Vocal delivery includes components of speech delivery that relate to your voice: rate, volume, pitch, articulation, pronunciation, and fluency. Our voice is important to consider when delivering our speech for two main reasons. First, vocal delivery can help us engage and interest the audience. Second, vocal delivery helps ensure that our ideas are communicated clearly.
Speaking for Engagement
We have all had the displeasure of listening to unengaging speakers. Unengaging delivery that doesn’t communicate enthusiasm translates into a lack of interest for most audience members, even if the speaker genuinely cares about the topic. Although a speaker can be visually engaging by incorporating movement and gestures, which we will discuss more later, a flat or monotone vocal delivery can be sedating or even annoying. Incorporating vocal variety in terms of rate, volume, and pitch is key to being a successful speaker.
Rate of speaking refers to how fast/slow your speech is. If you speak too fast, your audience will not be able to absorb the information you present. If you speak too slowly, the audience may lose interest. The key is to vary your rate of speaking in a middle range, staying away from either extreme, in order to keep your audience engaged.
In general, a higher rate of speaking signals that a speaker is enthusiastic about his or her topic — but speaking too fast might prevent your audience from following your argumentation and they might stop listening for that reason. If you find that you are a naturally fast speaker, make sure that you do not “speed talk” through your speech when practicing it. Even if you try to hold back when actually delivering your speech, you may fall back into your practice routine and speak too fast. You can also include reminders to “slow down” on your speaking outline.
Speaking too slowly may lead the audience to infer that the speaker is uninterested, uninformed, or unprepared to present the topic. These negative assumptions, whether they are true or not, are likely to hurt the credibility of the speaker.
Volume refers to how loud or soft your voice is. As with speaking rate, you want to avoid the extremes of being too loud or too soft, but still vary your volume within an acceptable middle range. When speaking in a typically sized classroom or office setting that seats about twenty-five people, using a volume a few steps above a typical conversational volume is usually sufficient. When speaking in larger rooms, you will need to project your voice. You may want to look for nonverbal cues from people in the back rows or corners, like leaning forward or straining to hear, to see if you need to adjust your volume more. Obviously, in some settings, a microphone will be necessary to be heard by the entire audience.
As with rate, audiences use volume to make a variety of judgments about a speaker. Softer speakers are sometimes judged as meek, which may lead to lowered expectations for the speech or less perceived credibility. Loud speakers may be seen as overbearing or annoying, which can lead audience members to disengage from the speaker and message. Be aware of the volume of your voice and, when in doubt, increase your volume a notch, since beginning speakers are more likely to speak too softly rather than too loudly.
Pitch refers to how high or low a speaker’s voice is. As with other vocal qualities, there are natural variations among people’s vocal pitch. Unlike rate and volume, there are more physiological limitations on the control we have over pitch. For example, men generally have lower-pitched voices than women. Despite these limitations, we all have the capability to intentionally change our pitch across a range large enough to engage an audience. Changing pitch is a good way to communicate enthusiasm and indicate emphasis or closure. In general, our pitch goes up when we are discussing something exciting. Our pitch goes down slightly when we emphasize a serious or important point. Lowering pitch is also an effective way to signal transitions between sections of your speech or the end of your speech, which cues your audience to applaud and avoids an awkward ending.
Of the vocal components of delivery discussed so far, pitch seems to give beginning speakers the most difficulty. There is usually a stark difference between the way students speak before and after a class and the way they speak when they get in front of the class — as if giving a speech temporarily numbs their ability to vary their pitch. Record yourself practicing your speech/presentation to determine if the amount of pitch variety and enthusiasm you think you convey while speaking actually comes through. Speakers often assume that their pitch is more varied and their delivery more enthusiastic than the audience actually perceives it to be.
Overall, the lesson to take away from this section on vocal delivery is that variety is key. Vocal variety includes changes in your rate, volume, and pitch that can make you look more prepared, seem more credible, and be able to engage your audience better. Employing vocal variety is not something that takes natural ability or advanced skills training. It is something that beginning speakers can start working on immediately and everyone can accomplish. The key is to become aware of how you use your voice when you speak, and the best way to do this is to record yourself. We all use vocal variety naturally without thinking about it during our regular conversations, and many of us think that this tendency will translate over to our speaking voices. This is definitely not the case for most beginning speakers. Unlike in your regular conversations, it will take some awareness and practice to use vocal variety in speeches/presentations, but improving in this area will add to your speaking confidence, which usually translates into better grades and better public speaking skills further on.
Speaking for Clarity
In order to be an effective speaker, your audience should be able to understand your message and digest the information you present. Audience members will make assumptions about our competence and credibility based on the way we speak. As with other aspects of speech delivery, many people are not aware that they have habits of speech that interfere with their message clarity. Since public speaking is generally more formal than our conversations, we should be more concerned with the clarity of our speech.
Articulation refers to the clarity of sounds and words we produce, and speakers should strive to speak clearly, avoiding ooor articulation. For example, a person may say dinnt instead of didn’t, gonna instead of going to, wanna instead of want to, or hunnerd instead of hundred. Unawareness and laziness are two common challenges to articulation. As with other aspects of our voice, many people are unaware that they regularly have errors in articulation. Recording yourself speaking and then becoming a higher self-monitor are effective ways to improve your articulation. Laziness, on the other hand, requires a little more motivation to address. Some people just get in the habit of not articulating their words well. We all know people who mumble when they speak or slur their words together. This problem tends to be displayed by men more than women — probably because overconfidence is more common among men. Both mumbling and slurring are examples of poor articulation. In more informal settings, this type of speaking may be acceptable, but in formal settings, it will be negatively evaluated, which will hurt a speaker’s credibility. Perhaps the promise of being judged more favorably, which may help a person become more successful, is enough to motivate a mumbler to speak more clearly.
When combined with a low volume, poor articulation becomes an even greater problem. Doing vocal warm-ups like the ones listed in Section 18.5 “Managing Public Speaking Anxiety” or tongue twisters can help prime your mouth, lips, and tongue to articulate words more clearly. When you notice that you have trouble articulating a particular word, you can either choose a different word to include in your speech or you can repeat it a few times in a row in the days leading up to your speech to get used to saying it.
Unlike articulation, which focuses on the clarity of words, pronunciation refers to speaking words correctly, including the proper sounds of the letters and the proper emphasis. Mispronouncing words can damage a speaker’s credibility, especially when the correct pronunciation of a word is commonly known.
On the other hand, we all commonly run into words that we are unfamiliar with and therefore may not know how to pronounce. In that case, we have three options. The first is to look the word up in an online dictionary. Many dictionaries have a speaker icon included, and when you click on it, you can hear the correct pronunciation of a word. Some words have more than one pronunciation, in which case choosing either of the accepted pronunciations is fine. Just remember to consistently use that pronunciation to avoid confusing your audience. If a word doesn’t include an audio pronunciation, you can usually find the phonetic spelling of a word, which is the word spelled out the way it sounds. There will occasionally be words that you can’t locate in a dictionary. These are typically proper nouns or foreign words. In this case, use the “phone-a-friend” strategy. Call up the people you know who have large vocabularies and ask them. If they know, and you find them credible, you’re probably safe to take their suggestions. The third option is to “fake it ‘til you make it” and should only be used as a last resort. If you can’t find the word in a dictionary and your friends don’t know how to pronounce it, it’s likely that your audience will also be unfamiliar with the word. In that case, using your knowledge of how things are typically pronounced, decide on a pronunciation that makes sense and confidently use it during your speech. Most people will not question it. In the event that someone does correct you on your pronunciation, thank him or her for correcting you and adjust your pronunciation.
Fluency refers to the flow of your speaking. To speak with fluency means that your speech flows well and that there are not many interruptions to that flow. There are two main disfluencies, or problems that affect the flow of a speech. Fluency hiccups are unintended pauses in a speech that usually result from forgetting what you were saying, being distracted, or losing your place in your speaking notes. Fluency hiccups are not the same as intended pauses, which are useful for adding emphasis or transitioning between parts of a speech. While speakers should try to minimize fluency hiccups, even experienced speakers need to take an unintended pause sometimes to get their bearings or to recover from an unexpected distraction. Fluency hiccups become a problem when they happen regularly enough to detract from the speaker’s message.
Verbal fillers are words that speakers use to fill in a gap between what they were saying and what they say next. Common verbal fillers include um, uh, ah, er, you know, and like. The best way to minimize verbal fillers is to become a higher self-monitor and realize that you use them. Many students are surprised when they watch the video of their first speech and realize they said “um” thirty times in three minutes. Gaining that awareness is the first step in eliminating verbal fillers, and students make noticeable progress with this in time. If you do lose your train of thought, having a brief fluency hiccup is better than injecting a verbal filler, because the audience may not even notice the pause or may think it was intentional.
- Lack of preparation. Effective practice sessions are the best way to prevent fluency hiccups.
- Not writing for speaking. If you write your speech/ presentation outline/ presentation script the way you have been taught to write papers, you will have fluency hiccups. You must translate the written words into something easier for you to present orally. To do this, read your speech/presentation outline/presentation script aloud and edit as you write to bring everything closer to spoken language.
- A poorly prepared speaking outline. Whether it is on paper or note cards, sloppy writing, unorganized bullet points, or incomplete/insufficient information on a speaking outline leads to fluency hiccups.
- Distractions. Audience members and the external environment are unpredictable. Hopefully audience members will be polite and will silence their phones, avoid talking while the speaker is presenting, and avoid moving excessively. There could also be external noise that comes through a door or window. A speaker can also be distracted by internal noise such as thinking about other things.
Delivering Presentations Online
As many people and organizations are trying to do more with smaller budgets, and new software becomes available, online presentations are becoming more common. Whether using a Webinar format, a WebEx, Skype, FaceTime, Elluminate Live, or some other application, the live, face-to-face audience is now mediated through a computer screen. Despite this change in format, many of the same basic principles of public speaking apply when speaking to people virtually — yet many business professionals seem to forget the best practices of public speaking when presenting online or don’t get that they apply in both settings. The website TheVirtualPresenter.com offers many tips for presenting online that we’ve covered in this textbook, including be audience focused, have engaging delivery, and use visual aids effectively (Courville, 2012). However speakers need to think about some of these things differently when presenting online.
We have natural ways to engage an audience when presenting face-to-face, but since many online presentations are only one-way in terms of video, speakers have to rely on technology like audience polls, live chat, or options for audience members to virtually raise their hand when they have a question to get feedback while speaking. Also, in some formats, the audience can only see the presenter’s computer desktop or slide show, which pulls attention away from physical delivery and makes vocal delivery and visual aids more important. Extemporaneous delivery and vocal variety are still key when presenting online. Reading from your slides or having a monotone voice will likely not make a favorable impression on your audience. The lesson to take away is that presenting online requires the same skills as presenting in person, so do not let the change in format lead you to make mistakes that will make you a less effective speaker.
Self-reflection and critical thinking questions:
- Have you ever presented online or been an audience member for an online presentation? If so, describe your experience and compare it to face-to-face speaking.
- What are some of the key differences between presenting online and presenting in person that a speaker should consider?
- How might online presentations play into your future career goals? What types of presentations do you think you would give? What could you do to ensure the presentations are effective?
- Speakers should use vocal variety, which is changes in rate, volume, and pitch, to make a speech more engaging.
- Speakers should use proper articulation and pronunciation to make their message clear.
- Interruptions to the fluency of a speech, including fluency hiccups and verbal fillers, detract from the speaker’s message and can lessen a speaker’s credibility.
- Record yourself practicing your presentation for our class. How does it sound in terms of vocal variety? Cite specific examples.
- Listen to your recorded presentation again. How would you evaluate your articulation and pronunciation? Cite specific examples.
- Over the course of a day, take note of verbal fillers that you tend to use. List them here so you can be a higher self-monitor and begin to notice and lessen your use of them.
Courville, R. (2012). Delivery. TheVirtualPresenter.com. http://thevirtualpresenter.com/category/delivery.