ENG ED 120
Nature and Purposes of Listening Nature of
Listening 1
I. Introduction
Receptive Macro Skill- Listening
Listening is the ability to accurately receive and
interpret messages in acommunication process.
Listening is the key to all effective
communication.Without the ability to listen
effectively, messages are easily misunderstood.
II. Active Listening Skill
Listening involves paying attention, interpreting
the message, and responding.Active listening is
the act of enabling yourself to be active, non-
competitive, and
to engage yourself to a two-way interaction.
Authors Jack Zenger and Joseph
Folkman write that we should not be passive, like
a sponge merely absorbing information.
Active listening differs from passive listening. It
is active listening if the conversation has feedback
and most importantly the receiver of the message
understands what the sender is trying to say. In
contrast to that, passive listening is similar to
hearing. Hearing only implies to sound without
actually understanding the message. It is only a
one-way communication whereas active listening
is a two-way communication.
Active Listening means being deeply engaged in
and attentive to what the speaker is saying. It
requires far more listening than talking. Active
listening is a way of listening and responding to
another person to improve their mutual
understanding. Active listening is a macro skill
that can be developed and acquired through
practice. As its name itself “active” listening, it is
fully concentrating on what is being said rather
than passively “hearing” the message
of the speaker.
Hearing differs from listening as hearing is like
passive listening wherein it only implies a sound
but without actually understanding it. It can also
be a one-way communication wherein the receiver
does not provide feedback and may or may not
understand what the speaker is trying to say. It is
like giving a fraction of your attention to the
speaker. With that, active listening is the “active
process of listening to understand”.
III.
Listening
● Listening is the cognitive process whereby we
attach meanings to aural signals.
● Listening is the ability to accurately receive and
interpret messages in the communication process.
Purpose of Listening
Researchers have identified five(5) purposes for
listening: listening for information, listening to
evaluate information, listening to provide
emotional support, listening for pleasure, and
listening to discriminate.
1. Informational Listening
A listener whose purpose is to acquire information
aims to understand the message being conveyed
by the speaker. This type of listening does not
require the listener to form judgments or evaluate
the validity or reliability of the information
presented.
2. Evaluative Listening
It involves both listening for information and
listening to evaluate the content of the message.
3. Empathic Listening
Empathy refers to the ability to understand and
feel what the other person is feeling or
experiencing. In empathic listening, people listen
to provide help, advice, or emotional support to a
person in need or someone experiencing
problems. Aside from the purpose of helping,
empathic listening also develops and strengthens
relationships.
4. Appreciative Listening
An individual listens for pleasure or enjoyment
and does not require much focus or attention. For
instance, listening to songs or entertaining
speeches, attending musical plays or concerts,
and when we listen to friends share amusing
stories
5. Discriminative Listening
Listening to discriminate sounds and other
paralinguistic symbols such as pitch, intonation,
and volume is essential when we attempt to
comprehend the meaning of the message beyond
the use of language.
IV.a Listening Comprehension
What is Listening Comprehension?
Listening comprehension is the precursor to
reading comprehension, so it’s an important skill
to develop. Listening comprehension isn’t just
hearing what is
said—it is the ability to understand the words and
relate to them in some way.
For example, when you hear a story read aloud,
good listening comprehension skills enable you to
understand the story, remember it, discuss it, and
even retell it in your own words. You use these
same comprehension skills when you read.
How listening comprehension develops
Listening comprehension begins at a young age
as babies interact with people around them. It
develops as they are read to and as they engage
in conversation with their parents. Tone of voice,
pauses between words, where the
emphasis is placed in a sentence, and the rhythm
and pattern of speech all have an impact on the
meaning of the words being spoken and the
message they are
meant to convey. Impact on the meaning of the
words being spoken and the message they are
meant to convey.
IV.b Sub-skills in Listening (Levels of
Listening)
The sub-skills of listening include the following:
1. Hearing
Hearing refers to sound waves simulating the
sensory receptors of the ears. It is a physical
response and is the perception of sound waves.
To listen, you must hear but you need not listen to
hear. The brain produces stimuli and allows only a
select few to come into focus and these selective
perceptions are known as attention. Attention is
important for effective listening.
2. Selecting
Selective listening is when you focus your
attention on some specific information. It involves
consciously or unconsciously choosing to listen to
what is relevant to you and ignore what isn't. It is
a skill that anyone can develop and improve
3. Attending
Attending is the process of accurately identifying
and interpreting particular sounds we hear as
words. The sounds we hear have no meaning
until we give them their meaning in context.
4. Understanding
Understanding refers to extracting the meaning
from previous associations and successful
interpretation of the message being received. The
listener must understand the intended meaning
and context assumed by the sender for successful
interpersonal communication.
5. Remembering
Remembering or memorizing is an important sub
skill of listening. It means the individual who is
receiving the message has received the message,
interpreted it correctly, and added it to the
memory.
6. Evaluating
In this stage, there are only active listeners where
they weigh evidence, sort out facts from opinion,
and determines the presence and absence of bias
in the message
7. Responding
The individual receiving the message sends a
verbal or non-verbal response to the speaker or
sender. This allows the speaker to determine if a
message has been received or not. The sender
can determine the degree of success in
transmitting the message through feedback.
Listening Techniques and Strategies
● Listening strategies are techniques or activities
that contribute directly to the comprehension and
recall of listening input.
● Listening strategies can be classified by how the
listener processes the input
Predicting content
By asking students to predict what they are going
to hear, based on the topic word or sentence you
are preparing your learners for what to expect.
Guide questions help them focus on the main
point. Guessing helps your brain focus on the
assignment. Predictions can come true or
sometimes we change them as we learn new
information
Examples of predicting questions:
1. What do you think this text is going to be
about?
2. What will happen after?
3. Will this story remind me of another story or
movie? Etc.
Detecting signposts
Just like the traffic lights on the road, there are
signposts in language that help us follow what
we’re listening to. These words, which link ideas,
help us to understand what the speaker is talking
about and where they are taking us. They
are particularly important in the listening process.
When are signposting used?
1. Introducing the topic of a lecture (e.g Today we
are going to talk about ...)
2. Explaining the structure of the lecture (e.g. I am
going to divide this section in three parts) then
later on you might hear the phrases “first of all”
“moving on to” and “in summary” to indicate the
next part of the talk.
Inferring meaning
Inference can be defined as the process of
drawing a conclusion based on the available
evidence plus previous knowledge and
experience. Inference is a skill that is essential for
students to develop to afford them access to the
deepest levels of comprehension. Inference can
also be defined as a way of figuring out
information that is not directly stated.
Summing up
A brief statement that presents the main point in a
concise form.
VI. Approaches in Teaching Listening
Bottom-up -Focus on listening for details and
involve tasks that focus on understanding at a
sound or word level. Bottom-up listening happens
when we understand
language sound by sound or word by word, with
less use of background knowledge. Basically, it is
the process of understanding something that we
hear to put it in mind.
Top-down
Focus on the ‘big’ picture and the general
meaning of a listening text. Top- down listening
happens when we use background knowledge to
make sense of what we are listening to. Basically,
it is having prior knowledge about the listening
activity and we use it to understand the general
idea of what we are hearing.
● The terms top down and bottom up refer to
ways in which someone might process a listening
text.
● These are two separate strategies that can be
used by students to process and understand
listening texts.
Interactive
Listening is an interactive process - it is a two-way
process. As a listener, you are not passive but
active. This means you have to work at
constructing the meaning from the sounds heard
by your ears, which you use as necessary. It is a
two-way process where you actively use your
mind while listening.
 LESSON DESIGN IN TEACHING LISTENING
(Pre-listening and While listening)
The basic framework on which you can construct
a listening lesson can be divided into three main
stages:
A. Pre-listening
B. While listening
C. Post-listening
A. PRE-LISTENING
Ø  during which we help our
students prepare and motivate to listen
Ø  schema activation
 brainstorming
 relevant situations
  related text and visuals
 activating prior knowledge (opinion, ideas,
facts)
Ø  establish “why” students should listen
Ø  make students predict/expect
 KWL charts
*“Listening before listening” is a no-no.
* This stage usually involves speaking and/or
relating to written/visual materials relevant to what
will the students listen to in the next stage.
Examples of ‘pre-listening’ activities:
Example 1:
1. Students brainstorm kinds of songs
2. Students describe one of their favourite
songs and what they like about it
3. Students predict some word or
expressions that might be in a love song
B. WHILE LISTENING
Ø  during which we help to focus their attention on
the listening text and guide the development of
their understanding of it.
Ø  well-designed activities can help students to
understand the listening passage
Ø  we want our students to show evidence of
understanding or non- understanding
Ø  students do the following: note-taking,
intensive listening
Ø  they should listen at least 3-4 times
Ø  we allow students to listen for: gist and
detail/information.
LISTENING FOR GIST – the easy level. Students
are only asked to get a general understanding of
the text. Single question, no pressure.
Example: Ask them to look out for the general
topic/theme of the audio listened to.
LISTENING FOR DETAILS & INFORMATION –
demand a greater and more detailed
understanding of the material listened to.
Example: For instance, podcast. Ask them to look
out for perception of the podcast guest about their
topic. You may also make them pay attention if a
detail you provided is present or absent in the
audio.
Examples of ‘while listening’ activities:
Example 1:
1.  Students listen and decide if the song is
happy or sad
2. Students listen again and order the lines
or verses of the song
Examples 2: Listen and Tick, Listen and
Sequence, Listen and Act (TPR), Listen and Fill
(such as filling blanks with the right verbs,
prepositions, etc.), Listen and Guess.
Ø  Post listening
The teacher will discuss the post-listening activity
A post-listening activity represents a follow-up to
the listening activity and aims to utilize the
knowledge gained from listening for the
development of other skills such as speaking or
writing or to help students reflect on the listening
experience.
·         It represents a follow-up to the listening
phase
·         Learners utilize the knowledge gained from
the listening materials and integrate it to develop
other skills
·         At this stage, learners react to the listening
material and they explore  it in two main different
ways
-Focus on content
-Focus on form
Focus on content
The emphasis is on the ideas expressed in the
listening material. Activities include summarizing,
debates, role plays/simulations, writing short
paragraphs, etc.
Focus on form
Here Learners focus on the linguistic features of
the listening material.
 For example, they analyze verb forms or
vocabulary used in the audio script.
This kind of focus requires learners to perform a
variety of tasks as a practice  to help them master
those forms
 
Example for post-listening
Check and Summarizing
The first post-listening task is called check and
summarizing.
Teachers can check understanding by asking
students to summarize the information they heard,
this can be done orally or in writing.
Students can make pairs and then they can talk
for a minute to another student, once the minute ‘s
over they change partners and share their views
with another classmate.
Information Exchange
In this activity you ask students to listen to a
passage and ask another to listen to a different
passage, when they finish, they share the
information and make sure that they understand
the message the passage was intended to give.
Materials and Resources in Teaching
Listening
 Orcullo, Christiana Jade
A.   Materials
I.              Using authentic materials
- Authentic materials consist of speech recorded
in real situations and thus provide learners with
real-life listening tasks. The language they hear is
real and not rehearsed or artificial.
- But learners may find the language difficult to
understand. It may be too fast, rambling, repetitive
or unclear. It cannot be readily graded and thus
may be unsuitable to the learner's level. One of
the ways to overcome this problem is to give the
learners notes and undertake some pre-listening
tasks.
- Examples of authentic materials can be
recordings of announcements in the examination
hall, on the school sports field e.g., a sports
commentary, radio recordings, announcements
made at the railway station, bus stop and at the
airports. Real life dialogues and discussion can
also be used as authentic materials.
 
5 Types of Authentic Listening Materials
1.    Public Announcements
One way to bring authentic listening activities into
your classroom is to record a listening text in a
public place. This type of listening text will have
audible distractions and interference while still
presenting identifiable information to your
students. Try recording an announcement on a
bus, subway or plane. Then prepare your students
before listening by telling them the context and
ask them what they expect to hear. Play the
recording for your student’s multiple times, and
then ask them to answer questions about what
they heard.
2.    Weather Forecasts
Allow students to listen to a radio weather
forecast. This will challenge them to understand
content without visual clues. Apply this information
by planning activities for the day or choosing what
clothing to wear.
3.    Songs
Present students with an incomplete set of lyrics
to a popular song. Play the song for the students
challenging them to fill in the blanks of the missing
lyrics. You can play the song multiple times. This
challenges students to guess at missing
information in what they hear. Of course, once
their lyrics are complete play the song again and
give them the opportunity to sing along.
4.    Radio Commercials
Radio Commercials can be used for a variety of
activities. They are especially useful if they are by
local and nonprofessional radio personalities.
These texts will give students exposure to realistic
pronunciation, intonation and speed. You can play
a selection of commercials for them and ask them
to write down particular information, or you can
ask them to match various commercials with
pictures of the people who recorded them.
5.    Conversations
Take your students into situations where many
groups of people are talking at the same time, a
party or cafeteria for example. Ask your students
to “eavesdrop” on four conversations just enough
to note the topic of conversation. Ask students to
comment on if they would like to join in each of
the conversations. What would they say? This will
expose students to varieties in style and also
challenge them to guess at missing information in
the conversations.
 
II.            Using recorded listening materials
- Recorded materials are listening inputs which
have been specially scripted for teaching
purposes. In using recorded materials there are
the following advantages:
1. Learners can get exposure to a variety of
voices and a range of accents making it more
realistic.
2. It gives them a chance to hear several people
participating in discussions or conversations.
3. The teacher or student can stop the tape,
repeat and replay the cassette as often as they
like.
4. It also gives the learners the option to practice
and develop listening skills on their own.
- Although visual clues are absent in recorded
material yet it forces the learner to concentrate on
tone of voice, type of vocabulary and thus the
focus becomes the actual speech/conversation.
- However, one of the major disadvantages of
using recorded materials are the technical
problems connected with it. The audio cassettes
may be of inferior quality or the playing equipment
may not have the desired output necessary for the
size of the room. In addition, the problems of
bringing and setting up of the recorder, and other
associated inconveniences can make it time
consuming and difficult for the teacher to conduct
the listening lesson efficiently.
 
III.           Using live listening materials
- One of the major advantages of using live
listening materials is that it is much easier to
control the level of difficulty and formality since
here, the teacher herself may be speaking the
piece. - - - The teacher can convey the materials
meant for listening practice in her own words and
can simplify or slow down the listening text to suit
her students' level. She can make her own
speech natural by using skeletal notes and not a
fully scripted listening passage.
- Some teachers find this difficult to do. They feel
overanxious and are unsure about their language
competence. But they must remember that they
are not supposed to provide a perfect model of
the language to their students.
- In a listening lesson, the principal aim is to
strengthen the ability of the learner to understand
the spoken message and not to model one's
speech on the teacher.
 
IV.          Using Video-based Materials
- Through videos, learners can get visual support
along with listening support so that they can
become aware of the gestures one needs to
follow for interaction and deciphering messages.
- Benefits of video-based materials.
If a picture is worth a thousand words, then the
video may be worth a million or more. Here are
some benefits of video-based learning:
 
1. Adds life to the e-learning course by making it
effective and engaging.
2. Increases learner engagement and
participation.
3. Reduces cognitive overload and maximizes
retention.
4. Provides a simpler and more practical learning
experience.
5. Is a cost-effective training approach.
                                      
B.   Resources
1. YouTube
2. Skype/Zoom Calls with Students
3. Social media platforms
4. Spotify/ any website for music
5. Television
Performance and observation- based
Assessment in Teaching Listening
Agaled, Kimcia J.
 Performance Based Assessment in
teaching Listening
 A set of strategies for the acquisition and
application of knowledge and skills in
listening
 Provides information on how the students
applies the knowledge
 Emphasizes the importance of “real-world”
application
 Allows students to interact with an
audience to demonstrate their applied
knowledge
 Examples:
 A test that requires students to select a
picture or actually perform a task based
on oral instruction.
 Students can also be given a description
of figures and choose pictures that match
the description.
 Instruct the students to trace a route that
is described orally.
 Importance of Performance based
assessment
 Generates activities that will help students
to improve and apply their listening skill in
a real-life situations
 Assesses students ability to listen and
process information
 Opportunities for the students to practice
more their listening skill
Rosenda Intogay
 observation-base assessment
-Obtaining evaluative information through direct
observation. Student's behavior is observed and
assesses unobtrusively.
- to establish what students know and can do.
- to identify their needs so that provision and
interaction can be matched to these needs.
*Examples
- Student's listening to a short story. (Listening
stimuli)
 If the teacher observes that the student is
nodding, looks focused, faces the speaker and
have eye contact, don't interupt then the student
is paying attention to what is being read.
-Work samples (retelling)
-Small group giving their own ideas about a topic.
*Importance of Observation based assessment
-provides the opportunity to monitor or assess the
growth and what needs to be improved in
student's learning.
-Shows actions and behaviors within natural
context , or as they usually occur provides insight
or understanding of the activity or situation being
evaluated.
-provides opportunity for the teachers to watch
and listen the students with curiosity and
wonder.lets you learn more about them.
Difference between Observation based and
Performance based Assessment
        Observation based Assessment covers both
routine and exceptional occurrences. Observation
records are enhanced if multiple observations are
gathered and synthesized. It must be as frequent
and regular as possible. Whilst, Performance
based assessment is a form of assessment that
requires students to perform a task rather than an
answer questions from a ready made list.
Mercado, Jazmine O.  
Feedbacking in Assessing Listening
Teachers who combine strong subject knowledge
with effective feedback can offer students rich,
focused information about their learning and how
to improve it. Instructors have the distinct
responsibility to nurture a student’s learning and
provide feedback so that the student does not
leave the classroom feeling defeated.
Feedback is any response regarding a student’s
performance or behavior. It can be verbal, written,
or gestural.  The purpose of feedback in the
assessment and learning process is to improve a
student’s performance.
How to give Feedback?
The SBI Model
A simple structure that lends itself to a more
concise piece, often of written feedback, that feels
real and direct. The idea of focusing on specific
situations and impacts helps keep emotion out of
the feedback and allows for a truer reflection on
their actions.
 most
important
one.

Mode  Select the Assessmen

(Oral, best mode for t written
Written, the message tests
visual)  Give written should
feedback on have
written work or written
on assignment feedback.
1. Identify the situation the feedback refers cover sheets
to;  Interactive
2. Define the specific behaviors you want to feedback
address, for good or for bad;
3. End by describing how their behaviors Audienc  Personalized In group
impacted you or others. e or work,
FeedbackStrategies in Assessing Listening generalized? generalize
Aspect Strategy Examples feedback
through
Timing  Provide When a rubrics.
immediate reading text Feedback Content in Listening
feedback for in the class
knowledge of has Aspect Content
facts homonyms,
 Delay the teacher Function  Describe, Don't Judge
feedback will ask the
slightly for students Valence  Give feedback in a
more what the positive approach
comprehensiv meaning of
the words Comparison  Use criterion-references
e reviews of
student is based on feedback for giving
thinking and the text and information about the
processing. will provide work itself.
feedback  Use norm-referenced
on its feedback for giving
correct information about student
definition. processes or efforts
 Use self-referenced
Amount  Prioritize- Pick When most feedback for
the most of the unsuccessful learners
important students who need to see the
points failed a progress they are
 Consider the quiz in a making, not how far they
student`s lecture, are from the goal.  
developmental don't list all
level the Clarity  Tailor the amount and
variables of content of feedback to
why did the student`s
they fail development level.
and how
would they Specificity  Make feedback specific
improve. enough so that students
Instead, know what to do but not
choose the so specific that it`s done
for them.

Tone  Choose words that
communicate respect for
the students and the
work.
Feedbacking in Assessing Listening
 
Feedback:
•Feedback is information a student receives
afterthey have completed a piece of work.
•Feedback provides information to students
andteachers about learning.
•It helps to reduce the gap between the student’s
current level of understanding and/orperformance
and a desired goal.
 
How to give feedback:
1)Give feedback with a positive approach.
-Monitor your facial expressions, bodylanguage
and tone of voice.
-Always give more compliments than criticism.For
example, "You pronounced those hardwords
really well."
 
2)Point out errors and give the correct forms.
Techniques:
• Ask a student to repeat or explain something
youdon't understand.
•To correct a mistake indirectly, repeat
theutterance without the errors.
• Repeat the student's exact statement as a
question so she sees the mistake: "I goed?"
• Ask for the correct form more directly: "Do you
know the irregular past of this verb?“
3) Use a scoring chart or rubric.
-Record points or grades on a chart dividedinto
topics such as pronunciation, fluency,grammar,
vocabulary and content.
-Always write specific comments, many of them
positive. For example, "Goodpronunciation."
4) Search for specific aspects to praise or critique.
-Avoid general statements.
-For example, during oral presentation,
avoidgiving a generic "great job!" if she clearly did
nottake it seriously.
-If you tell her, sympathetically, "Haley, I think
youcan do much better than that. I look forward
toyour next presentation," she actually might
strivefor more the next opportunity.
5) Don't compare the student with other students.
This can build jealousy. Example: " Jane is always
punctual"  As human beings,
 
 6)Give feedback on a student’s behaviour not
about the students themselves.
-Give accurate descriptions of behaviour not
comments about the student's qualities and worth
as an individual.
>Example: "You have been late for work a lot in
the last month" rather than :"You're lazy" !
 
 
BENEFITS OF GIVING FEEDBACK
↳ Corrects errors
↳ Develops understanding through
explanation
↳ Generates more learning by suggesting
further specific study tasks
↳ Promotes the development of generic
skills
↳ Encourages reflection and awareness of
learning processes involved
↳ Encourages students to continue studying
 
Importance of Listening
> Listening is often implied as a component
of speaking.
> How could you speak a language without
listening.
4 types of Listening
1) Intensive
2) Responsive
3) Selective
4) Extensive
 
HOW ARE LISTENING SKILLS ASSESSED?
Listening tests typically resemble reading
comprehension tests except that the student
listens to a passage instead of reading it. The
student then answers multiple -choice questions
that address various levels of literal and inferential
comprehension. 
Important elements in all listening tests are 
(1) the listening stimuli, 
(2) the questions, and 
(3) the test environment.
Unit 3: The Expressive Macro Skills –Speaking
PART I
A. NATURE AND PURPOSE OF SPEAKING
Speaking is an important instrument of
communication. People use it almost constantly.
especially as social creatures we have a need to
make meaning of our surroundings. We have a
need to express
our thoughts, opinions, or feelings in order to be
accepted in social life. “Speaking does not only
make sound by
the speech organs but ideas and emotions.
Resonators: Oral cavity, Nasal Cavity, Pharynx,
Upper part of the larynx
Articulation stage – Articulation when the tone
produced in the larynx is changed into specific
sounds.

What Speakers Do? Articulators: Lips, Teeth, Dome, Uvula, Vellum,

Speech Production Tongue
• Conceptualization and Formulation
• Formulation C. SPEECH STYLES AND REGISTERS
• Articulation (FROZEN, FORMAL, CONSULTATIVE,
CASUAL, INTIMATE, AGGRESSIVE, PASSIVE,
Self-Monitoring and repair ASSERTIVE)
• Automaticity ↳ Speech style is the distinct variations or
• Fluency forms of the language used for the same
• Managing Talk purpose by a particular situation or the
form of language that the speaker uses. It
GENERAL PURPOSE OF SPEAKING is characterized by the degree of formality.
• To Inform
• To Persuade FROZEN SPEECH STYLE
• To Entertain  Also known as fixed speech.
 It is the most formal communicative style
5 SPEAKING RULES that is often used in respectful situations
• Don’t Study Grammar too much or formal ceremonies.
• Learn and Study Phrases  It uses the complex grammatical sentence
• Reading and Listening is not enough, practice structure and vocabulary known only to
speaking what you hear. experts in a particular field.
• Submerge yourself  the efforts of revision.
• Study correct materials
Examples:
B. MECHANICS AND PROCESS OF SPEAKING Pledge of allegiance, wedding vows, national
Stages of Speaking Process: anthem, the preamble of the constitution.
Respiration or Breathing stage – Inhalation and
exhalation FORMAL SPEECH STYLE
• It uses formal words and expressions.
Organs used in respiration: Lungs and Diaphragm • This speech style is most presented in complete
sentences with specific word usages.
Phonation stage – the vocal folds may be held • It usually elaborates complex sentences and
open and allow air to pass through or create a noun phrases that are well-structured, logically
vibration which sequenced, and strongly coherent.
makes a sound. Examples: Job interview, Business meetings,
Prestigious meetings, Academic papers.
Organs used in Phonation: Trachea, Larynx
Vocal chords or vocal folds CONSULTATIVE SPEECH STYLE
• Known as the third level of language.
Resonation stage – Is where the sound produces • It is usually unplanned speech.
in phonation is shapes and enhanced in timbre or
intensity by The two defining features of this speech
the air filled cavities where it passess trough its style are:
ways out. • The speaker supplies background
information.
Organs used in Resonation: Pharynx, Nose, • The listener participates continuously.
Mouth Examples: A doctor talking to his patient, a
 teacher advising a student,
CASUAL SPEECH STYLE
• Also known as informal speech style.
• This speech style is usually used between
acquaintances and friends who have something to
tell or
share.
• There is a free and easy participation of both
speaker and listener.
• The use of language is general.
Example: A friend saying “Hello” to a friend, a lady
complimenting somebody else’s dress.
INTIMATE SPEECH STYLE
• This style is used in conversations between
people who are very close and know each other
quite well
because having a maximum of shared
background information
• It is characterized by an economy of words, with
a high incidence of significant nonverbal
communication, such as gesture, facial
expression, eye contact, and so on.
• There is free and easy participation of both the
speaker and listener and is far more elliptical.
Examples: Telling your partner that you love
them, telling your best friend a deep secret,
asking for
advice from a member of a family on a serious
matter.
Register - is the language required to fit the style
of writing. For example, if you are writing a cover
letter, you
need to adopt a formal register. If you were writing
an Instagram caption, you would most likely use
casual or
intimate register.
Four Types of Communication Styles
ASSERTIVE COMMUNICATION
Allows us to express our beliefs, feelings, opinions
and thoughts in an open respectful manner that
doesn’t
violate the rights of others. Assertive
communicators use actions and words to express
their boundaries in a
calm manner with an air of confidence.
Examples:
Expressing needs clearly, respectfully, and
appropriately
Active Listening- listening without interrupting and
reflecting on what you’ve heard.
Speaking calmly
Good eye-contact
Relaxed body posture
Feeling in control
Empathy
AGGRESSIVE COMMUNICATION
-Quite often people mistake assertiveness for
aggression. Aggressiveness doesn’t hold any
respect for others. It
disregards anyone’s needs, feelings, opinions and
ideas and sometimes this can compromise the
safety of
others as well.
Examples:
Speaking in a loud and overbearing voice
Criticizing others
Using humiliation to control others
Frequent interruption
Easily triggered temper
PASSIVE COMMUNICATION
Silence and assumption are the hallmarks of the
passive communication style. Passive
communicators often
lack of respect for themselves, disregarding their
own opinions, feelings, needs, and desires.
Passive
communication places one’s own needs and
desires below those of others. Passivity takes
away one’s power
and allows others to decide the outcomes of
situations.
Examples:
Failure to speak up for oneself
Speaking softly or apologetically
Poor eye contact and shrinking body posture
Allowing others’ to consistently get their needs
met over their own
Ignoring situations that need to be handled sooner
than late
PASSIVE-AGGRESSIVE COMMUNICATION
Appears to be passive, but behind the scenes,
they act out angrily in indirect ways. People who
develop this
communication style tend also to have a fear of
confrontation, indirectly dealing with difficult
situations, whichmay look like they’re “sneaky” to
others. Instead of directly asking for their needs to
be met, a passive-
aggressive communication style will show their
negative emotions in subtle and oftentimes
harmful behaviors.
Examples:
Sarcasm
Pretending to be cooperative while
subconsciously
doing tasks incorrectly
Mumbling to themselves instead of confronting the
person Talking behind someone’s back
Quitting unexpectedly with no explanation
D. AUSTINE AND SEARLE’S SPEECH ACTS
(LOCUTIONARY, ILLOCUTIONARY, AND
PERLOCUTIONARY)
The 3 Component Acts
1. Locutionary Act- A locutionary act is the basic
production of an utterance, comprising all of its
verbal, social,
and rhetorical meanings
2. Illocutionary Act- An illocutionary act is the
active result of the implied meaning from the
locutionary act. For
example, the listener makes sense of what is
being said to them and can then apply any implied
meaning to
the utterance.
3. Perlocutionary Act- A perlocutionary act is the
effect the locutionary and illocutionary acts have
on the
listener. A perlocutionary act can influence others
to change their behavior or their thoughts and
feelings. S
ometimes referred to as a perlocutionary effect or
perlocutionary force. Think of the effect of a
speech act
'forcing' you to change your behavior in some
way.
2. SUPRASEGMENTALS
-also called prosodic features, has musical
aspects of speech.
Features of Suprasegmentals
Length -physical duration of sound.
Stress -intensity given to a syllable.
Pitch -highness and lowness of one's voice.
Intonation -rise and fall of voice.
Juncture -transition of one segmental phoneme
to another.
Tempo -refers to speed of speaking.
3. MODES OF COMMUNICATION
1.Verbal Communication -use of language to
transfer information.
2. Non-verbal Communication -transmission of
messages or signals through non-verbal
platforms.
3.Visual Communication -use of visual elements
to convey information.
4.Written Communication -sending of messages
and instructions in writing.
4. TYPES OF SPEECH DELIVERY
1.Impromptu Speaking -presentation of a
message without advance preparation.
2.Extemporaneous Speaking -presentation of a
carefully planned and rehearsed speech.
3.Manuscript Speaking -word-for-word iteration of
a written message.

E. REVIEW ON SEGMENTALS,
SUPRASEGMENTALS, MODES OF
COMMUNICATION, TYPES OF SPEECH
DELIVERY

1. SEGMENTALS
-denotes or relates to the division of speech into
segments.
Features of Segmentals
Vowels - a,e,i,o,u
Diphthongs - èì,òỳ,àỳ
Consonants - b,c,d,f,g,h,j,k,l,m,n,p,q,r,s,t,v,w,x,y,z