JULY 22, 2019

STRATEGIES IN
VARIOUS
SPEECH
SITUATIONS
UNIT II This unit focuses on the various ways
and situations in which people communicate.
 Key topics for discussion
1. Types of
Speech Context
and Style
2. Types of
Speech Act
3. Types of
Communicative
Strategy
 B Y THE END O F THE L ES S ON,
YO U WI L L HA V E B EEN A B L E TO :
• differentiate types of speech

Lesson 1
contexts;
• explain the importance of
effective communication skills;
TYPES OF • identify strategies in effective
SPEECH interpersonal skills and

CONTEXT intrapersonal skills;

AND STYLE • exhibit appropriate verbal and

nonverbal behavior in a given
speech context;
• reflect on your learning on the
types of speech contexts.
Types of Speech
Context
KEY TA K EA WA YS!
1. INTRAPERSONAL
DEFINITION
This refers to communication that centers on one person
where the speaker acts both as the sender and the receiver
of message

HYBELS AND WEAVER, 2012 P 16

The message is made up of your thoughts and feelings.
The channel is your brain, which processes what you are
thinking and feeling. There is feedback in sense that as you
talk to yourself, you discard certain ideas and replace them
with others.
 MEDI TA TI ON
The ability to silence your
internal monologue to
experience other types of
consciousness.

REA DI NG
The process of reading to
yourself

I MA GI NA TION
EXAMPLES The ability to see beyond current
realities to invent elements that
don't yet exist
2. INTERPERSONAL
Definition:

This refers to communication between and

among people and establishes personal
relationship between and among them.
Solomon and Theiss (2013) state that " The inter
part of the word highlights how interpersonal
communication connects people... when you
engage in interpersonal communication, you
and another person become linked together.
The personal part means that your unique
qualities as a person matter during
interpersonal communication." (p.5)
 TYPES OF
INTERPERSONAL
CONTEXT
DYAD
COMMUNICATION
It is a communication that
occurs between two
people

Example:
• You offered feedback
on the speech
performance of your
classmate.
• You provided comfort
to a friend who was
feeling down
 SMALL GROUP
This refers to communication that involves at
least 3 but no more than 12 people engaging
in a face-to-face interaction to achieve
desired goal.

Example:
• You are participating in an organizational
meeting which aims to address the
concerns of your fellow students.
• you are having a discussion with your
group mates on how to finish the assigned
tasks.
 3. PUBLIC
DEFINITION
This type refers to communication that requires
you to deliver or send the message before or in
front of a group. The message can be driven by
informational or persuasive purposes.

EXAMPLES:
• You deliver a graduation speech to your batch.
• You participate in declamation or debate
watched by a number of people.
4. MASS
COMMUNICATION
Definition:

This refers to communication that takes

place through television, radio,
newspapers, magazines, books, billboards,
internet and other types of media.

Examples:
• You are a student journalist articulating
your stand on current issues through the
school's newspaper.
 Intimate

The context dictates

and affects the way
people communicate, Frozen Consultative Casual
which results in various
speech styles.
According to Joos
(1968), there are five
speech styles. Each
style dictates what Formal
appropriate language
should be used.
• INTIMATE
• This style is private, which occurs
between or among close family members
or individuals. The language used in this
style may not be shared in public.

• CASUAL
• This style is common among peers and
friends. Jargon, slang, or the vernacular
language are used.
CONSULTATIVE
This style is the standard one. Professional or mutually acceptable
language is a must in this style. Example is the communication
between teacher and students.

FORMAL
This style is used in formal settings. Unlike the consultative style,
this is one-way. Example is the sermon by priest.

FROZEN
This style is “frozen” in time and remains unchanged. It mostly
occurs in ceremonies. Common examples are the Preamble to the
Constitution and Allegiance to flag.
LESSON 2: TYPES OF SPEECH
ACT

• recognize that communicative

By the end of the competence requires
lesson, you will have understanding of speech acts;
been able to: • demonstrate effective use of
communicative strategy;

• define speech acts; • apply learning and thinking

• distinguish types of skills;
speech act; • reflect on your learning on
the types of speech acts.
A speech act is an utterance that a speaker makes to achieve an
intended effect. Some of the functions which are carried out
using speech acts are offering an apology, greeting, request,
complaint, invitation, compliment or refusal. A speech act might
contain just one word or several words.

BOTH SHOW APPRECIATION

REGARDLESS OF THE
LENGTH OF THE STATEMENT KEY TA K EA WA YS!
 According to J. L.
Austin (1962), a
philosopher of
language, there are 3
According toinJ.every
types of acts L.
Three Types
Three Types
Austin (1962), a
utterance.
philosopher of
of of
Speech
Speech
language, there are 3
types of acts in every
ActAct
utterance.
 It is the actual act of uttering.
LOCUTIONARY ACT

•“Please do the dishes.”

ILLOCUTIONARY ACT It is the social function of what is said.

•By uttering the locution “Please do the dishes,” the speaker
requests the addressee to wash the dishes.
PERLOCUTIONARY ACT It is the resulting act of what is said.
•“Please do the dishes” would lead to the addressee washing
the dishes.
 There are also indirect
speech acts which occur
There are also
when there is no direct
indirect speech
acts which
connection occur when there is
between
the form of the
no direct connection
utterance and the
between
the form
intended of the
meaning. utterance and
They
are different in force
the intended meaning.
(i.e., intention) from the
They
are different
inferred in force (i.e.,
speech act.
intention) from the inferred
speech act.
 “Can you pass the rice?”
Inferred speech act: Do you
have the ability to hand over
the rice?
Indirect speech act: Please
pass the rice.
So while the utterance
literally asks the addressee
if he or she has the ability
to hand a plate of rice, it
actually requests the
addressee to pass the rice
to the speaker.
 The statements which enable
the speaker to perform
something just by stating it.
P
E
R
F
O
R
M PERFORMATIVES
A
T
I
The utterance said by the V In this manner, verbs that
right person under the E excuse the speech act that
right circumstances results S they tend to effect are called
in a change in the world. performatives.
 When uttered by an
authorized person such as a
priest will have the actual
effect of biding a couple in
marriage.
However, if the same statement is
uttered to the same couple in the same
place by someone who is not
authorized to marry them such as
robot, there is no effect whatsoever
because a condition was not met.
 1. ASSERTIVE
S EA RL E'S
CL A S S IFICATIONS
The speaker expresses
O F S PEECH A CT belief about the truth of a
proposition.
2. DI RECTI V E
The speaker tries to make
the addressee perform an
action.

3. COMMI S S IV E 4. EXPRESSI VE
5. DECL A RA TI ON
The speaker commits to The speaker expresses
It brings a change in the
do something in the his/her feelings or
external situation.
future. emotional reactions.
 ASSERTIVE
No one makes better
pancakes than I do.

DECLARATIVE DIRECTIVE
You are Please close
the door.
fired!

EXPRESSIVE
COMMISSIVE
I am so sorry for not
helping out in pour From now on, I
group projects and will participate in
letting you do all the our group activity.
work.
Always keep in mind that speech acts include
concrete life interactions that require the
appropriate use of language within a given
culture. Communicative competence is essential
for a speaker to be able to use and understand
speech acts. Idiom and other nuances in a certain
language might be misunderstood by someone
who does not fully grasp the language yet.
 By the end of the
lesson, you will have
been able to
LESSON 3
• distinguish various types of

TYPES OF communicative strategies;

• use acceptable, polite and
COMMUNICATIVE meaningful communicative
strategies;
STRATEGY • engage in communicative
situation;
• explain the effects of a shift
in communicative strategy;
• reflect on your learning on
the types of communicative
strategy.
KEY TAKEAWAYS

People communicate every day to establish and maintain

relationships, know and understand themselves, and find
meaning in the daily grid. Successful communication
requires understanding of the relationship between words
and sentences and the speech acts they represent.
However, a conversation may be complex at times; that is
why people get lost along the way and misunderstand each
other. It is only when we willingly cooperate and speak
in socially approved ways that we can make a
conversation meaningful.
TYPES OF COMMUNICATIVE STRATEGY
Since engaging in conversation is also bound
by implicit rules, Cohen (1990) states that
strategies must be used to start and maintain a
conversation. Knowing and applying grammar
appropriately is one of the most basic strategies to
maintain a conversation. The following are some
of the strategies that people use when
communicating.
 When beginning a topic
in a conversation, you
may start off with news
inquiries and news
announcements as they
promise extended talk.
A speaker carries out
nomination to Keep the conversational
collaboratively and environment open for
productively establish a opinions until the prior topic
topic. Basically, you try to shuts down easily and
open a topic with the initiates a smooth end.
people you are talking to.

NOMINATION
 It refers to any limitation you may have as a speaker.
When communicating, you are typically given specific
instructions that you must follow. These instructions
confine you as a speaker.
RESTRICTION

For example, in your class, you might be asked by your teacher to

deliver a speech on digital natives. In these cases, you cannot decide
to talk about something else.

On the other hand, conversing with your friends can be far more
casual than this example. Remember to always be on point and avoid
sideswiping from the topic during the conversation to avoid
communication breakdown.
 It pertains to the process by which
people decide who takes the
conversational floor. The primary idea is
to give all communicators a chance to
speak.

Remember to keep your words relevant and

reasonably short enough to express your views.
TURN- Try to be polite even if you are trying to take the
floor from another speaker. Do not hog the
TAKING conversation and talk incessantly without letting
the other party air out their own ideas.

To acknowledge others, you may employ

visual signals like a nod, a look, or a step
back, and you could accompany these signals
with spoken cues such as “What do you
think?” or “You wanted to say something?”.
 It covers how procedural formality or
informality affects the development of
topic in conversations.

TOPIC
CONTROL

You can make yourself actively When a topic is initiated, it

involved in the conversation
should be collectively developed
without overly dominating it by
by avoiding unnecessary
using minimal responses like “Yes,”
“Okay,” and “Go on”. interruptions and topic shifts.
 When shifting from one
topic to another, you have
to be very intuitive. Make
sure that the previous
topic was nurtured
enough to generate
It involves moving adequate views.
You may also use effective
from one topic to conversational transitions
another. In another to indicate a shift like “By
words, it is where one
the way,” “In addition,”
part of a conversation
“Which reminds me of,”
ends and where
and the like.
another begins.

TOPIC
SHIFTING
 It refers to how speakers address the
problems in speaking, listening and
comprehending that they may encounter in
a conversation.
REPAIR
For example, if everybody in the conversation seems to
talk at the same time, give way and appreciate other’s
initiative to set the conversation back to its topic.

Repair is the self-righting mechanism in any social

interaction. If there is a problem in understanding the
conversation, speakers will always try to address and
correct it.
 It refers to the conversation participants'
close-initiating expressions that end a
topic in a conversation. Most of the time,
the topic initiator takes responsibility to
signal the end of the discussion as well.

Although not all topics may have

TERMINATION clear ends, try to signal the end of
the topic through concluding
clues.

Aside from this, soliciting agreement

from the other participants usually
completes the discussion of the topic
meaningfully.
GROUP 2 11 - EUCLID

GUMABON, REINE P.
POSILERO, ALYSSA T. LEADER

AGBANGLO, NIKKO C.
ABION, ARLAN
BALA, JOMAR P.
CRISOSTOMO, NIKOLAI S.
GRAJEDA, GWYNARD
PADUA, SEGUNDO