Oral-Communication 11

Oral Communication
CHAPTER I-NATURE & ELEMENTS

OF COMMUNICATION
Nature and Elements of Communication
1. Definition
2. The Process of Communication
3. Communication Modelshgfx
4. Five Elements of Communication
o Verbal and Non-Verbal Communication
5. Effective Communication Skills

6. 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…
1. Defines communication.
2. Explains the nature and process of communication.
3. Differentiates the various models of communication.
4. Distinguishes the unique feature(s) of one communication process from the other.
5. Explains why there is a breakdown of communication.
6. Uses various strategies in order to avoid communication breakdown.
7. Demonstrates sensitivity to the socio-cultural dimension of communication situation with
focus on culture gender age social status religion
https://oralcom.wordpress.com/2016/10/14/communication/ Oral Communication l Sentillas

COMMUNICATION
October 14, 2016
What is 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

October 14, 2016

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. Transmissionof the encoded message as a sequence of signals using a
specific channel or medium– (the speaker transmits or sends out a message)
4. Receptionof signals-(the receiver gets the message)
5. Reconstructionof the original message
6. Interpretationand making sense of the reconstructed message- (the receiver decodes or
interprets the message based on the context)
7. The receiver sends or provides feedback.
COMMUNICATION MODELS
October 14, 2016
1. 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:

1. An information source, which produces a message.
2. A transmitter, which encodes the message into signals
3. A channel, to which signals are adapted for transmission
4. A noise source, which distorts the signal while it propagates through the channel
5. A receiver, which ‘decodes’ (reconstructs) the message from the signal.
6. A destination, where the message arrives.
2. 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).
PRINCIPLES OF SPEECH DELIVERY

October 14, 2016
 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
o Impromptu Speech Speaking without advanced preparation

Unrehearsed speech

Spoken conversationally
o Extemporaneous Speech Speaking with limited preparation

Guided by notes or outline
Delivered conversationally
Most popular type
ELEMENTS OF COMMUNICATION
October 14, 2016
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.
 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
October 14, 2016

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
October 14, 2016

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)
Checkpoints:
□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
October 14, 2016

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
October 14, 2016
Functions of Communication
 Regulation/Control
 Social Interaction
 Motivation
 Information
 Emotional Expression
CONTENT STANDARD
The learner values the functions/ purposes of oral communication.

The learner writes a 250-word essay of his/her objective observation and evaluation of the
various speakers watched and listened to
The learner…
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
October 14, 2016

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 COMM UNICATION

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
October 14, 2016
Communicative Competence Strategies in Various Speech Situations

1. Types of Speech context
2. Intrapersonal
3. Interpersonal
a.1 Dyad
a.2 Small group
3. Public
4. Types of Speech Style
5. Intimate
6. Casual
7. Consultative
8. Formal
9. Frozen
10. Types of Speech Act
11. Locution (Utterance)
12. Illocution (Intention)
13. Perlocution (Response)
14. Types of Communicative Strategy
15. Nomination
16. Restriction
17. Turn-taking
18. Topic control
19. Topic shifting
20. Repair
21. 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.

The learner demonstrates effective use of communicative strategy in a variety of speech situations.
The learner demonstrates effective use of communicative strategy in a variety of speech situations.
1. Identifies the various types of speech context

2. Exhibits appropriate verbal and non-verbal behavior in a given speech context
3. Distinguishes types of speech style
4. Identifies social situations in which each speech style is appropriate to use
5. Observes the appropriate language forms in using a particular speech style
6. Responds appropriately and effectively to a speech act
7. Engages in a communicative situation using acceptable, polite and meaningful communicative strategies
8. Explains that a shift in speech context, speech style, speech act and communicative strategy affects the
following
o Language form
o Duration of interaction
o Relationship of speaker
o Role and responsibilities of the speaker
o Message
o Delivery
TYPES OF SPEECH CONTEXT

October 14, 2016
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
October 14, 2016
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

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
SPEECH ACTS
October 14, 2016

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
October 14, 2016

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
October 14, 2016
Types of Speeches
1. According to purpose
o Expository/Informative Speech
o Persuasive Speech
o Entertainment Speech
1. According to delivery
o Reading from a manuscript
o Memorized Speech

o Impromptu Speech
o Extemporaneous Speech
1. Principles of Speech Writing

o Choosing the Topic
o Analyzing the Audience
o Sourcing the Information
o Outlining and Organizing the Speech Contents
1. Principles of Speech Delivery
CONTENT STANDARD
The learner realizes the rigors of crafting one’s speech.
The learner proficiently delivers various speeches using the principles of effective 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
4. 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
REFERENCES:
October 14, 2016Leave a comment
https://en.wikipedia.org/wiki/Communication http://www.skillsyouneed.com/general/what-is-
communication.html#ixzz4LcbVE9nG http://www.wilbers.com/elemcom.htmhttp://study.com/ac
ademy/lesson/what-are-the-functions-of-communication-definition-
examples.html https://www.iidc.indiana.edu/pages/Communicative-Functions-or-Purposes-of-
Communication https://prezi.com/3okptrachcmq/four-functions-of-oral-
communication/https://prezi.com/myhrvchgq407/types-of-speech-
styles/http://www.slideshare.net/Yirmanny/speech-acts-4558936 Sipacio, Philippe John F. &
Balgos, Ann Richie G. (2016) Oral Communication in Context For Senior High School () C & E
Publishing:893 EDSA, South Triangle, Quezon City

Oral-Communication 11

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Oral Communication

CHAPTER I-NATURE & ELEMENTS

o Verbal and Non-Verbal Communication

5. Effective Communication Skills

https://oralcom.wordpress.com/2016/10/14/communication/ Oral Communication l Sentillas

THE PROCESS OF COMMUNICATION

https://oralcom.wordpress.com/2016/10/14/communication/ Oral Communication l Sentillas

1. The forming of communicative intent– (the speaker generates an idea)

1. Shannon and Weaver Model of Communication

https://oralcom.wordpress.com/2016/10/14/communication/ Oral Communication l Sentillas

2. The Sender-Message-Channel-Receiver Model

PRINCIPLES OF SPEECH DELIVERY

 Reading from a manuscript Speaking with advanced preparation

 Memorized Speech Speaking with advanced preparation

o Impromptu Speech Speaking without advanced preparation

https://oralcom.wordpress.com/2016/10/14/communication/ Oral Communication l Sentillas

o Extemporaneous Speech Speaking with limited preparation

1. Speaker- the source of information or message

https://oralcom.wordpress.com/2016/10/14/communication/ Oral Communication l Sentillas

VERBAL & NON-

https://oralcom.wordpress.com/2016/10/14/communication/ Oral Communication l Sentillas

Factors that affect verbal communication:

Example of non-verbal cues

https://oralcom.wordpress.com/2016/10/14/communication/ Oral Communication l Sentillas

https://oralcom.wordpress.com/2016/10/14/communication/ Oral Communication l Sentillas

https://oralcom.wordpress.com/2016/10/14/communication/ Oral Communication l Sentillas

FIVE ELEMENTS OF EFFECTIVE

https://oralcom.wordpress.com/2016/10/14/communication/ Oral Communication l Sentillas

□Tone is appropriate to the purpose, audience, and material.

□Persuasive strategy incorporates a mixture of rhetorical approaches (appeals to logic, feelings,

□Examples are relevant, specific, detailed, sufficient, and persuasive.

□Quotations support the argument.

□Handling of material demonstrates knowledge and insight.

https://oralcom.wordpress.com/2016/10/14/communication/ Oral Communication l Sentillas

□Purpose or central idea is stated clearly, usually in the opening.

□Organizational statement is offered, usually at the end of the opening.

□Sentences are free of ambiguity.

□Transitions between paragraphs are clear and helpful.

□Text is appropriately highlighted (bullets, paragraphing, boldface, italics, underlining, etc.) to

https://oralcom.wordpress.com/2016/10/14/communication/ Oral Communication l Sentillas

□Sentences are free of wordiness and unnecessarily complex constructions.

□Variety in sentence structure and sentence length creates emphasis.

□Correct words are used to convey the intended meaning.

□Punctuation (particularly comma placement) reflects standard usage.

□Copy is free of mechanical errors and lapses in proofreading.

https://oralcom.wordpress.com/2016/10/14/communication/ Oral Communication l Sentillas

https://oralcom.wordpress.com/2016/10/14/communication/ Oral Communication l Sentillas

The problems in intercultural communication usually come from problems in message

Nonverbal communication is behavior that communicates without words—though it often may be

Kinesic behavior is communication through body movement—e.g., posture, gestures, facial

https://oralcom.wordpress.com/2016/10/14/communication/ Oral Communication l Sentillas

Important points to consider:

 Develop cultural sensitivity

BASIC TOOLS FOR IMPROVEMENT

The following are ways to improve communication competence:

https://oralcom.wordpress.com/2016/10/14/communication/ Oral Communication l Sentillas

 Tolerating high levels of uncertainty.

The learner values the functions/ purposes of oral communication.

https://oralcom.wordpress.com/2016/10/14/communication/ Oral Communication l Sentillas

1. Discusses the functions of communication.

https://oralcom.wordpress.com/2016/10/14/communication/ Oral Communication l Sentillas

https://oralcom.wordpress.com/2016/10/14/communication/ Oral Communication l Sentillas