fbmk upm 2007 1 b. a. (english language) /bbi 3213 (speech communication) bbi 3213 (speech...

FBMK UPM 2007 1B. A. (English Language) /BBI 3213 (Speech Communication)

BBI 3213 (Speech BBI 3213 (Speech Communication)Communication)

CREDITSCREDITS::3 (3+0) 3 (3+0)

LECTURERLECTURER:: Assoc. Prof. Dr. Mohd Faiz AbdullahAssoc. Prof. Dr. Mohd Faiz Abdullah

Department of EnglishDepartment of EnglishFaculty of Modern Languages and Faculty of Modern Languages and

CommunicationCommunicationUPMUPM


UNIT 2UNIT 2: FUNDAMENTALS : FUNDAMENTALS OF SPEECH OF SPEECH

COMMUNICATION COMMUNICATION At the end of the unit, students are able to:At the end of the unit, students are able to: identify the major areas of speech identify the major areas of speech

communication,communication, explain the general influence of culture explain the general influence of culture

and its relevance to communication,and its relevance to communication, define communication and its components, define communication and its components,

and and describe the relevance of general describe the relevance of general

principles of communication to real life principles of communication to real life situations.situations.


Three Views about Speech Three Views about Speech CommunicationCommunication

Linear View:Linear View:A (speaker) =====> B (listener)A (speaker) =====> B (listener) The Interactional ViewThe Interactional ViewA (speaker) =======> B (listener)A (speaker) =======> B (listener)A (speaker) <======= B (listener)A (speaker) <======= B (listener) The Transactional ViewThe Transactional View

A A ==================================BB(speaker/listener) (speaker/listener)

(speaker/listener) (speaker/listener)


Models of Speech Models of Speech CommunicationCommunication

The Message ModelThe Message Model derived from theories of animal derived from theories of animal

communication systemscommunication systems sender encodes the message (M) sender encodes the message (M)

into a public signal and the message into a public signal and the message receiver decodes the public signalreceiver decodes the public signal

Also known as the ‘two-box’ modelAlso known as the ‘two-box’ model


The Message ModelThe Message Model

SPEAKERSPEAKER HEARER HEARER

(M)(M) (M) (M)

(E)(E)

Public SoundsPublic Sounds

EncodingEncoding DecodingDecoding


Assumptions of the Assumptions of the Message ModelMessage Model

Speaker has some Message (M) in his mind that s/he Speaker has some Message (M) in his mind that s/he wants to communicate to Listenerwants to communicate to Listener

Speaker uses language knowledge to encode the Speaker uses language knowledge to encode the meaning of the Message (M) to produce the meaning of the Message (M) to produce the Expression (E)Expression (E)

Expression (E) comprises a series of public soundsExpression (E) comprises a series of public sounds On hearing the beginning of (E), hearer starts a On hearing the beginning of (E), hearer starts a

decoding process:decoding process: Identifies incoming phonological (sound), Identifies incoming phonological (sound),

morphological (word), and syntactic morphological (word), and syntactic (clause/sentence) categories, and semantic content (clause/sentence) categories, and semantic content (meanings) in sequence(meanings) in sequence

Composes meaning of incoming sounds as Composes meaning of incoming sounds as successfully decoded messagesuccessfully decoded message


Assumptions of the Assumptions of the message model (cont’d…)message model (cont’d…)

Model predicts that speech communication is Model predicts that speech communication is successful as long as the hearer decodes the successful as long as the hearer decodes the same message that the speaker has encodedsame message that the speaker has encoded

Conversely, communication unsuccessful or Conversely, communication unsuccessful or broken down if decoded message is different broken down if decoded message is different from encoded messagefrom encoded message

In sum, private ideas are communicated by In sum, private ideas are communicated by making public sounds with the use of making public sounds with the use of language as medium or vehicle of language as medium or vehicle of transmission of verbal messagetransmission of verbal message

Classic ‘conduit’ model of language as Classic ‘conduit’ model of language as communicationcommunication


Problems with the Message Problems with the Message Model Model

Linguistically ambiguous expressions e.g. Linguistically ambiguous expressions e.g. Flying planes can be dangerous (hearer Flying planes can be dangerous (hearer presumes speaker's remarks to be contextually presumes speaker's remarks to be contextually appropriate);appropriate);

Unique shared reference in expressions E.g. Unique shared reference in expressions E.g. The shrewd politician won the electionThe shrewd politician won the election (dependent upon context i.e. different people (dependent upon context i.e. different people in different contexts);in different contexts);

Communicative intent E.g. Communicative intent E.g. I'll be there tonight.I'll be there tonight. (Is it a prediction, promise, or a threat?);(Is it a prediction, promise, or a threat?);

Non-literal speech (for purposes of irony, Non-literal speech (for purposes of irony, sarcasm, figurative use of language) i.e. in sarcasm, figurative use of language) i.e. in certain contexts, we mean the opposite of what certain contexts, we mean the opposite of what we actually say;we actually say;


Problems with the Message Problems with the Message ModelModel(cont’d…)(cont’d…)

Indirect speech - one communicative act is achieved by Indirect speech - one communicative act is achieved by means of another within an appropriate context i.e. means of another within an appropriate context i.e. same expression to achieve different effects in same expression to achieve different effects in appropriate contextsappropriate contextsE.g.E.g. (a) My car has a flat tyre. (At a petrol station): (a) My car has a flat tyre. (At a petrol station): direct speech >> reporting state of affairs; indirect direct speech >> reporting state of affairs; indirect speech >>asking for help from pump attendantspeech >>asking for help from pump attendant

(b) My car has a flat tyre. (To a police officer): (b) My car has a flat tyre. (To a police officer): direct speech >>reporting state of affairs; indirect direct speech >>reporting state of affairs; indirect speech >>pleading against illegal parking?speech >>pleading against illegal parking?

Situations where the goal is not message Situations where the goal is not message communication but an effect or change in the target communication but an effect or change in the target situation E.g. firing someone from a job, passing situation E.g. firing someone from a job, passing sentence on a guilty person, intention to persuade, sentence on a guilty person, intention to persuade, impress, deceive etc.impress, deceive etc.


Message Model – Message Model – SummarySummary

Does not take into account shared Does not take into account shared system of beliefs, values, attitudes, system of beliefs, values, attitudes, and inferences that function as and inferences that function as communication strategies in contextcommunication strategies in context

Learning to communicate involves Learning to communicate involves acquiring a range of such shared acquiring a range of such shared culture systems, presumptions as culture systems, presumptions as well as a system of inferential well as a system of inferential strategies.strategies.


Presumptions of the Inferential Presumptions of the Inferential Model of Language Model of Language

CommunicationCommunication LP (Linguistic Presumption) i.e. the speaker LP (Linguistic Presumption) i.e. the speaker

is capable of determining the meaning and is capable of determining the meaning and the referents of the expression;the referents of the expression;

CP (Communicative Presumption) - speaker CP (Communicative Presumption) - speaker has an identifiable communication intent has an identifiable communication intent unless there is evidence to the contrary;unless there is evidence to the contrary;

PL (Presumption of Literalness) - listener PL (Presumption of Literalness) - listener assumes that speaker is speaking literallyassumes that speaker is speaking literally

ConPs (Conversational Presumptions): ConPs (Conversational Presumptions): Relevance, Sincerity, Truthfulness, Quantity, Relevance, Sincerity, Truthfulness, Quantity, Quality (Cf. Paul Grice's 'co-operative Quality (Cf. Paul Grice's 'co-operative principle' [1975])principle' [1975])


The Co-operative The Co-operative PrinciplePrinciple

The Co-operative Principle (Grice, 1975) refers The Co-operative Principle (Grice, 1975) refers to the ‘rules for co-operation’ between to the ‘rules for co-operation’ between speakers and listeners so that communication speakers and listeners so that communication can take place. Comprises such rules called can take place. Comprises such rules called ‘conversational maxims’:‘conversational maxims’:

Maxim of Quantity (speak only as much as Maxim of Quantity (speak only as much as necessary)necessary)

Maxim of Quality (speak truthfully)Maxim of Quality (speak truthfully) Maxim of Relevance (speak only about relevant Maxim of Relevance (speak only about relevant

things)things) Maxim of Manner (speak clearly and briefly)Maxim of Manner (speak clearly and briefly)


The Co-operative Principle The Co-operative Principle (cont’d…)(cont’d…)

Maxims are used to imply meaning Maxims are used to imply meaning ((conversational implicatureconversational implicature) ) E.g. A: Let's go to the movies. (Invitation) E.g. A: Let's go to the movies. (Invitation)

B: I have an exam tomorrow. (Refusal)B: I have an exam tomorrow. (Refusal)(Maxim of Relevance at work)(Maxim of Relevance at work)

The Reality Principle refers to the ‘rule’ that The Reality Principle refers to the ‘rule’ that people are expected to talk about real and people are expected to talk about real and possible things, unless there is evidence to possible things, unless there is evidence to the contrarythe contraryE.g. A:E.g. A: How are you going to New York?How are you going to New York?

B:B: I'm flying.I'm flying.


Basic Elements in the Basic Elements in the Speech Communication Speech Communication

ProcessProcessRole of specific speech skills and Role of specific speech skills and

competenciescompetencies IntegrityIntegrity KnowledgeKnowledge Rhetorical sensitivityRhetorical sensitivity expressive, and instrumental purposesexpressive, and instrumental purposes ‘‘Other’ orientation (i.e. being sensitive Other’ orientation (i.e. being sensitive

to the listener’s needs and problemsto the listener’s needs and problems


Basic Elements Basic Elements (cont’d…)(cont’d…)

Oral skills:Oral skills: FluencyFluency ArticulationArticulation Voice controlVoice control Body languageBody language Other non-verbal aspectsOther non-verbal aspects


The Transactional ModelThe Transactional Model

Context of Situation

Channel Message/Feedback

Noise

Speaker/Hearer

Speaker/Hearer(Attribut

es)(Attributes)

Context of Culture


The Transactional Model of The Transactional Model of Speech CommunicationSpeech Communication

An effective speech communication act as An effective speech communication act as an an interplayinterplay among various elements: among various elements:

SpeakerSpeaker ListenerListener MessageMessage FeedbackFeedback ChannelChannel Speech situationSpeech situation Cultural contextCultural context


The Transactional Model The Transactional Model (cont’d…)(cont’d…)

The elements involved in the speech The elements involved in the speech communication process function communication process function interactivelyinteractively and and dynamicallydynamically as: as:

change in one element affects others change in one element affects others (the ‘spider’s web’ effect).(the ‘spider’s web’ effect).

no single element controls the entire no single element controls the entire process.process.

the whole process is context-sensitive.the whole process is context-sensitive.


Components/Elements of Components/Elements of Speech CommunicationSpeech Communication

Context of Culture:Context of Culture: Norms, values, beliefs, attitudes, rules Norms, values, beliefs, attitudes, rules

and cultural maximsand cultural maxims Elements of speech communication are Elements of speech communication are

culture-specificculture-specific Incidence of intercultural contactIncidence of intercultural contact Cross-cultural presentationsCross-cultural presentations Role of culture in communication Role of culture in communication

competence (enculturation and competence (enculturation and acculturation)acculturation)

Speech in public as transaction Speech in public as transaction


Components of speech Components of speech (cont’d…)(cont’d…)

Speaker (Source-Receiver):Speaker (Source-Receiver): an indispensable component in speech transactionsan indispensable component in speech transactions source-encoding, simultaneous encoding and source-encoding, simultaneous encoding and

decoding, decoding, Purpose – to entertain, inform, persuade, actuate etc.Purpose – to entertain, inform, persuade, actuate etc. Knowledge – subject-area competence, ands speaking Knowledge – subject-area competence, ands speaking

skillsskills Attitudes – towards self, listeners and subject; involves Attitudes – towards self, listeners and subject; involves

power relations with listeners and/or audiencepower relations with listeners and/or audience Credibility (Ethos) – listener’s audience’s estimation of Credibility (Ethos) – listener’s audience’s estimation of

the speaker’s worth. It is perhaps the most important the speaker’s worth. It is perhaps the most important element that determines the acceptance of the element that determines the acceptance of the speaker’s message.speaker’s message.



Listener (Source-Receiver):Listener (Source-Receiver): an indispensable component in speech transactions an indispensable component in speech transactions source-encoding, simultaneous encoding and decoding, source-encoding, simultaneous encoding and decoding, Purpose- like speakers, listeners have their own Purpose- like speakers, listeners have their own

purposes for listening and these must be taken into purposes for listening and these must be taken into account by the speaker; multiple purposesaccount by the speaker; multiple purposes

Knowledge and interest- affect response to speaker’s Knowledge and interest- affect response to speaker’s message – need for speakers to be aware of these in a message – need for speakers to be aware of these in a general way so that expectations can be met to some general way so that expectations can be met to some extentextent

Listening skills – processing of the oral message -the Listening skills – processing of the oral message -the speaker must look for evident signs of understanding speaker must look for evident signs of understanding and non-understandingand non-understanding

Attitudes about the speaker, the self, and the topic – Attitudes about the speaker, the self, and the topic – importance of audience analysis before public speeches importance of audience analysis before public speeches are made more effectiveare made more effective



Context of Situation:Context of Situation: physical setting (physical environment, physical setting (physical environment,

furniture, lighting, audio-visual equipment furniture, lighting, audio-visual equipment etc.)etc.)

socio-psychological setting –social socio-psychological setting –social expectations and norms in specific settings– expectations and norms in specific settings– comprises interactions involving: people comprises interactions involving: people (relationships and levels of formality); place (relationships and levels of formality); place (classroom setting, ‘home’ setting); purpose (classroom setting, ‘home’ setting); purpose (memorial service, political debate)(memorial service, political debate)

temporal setting (time of day influences temporal setting (time of day influences message/feedback timing)message/feedback timing)

Includes immediate cultural settingIncludes immediate cultural setting



ChannelChannel:: media through which the message passes. media through which the message passes.

Often multiple channels are in operation Often multiple channels are in operation simultaneously:simultaneously:

verbal channel (words, phrases and verbal channel (words, phrases and sentences)sentences)

visual channel (gestures, facial expressions, visual channel (gestures, facial expressions, body language)body language)

pictorial channel (visual aids – charts, slides, pictorial channel (visual aids – charts, slides, graphs, objects)graphs, objects)

aural channel (voice)aural channel (voice) paralinguistic channel (voice tone, pitch, paralinguistic channel (voice tone, pitch,

loudness, speech tone, emotional overtones)loudness, speech tone, emotional overtones)



Message:Message: Has content, structure, and style:Has content, structure, and style:

Content – central topic and sub-topics, Content – central topic and sub-topics, subject-matter, and issuessubject-matter, and issues

Structure – pattern of organisation of speech Structure – pattern of organisation of speech or conversation that provides idea coherenceor conversation that provides idea coherence

Style – language variety, levels of formality, Style – language variety, levels of formality, rhetoric and dictionrhetoric and diction

Influenced by interaction of other Influenced by interaction of other elements in communication context elements in communication context (situation and culture).(situation and culture).

Each message is a packages of verbal Each message is a packages of verbal and/or non-verbal signals.and/or non-verbal signals.



Feedback:Feedback: Special categories of messages that Special categories of messages that

can be divided into feedback and can be divided into feedback and feedforwardfeedforward

Feedback - messages that are sent Feedback - messages that are sent back to the speaker as a reaction to back to the speaker as a reaction to what was said - basis for speaker to what was said - basis for speaker to modify/adjust subsequent messages modify/adjust subsequent messages which become feedback to listener.which become feedback to listener.



Noise:Noise: Physical – interference in the physical Physical – interference in the physical

transactiontransaction Psychological – cognitive or mental Psychological – cognitive or mental

interferenceinterference Semantic – conflict of meaningsSemantic – conflict of meanings

Communication Effects :Communication Effects : intellectual, affective, and/or psychomotor intellectual, affective, and/or psychomotor

changes in speakers and listenerschanges in speakers and listeners every act of speech communication has every act of speech communication has

consequence of some kindconsequence of some kind


Some Notes on FeedbackSome Notes on Feedback

6 important dimensions of feedback:6 important dimensions of feedback:positive positive ======================================== negative negative

person-focused person-focused ============================ messagemessage-focusedfocused

immediate immediate ======================================== delayed delayed

low-monitoring low-monitoring ==============================high high monitoringmonitoring

supportive supportive ==========================================criticalcritical

spontaneous spontaneous ============================structured structured responsesresponses


Feedback (cont’d…)Feedback (cont’d…)

Feedback orientations*:Feedback orientations*: Left orientationLeft orientation: intimate, interpersonal : intimate, interpersonal

relationshipsrelationships MiddleMiddle orientationorientation: acquaintance : acquaintance

relationshipsrelationships Right orientationRight orientation: relatively hostile, : relatively hostile,

uneasy relationships uneasy relationships *Orientations are *Orientations are notnot mutually exclusive mutually exclusive

categories, i.e. feedback can be supportive categories, i.e. feedback can be supportive as well as critical (evaluative feedback)as well as critical (evaluative feedback)



Feedforward:Feedforward: -information provided by speaker -information provided by speaker

before sending a particular message to before sending a particular message to indicate nature of the messageindicate nature of the messageE.g. preface to a book, topic sentence E.g. preface to a book, topic sentence of a paragraph, introduction to a public of a paragraph, introduction to a public speechspeech

function as metamessagefunction as metamessageE.g. Wait till you hear this!E.g. Wait till you hear this!I'm going to tell you a secret.I'm going to tell you a secret.



Main functions of feedforward messages:Main functions of feedforward messages: to initiate channels of communicationto initiate channels of communication

E.g. phatic communion: Haven't we met E.g. phatic communion: Haven't we met before?before?

to preview future messagesto preview future messagesE.g. I'm afraid I have bad news for you.E.g. I'm afraid I have bad news for you.

to altercast - to assign a specific role to to altercast - to assign a specific role to someone and address that person in that rolesomeone and address that person in that roleE.g. As a parent, what do you think…E.g. As a parent, what do you think…

to disclaim - to position message so that it does to disclaim - to position message so that it does not reflect negatively on the speakernot reflect negatively on the speakerE.g. I'm not supporting or denouncing the E.g. I'm not supporting or denouncing the government, but I…government, but I…


Speech communication Speech communication is social power…is social power…

““Communication is power. Those who Communication is power. Those who have mastered its effective use can have mastered its effective use can change their own experience of the change their own experience of the world and the world’s experience of world and the world’s experience of

them.” (Anthony Robbins)them.” (Anthony Robbins)

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