ORAL

COMMUNICATIO
N
 Intercultural
Communication
 WHAT TO LEARN?

• Definition and Nature of Intercultural Communication

• The Developmental Model of Intercultural Sensitivity
• Characters of Competent Intercultural Communicators
• Barriers to Intercultural Communication
DEFINITION AND NATURE OF INTERCULTURAL
COMMUNICATION

1. It happens when individuals interact, negotiate, and create

meanings while bringing in their varied cultural backgrounds
(Ting-Toomey, 1999).
2. It pertains to communication among people from different
nationalities (Gudykunst, 2003).
3. It is a communication that is influenced by different
ethnicities, religions, ad sexual orientations.
 DEFINITION AND NATURE OF INTERCULTURAL
COMMUNICATION

4. It takes place when people draw from their cultural identity to

understand values, prejudices, language, attitudes, and
relationships (Gudykunst & Kim, 2003).
5. As a facet of communication, it can be seen as a bargained
understanding of human experiences across diverse societies.
6. It is the sending and receiving of messages across languages
and cultures (Arent, 2009).
 WHAT IS
INTERCULTURAL
COMMUNICATION?
DEFINITION AND NATURE OF INTERCULTURAL
COMMUNICATION

• It can flow smoothly and become very interesting for a

cross-cultural group, but communication can be
disrupted by cultural collisions since culture is not only
made up of shared languages or countries, it also refers
to different social groups in the same setting.
• (Example: In Manila, different cultures of Muslims,
Catholics, and Protestants coexist in the same region)
DEFINITION AND NATURE OF INTERCULTURAL
COMMUNICATION

• Past experiences and cultural grids that were passed down to

you influence the way you communicate with others.
• A cultural grid is a framework of understanding for processing
verbal and non-verbal cues specific to a particular culture.
• (Example: In interacting with an Indian tourist, you refer to
your cultural grid of Indian culture to determine the right way
to act and the appropriate things to talk about. The same
framework will be used to understand the gestures and
message)
DEFINITION AND NATURE OF INTERCULTURAL
COMMUNICATION

• In speaking, the speech is continuously accompanied by gestures, facial

expressions and other body movements that add to what was being said
in different ways.
Example: NODDING
1. It means “yes” in the Indian subcontinent, Iran, most of Europe, Latin
America, and North America.
2. It indicates “disagreement” in Greece, Lebanon, Syria, Palestine,
Turkey, Macedonia, Bulgaria, and Albania.
• In Japanese culture, silence as a form of communication is more
integrated in their customs than in Western languages.
 CONCLUSION
It is therefore important to
acknowledge and understand
the many communication
patterns present in other
cultures.
 CULTURAL
DIFFERENCES IN
COMMUNICATION
COMMUNICATION
AS CULTURAL
BEINGS
• Each person is a cultural being.
CULTURAL IDENTITY
• The values, traditions, and the social and political views
shared by a group of people are also part of an
individual’s culture.
• Culture can be made up of a people’s common history,
geographic location, language, social class, religion, as
well as their ethnicity, gender, age, beliefs, values, and
assumptions.
CULTURAL IDENTITY IS LEARNED
• What you think and learn and how you interpret and react to
messages are affected by the social influence brought about by
your family, friends, and community.
• Cultural identity also varies in strength and content, since its
usefulness differs according to setting.
• (Example: Your language and habits as a Filipino are strong when
you are in the Philippines but they become less useful when you
are in the foreign country, since they are not enough to help you
communicate effectively)
• No individual belongs to just one group, as each
cultural group may intersect with another.
• Each individual identifies him/herself to a race,
ethnicity, language, religion, gender, sexual
orientation, generation and age, and so forth.
• Since cultural identities are embedded in the self,
individuals relate to the groups they belong to.
 THE
DEVELOPMENTAL
MODEL OF
INTERCULTURAL
SENSITIVITY
(DMIS)
DMIS offers a structure that explores how people experience cultural
differences. According to Bennett and Bennett (2004), it has six stages:
STAGE 1: Denial
STAGE 2: Defense
STAGE 3: Minimization
STAGE 4: Acceptance
STAGE 5: Adaptation
STAGE 6: Integration
STAGE 1: DENIAL – The individual does not recognize cultural differences.
An individual in the denial stage might be heard saying:
“All cities are the same; they all have tall buildings, fast food chains, and
coffee shops.”
STAGE 2: DEFENSE – The individual starts to recognize cultural differences and is
intimidated by them, resulting in either a superior view on own culture or an unjustified
high regard for the new one.
An individual in the defense stage might be heard saying:
“This culture does not view life the way we do; our culture is certainly
better.”
“Their ways are better than my own; I wish I were one of them.”
STAGE 3: MINIMIZATION – Although individuals see cultural differences, they
bank more on the universality of ideas rather than on cultural differences.
An individual in the minimization stage might be heard saying:
“Once we see through the cultural differences, we really are just the same!”

STAGE 4: ACCEPTANCE – The individual begins to appreciate important

cultural differences in behaviors and eventually in values.
An individual in the acceptance stage might be heard saying:
“These people and I have different values and experiences, and I think we
can learn from one another.”
STAGE 5: ADAPTATION – The individual is very open to the world views when
accepting new perspectives.
An individual in the adaptation stage might be heard saying:
“To address our issue, I have to adjust my approach to consider both my own and my
counterpart’s background.”
STAGE 6: INTEGRATION – Individuals start to go beyond their own cultures
and see themselves and their actions based on multifarious cultural
viewpoints.

An individual in the integration stage might be heard saying:

“I can look at things from the perspective of various cultures.”
In understanding the DMIS stages, you may apply it to:
1. Recognize communication behaviors which differ from
your own
2. Take into account what can influence these types of
behaviors
3. Try to analyze how linguistic and cultural communities
differ in terms of communication behavior and
influencing factors
(Allwood, 1985)
INTERCULTURAL
COMPETENCE
 INTERCULTURAL COMPETENCE
• Enables a communicator to understand and interact
with other cultures by applying attitudes and values,
and understanding interaction skills (Huber &
Reynolds, 2014)
• It entails acceptance of and respect for one’s
cultural identity and open-mindedness and
sensitivity to others.
Brent Ruben (1976), as cited by Tamayao (2013), presents eight (8) basic behaviors for intercultural
competence which describe the attitudes and behaviors needed for an intercultural mindset.
A. Display of Respect
B. Orientation of Knowledge
C. Empathy
D. Interaction Management
E. Task Role Behavior
F. Relational Role Behavior
G. Tolerance of Ambiguity
H. Emotional Expression and Interaction Posture
 DISPLAY OF RESPECT
• Respect simply means seeing the value of other cultures
regardless of their difference from your own culture.
• Showing respect demonstrates awareness of different
cultural rules and knowledge of acceptable norms or
standards of behavior.
• When you engage in communication, always respond
without judgment, and avoid actions that may be easily
interpreted negatively.
 ORIENTATION OF KNOWLEDGE
• Considering the context behind a person’s message is
another essential behavior.
• The orientation of communicators’ knowledge is not
always the same.
• When this orientation varies, it may result in
misunderstanding.
• Thus, you must determine the context which shapes the
person’s thinking and behavior.
 EMPATHY
• You empathize when you put yourself in another
person’s shoes and try to feel how he/she feels.
• It aids in building trust and establishing connections
with people from other cultures.
• It is essential for effective communication so that
you can see the perspective of the other person and
know why he/she thinks the way he/she does.
 INTERACTION MANAGEMENT
• Managing interaction refers to knowing how and
when to talk appropriately and effectively.
• Acknowledge the formalities and styles of
conversation like the body language and facial
expressions.
• Be attentive, receptive, and responsive during the
interaction.
 TASK ROLE BEHAVIOR
• Harmony, teamwork, and productivity are shared
goals in intercultural communication.
• It is essential since it lessens any group conflict that
may possibly arise.
• Culture may vary but since cultural expectations are
considered beforehand, groups cooperate to achieve
the said goals.
 RELATIONAL ROLE BEHAVIOR
• It aims to take part in establishing and
preserving a personal relationship that
promotes trust, harmony, and support among
participants of intercultural communication.
With this, efforts to maintain good relationship,
cooperation, and unity are vital in the midst of
cultural differences.
 TOLERANCE OF AMBIGUITY
• Tolerance refers to openness to differences, while ambiguity
means confusion.
• In intercultural communication, difficulty and conflict are
inevitable, however, to show intercultural competence tolerance
for ambiguity is encouraged to avoid hostility and anger.
• It is a way of showing that you are respectful, accepting, and
appreciative of the diversity and differences of your culture and
that of others.
EMOTIONAL EXPRESSION AND INTERACTION POSTURE
• A part of culture’s feature is how different people express
their emotions.
• To ensure intercultural competence, you should recognize
the unique social behavior that develops in any culture.
• Example: In some Asian countries, the explicit display of
emotion in public can be considered offensive and rude.
But for westerners, it is acceptable and natural and part
of being open.
NOTE:
Personal characteristics such as patience, sense of
humor, and open-mindedness are helpful in bridging
intercultural communication gaps. Even so, it can still
be challenging to communicate with a person from a
different culture. At times, conflict and breakdown of
communication is inevitable due to different barriers.
CHARACTERISTICS
OF COMPETENT
INTERCULTURAL
COMMUNICATORS
World Bank (2010) identifies the following traits that define a competent intercultural
communicator:
1. Flexibility and the ability to tolerate high levels of uncertainty
2. Reflectiveness or mindfulness
3. Open-mindedness
4. Sensitivity
5. Adaptability
6. Ability to engage in divergent thinking (or thinking creatively) and systems-
level thinking (or thinking how each one in a system or organization
influences each other)
7. Politeness
NOTE:
In addition to culture, other elements
such as gender, age, social status, and
religion must also be taken into
consideration when communicating
with others.
Refrain from showing a bias when talking to someone by
following the tips below:
1. Avoid stereotypes, i.e., generalizations about a certain
group.
2. Challenge gender norms; avoid using “he” and “man” to
refer to a general group of people. To remedy this, you
may use plural pronouns or rewrite a sentence to avoid
using pronouns. The use of his/her is also acceptable.
Refrain from showing a bias when talking to someone
by following the tips below:
3. Do not talk down on younger people and the
elderly.
4. Be sensitive to the religious practices of others.
5. Be polite at all times; do not belittle people you
perceive to be on a lower social class than you.
 BARRIERS TO
INTERCULTURAL
COMMUNICATION
• People who are exposed to many cultures can clash in various ways.
Lehman and Dufrene (2012) identify the following barriers which lead to
communication breakdown when people with different cultural
backgrounds interact.
A. Ethnocentrism
B. Stereotypes
C. Interpretation of Time
D. Personal Space Requirements
E. Body Language
F. Translation Limitations
 Ethnocentrism
• It is the tendency for people to believe that their own cultural norms are
the right way of doing things. They mistakenly assume that the specific
patterns of behavior desired in their own cultures are universally valued.
• Learning other cultures and developing sensitivity will help minimize
ethnocentric reaction when dealing with other cultures.
• Example:
1. Ku Klux Klan’s principle of white supremacy
2. Adolf Hitler’s belief in the supremacy of the Aryan race and discrimination
of Jews, homosexuals, and people with disabilities
The Ku Klux Klan, which
was formed in 1866 in
Tennessee, was a racist and
anti-Semitic group which
aimed to promote white
supremacy. They often
resorted to violence.
 Adolf Hitler
A German politician who was
the leader of the Nazi Party
 Stereotypes
• These are mental pictures that one group forms from the main
characteristics of another group. They usually involve generalized ideas of
people in certain group.
• Stereotypes can also arise internally; gender, religion, social class, and age
stereotypes abound even inside a certain culture.
• These generalizations interfere with communication when people interact
on the basis of the imagined representative and not the real individual.
• Example: The stereotype in America that Asians are geniuses and
overachievers.
 Interpretation of Time
• Chronemics – defined as the study of how cultures perceive time and its
use.
• The difference in the perception of time may affect how people view each
other; therefore, it also influences how they interact.
• Example: In some Western cultures, such as in America and Canada, time is
viewed as important so people make it a point to keep appointments. On
the other hand, in other cultures, time is the cheapest commodity and an
inexhaustible resource. To these cultures, engaging in long, casual
conversations prior to serious discussion or negotiations is time well-spent
in establishing and nurturing relationships.
 Personal Space Requirements
• Proxemics – the study of cultural space requirements.
• Space operates as a language just as time does.
• In all cultures, the distance between people functions in communication
as “personal space” or personal territory.”
• Examples:
1. In US, for intimate conversations with close friends and relatives, individuals
are willing to stay within about a foot and a half of each other; for casual
conversations, up to two or three feet.
2. In Japan, it is essential for people not to step into a person’s personal space.
 Body Language
• It is not universal, but is learned from one’s culture.
• Even the most basic gestures have varying cultural meanings.
• Examples:
1. The familiar North American symbol for “okay” means zero in
France, money in Japan, and is an expression of vulgarity in
Brazil.
2. Eye contact, posture, and facial expressions carry different
meaning throughout the world.
 Translation Limitations
• Words in one language do not always have equivalent meanings
in other languages, and the concepts the words describe are
often different as well.
• Example: The Filipino word gigil does not have an exact
translation in English.
• Translators can be helpful, but working with a second language
and mentally casting the words into another language is not only
difficult, it also does not completely eliminate cultural barriers.
QUIZ NO. 1
MIDTERM
TEST I. IDENTIFICATION
1. _____________ happens when individuals from different cultural background
interact.
2. _____________ is the generalization about a certain group that needs to be
avoided.
3. Understanding and respect will result into ______________.
4. _____________ is the beginning of appreciation of cultural differences in
behaviors and values.
5. _____________ is a person who is effective in intercultural communication.
TEST II. ENUMERATION
1-6. Six stages in DMIS according to Bennett and Bennett.
7-8. Give at least 2 traits or behavior that define a competent intercultural
communicator.
9-10. Give at least 2 tips to refrain bias in intercultural communication
III. Exercise!
Read each statement. If it displays bias
or insensitivity, write the group/element
being misrepresented (gender, social
status, age, religion, culture). If not,
write “OK.”
1. “Each employee must wear his ID at all times.”
2. “You won’t understand if I explain; you’re much too
young.”
3. “Japanese people are so rigid and stoic!”
4. “Don’t buy those shades; only low-class people wear
those.”
5. “Lolo, this is an iPhone. ‘i-Phone.’ It is a very complicated
device, but I’ll explain it simply to you. It is used to talk
to people from other places.”
6. “All staff members have to submit their leave requests before
the day ends.”
7. “My belief is the absolute truth. Other religions simply got it
wrong.”
8. “Manang, let’s go, I’ll treat you. I bet you haven’t eaten sushi in
your entire life.”
9. “Catholics and Protestants do have big differences, but we must
respect each other’s beliefs.”
10.“You’re the youngest person in the family but I trust that you
can handle the situation well.”
 ANSWER KEY:
Test I. Identification
1. Intercultural Communication
2.Stereotype
3.Sensitivity
4.Acceptance Stage
5.Competent Communicator
 ANSWER KEY:
Test II. Enumeration
1-6. Denial, Defense, Minimization, Acceptance, Adaptation, and Integration
7-8. Flexibility and tolerance of ambiguity, reflectiveness/mindfulness, open-
mindedness, sensitivity, adaptability, ability to engage in divergent and
systems-level thinking, politeness, display of respect, orientation of
knowledge, empathy, task role behavior, relational role behavior, emotional
expression and interaction posture
9-10. Avoid stereotype, challenge gender norms, do not talk down
younger/elder people, be sensitive to other religion, and be polite all the
time
 ANSWER KEY:
1.Gender 1.OK
2.Age 2.Religion
3.Culture 3.Social status
4.Social status 4.OK
5.OK 5.OK
 STRATEGIES IN VARIOUS
SPEECH SITUATIONS
(EXPLORING COMMUNICATIVE COMPETENCE)
UNIT 2
 SPEECH
CONTEXTS
 WHAT IS SPEECH CONTEXT?
• Speech context is the way that people use to
communicate and transmit message orally or
verbally. 
 TYPES OF SPEECH
CONTEXTS
1.Intrapersonal
2.Interpersonal
3.Public
4.Mass Communication
 TYPES OF SPEECH
CONTEXTS
INTRAPERSONAL
• Refers to communication that centers in one person where the speaker acts
both as the sender and the receiver of the message, or it happens when you
communicate with yourself.
• “The message is made up of your thoughts and feelings. The channel is your
brain, which processes what you are thinking and feeling. There is feedback
in the sense that as you talk to yourself, you discard certain ideas and replace
them with others” (Hybels & Weaver, 2012, p 16).
• You mentally process information that influences your behavior and
interaction with others through an internal monologue.
 TYPES OF SPEECH
CONTEXTS
INTRAPERSONAL
Examples:
1. You try to clarify your ideas while drafting a letter
2. You weigh several options before making a decision
3. You spent 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.
4. You felt happy while thinking about how your teacher
appreciated you for submitting your project before the due date
and you reflected on why this was so.
 TYPES OF SPEECH
CONTEXTS
INTERPERSONAL
• Refers to communication between and among people and
establishes personal relationship between and among them, or
involves interaction of two or more people.
• “The inter part of the word highlights how interpersonal
communication connects people (when you engage in
interpersonal communication, you ad another person become
linked together), the personal part means that your unique qualities
as a person matter during interpersonal communication” (Solomon
& Theiss, 2013, p 5).
 TYPES OF SPEECH
CONTEXTS
TYPES OF INTERPERSONAL
CONTEXTS
1.DYAD – involves an exchange of messages or a
communication that occurs between two people.
Examples:
• You offered feedback on the speech performance of your
classmate.
• You provided comfort to a friend who was feeling down.
• You discuss weekend plans with your best friend.
 TYPES OF SPEECH
CONTEXTS
TYPES OF INTERPERSONAL
CONTEXTS
2.SMALL GROUP – involves at least three but no more than ten people
engaging in a face-to-face interaction, and with close proximity, working to
achieve a desired goal.
Examples:
• Employees engage in discussions and meetings to accomplish tasks and work
efficiently.
• You are participating in an organizational meeting which aims to address the
concerns of your fellow students.
• You are having a discussion with your group mates on how to finish the assigned
tasks.
 TYPES OF SPEECH
CONTEXTS
PUBLIC
• Refers to communication that requires you to deliver or send the
message before or in front of a group. The message can be driven
by informational or persuasive purposes.
• “In public communication, unlike in interpersonal and small group,
the channels are more exaggerated. The voice is louder and the
gestures are more expansive because the audience is bigger. The
speaker might use additional visual channels such as slides or a
Power Point presentation” (Hybels & Weaver, 2012, p 19).
 TYPES OF SPEECH
CONTEXTS
PUBLIC
• This type is also called one-to-many communication.
• It involves a large gathering of people where most serve as listeners.
• Two characteristics of public communication:
a. Unequal amount of speaking (speaker-centered)
b. Limited verbal feedback
Examples:
• You deliver a graduation speech to your batch or a valedictory address in a commencement
exercise.
• You participate in a declamation, oratorical, or debate contest watched by a number of people
• Priest’s homily during a mass
• President’s State of the Nation Address (SONA)
 TYPES OF SPEECH
CONTEXTS
MASS COMMUNICATION
• Refers to communication that takes place through
television, radio, newspapers, magazines, books,
billboards, internet, and other types of media.
Example:
• You are a student journalist articulating your stand on
current issues through the school’s newspaper.
GROUP ACTIVITY
(to be presented next meeting)
SPEECH
STYLES
 SPEECH STYLES
• The context dictates and affects the way people
communicate, which results in various speech styles.
• Style is a variety of language and a distinctive manner in
which people express themselves in a particular situation
(Somia, 2012)
• Style is the form through which you convey your message.
• Choosing what style to use is usually influenced by the
intended effect, the relationship with the participant, and
the purpose of communication.
 TYPES OF SPEECH
STYLES
• Sociolinguist Martin Joos identifies five speech styles
that dictates what appropriate language or
vocabulary should be used or observed:
1.Frozen Style (Oratorical Style)
2.Formal Style (Deliberative Style)
3.Consultative Style
4.Casual Style
5.Intimate Style
 TYPES OF SPEECH
STYLES
FROZEN STYLE (ORATORICAL
STYLE)
• This style is “frozen” in time and remain unchanged or which
cannot be rephrased or reworded because it has been handed
down through tradition or laws. It mostly occurs in ceremonies.
Examples:
• Preamble to the Constitution, national or international laws
• Lord’s Prayer and other prayers or biblical passages
• Pledges of allegiance to country or flag, Panatang Makabayan
 TYPES OF SPEECH
STYLES
FROZEN STYLE (ORATORICAL
STYLE)
• When you deliver these content you have to
remember the following:
1. Say them from the heart
2. Be serious
3. Say them in the right place and at the right time
4. Do not play with the words or change them
 TYPES OF SPEECH
STYLES
FORMAL STYLE (DELIBERATIVE
STYLE)
• This style is used in formal settings. Unlike the consultative style,
this is one-way.
• Formal style is used for important or serious situations, and used
in addressing a large audience.
• This style employs formal language.
Examples:
• Sermons by priests and ministers, SONA of the President, formal
speeches, or pronouncements by judges
 TYPES OF SPEECH
STYLES
CONSULTATIVE STYLE
• This style is the standard one. Professional or mutually acceptable
language is a must in this style.
• A consultative style is a two-way communication in a professional
setting.
• It is also the type of communication used when one talks to a stranger.
Examples:
• It can be an exchange of ideas and messages between a teacher and
his/her students, an employer and an employee, or a lawyer and a client
or judge and lawyer, doctor and patient, or President and his/her
constituents.
 TYPES OF SPEECH
STYLES
CASUAL STYLE
• This style is common among peers and friends.
• The casual style is used in a relaxed or normal
situation with friends or family members.
• Jargon, slang, street language, gay language, or
vulgar words are used.
 TYPES OF SPEECH
STYLES
INTIMATE STYLE
• This style is private, which occurs between or among close family members
or intimate individuals.
• It could be a private communication among families, lovers, and close
friends.
• Intimate labels and addresses such as dear, darling, honey, mom, dad, or
other nicknames are usually used by the participants to call each other.
• The language used in this style may not be shared in public.
• A prime example is when you talk to your parents or siblings at home.
 EXERCISE:
Identify the type of speech style appropriate for the
following situations.
1. Talking to a counselor or psychiatrist.
2.Giving last-minute instructions to players.
3.Delivering campaign speeches
4.Delivering a speech at the UN Summit
5.Reading news reports
 EXERCISE:
Identify the type of speech style appropriate for
the following situations.
6. Talking and laughing about memorable experiences
7. Communicating while playing sports
8. Having a one-on-one conversation with a loved one
9. Delivering an oratorical speech
10.Leading a prayer before meal
 EXERCISE:
Identify the type of speech style appropriate for
the following situations.
11.Reading school policies
12.Talking to a superior
13.Reading pledge of allegiance to the flag
14.Talking to a stranger
15.Inquiring at a hotel
 TYPES
OF
SPEECH ACTS
 WARM UP!
• With a partner, take the quiz and check if you can discern
the meaning behind the utterance.
1. Consider the phrase: “I now declare Martial Law.” Who
among the following can say this phrase and make martial
law actually happen?
a. President of the country
b. My pregnant neighbor
c. A retired veterinarian
d. A famous rock star
2. What do you think does the speaker mean when he/she says, “Can you
open the door?”
a. The speaker wants to know if I have the ability to open the door.
b. The speaker is requesting me to open the door.
c. The speaker does not make sense.
d. The speaker is asking me a question.

3. You and your friend who has a fever enter your room. She shivers and
tells you, “It’s cold in here!” How would you interpret what she said?
a. She feels cold.
b. She wants me to increase the temperature in the room.
c. She does not feel well because of the cold.
d. She is complimenting the temperature in my room.
4. Based on the scenario in item number 3, what would your next action
be?
a. I will thank my friend.
b. I will agree with her and say that the room is cold.
c. I will increase the temperature to decrease the coldness.
d. I will ignore my friend.

5. Which of the following statements commits the speaker to doing

something?
a. “I checked her Facebook profile yesterday.”
b. “I’m in love and I’m happy!”
c. “I promise to love you for better or for worse.”
d. “I think following my suggestion will get us a high grade.”
 SPEECH ACTS
• An utterance that a speaker makes to achieve an intended effect.
• Some of the functions which are carried out using speech acts are
offering an apology or expressing your remorse for doing
something wrong, greeting, request, complaint, invitation,
compliment, or refusal.
• It might contain just one word or several words or sentences.
Example:
“Thanks”
“Thank you for always being there for me. I really appreciate it”

Note: Both show appreciation regardless of the length of the statement.

 SPEECH ACTS
• An utterance which carries a performative function.
• It means that a sentence or phrase is a speech act
when the speaker is able to do something or have
someone do something through words.
Example:
• You perform a speech act when you apologize by saying “I
am sorry.”
 THREE TYPES OF SPEECH
ACTS
• According to J.L. Austin (1962), a philosopher of
language and the developer of the speech act
theory, there are three types of acts in every
utterance, given the right circumstances or
context.
1. Locutionary act
2.Illocutionary act
3.Perlocutionary act
 THREE TYPES OF SPEECH
ACTS
LOCUTIONARY ACT
• It is the actual act of uttering
• Refers to the utterance of words or performing
an act of saying something (Leech, 1983).

“Please do the dishes.”

 THREE TYPES OF SPEECH
ACTS
ILLOCUTIONARY ACT
• It is the social function of what is said.
• Refers to performing an act in saying something (Leech,
1983).
• It communicates the speaker’s intentions behind the
locution; it is what a speaker does in saying an utterance.

By uttering the locution “Please do the dishes,” the speaker

requests the addressee to wash the dishes.
 THREE TYPES OF SPEECH ACTS
PERLOCUTIONARY ACT
• It is the resulting act of what is said. This effect is based on the
particular context in which the speech act was mentioned.
• Refers to performing an act by saying something (Leech, 1983).
• It reveals the effect that the speaker exercises over the hearer; it is
the response of a person to a speech act.

“Please do the dishes” would lead to the addressee

washing the dishes.
 TYPES OF SPEECH ACTS
• There are also indirect speech acts which occur when there is no direct
connection between the form of the utterance and the intended meaning.
• They are different in force (intention) from the inferred speech act.
Example:
“Could you pass the rice?”
Inferred speech act: Do you have the ability to hand over the rice?
Indirect speech act: Please pass the rice.

Note: So while the utterance literally asks the addressee if he or she has the
ability to hand a plate of rice, it actually indirectly requests the addressee to
pass the rice to the speaker.
 ILLUSTRATION: dialogue
John: “Honey, do you want to go to
the movies tonight?”
Laura: “I’m feeling ill.”
John: “Okay. We’ll stay in, then. Get
some rest while I make a soup.”
 PERFORMATIVES
• J.L. Austin also introduced the concept of performative utterances:
statements which enable the speaker to perform something just by
stating it.
• These are verbs that execute the speech act that they intend to
effect
• An utterance said by the right person under the right circumstances
results in a change in the world. Note that certain conditions have
to be met when making a performative utterance.
Example:
“I now pronounce you husband and wife.”
 Searle’s Classification Of Speech
Acts
• As a response to Austin’s speech act theory, John Searle
(1976), a professor from the University of California,
Berkeley, classified illocutionary acts into five distinct
categories:
1. Assertive
2. Directive
3. Commissive
4. Expressive
5. Declaration
Searle’s Classification Of Speech Acts
ASSERTIVE
• A type of illocutionary act in which the speaker
expresses belief about the truth of a proposition.
• Examples: suggesting, putting forward, swearing,
boasting, and concluding.

Example:
No one makes better pancakes than I do.
 Searle’s Classification Of Speech
Acts
DIRECTIVE
• A type of illocutionary act in which the speaker tries
to make the addressee perform an action.
• Examples: asking, ordering, requesting, inviting,
advising, and begging.
Example:
Please close the door.
Searle’s Classification Of Speech Acts
COMMISSIVE
• A type of illocutionary act which commits the
speaker to doing something in the future.
• Examples: promising, planning, vowing, and betting

Example:
From now on, I will participate in our group activity.
 Searle’s Classification Of Speech
Acts
EXPRESSIVE
• A type of illocutionary act in which the speaker expresses
his/her feelings or emotional reactions.
• Examples: thanking, apologizing, welcoming, deploring

Example:
I am so sorry for not helping out in our group projects and
letting you do all the work.
Searle’s Classification Of Speech Acts
DECLARATION
• A type of illocutionary act which brings a change in the external
situation.
• Declarations bring into existence or cause the state of affairs
which they refer to.
• Examples: blessing, firing, baptizing, bidding, passing a sentence,
and excommunicating
Example:
You are fired!
 CONCLUSION
• Speech acts include concrete life interactions that require
the appropriate use of language within a given culture.
• Communicative competence (like the ability to use linguistic
knowledge to effectively communicate with others) is
essential for a speaker to be able to use and understand
speech acts.
• Idioms and other nuances in a certain language might be lost
or misunderstood by someone who does not fully grasp the
language yet.
 TYPES
OF
COMMUNICATI
VE STRATEGY
 Overview
• People communicate every day to establish and
maintain relationships, know and understand
themselves, and find meaning in the daily grind.
• Since humans are social beings who survive more
effectively through sensible discourses, they are
always driven to learn the skills of creating and
sustaining gainful conversations.
 Overview
• Successful communication requires understanding
of the relationship between words and sentences
and the speech acts they represent.
• A conversation may be complex at times, but we can
make it meaningful if we are willing to cooperate
and speak in socially-approved ways.
 COMMUNICATIVE
COMPETENCE
• A learner’s ability to use a target language (i.e., the language a
speaker aims to learn) correctly and aptly in terms of grammar
and given a situational context while being able to deal with
potential lapses (Yule, 2010).
• It has three components which define a communicatively
competent speaker:
A. Grammatical Competence
B. Sociolinguistic Competence
C. Strategic Competence
 Components that Define a
Communicatively Competent Speaker

GRAMMATICAL COMPETENCE
• Refers to the accurate use of words and structures of
the target language (Canale & Swain as cited in Tavakoli,
2012).
• A speaker exhibits this competence if he/she
understands grammar rules, avoids flaws in a
sentence, and identifies awkward sentence structures,
among other indicators.
 Components that Define a
Communicatively Competent Speaker
SOCIOLINGUISTIC COMPETENCE
• Deals with the appropriate use of the target language depending
on the context (Canale & Swain as cited in Tavakoli, 2012).
• It is exhibited when the shared context and the relationship of
the speakers, among other social elements, are taken into
consideration when communicating.
• A learner with sociolinguistic competence knows when to say
“Good morning, how are you?” or “Hey, what’s up?” according
to his/her shared context with the other party.
 Components that Define a
Communicatively Competent Speaker
STRATEGIC COMPETENCE
• The ability to organize a message effectively and to overcome
any difficulty by applying appropriate techniques (Yule, 2010).
• When a learner experiences a gap between what he/she wants
to say and his/her ability to express it, strategic competence is
used to bridge the gap.
Example:
• A strategically competent Filipino speaker who wants to talk
about the “kalesa.”
 COMMUNICATIVE STRATEGIES
• The means used to overcome various problems in
communication which may arise from linguistic lapses
or lack of understanding (Mariani, 2010).
• Some communicative strategies include topic avoidance
(avoiding mentioning a topic), message abandonment
(the statement is discontinued altogether),
paraphrasing, language switching (reverting to the use
of the native language), using gestures, or asking for
assistance from the other participant (Dobao and Martinez,
2007).
Types Of Communicative Strategies
• Since engaging in conversation is 1. Restriction
also bound by implicit rules, Cohen
(1990) states that strategies must 2. Turn-taking
be used to start and maintain a 3. Topic Control
conversation.
• Knowing and applying grammar 4. Topic Shifting
appropriately is one of the most 5. Repair
basic strategies to maintain a
conversation. 6. Termination
• The following are some strategies
that people use when
communicating:
 Types Of Communicative
Strategies
NOMINATION
• A speaker carries out nomination to collaboratively and
productively establish a topic.
• When beginning a topic in a conversation, especially if it does not
arise from a previous topic, you may start off with news inquiries
and news announcements as they promise extended talk.
• Keep the conversational environment open for opinions until the
prior topic shuts down easily and initiates a smooth end, and this
could efficiently signal the beginning of a new topic in the
conversation.
 Types Of Communicative
Strategies
RESTRICTION
• It refers to any limitation you may have as a speaker.
• When communicating in the classroom, in a meeting, or
while hanging out with your friends, you are typically given
specific instructions that you must follow, which confine
you as a speaker and limit what you can say.
• Remember to always be on point and avoid sideswiping
from the topic during the conversation to avoid
communication breakdown.
 Types Of Communicative
Strategies
TURN-TAKING
• Pertains to the process by which people decide who takes the conversational floor.
• There is a code of behavior behind establishing and sustaining a productive conversation,
but the primary idea is to give all communicators a chance to speak.
REMINDERS:
• keep your words relevant and reasonably short enough to express your views or feelings.
• Be polite even if you are trying to take the floor from another speaker.
• Do not hog the conversation and talk incessantly without letting the other party air out
their own ideas.
• Employ visual signals like a nod, a look, or a step back, and you could accompany these
signals with spoken cues such as “What do you think?” or “You were wanting to say
something?”
 Types Of Communicative
Strategies
TOPIC CONTROL
• Covers how procedural formality or informality affects the development of
topic in conversations.
• Example: In meetings, you may only have a turn to speak after the
chairperson directs you to do so.
REMINDERS:
• Regardless of the formality of the context, topic control is achieved
cooperatively (when a topic is initiated, it should be collectively developed by
avoiding unnecessary interruptions and topic shifts.
• You can make yourself actively involved in the conversation without overly
dominating it by using minimal responses like “Yes,” “Okay,” “Go on”; asking
tag questions to clarify information briefly like “You are excited, aren’t
you?”, “It was unexpected, wasn’t it?”’; and even by laughing!
 Types Of Communicative
Strategies
TOPIC SHIFTING
• It involves moving from one topic to another. In other words, it is
where one part of a conversation ends and where another begins.
• When shifting from one topic to another, you have to be very
intuitive by making sure that the previous topic was nurtured
enough to generate adequate views.
• You may also use effective conversational transitions to indicate a
shift like “By the way,” “In addition to what you said,” “Which
reminds me of,” and the like.
 Types Of Communicative
Strategies
REPAIR
• Refers to how speakers address the problems in speaking,
listening, and comprehending that they may encounter in a
conversation.
EXAMPLE: If everybody in the conversation seems to talk at the
same time, give way and appreciate other’s initiative to set the
conversation back to its topic.
• It is the self-righting mechanism in any social interaction (Schegloff et
al, 1977). If there is a problem in understanding the conversation,
speakers will always try to address and correct it.
• Always initiate the repair.
 Types Of Communicative
Strategies
TERMINATION
• It refers to the conversation participants’ close-initiating
expressions that end a topic in a conversation.
• Topic initiator takes responsibility to signal the end of the
discussion as well.
• Not all topics may have clear ends, so try to signal the end of the
topic through concluding cues.
EXAMPLE:
• Sharing what you learned from the conversation.
• Soliciting agreement from the other participants usually completes
the discussion of the topic meaningfully.