RELATED ORAL

COMMUNICATION IN
CONTEXT SENIOR HIGH
SCHOOL-GRADE 11
TEACHERS’ GUIDE IN ORAL
COMMUNICATION IN
CONTEXT

PREPARED & DEVELOPED BY MATSY B. TUMACDANG, MASPED SY 2017-2018

Note: Content-based curriculum guide recommended for Oral Comm English teachers adopted from the DepEd k-12 curriculum
for grade 11/12 Oral Communication in Context course as powered by
https://oralcom.wordpress.com/2016/10/14/speech-acts/
ORAL COMMUNICATION IN CONTEXT
SENIOR HIGH SCHOOL

CHAPTER I Nature and Elements of Communication (EN11/12OC)

1. Definition
2. The Process of Communication
3. Communication Models
4. Five Elements of Communication
5. Verbal and Non-Verbal Communication Guide
6. Effective Communication Skills
7. Intercultural Communication

CONTENT STANDARD:
The learner understands the nature and elements of oral communication in context.

PERFORMANCE STANDARD
The learner designs and performs effective controlled and uncontrolled oral communication activities based on
context.

LEARNING COMPETENCIES:
The learner…
1. (EN11/12OC-1) defines communication.
2. (EN11/12OC-2) explains the nature and process of communication.
3. (EN11/12OC-3) differentiates the various models of communication.
4. (EN11/12OC-4) distinguishes the unique feature(s) of one communication process from the other.
5. (EN11/12OC-5) explains why there is a breakdown of communication.
6. (EN11/12OC-6) uses various strategies in order to avoid communication breakdown.
7. (EN11/12OC-7) demonstrates sensitivity to the socio-cultural dimension of communication situation with
focus on: Culture (EN11/12OC-7.1)
Gender (EN11/12OC-7.2)
Age (EN11/12OC-7.3)
Social status (EN11/12OC-7.4)
Religion (EN11/12OC-7.5)
CHAPTER I: NATURE & ELEMENTS OF COMMUNICATION

COMMUNICATION
What is communication?
Communication (from the Latin term “communis” which means to share and inform ideas, feelings, etc.) is the
act of transmitting intended meanings from one entity or group to another through the use of mutually
understood signs and semiotic rules.

The different categories of communication include:

Spoken or Verbal Communication: face-to-face, telephone, radio or television and other media.
Non-Verbal Communication: body language, gestures, how we dress or act – even our scent.
Written Communication: letters, e-mails, books, magazines, the Internet or via other media.
Visualizations: graphs and charts, maps, logos and other visualizations can communicate messages.

THE PROCESS OF COMMUNICATION

THE BASIC STEPS OF COMMUNICATION

1. The forming of communicative intent– (the speaker generates an idea)
2. Message encoding– (the speaker encodes an idea or converts the idea into words or actions)
3. Transmission of the encoded message as a sequence of signals using a specific channel or medium– (the
speaker transmits or sends out a message)
4. Reception of signals-(the receiver gets the message)
5. Reconstruction of the original message
6. Interpretation and making sense of the reconstructed message- (the receiver decodes or interprets the
message based on the context)
7. The receiver sends or provides feedback.

COMMUNICATION MODELS

1. Shannon and Weaver Model of Communication

One of the most popular communication models was introduced by Claude Shannon and Warren Weaver for
Bell Laboratories in 1949. The original model was designed to mirror the functioning of radio and telephone
technologies.

Their initial model consisted of three primary parts:

Sender – the sender was the part of a telephone a person spoke into.
Channel – the channel was the telephone itself.
Receiver – the receiver was the part of the phone where one could hear the other person.

Shannon and Weaver also recognized that often there is static that interferes with one listening to a telephone
conversation, which they deemed noise. Claude Shannon and Warren Weaver structured this model based on
the following elements:
1. An information source, which produces a message.
2. A transmitter, which encodes the message into signals.
3. A channel, to which signals are adapted for transmission.
4. A noise source, which distorts the signal while it propagates through the channel.
5. A receiver, which ‘decodes’ (reconstructs) the message from the signal.
6. A destination, where the message arrives.

2. The Sender-Message-Channel-Receiver – Berlo’s Model

In 1960, David Berlo expanded on Shannon and Weaver’s (1949) linear model of communication and created
the SMCR Model of Communication. The Sender-Message-Channel-Receiver Model of communication
separated the model into clear parts and has been expanded upon by other scholars.

Communication is usually described along a few major dimensions

Message (what type of things are communicated),
source / emisor / sender / encoder (by whom),
form (in which form),
channel (through which medium),
destination / receiver / target / decoder (to whom), and
Receiver.

Wilbur Schram (1954) also indicated that we should also examine the impact that a message has (both desired
and undesired) on the target of the message. Between parties, communication includes acts that confer
knowledge and experiences, give advice and commands, and ask questions. These acts may take many forms,
in one of the various manners of communication. The form depends on the abilities of the group
communicating. Together, communication content and form make messages that are sent towards a
destination. The target can be oneself, another person or being, another entity (such as a corporation or group
of beings).

*Lasswell
*Dance
*Aristotle
ACTIVITY SHEET
ELEMENTS OF COMMUNICATION
1. Speaker- the source of information or message
2. Message- the information, ideas, or thoughts conveyed by the speaker in words or in actions
3. Encoding- the process of converting the message into words, actions, or other forms that the speaker
understands
4. Decoding- the process of interpreting the encoded message of the speaker by the receiver
5. Receiver- the recipient of the message, or someone who decodes the message
6. Barrier- the factors that affect the flow of communication
7. Channel (Medium). It refers to the way the message is sent.

In public speaking, the medium is vibrations in the air between speaker and listener, set in motion by the
speaker’s voice.
The message could also:
be written in any language,
put into some code known to both speaker and listener,
tape-recorded or videotaped,
put into sign language,
translated into Braille, or
sent by smoke signal.

8. It includes all messages, verbal or nonverbal, sent by the listener to the speaker.
9. (1) the occasion during which communication occurs, the occasion refers to the reason why people
assembled; it could be:
 serious or festive,
 planned or spontaneous,
 relaxed and informal,
 traditional or formal
(2) the physical setting or site where communication occurs; it includes:
 the size of the room,
 the number of audience,
 the facilities present,
 the light etc.

10. These are barriers to effective communication.

 The use of jargon. Over-complicated, unfamiliar and/or technical terms.
 Emotional barriers and taboos. Some people may find it difficult to express their emotions and
some topics may be completely ‘off-limits’ or taboo.
 Lack of attention, interest, distractions, or irrelevance to the receiver.
 Differences in perception and viewpoint.
 Physical disabilities such as hearing problems or speech difficulties.
 Physical barriers to non-verbal communication.
Not being able to see…
o the non-verbal cues,
o gestures,
o posture,
o and general body language can make communication less effective.
 Language differences and the difficulty in understanding unfamiliar accents.
  Expectations and prejudices which may lead to false assumptions or stereotyping. People often
hear what they expect to hear rather than what is actually said and jump to incorrect conclusions.
 Cultural differences.
The norms of social interaction vary greatly in different cultures, as do the way in which emotions
are expressed.
For example, the concept of personal space varies between cultures and between different social
settings.

VERBAL & NON-VERBAL COMMUNICATION

Verbal communication
- it is consist of messages being sent and received continuously with the speaker and the listener,
- it is focused on the way messages are portrayed.
- it is based on language and use of expression, the tone in which the sender of the message relays the
communication can determine how the message is received and in what context.

Factors that affect verbal communication:

 Tone of voice
 Use of descriptive words
 Emphasis on certain phrases
 Volume of voice

The way a message is received is dependent on these factors as they give a greater interpretation for the
receiver as to what is meant by the message. By emphasizing a certain phrase with the tone of voice, this
indicates that it is important and should be focused more on.

Along with these attributes, verbal communication is also accompanied with non-verbal cues.

Non-Verbal Cues
- these cues make the message clearer and give the listener an indication of what way the information
should be received.

Types of Non-Verbal Cues

 Facial expressions
 Hand gestures
 Use of objects
 Body movement

In terms of intercultural communication there are language barriers which are affected by verbal forms of
communication. In this instance there is opportunity for miscommunication between two or more parties.
Other barriers that contribute to miscommunication would be the type of words chosen in conversation.
EFFECTIVE COMMUNICATION SKILLS

Features of an Effective Communication

In their pioneer book Effective Public Relations, Professors Broom, Cutlip, and Center (2012) list the 7 Cs of
Effective Communication. The list is widely used today, especially in public relations and advertising.

1. Completeness
- Complete communication is essential to the quality of the communication process in general. Hence,
communication should include everything that the receiver needs to hear for him/her to respond, react,
or evaluate properly.

2. Conciseness
- Conciseness does not mean keeping the message short but making it direct or straight to the point.
Insignificant or redundant information should be eliminated from the communication that will be sent
to the recipient.

3. Consideration
- To be effective, the speaker should always consider relevant information about his/her receiver such
as mood, background, race, preference, education, status, needs, among others. By doing so, he/she
can easily build rapport with the audience.

4. Concreteness
- Effective communication happens when the message is concrete and supported by facts, figures, and
real-life examples and situations. In this case, the receiver is more connected to the message
conveyed.

5. Courtesy
- The speaker shows courtesy in communication be respecting the culture, values, and beliefs of his/her
receivers. Being courteous all the time creates a positive impact on the audience.

6. Clearness
- Clearness in communication implies the use of simple and specific words to express ideas. It is also
achieved when the speaker focuses only on a single objective in his/her speech so as not to confuse the
audience.

7. Correctness
- Correctness in grammar eliminates negative impact on the audience and increases the credibility and
effectiveness of the message.
FIVE ELEMENTS OF EFFECTIVE COMMUNICATION:

1. APPROACH
timing of communication;
choice of medium;
tone and point of view (perspective, attitude, and relationship regarding audience, purpose, and
material);
recognition of audience (reader vs. writer orientation);
direct vs. indirect presentation (ordering of evidence and conclusions);
persuasive strategies; and
rhetorical appeals (logos, pathos, ethos)

Checkpoints:
□Timing and choice of medium are appropriate to the purpose, audience, and material.
□Tone is appropriate to the purpose, audience, and material.
□Material is made relevant to the reader (reader’s interests and concerns are recognized).
□Conclusions are presented directly (conclusion first, evidence last) to a sympathetic audience, indirectly
(evidence first, conclusion last) to an unsympathetic or hostile audience.
□Persuasive strategy incorporates a mixture of rhetorical approaches (appeals to logic, feelings, and ethics or
credibility).

2. DEVELOPMENT
organization (logical arrangement and sequence);
evidence and support (relevance, specificity, accuracy and sufficiency of detail);
knowledge of subject and material;
quality of perception, analysis, and insight
Checkpoints:
□Material is arranged in a logical and coherent sequence.
□Conclusion or closing restates the argument and identifies the action to be taken.
□Examples are relevant, specific, detailed, sufficient, and persuasive.
□Quotations support the argument.
□Handling of material demonstrates knowledge and insight.

3. CLARITY
presentation of thesis or central argument (statement of purpose, delineation or narrowing of topic,
relevance of subordinate or secondary arguments);
word choice;
technical language and jargon;
structure (sentence, paragraph, document);
coherence devices (organizational statement, repetition of words and phrases, progression from
familiar to unfamiliar, topic and transitional sentences);
textual markers (headings, highlighting, formatting features)

Checkpoints:
□Purpose or central idea is sufficiently limited for meaningful discussion.
□Purpose or central idea is stated clearly, usually in the opening.
□Organizational statement is offered, usually at the end of the opening.
□Subordinate ideas are effectively identified and related clearly to the main purpose or central idea.
□Language is clear, specific, accurate, and appropriate to the audience, purpose, and material.
□Word choice is clear, specific, accurate, unassuming, and free of clichés and misused jargon.
□Technical language and terms are defined and explained as needed (depending on knowledge of the
audience).
□Sentences are free of ambiguity.
□Text is coherent, with new information linked to previously discussed information (ordered within sentences
as “something old/something new”).
□Transitions between paragraphs are clear and helpful.
□Text is appropriately highlighted (bullets, paragraphing, boldface, italics, underlining, etc.) to engage the
reader and reinforce the main points.

4. STYLE
word choice (economy, precision, and specificity of language and detail;
abstract vs. concrete language;
action verbs vs. linking or weak verbs with nominalizations;
figures of speech: schemes and tropes);
tone (personality and humor);
active vs. passive voice;
sentence variety

Checkpoints:
□Word choice is economical, clear, specific, accurate, unassuming, and free of clichés and misused jargon.
□Action verbs are preferred over weak verbs with nominalizations (as in recommend over make a
recommendation).
□Language is appropriately concrete or abstract (signifying or not signifying things that can be perceived by
the senses).
□Figurative language (metaphors and similes, as well as other tropes and schemes) enrich and deepen the
argument.
□Active voice is preferred over passive voice (active voice is used to emphasize the performer of the action;
passive voice is used to emphasize the receiver of the action).
□Sentences are free of wordiness and unnecessarily complex constructions.
□Variety in sentence structure and sentence length creates emphasis.
□Author’s values, personality and – when appropriate – humor are conveyed in a way that reinforces the
message.

5. CORRECTNESS
rules and conventions of spelling, grammar, punctuation, usage, and idiom;
style (appropriateness of word choice and level of formality to audience, purpose, and material);
social and cultural appropriateness;
accuracy in proofreading

Checkpoints:
□Spelling (including technical terms and proper names) is correct.
□Correct words are used to convey the intended meaning.
□Rules of grammar and syntax are followed, including pronoun-noun agreement, subject-verb agreement,
appropriate verb tense, pronoun case, possessive forms, parallel construction, etc.
□Punctuation (particularly comma placement) reflects standard usage.
INTERCULTURAL COMMUNICATION

Intercultural communication
- it is a form of communication that aims to share information across different cultures and social
groups.
- it is used to describe the wide range of communication processes and problems that naturally appear
within an organization or social context made up of individuals from different religious, social, ethnic,
and educational backgrounds.
- it is sometimes used synonymously with cross-cultural communication. In this sense it seeks to
understand how people from different countries and cultures act, communicate and perceive the world
around them. Many people in intercultural business communication argue that culture determines how
individuals encode messages, what medium they choose for transmitting them, and the way messages
are interpreted.
With regard to intercultural communication proper, it studies situations where people from different cultural
backgrounds interact. Aside from language, intercultural communication focuses on social attributes, thought
patterns, and the cultures of different groups of people. It also involves understanding the different cultures,
languages and customs of people from other countries.

PROBLEMS

The problems in intercultural communication usually come from problems in message transmission.

In communication between people of the same culture, the person who receives the message interprets it based
on values, beliefs, and expectations for behaviour similar to those of the person who sent the message. When
this happens, the way the message is interpreted by the receiver is likely to be fairly similar to what the
speaker intended. However, when the receiver of the message is a person from a different culture, the receiver
uses information from his or her culture to interpret the message. The message that the receiver interprets may
be very different from what the speaker intended.

Attribution is the process in which people look for an explanation of another person’s behaviour. When
someone does not understand another, he/she usually blames the confusion on the other’s “stupidity, deceit, or
craziness”.

Effective communication depends on the informal understandings among the parties involved that are based
on the trust developed between them. When trust exists, there is implicit understanding within communication,
cultural differences may be overlooked, and problems can be dealt with more easily. The meaning of trust and
how it is developed and communicated vary across societies. Similarly, some cultures have a greater
propensity to be trusting than others.

Nonverbal communication is behaviour that communicates without words—though it often may be

accompanied by words. Minor variations in body language, speech rhythms, and punctuality often cause
mistrust and misperception of the situation among cross-cultural parties.

Kinesic behaviour is communication through body movement:

- posture,
- gestures,
- facial expressions, and
- eye contact.
The meaning of such behaviour varies across countries.

Occulesics are a form of kinesics that includes eye contact and the use of the eyes to convey messages.

Proxemics concern the influence of proximity and space on communication (e.g., in terms of personal space
and in terms of office layout).
For example, space communicates power in the US and Germany.

Paralanguage refers to how something is said, rather than the content of what is said:
- rate of speech,
- tone and inflection of voice,
- other noises,
- laughing,
- yawning,
- and silence.

Object language or material culture refers to how we communicate through material artifacts:
- architecture,
- office design and furniture, clothing, cars, cosmetics, and
- time.

In monochromic cultures, time is experienced linearly and as something to be spent, saved, made up, or
wasted. Time orders life and people tend to concentrate on one thing at a time. In polychromic cultures, people
tolerate many things happening simultaneously and emphasize involvement with people. In these cultures,
people may be highly distractible, focus on several things at once, and change plans often.

MANAGEMENT
Important points to consider:
 Develop cultural sensitivity
 Anticipate the meaning the receiver will get.
 Careful encoding
 Use words, pictures, and gestures.
 Avoid slang, idioms, regional sayings.
 Selective transmission
 Build relationships, face-to-face if possible.
 Careful decoding of feedback
 Get feedback from multiple parties.
 Improve listening and observation skills.
 Follow-up actions

BASIC TOOLS FOR IMPROVEMENT

The following are ways to improve communication competence:
 Display of interest: showing respect and positive regard for the other person.
 Orientation to knowledge: Terms people use to explain themselves and their perception of the world.
 Empathy: Behaving in ways that shows you understand the world as others do.
 interaction management: A skill in which you regulate conversations.
 Task role behavior: initiate ideas that encourage problem solving activities.
 Relational role behavior: interpersonal harmony and mediation.
 Tolerance for ambiguity: The ability to react to new situations with little discomfort.
 Interaction posture: Responding to others in descriptive, non-judgmental ways..

IMPORTANT FACTORS
 Proficiency in the host culture language: understanding the grammar and vocabulary.
 Understanding language pragmatics: how to use politeness strategies in making requests and how to avoid
giving out too much information.
 Being sensitive and aware to nonverbal communication patterns in other cultures.
 Being aware of gestures that may be offensive or mean something different in a host culture rather than your
own home culture.
 Understanding a culture’s proximity in physical space and paralinguistic sounds to convey their intended
meaning.

TRAITS
 Tolerating high levels of uncertainty.
 Open-mindedness.
 Engaging in divergent and systems-level thinking.
ACTIVITY SHEET
CHAPTER II
Functions of Communication
 Regulation/Control
 Social Interaction
 Motivation
 Information
 Emotional Expression

CONTENT STANDARD:
The learner values the functions/ purposes of oral communication.

PERFORMANCE STANDARD:
The learner writes a 250-word essay of his/her objective observation and evaluation of the various speakers
watched and listened to.
LEARNING COMPETENCIES:
The learner…
1. (EN11/12OC-1be-8) discusses the functions of communication
2. (EN11/12OC-1be-9) identifies the speaker’s purpose(s).
3. (EN11/12OC-1be-10) watches and listens to sample oral communication activities
4. (EN11/12OC-1be-11) ascertains the verbal and nonverbal cues that each speaker uses to achieve his/her
purpose.
5. (EN11/12OC-1be-12) comprehends various kinds of oral texts.
Page | 16
6. (EN11/12OC-1be-13) identifies strategies used by each speaker to convey his/her ideas effectively.
7. (EN11/12OC-1be-14) evaluates the effectiveness of an oral communication activity
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FUNCTIONS OF COMMUNICATION
What are communication functions?
Communication functions refer to how people use language for different purposes also refers to how language
is affected by different time, place, and situation used to control the behavior of people used to regulate the
nature and amount of activities people engage in The most basic functions of communication in an
organization are to regulate/ to control, to inform, to interact socially, to express and to motivate.

FIVE FUNCTIONS OF ORAL COMMUNICATION

1. Regulation/Control-
Functions to control one’s behavior Doctors’ Prescription “Take your medicine 3 times a day.” Parents’
Instruction to their child “Wash the dishes now, or else I won’t allow you to go to the party later.” Friends
giving advice on what to do “Move on. He doesn’t love you anymore”

2. Social Interaction-
Used to produce social relationships; used to develop bonds, intimacy, relations,; used to express preferences,
desires, needs, wants, decisions, goals, and strengths; used for giving and getting information Encouragement
“You can do it.” Marriage Proposal “Will you marry me?” Invitation “Would you like some coffee, tea, or
me?”

3. Motivation-
Functions to motivate or to encourage people to live better.

4. Information-
Functions to convey information. Giving information… “Did you know that there’s a secret apartment at the
top of the Eiffel tower?”

5. Emotional Expression- facilitates people’s expression of their feelings and emotions. Appreciation “I’m so
glad that you came into my life.” “I like you so much! “Are you false teeth? It’s because I can’t smile without
you.” Expressing one’s ambition “I want to finish up my studies with good grades to be accepted in a good
university.” Expressing a need “I need you in my life.” Expressing prayers “We pray for those who suffered a
broken heart from their crush.”
ACTIVITY SHEET
CHAPTER III
Communicative Competence Strategies in Various Speech Situations Types of Speech context
1. Intrapersonal
2. Interpersonal
a) Dyad
b) Small group
3. Public Types of Speech Style
1. Intimate
2. Casual
3. Consultative
4. Formal
5. Frozen Types of Speech Act
1. Locution (Utterance)
2. Illocutionary (Intention)
3. Perlocutionary (Response)

Types of Communicative Strategy

1. Nomination
2. Restriction
3. Turn-taking
4. Topic control
5. Topic shifting
6. Repair
7. Termination

CONTENT STANDARD:
The learner recognizes that communicative competence requires understanding of speech context, speech style,
speech act and communicative strategy. The learner recognizes that communicative competence requires
understanding of speech context, speech style, speech act and communicative strategy.

PERFORMANCE STANDARD:
The learner demonstrates effective use of communicative strategy in a variety of speech situations. The learner
demonstrates effective use of communicative strategy in a variety of speech situations.

LEARNING COMPETENCIES

The learner:
1. (EN11/12OC-lfj-15) identifies the various types of speech context
2. (EN11/12OC-lfj-16) exhibits appropriate verbal and non-verbal behavior in a given speech context.
3. (EN11/12OC-lfj-17) distinguishes types of speech style.
4. (EN11/12OC-lfj-18) identifies social situations in which each speech style is appropriate to use.
5. (EN11/12OC-lfj-19) observes the appropriate language forms in using a particular speech style.
6. (EN11/12OC-lfj-20) responds appropriately and effectively to a speech act.
7. (EN11/12OC-lfj-21) engages in a communicative situation using acceptable, polite and meaningful
communicative strategies.
8. (EN11/12OC-lfj-22) explains that a shift in speech context, speech style, speech act and communicative
strategy affects the following:
 (EN11/12OC-lfj-22.1) language form
 (EN11/12OC-lfj-22.2) duration of interaction
 (EN11/12OC-lfj-22.3) relationship of speaker
 (EN11/12OC-lfj-22.4) role and responsibilities of the speaker
 (EN11/12OC-lfj-22.5) message
 (EN11/12OC-lfj-22.6) delivery
TYPES OF SPEECH STYLES

TYPES OF SPEECH CONTEXT

1. Intrapersonal- It refers to the communication with one’s self.

Example:
You spent the night thinking and analyzing why a student from the other class talked to you on the way home
and you decided it probably meant nothing.

2. Interpersonal- This refers to communication between and among people and establishes personal
relationship between and among them.

Example:
You offered feedback on the speech performance of your classmate. You provided comfort to a friend who
was feeling down.

3. Public- This type refers to communication that requires you to deliver or send the message before or in front
of a group.

Example:
You deliver a graduation speech to your batch. You participate in a declaration, oratorical, or debate contest
watched by a number of people.

4. Mass communication- This refers to communication that takes place through television, radio, newspapers,
magazines, books, internet, and other types of media.

Example:
You are a student journalist articulating you stand on current issues through the school’s newspaper.

RELATED INTERCULTURAL COMMUNICATION ELEMENTS OF COMMUNICATION

TYPES OF SPEECH STYLES

1. FROZEN STYLE
Used generally in very formal setting. Most formal communicative style for respectful situation does not
require any feedback from the audience usually uses long sentences with good grammar and vocabulary. The
use of language is fixed and relatively static.

Examples: national pledge, anthem, school creeds, marriage ceremonies, speech for a state ceremony

2. FORMAL STYLE
Used in speaking to medium to large groups. May also be used in single hearers- strangers, older persons,
professional Speaker must frame whole sentences ahead before they are delivered Avoids using slang
terminologies language is comparatively rigid and has a set, agreed upon vocabulary that is well documented;
is often of a standard variety.

Examples: meetings, speeches, school lessons, court, a corporate meeting, at a swearing in ceremony, in an
interview or in a classroom
3. CONSULTATIVE STYLE
Used in semi-formal communication Happens in two-way participation. Most operational among other styles
Speaker does not usually plan what he wants to say Sentences end to be shorter and spontaneous Examples:
regular conversation at schools, companies, group discussion, teacher-student, doctor-patient, and expert-
apprentice

4. CASUAL STYLE
Language used between friends. Often very relaxed and focused on just getting the information out
Slangs are quite often used in these instances. This style is used in informal situations and language
Relationship between speaker and hearer is closed. Examples: casual conversations with friends, family
members, chats, phone calls and messages

5. INTIMATE STYLE
Completely private language used within family of very close friends or group Uses personal language codes
Grammar is unnecessary Does not need complete language Certain terms of endearment, slangs or expressions
whose meaning is shared with a small subset of persons to person Advertisements

SPEECH ACTS Concept proposed by John Langshaw Austin in 1962 one of the founders of pragmatic and
later developed by John R. Searle in 1969, both philosophers of language. Speech acts refer to the moments in
which statements occur in the communicative act within a given context. Speech Acts are group of utterances
with a single interactional function.

Theory of Speech Acts

A speech act has 3 aspects:

Locution= physical utterance by the speaker
Illocution= the intended meaning of the utterance by the speaker (performative)
Perlocution= the action that results from the locution.

Levels of action Locutionary act: is the basic act of utterance, or producing a meaningful linguistic
expressions. Performing an act of saying something. Depending on the circumstances, do any one of several
different things, so we can use a sentence with a given illocutionary content in a variety of ways. Austin
defines it “as belonging to a certain vocabulary…and as conforming to a certain grammar…with a certain
more or less definite sense and reference”

Illocutionary act: are the real actions which are performed by the utterance. We form an utterance with some
kind of function in mind. This communicative force of an utterance is known as illocutionary force.
Performing an act in saying something Levels of Action Types of illocutionary acts constitutes: affirming,
announcing, answering, confirming “We find the defendant guilty”

Directives: advising, asking, forbidding, ordering, permitting Commissives: agreeing, inviting, offering,
promising, I promise to call you tonight” Acknowledgments: apologizing, congratulating, and thanking.

Perlocutionary act: are the effects of the utterance on the listener. Reveals the effect the speaker wants to
exercise over the hearer. This is also known as the perlocutionary effect performing an act by saying
something. Would you close the door, please?
Example A bartender utters the words, “The bar will be closed in five minutes,”

The locutionary act of saying that the bar will be closed in five minutes, where what is said is reported by
indirect quotation. The illocutionary act in saying this, the bartender is informing the patrons of the bar’s
imminent closing and perhaps also the act of urging them to order a last drink. The bartender intends to be
performing the perlocutionary acts of causing the patrons to believe that the bar is about to close and of getting
them to order one last drink.

TYPES OF COMMUNICATIVE STRATEGY

1. Nomination- collaboratively and productively establish a topic
2. Restriction- limitation you may have as a speaker
3. Turn-taking- process by which people decide who takes the conversational floor
4. Topic control- covers how procedural formality or informality affects the development of topic in
conversations
5. Topic shifting- involves moving from one topic to another
6. Repair- refers to how speakers address the problems in speaking, listening and comprehending that they may
encounter in a conversation
7. Termination- refers to the conversation participants’ close-initiating expressions that end a topic in a
conversation
ACTUVUTY SHEET
CHAPTER IV
Types of Speeches
1. According to purpose
 Expository/Informative Speech
 Persuasive Speech
 Entertainment Speech
2. According to delivery
 Reading from a manuscript
 Memorized Speech
 Impromptu Speech
 Extemporaneous Speech
3. Principles of Speech Writing
 Choosing the Topic
 Analyzing the Audience
 Sourcing the Information
 Outlining and Organizing the Speech Contents
1. Principles of Speech Delivery
CONTENT STANDARD
The learner realizes the rigors of crafting one’s speech.
PERFORMANCE STANDARD
The learner proficiently delivers various speeches using the principles of effective speech delivery
LEARNING COMPETENCIES
The learner:
1. (EN11/12OC-11cj-23) distinguishes types of speeches.
2. (EN11/12OC-11cj-24) uses principles of effective speech delivery in different situations.
3. (EN11/12OC-11cj-25) uses principles of effective speech writing focusing on:
 (EN11/12OC-11cj-25.1) audience profile
 (EN11/12OC-11cj-25.2) logical organization
 (EN11/12OC-11cj-25.3) duration
 (EN11/12OC-11cj-25.4) word choice
 (EN11/12OC-11cj-25.5) grammatical correctness
4. (EN11/12OC-11cj-26) uses principles of effective speech delivery focusing on:
 (EN11/12OC-11cj-26.1) articulation
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 (EN11/12OC-11cj-26.1) modulation
 (EN11/12OC-11cj-26.1) stage presence
 (EN11/12OC-11cj-26.1) facial expressions, gestures and movements
 (EN11/12OC-11cj-26.1) rapport with the audience
PRINCIPLES OF SPEECH DELIVERY

Reading from a manuscript

Speaking with advanced preparation
Planned and rehearsed speech
Reading aloud a written message
Memorized Speech
Speaking with advanced preparation
Planned and rehearsed speech Reciting