Introduction

An important part of a health professionals role is the ability to communicate effectively in speech . The notion of English as an international language has also prompted a revision of the notion of communicative competence to include the notion of intercultural competence. The mastery of speaking skills in English is a priority for many second-language or foreign-language learners. Consequently, learners often evaluate their success in language learning as well as the effectiveness of their English course on the basis of how much they feel they have improved in their spoken language proficiency. An important dimension of conversation is using a style of speaking that is appropriate to the particular circumstances. Different styles of speaking reflect the roles, age, sex, and status of participants in interactions and also reflect the expression of politeness. Consider the various ways in which it is possible to ask someone the time, and the different social meanings that are communicated by these differences. 1. J Got the time? 2. J I guess it must be quite late now? 3. J Whats the time? 4. J Do you have the time? 5. J Can I bother you for the ti 6.
Oftentimes, we identify what something is by identifying what it is not, in order to understand how we are referring to public speaking in this text, we need to understand how public speaking differs from other contexts in which communication operates. In the following section, we will describe the communication contexts, which are the environment and circumstances between the participants that are communicating. Ill use the example of Tom to explain each context.

Different speaking activities such as conversations, group discussions, and speeches make different types of demands on learners. They require different kinds and levels of preparation and support, and different criteria must be used to assess how well students carry them out

In the case of open-domain humanhuman corpora, this is a very challenging task, because computing the context relies on computing the speech act and content of each utterance. However, for humanmachine corpora in limited domains, the problem becomes more tractable, because often the speech act and/or content of the

Acknowledgements
This CAF helped me a lot in learning about Letter writing Skills, its types, processes and its need in the corporate world. But this term paper could never be complete without the valuable inputs of so many people. First of all, I, IRSHAD AHMAD would thank Prof. A.K. Jairath, Head, ASET, Noida for providing us this opportunity to write this CAF report. I thank our Comm. Skills teacher Mrs. Juhi Upamanyu who helped us in solving our queries and providing us the directions from time to time. I thank my brother, my parents, especially my father friends, for helping me in providing the required material for the term paper. I also thank my younger sister for enduring the clicking keyboard, the noisy printer and for providing me the moral support. Irshad Ahmad

Contents
. Abstract 2. Introduction 3. Types of context (i) Five rules for better letter writing (ii) Four basic options for letter tone (iii) Length of the letter (iv) Content of a formal letter (v) Formal letter format (vi) Content of informal letter (vii) Informal letter format 4. Discussion 5. Conclusion 6. References

The Six Kinds of Context

Lee McGaan

We all know that speaking the same words in one location may not produce the same result as if they are spoken somewhere else. In most settings jokes are acceptable and they will get a laugh, but not at a funeral. Part of being "rhetorically sensitive" is knowing what kinds of messages are appropriate in which settings and being able to anticipate how your messages will be interpreted by others in various settings. The most important influence on WHAT IS APPROPRIATE and HOW MESSAGES ARE INTERPRETED is context. You can better understand communication events by becoming aware of the six kinds of context. All 6 kinds

of context are present for EVERY act of communication; but in different settings one or another may become more important. PHYSICAL CONTEXT: includes the material objects surrounding the communication event and any other features of the natural world that influence communication. (e.g. furniture and how it is arranged, size of the room, colors, temperature, time of day, etc.) INNER CONTEXT: includes all feelings, thoughts, sensations, and emotions going on inside of the source or receiver which may influence how they act or interpret events. (e,g. hungry, sleepy, angry, happy, impatient, nauseous, etc.) SYMBOLIC CONTEXT: includes all messages (primarily words) which occur before or after a communication event and which influence source or receiver in their actions or understandings of the event. (e.g. previous discussions (words we've said) in this class influence how you understand this handout.) RELATIONAL CONTEXT: the relationship between the sender and the receiver(s) of a message. (e.g. father-son, student-teacher, expert-layman, friendfriend, etc.) SITUATIONAL CONTEXT: what the people who are communicating think of as (label) the event they are involved in -- what we call the act we are engaged in. (e.g. having class, being on a date, studying, playing a game, helping a friend with a problem, etc.) CULTURAL CONTEXT: The rules and patterns of communication that are given by (learned from) our culture and which differ from other cultures. (e.g. American, Japanese, British, etc.) Some people have suggested that within the U.S. there are sub-cultures. (e.g. Hispanic, Southern, rural-Midwest, urban gang, etc.)