types of speech context mass communication

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Types of Speech Context | Oral Communication in Context

Every day we deal with various kinds of conversations. Many of us wake up checking our phones if there are new messages in chat groups and email apps. Some have the confidence to take photos of themselves and posting them on their Facebook or Instagram accounts with the caption “Woke up like this” which surely gain reacts and comments from their friends. I bet many of us look in the mirror when we leave our bed and check our faces. If you are living with your family, mornings are filled with greetings and talks about food and activities for the day. When eating breakfast, some prefer to watch the morning news program while chewing the sumptuous meal.

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During the pre- pandemic time, you engage with your classmates in group works and reporting. You answer your teacher’s questions and you inquire for the things unclear to you. During break time, you exchange stories with your friends while enjoying your snacks. In eight hours you stay in the school, you communicate multiple times with various people. When you home, you talk with your family and narrate what happened the whole day. Before sleeping, some of you have activities like writing a diary, meditation or prayer, writing to-do list and the like.

Now that we are in the pandemic, physical interaction became limited. We miss going out with our friends and relatives and share moments with them. Good thing that there are social media platforms we use to reach out and enjoy things even we are confined to our houses. With the advancement of technology, we can connect to thousands of people wherever we are and in real time. Thus, communication is diverse in terms of the situations or environment we are in. This is speech context comes in.

Speech context is about the environment where the communication happens and how the message is relayed during the process. By knowing the speech context of a conversation, we can easily understand the message and we can make feedback clearly and appropriately.

There are four types of speech context: intrapersonal, interpersonal, public, and mass communication.

Intrapersonal - this communication happens within oneself. This means that the speaker acts as the source and the receiver of the message. When you do self- reflection, you analyze your thoughts and feelings. By knowing what you feel, you can assess yourself on how to react on it.

When you are asked what degree program you want to pursue in the college, you think of your interests and talents, and your strengths and weaknesses before answering.

You make yourself calm after realizing that you lost the food container while you are on your way back home.

Interpersonal - this communication involves two or more people. The conversation can be formal or informal, intimate or casual depending on the relationship people involved have.

There are two types of interpersonal communication: dyad and small group.

Dyad communication - two people are involved in this communication.

You talked to your mother that you need an illustration board for your activity tomorrow.

Your doctor asks about what you want to consult it.

Small group - three but not more than twelve people are part of the conversation. This type of communication is present during brainstorming or collaborating with other people.

Your group is pitching ideas for the research title to be presented.

Your father told the whole family that the trip to Hundred Islands will not push through because of the tropical depression.

Public - in this type of communication, you can deliver a message to bigger number people in a venue. When someone is giving a message to the public, he/ she usually inform or persuade people.

You express your message of thanks during the commencement exercises in the school.

A candidate tells his/ her platform in a grand rally.

Mass communication - this communication has television, social media, newspaper, magazines, and the like as channels. This type of communication reaches millions of people.

A weather forecaster informs the audiences about the location of the typhoon.

A blog entry about the Tondol White Sand Beach became trending on social media.

Now that you learned about the different types of speech context, it is time to take this short test to know how much you learned from this lesson.

Direction: Identify the type of speech context in the following situations.

• The town doctor does a live broadcast on Facebook about the latest COVID-19 update.
• Your parents are talking about the monthly bills.
• A pastor gives his sermon to the attendees.
• You exclaimed “I can do this” before your turn to sing on the stage.
• DepEd TV airs TV lesson.

Sources: 

Domingo, M. & Liboon, K. (2020). Oral communication in context quarter 1- module 5: types of speech context . Department of Education- Region IV-A CALABARZON: Rizal

Sipacio, P. J. & Balgos, A. R. (2016). Oral communication in context for senior high school . C & E Publishing, Inc.: Quezon City

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Chapter 1: The Speech Communication Process

The Speech Communication Process

• Listener(s)

Interference

As you might imagine, the speaker is the crucial first element within the speech communication process. Without a speaker, there is no process.  The  speaker  is simply the person who is delivering, or presenting, the speech.  A speaker might be someone who is training employees in your workplace. Your professor is another example of a public speaker as s/he gives a lecture. Even a stand-up comedian can be considered a public speaker. After all, each of these people is presenting an oral message to an audience in a public setting. Most speakers, however, would agree that the listener is one of the primary reasons that they speak.

The listener is just as important as the speaker; neither one is effective without the other.  The  listener  is the person or persons who have assembled to hear the oral message.  Some texts might even call several listeners an “audience. ” The listener generally forms an opinion as to the effectiveness of the speaker and the validity of the speaker’s message based on what they see and hear during the presentation. The listener’s job sometimes includes critiquing, or evaluating, the speaker’s style and message. You might be asked to critique your classmates as they speak or to complete an evaluation of a public speaker in another setting. That makes the job of the listener extremely important. Providing constructive feedback to speakers often helps the speaker improve her/his speech tremendously.

Another crucial element in the speech process is the message.  The  message  is what the speaker is discussing or the ideas that s/he is presenting to you as s/he covers a particular topic.  The important chapter concepts presented by your professor become the message during a lecture. The commands and steps you need to use, the new software at work, are the message of the trainer as s/he presents the information to your department. The message might be lengthy, such as the President’s State of the Union address, or fairly brief, as in a five-minute presentation given in class.

The  channel  is the means by which the message is sent or transmitted.  Different channels are used to deliver the message, depending on the communication type or context. For instance, in mass communication, the channel utilized might be a television or radio broadcast. The use of a cell phone is an example of a channel that you might use to send a friend a message in interpersonal communication. However, the channel typically used within public speaking is the speaker’s voice, or more specifically, the sound waves used to carry the voice to those listening. You could watch a prerecorded speech or one accessible on YouTube, and you might now say the channel is the television or your computer. This is partially true. However, the speech would still have no value if the speaker’s voice was not present, so in reality, the channel is now a combination of the two -the speaker’s voice broadcast through an electronic source.

The context is a bit more complicated than the other elements we have discussed so far. The context is more than one specific component. For example, when you give a speech in your classroom, the classroom, or  the physical location of your speech, is part of the context  . That’s probably the easiest part of context to grasp.

But you should also consider that the  people in your audience expect you to behave in a certain manner, depending on the physical location or the occasion of the presentation  . If you gave a toast at a wedding, the audience wouldn’t be surprised if you told a funny story about the couple or used informal gestures such as a high-five or a slap on the groom’s back. That would be acceptable within the expectations of your audience, given the occasion. However, what if the reason for your speech was the presentation of a eulogy at a loved one’s funeral? Would the audience still find a high-five or humor as acceptable in that setting? Probably not. So the expectations of your audience must be factored into context as well.

The cultural rules -often unwritten and sometimes never formally communicated to us -are also a part of the context. Depending on your culture, you would probably agree that there are some “rules ” typically adhered to by those attending a funeral. In some cultures, mourners wear dark colors and are somber and quiet. In other cultures, grieving out loud or beating one’s chest to show extreme grief is traditional. Therefore,  the rules from our culture  -no matter what they are -play a part in the context as well.

Every speaker hopes that her/his speech is clearly understood by the audience. However, there are times when some obstacle gets in the way of the message and interferes with the listener’s ability to hear what’s being said.  This is  interference  , or you might have heard it referred to as “noise. ”  Every speaker must prepare and present with the assumption that interference is likely to be present in the speaking environment.

Interference can be mental, physical, or physiological.  Mental interference  occurs when the listener is not fully focused on what s/he is hearing due to her/his own thoughts.  If you’ve ever caught yourself daydreaming in class during a lecture, you’re experiencing mental interference. Your own thoughts are getting in the way of the message.

A second form of interference is  physical interference  . This is noise in the literal sense -someone coughing behind you during a speech or the sound of a mower outside the classroom window. You may be unable to hear the speaker because of the surrounding environmental noises.

The last form of interference is  physiological  . This type of interference occurs when your body is responsible for the blocked signals. A deaf person, for example, has the truest form of physiological interference; s/he may have varying degrees of difficulty hearing the message. If you’ve ever been in a room that was too cold or too hot and found yourself not paying attention, you’re experiencing physiological interference. Your bodily discomfort distracts from what is happening around you.

The final component within the speech process is feedback. While some might assume that the speaker is the only one who sends a message during a speech, the reality is that the  listeners in the audience are sending a message of their own, called  feedback  .  Often this is how the speaker knows if s/he is sending an effective message. Occasionally the feedback from listeners comes in verbal form – questions from the audience or an angry response from a listener about a key point presented. However, in general, feedback during a presentation is typically non-verbal -a student nodding her/his head in agreement or a confused look from an audience member. An observant speaker will scan the audience for these forms of feedback, but keep in mind that non-verbal feedback is often more difficult to spot and to decipher. For example, is a yawn a sign of boredom, or is it simply a tired audience member?

Generally, all of the above elements are present during a speech. However, you might wonder what the process would look like if we used a diagram to illustrate it. Initially, some students think of public speaking as a linear process -the speaker sending a message to the listener -a simple, straight line. But if you’ll think about the components we’ve just covered, you begin to see that a straight line cannot adequately represent the process, when we add listener feedback into the process. The listener is sending her/his own message back to the speaker, so perhaps the process might better be represented as circular. Add in some interference and place the example in context, and you have a more complete idea of the speech process.

Fundamentals of Public Speaking Copyright © by Lumen Learning is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

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