MODULE 1: LANGUAGE
Modern Linguistics (Carroll 1973:289) teaches that a language is a structured
system of arbitrary vocal sounds and sequences of sounds which are used in
interpersonal communication and which rather exhaustively catalogs the things, events
and processes of human experiences.
Language is an open system interacting with, changed by, and changing its
environment as part of culture. The humanness of language and its place in human
society is one of the most necessary and complex of all social skills. (social scientist
point of view)
Language as a system which relates meaning to substance. Language is a mental
phenomenon. It is innate. Man has the genetically imparted ability for language
learning. (Chomsky)
Language is a systematic means of communicating ideas or feelings by the use of
conventionnalized signs, sounds, gestures or marks having understood meanings.
(Websters New International Dictionary of the English Language 1961:1270)
Various Definitions of Language
1. Language is used for communication.
2. Language is essentially human, although possibly not limited to humans.
3. Language is a set of arbitrary symbols.
4. Those symbols are primarily vocal, but may also be visual.
5. The symbols have conventionalized meaning to which they refer.
6. Language is systematic and generative.
7. Language operates in a speech community or culture.
Characteristics: Elements and Functions of Language
- An important characteristic of language is recursion (sentences may be produced
with other sentences inside the). This may be done by a process known as
relativization (the use of relative clauses).
- Language is a social phenomenon.
- All languages are equally complex.
ELEMENTS OF LANGUAGE
1. Phonology – study of sounds
2. Lexis/Lexicon – study of words and their meanings
3. Grammar – has 3 essential components
3.1 Morphology – word formation
3.2 Syntax – arrangement of word in a sentence
3.3 Semantics – refers to meaning
4. Cultural Load - refers to the cultural component of a particular utterance, sentence
or discourse in a language
In addition:
Phoneme - smallest unit of sound that makes a difference in meaning in a language.
Segmental - vowels, consonants, consonant clusters and diphthongs.
Suprasegmental - pitch, stress, intonation and juncture.
Morpheme - smallest meaningful units of language.
A free morpheme is one which can meaningfully occur alone
A bound morphemes always occur with a base
Language Acquisition - people acquire the languages used by those in the community.
Languages acquired while growing up are known as mother tongues also referred as
a first languages.
Language Learning process where people learn their second language for various
reasons, learned by studying formally in school or informally on their own
Language Contact - The result of such contact may be a new form of language.
Language Change - Your own languages may also change as you constantly interact
and communicate with each other; result of language contact
WHAT IS COMMUNICATION?
- Both an art and science
- often encompasses acts of speaking and listening, reading and writing, but it also
goes beyond these and incorporates the transmission of non-verbal language,
sign language, codes transmitted electronically (e.g., Morse code), and
physically (touch; hormones; muscles, tendons, nerves), and messages
communicated through music and by other means.
- The communication process is divided into 3 basic components: sender
(encoding), a channel (scheme of delivery), and a receiver(decoding)
- Feedback critical component in the communication process because it ensures
that the message is properly established and interpreted by the other party
concerned.
- Noise is defined as any interference/hindrance that causes a disturbance between
the sender and receiver in the communication process.
1. Psychological noise going in your head (opinions or standpoints)
2. Physical noise physical sounds that make it difficult to hear someone’s message
3. Physiological noise hunger, fatigue, headache, stress or anything that prevents you
from giving full attention
4. Semantic noise when communicator finds a hard time to sympathetically understand
a message
5. Factual noise form of interference caused by recalling small details in the process,
missing & omitting the main points of the information
Principles of Communication
1. Know your target audience.
2. Know the purpose of your engagement in communication;
3. Know your topic very well;
4. Anticipate objections from your listeners.
5. Present your viewpoints to your listeners well;
6. Achieve credibility with your audience;
7. Follow through on what you say;
8. Communicate a little at a time;
9. Present pieces of information in various ways;
10. Develop a real and useful ways to get feedback from the receivers;
11. Utilize varied or multiple communication techniques.
Ethical Standards of Communication
According to Laserna (2012), to purposely comprehend communication ethics, the
following principles of ethical communication should be stressed:
1. Advocate truthfulness, accuracy, honesty and reason as essential to the integrity of
communication;
2. Endorse freedom of expression, diversity of perspective, and tolerance of decency
3. Strive to understand and respect other communicators before evaluating and
responding to their messages;
4. Promote access to communication resources and opportunities
5. Promote communication climates of caring and mutual understanding that respect
the unique needs and characteristics of the individual communicators;
6. Condemn communication that degrades individuals and humanity through distortion,
intimidation, coercion and violence an through expression of intolerance and hatred;
7. Being committed to the courageous expression of personal conviction in pursuit of
fairness and justice;
8. Advocate sharing information, opinions and feelings when facing significant choices
while also respecting privacy and confidentiality; and
9. Accept responsibility for short- and long-term consequences for our own
communication and expect the same of others.
Guidelines for Effective Communication
 Identity and explain the principles of communication
 Internalize the real essence of the ethical standards of communication.
 Know the various ways of becoming an effective communicator.
 Follow the basic guidelines for effective communicating.
- Context is the circumstance or environment in which communication takes
place. May include the physical or actual setting, the value positions of a speaker
or listener, and the relevance or appropriateness of a message conveyed. We have
two types of Communication: the verbal and non-verbal.
MODULE 2: COMMUNICATION and GLOBALIZATION
Globalization - It is the communication and assimilation among individuals,
ethnicities, race, institutions, governments of various nations supported by technology
and compelled by international trade.
TYPES OF GLOBALIZATION
1.
Financial Globalization - concept that refers to increasing global linkages
created through cross- border financial flows
2.
Economic Globalization - refers to the increasing interdependence of world
economies as a result of the growing scale of cross-border trade of commodities and
services
3.
Technological Globalization - the increasing speed of technological diffusion
across the global economy
4.
Political Globalization - a dynamic, nonlinear, global process of increasing
and complicating the interdependence between all elements of the global political
system
5.
Cultural Globalization - refers to the transmission of ideas, meanings and
values around the world in such a way as to extend and intensify social relations
6.
Sociological Globalization - development of uniform global. Institutions
expediting the process of social change and leading to the emergence of a
“world society”
7.
Ecological Globalization - refers to global environmental issues including: population growth. - Access to food. - Worldwide reduction in biodiversity. - The gap
between rich and poor.
8.
Geographical Globalization - the set of processes (economic, social, cultural,
technological, institutional) that contribute to the relationship between societies and
individuals around the world.
STRATEGIES TO BECOME EFFECTIVE COMMUNICATOR
⦿ Review communication principles.
⦿ Analyze the message receiver
⦿ Be open to accepting other’s culture.
⦿ Learn about cultures and apply what is learned.
⦿ Consider language needs
ETHICS ACROSS CULTURES (KALE, 1997)
• Ethical communicators address people of other cultures with the same
respect that they would like to receive themselves. Intercultural
communicators should not demean or belittle the cultural identity of others
through verbal or non-verbal communication.
•
•
•
What is perceived to be the truth may vary from one culture to another, truth
is socially constructed.
Ethical communicators encourage people of other cultures to express
themselves in their uniqueness. This principle respects the right of people
to expression regardless of how popular or unpopular their ideas may be.
Ethical communicators strive for identification with people of other cultures.
Intercultural communicators should emphasize the commonalities of
cultural beliefs and values rather than their differences.
COMMUNICATION
APPROACH
TO
INTERCULTURAL
COMMUNICATION
●
Personality Strength - The main personal traits that affect the
intercultural communication are self-concept, self-disclosure, selfmonitoring, and
social relaxation.
●
Communication Skills - Individuals must be competent in verbal and nonverbal behaviors.
Intercultural communication skills require message skills, behavioral flexibility,
interaction management, and social skills.
●
Psychological Adjustment - Effective Communicators must be able to
acclimate to new environments. They must be able to handle the feelings of
“culture shock” such as frustration, stress, and alienation in ambiguous situations
caused by new environments.
●
Cultural Awareness - To be competent in intercultural communication,
individuals must understand the social customs and the social system of the host
culture. Understanding how people think and behave is essential for effective
communication with them.
BARRIERS TO INTERCULTURAL COMMUNICATION
• Anxiety - anxious, because of not knowing what you are expected to do
• Assuming Similarity instead of Differences
• Ethnocentrism - negatively judging aspects of another culture by the
standards of one’s own culture.
• Stereotyping - used to refer to negative or positive judgments made about
individuals based on any observable or believed group membership.
• Prejudice - refers to the irrational dislike or hatred of a particular group, race,
religion, or sexual orientation
• Motivation - desire to communicate successfully with strangers is an
important start.
• Tolerance for Ambiguity - makes it possible to accept, and even embrace,
the often equivocal and sometimes downright incomprehensible messages
•
•
Open-mindedness - competence requires an attitude that recognized that
people who behave differently are most likely following rules that have
governed their whole lives.
Knowledge and Skill - Theorist Charles Berger outlines three strategies for
moving forward to a more mindful; PASSIVE OBSERVATION, ACTIVE
STRATEGIES, and
SELF DISCLOSURE.
MODULE 3: INTERCULTURAL COMMUNICATION
Varieties and Registers of Spoken and Written Language
Intercultural Communication VS. Intracultural Communication
Jandt (1998) introduced intercultural and intracultural communication.
• Intercultural Communication refers to interaction with people from
diverse cultures. On the other hand,
• Intracultural Communication is the interaction between or among
members of the same racial or ethnic group or co-culture.
Forms of Intercultural Communication
●
Interracial Communication - It refers to the interaction of people belonging
to different races.
●
Interethnic Communication - It is the interaction among people of different
ethnic origins.
●
International Communication - It is the interaction between representatives
from different nations. According to Davies and Yagmur, communication has
become so fluid and boundless. This is due to increasing effect and influence of
globalization.
Improving Intercultural Competence (Gamble & Gamble, 2008).
1. Recognize the validity and differences of communication styles among people.
2. Learn to eliminate personal biases and prejudices.
3. Strive to acquire communication skills necessary in a multicultural world.
Varieties of Language
Lin (2016) presents the following nature of language variation as prescribed by most
linguists based on the ideas of Mahboob (2014).
1. Language varies when communicating with people within (local) and outs (global)
our community.
2. Language varies in speaking and in writing.
3. Language varies in everyday and specialized discourses
Characteristics of Spoken Language
•
•
•
•
•
•
The spoken language is mostly maintained in the form of a dialogue
The spoken language utilizes the human voice and all kinds of gestures
The spoken language is spontaneous but momentary.
The spoken language cannot be detached from the user of it.
The spoken language widely uses intensifying words.
The spoken language is characterized by the insertion into the utterance
of words without any meaning, which are called “fill-ups” or empty words
such as “well”, “and all”, “so to say”, “whatever”, etc.
Varieties of Spoken Language
Language varies when communicating with people within (local) and outside (global)
our community. There are five types of spoken language.
•
•
•
•
•
Interactional- social function
Referential- objects or abstract concepts
Expressive- judgement or feelings
Transactional – driven by needs and wants
Phatic- small, plain talk
Characteristics of Written Language
● the written variety presupposes the absence of an interlocutor.
● the written language is mostly maintained in the form of a monologue.
● the written language is more carefully organized and more explanatory. ● the
written language is able to live forever with the idea it expresses. ● the written
language can be detached and objectively looked at. The writer has an opportunity
to correct and improve what has been put on the paper. ● the written language bears
a greater volume of responsibility than its spoken counterpart.
The 3 most Common Language registers in writing
•
•
•
Martin Joos describe 5 styles in spoken language
•
•
•
•
•
Frozen register- uses printed or unchanging language, such as biblical
quotations
Formal register- one way participation, includes presentations or
introduction between strangers
Consultative register- two way participation; background information is
provided- prior knowledge is not assumed. Doctor/ patient
Casual register – in group- friends or acquaintances; slang common
Intimate register- Non- public, intonation is more important than wording or
grammar; private vocabulary. Also includes non- verbal messages.
Formal Language register- is more appropriate in professional & academic
writing. does not use colloquialisms, contractions or first person pronouns
such as ‘I’ or ‘We’.
Informal Register – more casual and spontaneous. used when
communicating with friends or family either in writing or in conversation.
Neutral Language Register – it is used to deliver facts, and nonemotional
topics and information. Examples articles, reviews, essays, technical writing
reports, business letters, and others
Spoken and Written Language
Both varieties, however, may be different in terms of their phonetics, morphology,
lexicon, and syntax. Yet, the most striking difference between the spoken and written
language is in the vocabulary used.
Culturally Responsive, Engaging, and Appropriate Language
The choice of words is a powerful strategy in communication. When Confucius said,
“When words lose their meanings, people lose their freedom”, the control of
language is an essential tool for an engaging and responsive communication. Hence,
cultural appropriateness of language is conforming to a culture’s acceptable
expressions and standards of behavior and thoughts. This is referred to as
“POLITICAL CORRECTNESS”.
Some Important Terms to Know
•
•
•
•
•
Cultural Awareness and Cultural Sensitivity - Cultural Awareness is
knowing that there are multiple different cultures; Cultural sensitivity
involves accepting those differences without insisting your own culture is
better
Cultural Appropriation of images is the adoption of the iconography of
another culture, and using it for purposes that are unintended by the original
culture or even offensive to that culture’s mores.
Gender Sensitivity - refers to the aim of understanding and taking account of
the societal and cultural factors involved in gender-based exclusion and
discrimination
Gender-sensitive language is the realization of gender equality in written
and spoken language.
Political correctness is used to describe language, policies, or measures that
are intended to avoid offense or disadvantage to members of particular groups
in society.
How to Choose Appropriate Language
1. Notice and reflect on disrespectful language, thoughts and actions.
2. Respect people of different races.
3. Use language that includes the LGBTQIA+ people.
4. Avoid exclusionary, gender-specific language.
5. Avoid using explicitly religious terms in mixed-religious company.
6. Avoid expressions that devalue people with physical or mental disabilities.
7. Refrain from language that groups people into one large category.
Cultural Awareness and Sensitivity Guidelines
1.
View human difference as positive and a cause for celebration;
2.
Have a clear sense of your own ethnic, cultural, and racial identity; 3. Be
aware that in order to learn about others, you need to understand and be prepared to
share your own culture;
4.
Be aware of your own discomfort when you encounter differences in race,
color, religion, sexual orientation, language, and ethnicity;
5.
Be aware of the assumptions that you hold about people of cultures different
from your own;
6.
Be aware of your stereotypes as they arise and develop personal strategies for
reducing the harm that they cause;
7.
Be aware of how your cultural perspective influences your judgments about
what appropriate, normal, or superior behaviors, values, and communication styles are;
8.
Accept that in cross-cultural situations, there can be uncertainty, and that
uncertainty can make you anxious. It can also mean that you do not respond quickly
and take the time needed to get more information;
9.
Take any opportunity to put yourself in places where you can learn about
differences and create relationships;
10.
Understand that you will likely be perceived as a person with power and racial
privilege (or the opposite), and that you may not be seen as unbiased or as an ally.
MODULE 4- EVALUATING MESSAGES AND IMAGES
Message is one of the elements that gives information and ideas to its intended receiver
or audience.
In rhetorical studies and communication studies, the message is the information
conveyed by: (a) words (b) other signs and symbols (Nordquist, R., 2017). Therefore,
messages whether verbal or nonverbal, or both, make up the content of the
communication process. The source or sender starts the process by conveying the
message to a receiver (cited in Nordquist, Richard “message communication”).
Verbal and Nonverbal Content - Verbal content refers to the written or spoken
words, email, text messages, phone calls, snail mail, sky-writing, etc. Nonverbal
content, on the other hand, refers to the meaningful behavior beyond words such as
body movement and gestures, eye contact, artifacts, and clothing, vocal variety,
touch, timing, etc.
Messages in Classical Rhetoric - “Both Cicero and Quintilian accepted the
Aristotelian Notion that a rhetorical message consists of effective use of logical
(logos), ethical (ethos), and pathetic proof (pathos).
Messages in the Media - “A well-defined message has two key components. First, it
is simple, direct, and concise. Second, it defines the issues on your own terms and in
your own words.
What is the Purpose of the Message?
According to Jennifer Lombardo, MUD school instructor and freelance artist,
“determining the purpose of your message is the first step in deciding what you
want to say and how you want to say it. Once you have the goal selected, it is then
easy to tailor the message in order to reach your audience. It is essential to choose
whether to inform, persuade, or offer goodwill via a message in the workplace”.
Reading comprehension is the process that involves thinking, teaching, past
experiences, and knowledge. b is the highest level of comprehension. It is the
process of making evaluations or judgments when experiencing “print, non-print,
image-based, and verbal” communication (Phelps, 2002).
Steps to becoming a critical reader
1. Prepare to become a part of the writer’s audience.
2. Prepare to read with an open mind.
3. Consider the title.
4. Read slowly.
5. Use the dictionary and other appropriate reference works.
6. Make notes.
7. Keep a reading journal.
The 3 Processes of Reading
• Bottom Up - Text to Mind (interpreting what the reader understands from the
material)
• Top Down – Mind to Text (incorporation of the reader’s prior knowledge to
the text)
• Interactive – combination of the two; Reader already has prior knowledge
about some parts of the text and is still able to gain new knowledge.
Reading Strategies
1. Previewing Begin with a general idea of what the passage is about.
2. Reading for Main Ideas By reading for main ideas, you identify the point of view
of the author.
3. Use Context clues for vocabulary A context is a combination of vocabulary and
grammar that surrounds a word.
4. Scanning for details Find important content words.
5. Making Inferences inference is a logical conclusion based on evidence.
6. Drawing Conclusions conclusion refers to information that is implied or inferred.
CRITICAL VIEWING: Messages in the Media
A well-defined message has two key components:
1. Simple, direct, and concise and
2. Defines the issues on your own terms and in your own words.
Visual literacy is reading the text whereas critical visual literacy is reading beyond the
text.
A critical visual reader:
● Analyzes texts and looks at intentions, points of view, biases
● Evaluates the texts’ socio-political context
● Reads what images and passages are saying: what messages they are suggesting, and
how they are shaped to influence the attitudes, values, and beliefs of readers
● Identifies bias in words and expressions
● Recognizes stereotypes in pictures and images
● Understands symbols
● analyzes/evaluates assumptions, beliefs, and practices
Factors affecting Varied Interpretation of Texts
● Social Environment ● Home Environment
● Cultural Environment
● Experiences
● Intellectual Level
● Language Differences
Ways Used to Convey Messages from Various Texts Read
There are different ways by which we can interpret messages from various texts and
these ways may also vary based on our level of understanding; based on images; kids
normally look for pictures, graphs, charts, or symbols since most of them are visual/
global learners; they can interpret a text, or any observation is through their own
stories; Stories can help clarify key values and also help demonstrate how certain tasks
are performed within an organization.
The Target Audience - knowing the audience will also help to determine the degree
of formality with which we should write. Messages which we would like to deliver
should fit the target audience of the material.
Key Concepts of Media Literacy - Media Literacy is the ability to “critically consume
and create media” in order to “better understand the complex messages we receive from
the internet and other forms of media.
The term “text” includes any form of written, spoken, or media work conveying
meaning to an audience. Text may use words, graphics, sounds, and
MODULE 5. Communication Aids and Strategies Using Tools of Technology
The Role of Technology in Communication
- All around the world, the government, education system, researchers, community
leaders, teachers, and parents consider technology to be a critical part of a child's
communication competence and skills development.
- Technology-assisted communication or machine-assisted interpersonal
communication combines characteristics of both interpersonal and mass
communication situations (Dominick, 1999).
Seven Milestones in the Evolution of Human Communication
1. Language
2. Writing
3. Printing
4. Telegraphy and Telephony
5. Photography
6. Radio and Television
7. Computer and Internet
The Meaning of Relational Technology
- Duck and McMahan (2009) refer to cellphones, Ipods, and other technological
devices as relational technologies to emphasize the relational functions and
implications of their use in society and within specific groups.
Media and Technology Generations
- Media scholars Gary Gumpert and Robert Cathart (1995) have maintained that
the traditional notion of separating generations according to time can be
replaced by separating generations according to their media experience.
Online Communication
- New face to face communication
- Online environment arises from the fact that cyber communication has also
expanded opportunities for online users to hide under different and fraudulent
identities.
Screen Name
- A person is sometimes known to others by his or her screen name, which may or
may not provide an accurate presentation of the person behind the screen.
E-mail Addresses
- Also connected to identity instruction,
- Have these main parts; the username (sometimes a person’s screen name), the
domain name, and the top-level domain. The username comes before the @
symbol; the domain name comes immediately after the @ symbol. And the toplevel domain follows the dot (.).
Online Content Creation and Identity
- The internet has become both an instrument and a site for social expression;
personal web pages, blogs, and the posting of share and display of their thoughts,
interests, talents, and other characteristics of the self.
Personal Web Pages and Blog
- The material and information on personal Web sites and blogs are usually provided
for specific reasons. People may incorporate content specifically for personal
expression and a desire to share it with others
Social Networking Sites
- allow people to connect with friends, families, and others in an existing social
network while establishing new connections and forming relationships with people
from around the world.
Mediated Communication and its Impact on Personal Relationships
- Kraut, Bryanin, and Kiesler (2006) as mentioned in Dave and McMahan (2009)
revealed that “on one level, changes in technology simply allow people to
achieve relatively stable relational goals in new ways.”
Cellphones and Personal Relationships
- Cell phones have come to represent constant connection to those who possess your
number, and how freely people give out their cell phone numbers varies.
Shared Experience
- Shared experience can be derived from the use of cell phones.
- When people correspond through text messages, the engagement is in the use of
the same technology.
- Information, the act of sending and receiving text messages both announces and
establishes shared membership and acceptance into a group.
Personal Relationships and Social Network
- Online communication enables people to maintain existing relationships, enhance
existing relationships, and create new relationships, and is dramatically changing
social networks (Boase, Horrigan, Wellaman, & Rainie, 2006);
CORE TIES include people with whom you have a very close relationship
and are in frequent contact.
SIGNIFICANT TIE though more than mere acquaintances represent a
somewhat weaker connection.
Competence and Challenges in Mediated Communication
- Learner Messages Social scientists use the term richness to describe the
abundance of non-verbal cues that add clarity to a verbal message
- Disinhibition blurting out remarks that embarrass ourselves and offend others;
Sometimes, communicators take disinhibition to the extreme, blasting-off angryeven vicious- e-mails, text messages, and website postings. The common term for
these outbursts is “flaming”.
- Permanence It can be bad enough to blurt out a private thought or lash out in a
person, but at least there is no permanent record of your indiscretion. By contrast,
a regrettable text message, e-mail, or web posting can archived virtually forever.
Social media etiquette: what’s safe to share on social networks?
An advocacy campaign is a long-term set of activities that includes research, planning,
and acting, monitoring, and evaluating advocacy efforts. By practice, advocacy
campaigns are delivered through different platforms of media- television, print, and
radio. However, contemporary technology has enabled advocates to use digital media
such as the internet, mobile devices, and Social Media as tools for pushing advocacy
as well.
Jumpstarting your Advocacy
- Developing your message
- Delivering your message
- Choosing the right medium
Traditional Mediums for Advocacy
● Press Release
● Radio and Television
● Theater and Songs
● Pamphlets, Comic Books and Photos
-
Characteristics of Effective Informative Speaking
● Intellectually Stimulating
● Relevant
● Creative
Methods of Informing
o Description
o Definition
o Comparison and Contrast
o Narration
o Demonstration
Guidelines for Organization Pattern
o Chronological step-by-step progression and/ or you want to discuss an event,
phenomenon, or concept over time.
o Spatial help the audience visualize something you are describing; describe
something by moving from point to point through space.
o Categorical - emphasize the significance of the categories or divisions in
some way
o Causal factors (causes) that have contributed to some outcome (effects)
o Problem-Solution understand a problem more fully while acknowledging
associated solutions
SPEECH TO PERSUADE
-
MODULE 6- COMMUNICATION FOR VARIOUS PURPOSES
SPEECH TO INFORM
- goal is to explain or describe facts, truths, and principles
- designed to educate audiences
- your goal is simply to achieve mutual understanding about an object, person, place,
process, event, idea, concept, or issue (Verderver, 2015).
Techniques in Delivering an Informative Speech
- Presentational Aids retain a visual as well as an audio memory of important
material
- Repetition repeating or paraphrasing important information
- Transition retain the relationships among the information being presented
Humor and other Emotional Anecdotes create an emotional memory link to
important ideas.
Mnemonics and Acronyms provide an easily remembered memory prompt or
shortcut to increase the likelihood that a list is retained.
PERSUASION is the process of altering or reinforcing attitudes, beliefs, values,
or behavior.
WAYS TO PRESENT PERSUASIVE IDEAS
- Cognitive Dissonance Telling listeners about existing problems or information
that is inconsistent with their currently held beliefs or known information creates
psychological discomfort.
- Hierarchy of Needs motivated by unmet needs; The most basic needs are
psychological, followed by safety needs, social needs, self- esteem needs, and
finally, self- actualization needs.
- Positive Motivation convinced that good things will happen to them if they
support what the speaker advocates.
- Negative Motivation convinced that bad things will happen to them unless they
do.
SPEECH TO ENTERTAIN
The speech to entertain usually happens in an after-dinner situation, or at a time when
the audience does not expect to be asked to think very hard or to take a very serious
action.
PURPOSES AND CHALLENGES OF THE SPEECH TO ENTERTAIN
- Most speakers also seek to impart some sort of memorable message.
- Very difficult speech to give
- Humor is hard to plan; professional humorists are likely to employ teams of
writers, and even they can an often do flop.
ENJOYMENT VERSUS HUMOR
Creating enjoyment, it should be pointed out, does not always mean being funny. In
fact, most successful speeches to entertain will probably include a lot of informative
material, they will stick to a central theme or point, and, however light-hearted, many,
like a good fable, will have a moral at the end.
PREPARING AND PRESENTING THE SPEECH TO ENTERTAIN
● Aim to stimulate enjoyment in your audience.
● Make your presentation brief.
● Provide a memorable message.
BASIC PARTS OF SPEECH TO ENTERTAIN
 Introduction
 Body
 Conclusion