Strategies in Various Speech Situations PDF

Oral Communication in Context 1 Strategies in Various Speech Situations Strategies in Various Speech Situations This module aims that you:...

Oral Communication in Context 1 Strategies in Various Speech Situations Strategies in Various Speech Situations This module aims that you: 1. Be able to identify the several types of speech context; 2. Be able to distinguish types of speech style; 3. Learn to identify social situations in which each speech style is appropriate to use; 4. Lear how to engage in communications situations using acceptable, polite, and meaningful strategies; and 5. Explain that a shift in speech context, speech style, speech will have effects in several elements of the communication process. Intrapersonal Communication Intrapersonal speech is often about clarifying ideas or analyzing situations and other times about reflection and appreciation. We are both the sender and receiver of the message. a. Self-concept a. The way we see ourselves will influence how we act, and how we respond when interacting with others. Our self-concept is affected by our beliefs, values, and attitudes. Beliefs are our learned personal orientation when deciding which is right or wrong, good or bad; beliefs can either be prescriptive or descriptive. Values, are ideals that are based on and are aligned with what we believe in – our beliefs. Attitudes are learned disposition against or for a topic. This is also consistent with our values. Attitudes are typically emotional. These three elements play a significant role in affecting our behavior. Behavior is how we conduct ourselves towards others and yourself. b. Perception Perception focuses on looking outward. Our perception of the world is deeply entwined in our self-concept. Perceptions are rooted in our beliefs, attitudes, and values. c. Expectations Course Module  Expectations are “future-oriented messages dealing with roles we call life scripts”. Our relationship with other people mold our expectations. Interpersonal Interpersonal communication is when we communicate with at least one person other person, a small or large group. a. Dyad – this kind of communication involves two people in the process. b. Small group – this involve three or more people. Group communication is often done to solve problems and strategize. c. Public – this involves a large group of persons. Usually a one-way monologue happens here. This kind of communication has very little feedback. Information sharing, broadcasting, and recitals are some examples. Types of Speech Style Various occasions mean different speech styles. To be an effective communicator, the context or circumstances should always be considered. Styles of language changes according to who your receiver will be in addition to taking into consideration the context of the communication. 1. Intimate This kind of communication happens with our family and closest friends. Using the correct grammar or clear articulation doesn’t necessarily happen here. This is a spontaneous setting and people tend to use jargon or slang, repeat words, and many times use the wrong or unnecessary words when they speak. Informal communication happens here and, more often than not, mere utterance of sounds or non-verbal cues already communicate a lot in this setting. 2. Casual This is also used between family and friends. This applies to daily conversations where colloquial words are often used. Slang language and short sentence are often used in this setting. 3. Consultative This form of communication is used in group discussions, conversations inside the school or work, trade speech conventions, etc. This is the most operational type of speech. Consultative speech is delivered in an average rate of speaking speed. Spontaneity means shorter sentences and the presence of repeating words, slangs, jargons, and wrong choice of words.  Oral Communication in Context 3 Strategies in Various Speech Situations This type of speech can be observed in schools, offices, and organizations. 4. Formal Formal speech is given in formal events where topics are about serious problems/issues. Formal speeches are very careful with wordings, has low tempo speech, contains technical vocabulary with complex and divergent grammatical structure. Repetition of words are avoided, people are addressed using their full name and titles, when necessary. 5. Frozen Frozen speech is the most formal style and is a standard in ceremonies and respectful situations. Speech given in this style is well articulated, symbolic, fixed and historical in nature. The delivery is almost oratorical in style. Types of Speech Act 1. Locution (Utterance) This is an act of performance of an utterance; it can also have words, phrases and sentences. Sentence has grammatical structure and a literal meaning. This kind of act deals with “what was said” rather than “what does it mean”. Ex. “ Hello!” (greeting someone) “Don’t go in the water!” (strong command) “How much is that?” (inquiry) 2. Illocution (Intention) Illocution is about the intention of the speaker. The meaning will depend on the context (why, where, when, and how) and the utterance of the speaker. Compare: “How’d you like to hand me that spoon?” (locution) “Hand me that spoon!” (illocutionary force of command) Remember: every sentence has a locutionary force and illocutuionary force) Ex. “Can I get you to hand me that bag?” (locutionary force) – has structure (linguistic meaning) `will I be able to be successful in getting your cooperation in handing me that bag’ Illocutionary force: “Please hand me that bag” 3. Perlocution (Response) This is when there is an effect of the utterance to the receiver from the speaker. The response may be induced by inciting, comforting, scaring, Course Module  persuading or inspiring. This is act is used to change the feelings, actions, and thoughts. Ex. “All is well” (comforting) “ I don’t want to see you ever again!” (inciting) “If it’s too good to be true, run!” (scaring) Communicative Competency Being an effective communicator and a good speaker can be learned. The following reading is about how you can improve yourself in communication. Communicative competence “is when the cluster of abilities that enable humans to convey and interpret messages and to negotiate meanings personally within specific contexts”. Having communicative competence means you have the knowledge on the language and have an aptitude on the target language. Communicative competency can be classified in four sub-categories (Canale and Swain, 1980): 1. Grammatical competence – proficiency in syntax and morphology 2. Discourse competence – ability to use the proper words (cohesion) and coherence, which is the appropriate combination of communicative function. 3. Sociolinguistic competence – ability to use the appropriate words in a particular social situation. 4. Strategic competence – proficiency to cope and adjust with the imperfect knowledge and ability to sustain communication through various methods. Types of Communicative Strategy Communicative strategies are techniques on how to deal with difficulties encountered when communicating. Here are the seven Communicative Strategies: 1. Nomination This is the act of getting the attention of your listener and “nominating” or to start talking about a topic that you propose. This act allows other people to talk during the discussion. An example can be talking to your classmate while waiting for your ride or a lengthy conversation on the phone between a mother and her child who is physically away from her. 2. Restriction This is the opposite of nomination. Restrictive speaking is a one-way process of communicating. The listeners are not allowed to speak up or provide feedback to the speaker. An example can be a homily or a commencement speaker during graduation.  Oral Communication in Context 5 Strategies in Various Speech Situations 3. Turn-taking Turn-taking is when the people involved in a conversation decide who speaks next. The rules are dependent on norms, culture, traditions, or mechanics. A parliamentary debate provides this example. Speakers take turns in raising their points or arguing against their opponents instead of everyone speaking and raising points at the same time. 4. Topic control Topic control is limiting the discussion only about the chosen topic. In a debate, the affirmative side can only argue as to why they are in favor of the given proposition, they cannot speak to oppose this. The discourse in a debate is always a controlled one. Another can also be class reporting, groups take turns in reporting and the topic is predetermined or assigned before the presentation. 5. Topic shifting This strategy is used when a speaker needs to change the topic being discussed. This requires the speaker to be polite, prudent, and courteous when ending the topic and leading the conversation to a new one. An example can be reporters, the reporters are obligated to ask varied types of questions and he or she must know how to shift from one topic to another. 6. Repair Within the process of communicating, miscommunication or misarticulation could occur which may result to stopping the interaction. To repair is to correct, to ensure that interaction does not stop, that the turn sequence does not fail and to avoid the distortion of the subject. Repair can come from the listener- other initiated, or from the speaker (self-initiated). 7. Termination This strategy entails ending a conversation “artistically”. This is to end the discussion indirectly or directly. Indirect strategies can be gestures such as looking at your phone, yawning, or looking somewhere else. Direct strategies, on the other hand, is when you use verbal and non-verbal signals. You can point at your watch or simply say “I have to go….” Or “Sorry, I need to leave now. I think we’ve talked long enough”. Course Module References Diaz, Rafaela Hernandez. (2014). Speech and Oral Communication for College Students, Revised Edition. Quezon City: National Bookstore Baraceros, Esther L. and Lintao, Rachelle, B. (2010). English 4: Oral Communication in Context (First Edition). Quezon City: Rex Bookstore, Inc. Dapat, Jose Rizal O., Sadorra, Bryan Eli B., and Lumabi, Bethany Marie C. (2016). Oral Communication in Focus. Quezon City: Lormar Publishing, Inc. Flores, C.and Lopez E. (2008). Effective Speech Communication 5 th Edition. National Bookstore: Philippines. Galero-Tejero, E. (2008) Doorways to English Language Proficiency: A self- improvement program. National Bookstore: Philippines Cabbab, J. A. and Cabbab, F. C. 1994. Speech Communication and Skills Development. Metro Manila: Bookmark. Crable, R. E. 1982. Using Communication: A New Introduction for the 1980’s. Boston: Allyn & Bacon. Hopper, R. and Whitehead, Jr, J. L. 1979. Communication Concepts and Skills. New York: Harper & Row. http://ccat.sas.upenn.edu/~haroldfs/edling/handouts/speechacts/spchax2. html