Speech and Communication
•
1 like•54 views
If you happen to like this powerpoint, you may contact me at flippedchannel@gmail.com I offer some educational services like: -powerpoint presentation maker -grammarian -content creator -layout designer Subscribe to our online platforms: FlippED Channel (Youtube) http://bit.ly/FlippEDChannel LET in the NET (facebook) http://bit.ly/LETndNET
Report
Share
Report
Share
Download to read offline
Recommended
Effective speech and oral communication
The document discusses communication and its definition. Communication is defined as a process of conveying meaning through shared signs and semiotic rules. It involves various skills like listening, observing, speaking and analyzing. Effective listening is also important for communication. There are different listening modes like competitive, passive and active listening. Factors like the speaker, listener and message can influence communication. Language is the main instrument of communication and has oral and written forms. The document then discusses the speech mechanism, including the motor, vibrator, resonators and articulators. It describes the different parameters of voice like quality, pitch, intensity and rate. It also discusses consonants and their place and manner of articulation.
Communicative competence
Dr. Debaleena Dutta discusses communicative competence, which is the ability to communicate effectively and appropriately according to the social context. Communicative competence has four components: linguistic competence involving grammar, vocabulary, and pronunciation; discourse competence involving organizing sentences coherently; socio-linguistic competence involving adapting language style to different audiences; and strategic competence involving resolving communication breakdowns. Successful communication requires both theoretical linguistic knowledge and practical application of language according to the social situation.
Teaching oral communication strategies
This document discusses enhancing oral interactive work in the foreign language classroom by teaching communicative and negotiation strategies. It describes how students can help each other focus on meaning and form after learning specific strategies. Breakdowns in communication can occur due to issues with language form, meaning, or lack of strategies to continue or make conversations meaningful. The document outlines oral communicative strategies like time-gaining and maintenance strategies. It also describes oral negotiation strategies such as clarification requests, confirmation checks, and comprehension checks that focus on form. Learning these strategies can help students become better listeners, maintain conversations, and focus on both meaning and form.
Paralinguistic (2) (Communication Skills)
Paralinguistic refers to non-verbal communication through voice. It includes characteristics like quality, volume, pace, pitch, and articulation of one's voice. Quality refers to the unique characteristics of an individual's voice, volume depends on whether the speaking environment is large or small, pace is ideally between 120-150 words per minute, pitch conveys emotions, and clear articulation helps the audience understand.
Phonology functions
This document covers several topics related to phonology and language functions:
Phonology is the study of sounds. Phonemes are the smallest units of sound that distinguish words. Words and sentences have stress patterns. Intonation involves varying pitch to convey meaning.
Language has different functions like greeting, clarifying, and context. The level of formality used depends on the situation. Appropriateness is key. Coursebooks in the 1980s focused on language functions based on the Functional Approach to emphasize communication.
Paralanguage/Paralinguistics
This presentation includes- what is Paralinguistics? Also, there is a clarification about the purpose of learning paralanguage. This presentation also elaborates about paralinguistic cues(something related to signal). Appropriate examples are given regarding all paralinguistic cues. synopsis(summary) is given at the end of the presentation.
Paralinguistics are the aspects of spoken communication that do not involve words. These may add emphasis or shades of meaning to what people say. Some definitions limit this to verbal communication that is not words.
Gesture and expression, in particular, add an extra dimension to language and certainly add to the cultural component that verbal communication carries. Awareness of non-verbal cues also helps to avoid some of the misunderstandings which are the inevitable but annoying consequence of cultural interpretation of the meaning.
List of paralinguistic cues:
Quality
Volume
Rate/Pace
Pitch
Articulation
Pronunciation
Pauses
Intonation
Stress
Para-Language
A presentation that help you about the knowledge of Para-Language...An understandable for everyone.
:)
Oral Presentation
This document discusses different types of communication and how to enhance oral presentations. It outlines three main types of communication: verbal, non-verbal, and written. For presentations, it emphasizes the importance of the verbal (oral) and non-verbal aspects. It recommends using visual aids like pictures, videos, electronic presentations, whiteboards and flip charts to strengthen the oral presentation and help the audience understand the message.
Recommended
Effective speech and oral communication
The document discusses communication and its definition. Communication is defined as a process of conveying meaning through shared signs and semiotic rules. It involves various skills like listening, observing, speaking and analyzing. Effective listening is also important for communication. There are different listening modes like competitive, passive and active listening. Factors like the speaker, listener and message can influence communication. Language is the main instrument of communication and has oral and written forms. The document then discusses the speech mechanism, including the motor, vibrator, resonators and articulators. It describes the different parameters of voice like quality, pitch, intensity and rate. It also discusses consonants and their place and manner of articulation.
Communicative competence
Dr. Debaleena Dutta discusses communicative competence, which is the ability to communicate effectively and appropriately according to the social context. Communicative competence has four components: linguistic competence involving grammar, vocabulary, and pronunciation; discourse competence involving organizing sentences coherently; socio-linguistic competence involving adapting language style to different audiences; and strategic competence involving resolving communication breakdowns. Successful communication requires both theoretical linguistic knowledge and practical application of language according to the social situation.
Teaching oral communication strategies
This document discusses enhancing oral interactive work in the foreign language classroom by teaching communicative and negotiation strategies. It describes how students can help each other focus on meaning and form after learning specific strategies. Breakdowns in communication can occur due to issues with language form, meaning, or lack of strategies to continue or make conversations meaningful. The document outlines oral communicative strategies like time-gaining and maintenance strategies. It also describes oral negotiation strategies such as clarification requests, confirmation checks, and comprehension checks that focus on form. Learning these strategies can help students become better listeners, maintain conversations, and focus on both meaning and form.
Paralinguistic (2) (Communication Skills)
Paralinguistic refers to non-verbal communication through voice. It includes characteristics like quality, volume, pace, pitch, and articulation of one's voice. Quality refers to the unique characteristics of an individual's voice, volume depends on whether the speaking environment is large or small, pace is ideally between 120-150 words per minute, pitch conveys emotions, and clear articulation helps the audience understand.
Phonology functions
This document covers several topics related to phonology and language functions:
Phonology is the study of sounds. Phonemes are the smallest units of sound that distinguish words. Words and sentences have stress patterns. Intonation involves varying pitch to convey meaning.
Language has different functions like greeting, clarifying, and context. The level of formality used depends on the situation. Appropriateness is key. Coursebooks in the 1980s focused on language functions based on the Functional Approach to emphasize communication.
Paralanguage/Paralinguistics
This presentation includes- what is Paralinguistics? Also, there is a clarification about the purpose of learning paralanguage. This presentation also elaborates about paralinguistic cues(something related to signal). Appropriate examples are given regarding all paralinguistic cues. synopsis(summary) is given at the end of the presentation.
Paralinguistics are the aspects of spoken communication that do not involve words. These may add emphasis or shades of meaning to what people say. Some definitions limit this to verbal communication that is not words.
Gesture and expression, in particular, add an extra dimension to language and certainly add to the cultural component that verbal communication carries. Awareness of non-verbal cues also helps to avoid some of the misunderstandings which are the inevitable but annoying consequence of cultural interpretation of the meaning.
List of paralinguistic cues:
Quality
Volume
Rate/Pace
Pitch
Articulation
Pronunciation
Pauses
Intonation
Stress
Para-Language
A presentation that help you about the knowledge of Para-Language...An understandable for everyone.
:)
Oral Presentation
This document discusses different types of communication and how to enhance oral presentations. It outlines three main types of communication: verbal, non-verbal, and written. For presentations, it emphasizes the importance of the verbal (oral) and non-verbal aspects. It recommends using visual aids like pictures, videos, electronic presentations, whiteboards and flip charts to strengthen the oral presentation and help the audience understand the message.
Communicative Competence -Final PPT.
The document discusses communicative competence and its related concepts. It begins by defining communicative competence based on Chomsky's distinction between competence and performance. Hymes later expanded on this idea by arguing that communicative competence involves sociocultural factors and the ability to convey and interpret messages within specific contexts. The document then discusses basic interpersonal communicative skills versus cognitive/academic language proficiency. It also covers the different components of communicative competence including grammatical, sociolinguistic, discourse, strategic, and organizational competence. The document goes on to define language functions and pragmatic concepts such as locutionary, illocutionary, and perlocutionary acts. It also discusses notions related to pragmatics, discourse analysis,
Transactional and Interactional Function of Language
Transactional and Interactional Function of Language discusses the different functions of language. Transactional language is used to transfer information and achieve specific goals or results, while interactional language serves to maintain social relationships. Transactional language involves communication strategies, questioning, clarification, and confirmation. Interactional language aims to create connections, trust, and a positive social atmosphere. Several aspects can influence politeness in communication, including culture, social status, distance, age, and power dynamics.
Conversational repair
The document discusses conversational repair and presuppositions in child language development. It describes how children at different stages will repair a misunderstood message by revising speech sounds, words, or grammar. The ability to effectively engage in repair develops with more sophisticated language skills. Presuppositions, or assumptions about shared knowledge with the listener, also emerge gradually as children's language advances. The document also examines repair in conversations involving speakers with aphasia and how slowed speech rates can improve comprehension.
Functions of Language
Definition of language
Characteristics of language
Its basic functions
Others functions of language
Language functions - alexis john b. benedicto
This document discusses language functions and forms. Language functions refer to the purposes of communication, such as comparing, persuading, asking questions. Forms are the grammatical structures and vocabulary used to support functions, including verbs, nouns, prepositions. Examples are provided of common language functions in both oral and academic writing contexts. Language functions and forms work together - learners must acquire both to improve proficiency. Teachers should understand the functional and structural demands of tasks to support students' language development.
Negotiating Meaning
This document discusses strategies for negotiating meaning and resolving misunderstandings when communicating, including avoidance strategies like topic avoidance and message abandonment, as well as achievement strategies such as paraphrasing through approximation, word coinage, or circumlocution. It also outlines methods for requesting clarification like asking the speaker to repeat or slow down if a question was misunderstood. Common sources of miscommunication mentioned include lack of background knowledge, vocabulary, or misunderstanding the question.
Analysing Students’ Communicative Strategies in Synchronous Telecollaboration...
Analysing Students’ Communicative Strategies in Synchronous Telecollaboration...University of Valencia
Talk to be given at the "New Directions in Telecollaborative Research and Practice: The Second Conference on Telecollaboration in University Education" at Trinity College Dublin, 21-23 April, 2016.
Our presentation outlines a study carried out in the context of the European-funded project TILA (Telecollaboration for Intercultural Language Acquisition - Grant Agreement Number 2012-4001/001-001). This two-year project involved secondary school students from France, Germany, the Netherlands, Spain and the United Kingdom.
Our aim in this presentation is to offer insights into the verbal and non-verbal characteristics of synchronous telecollaboration (STC). Our corpus consists of twelve recordings of tandem interactions between Spanish and British secondary school students aged between 14 and 15. In the first stage of our analysis we transcribed the video recordings. The transcriptions include all linguistically coded communication –both spoken and written– as well as annotations of paralinguistic and non-linguistic phenomena. In our analysis we draw on Goffman, 1956, Brown and Levinson, 1987 and Pennock-Speck and del Saz-Rubio, 2013. We focus specifically on Goffman’s (1956: 476) notion of deference, “a symbolic means by which appreciation is regularly conveyed to a recipient”. There are two main types of deference: “avoidance rituals”, similar to Brown and Levinson’s (1987) negative politeness strategies, and “presentation rituals” (Goffman, 1956: 481), akin to Brown and Levinson’s (1987) positive politeness strategies.
This research brings to light empirical evidence of the affordances of STC when compared with other kinds of online peer interaction. Our results show that participants systematically use body language and non-verbal cues along with verbal language to make their interlocutors feel at ease, to resolve potentially embarrassing moments and also to offer them praise. It also provides insights into how TC can enhance Classroom Interactional Competence (CIC) defined by Walsh (2011: 158) as “Teachers’ and learners’ ability to use interaction as a tool for mediating and assisting learning”. We posit that TC promotes CIC and that students benefit from the peer-feedback and the peer-scaffolding that ensue from interaction of this kind.
Choosing the linguistic features
Group presentation on "Speaking", based on the book: Celce-Murcia, M. & Olshtain, E. (2000): Discourse and Context in Language Teaching. A Guide for Language Teachers. Chapters 6, 7, 8 &; 9. U.K.: CUP.Choosing the linguistic features
Connectors
Connectors or conjunctions are words used to join sentences or words in a sentence. They are used to connect sentences, words, text, and other things to give meaning to context and help enrich messages. Some common types of connectors include copulative, disjunctive, conditionals, concessive, conclusive, consecutives, adversative, causes, comparative, and functional connectors. Connectors help provide coherence and formality to texts.
Dimensions of voice and paralinguistic features
The document discusses paralanguage as a component of nonverbal communication. Paralanguage includes intentional and unintentional nonverbal messages that accompany speech, such as tone of voice, pitch, speed, and pauses. It affects the true meaning of what is said. Nonverbal communication can be studied to understand how emotions are conveyed and how it relates to verbal communication. However, nonverbal cues can also be ambiguous and depend on culture. The document outlines some characteristics of paralanguage like quality, volume, and articulation of speech. It also discusses dimensions of voice like resonance, relaxation, rhythm and pacing that impact tone of voice.
Teaching speaking
Speaking is an interactive process that involves constructing meaning through verbal and non-verbal symbols. It allows people to express thoughts, feelings, and exchange information. Developing fluency requires a focus on accuracy in controlled activities and a focus on interaction in less controlled activities. Teachers can use activities like drills, pair/group work, games and role-plays to provide feedback, correction, and practice to improve students' speaking skills. Prior experience as a listener helps improve performance as a speaker by exposing students to models and helping them understand the challenges of speaking.
IDENTIFYING COMMUNICATIVE STRATEGIES
This document discusses communicative competence and strategies. It identifies four components of communicative competence: linguistic, sociolinguistic, discourse, and strategic. It then discusses the roles of students and teachers, with students as negotiators in the learning process and teachers as facilitators. The document outlines features of communicative activities, including information gaps, choice, and feedback. It provides examples of communicative activities such as role plays, running dictations, and games.
Xxx sharon power poing ct
Language can be both an excellent communication tool and a source of problems due to its ambiguity. There are about 500,000 words in English but many words have multiple meanings, allowing indirect and ambiguous expression. Ambiguous language can cause confusion and lead to overgeneralization. To avoid ambiguity, terms must be clearly defined through dictionary definitions, examples, or negation to clarify intended meanings and reduce miscommunication. Word choice affects audience attention, comprehension, acceptance of arguments, and perceptions of credibility and environment.
Teaching oral skills
This document discusses ways to promote oral skills such as discussion, speeches, role plays, and storytelling. It also covers pronunciation topics like consonants, vowels, intonation, and word stress. Consonants are speech sounds made by closing or partially closing the vocal tract. Vowels are made with an open vocal tract. Intonation involves variations in pitch that are not used to distinguish words. Word stress emphasizes certain syllables or words. The document provides examples for each topic to illustrate pronunciation techniques for teaching oral skills.
The difference between
This document compares and contrasts the differences between written and spoken language. Written language favors precise sentences with embedded clauses, reported speech, and precise vocabulary with little ellipsis. Spoken language favors clauses as the basic unit of construction, uses coordination to add clauses, favors direct speech, tolerates vagueness, uses ellipsis frequently, and includes question tags and performance effects like hesitations, repeats, and false starts. It then provides definitions of speaking as the vocalized form of human communication that starts mentally and includes grammatical, discoursive, strategic, and sociocultural competencies.
Choosing the linguistic features
This document summarizes a presentation on speaking skills in a second language. It discusses that speaking is often seen as the most difficult skill to master due to the need to consider sociocultural norms, context, and make quick decisions without preparation. Speaking requires mastery of vocabulary, syntax, intonation and discourse markers. Learners can develop compensatory strategies and engage in activities like storytelling and discussions. Maintaining turn-taking, accommodating the listener, and exchanges between native and nonnative speakers are also reviewed. The role of L1 and L2 in interaction and teaching speaking in the classroom are discussed.
Communication Strategies
This document discusses various communication strategies used by second language learners to cope with difficulties in communicating. It describes strategies such as reduction strategies, achievement strategies, avoidance, paraphrase, and appeal for assistance that learners employ when they encounter a problem communicating. The document also discusses the role of risk-taking versus risk-avoiding strategies in language development and debates the value of directly teaching communication strategies versus allowing strategies to develop naturally.
Chapter 10 powerpoint
The document distinguishes three types of classroom speaking activities:
1) Talk as interaction focuses on social functions like conversations and involves skills like turn-taking and maintaining relationships.
2) Talk as transaction focuses on exchanging information through asking questions and clarifying understanding.
3) Talk as performance involves transmitting information to an audience through speeches and presentations and requires skills like sequencing, pronunciation and engaging the audience.
Communicative competence
Communicative competence refers to an individual's pragmatic ability to use language effectively and appropriately based on context. It involves multiple dimensions including grammatical competence, sociolinguistic competence, discourse competence, and strategic competence. Theorists like Hymes, Savignon, and Cummins contributed to the understanding of communicative competence, distinguishing between basic interpersonal skills and cognitive academic language proficiency. Pragmatics is the study of how context contributes to meaning. It involves sociopragmatics, pragmalinguistics, and examines language use across situations, cultures, and through nonverbal channels.
Diction
Diction refers to the correct use of words when speaking or writing in a given language. Good diction means using words properly without regard to meaning. Diction comes from the Latin word for "way of speaking". When speaking or singing, it is essential to avoid vices or defects in diction, which can interfere with communication. There are about 25 vices of diction, including vulgarisms, barbarisms, cacophonic hiatus, solecism, dequeism, cacophony, monotony, amphibology, and cosism. Placement of the voice and diction are important for producing sound correctly.
Speaking
1) The document discusses the challenges of speaking in a second language and strategies to improve oral communication skills. It notes that speaking requires not just grammatical competence but understanding of social and cultural norms.
2) Several factors that can lead to mismatches in oral communication are explored, including lack of linguistic knowledge, different background knowledge between speakers, and differences in sociocultural expectations.
3) The document provides advice for language learners and teachers to help strengthen oral abilities, such as using compensatory strategies, engaging in activities like storytelling and discussions, and creating an supportive environment in the classroom.
Oral Language : Nature and Characteristics
The document discusses key concepts about language including definitions, the nature and attributes of language, and strategies for effective oral language. It defines language as a system of symbols used to convey thought from one person to another. It also discusses that language is dynamic, words have multiple meanings, and meanings exist in people's minds rather than in words themselves. Language is influenced by culture and time. Effective oral language should be clear, direct, appropriate for the audience and occasion, and vivid through the use of imagery.
More Related Content
What's hot
Communicative Competence -Final PPT.
The document discusses communicative competence and its related concepts. It begins by defining communicative competence based on Chomsky's distinction between competence and performance. Hymes later expanded on this idea by arguing that communicative competence involves sociocultural factors and the ability to convey and interpret messages within specific contexts. The document then discusses basic interpersonal communicative skills versus cognitive/academic language proficiency. It also covers the different components of communicative competence including grammatical, sociolinguistic, discourse, strategic, and organizational competence. The document goes on to define language functions and pragmatic concepts such as locutionary, illocutionary, and perlocutionary acts. It also discusses notions related to pragmatics, discourse analysis,
Transactional and Interactional Function of Language
Transactional and Interactional Function of Language discusses the different functions of language. Transactional language is used to transfer information and achieve specific goals or results, while interactional language serves to maintain social relationships. Transactional language involves communication strategies, questioning, clarification, and confirmation. Interactional language aims to create connections, trust, and a positive social atmosphere. Several aspects can influence politeness in communication, including culture, social status, distance, age, and power dynamics.
Conversational repair
The document discusses conversational repair and presuppositions in child language development. It describes how children at different stages will repair a misunderstood message by revising speech sounds, words, or grammar. The ability to effectively engage in repair develops with more sophisticated language skills. Presuppositions, or assumptions about shared knowledge with the listener, also emerge gradually as children's language advances. The document also examines repair in conversations involving speakers with aphasia and how slowed speech rates can improve comprehension.
Functions of Language
Definition of language
Characteristics of language
Its basic functions
Others functions of language
Language functions - alexis john b. benedicto
This document discusses language functions and forms. Language functions refer to the purposes of communication, such as comparing, persuading, asking questions. Forms are the grammatical structures and vocabulary used to support functions, including verbs, nouns, prepositions. Examples are provided of common language functions in both oral and academic writing contexts. Language functions and forms work together - learners must acquire both to improve proficiency. Teachers should understand the functional and structural demands of tasks to support students' language development.
Negotiating Meaning
This document discusses strategies for negotiating meaning and resolving misunderstandings when communicating, including avoidance strategies like topic avoidance and message abandonment, as well as achievement strategies such as paraphrasing through approximation, word coinage, or circumlocution. It also outlines methods for requesting clarification like asking the speaker to repeat or slow down if a question was misunderstood. Common sources of miscommunication mentioned include lack of background knowledge, vocabulary, or misunderstanding the question.
Analysing Students’ Communicative Strategies in Synchronous Telecollaboration...
Analysing Students’ Communicative Strategies in Synchronous Telecollaboration...University of Valencia
Talk to be given at the "New Directions in Telecollaborative Research and Practice: The Second Conference on Telecollaboration in University Education" at Trinity College Dublin, 21-23 April, 2016.
Our presentation outlines a study carried out in the context of the European-funded project TILA (Telecollaboration for Intercultural Language Acquisition - Grant Agreement Number 2012-4001/001-001). This two-year project involved secondary school students from France, Germany, the Netherlands, Spain and the United Kingdom.
Our aim in this presentation is to offer insights into the verbal and non-verbal characteristics of synchronous telecollaboration (STC). Our corpus consists of twelve recordings of tandem interactions between Spanish and British secondary school students aged between 14 and 15. In the first stage of our analysis we transcribed the video recordings. The transcriptions include all linguistically coded communication –both spoken and written– as well as annotations of paralinguistic and non-linguistic phenomena. In our analysis we draw on Goffman, 1956, Brown and Levinson, 1987 and Pennock-Speck and del Saz-Rubio, 2013. We focus specifically on Goffman’s (1956: 476) notion of deference, “a symbolic means by which appreciation is regularly conveyed to a recipient”. There are two main types of deference: “avoidance rituals”, similar to Brown and Levinson’s (1987) negative politeness strategies, and “presentation rituals” (Goffman, 1956: 481), akin to Brown and Levinson’s (1987) positive politeness strategies.
This research brings to light empirical evidence of the affordances of STC when compared with other kinds of online peer interaction. Our results show that participants systematically use body language and non-verbal cues along with verbal language to make their interlocutors feel at ease, to resolve potentially embarrassing moments and also to offer them praise. It also provides insights into how TC can enhance Classroom Interactional Competence (CIC) defined by Walsh (2011: 158) as “Teachers’ and learners’ ability to use interaction as a tool for mediating and assisting learning”. We posit that TC promotes CIC and that students benefit from the peer-feedback and the peer-scaffolding that ensue from interaction of this kind.
Choosing the linguistic features
Group presentation on "Speaking", based on the book: Celce-Murcia, M. & Olshtain, E. (2000): Discourse and Context in Language Teaching. A Guide for Language Teachers. Chapters 6, 7, 8 &; 9. U.K.: CUP.Choosing the linguistic features
Connectors
Connectors or conjunctions are words used to join sentences or words in a sentence. They are used to connect sentences, words, text, and other things to give meaning to context and help enrich messages. Some common types of connectors include copulative, disjunctive, conditionals, concessive, conclusive, consecutives, adversative, causes, comparative, and functional connectors. Connectors help provide coherence and formality to texts.
Dimensions of voice and paralinguistic features
The document discusses paralanguage as a component of nonverbal communication. Paralanguage includes intentional and unintentional nonverbal messages that accompany speech, such as tone of voice, pitch, speed, and pauses. It affects the true meaning of what is said. Nonverbal communication can be studied to understand how emotions are conveyed and how it relates to verbal communication. However, nonverbal cues can also be ambiguous and depend on culture. The document outlines some characteristics of paralanguage like quality, volume, and articulation of speech. It also discusses dimensions of voice like resonance, relaxation, rhythm and pacing that impact tone of voice.
Teaching speaking
Speaking is an interactive process that involves constructing meaning through verbal and non-verbal symbols. It allows people to express thoughts, feelings, and exchange information. Developing fluency requires a focus on accuracy in controlled activities and a focus on interaction in less controlled activities. Teachers can use activities like drills, pair/group work, games and role-plays to provide feedback, correction, and practice to improve students' speaking skills. Prior experience as a listener helps improve performance as a speaker by exposing students to models and helping them understand the challenges of speaking.
IDENTIFYING COMMUNICATIVE STRATEGIES
This document discusses communicative competence and strategies. It identifies four components of communicative competence: linguistic, sociolinguistic, discourse, and strategic. It then discusses the roles of students and teachers, with students as negotiators in the learning process and teachers as facilitators. The document outlines features of communicative activities, including information gaps, choice, and feedback. It provides examples of communicative activities such as role plays, running dictations, and games.
Xxx sharon power poing ct
Language can be both an excellent communication tool and a source of problems due to its ambiguity. There are about 500,000 words in English but many words have multiple meanings, allowing indirect and ambiguous expression. Ambiguous language can cause confusion and lead to overgeneralization. To avoid ambiguity, terms must be clearly defined through dictionary definitions, examples, or negation to clarify intended meanings and reduce miscommunication. Word choice affects audience attention, comprehension, acceptance of arguments, and perceptions of credibility and environment.
Teaching oral skills
This document discusses ways to promote oral skills such as discussion, speeches, role plays, and storytelling. It also covers pronunciation topics like consonants, vowels, intonation, and word stress. Consonants are speech sounds made by closing or partially closing the vocal tract. Vowels are made with an open vocal tract. Intonation involves variations in pitch that are not used to distinguish words. Word stress emphasizes certain syllables or words. The document provides examples for each topic to illustrate pronunciation techniques for teaching oral skills.
The difference between
This document compares and contrasts the differences between written and spoken language. Written language favors precise sentences with embedded clauses, reported speech, and precise vocabulary with little ellipsis. Spoken language favors clauses as the basic unit of construction, uses coordination to add clauses, favors direct speech, tolerates vagueness, uses ellipsis frequently, and includes question tags and performance effects like hesitations, repeats, and false starts. It then provides definitions of speaking as the vocalized form of human communication that starts mentally and includes grammatical, discoursive, strategic, and sociocultural competencies.
Choosing the linguistic features
This document summarizes a presentation on speaking skills in a second language. It discusses that speaking is often seen as the most difficult skill to master due to the need to consider sociocultural norms, context, and make quick decisions without preparation. Speaking requires mastery of vocabulary, syntax, intonation and discourse markers. Learners can develop compensatory strategies and engage in activities like storytelling and discussions. Maintaining turn-taking, accommodating the listener, and exchanges between native and nonnative speakers are also reviewed. The role of L1 and L2 in interaction and teaching speaking in the classroom are discussed.
Communication Strategies
This document discusses various communication strategies used by second language learners to cope with difficulties in communicating. It describes strategies such as reduction strategies, achievement strategies, avoidance, paraphrase, and appeal for assistance that learners employ when they encounter a problem communicating. The document also discusses the role of risk-taking versus risk-avoiding strategies in language development and debates the value of directly teaching communication strategies versus allowing strategies to develop naturally.
Chapter 10 powerpoint
The document distinguishes three types of classroom speaking activities:
1) Talk as interaction focuses on social functions like conversations and involves skills like turn-taking and maintaining relationships.
2) Talk as transaction focuses on exchanging information through asking questions and clarifying understanding.
3) Talk as performance involves transmitting information to an audience through speeches and presentations and requires skills like sequencing, pronunciation and engaging the audience.
Communicative competence
Communicative competence refers to an individual's pragmatic ability to use language effectively and appropriately based on context. It involves multiple dimensions including grammatical competence, sociolinguistic competence, discourse competence, and strategic competence. Theorists like Hymes, Savignon, and Cummins contributed to the understanding of communicative competence, distinguishing between basic interpersonal skills and cognitive academic language proficiency. Pragmatics is the study of how context contributes to meaning. It involves sociopragmatics, pragmalinguistics, and examines language use across situations, cultures, and through nonverbal channels.
Diction
Diction refers to the correct use of words when speaking or writing in a given language. Good diction means using words properly without regard to meaning. Diction comes from the Latin word for "way of speaking". When speaking or singing, it is essential to avoid vices or defects in diction, which can interfere with communication. There are about 25 vices of diction, including vulgarisms, barbarisms, cacophonic hiatus, solecism, dequeism, cacophony, monotony, amphibology, and cosism. Placement of the voice and diction are important for producing sound correctly.
What's hot (20)
Transactional and Interactional Function of Language
Transactional and Interactional Function of Language
Analysing Students’ Communicative Strategies in Synchronous Telecollaboration...
Analysing Students’ Communicative Strategies in Synchronous Telecollaboration...
Similar to Speech and Communication
Speaking
1) The document discusses the challenges of speaking in a second language and strategies to improve oral communication skills. It notes that speaking requires not just grammatical competence but understanding of social and cultural norms.
2) Several factors that can lead to mismatches in oral communication are explored, including lack of linguistic knowledge, different background knowledge between speakers, and differences in sociocultural expectations.
3) The document provides advice for language learners and teachers to help strengthen oral abilities, such as using compensatory strategies, engaging in activities like storytelling and discussions, and creating an supportive environment in the classroom.
Oral Language : Nature and Characteristics
The document discusses key concepts about language including definitions, the nature and attributes of language, and strategies for effective oral language. It defines language as a system of symbols used to convey thought from one person to another. It also discusses that language is dynamic, words have multiple meanings, and meanings exist in people's minds rather than in words themselves. Language is influenced by culture and time. Effective oral language should be clear, direct, appropriate for the audience and occasion, and vivid through the use of imagery.
Choosing the linguistic features
1) The document discusses the challenges of speaking in a second language and strategies to improve oral communication skills. It covers topics like sociocultural factors, turn-taking, accommodating listeners, and interactions between native and nonnative speakers.
2) Common speaking activities mentioned include storytelling, descriptions, self-reports, retelling, and discussions. The classroom is suggested to provide feedback, examples, integrate skills, and focus on pragmatic and contextual aspects of speaking.
3) Speaking a second language is difficult due to deciding spontaneous utterances without preparation amid sociocultural norms. Learners can develop compensatory strategies and learn turn-taking rules to maintain natural conversation flow.
Choosing the linguistic features
Group presentation on "Speaking", based on the book: Celce-Murcia, M. & Olshtain, E. (2000): Discourse and Context in Language Teaching. A Guide for Language Teachers. Chapters 6, 7, 8 &; 9. U.K.: CUP.
Communication and presentation skills.pptx
The document discusses the use of English in oral communication. It covers several key topics:
1. It describes important elements of spoken English like pronunciation, stress and intonation. It explains concepts like phonemes, sounds, syllables and prosodic features.
2. It discusses the importance of oral communication in business contexts for internal communication, customer service and expressing ideas.
3. It provides guidance on improving English pronunciation including distinguishing similar sounds like 'v' and 'w' and placing stress correctly to avoid changing a word's meaning.
Linguistic Fundamentals in Translation and Translation Studies
This document discusses the role of linguistics in translation. It begins by defining linguistics as the scientific study of language and explores its various branches including theoretical linguistics and applied linguistics. The document then explains how linguistics relates to and assists with translation. Specifically, it notes that translators need knowledge of linguistics to understand word functions and meanings in context. The document also summarizes several key levels of linguistics - including phonology, grammar, semantics, and context - that translators must understand to perform accurate translations between languages.
UNIT 5.ppt
Communicating effectively is the most important soft skill. It involves clearly conveying messages to others as a two-way process of both sending and receiving information. To communicate a message successfully, one must effectively encode the message, choose an appropriate channel to transmit it through, and ensure the receiver can properly decode and understand the intended meaning. Effective communication requires skills from both the sender and receiver at each stage of the process.
Communication by professor khan
This document discusses communication styles and skills. It begins by outlining seven major conversational styles: dominant, interruptive, manipulative, polite, creative, sarcastic, and passive. It then describes the six elements of the communication process. Several factors that can negatively influence communication are identified, including a sender's past experiences and lack of encoding skills. Nonverbal communication such as body language, proxemics, and paralanguage are also discussed. The importance of listening skills is emphasized. Finally, the document provides steps to enhance communication skills and resolve conflicts, including using positive language and focusing on understanding others' perspectives.
English For Business Needs
The document discusses the increasing importance and use of English in the Dominican Republic for business, education, and employment opportunities. It highlights key sectors where English skills are in high demand, such as tourism, call centers, and international trade. Specific teaching methodologies are outlined for developing English proficiency, including a focus on pronunciation, grammar, vocabulary, and communication skills. Case studies examine language training approaches for call centers to ensure workers can meet customer service standards. Overall, the document emphasizes the need to learn English to remain competitive in the Dominican economy and global market.
Discourse analysis materipresentasi
The document discusses discourse analysis and discourse-based language teaching. It defines discourse as stretches of language that are meaningful, unified, and purposive. It emphasizes teaching communicative competence through developing students' linguistic, sociolinguistic, discourse, and strategic competence. It discusses applying a discourse perspective to listening, reading, speaking, and grammar instruction using authentic materials to make formal learning as natural as possible.
Teaching speaking and pronunciation ppt
- Pronunciation teaching is most effective when it incorporates connected speech practice rather than isolated sounds. Teachers should apply pronunciation rules to authentic activities rather than abstract material.
- Developing speaking skills requires extensive language exposure, cultural understanding, and meaningful interactive practice such as information gap activities where students ask each other questions.
- Teachers should maximize student talking time, provide feedback without interrupting fluency, and create a low-pressure environment where all students can regularly participate.
Assessment of pronounciation
This document discusses assessment of pronunciation in English language learning. It begins by defining assessment and pronunciation. Assessment involves collecting evidence of student learning and performance to inform teaching. Pronunciation refers to producing speech sounds including segments, stress, intonation.
The document then discusses self-assessment, why teaching pronunciation is important for ESL students, and aspects of teaching pronunciation like sounds, stress, intonation, homophones, and rhythm. Several examples are provided to illustrate intonation patterns, word stress, and homophones. The document concludes by thanking the reader.
Learn language features and techniques with examples
Language features help you to understand what an author wants to say. It boosts your communication and makes you more concerned for others’ sentiments.
Teaching Oral Communication Skills
The document discusses several topics related to teaching oral communication skills, including pronunciation teaching, accuracy versus fluency, affective factors, and interaction effects. It provides examples of micro-skills involved in oral communication, such as producing chunks of language, stress patterns, and strategic devices. The document also discusses factors that affect pronunciation learning, such as native language and age, and provides a model for correcting speech errors. Overall, the document offers guidance on techniques for developing students' oral communication abilities.
what are language features.pdf
"What are language features?" is a question that practically every writer has encountered. Language has literary devices for language evaluation. It's simpler for you to understand what the author is saying thanks to language features. To make his point, the writer frequently uses a range of language techniques. The authors also use stylistic strategies like word choice, tone, grammatical constructions, and twists of phrase. The list of linguistic characteristics will now be discussed with you by our experts at Best Assignment Expert.
2 lilac module 2 oh ts
The document discusses strategies for teaching English as a second language (ESL) students in mainstream classrooms, including developing teachers' understanding of how language plays a central role in learning, providing support for ESL students across all subjects, and promoting school-wide approaches to meeting their needs. It also covers Michael Halliday's model of language and how the context of situation and culture influence language choices through variables like field, tenor, and mode.
Phonology
This document presents a lesson plan for teaching intonation to students. The lesson plan follows the four Ps format of presentation, preparation, practice, and production. It begins with an introduction to intonation and its effect on sentence meaning. Objectives are defined and literature on intonation and lesson planning is reviewed. The plan demonstrates intonation concepts using examples, activities with sentence readings, and assessments. Feedback indicates the plan was effective in teaching students to understand and use intonation.
Using language to communicate
This document discusses different types of communication used to convey information between individuals. It defines language and communication, explaining that communication is the process of sharing ideas through symbolic messages. There are both verbal and non-verbal forms of communication. Verbal communication includes spoken and written language, while non-verbal communication conveys meaning through facial expressions, body language, eye contact, posture, and other psychological and paralinguistic cues. Effective oral communication relies on principles like preparation, simplicity, clear pronunciation, and appropriate vocabulary. Visual communication supports messages through visual aids such as objects, graphs, maps, photographs, and audio/video clips.
Non verbal communication and the corporate world
This document discusses non-verbal communication and its importance in the corporate world. It begins by defining non-verbal communication and noting that much is communicated through body language. It then explores various elements of non-verbal communication like facial expressions, eye contact, gestures, posture, and appearance. The document also highlights the importance of effective use of body language and paralanguage in corporate settings. It notes some advantages and limitations of non-verbal cues and concludes by examining additional subtle factors that influence non-verbal communication.
Sounds, Variations and IPA.pptx
Phonetics and phonology are important aspects of language and communication. Phonetics objectively analyzes speech sounds, while phonology describes language-specific sound patterns. The International Phonetic Alphabet (IPA) provides a precise way to represent sounds across languages by transcending the limitations of English spelling. Using phonetic notation in pronunciation instruction acknowledges linguistic diversity and helps learners focus on target language sounds without interference from their first language. It also supports the development of multilingual skills.
Similar to Speech and Communication (20)
Linguistic Fundamentals in Translation and Translation Studies
Linguistic Fundamentals in Translation and Translation Studies
Learn language features and techniques with examples
Learn language features and techniques with examples
More from Flipped Channel
Professional Education - 20 items I LET Reviewer
If you happen to like this powerpoint, you may contact me at flippedchannel@gmail.com
I offer some educational services like:
-powerpoint presentation maker
-grammarian
-content creator
-layout designer
Subscribe to our platforms:
FlippED Channel (Youtube)
http://bit.ly/FlippEDChannel
LET in the NET (facebook)
http://bit.ly/LETndNET
Math Specialization - 20 items I LET Reviewer
If you happen to like this powerpoint, you may contact me at flippedchannel@gmail.com
I offer some educational services like:
-powerpoint presentation maker
-grammarian
-content creator
-layout designer
Subscribe to our platforms:
FlippED Channel (Youtube)
http://bit.ly/FlippEDChannel
LET in the NET (Facebook)
http://bit.ly/LETndNET
20-item Professional Education 1 LET Reviewer | FlippED
Link for the correct answers:
http://bit.ly/LETGeneralEducation
If you happen to like this powerpoint, you may contact me at flippedchannel@gmail.com
I offer some educational services like:
-powerpoint presentation maker
-grammarian
-content creator
-layout designer
Subscribe to our platforms:
FlippED Channel (Youtube)
http://bit.ly/FlippEDChannel
LET in the NET (facebook)
http://bit.ly/LETndNET
20-item Mathematics Specialization 1 LET Reviewer | FlippED
Link for the correct answers:
http://bit.ly/LETGeneralEducation
If you happen to like this powerpoint, you may contact me at flippedchannel@gmail.com
I offer some educational services like:
-powerpoint presentation maker
-grammarian
-content creator
-layout designer
Subscribe to our platforms:
FlippED Channel (Youtube)
http://bit.ly/FlippEDChannel
LET in the NET (facebook)
http://bit.ly/LETndNET
20-item General Education Random LET Reviewers | FlippED
This document provides a review for the Licensure Examination for Teachers (LET) covering general education topics. It contains 20 multiple choice questions about subjects like English, math, science and history. After the questions, the document encourages viewers to like, follow and subscribe to the YouTube channel for more review materials and lessons geared towards college students preparing for the LET.
Mathematics in the Modern World - GE3 - Set Theory
If you happen to like this powerpoint, you may contact me at flippedchannel@gmail.com
I offer some educational services like:
-powerpoint presentation maker
-grammarian
-content creator
-layout designer
Subscribe to our online platforms:
FlippED Channel (Youtube)
http://bit.ly/FlippEDChannel
LET in the NET (facebook)
http://bit.ly/LETndNET
History of Mathematics - Early to Present Period
If you happen to like this powerpoint, you may contact me at flippedchannel@gmail.com
I offer some educational services like:
-powerpoint presentation maker
-grammarian
-content creator
-layout designer
Subscribe to our online platforms:
FlippED Channel (Youtube)
http://bit.ly/FlippEDChannel
LET in the NET (facebook)
http://bit.ly/LETndNET
Measures of Position - Elementary Statistics
If you happen to like this powerpoint, you may contact me at flippedchannel@gmail.com
I offer some educational services like:
-powerpoint presentation maker
-grammarian
-content creator
-layout designer
Subscribe to our online platforms:
FlippED Channel (Youtube)
http://bit.ly/FlippEDChannel
LET in the NET (facebook)
http://bit.ly/LETndNET
Meaning and Importance of Statistics
If you happen to like this powerpoint, you may contact me at flippedchannel@gmail.com
I offer some educational services like:
-powerpoint presentation maker
-grammarian
-content creator
-layout designer
Subscribe to our online platforms:
FlippED Channel (Youtube)
http://bit.ly/FlippEDChannel
LET in the NET (facebook)
http://bit.ly/LETndNET
Adding and Subtracting Integers
If you happen to like this powerpoint, you may contact me at flippedchannel@gmail.com
I offer some educational services like:
-powerpoint presentation maker
-grammarian
-content creator
-layout designer
Subscribe to our online platforms:
FlippED Channel (Youtube)
http://bit.ly/FlippEDChannel
LET in the NET (facebook)
http://bit.ly/LETndNET
Typology of learners with special need Part 2
If you happen to like this powerpoint, you may contact me at flippedchannel@gmail.com
I offer some educational services like:
-powerpoint presentation maker
-grammarian
-content creator
-layout designer
Subscribe to our online platforms:
FlippED Channel (Youtube)
http://bit.ly/FlippEDChannel
LET in the NET (facebook)
http://bit.ly/LETndNET
Typology of learners with special need part 1
If you happen to like this powerpoint, you may contact me at flippedchannel@gmail.com
I offer some educational services like:
-powerpoint presentation maker
-grammarian
-content creator
-layout designer
Subscribe to our online platforms:
FlippED Channel (Youtube)
http://bit.ly/FlippEDChannel
LET in the NET (facebook)
http://bit.ly/LETndNET
Philosophical, historical & sociological bases of special and inclusive e...
If you happen to like this powerpoint, you may contact me at flippedchannel@gmail.com
I offer some educational services like:
-powerpoint presentation maker
-grammarian
-content creator
-layout designer
Subscribe to our online platforms:
FlippED Channel (Youtube)
http://bit.ly/FlippEDChannel
LET in the NET (facebook)
http://bit.ly/LETndNET
Legal bases of special and inclusive education
If you happen to like this powerpoint, you may contact me at flippedchannel@gmail.com
I offer some educational services like:
-powerpoint presentation maker
-grammarian
-content creator
-layout designer
Subscribe to our online platforms:
FlippED Channel (Youtube)
http://bit.ly/FlippEDChannel
LET in the NET (facebook)
http://bit.ly/LETndNET
Drama tasks
If you happen to like this powerpoint, you may contact me at flippedchannel@gmail.com
I offer some educational services like:
-powerpoint presentation maker
-grammarian
-content creator
-layout designer
Subscribe to our online platforms:
FlippED Channel (Youtube)
http://bit.ly/FlippEDChannel
LET in the NET (facebook)
http://bit.ly/LETndNET
Drama and theater
If you happen to like this powerpoint, you may contact me at flippedchannel@gmail.com
I offer some educational services like:
-powerpoint presentation maker
-grammarian
-content creator
-layout designer
Subscribe to our online platforms:
FlippED Channel (Youtube)
http://bit.ly/FlippEDChannel
LET in the NET (facebook)
http://bit.ly/LETndNET
Speech activities
This document discusses various speech activities that can be used in an English language classroom. It begins by outlining the objectives of learning about speeches and their connection to other language skills. It then provides examples of self-evaluation questions students can use to assess their listening skills, vocabulary, pronunciation, and confidence. Potential reasons why students may feel timid speaking are explored. The document proposes several creative speech production activities and language games that can encourage students to speak, such as debates, storytelling, and guessing games. It concludes by advertising additional educational services around content creation and presentation design.
Public speaking in society
If you happen to like this powerpoint, you may contact me at flippedchannel@gmail.com
I offer some educational services like:
-powerpoint presentation maker
-grammarian
-content creator
-layout designer
Subscribe to our online platforms:
FlippED Channel (Youtube)
http://bit.ly/FlippEDChannel
LET in the NET (facebook)
http://bit.ly/LETndNET
Lesson planning Dos and Donts
If you happen to like this powerpoint, you may contact me at flippedchannel@gmail.com
I offer some educational services like:
-powerpoint presentation maker
-grammarian
-content creator
-layout designer
Subscribe to our online platforms:
FlippED Channel (Youtube)
http://bit.ly/FlippEDChannel
LET in the NET (facebook)
http://bit.ly/LETndNET
Teaching Listening
If you happen to like this powerpoint, you may contact me at flippedchannel@gmail.com
I offer some educational services like:
-powerpoint presentation maker
-grammarian
-content creator
-layout designer
Subscribe to our online platforms:
FlippED Channel (Youtube)
http://bit.ly/FlippEDChannel
LET in the NET (facebook)
http://bit.ly/LETndNET
More from Flipped Channel (20)
20-item Professional Education 1 LET Reviewer | FlippED
20-item Professional Education 1 LET Reviewer | FlippED
20-item Mathematics Specialization 1 LET Reviewer | FlippED
20-item Mathematics Specialization 1 LET Reviewer | FlippED
20-item General Education Random LET Reviewers | FlippED
20-item General Education Random LET Reviewers | FlippED
Mathematics in the Modern World - GE3 - Set Theory
Mathematics in the Modern World - GE3 - Set Theory
Philosophical, historical & sociological bases of special and inclusive e...
Philosophical, historical & sociological bases of special and inclusive e...
Recently uploaded
220711130083 SUBHASHREE RAKSHIT Internet resources for social science
Internet resources for social science
Geography as a Discipline Chapter 1 __ Class 11 Geography NCERT _ Class Notes...
Geography as discipline
How to Manage Reception Report in Odoo 17
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
Accounting for Restricted Grants When and How To Record Properly
In this webinar, member learned how to stay in compliance with generally accepted accounting principles (GAAP) for restricted grants.
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
Practical manual for National Examination Council, Nigeria.
Contains guides on answering questions on the specimens provided
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
How to Setup Default Value for a Field in Odoo 17
In Odoo, we can set a default value for a field during the creation of a record for a model. We have many methods in odoo for setting a default value to the field.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف أحرف الخلاف للقراء العشرةأعد أحرف الخلاف بالتلوين وصلا سمير بسيوني غفر الله له
CHUYÊN ĐỀ ÔN TẬP VÀ PHÁT TRIỂN CÂU HỎI TRONG ĐỀ MINH HỌA THI TỐT NGHIỆP THPT ...
CHUYÊN ĐỀ ÔN TẬP VÀ PHÁT TRIỂN CÂU HỎI TRONG ĐỀ MINH HỌA THI TỐT NGHIỆP THPT ...Nguyen Thanh Tu Collection
https://app.box.com/s/qspvswamcohjtbvbbhjad04lg65waylfRecently uploaded (20)
220711130083 SUBHASHREE RAKSHIT Internet resources for social science
220711130083 SUBHASHREE RAKSHIT Internet resources for social science
Geography as a Discipline Chapter 1 __ Class 11 Geography NCERT _ Class Notes...
Geography as a Discipline Chapter 1 __ Class 11 Geography NCERT _ Class Notes...
Accounting for Restricted Grants When and How To Record Properly
Accounting for Restricted Grants When and How To Record Properly
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
Juneteenth Freedom Day 2024 David Douglas School District
Juneteenth Freedom Day 2024 David Douglas School District
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
220711130088 Sumi Basak Virtual University EPC 3.pptx
220711130088 Sumi Basak Virtual University EPC 3.pptx
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
CHUYÊN ĐỀ ÔN TẬP VÀ PHÁT TRIỂN CÂU HỎI TRONG ĐỀ MINH HỌA THI TỐT NGHIỆP THPT ...
CHUYÊN ĐỀ ÔN TẬP VÀ PHÁT TRIỂN CÂU HỎI TRONG ĐỀ MINH HỌA THI TỐT NGHIỆP THPT ...
Speech and Communication
- 2. Objectives At the end of this topic, as a pre- service teacher you should be able to: ✦ determine the meaning of different important concepts on speech and communication; ✦ recognize the significance of knowing how each term contributes to speech as art; and ✦ express holistic understanding of the lesson and its applications by doing the tasks provided. 2
- 3. Speech 3 Communication Give me one word you can relate with these two words. a medium of transmission for language (spoken medium; as opposed to writing). is the transmission of information (a message) between a source and receiver using a signaling system (language) plus the response (acknowledgment)
- 4. 4
- 6. Context ❖ Linguistic ❖ Social ❖ Speech 6
- 7. 7 Give me the context of the following images.
- 9. Suprasegmental ❖ Pitch ❖ Stress ❖ Juncture Pattern 9
- 10. 2. Tools for Speech and Theater (Vocal Characteristics)
- 11. Stress The degree of force used in producing a syllable. 11
- 12. 12 Pronounce the following word with correct stress. ceremony tribute Plastic photographer record (noun) record (verb) desert dessert Preface vegetable appropriate contest (noun)
- 13. Pitch The degree of highness or lowness of voice. 13
- 14. 14 Say the following statement with appropriate pitch. •Oh? •Oh. •Really? •Really. •Okay? •Okay. •Today? •Today. •What? •What?! •Huh? •Huh. •Hmm? •Hmm. •Please? •Please.
- 15. Volume The degree of loudness and softness of sounds. 15
- 16. 16 Give an example statement which uses loud voice. How about for soft one?
- 17. 17
- 21. Wilbur Schramm’s Diagram of Field Experience
- 22. ✦ Speech communication involves the production and perception of sounds used in spoken language. ✦ It involves not only VERBAL but also NON- VERBAL which includes facial expressions, body language, voice quality, speaking style, rhythm, intonation, and stress.
- 23. ✦ INTRAPERSONAL COMMUNICATION involves the self --- thoughts, beliefs, and feelings. ✦ INTERPERSONAL COMMUNICATION involves an exchange between a sender and a receiver of a message. ✦ It may be direct or indirect.
- 24. Modes of Communication 1. 1. Verbal- involves the words we speak 1. 2. Nonverbal- non- linguistic symbols (paralanguage) such as the facial expressions, body language, voice quality, speaking style. - It involves prosodic features such as rhythm, intonation, and stress. 24
- 25. How can we practice our speech and way of communication? 25
- 26. 26
- 27. 27 Did you like my powerpoint? I offer some educational services like: -powerpoint presentation maker -grammarian -content creator -layout designer If you are interested, you may email me at flippedchannel27@gmail.com
- 28. 28 Thanks!
- 29. Crystal, D. (1991). A Dictionary of Linguistics and Phonetics. Blackwell Publishers. Gonong, G.O. (2013). A Reviewer for the Licensure Examination for Teachers: English. Philippine Normal University. Balgos, A.R.G. & Sipacio, P.J.F. (2016). Oral Communication in Context for Senior High School. C & E Publishing, Inc. References: 29