Various Communication called using their names.

They may also use

nonverbal cues to indicate that they want to
Strategies join the conversation or contribute to the
discussion.
b. Environment refers to the setting of the
According to Devito (2007), a communication conversation. It also determines the roles of
strategy is a plan of action or a technique that a the speakers. For example, in a classroom
communicator uses in order to help make the discussion, teachers nominate or restrict the
communication process successful. There are many participants. However, if the setting is a
different communication strategies, among which seminar led by students, there will be a
are the following: segment for entertaining questions or
 Nomination. This involves the selection of comments from the teachers. They may
participants who can contribute to the nominate the teachers who will join the
conversation. discussion and restrict others.
 Restriction. This involves limiting ➢ One-on-one communication
participants from contributing to the – This refers to communication
conversation or discussion. situations in which there are only two
 Turn-taking. This refers to the process in participants. Interviews and tutorials are
which a participant stops speaking and common settings for nomination and
yields the floor to another participant so restriction. For example, in a tutorial, the
that he or she can speak. tutor
 Topic control. This occurs when the main may start the discussion by asking the
or assigned speaker manipulates the student questions regarding his or her
discussion in order to maintain its flow lessons and what he or she needs help with.
without moving away from or changing Once the tutor is done asking the question,
the topic. the student is nominated to answer. In one-
 Topic shifting. This occurs when one on-one
intentionally or unintentionally changes communication situations, the speaker does
the direction of the flow of ideas in a not need to mention the other participant’s
conversation. name in order to nominate him or her.
 Repair. This refers to the act of fixing the
violations in a communication situation.
 Termination. This refers to the act of
ending a conversation.
Factors to consider for nomination and restriction:
social relationships and environment?
a. Social relationships determine the specific
role of the participants, which is a factor for
whether they can nominate or restrict other
speakers from joining the conversation.
➢ Higher authorities refer to those who
are assigned to control the flow of the
conversation. Their role is to ask questions
that will maintain the quality and
productivity of communication. For
example, teachers are considered as a
higher authority since they facilitate the
discussion during class.
➢ Lower authorities refer to the
participants who start as listeners and are
then
nominated to be speakers when called on by
the higher authorities. They are usually
 Various Communication ➢ Nonverbal cues or gestures, such as raising
one’s hand, show that a participant wants to take
Strategies (Part 2)
the floor or speak. Also, when a speaker points to
or fixes his or her gaze on a participant, it may
Communication is supposed to be a two-way mean that he or she wants that participant to
process. There must always speak.
be a sender and a receiver, and they must
exchange roles so the initial receiver Thus, there must exist some rules of conversation
can give feedback in return. Thus, we should that govern but do no' severely restrict appropriate
know when we should stop and give responses. Such rules would delimit responses such
others a chance to express their thoughts. that, for example, one would not think to produce
This lesson will teach you how to take responses such as B did in (1).B's response seems
your turn and give way to someone else. to violate a rule that says: when someone tells you
a persona: event, to respond with an unrelated fact
is not appropriate. Such a rule is, of course, absurd
turn-taking strategies. to consider putting in a program since cluttering it
up with rule: about what one cannot do is rather
Turn refers to the opportunity given to a foolish.
speaker to talk, whereas turn-taking is a Topic shifting Strategy
process in which a participant stops
speaking and yields the floor to another ➢ implies a shift in topic particularly word clues.
participant so he or she can speak. There are ➢ word clues like but, speaking of, by the way, in
three turn-taking acts: keep-turn, addition to what you said, which reminds me of.
release-turn, and take-turn.
❖ Keep-turn suggests that a speaker ➢ These are also use as effective conversational
must not stop until he fulfills his purpose transitions. Nodding, smiling, and repeating the
in a conversation. comment of the addressee are examples of this
❖ Release-turn suggests that a speaker strategy. These strategies can mean that there is
is finished talking and is ready to nothing new to say about this topic.
yield the floor to another person to take his ➢ A topic is any object, person, location, action,
or her turn. He or she may use state, or time that is mentioned in the sentence to
signals or pauses in a conversation. be responded to.
❖ Take-turn suggests that another
participant can take the role of the ➢ RULE I: An action statement can be followed by
speaker. a statement about the effect of that action on the
hearer.
Signals and cues indicate that a speaker wants to
keep, yield, or take his or her turn.

➢ Intonation may signal when a speaker

intends to keep or yield his or her turn. Falling
intonation indicates that a speaker is about to end
his or her turn, while rising intonation implies that
a speaker is about to reach the climax of his or her
point, asking the participants for clarification and
confirmation, or sometimes to express disbelief.

➢ Verbal cues may suggest that a speaker

wants to yield or to keep his or her turn. For
example, calling the participants’ names indicate
that a speaker is letting them take their turn.
Meanwhile, using sentence connectors such as
additionally, on the contrary, furthermore,
consequently, or likewise suggests the speaker has
something more to say.
Shift in Speech Elements The Role of the Speaker and the Listener
Communication can be done in many ways either
through verbal and non-verbal. Obtaining prior
Language Form knowledge and learning the effective forms of
language will surely make the speaker efficient in
Oral Communication has two language
his speaking engagement. He, too, is confident to
components: function and form.
talk hence he knew pretty well in constructing
Language Function: simple sentences to complex ones. With that he is
confident to deliver the message. To be an
• Represents the active use of language for a
effective speaker, he must learn how the role of
specific purpose
the speaker is effective in delivering the speech. Let
• In academic setting, students use language us recall the role of the speaker and the listener.
functions to express ideas, communicate with
Speaker
others, and show understanding of content
• Speech communication begins with a speaker.
Language Form:
• Your success as a speaker depend on your
• The form of most languages consists of a
personal credibility, your knowledge of the subject,
small number of sounds organized into words,
your preparation of the speech, your manner of
phrases and clauses, sentences and discourse
speaking, your sensitivity to the audience and the
including conversations, sermons, speeches,
occasion.
arguments, and other highly-complex
communicative structures. Listener
• Linguists have found that in spite of the • The person who receives the communicated
many superficial differences among languages, message.
there are core basic similarities among languages.
• If you talk to a friend on the phone, you have one
Can you imagine a language without words?
listener.
Without sentences? Such ways of communicating
do exist. Examples are facial expressions and the • But in public speaking you have many listeners.
style of dressing.
• To be an effective speaker, we must be audience-
• Language learners need to acquire both the centered.
functions and the forms that make up the English
Sources of difficulty by the Speaker
language in order to reach high level of proficiency.
• Voice volume is too low to be heard.
Word - a speech sound or series of speech sounds
that symbolizes and communicates a meaning. In • Message is too complex.
linguistics, a word of a spoken language can be
• Speaker is getting lost.
defined as the smallest sequence of phonemes that
can be uttered in isolation with objective or • Body language or nonverbal elements are
practical meaning. contradicting or interfering with the verbal
message.
• Paying too much attention on how the other
Formal vs. Informal Language
person is taking the message.
Formal language
• Using a very unique code or unconventional
• used in situations that circle around serious method for delivering message.
topics or events, or involve
When we change any of the speech context,
Informal language speech style, speech act and communicative
strategy, the language form is also affected.
• utilized in situations when we are more relaxed,
and involve people that we are familiar with

Speech Context and Speech Styles

If you recall, there are two main categories of conversation. While the essence of communicative
speech context: intrapersonal and interpersonal. A strategies is generally to keep the communication
change in the speech context will also change the channels open, a shift in them can also affect the
language form used in communication. For elements mentioned previously. Remember, you
example, the vocabulary or the words you use will were taught how to hone your methods of
vary greatly if you were talking about a certain communication in beginning, sustaining, regulating,
topic to a general public in a form of a formal and even ending conversations in different
speech than if you were just having an informal situations.
discussion with your colleague or a friend. The
duration of interaction will also change
considerably if the speech context shifts. In
communication, the duration of interaction refers
to the length of time that at least two individuals
are in each other’s presence, especially when
meaning is communicated towards each other.
Usually, formal interpersonal communication, such
as public or mass communication, have more rigid
time limits than if you are engaged in a casual and
conversation with a friend. Likewise, a change in
the speech context or speech style also changes
the manner of delivery and the message. The latter
is more thought-of and often prepared beforehand
when delivered in a public or mass communication.
Speech Acts
Speech acts are utterances that perform action.
You perform speech acts when you advise,
apologize, greet, make a request, et cetera. More
than the truth value of the utterances, speech acts
focus more on the effect it wishes to have on its
environment. In the previous modules, you learned
that there are several types of speech acts and how
they are actually performed as demonstrated in
the examples shown to you. But what is apparent
in the past discussions is that sometimes, the
sentence may have its locutionary meaning, but it
may not necessarily translate into its illocutionary
force by which it is uttered. For example, if
someone promises to do something, the
locutionary meaning is that the speaker promises
to do something but whether or not he or she
could actually perform it depends on his or her
sincerity in uttering the words and other contextual
circumstances. Thus, any changes in the speech act
does not only change the literal content of the
sentence, it may also change the state of mind of
the receiver of the message. For example, it could
result in confusion or doubt in the listener if the
speaker is really making a promise, or if he or she is
just saying something but really has no intention of
doing so.
Communicative strategies, as learned in the
previous module, are the approaches or techniques Speech Delivery in Different Situations
you make use of when starting or maintaining a