OC11.

3
COMMUNICATIVE COMPETENCE
STRATEGIES IN VARIOUS SPEECH
SITUATIONS

20 hours/ 5 weeks
Learning Competencies

Time
Content Learning Competencies
Allotted
1. Identifies the various types of speech 2hrs
context
2. Exhibits appropriate verbal and non- 2hrs
verbal behaviour in a given speech
Communicativ context
e Competence 3. Distinguishes types of speech style 2hrs
Strategies in
Various 4. Identifies social situations in which each 2hrs
Speech speech style is appropriate to use
Situations
5. Observes the appropriate language forms 2hrs
in using a particular speech style
6. Responds appropriately and effectively to 2hrs
a speech act
Learning Competencies

Time
Content Learning Competencies
Allotted
7. Engages in a communicative situation 2hrs
using acceptable, polite and meaningful
communicative strategies
8. Explains that a shift in speech context, 2hrs
Communicative speech style, speech act and communicative
Competence strategy affects the following
Strategies in • Language form
Various Speech • Duration of interaction
Situations • Relationship of speaker
• Role and responsibilities of the
speaker
• Message
• Delivery
16 hrs
TOTAL TIME ALLOTTED
4wks
LEARNING OUTCOMES
 Give the meaning of speech context
 Identify social situations in which each of the
various types of speech context is used
 Exhibit appropriate verbal/non-verbal behavior
in a given speech context
SPEECH CONTEXT
 In oral communication, context refers to words
and sentences that surround any part of
discourse and that help determine its meaning.

 In its broader sense, context may refer to any

aspects of an occasion in which a speech-act
takes place including the social setting and the
status of both the speaker and the listener/
audience. (Nordquist, 2016)
DISTINGUISHING CHARACTERISTICS
OF SPEECH CONTEXTS
 1. number of participants ( from one to many)
 2. how the communicators use space in the
context (close or distant)
 3. immediacy of the exchange (live or delayed)

 4. number of sensory channels ( visual, auditory,

tactile, etc )
 5.context of the communication ( face-to-face or
mediated )
TYPES OF SPEECH CONTEXT
 1. Intrapersonal- communicating with oneself
a Internal discourse
plan, visualize, problem-solving, internal
conflict, resolution, evaluation, judgment of the
self and others, making reflections, internal
conflict, praying nocturnal daydreaming.

b Solo Vocal Communication- speaking aloud to

oneself, read aloud, speak aloud
c. Solo Written Communication- diary
KEYPOINT

 Intrapersonal communication are not done orally

but by thinking through choices, strategies, and
the possible consequences of taking action.

 Much intrapersonal communication happens

subconsciously. ( Kellerman, 1992)
TYPES OF SPEECH CONTEXT
 2. Interpersonal
a Dyadic- face-to-face for social interaction
– exchange significant ideas about a topic
interesting to both or simply converse because
they enjoy each other’s company
TYPES OF DYADIC COMMUNICATION
 Conversation - friendly and informal exchange
( not serious but meaningful)
Dialogue- deepest, most intimate and most
personal relationships are formed
small talk repartee ( word play )
gossip debate
TYPES OF DYADIC COMMUNICATION
 Interview
 Open-ended
 Direct
 Mirror type
 Probing
 Loaded
 Problem-solving question
KEYPOINT
 Discuss the Do’s and Don’t‘s of interview
SMALL GROUP COMMUNICATION
 PANEL DISCUSSION
 PARLIAMENTARY PROCEDURE
 CONFERENCE OR COMMITTEE MEETING
 SYMPOSIUM AND BOARD MEETING
 DEBATE
 WHAT IS THE MEANING OF "PUBLIC
COMMUNICATION"?

 Publiccommunication happens when

individuals and groups engage in dialogue
in the public sphere in order to deliver a
message to a specific audience. Public
speaking events, newspaper editorials and
billboard advertisements are a few forms
of public communication.
 PUBLIC COMMUNICATION IN YOUR LIFE

 Public speaking can be a powerful tool for

an effective speaker who wishes to present
us with information not known previously.
 Public speaking skills are important for
success in school, career advancement,
and for increasing self-confidence.
 THE THREE GENERAL
CATEGORIES
 In Public Communication The speeches
you deliver fall into three general
categories: to inform, to persuade, and
to entertain. Sometimes you may want to
share information and create a clear
understanding with an audience.
 Other times you may want your audience
to change their attitude and/or follow a
different course of action
 TYPES OF PUBLIC COMMUNICATION
“SPEECHES”
 Speaking to entertain
• To engage, interest, amuse listeners
• May include information about
occasion
• Humor and offense
• Narrative speaking (story-telling)
 Speaking to inform
• To increase listeners’ understanding,
awareness
• May take form of demonstration
 Speaking to persuade
• To change attitudes, beliefs, behaviors
 YOUR ROLE AS A SPEAKER

 Inyour role as a speaker, remember two

things:
1) Your image makes a statement. Keep
this in mind. The image your audience
has of you will be shaped with each
comment you make.
2) The speaker and the audience both
have needs. The speech is about you and
your audience. Through the
communication exchange, speakers seek
from their audience a response that can
satisfy certain needs.
 IDENTICAL EXPERIENCES

 Though one hundred people may listen to

the same speech, each will come away
with his or her own interpretation of what
the speaker said.
 While we may share the same language,
we do not share identical experiences.
 CHOOSING A TOPIC

 While choosing a topic you are familiar

with is the best place to begin, carefully
consider what your listeners might want
to hear.
 You may be an Agriculture Management
major who is interested in artificial
insemination of chickens.
 CHOOSE AN APPROPRIATE TOPIC

 Some instructors may give you a topic

while others may provide strict
limitations on what you may speak about.
If you are allowed to choose, the best place
to begin your search for a topic is yourself.
 When the topic springs from your own
interests, personal experience, or work
experience, you bring to it motivation and
information necessary for a good speech.
 FEAR OF PUBLIC SPEAKING

 Most people are afraid of Public Speaking

or “Stage fright” or “performance anxiety”
is the anxiety phobia which may be
aroused in an individual by the requir,
fear or persistent to perform in front of an
audience,
 (for example, when performing in front of
a camera). In the context of public
speaking
 THINGS YOU SHOULDN’T DO
WHILE GIVING A SPEECH

 Turn back on audience

 Slouch, hands in pockets
 No um, ah, you know’s
 No nervous gestures
 Talk too fast
 Talk too softly
THE IMPORTANCE OF PUBLIC SPEAKING

 Even if you don't need to make regular

presentations in front of a group, there are plenty
of situations where good public speaking skills can
help you advance your career and create
opportunities.
 For example, you might have to talk about your
organization at a conference, make a speech after
accepting an award, or teach a class to new
recruits. Speaking to an audience also includes
online presentations or talks; for instance, when
training a virtual team, or when speaking to a
group of customers in an online meeting.
KEYPOINT
 Good public speaking
skills are important in
other areas of your
life, as well. You
might be asked to
make a speech at a
friend's wedding,
STRATEGIES FOR BECOMING A BETTER
SPEAKER
The good news is that speaking in public
is a learnable skill. As such, you can
use the following strategies to become
a better speaker and presenter.
 Plan Appropriately
 Practice
 Engage With Your Audience
 Pay Attention to Body Language
 Think Positively
 Cope With Nerves
STRATEGIES FOR BECOMING A BETTER
SPEAKER
 Plan Appropriately
First, make sure that you plan your
communication appropriately. Use tools like the
Rhetorical Triangle , Monroe's Motivated
Sequence , and the 7Cs of Communication to think
about how you'll structure what you're going to say.
 Practice
There's a good reason that we say, "Practice makes
perfect!" You simply cannot be a confident,
compelling speaker without practice.
STRATEGIES FOR BECOMING A BETTER
SPEAKER
 Engage With Your Audience
When you speak, try to engage your audience. This
makes you feel less isolated as a speaker and keeps
everyone involved with your message. If
appropriate, ask leading questions
 Pay Attention to Body Language
If you're unaware of it, your body language will
give your audience constant, subtle clues about
your inner state. If you're nervous, or if you don't
believe in what you're saying, the audience can
soon know.
STRATEGIES FOR BECOMING A BETTER
SPEAKER
 Think Positively
Positive thinking can make a huge difference to the
success of your communication, because it helps you feel
more confident.
 Cope With Nerves
When we have to speak in front of others, we can
envision terrible things happening. We imagine
forgetting every point we want to make, passing out
from our nervousness, or doing so horribly that we'll
lose our job. But those things almost never come to pass!
We build them up in our minds and end up more
nervous than we need to be.
 QUESTIONS

 Which one of these groups can be identified

as Public Communication?
A. Group of 3-10 people.
B. Group of 2 people.
C. Group of more than 10 people.
D. Thousands of people.
 QUESTIONS

 Before you go on stage, what should

you take time to do?
A. Read through your notes.
B. Visualize your presentation.
C. Drink some coffee.
D. Learn your lines.
 QUESTIONS

 When preparing for your presentation,

what should you know?
A. Your purpose.

B. Your audience.

C. Your situation.

D. All of the above.

 QUESTIONS
 Why do you want to capture your audience’s
attention in your introduction?
A. Because it helps create a bond between you and
the audience
B. Because it provides motivation for the audience to
pay attention.
C. Because it makes your presentation more
exciting.
D. All of the above.
 QUESTIONS

 Anxiety over public speaking can be

reduced by:
A. Preparing well ahead of time.

B. Becoming familiar with the technology in

your presentation.
C. Presenting a familiar subject.

D. All of the above.

SPEECH STYLES
 Static  Keypoint
 Formal

 Consultative  Incorrect use of speech

 Casual styles can cause
 Intimate
problems at work,
someone’s
embarrassment,
misunderstanding,
and communication
breakdown
SPEECH ACTS
Andrew D. Cohen
 SPEECH ACT

 Speech Act is a functional unit in communication.

(Austin’s theory 1962)

 Furthermore, to communicate is to express a certain

attitude, and the type of speech act being performed
corresponds to the type of attitude being expressed.
(Bach 1994)
MEANING OF SPEECH ACTS
 Speech Acts – vocalized form of human
communication that enables individuals to
interact with one another. When we speak we are
likely to perform certain acts that add essence to
what we say.

 Speech acts are performative utterances or

performatives ( Austin, 1975)
 As an act of communication, a speech act succeeds if
the audience identifies, in accordance with the
speaker’s intention, the attitude being expressed.

 Some speech acts, are not primarily acts of

communication but of affecting institutional states of
affairs. (Bach 1994 )
KEYPOINT
 Words uttered have effects on the listeners.
( Austin 1975)
 AUSTIN’S LEVELS OF ACTION

 1. Locutionary: the literal meaning of the utterance.

 2. Illocutionary: Is related to the social function that
the utterance or the written text has.
 3. Perlocutionary: Is the result or effect that is
produced by the utterance in the given context.
 Suppose that a bartender utters the
words: “The bar will be closed in 5 min”.
› 1. Locutionary: Saying that the bar will be
closed in 5 min. Act of saying

› 2. Illocutionary: The act of informing the

customers of the bar’s imminent closing and
perhaps also the act of urging them to order
a last drink. Function: Info-persuasion

› 3. Perlocutionary: The bartender intends to

be performing this act by causing the
customers to believe the bar is about to close,
Final
orders!
and of getting them to want and to order one
last drink. Effect
Sociolinguisti
c
Ability
TYPES OF SPEECH ACTS
 Locution
 Asking or answering a question
 Giving some information or an assurance
 Announcing a verdict
 Making an appeal

 Illocution
 Saying something with force
 Perlocution
 Causes an effect or consequence
 Getting the listener to do something
 convincing, enlightening, deterring
CONSIDER THIS SITUATION:
 Mother: Susan, today is the 70th birthday of you
Aunt Tess. Your father and I cannot attend the
party because we are too busy. Do you want to
go?
 Susan: But I have school assignments to finish,
Mama.
 Mother: Then do your assignments as I prepare
lunch.
ACTIVATE THE LEARNERS
 Think, Pair, and Share

 Simulation

 Monologue
 Interview
 Impromptu speech
 Writing original skit
 Analyzing scripts or excerpts from plays
FILL ME
Locutionary Illocutionary Perlocutionary
1. It is cold here! Windows are to be Someone closes the
closed. windows.
2. Oh! I forgot my
bag.
3. It is cold here.
4. The store will be
closed at 5:00 PM.
 Role Playing
 Label Me