ORAL

COMMUNICATIO
N
PREPARED BY:
REGINA C. IGUAL, LPT
SHS-FACULTY MEMBER
 WHAT IS COMMUNICATION?
• IT IS ORIGINATED FROM A LATIN
WORD “COMMUNICARE” MEANS TO
SHARE
• THE IMPARTING OR EXCHANGING OF
INFORMATION OR NEWS
• THE ACT OF TRANSFERRING
INFORMATION FROM ONE PLACE TO
ANOTHER
 NATURE OF COMMUNICATION
• COMMUNICATION IS A PROCESS
• COMMUNICATION OCCURS BETWEEN
TWO OR MORE PEOPLE
• COMMUNICATION CAN BE EXPRESSED
THROUGH WRITTEN OR SPOKEN
WORDS, ACTIONS (NONVERBAL), OR
BOTH SPOKEN WORDS AND
NONVERBAL ACTIONS AT THE SAME
TIME.
 PROCESS OF COMMUNICATION

IT REFERS TO THE
TRANSMISSION OR PASSING OF
INFORMATION OR MESSAGE
FROM THE SENDER THROUGH
A SELECTED CHANNEL TO THE
RECEIVER
 ELEMENTS OF
COMMUNICATIO
N
1. SENDER
IS THE ONE WHO
DELIVERS THE MESSAGE,
USUALLY, BUT NOT
NECESSARILY THE ONE
WHO CREATES AND CRAFTS
THE MESSAGE
2. MESSAGE
• IS WHAT NEEDS TO BE
DELIVERED OR IMPARTED TO
SOMEBODY ELSE.
• A PIECE OF INFORMATION
THAT YOU WANT TO
COMMUNICATE.
3. RECEIVER
• THE PERSON WHO RECEIVES
THE MESSAGE.
• THE PERSON TO WHOM THE
MESSAGE HAS BEEN SENT.
4. CHANNEL
IT PERTAINS TO SOMETHING
USED BY THE SENDER TO
TRANSMITS INFORMATION.
5. RESPONSE
• THE RESPONSE OF THE
RECEIVER AS HE PERCEIVED
THE MESSAGE.
• IT IS BASED ON THE
INTERPRETATION OF THE
MESSAGE BY THE RECEIVER.
6. BARRIER/NOISE
• ANY BARRIER THAT INTERFERES WITH EFFECTIVE
COMMUNICATION.
1.PHYSICAL- ACTUAL NOISE THAT YOU CAN HEAR
FROM YOUR SURROUNDINGS
EX. LOUD MUSIC BARKING DOGS
TICKING OF CLOCK MOVING VEHICLES
2. PHYSIOLOGICAL- INVOLVES BIOLOGICAL
FACTOR WHERE YOUR BODY BECOMES A
HINDRANCE.
EX. HEADACHE GROWLING STOMACH
ROOM IS TOO COLD OR TOO HOT
3. PSYCHOLOGICAL- IT OCCURS WHEN
ONE IS SUFFERING FROM AN EMOTIONAL
OR PSYCHOLOGICAL CONDITION.
EX. SADNESS DEPRESSION
SCHIZOPHRENIA CONFUSION
4. SEMANTIC- TYPE OF DISTURBANCE IN
THE TRANSMISSION OF A MESSAGE THAT
INTERFERES WITH THE INTERPRETATION
OF THE MESSAGE DUE TO AMBIGUITY IN
WORDS, SENTENCES OR SYMBOLS USED
IN MESSAGE
 EX. SPECIAL JARGON MISPRONUNCIATION
EUPHEMISM

ORIGINAL EUPHEMISM
SENTENCE 1. UNCLE KEITH
1. UNCLE KEITH DIED PASSED AWAY
LAST YEAR. LAST YEAR.
2. YOU’RE AN IDIOT. 2. YOU HAVE AN
INTERESTING
POINT OF VIEW.
3. I HAVE TO URINATE. 3. I HAVE TO SPENT A
PENNY.
7. COMMUNICATIVE SITUATION
1.PHYSICAL LOCATION- IT IS
CHOSEN FOR THE PURPOSE
IT WILL SERVE
2.PSYCHOLOGICAL
SETTING- DEPENDS ON THE
PARTICIPANTS
ACTIVITY #1:
MR. WILSON P. TRAVINA, THE PRESIDENT OF NYK-TDG
MARITIME ACADEMY, WAS ABOUT TO DELIVER HIS
SPEECH TO BATCH 2019 GRADUATES. UNFORTUNATELY,
THERE IS A VERY IMPORTANT MEETING THAT HE HAS TO
ATTEND. HOWEVER, HE TASKED CAPT. MICHAEL CARLS
TO TAKE OVER. AS THE CAPTAIN ARRIVES, HE NOTICED
THAT THE PLACE FOR THE GRADUATION RITES IS AN
OPEN SOCCER FIELD WHICH IS ACROSS THE MARKET.
DESPITE OF THAT CIRCUMSTANCE, HE STILL DELIVERED
THE SPEECH WITH ENTHUSIASM AND APPLAUDED BY
THE AUDIENCE.
 GROUP
ACTIVITY
 MODELS OF
COMMUNICATIO
N
ARISTOTLE’S MODEL
• ARISTOTLE (384-322 B.C) WAS A
GREEK PHILOSOPHER AND WRITER
BORN IN STAGIRA, NORTHERN
GREECE.
• THE FIRST AND EARLIEST MODEL OF
COMMUNICATION
• THIS IS A SPEAKER CENTERED
MODEL AS THE SPEAKER HAS THE
MOST INPORTANT ROLE IN IT.
SHANNON-WEAVER’S MODEL
• IT WAS CREATED IN 1948WHEN
CLAUDE ELWOODSHANNON WROTE AN
ARTICLE “A MATHEMATICALTHEORY OF
COMMUNICATION” IN BELL SYSTEM
TECHNICAL JOURNAL WITH WARREN
WEAVER.
• IT GAVE US THE CONCEPT OF “NOISE”
• IT IS CALLED THE TELEPHONE MODEL
• MOTHER OF ALL COMMUNICATION
MODELS
SCHRAMM’S MODEL
• WILBUR SCHRAMM- FATHER OF MASS
COMMUNICATION
• HE ENVISIONED THIS PROCESS AS A
TWO-WAY CIRCULAR COMMUNICATION
BETWEEN THE SENDER AND THE
RECEIVER.
• FIELD OF EXPERIENCE- AN
INDIVIDUAL’S BELIEFS, VALUES,
EXPERIENCES AND LEARNED
MEANINGS BOTH AS AN INDIVIDUAL
OR PART OF A GROUP
BERG’S MODEL
1. THE LINEAR MODEL VIEWS AS A ONE-
WAY OR LINEAR PROCESS IN WHICH THE
SPEAKER SPEAKS AND THE LISTENER
LISTENS.
2. THE CIRCULAR OR DIALOGIC MODEL
GIVES A MORE ROLE FOR THE RECEIVER.
3. THE FEEDBACK OR INTERACTION
MODEL TRIES TO THINK OF MESSAGES
BEYOND WHAT IS INTENTIONALLY GIVEN
BY THE SENDER
4. THE SELF-REGULATORY MODEL
FOCUSES ON WHAT THE SENDERS AND
RECEIVERS GET FROM THE
ENVIRONMENT
JAKOBSON’S MODEL
• ADDRESSER- SENDER (EMOTIVE)
• ADDRESSEE- RECEIVER(CONATIVE)
• CONTEXT- SITUATION WHEN THE MESSAGE
WAS GIVEN (COGNITIVE)
• MESSAGE- THE IDEA TO BE EXPRESSED
(POETIC)
• CONTACT- THE CHANNEL THROUGH
(PHATIC)
• CODE- THE FORM OF THE MESSAGE
(METALINGUAL)
BERLO’S SMCR MODEL
• THIS MODEL HAS FOUR
COMPONENTS TO DESCRIBE THE
COMMUNICATION PROCESS. THEY
ARE SENDER, MESSAGE,
CHANNEL AND RECEIVER.
• EACH OF THE COMPONENT IS
AFFECTED BY MANY FACTORS.
VERBAL COMMUNICATION
THE PROCESS OF EXCHANGED OF
INFORMATION OR MESSAGE BETWEEN
TWO OR MORE PERSONS THROUGH
WRITTEN OR ORAL WORDS.
1. WRITTEN COMMUNICATION
2. ORAL COMMUNICATION
VERBAL COMMUNICATION
ACCORDING TO BOVEE AND
OTHERS, “VERBAL
COMMUNICATION IS THE
EXPRESSION OF INFORMATION
THROUGH LANGUAGE WHICH
IS COMPOSED OF WORDS AND
GRAMMAR.”
NON-VERBAL COMMUNICATION

THE EXCHANGED OF
INFORMATION OR MESSAGE
BETWEEN TWO OR MORE
PERSONS THROUGH GESTURES,
FACIAL EXPRESSIONS, EYE
CONTACT, PROXIMITY, TOUCHING
WITHOUT USING ANY SPOKEN OR
WRITTEN WORD.
NON-VERBAL COMMUNICATION

ACCORDING TO LESIKAR AND

PETTIT, “NON-VERBAL
COMMUNICATION MEANS ALL
COMMUNICATION THAT OCCURS
WITHOUT WORDS (BODY
MOVEMENT, SPACE, TIME, TOUCH,
VOICE PATTERN, COLOR, LAYOUT,
DESIGN OF SURROUNDINGS.)”
 EXPLAINING
NONVERBAL

MISCOMMUNICATIO
N
MAJORITY OF MISUNDERSTANDINGS
COME MAINLY BECAUSE OF TRADITION,
HABITUAL PRACTICE, CULTURE AND
GENDER ATTITUDES.
A. PARALANGUAGE
• THE “HOW” OF SAYING SOMETHING
• IT IS ABOUT “HOW” SOMETHING IS
SAID, NOT WHT IS SAID
• EX. SAYING “I LOVE YOU” WITH AN
ANGRY TONE IS A CONTRADICTORY
MESSAGE.
B. LANGUAGE OF FLOWER
• THE USE OF FLOWERS BASED ON
THE MEANING OF EACH TYPE OF
FLOWER
C. COLOR
• THE USE OF COLORS BASED ON
THE MEANING OF EACH COLOR
• EX. PINK IS FOR GIRLS AND BLUE
IS FOR BOYS
D. CHRONEMICS (TIME)
• THE USE OF TIME BASED ON POSITION
OR POWER
• EX. “FILIPINO TIME” MEANS THAT AN
APPOINTMENT IS SCHEDULED
“BETWEEN” 1:00 AND 2:00 PM. A
MEETING STARTS AT “AROUND” 3:30 PM.
• EX. “WESTERN TIME” IS ALWAYS EXACT
TO THE POINT. AN APPOINTMENT IS “AT”
1:00PM AND A MEETING STARTS
“EXACTLY” AT 1:00PM.
E. PROXEMICS (SPACE)
• THE USE OF SPACE TO SHOW
IMPORTANCE.
• IT PROVIDES US WITH IDEAS ABOUT
HOW CLOSE OR HOW FAR PEOPLE.
• EX. THE BIGGEST OFFICE IN A
COMPANY IS RESERVED FOR THE
PRESIDENT OR THE CEO.
F. HAPTICS (TOUCH)
THE USE OF TOUCH TO EXPRESS WHAT
CANNOT BE SAID; IT IS THE MOST
POWERFUL OF THE TYPES OF
NONVERBAL COMMUNICATION.
EX. IN INDONESIA, NO ONE PATS THE
TOP OF A CHILD’S HEAD.
G. GESTURES
1. EMPHASIZING GESTURES
-GESTURES THAT PUNCTUATE WHAT
WE WANT TO HIGHLIGHT
EX. YES! (FIST POUNDING THE TABLE)
2. REGULATING GESTURES
-GESTURES ARE USED TO CONTROL
THE FLOW OF COMMUNICATION SUCH
AS NODDING ONE’S HEAD SO THAT
SOMEONE WILL CONTINUE TALKING.
3. ILLUSTRATING GESTURES
-GESTURES USED TO SHOW SIZE,
HEIGHT, DISTANCE OR SIMILAR
QUALITIES
4. EMBLEMS
-GESTURES ASSOCIATED WITH
SPECIFIC MEANINGS
H. FACIAL EXPRESSION
• EYE CONTACT
• FROWN ON THE FOREHEAD
• RAISED EYEBROWS
• WRINKLED NOSE
I. POSTURE AND PERSONAL
APPEARANCE
-WHEN ONE CARRIES ONESELF WELL AND
WITH CONFIDENCE, PEOPLE WILL WANT TO
LISTEN. BEING APPROPRIATELY DRESSED
SHOWS THE SPEAKER’S READINESS AND
ABILITY TO DELIVER THE MESSAGE.
 EXPLAINING
VERBAL
MISCOMMUNICATIO
N
SEVERAL POSSIBLE BARRIERS TO
VERBAL COMMUNICATION
1.PEOPLE WHO ARE PARTICIPATING IN
THE INTERACTION. THEY MAY HAVE:
• PHYSICAL INFIRMITIES SUCH AS POOR
HEARING, BAD EYESIGHT,
STUTTERING, ETC.;
• THEY HAVE PERSONAL OPINIONS AND
BELIEFS;
• THEY FOLLOW CULTURAL MORES;
• THEY ADHERE TO SOCIETY’S
ATTITUDES TOWARD GENDER AND
SEXUALITY
THESE CAN LEAD TO THEIR INABILITY TO
DELIVER, LISTEN TO AND RESPOND
APPROPRIATELY TO THE MESSAGE.

2. OPINIONS AND BELIEFS COLOR

OUR MESSAGE OR OUR RESPONSE.
• THE CONCEPT OF BEING
“MASCULINE” AND “FEMININE”
3. TOPIC MAY ALSO PRESENT
POSSIBLE BARRIERS TO
COMMUNICATION BECAUSE OF ITS
VAGUENESS OR AMBIGUITY,
COMPLEXITY, EMOTIONAL PULL AND
HIDDEN AGENDA.

4. COMMUNICATIVE SITUATION
• THERE IS “NOISE” IN THE PHYSICAL
SETTING AND IN THE PARTICIPANTS
THEMSELVES;
• THERE MAYBE CONFUSION AS TO THE
PURPOSE OF COMMUNICATION ITSELF;
AND
• THE LISTENER MAY HAVE LIMITED
KNOWLEDGE OR EXPERIENCE TO
FORM A BASIS FOR INTERPRETING
AND RESPONDING TO THE MESSAGE.
 FUNCTION
OF
COMMUNICATION
1. REGULATION AND CONTROL
• A FUNCTION OF COMMUNICATION MEANS
BEING ABLE TO USE LANGUAGE,
GESTURES AND EMOTIONS TOMANAGE
INDIVIDUAL OR GROUP ACTIVITIES.
• THE SPEAKER’S PURPOSE IS TO CONTROL
OTHERS BY MANAGING THEIR BEHAVIOR
EXAMPLES:
-THE TEACHER LOOKS SHARPLY AT THE
NOISY STUDENTS.
-A YOUNGER SIBLING IS TEASED UNTIL HE
CRIES
2. SOCIAL INTERACTION
• THE MOST FAMILIAR AND THE PRIMARY
REASON WHY PEOPLE COMMUNICATE
• THE SOCIAL INTERACTION IS THE MOST
OBVIOUS, THE MOST OFTEN USED, AND
THE MOST POPULAR.
EXAMPLES:
-THE MANAGER TELLING THE CLERK TO
RETYPE THE CONTRACT.
-ASKING THE JANITOR WHERE THE
COMFORT ROOM IS.
3. INFORMATION
• THIS FUNCTION IS USED WHEN THE SPEAKER
WANTS TO MAKE OTHERS AWARE OF CERTAIN
DATA, CONCEPTS, AND PROCESSES—
KNOWLEDGE THAT MAY BE USEFUL TO THEM.
EXAMPLES:
-THE SCHOOL DENTIST TELLS A KINDERGARTEN
CLASS HOW TO BRUSH THEIR TEETH.
-A WEATHER FORECASTER ON TV TRACKS THE
PATH OF AN LPA WHICH MIGHT TURN INTO A
TYPHOON.
4. MOTIVATION
• THE SPEAKER’S PURPOSE IS TO PERSUADE
ANOTHER PERSON TO CHANGE HIS OPINION,
ATTITUDE OR BEHAVIOR.
• IN COMMUNICATING, THERE IS A GOAL TO BE
ACHIEVED, A MOTIVE THAT MUST BE
ACCOMPLISHED.
EXAMPLES:
-THE STUDENTS ASK THE TEACHER TO GIVE
THEM MORE TIME TO FINISH THE EXAM.
-A CUSTOMER CONVINCES AVENDOR TO SELL A
BIGGER SIZED MANGO FOR THE SAME PRICE
AS THE SMALLER ONE.
5. EMOTIONAL EXPRESSION
• FACILITATES PEOPLE’S EXPRESSION
OF THEIR FEELINGS AND EMOTIONS.
EXAMPLES:
-I LIKE YOU SO MUCH!
-YOU KNOW WHAT? YOU’RE SO MEAN
TO HER.
LESSONS
IN
MIDTERM
 ENHANCING
COMPETENCE
IN USING
COMMUNICATIVE
STRATEGIES
 WHAT IS COMMUNICATIVE
STRATEGY?
A COMBINATION OF SPEECH STYLES
AND SPEECH ACTS USED ON A
SPEECH TOPIC IN A GIVEN SPEECH
CONTEXT, HIGHLY INFLUENCED BY
PHILIPPINE CULTURE AND GENDER.
TYPES OF SPEECH
CONTEXT
1.INTRAPERSONAL
COMMUNICATION
• COMMUNICATION WITH ONESELF
• YOU SEND THE MESSAGE TO
YOURSELF AND YOU YOURSELF
RECEIVE THE MESSAGE.
EXAMPLE:
TALKING TO YOURSELF IN FRONT OF
THE MIRROR WHILE ASKING “WHY
AM I NOT ENOUGH?”
2. INTERPERSONAL
COMMUNICATION
• COMMUNICTION WHICH
INVOLVES MORE THAN ONE
PERSON.
• COMMUNICATION IS ALWAYS
INTENTIONAL.
• IT INVOLVES BOTH VERBAL
AND NONVERBAL
COMMUNICATION CHANNELS.
A.DYADIC COMMUNICATION
•IT INVOLVES ONLY TWO PARTICIPANTS
FORMING THE DYAD.
•THE ROLES OF THE SPEAKER AND
LISTENER ARE NOT FIXED, THEY ARE
INTERCHANGEABLE.
•CONVERSATION IS INFORMAL DYADIC
COMMUNICATION. IT IS THE MOST
COMMON, MOST FREQUENT AND MOST
POPULAR OF ALL.
•INTERVIEW AND DIALOGUE ARE FORMAL
DYADIC COMMUNICATION.
B. SMALL GROUP
• REQUIRES FROM 3-15 PEOPLE TO
STUDY AN ISSUE, DISCUSS A
PROBLEM AND COME UP WITH A
SOLUTION OR PLAN.
• THE GROUP HAS AN AGENDA, A
LEADER AND AN OUTCOME TO
ACCOMPLISH.
DIVIDED INTO TWO ACCORDING TO
PURPOSE:
1. STUDY GROUP
-MEANT TO LOOK INTO A PROBLEM BUT
NOT NECESSARILY COME UP WITH A
SOLUTION.
2. TASK-ORIENTED GROUP
-STUDY AN ISSUE TO COME UP WITH A
PLAN TO RESOLVE THAT ISSUE
EX. PANEL DISCUSSION, SYMPOSIA,
ROUND TABLE
C. PUBLIC COMMUNICATION
• THERE IS ONE SPEAKER WHO
ADDRESSES MANY LISTENER—AUDIENCE.
• THE SPEECH IS WELL PREPARED, THE
SPEAKER IS DRESSED APPROPRIATELY,
AND LISTENERS ARE SET TO LISTEN TO
THE MESSAGE.
EX. COMMENCEMENT SPEAKER
KEYNOTE SPEAKER
PROTEST
FAMILY REUNION
THERE ARE THREE REASONS WHY
SPEKER WOULDDELIVER A SPEECH IN
PUBLIC:
1. TO ENTERTAIN—TO HAVE THE
AUDIENCE APPRECIATE THE EVENT
2. TO INFORM—TO THE AUDIENCE TO
GRASP AND REMEMBER WHAT IT IS
YOU ARE PRESENTING
3. TO PERSUADE—TO CONVINCE THE
AUDIENCE TO BELIEVE THE THINGS
YOU ARE PRESENTING
D. MASS COMMUNICATION
• IS ANY OF THE ABOVE HUMAN
VERBAL INTERACTIONS CARRIED OUT
WITH THE AID OF MASS MEDIA
TECHNOLOGY.
• IT IS ALSO CALLED “ONE IS TO
MANY” TYPE OF COMMUNICATION.
• MEDIUMS FOR MASS COMMUNICATION
CAN BE CLASSIFIED INTO TWO: OLD
MEDIA AND NEW MEDIA.
E. ORGANIZATIONAL COMMUNICATION
• REFERS TO THE INTERACTION OF MEMBERS
ALONG THE LINKS IN AN ORGANIZATIONAL
STRUCTURE.
1. FORMAL
• USES THE PROPER CHANNELS GRAPHICALLY
ILLUSTRATED BY AN ORGANIZATIONAL
CHART.
• ANNOUNCEMENTS AND REPORTS ARE
PASSED ALONG TO THE MEMBERS OF THE
ORGANIZATION FOLLOWING THE CHAIN OF
COMMAND.
EX. A MEMO IN SALARY INCREASE WHICH IS
ISSUED BY THE PRESIDENT SENT ALONG TO
THE VP PASSED ON TO THE MANAGERS
HANDED ON TO THE SUPERVISOR BEFORE
REACHING THE EMPLOYEES.
2. INFORMAL—BYPASSES THE LINKS,
SKIPS FORWARD OR BACKWARD OR EVEN
SIDEWAYS JUST TO ACHIEVE THE SAME
GOAL.
EX. THE SECRETARY WHO TYPED THE MEMO
ECHOED THE SALARY INCREASE TO HIS CO-
WORKERS
F. INTERCULTURAL
COMMUNICATION
• EXCHANGE OF CONCEPTS, TRADITIONS,
VALUES AND PRACTICES BETWEEN AND
AMONG PEOPLE OF DIFFERENT
NATIONALITIES AND WAYS OF LIFE.
EX. CHATTING WITH FRIEND FROM ABU
DHABI MIGHT BRING OUT THE
DIFFICULTIES OF A CATHOLIC FIPILINO
MIGRANT WORKER IN A MUSLIM
COUNTRY.
TYPES OF SPEECH
STYLES
THE STYLES ACCORDING TO MARTIN
JOOS (1959) ARE THE FOLLOWING:
1. INTIMATE
• A NON-PUBLIC STYLE THAT USES
PRIVATE VOCABULARY AND INCLUDES
NONVERBAL MESSAGES.
• IT IS RESERVED FOR CLOSE FAMILY
MEMBERS OR INTIMATE PEOPLE.
EX. A HUSBAND AND WIFE WHO ARE
HAVING AN INTIMATE CONVERSATION
WHILE DATING.
2. CASUAL
• A SPEECH STYLE USED AMONG
FRIENDS ND ACQUAINTANCES THAT
DO NOT REQUIRE BACKGROUND
INFORMATION.
• SLANGS, VULGARITIES AND
COLLOQUIALISM ARE NORMAL.

EX. “HEY DUDE? HOW ARE YAH?”

”I’M FINE, NIGGA. HOW BOUT YAH?”
3. CONSULTATIVE
• IT IS A PROFESSIONAL DISCOURSE
• IT’S THE OPPOSITE OF INTIMATE STYLE
BECAUSE THIS IS USED PRECISELY
AMONG PEOPLE WHO DO NOT SHARE
COMMON EXPERIENCE OR MEANING.

EX. A GROUP OF STUDENTS APPROACH

THEIR PRACTICAL RESEARCH TEACHER
TO ASK SOME ADVICE FOR THEIR PAPER
PRESENTATION TOMORROW.
4. FORMAL
• THIS IS USED ONLY FOR IMPARTING
INFORMATION. THE SPEECH IS WELL
ORGANIZED AND CORRECT IN GRAMMAR
AND DICTION.
• THIS USE OF LANGUAGE USUALLY
FOLLOWS ACOMMONLY ACCEPTED
FORMAT.

EX. SERMONS
ANNOUNCEMENT
PRONOUNCEMENT MADE BY JUDGE
5. FROZEN
• FORMAL IN STYLE WHOSE QUALITY IS
STATIC, RITUALISTIC, AND MY BE
ARCHAIC.
• THIS STYLE OF COMMUNICATION RARELY
OR NEVER CHANGES.
• IT IS “FROZEN” IN TIME AND IN CONTENT.

EX. PRAYERS THAT HAVE BEEN RECITED

FOR YEARS.
RECITING THE PANATANG MAKABAYAN
EVERY FLAG CEREMONY.
 TYPES
OF
SPEECH ACT
WHAT IS SPEECH ACT?
• SPEECH ACTS ARE THE SPEAKER’S
UTTERANCES WHICH CONVEY MEANING
AND MAKE LISTENERS DO SPECIFIC
THINGS. (AUSTIN, 1962)
• ACCORDING TO AUSTIN (1962), WHEN
SAYING A PERFORMATIVE UTTERANCE, A
SPEAKER IS SIMULTANEOUSLY DOING
SOMETHING.
EXAMPLE:

“I AM HUNGRY.”

• EXPRESSES HUNGER
• REQUESTS FOR SOMETHING TO EAT
1.LOCUTIONARY ACT
• THIS ACT HAPPENS WITH THE
UTTERANCE OF A SOUND, A WORD, OR
EVEN A PHRASE AS A NATURAL UNIT OF
SPEECH.
• WHAT IS REQUIRED FOR THE UTTERANCE
TO BE A LOCUTIONARY ACT IS THAT IT
HAS SENSE, AND MOST IMPORTANTLY,
FOR COMMUNICATION TO TAKE PLACE,
HAS THE SAME MEANING TO BOTH THE
SPEAKER AND THE LISTENER.
EXAMPLES:
• “WHAT?!” (when someone is surprised)
• “it’s a bird!” (when people see superman)
1.ILLOCUTIONARY ACT
• IT IS NOT JUST SAYING SOMETHING
ITSELF BUT THE ACT OF SAYING
SOMETHING WITH THE INTENTION OF:
•STATING AN OPINION, CONFIRMING OR
DENYING SOMETHING;
•MAKING A PREDICTION, A PROMISE, A
REQUEST;
•ISSUING AN ORDER OR A DECISION; OR
•GIVING ADVICE OR PERMISSION.
EXAMPLES:
1. THERE’S TOO MUCH HOMEWORK IN
THIS SUBJECT.
EXAMPLES:
1. THERE’S TOO MUCH HOMEWORK IN
THIS SUBJECT. (OPINION)
EXAMPLES:
1. THERE’S TOO MUCH HOMEWORK IN
THIS
SUBJECT. (OPINION)
2.I’LL DO MY HOMEWORK LATER.
EXAMPLES:
1. THERE’S TOO MUCH HOMEWORK IN
THIS
SUBJECT. (OPINION)
2.I’LL DO MY HOMEWORK LATER.
(PROMISE)
EXAMPLES:
1. THERE’S TOO MUCH HOMEWORK IN
THIS
SUBJECT. (OPINION)
2.I’LL DO MY HOMEWORK LATER.
(PROMISE)
3. GO DO YOUR HOMEWORK!
EXAMPLES:
1. THERE’S TOO MUCH HOMEWORK IN
THIS
SUBJECT. (OPINION)
2.I’LL DO MY HOMEWORK LATER.
(PROMISE)
3. GO DO YOUR HOMEWORK! (ORDER)
EXAMPLES:
1. THERE’S TOO MUCH HOMEWORK IN
THIS
SUBJECT. (OPINION)
2.I’LL DO MY HOMEWORK LATER.
(PROMISE)
3. GO DO YOUR HOMEWORK! (ORDER)
4. NEXT TIME, ACCOMPLISH YOUR
HOMEWORK AHEAD OF TIME.
EXAMPLES:
1. THERE’S TOO MUCH HOMEWORK IN
THIS
SUBJECT. (OPINION)
2.I’LL DO MY HOMEWORK LATER.
(PROMISE)
3. GO DO YOUR HOMEWORK! (ORDER)
4. NEXT TIME, ACCOMPLISH YOUR
HOMEWORK AHEAD OF TIME. (ADVICE)
3. PERLOCUTIONARY ACT
• THIS IS SEEN WHEN A PARTICULAR
EFFECT IS SOUGHT FROM EITHER THE
SPEAKER, THE LISTENER OR BOTH. THE
RESPONSE MAY NOT NECESSARILY BE
PHYSICAL AND VERBAL AND IS ELICITED
BY:
• INSPIRING OR INSULTING;
• PERSUADING / CONVINCING; OR
• DETERRING / SCARING.
THIS AIMS TO CHANGE FEELINGS,
THOUGHTS OR ACTIONS.
EXAMPLES:
“I WAS BORN A FILIPINO, I WILL LIVE A
FILIPINO, I WILL DIE A FILIPINO.”
EXAMPLES:
“I WAS BORN A FILIPINO, I WILL LIVE A
FILIPINO, I WILL DIE A FILIPINO.”
(INSPIRING)
EXAMPLES:
“I WAS BORN A FILIPINO, I WILL LIVE A
FILIPINO, I WILL DIE A FILIPINO.”
(INSPIRING)

“TEXTING WHILE DRIVING KILLS—YOU

AND YOUR LOVED ONES.”
EXAMPLES:
“I WAS BORN A FILIPINO, I WILL LIVE A
FILIPINO, I WILL DIE A FILIPINO.”
(INSPIRING)

“TEXTING WHILE DRIVING KILLS—YOU

AND YOUR LOVED ONES.” (SCARING)

“IF I WERE YOU, I’LL NEVER LET THAT

INCIDENT HAPPEN AGAIN.”
EXAMPLES:
“I WAS BORN A FILIPINO, I WILL LIVE A
FILIPINO, I WILL DIE A FILIPINO.”
(INSPIRING)

“TEXTING WHILE DRIVING KILLS—YOU

AND YOUR LOVED ONES.” (SCARING)

“IF I WERE YOU, I’LL NEVER LET THAT

INCIDENT HAPPEN AGAIN.”
(PERSUADING)
 LEARNING
TO USE THE
TYPES
OF
COMMUNICATIVE
STRATEGIES
COMMUNICATIVE STRATEGIES
• ARE PLANS/WAYS/MEANS OF SHARING
INFORMATION WHICH ARE ADOPTED
TO ACHIEVE A PARTICULAR SOCIAL,
POLITICAL, PSYCHOLOGICAL, OR
LINGUISTIC PURPOSE.
• A COMBINATION OF SPEECH STYLES
AND SPEECH ACTS USED ON A
SPEECH TOPIC IN A GIVEN SPEECH
CONTEXT, HIGHLY INFLUENCED BY
PHILIPPINE CULTURE AND GENDER.
TYPES OF COMMUNICATIVE
STRATEGIES
1.NOMINATION
• THE TOPIC IS INTRODUCED IN A
CLEAR AND TRUTHFUL MANNER,
STATING ONLY WHAT IS RELEVANT TO
KEEP THE INTERACTION FOCUSED.
EXAMPLES:
I WAS LATE FOR CLASS AGAIN! THE MRT
STOPPED MIDWAY. WHAT IS WRONG
WITH THE MRT?
2. RESTRICTION
• IS A STRATEGY THAT CONSTRAINS
OR RESTRICTS THE RESPONSE OF
THE OTHER PERSON INVOLVED.
• THE LISTENER IS FORCED TO
RESPOND ONLY WITHIN A SET OF
CATEGORIES THAT IS MADE BY THE
SPEAKER.
EXAMPLE:
DO YOU AGREE THAT YOUR SEATMATE
IS HANDSOME/PRETTY? (YES/NO)
3. TURN-TAKING
• REQUIRES THAT EACH SPEAKER
SPEAKS ONLY WHEN IT IS HIS/HER
TURN DURING THE INTERACTION.
• USES EITHER AN INFORMAL
APPROACH (JUST JUMP IN AND START
TALKING) OR A FORMAL APPROACH
(PERMISSION TO SPEAK IS
REQUESTED).
EXAMPLE:
• GO ON WITH YOUR IDEAS. I’LL LET
YOU FINISH FIRST BEFORE I SAY
SOMETHING.
• WAIT! LET ME FINISH TALKING FIRST
BEFORE YOU SAY YOUR COMPLAINS.
4. TOPIC-CONTROL
• KEEPING THE INTERACTION GOING BY
ASKING QUESTIONS AND ELICITING
RESPONSE

EXAMPLE:
- HOW OFTEN DO YOU RIDE THE MRT,
TONY? HOW MANY TIMES DID YOU
ENCOUNTERED A STOPPAGE IN
SERVICE?
5. TOPIC SHIFTING
• INTRODUCING A NEW TOPIC
FOLLOWED BY THE CONTINUATION OF
THAT TOPIC
• MOVING FROM ONE TOPIC TO
ANOTHER
EXAMPLE:
- IF WE CANNOT USE THE EARTH’S
RESOURCES, OUR ECONOMIES WILL
DIE. WE NEED TO CHOOSE: THE
ECONOMY OR THE ENVIRONMENT.
6. REPAIR
• OVERCOMING COMMUNICATION
BREAKDOWN TO SEND MORE
COMPREHENSIBLE MESSAGES.
• WHEN MISCOMMUNICATION OCCURS,
ONE CAN APPLY THE REPAIR STRATEGY
THAT INCLUDES;
• REQUESTING CLARIFICATION BY
ASKING QUESTIONS,
• BY NOT ACKNOWLEDGING THE NEW
SITUATION, THE SITUATION ALREADY IN
PROGRESS WILL CONTINUE.
• REPEATING IS A GOOD WAY OF
CORRECTING ONESELF AND GIVES
THE SPEAKER TIME TO DO JUST THAT.
• RECASTING MEANS CHANGING THE
FORM OF A MESSAGE THAT COULD
NOT BE UNDERSTOOD.
EXAMPLE:
WHEN WE LOOK AT THE WORLD WIDE
WEB, MORE POPULARLY KNOWN AS
WWWW… EXCUSE ME, WWW, WE FIND
THAT THIS INFORMATION HIGHWAY OR
RATHER SUPERHIGHWAY IS THE MEANS
TOWARD BECOMING PART OF A
GLOBALLY ECONOMY, A GLOBAL
ECONOMY.
7. TERMINATION
• IT ENDS THE INTERACTION THROUGH
VERBAL AND NONVERBAL MESSAGES
THAT BOTH SPEAKER AND LISTENER
SEND TO EACH OTHER.
• SOMETIMES IT IS PROLONGED BY
CLARIFICATIONS, FURTHER QUESTIONS,
OR THE CONTINUATION OF THE TOPIC
ALREADY DISCUSSED, BUT THE POINT OF
THE LANGUAGE AND BODY MOVEMENT
IS TO END THE COMMUNICATION.
EXAMPLE:
P1: SOTHAT’S IT FOR OUR PLANS IN
THE UPCOMING SSC ELECTIONS.
P2: YES.
P3: OKAY, ALL DONE.
P4: FINISHED.
P1: SEE YOU IN CLASS.
P2, P3, P4: SEE YOU LATER.