Oral Communication in Context

1ST SEMESTER
11- STEM
 CHAPTURE I - NATURE &
ELEMENTS OF COMMUNICATION
 INTRODUCTION
• Definition
• The Process of Communication
• Communication Models
• Five Elements of Communication of Verbal
and Non-Verbal Communication
• Effective Communication Skills
• Intercultural Communication
CONTENT STANDARD
• The learner understands the nature and
elements of oral communication in context.
PERFORMANCE STANDARD
• The learner designs and performs effective
controlled and uncontrolled oral
communication activities based on context.
LEARNING COMPETENCIES:
The learner…
• Defines communication.
• Explains the nature and process of communication.
• Differentiates the various models of communication.
• Distinguishes the unique feature(s) of one
communication process from the other.
• Explains why there is a breakdown of communication.
• Uses various strategies in order to avoid
communication breakdown.
• Demonstrates sensitivity to the socio-cultural
dimension of communication situation with focus on
culture, gender, age, social status and religion.
 COMMUNICATION
• 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.
 The different categories of communication include:
• 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.
THE PROCESS OF COMMUNICATION
The basic steps of communication are:
1. The forming of communicative intent– (the speaker
generates an idea)
2. Message encoding– (the speaker encodes an idea or
converts the idea into words or actions)
3. Transmission of the encoded message as a sequence of 
signals using a specific channel or medium– (the speaker
transmits or sends out a message)
4. Reception of signals-(the receiver gets the message)
5. Reconstruction of the original message
6. Interpretation and making sense of the reconstructed
message- (the receiver decodes or interprets the message
based on the context)
7. The receiver sends or provides feedback.
 COMMUNICATIONS MODELS
• Shannon and Weaver Model of Communication
The first major model for communication was introduced by 
Claude Shannon and Warren Weaver for Bell Laboratories in
1949. The original model was designed to mirror the
functioning of radio and telephone technologies. Their initial
model consisted of three primary parts: sender, channel, and
receiver. The sender was the part of a telephone a person
spoke into, the channel was the telephone itself, and the
receiver was the part of the phone where one could hear the
other person. Shannon and Weaver also recognized that often
there is static that interferes with one listening to a telephone 
conversation, which they deemed noise.
Claude Shannon and Warren Weaver structured this
model based on the following elements:
• An information source, which produces a message.
• A transmitter, which encodes the message into
signals
• A channel, to which signals are adapted for
transmission
• A noise source, which distorts the signal while it
propagates through the channel
• A receiver, which ‘decodes’ (reconstructs) the
message from the signal.
• A destination, where the message arrives.
The Sender-Message-Channel-Receiver Model
• In 1960, David Berlo expanded on Shannon
and Weaver’s (1949) linear model of
communication and created the SMCR Model
of Communication. The Sender-Message-
Channel-Receiver Model of communication
separated the model into clear parts and has
been expanded upon by other scholars.
• Communication is usually described along a
few major dimensions:
• Message (what type of things are
communicated),
• source / emisor / sender / encoder (by whom),
• form (in which form),
• channel (through which medium),
• destination / receiver / target / decoder (to
whom),
• and Receiver.
• Wilbur Schram (1954) also indicated that we should
also examine the impact that a message has (both
desired and undesired) on the target of the
message. Between parties, communication includes
acts that confer knowledge and experiences, give
advice and commands, and ask questions. These acts
may take many forms, in one of the various manners
of communication. The form depends on the abilities
of the group communicating. Together,
communication content and form make messages
 that are sent towards a destination. The target can
be oneself, another person or being, another entity
(such as a corporation or group of beings).
 ELEMENTS OF COMMUNICATION
1. Speaker- the source of information or message
2. Message- the information, ideas, or thoughts
conveyed by the speaker in words or in actions
3. Encoding- the process of converting the message
into words, actions, or other forms that the speaker
understands
4. Decoding- the process of interpreting the encoded
message of the speaker by the receiver
5. Receiver- the recipient of the message, or someone
who decodes the message
6. Barrier- the factors that affect the flow of communication
7. Channel (Medium). It refers to the way the message is sent. In public
speaking the medium is vibrations in the air between speaker and
listener, set in motion by the speaker’s voice. The message could also
be written in any language, put into some code known to both speaker
and listener, tape-recorded or videotaped, put into sign language,
translated into Braille, or even sent by smoke signal.
8. It includes all messages, verbal or nonverbal, sent by the listener to the
speaker.
9. (1) the occasion during which communication occurs, the occasion
refers to the reason why people assembled; it could be serious or
festive, planned or spontaneous, relaxed and informal, traditional or
formal and (2) the physical setting or site where communication
occurs; it includes the size of the room, the number of audience, the
facilities present, the light etc.
10.These are barriers to effective communication.
 These are barriers to effective
communication
• The use of jargon. Over-complicated, unfamiliar and/or
technical terms.
• Emotional barriers and taboos. Some people may find
it difficult to express their emotions and some topics
may be completely ‘off-limits’ or taboo.
• Lack of attention, interest, distractions, or irrelevance
to the receiver.
• Differences in perception and viewpoint.
• Physical disabilities such as hearing problems or
speech difficulties.
• Physical barriers to non-verbal communication. Not being
able to see the non-verbal cues, gestures, posture and
general body language can make communication less
effective.
• Language differences and the difficulty in understanding
unfamiliar accents.
• Expectations and prejudices which may lead to false
assumptions or stereotyping.  People often hear what they
expect to hear rather than what is actually said and jump to
incorrect conclusions.
• Cultural differences.  The norms of social interaction vary
greatly in different cultures, as do the way in which emotions
are expressed. For example, the concept of personal space
varies between cultures and between different social settings.
 VERBAL & NON-VERBAL COMMUNICATION
• Verbal communication consist of messages being sent and received
continuously with the speaker and the listener, it is focused on the
way messages are portrayed. Verbal communication is based on
language and use of expression, the tone in which the sender of
the message relays the communication can determine how the
message is received and in what context.
Factors that affect verbal communication:
• Tone of voice
• Use of descriptive words
• Emphasis on certain phrases
• Volume of voice
The way a message is received is dependent on these factors as they
give a greater interpretation for the receiver as to what is meant by
the message. By emphasizing a certain phrase with the tone of voice,
this indicates that it is important and should be focused more on.
Along with these attributes, verbal communication is also accompanied
with non-verbal cues. These cues make the message clearer and give
the listener an indication of what way the information should be
received.
Example of non-verbal cues
• Facial expressions
• Hand gestures
• Use of objects
• Body movement
In terms of intercultural communication there are language barriers
which are affected by verbal forms of communication. In this instance
there is opportunity for miscommunication between two or more
parties. Other barriers that contribute to miscommunication would be
the type of words chosen in conversation.
 EFFECTIVE COMMUNICATION SKILLS

• Features of an Effective Communication

In their pioneer book Effective Public Relations,
Professors Broom, Cutlip, and Center (2012)
list the 7 Cs of Effective Communication. The
list is widely used today, especially in public
relations and advertising.
1.Completeness
Complete communication is essential to the quality of the communication
process in general. Hence, communication should include everything that the
receiver needs to hear for him/her to respond, react, or evaluate properly.
2. Conciseness
Conciseness does not mean keeping the message short but makint it direct or
straight to the point. Insignificant or redundant information should be
eliminated from the communication that will be sent to the recipient.
3. Consideration
To be effective, the speaker should always consider relevant information about
his/her receiver such as mood, background, race, preference, education,
status, needs, among others. By doing so, he/she can easily build rapport
with the audience.
4. Concreteness
Effective communication happens when the message is concrete and supported
by facts, figures, and real-life examples and situations. In this case, the
receiver is more connected to the message conveyed.
5. Courtesy
The speaker shows courtesy in communication be respecting
the culture, values, and beliefs of his/her receivers. Being
courteous all the time creates a positive impact on the
audience.
6. Clearness
Clearness in communication implies the use of simple and
specific words to express ideas. It is also achieved when the
speaker focuses only on a single objectives in his/her
speech so as not to confuse the audience.
7.Correctness
Correctness in grammar eliminates negative impact on the
audience and increases the credibility and effectiveness of
the message.
FIVE ELEMENTS OF EFFECTIVE COMMUNICATION:

1. APPROACH
Timing of communication; choice of medium;
tone and point of view (perspective, attitude,
and relationship regarding audience, purpose,
and material); recognition of audience (reader
vs. writer orientation); direct vs. indirect
presentation (ordering of evidence and
conclusions); persuasive strategies and
rhetorical appeals (logos, pathos, ethos)
• □Timing and choice of medium are appropriate to the
purpose, audience, and material.
• □Tone is appropriate to the purpose, audience, and
material.
• □Material is made relevant to the reader (reader’s
interests and concerns are recognized).
• □Conclusions are presented directly (conclusion first,
evidence last) to a sympathetic audience, indirectly
(evidence first, conclusion last) to an unsympathetic or
hostile audience.
• □Persuasive strategy incorporates a mixture of
rhetorical approaches (appeals to logic, feelings, and
ethics or credibility)
2.DEVELOPMENT
Organization (logical arrangement and sequence); evidence
and support (relevance, specificity, accuracy and sufficiency
of detail); knowledge of subject and material; quality of
perception, analysis, and insight
Checkpoints:
• □Material is arranged in a logical and coherent sequence.
• □Conclusion or closing restates the argument and identifies
the action to be taken.
• □Examples are relevant, specific, detailed, sufficient, and
persuasive.
• □Quotations support the argument.
• □Handling of material demonstrates knowledge and insight.
3.CLARITY
Presentation of thesis or central argument (statement of
purpose, delineation or narrowing of topic, relevance of
subordinate or secondary arguments); word choice; technical
language and jargon; structure (sentence, paragraph,
document); coherence devices (organizational statement,
repetition of words and phrases, progression from familiar to
unfamiliar, topic and transitional sentences); textual markers
(headings, highlighting, formatting features)
Checkpoints:
• □Purpose or central idea is sufficiently limited for meaningful
discussion.
• □Purpose or central idea is stated clearly, usually in the opening.
• □Organizational statement is offered, usually at the end of the
opening.
• □Subordinate ideas are effectively identified and related clearly
to the main purpose or central idea.
• □Language is clear, specific, accurate, and appropriate to
the audience, purpose, and material.
• □Word choice is clear, specific, accurate, unassuming, and
free of clichés and misused jargon.
• □Technical language and terms are defined and explained
as needed (depending on knowledge of the audience).
• □Sentences are free of ambiguity.
• □Text is coherent, with new information linked to
previously discussed information (ordered within
sentences as “something old/something new”).
• □Transitions between paragraphs are clear and helpful.
• □Text is appropriately highlighted (bullets, paragraphing,
boldface, italics, underlining, etc.) to engage the reader
and reinforce the main points.
4. STYLE
Word choice (economy, precision, and specificity of language
and detail; abstract vs. concrete language; action verbs vs.
linking or weak verbs with nominalizations; figures of
speech: schemes and tropes); tone (personality and humor);
active vs. passive voice; sentence variety
Checkpoints:
• □Word choice is economical, clear, specific, accurate,
unassuming, and free of clichés and misused jargon.
• □Action verbs are preferred over weak verbs with
nominalizations (as in recommend over make a
recommendation).
• □Language is appropriately concrete or abstract (signifying
or not signifying things that can be perceived by the senses).
• □Figurative language (metaphors and similes, as well as
other tropes and schemes) enrich and deepen the argument.
• □Active voice is preferred over passive voice
(active voice is used to emphasize the
performer of the action; passive voice is used
to emphasize the receiver of the action).
• □Sentences are free of wordiness and
unnecessarily complex constructions.
• □Variety in sentence structure and sentence
length creates emphasis.
• □Author’s values, personality and – when
appropriate – humor are conveyed in a way
that reinforces the message.
5. CORRECTNESS
Rules and conventions of spelling, grammar, punctuation,
usage, and idiom; style (appropriateness of word choice and
level of formality to audience, purpose, and material); social
and cultural appropriateness; accuracy in proofreading
Checkpoints:
• □Spelling (including technical terms and proper names) is
correct.
• □Correct words are used to convey the intended meaning.
• □Rules of grammar and syntax are followed, including
pronoun-noun agreement, subject-verb agreement,
appropriate verb tense, pronoun case, possessive forms,
parallel construction, etc.
• □Punctuation (particularly comma placement) reflects
standard usage.
• □Copy is free of mechanical errors and lapses in proofreading.
INTERCULTURAL COMMUNICATION
• Intercultural communication is a form of communication that
aims to share information across different cultures and social
groups. It is used to describe the wide range of communication
processes and problems that naturally appear within an
organization or social context made up of individuals from
different religious, social, ethnic, and educational backgrounds.
Intercultural communication is sometimes used synonymously
 with cross-cultural communication. In this sense it seeks to
understand how people from different countries and cultures
 act, communicate and perceive the world around them. Many
people in intercultural business communication argue that
culture determines how individuals encode messages, what
medium they choose for transmitting them, and the way
messages are interpreted.
• With regard to intercultural communication
proper, it studies situations where people
from different cultural backgrounds interact.
Aside from language, intercultural
communication focuses on social attributes,
thought patterns, and the cultures of different
groups of people. It also involves
understanding the different cultures,
languages and customs of people from other
countries.
• PROBLEMS
The problems in intercultural communication usually
come from problems in message transmission. In
communication between people of the same culture,
the person who receives the message interprets it
based on values, beliefs, and expectations for
behavior similar to those of the person who sent the
message. When this happens, the way the message is
interpreted by the receiver is likely to be fairly similar
to what the speaker intended. However, when the
receiver of the message is a person from a different
culture, the receiver uses information from his or her
culture to interpret the message. The message that
the receiver interprets may be very different from
what the speaker intended.
Attribution is the process in which people look for an explanation of
another person’s behavior. When someone does not understand
another, he/she usually blames the confusion on the other’s
“stupidity, deceit, or craziness”.

Effective communication depends on the informal understandings

among the parties involved that are based on the trust developed
between them. When trust exists, there is implicit understanding
within communication, cultural differences may be overlooked, and
problems can be dealt with more easily. The meaning of trust and
how it is developed and communicated vary across societies.
Similarly, some cultures have a greater propensity to be trusting
than others.

Nonverbal communication is behavior that communicates without

words—though it often may be accompanied by words. Minor
variations in body language, speech rhythms, and punctuality often
cause mistrust and misperception of the situation among cross-
cultural parties.
• Kinesic behavior is communication through body movement—e.g.,
posture, gestures, facial expressions and eye contact. The meaning of
such behavior varies across countries.
• Occulesics are a form of kinesics that includes eye contact and the use of
the eyes to convey messages.
• Proxemics concern the influence of proximity and space on
communication (e.g., in terms of personal space and in terms of office
layout). For example, space communicates power in the US and Germany.
• Paralanguage refers to how something is said, rather than the content of
what is said—e.g., rate of speech, tone and inflection of voice, other
noises, laughing, yawning, and silence.
• Object language or material culture refers to how we communicate
through material artifacts—e.g., architecture, office design and furniture,
clothing, cars, cosmetics, and time. In monochronic cultures, time is
experienced linearly and as something to be spent, saved, made up, or
wasted. Time orders life and people tend to concentrate on one thing at a
time. In polychronic cultures, people tolerate many things happening
simultaneously and emphasize involvement with people. In these
cultures, people may be highly distractible, focus on several things at
once, and change plans often.
MANAGEMENT
• Important points to consider:
• Develop cultural sensitivity
• Anticipate the meaning the receiver will get.
• Careful encoding
• Use words, pictures, and gestures.
• Avoid slang, idioms, regional sayings.
• Selective transmission
• Build relationships, face-to-face if possible.
• Careful decoding of feedback
• Get feedback from multiple parties.
• Improve listening and observation skills.
• Follow-up actions
BASIC TOOLS FOR IMPROVEMENT
The following are ways to improve communication competence:
• Display of interest: showing respect and positive regard for the
other person.
• Orientation to knowledge: Terms people use to explain themselves
and their perception of the world.
• Empathy: Behaving in ways that shows you understand the world
as others do.
• interaction management: A skill in which you regulate
conversations.
• Task role behaviour: initiate ideas that encourage problem solving
activities.
• Relational role behaviour: interpersonal harmony and mediation.
• Tolerance for ambiguity: The ability to react to new situations with
little discomfort.
• Interaction posture: Responding to others in descriptive, non-
judgemental ways..
IMPORTANT FACTORS
• Proficiency in the host culture language: understanding the
grammar and vocabulary.
• Understanding language pragmatics: how to use politeness
strategies in making requests and how to avoid giving out too
much information.
• Being sensitive and aware to nonverbal communication patterns in
other cultures.
• Being aware of gestures that may be offensive or mean something
different in a host culture rather than your own home culture.
• Understanding a culture’s proximity in physical space and
paralinguistic sounds to convey their intended meaning.

TRAITS
• Tolerating high levels of uncertainty.
• Open-mindedness.
• Engaging in divergent and systems-level thinking.
 CHAPTER II
Functions of Communication
•  Regulation/Control
•  Social Interaction
•  Motivation
•  Information
•  Emotional Expression
CONTENT STANDARD
• The learner values the functions/ purposes of oral
communication.

LEARNING COMPETENCIES:
1. Discusses the functions of communication.
2. Identifies the speaker’s purpose(s).
3. Watches and listens to sample oral communication activities.
4. Ascertains the verbal and nonverbal cues that each speaker
uses to achieve his/her purpose.
5. Comprehends various kinds of oral texts.
6. Identifies strategies used by each speaker to convey his/her
ideas effectively.
7. Evaluates the effectiveness of an oral communication activity.
 FUNCTIONS OF COMMUNICATION
• What are communication functions?

•             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 ORAL COMMUNICATION
1. Regulation/Control- functions to control one’s behavior
• 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
informationEncouragement
“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.
• 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.”
 CHAPTER III
Communicative Competence Strategies in Various
Speech Situations
Types of Speech context
• Intrapersonal
• Interpersonal
-Dyad
-Small group
-Public
-Mass Communication
Types of Speech Style
• Intimate
• Casual
• Consultative
• Formal
• Frozen

Types of Speech Act

• Locution (Utterance)
• Illocution (Intention)
• Perlocution (Response)

Types of Communicative Strategy

• Nomination
• Restriction
• Turn-taking
• Topic control
• Topic shifting
• Repair
• Termination
CONTENT STANDARD
• The learner recognizes that communicative competence requires understanding
of speech context, speech style, speech act and communicative strategy.
• The learner recognizes that communicative competence requires understanding
of speech context, speech style, speech act and communicative strategy
LEARNING COMPETENCIES:
• Identifies the various types of speech context
• Exhibits appropriate verbal and non-verbal behavior in a given speech context
• Distinguishes types of speech style
• Identifies social situations in which each speech style is appropriate to use
• Observes the appropriate language forms in using a particular speech style
• Responds appropriately and effectively to a speech act
• Engages in a communicative situation using acceptable, polite and meaningful
communicative strategies
• Explains that a shift in speech context, speech style, speech act and
communicative strategy affects the following: Language form, Duration of
interaction, Relationship of speaker, Role and responsibilities of speaker,
Message and Delivery.
 TYPES OF SPEECH CONTEXT
1. Intrapersonal- It refers to the communication with one’s
self.
• Example: You spent the night thinking and analyzing why
a student from the other class talked to you on the way
home and you decided it probably meant nothing.
2. Interpersonal- This refers to communication between
and among people and establishes personal relationship
between and among them.
• Example:
You offered feedback on the speech performance of
your classmate.
You provided comfort to a friend who was feeling down.
3. Public- This type refers to communication that requires
you to deliver or send the message before or in front of
a group.
• Example:
You deliver a graduation speech to your batch.
You participate in a declaration, oratorical, or debate
contest watched by a number of people.
4. Mass communication- This refers to communication
that takes place through television, radio, newspapers,
magazines, books, internet, and other types of media.
• Example:
You are a student journalist articulating you stand on
current issues through the school’s newspaper.
 TYPES OF SPEECH STYLES
1. FROZEN STYLE
Used generally in very formal setting.
Most formal communicative style for respectful situation
Does not require any feedback from the audience
Usually uses long sentences with good grammar and
vocabulary
The use of language is fixed and relatively static
• Examples:
national pledge, anthem, school creeds,
marriage ceremonies, speech for a state ceremony
2. FORMAL STYLE
Used in speaking to medium to large groups
May also be used in single hearers- strangers, older
persons, professional
Speaker must frame whole sentences ahead before they
are delivered
Avoids using slang terminologies
language is comparatively rigid and has a set, agreed
upon vocabulary that is well documented; is often of a
standard variety.
• Examples:
meetings, speeches, school lessons, court, a corporate
meeting, at a swearing in ceremony, in an interview or in
a classroom
3. CONSULTATIVE STYLE
Used in semi-formal communication happens in
two-way participation. Most operational among
other styles speaker does not usually plan what
he wants to say and the sentences end to be
shorter ans spontaneous
• Examples:
regular conversation at schools, companies, group
discussion,
teacher-student, doctor-patient, expert-
apprentice
  
4. CASUAL STYLE
Language used between friends often very relaxed and focused
on just getting the information out. Slangs are quite often used
in these instances. This style is used in informal situations and
language. Relationship between speaker and hearer is closed.
• Examples: Casual conversations with friends, family members,
chats, phone calls and messages
5. INTIMATE STYLE
• Completely private language used within family of very close
friends or group.
Uses personal language codes.
Grammar is unnecessary.
Does not need complete language.
Certain terms of endearment, slangs or expressions whose
meaning is shared with a small subset of persons to person.
 SPEECO OF ACTS
• Concept proposed by John Langshaw Austin in 1962 one of the
founders of pragmatic and later developed by John R. Searle in 1969,
both philosophers of language.
• Speech acts refer to the moments in which statements occur in the
communicative act within a given context.
• Speech Acts are group of utterances with a single interactional function.
• Theory of Speech Acts
A speech act has 3 aspects:
• locution= physical utterance by the speaker
• illocution= the intended meaning of the utterance by the speaker
(performative)
• perlocution= the action that results from the locution.
• Levels of action Locutionary act: is the basic
act of utterance, or producing a meaningful
linguistic expressions. Performing an act of
saying something. Depending on the
circumstances, do any one of several different
things, so we can use a sentence with a given
locutionary content in a variety of ways.
Austin defines it “as belonging to a certain
vocabulary…and as conforming to a certain
grammar,…with a certain more or less definite
sense and reference”
• Ilocutionary act: are the real actions which are
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.
Performing an act in saying something Levels of Action
• Types of ilocutionary Acts Constatives: affirming,
announcing, answering, confirming
• “We find the defendant guilty”
• Directives: advising, asking, forbidding, ordering,
permitting
• Commissives: agreeing, inviting, offering, promising, I
promise to call you tonight” Acknowledgments:
apologizing, congratulating, thanking.
• Perlocutionary act: are the effects of the utterance on the
listener. Reveals the effect the speaker wants to exercise over
the hearer. This is also known as the perlocutionary effect
performing an act by saying something Would you close the
door, please?
• Example A bartender utters the words, “The bar will be closed
in five minutes, “ The locutionary act of saying that the bar will
be closed in five minutes , where what is said is reported by
indirect quotation. The illocutionary act in saying this, the
bartender is informing the patrons of the bar’s imminent
closing and perhaps also the act of urging them to order a last
drink. The bartender intends to be performing the
perlocutionary acts of causing the patrons to believe that the
bar is about to close and of getting them to order one last
drink.
 TYPES OF COMMUNICATIVE STRATEGY
1. Nomination- collaboratively and productively establish a topic
2. Restriction- limitation you may have as a speaker
3. Turn-taking- process by which people decide who takes the
conversational floor
4. Topic control- covers how procedural formality or informality
affects the development of topic in conversations
5. Topic shifting- involves moving from one topic to another
6. Repair- refers to how speakers address the problems in speaking,
listening and comprehending that they may encounter in a
conversation
7. Termination- refers to the conversation participants’ close-initiating
expressions that end a topic in a conversation
 CHAPTER IV
• Types of Speeches
-According to purpose
• Expository/Informative Speech
• Persuasive Speech
• Entertainment Speech
 
-According to delivery
• Reading from a manuscript
• Memorized Speech
• Impromptu Speech
• Extemporaneous Speech
 
-Principles of Speech Writing
• Choosing the Topic
• Analyzing the Audience
• Sourcing the Information
• Outlining and Organizing the Speech Contents 

-Principles of Speech Delivery

LEARNING COMPETENCIES
1. Distinguishes types of speeches.
2. Uses principles of effective speech delivery in different situations.
3. Uses principles of effective speech writing focusing on
• o Audience profile
• o Logical organization
• o Duration
• o Word choice
• o Grammatical correctness
• Uses principles of effective speech delivery focusing on
• o Articulation
• o Modulation
• o Stage Presence
• o Facial Expressions, Gestures and Movements
• o Rapport with the audience
 PRINCIPLES OF SPEECH DELIVERY
Reading from a manuscript   
• Speaking with advanced preparation
• Planned and rehearsed speech
• Reading aloud a written message
Memorized Speech
• Speaking with advanced preparation
• Planned and rehearsed speech
• Reciting a written message word-for-word from
memory
Extemporaneous Speech
• Speaking with limited preparation
• Guided by notes or outline
• Delivered conversationally
• Most popular type
 ACTIVITY
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l-communication-on-click/