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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 Oral Communication
in Context
Quarter 1 – Module 3:
Speech Context, Speech Style,
and Speech Act
Introductory Message
For the facilitator:

Welcome to the Oral Communication in Context – Grade 11/12 Alternative

Delivery Mode (ADM) Module on Speech Context, Speech Style, and Speech Act.

This module was collaboratively designed, developed and reviewed by

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

while overcoming their personal, social, and economic constraints in schooling.

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

consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the

body of the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

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

the learners as they do the tasks included in the module.

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For the learner:

Welcome to the Oral Communication in Context – Grade 11/12 Alternative

Delivery Mode (ADM) Module on Speech Context, Speech Style and Speech Act!

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.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

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 Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

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:

1. Identifying the various types of speech context (EN11/12OC-Ifj-15).

2. Distinguishing types of speech style (EN11/12OC-Ifj-17).

What I Know

Contexts in communication can either be direct or mediated in nature.

Direct Communication – a context that involves face-to-face, immediate, and

physical communication. It is expressed through verbal and non-verbal
communication. This is applicable to both dyadic and small group communication.

Mediated Communication – it involves the use of technology or media. It can be

done real time, recorded, and virtual. Non-verbal communication may or may not
be involved depending on the technology used.
For example, non-verbal communication is not important in a telephone
conversation, but it counts on a video call.

Let’s figure it out. Identify whether the following communication context is “direct”
or “mediated.” Write your answer on the blanks.

_____________1. Talking through a telephone

_____________2. Visiting a neighbor
_____________3. Virtual meeting
_____________4. Asking your seatmate during an exam
_____________5. Whispering your secrets on ear
_____________6. Writing a letter to a friend
_____________7. Participating on actual debate
_____________8. Make a video greeting

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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.

Factors to Consider when Identifying Speech Context

1. Number of communicators – refers to the number of people involve when

communication takes place.
2. Physical Proximity – is the distance of the speaker to the persons he talks
to.
3. Urgency of Exchange – whether communication is immediate or can still be
postponed.
4. Number of Sensory Channels – it involves visual, auditory, or tactile
senses.
5. Context or communication – whether messages are conveyed as direct or
mediated.

Speech styles – are patters of speaking characterized by distinctive pronunciation,

vocabulary, participants, and grammatical structures.

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.

_________ 3. Most people use telephone to make an immediate conversation. Most of

these calls can no longer wait for a personal appearance.

_________ 4. People who can’t see and hear clearly may not able to communicate
effectively.

_________ 5. When we say mediated communication, we talk to people face-to-face.

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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

TYPES OF SPEECH CONTEXT

Speech context is categorized into four major types: intrapersonal,

interpersonal, public, and mass communication.

A. Intrapersonal – happens when we mentally review or rehearse conversations

or experiences.

According to McLean (2005), Intrapersonal communication can be defined as

communication with one’s self, and that may include self-talk, acts of
imagination and visualization, and even recall and memory.

Purpose of Intrapersonal Communication

a. To helps us meditate, reflect and strategize.
b. To practice important communication scenari os within ourselves.
c. To think critically of past and future events.

Self-talk – is the process of communication with

the self. It also often described as the thinking
process.

For examples, you spent the night thinking

and analyzing why a student from the other class
talked to you on the way home and you decided
that it probably meant nothing.

Or, you felt happy about how your crush

noticed your new hairstyle and you’re talking to
yourself on the mirror how he can notice you again the next day.

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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

1. Self-concept – is how an individual think and feels about the self.

2. Self-image – is how an individual sees the self, whether good or bad.
3. Self-esteem – it is the degree of worth or value given to oneself.
4. Perception – is about making sense of an interaction or experience. This is
based from beliefs, values, and attitude too. The only difference is that self-
concept is internal, while perception is external.
5. Self-awareness – is conscious knowledge of one's own character, feelings,
motives, and desires. The process can be painful but it leads to greater self-
awareness.

B. Interpersonal – is an exchange of information between and among people, and

establishes personal relationship.

Purpose of Interpersonal Communication

a. To give and collect information
b. To establish and maintain
relationship
c. To make decision and solve problems
d. To regulate power and influence
others

Forms of Interpersonal Context

1. Dyad – is a form of communication between two individuals

 Conversation – involves a friendly relationship.
For example, you provided comfo rt to a friend who was feeling
depressed.
 Dialogue – involves a sustained relationship.
For example, you offered feedback on speech performance of your
classmate.
 Interview – involves an interviewer and an interviewee
For example, you are conducting a personal survey in one of the
respondents for your research.

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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 example, you are participating in a student organizational meeting

to come up with a project proposal.

According to Solomon and Theiss (2013), “inter” highlights how interpersonal

communication connects people, and “personal” are the unique qualities a
person matter during interpersonal communication.

C. Public – is a communication wherein the speaker who is the sender-receiver,

speaks to an audience. It requires the speaker to deliver a message in front of a
group.

For examples, you deliver a graduation speech to your batch, or you participate
in a declamation, oratorical contest, or debate watched by many people.

According to Hybels and Weaver (2012), channels in public communication are

more exaggerated, voice is loud, and gestures are more expansive due to bigger
audience. The message can be driven by informational or persuasive purposes,
and slides presentation can be used.

Purpose of Public Communication

a. Dissemination of public information
b. Telling a story and words of
encouragement
c. Motivating people to act

Public Speaking – the powerful tool used by the

speaker to verbalize information in public.

D. Mass Communication – a form of public communication that uses media like

publications, radio, television, and internet.

For example, you are a student journalist articulating your stand on current
issues through the school newspaper.

According to Defleur and Dennis (2002), mass communication is the process in

which professional communicators disseminate message widely, rapidly and
continuously to arose intended meaning in large and diverse audience in
attempts to influence them in a variety of ways.

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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

Types of Mass Media

1. Journalism – focuses on collecting
and publishing news whether on
papers, TV, radio, or internet.
2. Advertising – a mass communication that encourages purchasing
behavior.
3. Social Media – a form of entertainment media
4. Public Relation – programs which aim to give political and public
service.

TYPES OF SPEECH STYLE

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.

Why it is called frozen?

According to Broderick (1976), the style invites the reader to enter into a
personal experience of creative discovery, such as literary texts, like poetry,
which he may memorize, replay, and refeel, and to find more profound values
and meanings with each repetition, transforming the texts into a frozen one.

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 What is It

Part 1: In intrapersonal context, we communicate with ourselves. Let’s see what’s in

this activity.
1. Take a few minutes and visualize what you would like your life to be like a
year from now, or five years from now. As you talk to your self, list down the
highlights of your visualization.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

2. Do you think this visualization exercise will influence your actions and
decisions in the future? Share your thoughts.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

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

Let’s recognize the importance. Explain the importance of interpersonal

communication in the following settings. Support you answer with examples.

Interpersonal Communication at Home:

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

Interpersonal Communication at School:

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

Interpersonal Communication at Workplace:

_________________________________________________________________________________
_________________________________________________________________________________

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_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

What I Have Learned

Below are sample situations where we can observe interpersonal communication.

Categorize each example using these symbols. Draw your answer on the space before
the numbers.

Conversation - Dyad
Dialogue - Dyad
Interview - Dyad
Small Group

_______1. The board of directors sit on a meeting

_______2. The human resource manager talks to an applicant
_______3. Best friends sharing their secrets
_______4. The secretary explains the schedule to her boss
_______5. The mother gave advice to her daughter
_______6. The governor instructed ten of his campaign managers
_______7. The reporter talks to a driver live on camera
_______8. The witness shared her testimony in front of the judge
_______9. Husband and wife talk before they sleep
_______10. The top 5 finalists met the program-lead on a dinner

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

Public Service Radio

Broadcasting (no
advertising involved)

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.

Informal (Natural) English Formal (Latinized) English

1. Who did you get it from? From whom did you get it?
2. It’s me. It is I.
3. I’m gonna fetch you at 6. I am going to fetch you at 6 o’clock.
4. I wanna be the one to make you I want to be the one to make you
happy? happy.
5. I’ve already got the envelop. I have already gotten the envelop.

Rewrite the short informal speech below to make it formal, structured, and
well-organized.

Informal:

I decided to write an extended speech on how hip-hop works as protest

of the lower classes because I think the music is gonna be cool and really
wanna gets people dancing, inspiring those people who wouldn’t normally
think there’s any point in being against anything to listen to the message,
you know!. Being an enthusiastic hip-hop dancer myself, I really wanted to
find out some more about this.

Formal:

_____________________________________________________________________
___________________________________________________________________________

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___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Answer Key

Small group 10.

Conversation 9.
Dialogue 8.
Interview 7.
Mediated 8. Small group 6.
Direct 7. Conversation 5.
Mediated 6. Disagree 5. What’s More: Dialogue 4.
Direct 5. Agree 4. Conversation 3.
Direct 4. Agree 3. Answers Interview 2.
Mediated 3. Disagree 2. may vary. Small group 1.
Direct 2. Agree 1.
Mediated 1. symbols)
What’s In: (Answer should be in
What I Know:
What I have Learned:

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:

1. Responding appropriately and effectively to a speech act (EN11/12OC-Ifj-

15).

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

Speech acts – is an utterance that a speaker makes to achieve an intended effect. A

speech act might contain just one word, or several words, or sentences.

One word: “Thanks”

Several words: “Thank you very much.”
Sentences: “Thank you for always being there for me, I really appreciate it.”

Regardless of the length of the statement, speech act aims to deliver the
intended meaning.

Two Forms of Utterance

 Constative – utterance used to state things, for example: “Your hair looks
pretty.”

 Performative – utterance used to do things, for example: “Comb your

hair.”

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

Three Types of Speech Act

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.

Complaint Request Refusal

You visit a shop You have got the Your grandmother is
where you bought result of a periodical giving you a pants
a T-Shirt recently test and think that which color and
because it has your teacher missed design you don’t
holes in it. on giving you marks like.
that would result in
you getting a higher
grade.
Locutionary
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.

Types of Illocutionary Act

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.

________________1. “I’ll will always be there when you need me.”

________________2. “Congratulations to our new account executive.”
________________3. “This is a magic lipstick.”
________________4. “The suspect has been found guilty beyond reasonable doubt!”
________________5. “Please close the door when you leave.”
________________6. “You can count on me.”
________________7. “It’s the best burger in town. Nothing can beat this!”
________________8. “I command you to stay.”
________________9. “He is the best president.”
________________10. “The bidding is officially closed!”
________________11. “Welcome home, darling!”
________________12. “Can you tell me your secrets?”
________________13. “I now pronounce you husband and wife.”

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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

Factors that Affects Speech Act

1. Intention – the sincerity of the speaker

affects the pronunciation of words and
the message it delivers to the listener. In
a commissive speech act, successful
promises are delivered with pure intent
and sincere speech.

2. Culture – identifies individual roles in

society, thus affect the way people use
speech act. For example, in a society
where role of men is dominant, men
mostly use directive speech act and
declaration.

3. Role of the Speaker – the speakers

possess power and authority depending
on the role. For example, if the Queen says: “Attack the enemy!”, although
she’s a woman, it has a different force in speech act rather than it says by
anyone else.

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:

Speech Act The statements you Specific purpose

made
Example: Representative “I have a cute puppy here 1. Describing
which I received as a gift 2. Stating
during my birthday.”
Complete the portions below.
Representative 1.

2.

Directive 1.

2.

Commissive 1.

2.

23
 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

2. A child says to her playmate, “Yippee–cookies!”

a. Boasting b. Describing c. Offering

3. A doctor says to a patient, “I advise you to stop smoking.”

a. Begging b. Ordering c. Requesting

4. One secretary says to another, “My daughter is getting married in August.”

a. Stating b. Concluding c. Swearing

5. A priest says over an infant, “I baptize you in the name of . . .”

a. Giving a verdict b. Excommunicating c. Blessing

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

9. A coach says to a team member, “Way to go!”

a. Complaining b. Suggesting c. Threatening

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

14. A buyer says to a seller, “I agree with your terms”

a. Vowing b. Betting c. Welcoming

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.

Imagine that you are the manager of a small department of employees at a

marketing agency where you often have to work on deadlines. As a deadline
approaches, you worry about your team’s ability to work without your supervision
to complete the tasks, so you interrupt everyone’s work and assign them all
individual tasks and give them a bulleted list of each subtask with a deadline to
turn each part in to you. You meet the deadline and have effectively accomplished
your goal. Over the next month, one of your employees puts in her two-weeks’
notice, and you learn that she and a few others have been talking about how they
struggle to work with you as a manager. Although your strategy was effective,
many people do not respond well to strict hierarchy or micromanaging and may
have deemed your communication inappropriate.

Debriefing Questions:
1. How could you have been a competent interpersonal communicator in that
scenario?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

25
 2. Do you think making the employees feel more included and heard is more
important than the deadlines? Share your thoughts.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3. How to balance being “effective” and being “appropriate” in an interpersonal

setting?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Part 2: Vocabulary Practice: Solve the crossword puzzle.

1
S 3 4
2
L T L
5
C E T
6
7
P D

26
 27
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

Jeezreel Lindero. Types of Speech Context and Style, slideshare.net, Posted on

September 16, 2018

DeVito, J. A. The Interpersonal Communication Book (12th Edition). Boston, MA:

Allyn & Bacon. Published 2009

Elcomblus. Speech Styles in Oral Communication, September 11, 2018

D’Jhoanna Almodiente. Speech Styles. slideshare.net, Posted October 24, 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

Romblon State University. Exercises on Speech Acts, Coursehero.com, Retrieved

2020

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For inquiries or feedback, please write or call:

Department of Education – Region III,

Schools Division of Bataan - Curriculum Implementation Division
Learning Resources Management and Development Section (LRMDS)

Provincial Capitol Compound, Balanga City, Bataan

Telefax: (047) 237-2102

Email Address: bataan@deped.gov.ph