Oral Communication

Quarter 1 – Module 1 c. Motivation

o persuades or encourages
The Functions, Nature, and Process of another person to change
Communication his/her opinion, attitude, and
behavior
Communication
Examples:
- Act of transferring information from “You’re on the right track.
one person to another person or a Keep up the good work.”
group “My dream is to finish my
- Involves at least one sender, a Senior High School despite
message, and a receiver this pandemic.”
- A process of sharing and conveying
messages or information from one d. Emotional Expression
person to another within and across o facilitates people’s expression
channels, contexts, media, and of their feelings such as love,
cultures (McCornack, 2014) fear, anger, joy, hope, or any
other emotion.
Types of Communication Examples:
1. Verbal Communication - exchange “I’m so happy to have you in
of information through the use of my life.”
language and words “I like you so much.”
2. Non-verbal Communication - the
transfer of information through body e. Information
language, facial expressions, o functions to convey
gestures, created space, and more information
3. Written Communication - o used in giving and getting
exchange of information, ideas, or information.
messages through written language
Examples:
4. Visual Communication - use of “The Philippine Normal
visual elements to convey ideas and University was founded in
information 1901.”
“You can find the bathroom
Functions of Communication right next to this door”
a. Regulation / Control
o control behavior The Process of Communication
o used to regulate the nature
and number of activities
people engage in
Examples:
“Take your medicine before
you go to bed.”
“Finish your work before you
go.”

b. Social Interaction
o allows people to interact with
others to develop bonds or
intimacy
o allows individuals to express The Elements in the Process of
desires, encouragement, Communication
needs, and decisions or to give
a. Sender
and get information
o the one who initiates the
Examples:
message that needs to be
“Would you like to go to
transmitted
church with me?”
“Come on! You can do it!” b. Message
 o the information intended to be  Physiological
communicated o the limitations of the human
body and the human mind
(memory, attention, and
c. Encoding
perception)
o the process of expressing the o Examples: poor hearing,
idea in an appropriate medium speech impairments, poor
o may be verbal or non-verbal mental health, distracted,
d. Channel poor memory
o the medium or passage  Perceptual Barriers
through which an encoded o internal biases that influence
message is passed to the how we perceive other people,
receiver ideas, or events
o Examples: personal
e. Receiver
experiences, beliefs,
o refers to whom the message is preferences, triggers, and
meant for cues
 Psychological/ Emotional
f. Decoding o a mental limitation that
o translating the encoded prevents you from openly
message into a language communicating your thoughts
and feelings
f. Feedback o Examples: inattentiveness,
o the response of the receiver to lack of sleep, intoxication,
the message sent to him/her stress, mental illnesses
by the sender
 Cultural
g. Noise o obstacles that harm morale
o a hindrance to communication and decrease productivity in
an organization through
Types of Noise misunderstanding of a cultural
concept
Physical Noise - loud music, the
o Examples: differences in
irritating sound of the engine of a
greeting each other, making
machine, or a classmate who talks to
eye contact, being punctual,
you while the teacher is giving a
dress code
lecture
 Linguistic/Language
Physiological – headache,
o features of language/ dialect
toothache, or hunger
use that result in
Psychological Noise - qualities in miscomprehension or
us that affect how we communicate complete loss of
and interpret others such as communication
prejudice and any feeling that can o Examples: dialectical
interfere with communication differences

Communication Barriers  Gender

o obstacles that prevent equal
- obstacles that one may face when
participation and
attempting to effectively
communication between
communicate with another person
different genders
o Example: communication style
Barriers to Communication
 Physical
o physical factor or element that
inhibits effective exchanges
o Examples: extreme
temperatures or weather,
ambient noise, time
 Oral Communication
Quarter 1 – Module 1

The Various Models of Communication

MODEL NAME THE MODEL DESCRIPTION/S

 This model is more focused on public speaking than

Aristotle’s interpersonal communication.
Model of  The sender is also the only active member in this model,
Communication whereas the audience is passive.
(Aristotle, 5 BCE)

 Also called circular model of communication and is

Transactional used for interpersonal communication.
Model of  There is an exchange of messages between the sender
Communication and the receiver where both take turns in sending and
receiving messages.
(Dean Barnlund,
1970)  It shows that there is a continuous exchange of messages,
but barriers may take place and affect communication.

 introduced the concept of noise

Shannon –  also known as the Telephone Model
Weaver’s  Six Important Features:
Model of
a. Sender - originator of the message, selects the
Communication
message
(Claude Shannon b. Encoder – transmitter (converts the message into
and Warren signals)
Weaver, 1949) c. Decoder - reception place of the signal (converts
signals into message)
d. Receiver - destination of the message
e. Noise - distracts the channel during the transmission
 process
which affects the communication flow or the
receiver may not
receive the correct message
f. Channel - device used to convey the message

Communication can take place if and only if there is an

Schramm overlap between the field of experience of the participants of
Model of the communication process.
Communication Example:
A Japanese is invited to give a talk to Filipino students.
(Wilbur These students can only understand English and Filipino if the
Schramm, 1955 - speaker will speak in Japanese
Father of Mass
Communication)

Eugene White's  Communication is circular and continuous, without a

Model of beginning or end.
Communication  White points out that although one can assume that
(Eugene White, communication begins with thinking, it can be observed
1960) from any point in the circle.
 White was also the one who introduced the concept of
feedback.
 Berlo’s Model of Communication Factors and their
Elements:
1. Source - where the message originates
a. Communication Skills - ability to read, write, speak,
Berlo’s Model and listen
of
b. Attitude - right attitude towards the listeners,
Communication
subject, and oneself
(David Berlo,
1960) c. Knowledgeable - an individual must be
knowledgeable about the topic he is communicating
and the audience’s familiarity with it
d. Social System – e.g. culture of the audience
2. Encoder - sender of the message from where the
message
3. Message
a. Content - the body of the message
b. Elements - gestures, facial expression, or body
language
c. Treatment - the way one treats his message,
understanding of the importance of the message
to know how to handle it
d. Structure – proper order of the message
e. Code - means through a message is sent and in
what form
4. Channel - five sense organs: hearing, seeing, touching,
smelling, tasting
5. Receiver – decodes/understands what the sender is
trying to convey
 Helical Model  Communication is a dynamic process.
of  Communication progresses as an individual gets older
Communication and his experience and vocabulary increase.
(Frank Dance,
1967)
Oral Communication
Quarter 1 – Notes 3

Strategies to Avoid Communication Breakdown

Communication Breakdown
failure in communication due to various barriers in communication
takes place when culture concepts clash or simply do not meet

Two Types of Communication:

a. Verbal b. Non- Verbal

Possible Barriers to Verbal Communication

1. Opinions and Beliefs
 Both speaker and listener have opinions and beliefs that belong to a culture
and a gender.
 Gender comes into communication when people categorize certain ways of
speaking or using words as being masculine or feminine. Many people do not
expect men to be soft spoken or have a high-pitched voice or women having
harsh and a low-pitched voice.

2. Topic – due of its vagueness, complexity, emotional pull, or hidden agenda

3. Communicative Situations
 Noise (in the physical setting and in the participants)
 Motives or purpose - motives that are not aligned with or support the
speaker’s purpose for communicating; audience must know whether the
speaker is there to entertain or to persuade
 Knowledge/ Experience - listener may not have enough knowledge or
experience to form a basis for interpreting and responding to the message
4. Language Choice - Some words used by the speaker may mean different things
to others. Depending on how a word is used, it can easily be misinterpreted by
another person. The speaker must be very careful with the words he uses.

The Different Non-Verbal Communication:

1. Language of Gestures - To be more understandable and interesting to a listener,
the speaker must accompany his/her speech with gestures but one has to consider
the culture of the receiver because gestures have different meanings in other
places.
2. Facial Expression - interpretations of facial expressions differ from culture to
culture
3. Language of Colors - People choose colors based on the meaning of each.
4. Language of Flowers
 Flowers are also used to say what we cannot expressed in words.
 These meanings are also influenced by culture and gender.
5. Language of Space/ Proximies - use of space based on importance
 express the degree of intimacy and individual acceptance
 6. Language of Time/ Chronemies - use of time based on position and power
7. Language of Touch/ Hapties
 also be used to expressed what cannot be said
 can comfort, encourage, dissuade, or aggravate
8. Paralanguage
 “how” of saying something other than what is said
 meaning of words spoken depends on how they are said
 Tones, voices, and rhythm must match the content of the message if the
message is to be understood at all; they reinforce the message.
 The words with strong points to deliver must be emphasized with strong
paralanguage.

9. Posture and Body Orientation

 How one stands or sits tells the people around how one sees oneself as a
speaker, how he/she sees the listeners, and his attitude toward the message.
 One can communicate numerous messages by the way he walks. Standing
erect, but not rigid, and leaning slightly forward may mean that one is
approachable, friendly, and receptive.

Strategies that one could do to avoid communication breakdown:

1. Have Clarity of thought before speaking
 Arrange your thoughts before verbalizing them this can help you
communicate much more clearly and succinctly.
2. Learn to Listen with your ears and eyes
 Not understanding those who you are trying to communicate with will lead to
a conversation fraught with misunderstandings.
 Don't be afraid to ask them to repeat or explain further in a polite manner
once you don't understand the point.
3. Take Care of your Body Language and Tone
 Keep your emotions in check, try to maintain eye contact, and adopt a
relaxed tone when conversing with others.
4. Build up your confidence by asking for feedback and observing others
 Focus on improving your skills by practicing in front of those who you may
feel more comfortable with You can also ask those whose advice you value to
give you feedback and critique your communication style after a discussion
5. Communicate Face to Face on Important Issues
 Having that face-to-face dialogue means you can convey your point more
clearly, with your body language as well as your tone of voice.
6. Minimize Distractions
 Look for a place where you can minimize distractions or noise like closed
areas, empty rooms, or quiet places.
7. Be Specific
 Use simple and concise words as much as possible in delivering a message
8. Do not Jump to Conclusions
  Before you give your comments and judgment, be sure that you have
listened attentively to the speaker.

Tips on How to Avoid Communication Breakdown

(Broom, Cutlip, and Center, 2012)
a. Completeness
 The speaker should be able to convey all pertinent details so the listener or
audience will be able to grasp the intended message
b. Conciseness
 The message should be direct or straight to the point and should be
expressed in the least possible number of words.
c. Consideration
 To be effective, the speaker should give high regard and courtesy to the
audience's background information such as his/her culture, education,
religion, status, mood, feelings, and needs.
d. Concreteness
 Effective communication is backed up by facts, figures, and real-life
examples or situations. This will make the receiver understand the message
better
e. Courtesy
 This implies good choice of words and language and a consideration of the
audience's perspectives and feelings on the part of the sender. Showing
courtesy helps create a positive vibe with the audience.
f. Clearness
 It implies the use of simple and specific words to express ideas. When the
speaker focuses on specific ideas, it will not confuse the audience.
g. Correctness
 Avoiding mistakes in grammar helps to boost the credibility and
effectiveness of the message, and attentively the same time it eliminates
negative impact on the audience.

Breakdowns in communication may arise because of several factors. But these

factors may be avoided if we follow strategies put forward by experts in the field.
Remember, becoming a strong and effective communicator takes time and practice.
Over time, using these strategies can lead to better communication in your relationships,
and more productive workplace environments as well.

Oral Communication
Quarter 1 – Notes 4

Socio-Cultural Dimension of Communication Situation

Culture
According to Saundra Hybels and Richard Weaver, culture is the ever-changing values, social and political relationships,
and worldviews created and shared by a group of people bound together by a combination of factors which includes
common history, geographic location, language, social class, and religion.

Gender
Gender cultures are the set of behaviors or practices associated with masculinity and femininity. Men and women differ in
the way they act, behave, and communicate.
Communication between members of different cultures is affected by how different societies view the roles of men and
women. To refrain from showing a bias, it is better to avoid using “he” and “man” to refer to a general group of people.

Age
The age identity factor refers to how members of different age groups interact with one another.
Although there are always exceptions to the norms that different generations adhere to in communication, daily observation
of those from other generations makes it evident that the way different generations communicate differs.

Social Status
Social status refers to the relative rank or standing that an individual has in the eyes of others.
It is shaped by one’s background, education, reputation, perceived power, and position in an organization’s hierarchy.

2 Types of Social Status

1. Ascribed Status is determined at birth. It is a position in the society that is obtained involuntarily. It includes a
person’s age, gender, race, ethnic group, and family background.
2. Achieved Status is a position that a person holds in society as a result of the application of their knowledge, skills,
ability, and talent. It could be an achievement, position, or rank in the community.

Religion
Karl Marx (1818 -1883) saw religion as descriptive and evaluative. He noted that social and economic situations shape how
we form and regard religions and what is religious. For Marx, the fact that people tend to turn to religion more when they are
facing economic hardships or that the same religious denomination is practiced differently in different communities would
seem perfectly logical.

Development Model of Intercultural Sensitivity

The developmental Model of Intercultural Sensitivity (DMIS) offers a structure that explores how people experience cultural
differences (Bennett and Bennett, 2004)
a. Denial – the individual does not recognize cultural differences.
b. Defense – the individual starts to recognize cultural differences and is intimidated by them, resulting in either a
superior view on own culture or an unjustified high regard for the new one.
c. Minimization – Although individuals see cultural differences, they bank more on the universality of ideas rather
than on cultural differences.
d. Acceptance – the individual begins to appreciate important cultural differences in behaviors and eventually in
values
e. Adaptation – the individual is very open to world views when accepting new perspectives.
f. Integration – individuals start to go beyond their cultures and see themselves and their actions based on
multifarious cultural viewpoints.

Oral Communication
Quarter 1 – Notes 5
Oral Communication Activities

Oral Communication can be formal or informal.

DESCRIPTIONS EXAMPLES

 An exchange of official
information between people
within the same organization who
are often at different levels within
the organizational hierarchy
 A controlled means of
Formal Oral Communication communication that follows
predefined channels and adheres  Business meeting presentation
to predetermined rules,  Classroom lectures
standards, processes and  Commencement speech
regulations set by the company
 Follows the organization's chain
of command, with a top-down
structure, meaning that higher-
ranking employees often use it to
send various messages and
instructions to lower-level
individuals.

 An exchange of information,
either oral or written, that doesn’t  Face-to-face conversation
fall within the traditional  Telephone conversation
Informal Oral Communication structures, methods, or
 Business meeting conversation
hierarchies of the business
 Supports a healthy company  Casual chats
culture by letting employees be  Watercooler catch-ups
themselves and build  Office/ Workplace gossip
relationships with each other.

Six Oral Communication Activities

ORAL COMMUNICATION ACTIVITIES DEFINITIONS EXAMPLES
  Punctuating a lecture
 Students are asked to
discuss or explain some
question or problem with
One-on-one Speaking the person next to them
(Student-Student or Student-  Formal student
Teacher) conferences with their
instructor
 A student who talks to
his/her teacher

 Smaller-scale settings for discussion,

deliberation, and problem solving.
 Group classroom
 Appropriate for both large lectures and activities
Small group or Team-Based Oral smaller classes and allows levels of
participation-not possible in larger  Small group discussion
Work
groups.

 Typically less agonistic, argument-

based, and competitive than debate
and deliberation but still dialogic in
character.
Full-Class Discussions  Often times has the quality of creating Class lectures
(Teacher or Student-Led) an atmosphere of collective, out-loud
thinking about some question, idea,
problem, text, event, or artifact.
 Like deliberation and debate, a good
way to encourage active learning.

 Debates typically involve

participants who argue
one side throughout
 Deliberation allows for
movement by individuals
within the process.
A structured consideration of some issue Both feature reason-giving
In-Class Debates and Deliberations from two or more points of view. argument. Can be applied to
issues of many kinds, from
disputed scientific facts to
theories, policy questions, the
meaning of a text, or the quality of
an artistic production. Can range
from two participants to a lecture
hall.
Speeches:
  SONA
 Valedictory speech
 Classically, the stand-up, podium
speech delivered by an individual from  Pledge of loyalty
Speeches and Presentations an outline or script.  Welcome address/closing
 A strong element of monologue, but remarks
dialogue can be built in with question  Impromptu speech
and answer or discussion with the
audience afterward.  Extemporaneous speech

Presentations:

 Oral defense in research

 Business proposals
 Group presentations

 Can take place in the instructor's office,

in small groups, or before a whole
class.  One oral question
Oral Examinations .  An oral defense of a
 Difficult with very large groups, but an written answer paper
excellent way to deterrnine the depth
and range of student knowledge and to  An entirely oral quiz or
stimulate high levels of preparation examination

Ways to Examine Oral Communication Activities

1. Central Message – main point/ bottom line/ take away of a presentation
2. Delivery Techniques – posture, gestures, eye contact and the use of voice
3. Language – vocabulary, terminology, language that support the effectiveness of the presentation should be
appropriate
4. Organization – grouping and sequence of the presentation

Oral Communication
Quarter 2 – Notes 1

TYPES OF SPEECHES
Types of Speech According to Purpose:
1. Informative Speech
- given for the purpose of providing information about a topic to the audience.
- To write an informative speech, you first choose a topic-either one that you already know about or one that
you are willing to research and learn about.
Types:
a. Definition Speech
 o explains the meaning, theory, or philosophy of a specific topic that the audience likely does not know
much about
o topics may be general, such as a sport, or highly specific, like a particular person
o main goal is to educate the audience so that they understand the main points regarding this subject
b. Demonstration Speech
o explains how to do something
o a how-to speech will likely use visual examples that show the audience how to move from step to
step through a particular activity. Visualizations help the audience retain what each step looks like,
increasing the likelihood that they will retain the overall information of the speech
c. Explanatory Speech
o give a description of the state of a given topic
d. Descriptive Speech
o creates a vivid picture in a person's mind regarding an object, person, animal, or place

2. Persuasive Speech
- given for the purpose of persuading the audience to feel a certain way, to take a certain action, or to
support a specific view or cause
Examples:
 A teenager attempting to convince her parents that she needs to be able to stay out until 11pm
instead of 10pm 2.
 A student council president trying to convince school administrators to allow the students to have a
dance after the final football game of the season.
 A lawyer giving a closing argument in court, arguing about whether the defendant is innocent or guilty
of the crime.

3. Inspirational Speech
- convinces people they can succeed in life
- includes uplifting stories that the speaker thinks the people listening to it will be moved and inspired to do
greater and better things in their life

4. Entertainment Speech
- primary purpose of the speech is to entertain, to have the audience relax, smile and enjoy the occasion
- There are many ways to entertain the audience. You can tell jokes, tell funny stories, dramatize an
anecdote tell a scary story

Types:
a. After-Dinner Speech
o a form of speaking where a speaker takes a serious speech topic (either informative or persuasive)
and injects a level of humor into the speech to make it entertaining.
b. Ceremonial Speech
o a type of entertaining speech where the specific context of the speech is the driving force of the
speech
c. Entertaining Speech
o one where the speaker's primary goal is to inspire her or his audience
o based in emotion with the goal to motivate listeners to alter their lives in some significant way
 Oral Communication
Quarter 2 – Notes 1
Verbal and Nonverbal Cues

Cues - are prompts that listeners and speakers say or show to expect a response or reaction.
Two Categories:
1. Verbal Cues - are commonly used in giving instruction, asking questions, or delivering a speech since they are
clearly articulated in words.
Types of Verbal Cues:
a. Direct Cues - clearly articulated statements of instructions.
Examples:
 'First, clock in when you get to work'. This cue directly states what is expected of an employee when
they arrive at work.
 'Label your test with your name and the date'. This cue explicitly states what is expected of a
student when given a test.
 'I want you to wash the car'. This request is straightforward.
 'You need to pay that utility bill today before noon'. This cue states exactly when the bill should be
paid.
 'Always tell the customer hello and ask if they need something'. This cue states what is expected
of an employee when dealing with a customer.
 'Go clean your room’

b. Indirect Cues - prompts that tend to be not so obvious, so the intentions may not be initially clear
Examples:
 It's getting really hot in here.’
 ‘What do you do next?
 ‘Where are you supposed to go?’
 'Get groceries when you can'
2. Nonverbal Cues
 nonverbal behavior or objects to which meaning is assigned
 process of sending information without relying on spoken words
 useful for many things, including clarifying messages, communicating mood and attitude, and deciphering
mixed signals.

a. Substituting for and repeating words using emblems.

Emblem - a nonverbal cue that can generally be translated into words or phrase.
Example:
 A teenager runs into a friend who asks, "So, how do you like your new job?" The teenager just rolls
his eyes, using nonverbal cues in place of words.
b. Complementing and accepting words using illustrators.
Illustrators - movements that complement verbal communication by describing or accenting or reinforcing
what the speaker is saying.
Example:
 Indicating the size of an object or to draw a picture in the air or to emphasize a key word
 Pointing to an object in the room or pounding on the table

c. Contradicting words using mixed message.

Mixed message is when a nonverbal cue contradicts a verbal message.
Example:
 A man's face is contorted into a grimace. His eyes are narrowed and eyebrows furrowed. Yet, he is
yelling, "I am not upset."
 A person verbally expressing a statement of truth while simultaneously fidgeting or avoiding eye
contact
 They say they love you but they don't show it.
 Saying you're too busy to spend time together, but then going out with friends.

a. Declarative – a type of illocutionary act that brings a change in an external situation. Simply put, declarations
bring into existence, or cause the state of affairs which they refer to. Some examples of declarations are
blessing, firing, baptizing, and bidding
Example: You are fired!

1. Perlocutionary act is the third aspect of speech acts. It is a speech act that produces an effect, intended or not,
achieved in an addressee by a speaker’s utterance. The perlocutionary act can bring about a consequence to the
audience. They have an effect on the listener in feelings, thoughts, or actions such as changing someone’s mind.
Unlike illocutionary acts, perlocutionary acts can project a sense of fear in the audience.
Consider the following utterance, “By the way, I have a CD of Debussy. Would you like to borrow it?” Its
illocutionary function is an offer, while its intended perlocutionary effect might be to impress the listener, to show a
friendly attitude, or to encourage interest in a particular type of music.
 Oral Communication
Quarter 2 – Notes 2
Strategies Used By Speaker to Convey Ideas

Oral Communication is creating messages that stimulate listeners' meanings and bring about the desired change in
their understanding or opinions. Whether the oral communication is formal or informal, through conversation or public
speaking, it must be done effectively and strategically.

Characteristics of a Good Speech:

1. A good speech is socially responsible.
 It's about using your voice to make the world a better place!
 when someone speaks, they consider how their words affect others and the community
 means sharing ideas that are helpful, respectful, and encourage positive actions
 Example: instead of spreading gossip or negativity, socially responsible speech promotes understanding,
kindness, and solutions to problems.

2. A good speech is compelling.

 It’s like a good movie that you can’t take your eyes off!
 grabs people’s attention and keeps them interested
 makes them feel something—whether it’s excitement, hope, or even sadness.
 has strong ideas, good stories, and powerful words that make people want to listen and think about what the
speaker is saying.
3. A good speech is purposeful.
 It helps everyone know why the speech matters!
 has a clear goal or reason behind it
 speaker knows what they want to achieve—like inspiring people, sharing important information, or
encouraging action
 focuses on a specific message or idea that the audience should understand or feel motivated
4. A good speech is analytical.
 It’s like being a detective who examines clues to uncover the truth!
 looks closely at information and breaks it down to help people understand it better. The speaker uses facts,
data, and examples to explain their ideas clearly and logically.
 helps the audience think critically about the topic and see different sides of an issue
5. A good speech is interesting.
 the speaker carefully examines ideas and presents information in a way that helps people understand the
topic better
 use facts and examples to explain their points clearly, like a detective solving a mystery.
 keeps the audience engaged and wanting to hear more
 The speaker uses stories, fun facts, or strong emotions to capture attention and make the topic exciting
6. A good speech is audible and animated.
 the speaker's voice is clear and loud enough for everyone in the audience to hear easily
 the speaker shows energy and enthusiasm
 use gestures, facial expressions, and changes in their voice to make the speech lively and interesting

7. A good speech is excellent spoken.

 delivered really well
 the speaker communicates their ideas clearly and engagingly, making it easy for the audience to understand
and connect with what they’re saying

Strategies of Effective Oral Communication of the Conversant, Speaker, and Listener:

1. Listen Actively
 2. Speak Precisely
3. Speak Clearly
4. Speak simply
5. Speak with appropriate pauses
6. Speak politely and friendly
7. Speak flexibly
8. Do not argue
9. Be interested
10. Be honest

Oral Communication
Quarter 2 – Notes 3
Types of Speech Act

Speech acts are actions done by saying them. The listener must first determine the type of act being performed
before he can determine which way a speech act is to be interpreted. These speech acts are categorized as follows:
2. Locutionary acts are, according to Susana Nuccetell and from Gary Seay (from Philosophy of Language: The
Central Topics) 2007, “the mere act of producing some linguistic sounds or marks with a certain meaning and
reference.". Locutionary act refers to any utterances that may contain statements or words about objects. It may be
a word or even a phrase that has a meaning. For example:

 “It is raining.”
 “My teacher is wearing a red dress today.”
 “I love dogs.”

3. Illocutionary act is the acting part of the speech act. It carries a directive for the audience. It may be a command,
an apology, an expression of thankfulness, or just an answer to a question for the information of other people in the
communication process. There are two kinds of illocutionary acts.
The first is called constantive, or making something true or false by saying it. This is commonly done by
someone in authority like a judge or an official.
Examples:
 I name this dog Chubby.
 You are free to leave.
 You are not my friend anymore.
 The meeting is adjourned.
The second is doing something by just saying it. It is also called performative.
Examples:
 I nominate Lancer for president.
 I accept the challenge.
 I promise to take care of you as long as I live.
 I challenge you to prove me wrong.
  You are invited to my birthday celebration.

Illocutionary acts can be categorized into common families of speech acts. The following are John Searle’s
categories of illocutionary acts. Each has its illocutionary purpose.
b. Assertive – a type of illocutionary act in which the speaker expresses belief about the truth of a proposition like
boasting, suggesting, asserting, concluding, and swearing
Example: I am still the best student in class.

c. Directive – a type of illocutionary act in which the speaker tries to make the addressee act by way of
commanding, requesting, begging, inviting, pleading, or insisting
Example: Take me to that place.

d. Commissive – a type of illocutionary act that commits the speaker to future actions such as promising,
planning, vowing, and betting
Example: I will take you to school every day starting tomorrow.

e. Expressive – a type of illocutionary act in which the speaker expresses his/her feelings or emotional reactions.
Some examples of expressive acts are thanking, apologizing, welcoming, and deploring
Example: I am so sorry for not wearing the complete uniform today.

Oral Communication
Quarter 2 – Notes 4
Types of Speech Context & Verbal and Nonverbal Behavior in a Given Speech Context

Types of Speech Context:

1. Intrapersonal
- Intrapersonal refers to anything that happens within an individual’s mind, such as thoughts, feelings, or self-
reflection. It is about understanding and managing oneself
Examples:
 A person thinking about their strengths and weaknesses to set personal goals.

 Staying calm and managing feelings during a stressful situation, such as taking deep breaths when
feeling angry.
2. Interpersonal
- interactions and relationships between two or more people. It involves communication, cooperation, and social
skills
2.1. Dyad
 a pair of two individuals or things that are connected or interacting, often in a relationship or communication
setting
Examples:
a. A one-on-one tutoring session where the teacher explains a concept to the student.
b. A parent reading a bedtime story to their child.

2.2. Small Group

 - a gathering of 3 to 15 people who communicate and interact to achieve a specific goal or discuss a topic
Examples:
a. A group of employees discussing strategies to complete a project.
b. Students sharing ideas and reviewing material to prepare for an exam.
3. Public
- delivering a message or presentation to a larger audience, typically in a formal setting, with limited interaction
between the speaker and listeners
Examples:
a. A speaker addressing a large audience at a conference about leadership.
b. A valedictorian delivering a farewell speech to classmates, teachers, and families at a graduation
ceremony.
4. Mass Communication
- sharing information with a large audience through various mediums, such as television, radio, social media, or
newspapers, often without direct interaction
Examples:
a. A news anchor delivering a live report about current events to millions of viewers.
b. A public figure addressing followers on a global issue through a live video on Instagram or YouTube

Verbal behavior - uses auditory language to exchange information with other people, such as sounds, words, or speaking.

Nonverbal behavior - gestures, facial expressions, body movement, timing, touch, and anything else that communicates
without speaking.

Oral Communication
Quarter 2 – Notes 5
Types of Speech Style

The context dictates and affects the way people communicate, which results in various
speech styles. According to Joos (1968), there are five speech styles. These are (1) intimate, (2)
casual, (3) consultative, (4) formal, and (5) frozen. Each style dictates what appropriate language
or vocabulary should be used or observed.
1. Intimate
 This style is private and occurs between or among close family members or
individuals.
 The language used in this style may not be shared in public.

2. Casual
 This style is common among peers and friends.
 Jargon, slang, or the vernacular language are used.

3. Consultative - This style is the standard one. Professional or mutually acceptable

language is a must
in this style.
 Examples: communication between teachers and students, employers and
employees,
doctors and patients, judges and lawyers, or the President and
his/her
constituents

4. Formal - This style is used in formal settings. Unlike the consultative style, this is one-
way.
Examples: sermons by priests and ministers, State of the Nation Address of the
President,
formal speeches, or pronouncements by judges

5. Frozen - This style is "frozen" in time and remains unchanged. It mostly occurs in
ceremonies.

Examples: the Preamble to the Constitution, the Lord's Prayer, and Allegiance to
the country
or flag

Oral Communication
Quarter 2 – Notes 7
Types of Communicative Strategies

1. Nomination
 uses statistics and valid facts to present important and relevant ideas

2. Restriction
 A strategy that constrains or restricts the Response of the other person involved in the
communication situation.

3. Turn-Taking
 A communicative strategy that acknowledges the necessity of observing the fine art of
conversation by recognizing someone's need to speak when it is his/her turn.

4. Topic-Control
 A communication strategy that acknowledges the need to keep the conversation active by
asking relevant questions and responding appropriately.

5. Topic-Shifting
 A communicative strategy that introduces a new topic after a thorough interaction with the
other topic.

6. Repair
 A communicative strategy that sends comprehensive details and information regarding the
topic to address a certain communication breakdown.

7. Termination
 A communicative strategy is used to signal an end to a conversation.

Factors Affected by a Shift in Speech Context, Speech Style, Speech Act, and
Communicative Strategy

Language Form This refers to the formality or informality of

the language used and it involves the choice
of words and how sentences or utterances are
structured.

Formal language is used when talking with

professionals or persons in authority in a
formal, official or ceremonialoccasion,
situation, gathering or event. Talking with a
lawyer, a doctor or even with your teacher
often creates a formal ambiance in
communication.

Informal language, on the other hand, is

used without much consideration to rules of
convention or etiquette. It is casual and
mostly not well-thought-of or prepared
because it is used to communicate with
people with whom you have close association
with like parents, siblings and friends.
Duration of Interaction This refers to the amount of time a
conversation takes between and among
communicators.
Relationship of Speaker This refers to the speech style used by the
speaker suited to his/her relationship to the
person with whom he/she is communicating.
Styles can be classified as intimate, frozen,
consultative, casual or formal.

Intimate style – the speaker talks to family

members, best friends or romantic partners.
This may comprise private conversations or
personal interactions.

Frozen – the speaker addresses an audience

in a formal gathering such as ceremonial
events, Eucharistic celebrations or even court
hearings. The style is “set” or “fixed” and
thus, it rarely or never changes. Audience
feedback is not required.

Consultative – the speaker communicates

with a person whom he/she may have to
clarify things, discuss a problem, or seek
advice.

Casual – the speaker shares close and

personal
 information with friends, classmates or
colleagues. This ordinarily occurs in everyday
life.

Formal – the speaker has to deliver a pre-

planned or
written speech to address a crowd of people
such as giving opening remarks during a
seminar, or the president making a public
announcement or delivering SONA.
Role and Responsibility of Speaker This refers to the role and responsibility of the
speaker which will depend on the purpose and
context of communication.

The speaker may be a person who gives

information and additional knowledge to
another person or an audience, someone who
convinces others for a cause or an individual
who provokes laughter for diversion and fun.
Hence, his responsibility depends on his
purpose for communication which may be to
inform, to persuade, or to entertain
Message This involves the content of the message. The
message may be facts, opinion, feelings,
order, suggestions, and questions.
Delivery This refers to the manner of delivery involving
verbal and nonverbal cues made by the
speaker. Delivery can be classified as:
 extemporaneous – speaking with
limited preparation and guided by notes
or outline;
 impromptu – speaking without
advanced preparation or unrehearsed
speech;
 memorized – planned and rehearsed
speech;
 manuscript – reading aloud a written
message.

Principles of Speech Delivery

Speech Delivery is the final step in speech communication. It requires preparation not only
mentally and emotionally, but also physically and confidently. An effective speaker must apply
the following five key principles:

1. Articulation

 Definition: Clear and correct pronunciation of words.

 Importance: Poor articulation can make the speech hard to understand.
 Includes:
o Proper diction and grammar.
o Correct pronunciation of familiar and unfamiliar words.
 o Proper breathing and sound production for clarity.

2. Modulation

 Definition: Control of vocal tone, pitch, and volume.

 Importance: A pleasant and well-modulated voice keeps the audience engaged.
 With or without a microphone:
o Avoid flat, high-pitched, or screeching tones.
o Aim for a soothing, dynamic voice.
o Helps deliver the message clearly and effectively.

3. Stage Presence

 Definition: Ability to confidently "own the stage" and connect with the audience.
 Importance: A strong stage presence increases credibility and audience engagement.
 Stage fright is common but must be overcome early in the speech.

4. Facial Expressions, Gestures, and Movements

 Definition: Non-verbal cues that reinforce the spoken message.

 Facial Expressions: Should reflect the emotions of the speech content.
 Gestures & Movements:
o Help emphasize key points.
o Guide the audience’s attention.
o Support overall message clarity and impact.

5. Audience Rapport

 Definition: Building a connection with the audience.

 Achieved Through:
o Audience analysis (understanding who they are).
o Using speech material that resonates with them.
o Striking an emotional or intellectual connection.

Summary:

A great speech delivery involves clear speech (articulation), pleasant vocal tone
(modulation), confidence (stage presence), supportive body language, and strong
audience connection. Mastering these principles ensures your message is delivered effectively
and memorably.