate clearly, and they appreciate your listening skills. You're a capable communicator, but you sometimes experience ‘communication problems. Take the time to think about your 40-59 approach to communication, and focus on receiving messages effectively, as much as sending them. This will help you improve. ‘You need to keep working on your communication Skis. You are not expressing yourself clearly, and you may not be receiving 15-39 messages correctly either. The good mews iS that, by paying attention to communication, you c2n Be much more effective at work, and enjoy much better working relationships! Source: MindTools.com. (2013). The Communication Quiz. wwrw mindtoos.com/thecommunicationaulz October 8, 2033) Successful Speech Communication for Future SeafarersExercise No. ‘Score: Name: Class Schedule: Course and Year: Date: Corrector: Instructor: Oral Reading Instruction: In groups, read orally the following text mindful of the standard of performat presented in the Oral Reading rubric. ‘The Speech Credo by E. Christian Buckner { believe that of all human functions the gift of speech is the most miraculous. I believe that, if speech were to stop, all civilized living would suddenly vanish. | believe that the ability to articulate is essential to inner harmony, to emotional maturity, and to ‘mental balance. If all people could be completely articulate at all times, human relations might impra to the point where there would be no more wars and no more jails, more stable homes and more happy people. | believe that speech is essential to the growth of the human personality and that it provides a way fi self-discovery and self-renewal. For many, it is a way of self-expression without brush or pen. | believe that the act of speech is a total process, that when it reaches optimum effectiveness, the whole man communicates. What one is, is always part of what one says. | believe that there is no substitute for content in the speaking process. Material or intellectual wort provides the essence of eloquence. Speech skills have their importance, but they no more make speech than clothes make the man. The center of gravity in all speech communications is thought and idea. | believe that every student should develop a concern for truthful and responsible speech, exhibitiny sense — not non-sense, sincerity ~ not cleverness, forthrightness — not superficiality, and should never be a party to plagiarized or dishonest work. | believe that speech has no absolutes, that a completely perfect speech has not yet been made. believe that speech offers a lifetime challenge in which there is never a final ‘summit of achievement beyond once cannot climb. | believe that the individuality of the speaker is a valuable asset in the speaking process, and! any person with normal intelligence, normal emotional balance, and normal speech me has at his command the resources enabling him to make certain speeches that can be: by no other person. Every student has the potential to speak superbly at some: Successful Speech Commuiication for Future Seafarers —Nature and Process of Listening. Listening is a process of receiving, creating meaning from, and responding to messages. Just like the other communication skils,it needs to be practiced and developed. Due to the fact that | communicators, more often than not, pay more attention to "| speaking, listening has become a ‘neglected’ or ‘forgotten’ skill; LISTE notwithstanding, that @ person's communication time is actually Be | generally devoted to listening. KILLS Getting meaning through listening requires much mental or cognitive ability; that is, concentration or focus as well as thinking which uses a bodily perception called hearing. By definition, hearing is the term that refers to the act of receiving sounds. Thus, listening is different from hearing. Effective’ listening should be selective, purposeful and attentive. Listening to be effective should be selective. This means ‘that the listener should identify which among the wide array of information provided is of utmost importance or which is just trivial. She will only put her focus on the ones which are deemed important. One should listen because one has purpose. This purpose will help him categorize key areas in the speech that would prove useful on the part of the listener. To pay special attention to the speaker is the foremost duty of an effective listener. Why should we listen? Listening creates a listener. Benefits of Listening Types of Listening successful Speech Communication for Future Seafarers1. Instructional Listening. Also called Discriminative Listening, this type of listening aims to get informatior or instructions. Situations where the listener listens to a speaker discussing or explaining his ideas anc feelings or when the listener listens to the intentions of the speaker fit in to this type. 2. Critical Listening. This refers to a listening that examines what was listened to in order to formulate i decision or judgment. The listener here evaluates messages in terms of their quality and purpose anc scrutinizes the credibility of the speaker as well as his own needs as a listener. Some experts call thi Persuasive Listening. 3. Appreciative Listening. This is also called Emotional Listening when there is enjoyment upon thi listening act. This type is considered to be psychologically-gratifying, aesthetically-elevating ani intellectually-stimulating. When one listens to a favorite music, watches a preferred T.V. show or movi and views a much-loved concert or recital, then he is listening appreciatively. 4, Empathic Listening. Also known as Therapeutic Listening, this type focuses no longer on the listener bu the one being listened to. When the listener serves as the source of rellef for a person in distress or th ‘outlet for the troubled one’s accumulated angst, then this person is perfectly qualified to be entitled th empathic listener. All of these types of listening require much understanding, patience and attentiveness on the part ¢ the listener. For this reason, communication authorities advocated for a more-encompassing type which | called the Ethical Listening. To be an ethical listener: '* One must gain the YOU Attitude. Always putting oneself onto the shoes of the speaker will make an entire difference — this is his mantra. ‘One must be objective with his reactions or feedback. He must prevent conflict to arise. One must be committed with the speaker and with the most fundamental reason for having to listen. ‘One must show respect and courtesy to the speaker and never show signs of bias and prejudice. ‘What makes Effective Listening hard to achieve? Here are the barriers that one must topple down: J Successful Speech Communication for Future Seafarers —-1. Selective listening. Do you only listen to what you want to listen? Or do you only listen to speakers that ‘you assume to be good? 2. Persistent Interrupting. Are you the type who cuts short the speaker because you cannot control ‘yourself? Or are you the one who disrupts others from their own listening activity? 3, Daydreaming. Are you an engineer or an architect who builds or designs castles in the ai of a speech or lecture given by someone? 4, Succumbing to external distractions. Do you mind other activities aside from your own listening activity because you believe you can multitask or juggle listening with news casting? 5, Evading the difficult or technical. Do you think you have the right not to listen to 2 speaker who is explaining vigorously in front of you a topic on Semantics and Pragmatics just because you are a Maritime major? 6. Criticiing the speaker's delivery or visual aids. Are you fond of observing the mannerisms of the speakers or comment on his style of delivery? the middle If your answers to the questions above are yeses, or mostly a yes, then you need advice! Ponder on these Active Listening Techniques: © Focus on the speaker. The intent of the speaker and the content of his/ her message should be your main priority. Your listening act will become easier if you will always bear this in mind. ‘* Ask questions, When there is something to be inquired about from the speaker, do not hesitate to do 0, It will not hurt you as the listener to ask questions. Think that the speaker is always there to share hiis/ her message. © Weigh the evidence. If you are listening discriminatively or persuasively, make sure to examine the statements carefully. The laws of logic will be your guideposts. «Watch assumptions. Never allow to be overwhelmed by your emotions and prejudicial tendencies. Give the speaker a chance and give him/ her the benefit of the doubt before drawing any conclusion. This makes you not only an ethical listener but also an intelligent one. © “Use memory aids. Mnemonic devices are learning techniques that assist iformation retention. Mnemonics seek to decode information into 2 form that the human braie can Keep Better than its ‘original form. Short poems, acronyms, or memorable phrases are the most commonly use «Remove distractions. The listener always has the power to eliminate sources of noise or to move away from an environment bursting with interferences. ‘s Watch for non-verbal clues. As mentioned in the previous chapter, @ good communicator always has @ ‘g00d understanding of the nonverbal aspect. ‘+ Respond appropriately. It is always your obligation to return the favor of sharing information given by the speaker, s0, provide a reaction that is appropriate to the message. | Successful Speech Commuhication for Future Seafarers |Exercise No. Score: Class Schedule: Date: Instructor: Essay. Answer the following questions comprehensively. Be guided by the Essay Writing Rubric that your instructor will provide. (10 points for each item). 1. Explain the statement of Roland Barthes that “Hearing is a physiological phenomenon; listening is a psychological act. 2. Do you agree or not that when interacting, people often "wait to speak" rather than listening attentively? Explain your answer. Cite actual instances that happened to you personally. 3. What will you do if you find yourself responding emotionally after listening to someone? How do you make sure that your reaction is acceptable? e ! .afarets ————| successful speech Commuhfeation for Future SeExercise No. Score: Name: Class Schedule: Course and Year: Date: Corrector: Instructor: A. Classwork. Listen to an audio recording to be played by your instructor twice. Take note of the pertinent information provided as well as very specific details. Answer the questions that your instructor will give after the playing of the audio recording. B. Homework. Watch any video that involves a person delivering a speech; e.g. campaign speech of a politician, acceptance speech of a celebrity receiving an award, educational speech by @ renowned Scientist, and persuasive speech by a delegate to a conference, among many others. Consequently, ‘answer the following questions in a one-whole yellow pad paper. (10 points for each item) 1. Whois the speaker? What is the topic being delivered? What is the gist of the speech? 2. Which part of the speech struck you the most? Why? 3. Whats the strength of speaker's message? 4. Whats the weakness of the speaker's message? 5. What is your general impression of the speaker in terms of the effort exerted to make the listener ‘listen actively? Note: Write the source of the video you have chosen to analyze below the answer for question # 5. Use the proper citation format of the American Psychological Association (APA). This is another 10 points. . Performace. In pairs, simulate a conversation between the captain of the vessel and one of the crew members. You are given freedom as to the nature of the conversation and its storyline. This conversation should not take more than 5 minutes and should highlight the following points: 2. Listening problems encountered b. Strategies applied to solve such problems ©. Recommended behavior for an active listener d. Recommended behavior for an effective speaker €. Importance of effective listening for seafarers onboard Successful Speech Communication for Future Seafarers ————The study of the sound system of languages is called phonology. itis a huge area of language theory and it is difficult to do more on a general language course than have an outline knowledge of what it includes. In an exam, you may be asked to comment on a text that you are seeing for the first time in terms of various language descriptions, of which phonology may be one. At one extreme, phonology is concerned with anatomy and physiology ~ the organs of speech and how we learn to use them. Man is distinguished from the other primates by having the apparatus to make the sounds of speech. Of course most of us learn to speak without ever knowing much about these organs, save in a vague and general sense ~ so that we know how a cold or sore throat alters our own performance. Language scientists have a very detailed understanding of how the human body produces the sounds of Bayt speech. ‘The diagram below shows some of the more important speech organs. ooThe Organs of Speech and Their Functions Ups = they serve for creating é different sounds Upper lip ——_] = mainly the labial, bilabial (e.g. /p/, of, /m/, /nw/, and /w/) Lower lip ‘and labio-dental consonant sounds (e. g./f/ and /v/ - and thus create an important part of the speech apparatus. Teeth - ‘small whitish structures found in jaws, : responsible for creating sounds mainly Teeth the labio-dental (e.g. /f/ and /v/ and lingua-dental (e.g. /6/and /8/) Tongue - with its wide variety of possible movements, It assists in forming the sounds of speech Alveolar ridge hard ridge behind the upper front teeth. It is between the roof of the mouth. and the upper teeth, -For the sound /s/, air from the lungs passes continuously through the mouth, but the tongue is raised sufficiently close to the ‘alveolar ridge (the section of the upper jaw containing the tooth sockets) to cause friction as it partially blocks the air that passes. Hard palate = athin horizontal bony plate of the skull, located in the roof of the mouth = the interaction between the tongue and - the hard palate is essential in the formatio: = of certain speech sounds, notably /t/, /8/, r Successful Speech Commuhifcation for Future SeafarersVelum (soft palate) : it should have holes forming that function during speech to separate the oral cavity (mouth) from the nose, in order to produce the oral speech sounds. If this separation is incomplete, air escapes through the nose during speech and the speech is perceived as hyper nasal Glottis ‘© combination of vocal folds and space in between the folds as the vocal folds vibrate, the resulting vibration produces a “buzzing” quality to the speech called voice or voicing or pronunciation. © sound production involving only the glottis is called glottal. Example is the sound /h/. The IPA ‘The IPA (International Phonetic Alphabet) is @ phonetic sound alphabet intended to show the gconunciation of a word. It is a writing system that mainly consists of Latin ‘alphabets and a number of symbols sch are called [transcriptions]. A single symbol corresponds to only one sound and vice versa. The IPA is ée#erent from the Roman alphabet in several facets: PA Roman Alphabet Saas ony 3 angle symbol for] + may wse several letters for | the symbol Tes written as fone sound cone sound the letter ch ort Example: Example: ited check | Ivette nature <—may use one ther _for |x ti tatters epee rosuce’ several sounds with different sounds Example: sity [ket] gat {sofall sogial aaa success speech Commuhitation for Future Seafarers‘The English Sounds Vowels “Vowel is a speech sound in which the mouth is open and the tongue Is not touching the top of the mouth, the teeth, ete”. (Oxford Learner's Dictionary). “Vowel is @ speech sound produced by humans when the breath flows out through the mouth without being blocked by the teeth, tongue, or lips"(Cambridge Learner's Dictionary). ‘Vowels are extremely important as most of the time syllable is built around a vowel. itis a speech sound produced by humans when they breath flows out through the mouth without being blocked by the teeth, ‘tongue, or lips. its also characterized by the tenseness and laxness of articulation. Tense vowels are produced with a greater vocal tract constriction thus resulting to a prolonged sound. Lax vowels are produced with lesser vocal tract constriction and the sound is not prolonged. The Vowel / Vietor Triangle ‘Tongue Height High | ‘Vowels are described by the IPA using the three dimensions of: 4 Height - The height category refers to the vertical position of the tongue towards the palatal are2 (low or high). There are also five variations use to define vowels. ‘They are: high, mid-high, mid, mid-low, and low. 4 Frontness — This refers to the horizontal position of the tongue in relation to the front oF Back of the mouth, Generally, the three variations of frontness are front, central, and back. = The front vowels are produced by the placement of the tongue tip in various positions from the upper incisors (the front cutting teeth) to the lower one. Ex. [i] [1] Le] fe] =! = The central vowel is produced when the tongue is resting in a neutral position in the oral cavity. Example [a] [a] (v1(9][ a] «The back vowels are produced when the back part of the tongue is moved wes Gowen the velar area. Example [u](U] [0}{ 3] © Rounding - This refers to the position of the lips during the production of the vowel. The twee passions are rounded and unrounded. ‘© Rounded vowels produced in the. rounded position require the fips to B= open anc protruded to some degree. ‘© Unrounded vowels produced in the unrounded position require the lips to Be spread and the corners of the mouth retracted to varying degrees ‘successful Speech Commuitcation for Future SeafarersExercise No. Score: Name: Class Schedule: Course and Year: Date: Corrector: Instructor: |. Identify the different speech organs that are essential in sound production. 41 Fillin the Vowel Triangle with the different IPA symbol Front Central Back Successful Speech Commutation for Future SeafarersIn the following s 1, the vowels are classified according to Front, Central and Back vowels. Front Vowels ti) - long high front spread vowel - produced with a smiling position s - tensed vowel, sound is prolonged - may be spelled as ea, ee, e¢, e, ei, ke, at meet here receive marine Phoenix each greet piece receipt machine ceiling meat meeting field deceive seed speak even yield neither lease year these belief protein machine . green scene thief police Caesar ty - short high front spread vowel produced with a smiling position - lax vowel, sound is not prolonged bib hid slid him: brim kin fib kid lift im slim pin rib lid sift im trim sin bid = id drift rim bin tin d skid dim Tim fin spin Successful Speech Commutication for Future Seafarers‘Minimal Pairs (land [1) Sentences: ‘Please ship the sheep. | ee! his film will succeed, Putthe seal on the sill. My knees are weak. ‘Did you meet Mr. Mitt? ‘Sean says his sister should sleep on the sofa. Tongue Twister: ‘Near an ear, a nearer ear, a nearly eerie ear. + tongue is far forward + lips slightly spread + tense vowel, sound is prolonged able naval explain railway asia waves - vacate survey rise fatal suede April paint replace waste later sfely game today sailor sek fate explain octave modulate aim remain subway ‘Successful Speech Commuditation for Future Seafarers