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Scovel 1998: 31 says, “psycholinguistshave become excited about a new way of discovering how we put words into our mouths”. There are several processes
that must first be acknowledged by psycholinguist who wishes to understand how a sentence is processed. As mentioned by Gleason and Ratner 1998: 8 the processes
are : 1
The sounds of the message must be isolated and recognized. 2
The words must be identified and associated with their meanings. 3
The grammatical structure of the message must be analyzed sufficiently to determine the roles played by each word.
4 The resulting interpretation of the message must be evaluated in the light of
past experience and current context.
2.1.3 Competence and Performance
Competence is individuals ideal knowledge of a language, while performance is the specific way in which it is used. Gleason and Ratner 1998: 6
state that languages do not vary infinitely; there appear to be constraints on the nature of possible linguistic rules that reflect the nature of human cognition. It is
important to analyse language in its form which is isolated from its social context as stated by Halliday 2007: 205 that in philosophical linguistics, language is isolated
from its social context and studied in an idealized form, with a sharp boundary bound drawn between the system and the use of the system as what Chomsky called
‘competence’ and ‘performance’. There is a question made by Hartley 1982: 15 which is, “What data does the
learner need in order to acquire communicative competence?” Then its answer stated by Hartley is that the rules of grammar produce sentences free from slips of the
tongue and sudden changes of construction or topic. Real speakers produce
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utterances, containing many or few blemishes, in real situations and for a purpose. The language learner is faced with the problem of filtering out – on the basis of non-
native intuitions – what is pertinent and what is not in order toextend his knowledge of the systems which underlie performance. This means being attentive not only to
what is said and what is not said, but also to the actions and intentions of the persons involved and the situation in which communication takes place.
2.1.4 Speech
“A spoken utterance is mental concept turned by a speaker in speaking,” Siahaan, 2008: 94. According to Siahaan, speaking is a productive language skill. It
is a mental process. This means that it is a psychological process by which a speaker puts a mental concept into some linguistic form, such as word, phrases, and
sentences used to convey a message to a listener. So the speech production is by which the speakers turn their mental concept into their spoken utterances to convey a
message to their listeners in the communicative interaction Gleason and Ratner, 1998: 310.
According to Monroe 1949: 372, there are several basic types of speech based on the purpose of the speakers who want to convey their ideas. They are:
1. The Speech to Entertain
The speech to entertain seeks to make a point through the creative, organized use of the speakers humor. Their purpose is to relax the audience, establish some
interaction with them, and set the mood for the rest of the show. If a speaker combines the following five guidelines with what he already knows about developing
a public speech, he will discover that a speech to entertain is not only challenging but also fun to present.
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The first requirement for “a speech to entertain” is that it makes a point or communicates a thesis, no less than the most carefully crafted informative or
persuasive speech. Second is creative. A speaker “speech to entertain” should be original and creative. It should give the audience a glimpse of the unique view of the
world. Third is organized. It must have an introduction, body, and conclusion just as informative and persuasive speeches do.
In other words, “the speech to entertain” must convey a sense of moving toward some logical point and achieving closure after adequately developing that
point.The speech to entertain is difficult to do for a simple reason: Most people associate entertainment with lots of laughter and feel that if the audience is not
laughing a good deal, they are not responding favorably to the speech. But stop to consider for a moment the range of things that entertain a speaker, from the
outrageous antics of the comedian Gallagher to the muttered ramblings of Steven Wright.
Finally, “a speech to entertain” benefits from spirited delivery. People have often heard good speeches to entertain and looked forward to reading transcripts of
them later. They were usually disappointed. The personality, timing, and interaction with the audience that made the speech lively and unforgettable could not be
captured on paper. People have also read manuscripts of speeches to entertain that promised to be dynamic when presented.
One of the primary functions of speech itself is to provide an avenue for the transfer of knowledge. Somebody is able to give other people that which he has
acquired by his own experience by means of speech. The capability to convey information in an understandable form through public speech is therefore important.
2. The Speech to Inform
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One of the primary functions of speech itself is to provide an avenue for the transfer of knowledge. Somebody is able to give other people that which he has
acquired by his own experience by means of speech. The capability to convey information in an understandable form through public speech is therefore important.
The manner of delivering an informative speech will depend almost entirely upon the subject that the speaker is talking about and the audience he is addressing a
clear understanding of the ideas presented besides to create an interest in the information.
3. The Speech to Stimulate or Actuate through Emotional Stimulation
Another function of speech is to raise the ideals and ambitions of men above the mediocre level where they habitually fall by stimulating emotional attitudes.
“The speech to stimulate” is purposed to arouse enthusiasm or to deepen emotion, but this is not all of it.
In presenting “the speech to stimulate”, the presentation should be dynamic, which means that the outward expression of this dynamic quality will, of course,
vary with the specific purpose of the speakers speech and the occasion. 4.
The Speech to Convince or to Actuate through Conviction The preceding speech explained how support may sometimes be secured by
stimulating emotion and arousing enthusiasm when people already agree in principle with the speaker. In this way, “the speech to convince” is closely concerned with
conviction, with the necessity not only of arousing n audience, but also of changing existing beliefs or instilling new ones.
“The speech to convince” is purposed to secure belief or action based on belief in which it makes the member of the audience want to do what the speaker
proposes rather than feels that they have to. Moreover, there are two subsidiary
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purposes that a speaker should keep in mind that is to impress the listeners with a motive for believing, i.e., self-preservation, power, profit, pleasure, pride, etc.
Furthermore, it is to convince them of the logic of the speakers proposal, i.e., the relation between cause and effect, theory and practice, etc. Sometimes, the speaker
shall have to create or to retain an emotional attitude favorable to belief in the proposal such as anger and sympathy.
Everything depends upon the speech situation, and these situations vary more widely than for any other type of speaking. The style of delivery should be adapted
to the occasion and to the audience. Moreover, the delivery before the audience that is apathetic to the situation will differ from that which the speaker will employ
before an interested group, or one that is hostile. In general, however, a straightforward, energetic presentation that suggests enthusiasm without seeming
overemotional is the most effective in securing conviction. 5.
Answering Questions and Objection When someone asks a question or raises an objection to something a speaker
has said, the ultimate object of speakers answer will be to further the particular purpose of the speech about which the questions are asked. The immediate purpose
of the answer to the questions, however, will be “to satisfy the questioner”.Questions are asked for one of two reasons – to secure additional information or to raise se an
objection to what has been said. To satisfy the questioner, therefore, a speaker must either give the questioner the additional facts he demands or convince him that his
objection is invalid. The second purpose is to satisfy others in the audience. “Sometimes a speaker may not care what the person who questioned him thinks, but
the point he has raised may be an important one in the minds of other members of the audience. Therefore, a speakers answer must be directed not only to the questioner
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himself but also to the others whose objection he has voiced. The last purpose is to retain speakers prestige”.
The method a speaker will use in answering questions or objections must depend upon the real reasons of those who raise them. A speaker will answer the
mere troublemaker in way different from that in which he will answer one who is sincerely interested.
2.1.5 Speech Execution
