Oral Communication
Oral Communication
Oral Communication
in Context
Quarter 1 – Module 3:
Speech Context, Speech Style,
and Speech Act
Oral Communication in Context – Grade 11
Alternative Delivery Mode
Quarter 1 – Module 3: Speech Context, Speech Style, and Speech Art.
First Edition, 2020
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Management Team:
Schools Division Superintendent : Romeo M. Alip, PhD, CESO V
Asst. Schools Division Superintendent : Roland M. Fronda, EdD, CESE
Chief Education Supervisor, CID : Milagros M. Peñaflor, PhD
Education Program Supervisor, LRMDS : Edgar E. Garcia, MITE
Education Program Supervisor, AP/ADM : Romeo M. Layug
Education Program Supervisor, English : Ilynne SJ Samonte
District Supervisor, Pilar : Teresita R. Ordiales
Division Lead Book Designer : Kenneth G. Doctolero
District LRMDS Coordinator, Pilar : Joseph Ralph S. Dizon, PhD
School LRMDS Coordinator : Antonio Lucky M. Antonio
School Principal : Cesar L. Valenzuela, EdD
District Lead Layout Artist, Oral Comm : Rhenn B. Songco
District Lead Illustrator, Oral Comm : Marlon Q. Diego
District Lead Evaluator, Oral Comm : Rea A. Pangilinan
Delivery Mode (ADM) Module on Speech Context, Speech Style, and Speech Act.
educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12 Curriculum
This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also
aims to help learners acquire the needed 21st century skills while taking into
In addition to the material in the main text, you will also see this box in the
As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
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For the learner:
The hand is one of the most symbolized part of the human body. It is often
used to depict skill, action and purpose. Through our hands we may learn, create
and accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant competencies
and skills at your own pace and time. Your academic success lies in your own hands!
This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning resource while being an active
learner.
What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.
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Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.
We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!
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What I Need to Know
This module is designed and written to help you recognize that communicative
competence requires understanding of speech context, speech style, and a speech
act.
At the end of this module, you will also demonstrate effective use of communicative
strategies in various speech situations by:
What I Know
Let’s figure it out. Identify whether the following communication context is “direct”
or “mediated.” Write your answer on the blanks.
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Lesson
Speech Context and
4 Speech Style
Speech Context – refers to the purpose of the speech. The context dictates and
affects the way people communicate.
What’s In
Let’s check how these factors affect the context of our speech. Write “Agree” if you
think the statement is correct and “Disagree” if not.
_________ 1. The number of communicators affects the context of our speech. We can
perform communication even if we are alone, by our self, in a room.
_________ 2. The physical distance of a public speaker should be too close to the
audience so he can hear clearly their questions and feedback.
_________ 4. People who can’t see and hear clearly may not able to communicate
effectively.
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Notes to the Teacher
This module prepares the learners to use effective communicative
strategies based on speech context, speech style, and speech act.
What’s New
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Behaviors Which Affect Intrapersonal Communication
When people communicate with one’s self, their beliefs, values, and attitude
affect self-talk and self-concept.
1. Beliefs – are self’s orientation of what is true or false, and good or bad.
2. Values – are deep-rooted ideals based from beliefs that result to right or
wrong actions.
3. Attitudes – are predispositions consistent with values that are based from
learning and thus, strongly affected by emotion.
Dimensions of Self
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2. Small Group – involves at least three but not more than twelve people
engaging in a face-to-face interaction to achieve desired goal. All participants
can freely share their ideas in a loose and open discussion.
For examples, you deliver a graduation speech to your batch, or you participate
in a declamation, oratorical contest, or debate watched by many people.
For example, you are a student journalist articulating your stand on current
issues through the school newspaper.
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Purpose of Mass Communication
a. News and information
b. Universal integration
c. Medium for social and political
involvement
d. Social interaction and
entertainment
According to Martin Joos (1976), a linguistic and German professor, speech style
is a form of language that the speaker uses which characterized by the degree
of formality. He identified the speech style into five types: intimate, casual,
consultative, formal, and frozen.
A. Intimate
- This is a style used between two people who have
very close relationships like couples, family, and
best friends. People using intimate speech have a
lot of experiential knowledge in common.
- In intimate speech, the communicators do not
care about grammar and pronunciation. For
example, couple talking about their future plans,
family sharing ideas, very close friends sharing
secrets, and others.
B. Casual
- Casual style is used in conversation between
friends and insiders who have something to
share and have shared background information
but don’t have close relations.
- It uses trendy words and phrases and speaks in
incomplete or elided sentences. For example,
“Meet at the mall?” “Bought it yesterday. Makes
no difference.”
- The main function of communication in this style is social interaction.
- It is usually observed in phone calls, everyday conversation with friends,
chats, and alike.
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C. Consultative
- It is a conversational style in which the speaker
constantly observes listener’s verbal and
nonverbal cues for feedback.
- What the speaker will say next depends on the
feedback provided by the listener. Meaning, the
speaker does not usually plan what he or she
wants to say, most operational among others.
- This style is used in semi-formal
communication, and when talking to a stranger.
- The speaker pronounces words well, chooses words carefully, speaks in
short and complete sentences to avoid misunderstanding.
- The main function of communication in this style is to give information.
- For example, regular classroom discussion, doctor and patient
consultation, and alike.
D. Formal
- It is called upon when speaking in formal
settings no matter how the participants are
related to each other.
- Formal speeches are straightforward speeches,
much of the language spoken depends on what
the education system taught individuals as to
be used in formal settings.
- In this speech style, the speaker avoids using
slang terminologies, what the speaker says is something that has been
prepared, a very well-organized speech.
- Its complex sentence and noun phrases are well structured, logically
sequenced, and strongly coherent.
- For examples, making an announcement, state of the nation address,
welcome remarks, and others.
E. Frozen
- It is the most formal communicative style that is
usually used during respectful events and
ceremonies.
- It also used when one shows hesitation,
disinterest or prejudice.
- Frozen speech is used generally in a very formal
setting, and it does not require any feedback
from the audience.
- It exists as a literature for a given community.
- For example, pledges, anthems, marriage vows,
laws, and others.
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What is It
2. Do you think this visualization exercise will influence your actions and
decisions in the future? Share your thoughts.
_____________________________________________________________
_____________________________________________________________
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_____________________________________________________________
Part 2: Identify an intimate relationship that you want to portray (for example,
mother and daughter, best friends, siblings, etc.) Present a one liner dialogue
between intimately related people. Write your one-liner dialogue inside the callouts.
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What’s More
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_________________________________________________________________________________
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Conversation - Dyad
Dialogue - Dyad
Interview - Dyad
Small Group
What I Can Do
For public and mass communication, make an observation how the following
communication was delivered. Highlight its differences.
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My Observation
News on TV
Product Advertising
Entertainment Video on
Internet
Assessment
Let’s check the best style! Identify the speech styles matched for each of the
statement. Write whether it is intimate, casual, consultative, formal, or frozen.
____________1. “Excuse me, may I know where do Mr. Dave Harry lives?”
____________2. “Mom, why Dad has fired out?”
____________3. “Doesn’t make sense.”
____________4. “Toyota’s sales bounced back in March as substantial discounts
helped to win back customers who have been shaken by the firm’s
mass safety recall.”
____________5. “I hereby pledge my loyalty to our dear alma matter and its
foundations who have molded me to become the hope of this nation.”
____________6. “This is to announce that people with green tag must stay on the line
until you are being called to process your application.”
____________7. “I need you to complete me.”
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____________8. “Take this medicine three times a day after meal.”
____________9. “Dude, stop freaking out.”
____________10. “You are the apple of my eyes. So, please never leave.”
____________11. “This certificate of recognition is hereby awarded to… for his
exemplary service and contribution as a resource speaker in today’s
event.”
____________12. “Please all rise for the invocation, to be followed by the entrance of
colors and singing of the national anthem.”
____________13. “Turn left and enter the second door to your right.”
____________14. “Yup, one moment please.”
____________15. “I kinda wanna go to the movies.”
Additional Activities
Here are some examples of statements in natural English that are converted
to formal form to make it sound professional, structured and well-organized.
Rewrite the short informal speech below to make it formal, structured, and
well-organized.
Informal:
Formal:
_____________________________________________________________________
___________________________________________________________________________
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___________________________________________________________________________
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Answer Key
Casual 15.
Casual 14.
Formal 13.
Frozen 12.
Formal 11.
Intimate 10.
Casual 9.
vary. Consultative 8. may vary
Answers may Intimate 7. Answers
Formal 6.
What I Can Do: Frozen 5. Activities:
Formal 4. Additional
Casual 3.
Casual 2.
Consultative 1.
Assessment:
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What I Need to Know
This module is designed and written to help you recognize that communicative
competence requires understanding of speech context, speech style, and a speech
act.
At the end of this module, you will also demonstrate effective use of communicative
strategies in various speech situations by:
What I Know
Read the scenario in the box and answer the following guide questions.
A 20 year old employee is suspended of having kidnapped the four year old son
of the owner of the factory where the employee is working. Pretend that you are a
news reported assigned to interview both the suspect and the mother of the
victim..
Guide Questions:
1. Which of the speech style will you use to gain the suspect’s trust and
cooperation?
______________________________________________________________
______________________________________________________________
______________________________________________________________
2. On the other hand, how will you position your speech act to make the victim’s
mother feel better and less her suffering?
______________________________________________________________
______________________________________________________________
______________________________________________________________
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Lesson
5 Speech Act
Regardless of the length of the statement, speech act aims to deliver the
intended meaning.
Constative – utterance used to state things, for example: “Your hair looks
pretty.”
J.L. Austin (1962), developed the speech act theory. The speech act theory
considers language as a sort of action rather than a medium to convey and
express. According to him, there are three types of speech act based on utterance,
intention, and response. These are locutionary, illocutionary, and perlocutionary
acts.
What’s In
A. Locutionary Act
- is the actual act of utterance.
- What did the person say?
- For example, “Please do the dishes.”
B. Illocutionary Act
- is the social function and intention of the statements.
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- What did the message mean?
- For example, “To clean or wash the dishes.”
C. Perlocutionary Act
- is the resulting act and response of the statement.
- This is based on the particular effect of the speech act.
- Did they perform the act?
- For example, “I have washed the dishes.”
The table shows how speech acts are linked together.The perlocutionary act
could either be a matched or mismatched response.
Locution The speaking force Your room is a disgrace. Tidy your room now!
Illocution The intended force The room must be cleaned.
Matched Mismatched
Perlocution The effect of the act The listener agreed The listener refused
or laughed
Let’s complete the act. Write an appropriate speech act of complaint, request, and
refusal for the following situations. Make a matched and mismatched perlocutionary
act.
Illocutionary
Act
Perocutionary
Act
(Matched and
Mismatched)
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Notes to the Teacher
This module prepares the learners to respond appropriately and
effectively using speech act in various situations.
What’s New
John Searle classified the illocutionary acts into five distinct categories based on
J.L Austin’s speech act theory. These categories are assertive, directive,
commissive, expressive, and declarative.
1. Representative
- It is a type of illocutionary act in which the speaker expresses belief
about the truth of a proposition.
- Paradigm cases: suggesting, putting forward, swearing, boasting,
concluding, stating, asserting, and describing.
- For example, “No one makes better pancakes than I do.”
“I am a great singer.”
“Josh is an engineer.”
2. Directive
- It is a type of illocutionary act in which the speaker tries to make the
receiver perform an action.
- Paradigm cases: asking, ordering, requesting, inviting, advising,
commanding, challenging, daring, entreating and begging.
- For example, “Please close the door.”
“Sit down!”
“Give me some food.”
3. Commissive
- It is a type of illocutionary act which commits the speaker to do something
in the future.
- Paradigm cases: promising, pledging, threatening, planning, vowing,
offering and betting.
- For example, “From now on, I will participate in our group activity.”
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“I am going to leave you.”
“I will call you tonight.”
4. Expressive
- It is a type of illocutionary act in which the speaker expresses his or her
feelings or emotional reactions.
- Paradigm cases: thanking, congratulating, greeting, welcoming,
complaining, apologizing, and deploring.
- For example, “I am sorry for not helping out in our group projects.”
“This beer tastes disgusting.”
“Please come in.”
5. Declarations
- It is a type of illocutionary act which brings a change in the external
situation.
- Paradigm cases: blessing, baptizing, marrying, bidding, firing, hiring,
arresting, judging, giving verdict, passing a sentence and
excommunication.
- For example, “This court found the defendant guilty.”
“I pronounce you – Christian.”
“You are fired!”
- By saying that someone is fired, an employer causes or brings about the
person’s unemployment, thus changing his external situation.
What is It
Let’s identify the speech act. Write whether the following quotations is a
representative, directive, commissive, expressive or a declaration.
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________________14. “If you will not give what I want, I will leave you!”
________________15. “I’m sorry for being weak in our relationship.”
What’s More
4. Setting – there are places that restricts or force people to utter a particular
speech act or they get into trouble. For example, customer representatives
need to greet all customers who makes inquiry, or they will be fired when
caught incompliant.
5. Convention – the reason why people meet and gathered. For example, the
officiating judge in a marriage ceremony need to utter “I now pronounce you
husband and wife.” or the act may be interpreted as invalid.
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What I Have Learned
Create your own examples of statements based on the following speech act category.
1. Representative: ___________________________________________________________
2. Directive: _________________________________________________________________
3. Commissive: ______________________________________________________________
4. Expressive: _______________________________________________________________
5. Declarative: _______________________________________________________________
What I Can Do
Based on the statements you made on “What I have learned” section of this lesson,
identify the specific purpose of that speech act. Give atleast two specific purposes for
each statement you gave. Below is an example:
2.
Directive 1.
2.
Commissive 1.
2.
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Expressive 1.
2.
Declarative 1.
2.
Assessment
Let’s look at the speech act involved. Select your answer by encircling the letter.
1. A father says to his child, “Why don’t you spend less time watching TV?”
a. Commanding b. Asking c. Offering
6. A passerby says to a motorist with a flat tire, “Let me help you with that.”
a. Offering b. Promising c. Planning
7. A woman says to someone next to her at the grocery store, “It’s going to be a
very windy day.”
a. Greeting b. Describing c. Challenging
8. A police officer says to a young man who was speeding, “You’re under arrest”
a. Passing a sentence b. Judging c. Firing
10. A teenage boy says to another teenage boy, “Go ahead–Make me!”
a. Threatening b. Challenging c. Swearing
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11. An umpire says, “Strike Three!”
a. Congratulating b. Firing c. Betting
12. One friend says to another, “I swear I won’t see Martha again.”
a. Planning b. Betting c. Threatening
13. A parent says to her child, “I forbid you to leave your room.”
a. Commanding b. Inviting c. Daring
15. A judge says to a happy couple, “I now pronounce you husband and wife.”
a. Blessing b. Marrying c. Vowing
Additional Activities
Part 1: Read the situation in the box and answer the following debriefing questions.
Write your answers in five to ten sentences.
Debriefing Questions:
1. How could you have been a competent interpersonal communicator in that
scenario?
___________________________________________________________________
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___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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2. Do you think making the employees feel more included and heard is more
important than the deadlines? Share your thoughts.
___________________________________________________________________
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S 3 4
2
L T L
5
C E T
6
7
P D
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Assessment:
Additional Activities: 1. C
2. A
Part 1: Answers may 3. B
vary 4. A
Part 2: What I Can Do:
5. C
Slang 6. A
Linguistic Answers may
7. B
Trends vary.
8. A
Literature
Coherent 9. B
Portray 10. B
Pledge 11. A
12. B
13. A
14. B
15. B
What’s In:
1. Commissive
2. Expressive
3. Representative
What’s More: 4. Declaration
What I have Learned:
5. Directive
What I Know:
Answers may 6. Commissive
Answers may
vary. 7. Representative
vary. Answers may vary
8. Directive
9. Representative
10. Declaration
11. Expressive
12. Directive
13. Declarative
14. Commissive
15. Expressive
Answer Key
7. A solemn promise or undertaking.
6. To represent or play the part of someone.
understood
5. Parts are logically or aesthetically ordered or integrated to be clearly
4. Any form of written work.
3. What's hip or popular at a certain point in time.
2. It is the scientific study of language.
speech.
arbitrarily changed words, and extravagant, forced, or facetious figures of
1. An informal nonstandard vocabulary composed typically of coinages,
References
Moses Ojera. Uses of Interpersonal Speech Context, prezi.com, Posted August 2,
2016
Claire Anne Requina, et. al. Different Types of Speech Style According to Joos,
slideshare.net, Posted December 9, 2016
Nel Versoza. Speech Style, Learning for Better Life, PDF File, Posted 2016
H. Schifman. Speech Acts and Conversation, Handout for Educ 537, Educational
Linguistic, 1997
Center for Advanced Research and Acquisition (CARLA). What is a Speech Act?,
University of Minnesota, April 11, 2019
Charisa Lou Ocon. Types of Speech Act, slideshare.net, Posted October 20, 2018
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