TAMS 3 Expressive Macro Skill the basics of speaking

Expressive macroskills the basics of speaking

1. Expressive Macro Skill The Basics of Speaking

2. Read aloud the poem below, with proper speech mechanics. read it twice and answer some questions that follow. enjoy!

3. 1. What were the things you considered while reading it out loud? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. 2. Describe how you read it. was it lively? slow? sad? joyful? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. 3. Do you think speaking is a special skill with many considerations? why? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

6. THE NATURE OF SPEAKING WHAT SPEAKERS DO : SPEECH PRODUCTION -is the process by which spoken words are selected to be produced, have their phonetics formulated and then finally is articulated by the motor system in the vocal apparatus.

7. Three stages: Conceptualization and formulation : to create speech links a desired concept to a particular spoken word to be expressed.

8. Three stages: 2. Formulation : the linguistic form required for that words expression is created.

9. Three stages: 3. Articulation : involves the retrieval of the particular motor phonetics of a word and the motor coordination of appropriate phonation and articulation by the lungs, glottis, larynx, tongue, lips, jaw, and other parts of the vocal apparatus

10. SELF-MONITORING AND REPAIR Self-monitoring happens concurrently with the stages of conceptualization, formulation, and articulation… A re-think at the planning stage may result in the abandonment of the message altogether, as when someone starts to gossip and realizes the subject of the gossip is within hearing distance!...Hand in hand with monitoring is the ability to make running repairs … Repair can take the form of an immediate correction or ‘retrace-and –repair’ sequences, that is, when the speaker retraces or ‘re-winds’ an utterance, and starts again, but with a different sequence of words or phrases.

11. AUTOMATICITY In order to achieve any degree of fluency, some degree of automaticity is necessary. It allows speakers to focus on their attention on the aspects of the speaking task …In this sense, speaking is like any other skill, such as driving or playing a musical instrument: the more practice you get, the better it is.

12. FLUENCY: 1.Speed 2.Placement of pauses 3.Pausing 4.The length of run

13. Speaking Rules: Don’t study grammar too much Learn and study phrases Reading and Listening is NOT enough. Practice Speaking what you hear! Submerge yourself Study correct material

14. MANAGING TALK: 1.Interaction 2.Turn-taking 3. Paralinguistics

15. WHAT SPEAKERS KNOW: Linguistic knowledge Psycholinguistic knowledge Sociolinguistic knowledge 4. Discourse knowledge

16. TYPES OF SPOKEN LANGUAGE: Monologue 1. Planned 2. Unplanned

17. TYPES OF SPOKEN LANGUAGE: B ) Dialogue Interpersonal: a. Familiar b. Unfamiliar Transactional a. Familiar b. unfamiliar

18. 1.What makes speaking difficult? Clustering Reduced form Colloquial language Stress, rhythm, and intonation MICROSKILLS Redundancy Performance variables Rate of delivery Interaction

19. MICROSKILLS OF SPEAKING: Produce chunks of language of different length. Orally produce differences among the English phonemes and allophonic variants. Produce English stress patterns and intonational contours.

20. MICROSKILLS OF SPEAKING: 4. Produce reduced forms of words and phrases. 5. Use an adequate number of lexical units (words) to accomplish pragmatic purposes. 6. Produce fluent speech at different rates of delivery.

21. MICROSKILLS OF SPEAKING: 7. Monitor your own oral production and use various strategic devices – pauses, fillers, self-correction, backtracking – to enhance the clarity of the message. 8. Use grammatical word classes (nouns, verbs, etc.), systems (tenses, agreement, etc ), word order, etc. 9. Produce speech in natural constituent – in appropriate phrases, pause groups, breath groups, and sentences.

22. MICROSKILLS OF SPEAKING: 10. Express a particular meaning in different grammatical forms. 11. Use cohesive devices in spoken discourse. 12. Accomplish appropriately communicative functions according to their contexts. 13. Use appropriate registers, implicature, pragmatic conventions, and other sociolinguistic features.

23. MICROSKILLS OF SPEAKING: 14. Convey links and connections between events and communicate such relations as main idea, supporting idea, new information, and generalization. 15. Use facial features, kinesics, body language, and other nonverbal cues along with verbal language to convey meanings. 16. Develop and use a battery of speaking strategies, such as emphasizing key words, providing a context for interpreting the meaning of words, and accurately assessing how well your interlocutor is understanding you.

24. Approaching the Speaking Situation: Audience, Occasion, Purpose Audience : Speakers communicate differently to different audiences. To take a simple example, people tell their grandmothers about their new “significant other” in a different way than they tell their best friend. Two main questions guide audience adaptation in a speaking situation: Who are they? What qualities about them are relevant? Who are they? Distinguishing general from specific audiences is useful.

25. Approaching the Speaking Situation: Audience, Occasion, Purpose A general audience is everyone who will hear the speech or read the paper. A specific audience , on the other hand, is that subset of the general audience who the speaker particularly wants to reach, or to reach in a different way than the rest of the group.

26. Occasion : Unlike much written communication, a public speaking situation occurs at a Purpose specific time and place. With regard to time, the speech can be affected by events that have very recently occurred (e.g. the morning's news may be fresh in your audience's mind); by the time of day (8:00 A.M. lectures are different than 10:00 A.M. lectures); and by the fact that it comes after or before other speeches. Place matters too--different-sized rooms make a difference for visual aides and intimacy.

27. Purpose Speakers hope to accomplish general and specific purposes when they communicate. For most speaking in college and beyond, there are two general purposes: to inform or to persuade. The line between informing and persuading is not absolute, and many speeches will do some of both. Nonetheless, they are useful guides for speakers. A successful speech requires a clear sense of general and specific purpose to guide how selection and presentation of ideas and words.

28. Language in Use Having described various kinds of syntactic structures and what they mean we see that people often don't seem to say what they mean. They use languages differently from its apparent meaning; it has functions are different from the apparent structure.

29. Language in Use Example: Could I get you to open that window? I know this is an imposition, but could you possibly open the window?

30. Sentence Structure and the Function of utterances: We are `used to' having questions being used to ask for information, declarative sentences to state something, and imperative sentences to give orders. But the following may also occur:

31. Sentence Structure and the Function of utterances: [Form: request:] [Function: command:} [Form: Statement:] [Function: command:] Can I ask you to please refrain from smoking? Please stop smoking! We ask that you extinguish your cigarettes at this time. Stop smoking and sit up straight!

32. Sentence Structure and the Function of utterances: Locutions and Illocutions Locutions : the utterance act. Sentences have a grammatical structure and a literal linguistic meaning; the bald, literal force of the act: what did the person say? (Not, what did the person mean?)

33. Sentence Structure and the Function of utterances: Illocution : the speaker's intention of what is to be accomplished by the speech act. Speech Acts : Speech acts are verbal actions that accomplish something: we greet, insult, compliment, plead, flirt, supply information, and get work done

34. Speech Acts Speech acts are verbal actions that accomplish something: we greet, insult, compliment, plead, flirt, supply information, and

35. Types of Speech Acts: Representatives: assertions, statements, claims, hypotheses, descriptions, suggestions. Commissives : promises, oaths, pledges, threats, vows. Directives: commands, requests, challenges, invitations, orders, summons, entreaties, dares.

36. Types of Speech Acts: Declarations: blessings, firings, baptisms, arrests, marrying, juridial speech acts such as sentencings, declaring a mistrial, declaring s.o.out of order, etc. Expressives : Speech acts that make assessments of psychological states or attitudes: greetings, apologies, congratulations, condolences, thanksgivings... Verdictives: rankings, assessments, appraising, condoning (combinations such as representational declarations: You're out!)

37. The Cooperative Principle : There is unspoken agreement that people will cooperate in communicating with each other, and speakers rely on this agreement.

38. It occurs, by the accepted purpose or direction of the talk exchange in which you are engaged. Maxim of Quantity : Give as much information as is necessary, but not more. (Don't overdo it.) Maxim of Relevance : Be relevant; don't overload the conversation with superfluous or irrelevant material (as in the previous exchange). This requires speakers to organize their utterances so that they are relevant to the ongoing context: Be relevant at the time of the utterance. Maxim of Manner : Be orderly and clear; avoid ambiguity and obscurity. Maxim of Quality : Be truthful and provide evidence for statements:

39. List down some elements that form part of speaking as a skill and explain these elements based on your perspective as a teacher. Write the elements in the speech bubbles and explain them as briefly as you can.

40. Can you visualize how the speaking process is like? Try to draw the speaking process based on your own interpretation and give a 1 paragraph analysis on the picture you have drawn to represent the speech process. Draw this on a separate sheet.