Social Science

The scientific study of human society and social relationships.

A major category of academic disciplines, concerned with

society and therelationships among individuals within
a society.
History of Social Science

The history of the social sciences begins in the Age of

Enlightenment after 165 .

The social sciences developed from the sciences

!e"perimental and applied#, orthe systematic
$nowledge%bases or prescriptive practices, relating to the
socialimprovement of a group of interacting entities.

&ocial science was influenced by

positvism
.
Auguste Comte
used the term'science sociale' to describe the field, ta$en
from the ideas of (harles )ourier*(omte also referred to the
field as social physics.

The term 'social science' may refer either to the specific

sciences of societyestablished by thin$ers such as (omte,
+ur$heim, ar", and -eber, or moregenerally to all
disciplines outside of 'noble science' and arts
Humanities
Are academic discipline that study the human condition,
using methods thatare primarily analytical, critical or
speculative. !Ancient and modern languages,visual and
performing arts, theatre Arts, literature, history,
philosophy, religion#
Natural Science
A branch of science that see$s to elucidate the rules that
govern the naturalworld by using the Empirical and
&cientific method. ! hysics, (hemistry,/iology,
Earth science#
DISCIPLINE IN SOCIAL SCIENCES
ANTHROPOLOGY

is the study of humans, past and present.

0ts present use first appeared in enaissance 2ermany in

the wor$s of agnus 3undt and 4tto (asmann.

Their ew atin anthropologia derived from the

combining forms of the2ree$ words 7nthr8pos !'human'#
and l9gos !'study'#
ECONO ICS

it:s the study of scarcity, the study of how people use

resources, or the studyof decision%ma$ing.

The discipline was renamed in the late 1;th century

primarily due to Alfred arshall from 'political economy'
to 'economics' as a shorter term for'economic science'.

Two groups, later called

"mercantlis s"
and
"physiocra s",
more directlyinfluenced the subse<uent development of
the subject.

A!am Smit"
is widely regarded as the father of modern economics.
3ewrote the boo$ intitled 'The -ealth of ations,'

GEOGRAPHY

is the study of places and the relationships between people

and theirenvironments.

2eography !from 2ree$ geographia, literally 'earth

description'.

The first person to use the word '=>?=@ BC ' was

Eratosthenes !D 6F 1;G /(#.
HISTORY

is the study of the past as it is described in written

documents. Eventsoccurring before written record are
considered prehistory.

3istory !from 2ree$ historia, meaning 'in<uiry, $nowledge

ac<uired byinvestigation'#

Hero!otus#
a 5th%century /( 2ree$ historian is considered within the-
estern tradition to be the 'father of history'.
LING$ISTICS

the scientific study of language and its structure.

The earliest activities in the documentation and

description of languagehave been attributed to the Gth
century /(E 0ndian grammarian HIini,who wrote a
formal description of the &ans$rit language in
hisAJKHdhyHyL.
POLITICAL SCIENCE

the branch of $nowledge that deals with systems of

government* theanalysis of political activity and behavior.
DE%ELOP ENT O& POLITICAL SCIENCE
A 0&T4T E%%-rote M oliticsN the first systematic
wor$ on political affairs.%%)ather of olitical
&cience 0((4 4 A(30AOE 0%%-rote MThe
rinceN, a handboo$ for rulers in the art of
government.%%)ather of odern olitical &cience 4).
) A (0& 0E/E %%-rote M anual of olitical Ethics
N the first systematic teatise in politicalscience.
PSYCHOLOGY
is the science of behavior and mind.
'ILHEL '$NDT

3e is referred to as the Mfather of psychologyN because in

1P ;he started the first laboratory in psychology for
studyinghumans.
SOCIOLOGY
the study of the development, structure, and functioning
of human society.AQ2Q&TE (4 TE

)ather of &ociology

(oined the term &ociology) .OA E T0 A 0

Rnow as the father of &ociology in the hilippines.

DE OGRAPHY
the study of statistics such as births, deaths, income, or the
incidence ofdisease, which illustrate the changing
structure of human populations.T34 A& A T3Q&

0s often regarded as the father of demography, the study

of population.

althus loo$ed at the rate of population growth and

concludethat food production could not possibly increase
fast enough to be sufficient

Nature and Elements of Communication

Definition
The Process of Communication
Communication Models
Five Elements of Communication
o Verbal and Non-Verbal Communication
Effective Communication Skills
Intercultural Communication
CONTENT STANDARD
The learner understands the nature and elements of oral
communication in context.
PERFORMANCE STANDARD
The learner designs and performs effective controlled and
uncontrolled oral communication activities based on
context.
LEARNING COMPETENCIES:
The learner…
Defines communication.
Explains the nature and process of communication.
Differentiates the various models of communication.
Distinguishes the unique feature(s) of one communication process from the
other.
Explains why there is a breakdown of communication.
Uses various strategies in order to avoid communication breakdown.
Demonstrates sensitivity to the socio-cultural dimension of communication
situation with focus on
culture
gende

What is communication?
Communication (from the Latin
term “communis” which means to share and inform
ideas, feelings, etc.) is the act of transmitting
intended meanings from one entity or group to
another through the use of mutually
understood signs and semiotic rules.
The different categories of
communication include:
Spoken or Verbal
Communication: face-to-face, telephone, radio or
television and other media.

Non-Verbal Communication: body

language, gestures, how we dress or act – even our scent.

Written Communication: letters, e-mails,

books, magazines, the Internet or via other media.
Visualizations: graphs and charts, maps,
logos and other visualizations can communicate messages.

THE PROCESS OF COMMUNICATION

October 14, 2016

The basic steps of communication are:

The forming of communicative intent– (the speaker generates an idea)
Message encoding– (the speaker encodes an idea or converts the idea into
words or actions)
Transmissionof the encoded message as a sequence of signals using a
specific channel or medium– (the speaker transmits or sends out a message)
Receptionof signals-(the receiver gets the message)
Reconstructionof the original message
Interpretationand making sense of the reconstructed message- (the receiver
decodes or interprets the message based on the context)
The receiver sends or provides feedback.

COMMUNICATION MODELS
Comm.. modled October 14, 2016
Shannon and Weaver Model of Communication
The first major model for communication was introduced by Claude
Shannon and Warren Weaver for Bell Laboratories in 1949. The original
model was designed to mirror the functioning of radio and telephone
technologies. Their initial model consisted of three primary parts: sender,
channel, and receiver. The sender was the part of a telephone a person spoke
into, the channel was the telephone itself, and the receiver was the part of the
phone where one could hear the other person. Shannon and Weaver also
recognized that often there is static that interferes with one listening to a
telephone conversation, which they deemed noise.
Claude Shannon and Warren Weaver structured this model based on the
following elements:
An information source, which produces a message.
A transmitter, which encodes the message into signals
A channel, to which signals are adapted for transmission
A noise source, which distorts the signal while it propagates through the
channel
A receiver, which ‘decodes’ (reconstructs) the message from the signal.
A destination, where the message arrives.

The Sender-Message-Channel-Receiver Model

In 1960, David Berlo expanded on Shannon and Weaver’s (1949) linear
model of communication and created the SMCR Model of Communication.
The Sender-Message-Channel-Receiver Model of communication separated
the model into clear parts and has been expanded upon by other scholars.
Communication is usually described along a few major dimensions: Message
(what type of things are communicated), source / emisor / sender
/ encoder (by whom), form (in which form), channel (through
which medium), destination / receiver / target / decoder (to whom), and
Receiver. Wilbur Schram (1954) also indicated that we should also examine
the impact that a message has (both desired and undesired) on the target of
the message. Between parties, communication includes acts that confer
knowledge and experiences, give advice and commands, and ask questions.
These acts may take many forms, in one of the various manners of
communication. The form depends on the abilities of the group
communicating. Together, communication content and form
make messages that are sent towards a destination. The target can be oneself,
another person or being, another entity (such as a corporation or group of
beings).

ELEMDENTS OF COMMUNICATIONSpeaker- the source of

information or message
Message- the information, ideas, or thoughts conveyed by the
speaker in words or in actions
Encoding- the process of converting the message into words,
actions, or other forms that the speaker understands
Decoding- the process of interpreting the encoded message of
the speaker by the receiver
Receiver- the recipient of the message, or someone who
decodes the message
Barrier- the factors that affect the flow of communication
Channel (Medium). It refers to the way the message is sent. In
public speaking the medium is vibrations in the air between
speaker and listener, set in motion by the speaker’s voice. The
message could also be written in any language, put into some
code known to both speaker and listener, tape-recorded or
videotaped, put into sign language, translated into Braille, or
even sent by smoke signal.
It includes all messages, verbal or nonverbal, sent by the
listener to the speaker.
(1) the occasion during which communication occurs, the
occasion refers to the reason why people assembled; it could
be serious or festive, planned or spontaneous, relaxed and
informal, traditional or formal and (2) the physical setting or
site where communication occurs; it includes the size of the
room, the number of audience, the facilities present, the light
etc.
These are barriers to effective communication.
The use of jargon. Over-complicated, unfamiliar and/or
technical terms.
Emotional barriers and taboos. Some people may find it difficult
to express their emotions and some topics may be completely
‘off-limits’ or taboo.
Lack of attention, interest, distractions, or irrelevance to the
receiver.
Differences in perception and viewpoint.
Physical disabilities such as hearing problems or speech
difficulties.
Physical barriers to non-verbal communication. Not being able
to see the non-verbal cues, gestures, posture and general body
language can make communication less effective.
Language differences and the difficulty in understanding
unfamiliar accents.
Expectations and prejudices which may lead to false
assumptions or stereotyping. People often hear what they
expect to hear rather than what is actually said and jump to
incorrect conclusions.
Cultural differences. The norms of social interaction vary
greatly in different cultures, as do the way in which emotions
are expressed. For example, the concept of personal space
varies between cultures and between different social settings.

VERBAL & NON-

VERBAL COMMUNICATION
Verbal communication consist of messages being sent
and received continuously with the speaker and the
listener, it is focused on the way messages are portrayed.
Verbal communication is based on language and use of
expression, the tone in which the sender of the message
relays the communication can determine how the
message is received and in what context.
Factors that affect verbal communication:
Tone of voice
Use of descriptive words
Emphasis on certain phrases
Volume of voice
The way a message is received is dependent on these
factors as they give a greater interpretation for the receiver
as to what is meant by the message. By emphasizing a
certain phrase with the tone of voice, this indicates that it
is important and should be focused more on.
Along with these attributes, verbal communication is also
accompanied with non-verbal cues. These cues make the
message clearer and give the listener an indication of
what way the information should be received.
Example of non-verbal cues
Facial expressions
Hand gestures
Use of objects
Body movement
In terms of intercultural communication there are language
barriers which are affected by verbal forms of
communication. In this instance there is opportunity for
miscommunication between two or more parties. Other
barriers that contribute to miscommunication would be the
type of words chosen in conversation.
EFFECTIVE COMMUNICATION SKILLS
Features of an Effective Communication
In their pioneer book Effective Public Relations,
Professors Broom, Cutlip, and Center (2012) list the 7 Cs
of Effective Communication. The list is widely used today,
especially in public relations and advertising.

Completeness
Complete communication is essential to the quality of the
communication process in general. Hence, communication
should include everything that the receiver needs to hear
for him/her to respond, react, or evaluate properly.
Conciseness
Conciseness does not mean keeping the message short
but makint it direct or straight to the point. Insignificant or
redundant information should be eliminated from the
communication that will be sent to the recipient.
Consideration
To be effective, the speaker should always consider
relevant information about his/her receiver such as mood,
background, race, preference, education, status, needs,
among others. By doing so, he/she can easily build
rapport with the audience.
Concreteness
Effective communication happens when the message is
concrete and supported by facts, figures, and real-life
examples and situations. In this case, the receiver is more
connected to the message conveyed.
Courtesy
The speaker shows courtesy in communication be
respecting the culture, values, and beliefs of his/her
receivers. Being courteous all the time creates a positive
impact on the audience.
Clearness
Clearness in communication implies the use of simple and
specific words to express ideas. It is also achieved when
the speaker focuses only on a single objectives in his/her
speech so as not to confuse the audience.
Correctness
Correctness in grammar eliminates negative impact on the
audience and increases the credibility and effectiveness of
the message.
FIVE ELEMENTS OF EFFECTIVE
C O M M U N I C AT I O N :

APPROACH
Timing of communication; choice of medium; tone and
point of view (perspective, attitude, and relationship
regarding audience, purpose, and material); recognition of
audience (reader vs. writer orientation); direct vs. indirect
presentation (ordering of evidence and conclusions);
persuasive strategies and rhetorical appeals (logos,
pathos, ethos)
Checkpoints:
□Timing and choice of medium are appropriate to the
purpose, audience, and material.
□Tone is appropriate to the purpose, audience, and
material.
□Material is made relevant to the reader (reader’s
interests and concerns are recognized).
□Conclusions are presented directly (conclusion first,
evidence last) to a sympathetic audience, indirectly
(evidence first, conclusion last) to an unsympathetic or
hostile audience.
□Persuasive strategy incorporates a mixture of rhetorical
approaches (appeals to logic, feelings, and ethics or
credibility).
DEVELOPMENT
Organization (logical arrangement and sequence);
evidence and support (relevance, specificity, accuracy and
sufficiency of detail); knowledge of subject and material;
quality of perception, analysis, and insight
Checkpoints:
□Material is arranged in a logical and coherent sequence.
□Conclusion or closing restates the argument and
identifies the action to be taken.
□Examples are relevant, specific, detailed, sufficient, and
persuasive.
□Quotations support the argument.
□Handling of material demonstrates knowledge and
insight.
CLARITY
Presentation of thesis or central argument (statement of
purpose, delineation or narrowing of topic, relevance of
subordinate or secondary arguments); word choice;
technical language and jargon; structure (sentence,
paragraph, document); coherence devices (organizational
statement, repetition of words and phrases, progression
from familiar to unfamiliar, topic and transitional
sentences); textual markers (headings, highlighting,
formatting features)
Checkpoints:
□Purpose or central idea is sufficiently limited for
meaningful discussion.
□Purpose or central idea is stated clearly, usually in the
opening.
□Organizational statement is offered, usually at the end of
the opening.
□Subordinate ideas are effectively identified and related
clearly to the main purpose or central idea.
□Language is clear, specific, accurate, and appropriate to
the audience, purpose, and material.
□Word choice is clear, specific, accurate, unassuming,
and free of clichés and misused jargon.
□Technical language and terms are defined and explained
as needed (depending on knowledge of the audience).
□Sentences are free of ambiguity.
□Text is coherent, with new information linked to
previously discussed information (ordered within
sentences as “something old/something new”).
□Transitions between paragraphs are clear and helpful.
□Text is appropriately highlighted (bullets, paragraphing,
boldface, italics, underlining, etc.) to engage the reader
and reinforce the main points.
STYLE
Word choice (economy, precision, and specificity of
language and detail; abstract vs. concrete language;
action verbs vs. linking or weak verbs with
nominalizations; figures of speech: schemes and tropes);
tone (personality and humor); active vs. passive voice;
sentence variety
Checkpoints:
□Word choice is economical, clear, specific, accurate,
unassuming, and free of clichés and misused jargon.
□Action verbs are preferred over weak verbs with
nominalizations (as in recommend over make a
recommendation).
□Language is appropriately concrete or abstract
(signifying or not signifying things that can be perceived by
the senses).
□Figurative language (metaphors and similes, as well as
other tropes and schemes) enrich and deepen the
argument.
□Active voice is preferred over passive voice (active voice
is used to emphasize the performer of the action; passive
voice is used to emphasize the receiver of the action).
□Sentences are free of wordiness and unnecessarily
complex constructions.
□Variety in sentence structure and sentence length
creates emphasis.
□Author’s values, personality and – when appropriate –
humor are conveyed in a way that reinforces the message.
CORRECTNESS
Rules and conventions of spelling, grammar, punctuation,
usage, and idiom; style (appropriateness of word choice
and level of formality to audience, purpose, and material);
social and cultural appropriateness; accuracy in
proofreading
Checkpoints:
□Spelling (including technical terms and proper names) is
correct.
□Correct words are used to convey the intended meaning.
□Rules of grammar and syntax are followed, including
pronoun-noun agreement, subject-verb agreement,
appropriate verb tense, pronoun case, possessive forms,
parallel construction, etc.
□Punctuation (particularly comma placement) reflects
standard usage.
□Copy is free of mechanical errors and lapses in
proofreading.

INTERCULTURAL COMMUNICATION
Intercultural communication is a form of
communication that aims to share information across
different cultures and social groups. It is used to describe
the wide range of communication processes and problems
that naturally appear within an organization or social
context made up of individuals from different religious,
social, ethnic, and educational backgrounds. Intercultural
communication is sometimes
used synonymously with cross-cultural
communication. In this sense it seeks to understand
how people from different countries
and cultures act, communicate and perceive t
he world around them. Many people in intercultural
business communication argue that culture determines
how individuals encode messages, what medium they
choose for transmitting them, and the way messages are
interpreted.
With regard to intercultural communication proper, it
studies situations where people from different cultural
backgrounds interact. Aside from language,
intercultural communication focuses on social attributes,
thought patterns, and the cultures of different groups of
people. It also involves understanding the different
cultures, languages and customs of people from other
countries.

PROBLEMS
The problems in intercultural communication usually come
from problems in message transmission. In
communication between people of the same culture, the
person who receives the message interprets it based on
values, beliefs, and expectations for behavior similar to
those of the person who sent the message. When this
happens, the way the message is interpreted by the
receiver is likely to be fairly similar to what the speaker
intended. However, when the receiver of the message is a
person from a different culture, the receiver uses
information from his or her culture to interpret the
message. The message that the receiver interprets may
be very different from what the speaker intended.
Attribution is the process in which people look for an
explanation of another person’s behavior. When someone
does not understand another, he/she usually blames the
confusion on the other’s “stupidity, deceit, or craziness”.
Effective communication depends on the informal
understandings among the parties involved that are based
on the trust developed between them. When trust exists,
there is implicit understanding within communication,
cultural differences may be overlooked, and problems can
be dealt with more easily. The meaning of trust and how it
is developed and communicated vary across societies.
Similarly, some cultures have a greater propensity to be
trusting than others.
Nonverbal communication is behavior that communicates
without words—though it often may be accompanied by
words. Minor variations in body language, speech
rhythms, and punctuality often cause mistrust and
misperception of the situation among cross-cultural
parties.

Kinesic behavior is communication through body

movement—e.g., posture, gestures, facial expressions
and eye contact. The meaning of such behavior varies
across countries.

Occulesics are a form of kinesics that includes eye

contact and the use of the eyes to convey messages.

Proxemics concern the influence of proximity and

space on communication (e.g., in terms of personal space
and in terms of office layout). For example, space
communicates power in the US and Germany.

Paralanguage refers to how something is said,

rather than the content of what is said—e.g., rate of
speech, tone and inflection of voice, other noises,
laughing, yawning, and silence.
Object language or material
culture refers to how we communicate through
material artifacts—e.g., architecture, office design and
furniture, clothing, cars, cosmetics, and time. In
monochronic cultures, time is experienced linearly and as
something to be spent, saved, made up, or wasted. Time
orders life and people tend to concentrate on one thing at
a time. In polychronic cultures, people tolerate many
things happening simultaneously and emphasize
involvement with people. In these cultures, people may be
highly distractible, focus on several things at once, and
change plans often.

MANAGEMENT
Important points to consider:
Develop cultural sensitivity
Anticipate the meaning the receiver will get.
Careful encoding
Use words, pictures, and gestures.
Avoid slang, idioms, regional sayings.
Selective transmission
Build relationships, face-to-face if possible.
Careful decoding of feedback
Get feedback from multiple parties.
Improve listening and observation skills.
Follow-up actions

BASIC TOOLS FOR IMPROVEMENT

The following are ways to improve communication
competence:
Display of interest: showing respect and positive regard for the other person.
Orientation to knowledge: Terms people use to explain themselves and their
perception of the world.
Empathy: Behaving in ways that shows you understand the world as others
do.
interaction management: A skill in which you regulate conversations.
Task role behaviour: initiate ideas that encourage problem solving activities.
Relational role behaviour: interpersonal harmony and mediation.
Tolerance for ambiguity: The ability to react to new situations with little
discomfort.
Interaction posture: Responding to others in descriptive, non-judgemental
.
ways.
IMPORTANT FACTORS
Proficiency in the host culture language: understanding the grammar and
vocabulary.
Understanding language pragmatics: how to use politeness strategies in
making requests and how to avoid giving out too much information.
Being sensitive and aware to nonverbal communication patterns in other
cultures.
Being aware of gestures that may be offensive or mean something different in
a host culture rather than your own home culture.
Understanding a culture’s proximity in physical space and paralinguistic
sounds to convey their intended meaning.
TRAITS
Tolerating high levels of uncertainty.
Open-mindedness.
Engaging in divergent and systems-level thinking.
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C H A P T E R I I
October 14, 2016
Functions of Communication
Regulation/Control
Social Interaction
Motivation
Information
Emotional Expression
CONTENT STANDARD
The learner values the functions/ purposes of oral communication.

PERFORMANCE STANDARD
The learner writes a 250-word essay of his/her objective observation and
evaluation of the various speakers watched and listened to

LEARNING COMPETENCIES:

The learner…
Discusses the functions of communication.
Identifies the speaker’s purpose(s).
Watches and listens to sample oral communication activities.
Ascertains the verbal and nonverbal cues that each speaker uses to achieve
his/her purpose.
Comprehends various kinds of oral texts.
Identifies strategies used by each speaker to convey his/her ideas effectively.
Evaluates the effectiveness of an oral communication activity.

F U N C T I O N S O F
C O M M U N I C A T I O N
October 14, 2016

What are communication functions?

Communication functions refer to how people use language for
different purposes also refers to how language is affected by different time,
place, and situation used to control the behavior of people used to regulate
the nature and amount of activities people engage in
The most basic functions of communication in an organization are to
regulate/ to control, to inform, to interact socially, to express and to motivate.
FIVE FUNCTIONS OF
ORAL
COMMUNICATION
Regulation/Control- functions to control one’s behavior
Doctors’ Prescription
“Take your medicine 3 times a day.”
Parents’ Instruction to their child
“Wash the dishes now, or else I won’t allow you to go to the party later.”
Friends giving advice on what to do
“Move on. He doesn’t love you anymore”
Social Interaction- used to produce social relationships; used to develop
bonds, intimacy, relations,; used to express preferences, desires, needs,
wants, decisions, goals, and strengths; used for giving and getting
informationEncouragement
“You can do it.”
Marriage Proposal
“Will you marry me?”
Invitation
“Would you like some coffee, tea, or me?”

Motivation- functions to motivate or to encourage people to live better.

Information- functions to convey information.Giving information…
“Did you know that there’s a secret apartment at the top of the Eiffel tower?”
Emotional Expression- facilitates people’s expression of their feelings and
emotions.
Appreciation
“I’m so glad that you came into my life.”
“I like you so much!
“Are you false teeth? It’s because I can’t smile without you.”
Expressing one’s ambition
“I want to finish up my studies with good grades to be accepted in a good
university.”
Expressing a need
“I need you in my life.”
Expressing prayers
“We pray for those who suffered a broken heart from their crush.”
C H A P T E R I I I
October 14, 2016
Communicative Competence Strategies in Various Speech Situations
Types of Speech context
Intrapersonal
Interpersonal
a.1 Dyad
a.2 Small group
Public
Types of Speech Style
Intimate
Casual
Consultative
Formal
Frozen
Types of Speech Act
Locution (Utterance)
Illocution (Intention)
Perlocution (Response)
Types of Communicative Strategy
Nomination
Restriction
Turn-taking
Topic control
Topic shifting
Repair
Termination

CONTENT STANDARD
The learner recognizes that communicative competence requires
understanding of speech context, speech style, speech act and communicative
strategy.
The learner recognizes that communicative competence requires
understanding of speech context, speech style, speech act and communicative
strategy.

PERFORMANCE STANDARD
The learner demonstrates effective use of communicative strategy in a variety
of speech situations.
The learner demonstrates effective use of communicative strategy in a variety
of speech situations.

LEARNING COMPETENCIES:
Identifies the various types of speech context
Exhibits appropriate verbal and non-verbal behavior in a given speech
context
Distinguishes types of speech style
Identifies social situations in which each speech style is appropriate to use
Observes the appropriate language forms in using a particular speech style
Responds appropriately and effectively to a speech act
Engages in a communicative situation using acceptable, polite and
meaningful communicative strategies
Explains that a shift in speech context, speech style, speech act and
communicative strategy affects the following
o Language form
o Duration of interaction
o Relationship of speaker
o Role and responsibilities of the speaker
o Message
o Delivery

TYPES OF SPEECH CONTEXT

October 14, 2016
Intrapersonal- It refers to the communication with one’s self.
Example: You spent the night thinking and analyzing why a student from the
other class talked to you on the way home and you decided it probably meant
nothing.
Interpersonal- This refers to communication between and among people and
establishes personal relationship between and among them.
Example:
You offered feedback on the speech performance of your classmate.
You provided comfort to a friend who was feeling down.

Public- This type refers to communication that requires you to deliver or send
the message before or in front of a group.
Example:
You deliver a graduation speech to your batch.
You participate in a declaration, oratorical, or debate contest watched by a
number of people.

Mass communication- This refers to communication that takes place through

television, radio, newspapers, magazines,books, internet, and other types of
media.
Example:
You are a student journalist articulating you stand on current issues through
the school’s newspaper.

T Y P E S O F
S P E E C H S T Y L E S
October 14, 2016
FROZEN STYLE
Used generally in very formal setting.
Most formal communicative style for respectful situation
Does not require any feedback from the audience
Usually uses long sentences with good grammar and vocabulary
The use of language is fixed and relatively static
Examples:
national pledge, anthem, school creeds,
marriage ceremonies, speech for a state ceremony
FORMAL STYLE
Used in speaking to medium to large groups
May also be used in single hearers- strangers, older persons, professional
Speaker must frame whole sentences ahead before they are delivered
Avoids using slang terminologies
language is comparatively rigid and has a set, agreed upon vocabulary that is
well documented; is often of a standard variety.
Examples:
meetings, speeches, school lessons, court, a corporate meeting, at a swearing
in ceremony, in an interview or in a classroom

3. CONSULTATIVE STYLE
Used in semi-formal communication
Happens in two-way participation
Most operational among other styles

Speaker does not usually plan what he wants to say

Sentences end to be shorter ans spontaneous
Examples:
regular conversation at schools, companies, group discussion,
teacher-student, doctor-patient, expert-apprentice
4. CASUAL STYLE
Language used between friends
Often very relaxed and focused on just getting the information out

Slangs are quite often used in these instances

This style is used in informal situations and language
Relationship between speaker and hearer is closed.
Examples:
casual conversations with friends, family members, chats, phone calls and
messages
5. INTIMATE STYLE
Completely private language used within family of very close friends or
group
Uses personal language codes
Grammar is unnecessary
Does not need complete language
Certain terms of endearment, slangs or expressions whose meaning is shared
with a small subset of persons to person
S P E E C H A C T S
October 14, 2016

Concept proposed by John Langshaw Austin in 1962 one of the founders of

pragmatic and later developed by John R. Searle in 1969, both philosophers
of language.
Speech acts refer to the moments in which statements occur in the
communicative act within a given context.
Speech Acts are group of utterances with a single interactional function.
Theory of Speech Acts
A speech act has 3 aspects:
locution= physical utterance by the speaker
illocution= the intended meaning of the utterance by the speaker
(performative)
perlocution= the action that results from the locution.
Levels of action Locutionary act: is the basic act of utterance, or producing a
meaningful linguistic expressions. Performing an act of saying something.
Depending on the circumstances, do any one of several different things, so
we can use a sentence with a given locutionary content in a variety of ways.
Austin defines it “as belonging to a certain vocabulary…and as conforming
to a certain grammar,…with a certain more or less definite sense and
reference”
Ilocutionary act: are the real actions which are performed by the utterance.
We form an utterance with some kind of function in mind. This
communicative force of an utterance is known as illocutionary force.
Performing an act in saying something Levels of Action
Types of ilocutionary Acts Constatives: affirming, announcing, answering,
confirming
“We find the defendant guilty”
Directives: advising, asking, forbidding, ordering, permitting
Commissives: agreeing, inviting, offering, promising, I promise to call you
tonight” Acknowledgments: apologizing, congratulating, thanking.
Perlocutionary act: are the effects of the utterance on the listener. Reveals
the effect the speaker wants to exercise over the hearer. This is also known as
the perlocutionary effect performing an act by saying something Would you
close the door, please?
Example A bartender utters the words, “The bar will be closed in five
minutes, “ The locutionary act of saying that the bar will be closed in five
minutes , where what is said is reported by indirect quotation. The
illocutionary act in saying this, the bartender is informing the patrons of the
bar’s imminent closing and perhaps also the act of urging them to order a last
drink. The bartender intends to be performing the perlocutionary acts of
causing the patrons to believe that the bar is about to close and of getting
them to order one last drink.
T Y P E S O F
C O M M U N I C A T I V E S T R A T E G
Y
October 14, 2016

Nomination- collaboratively and productively establish a topic

Restriction- limitation you may have as a speaker
Turn-taking- process by which people decide who takes the conversational
floor
Topic control- covers how procedural formality or informality affects the
development of topic in conversations
Topic shifting- involves moving from one topic to another
Repair- refers to how speakers address the problems in speaking, listening
and comprehending that they may encounter in a conversation
Termination- refers to the conversation participants’ close-initiating
expressions that end a topic in a conversation
C H A P T E R I V
October 14, 2016
Types of Speeches
According to purpose
o Expository/Informative Speech
o Persuasive Speech
o Entertainment Speech

According to delivery
o Reading from a manuscript
o Memorized Speech
o Impromptu Speech
o Extemporaneous Speech

Principles of Speech Writing

o Choosing the Topic
o Analyzing the Audience
o Sourcing the Information
o Outlining and Organizing the Speech Contents

Principles of Speech Delivery

CONTENT STANDARD
The learner realizes the rigors of crafting one’s speech.

PERFORMANCE STANDARD
The learner proficiently delivers various speeches using the principles of
effective speech delivery

LEARNING COMPETENCIES
Distinguishes types of speeches.
Uses principles of effective speech delivery in different situations.
Uses principles of effective speech writing focusing on
o Audience profile
o Logical organization
o Duration
o Word choice
o Grammatical correctness
Uses principles of effective speech delivery focusing on
o Articulation
o Modulation
o Stage Presence
o Facial Expressions, Gestures and Movements
o Rapport with the audience
P R I N C I P L E S O F
S P E E C H D E L I V E R Y
October 14, 2016
Reading from a manuscript Speaking with advanced preparation
Planned and rehearsed speech
Reading aloud a written message

Memorized Speech Speaking with advanced preparation

Planned and rehearsed speech
Reciting a written message word-for-word from memory

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o Impromptu Speech Speaking without advanced
preparation
Unrehearsed speech
Spoken conversationally

o Extemporaneous Speech Speaking with limited

preparation
Guided by notes or outline
Delivered conversationally
Most popular type

LINKS TO POWER POINT PRESENTATION

organizing-and-delivering-a-manuscript-speechorganizing-and-delivering-a-
memorized-speechorganizing-and-delivering-a-persuasive-speechorganizing-
and-delivering-an-entertainment-speechorganizing-and-delivering-an-
extemporaneous-speechorganizing-and-delivering-an-informative-
speechorganizing-and-delivering-impromptu-speechprinciples-of-speech-
writing
organizing-and-delivering-a-manuscript-speechorganizing-and-delivering-a-
memorized-speechorganizing-and-delivering-a-persuasive-speechorganizing-
and-delivering-an-entertainment-speechorganizing-and-delivering-an-
extemporaneous-speechorganizing-and-delivering-an-informative-
speechorganizing-and-delivering-impromptu-speechprinciples-of-speech-
writing
L E S S O N I - W H A T
I S C O M M U N I C A T I O N ?
September 28, 2016Leave a comment
What is communication? Communication (from the Latin term “communis”
which means to share and inform ideas, feelings, etc.) is the act of
transmitting intended meanings from one entity or group to another through
the use of mutually understood signs and semiotic rules. The different
categories of communication include: Spoken or Verbal Communication:
face-to-face, telephone, radio or television and other media. Non-Verbal
Communication: body language, gestures, how we … Continue
readingLESSON I- What is communication?
L E S S O N I I . T H E P R O C E S S
O F C O M M U N I C A T I O N
September 27, 2016Leave a comment
The basic steps of communication are: The basic steps of communication are:
The forming of communicative intent Message composition
Message encoding and decoding Transmission of the encoded message as
a sequence of signals using a specific channel or medium Reception of
signals Reconstruction of the original message Interpretation and making
sense of the reconstructed message