BALINGASA HIGH SCHOOL

J. Aquino Cruz St. Balingasa, Quezon City

BASIC EDUCATION DEPARTMENT
SENIOR HIGH SCHOOL

COURSE HANDOUTS IN
ORAL COMMUNICATION

Lesson 5
SPEECH CONTEXT

LEARNING TARGETS:
The learner shall be able to:

1. Identify strategies used by each speaker to convey his/her ideas effectively;

2. Explain the functions of communication and identify the purpose and strategies of a speaker in oral
communication; and
3. Use each function of communication depending on the communication situation.
DepEd MELC:

 S1Q1: Identify the various types of speech context

Speech Context
The kind of speech context depends on the number, and in the case of speech context and identity of
the listeners.

Types of Speech Context

 INTRAPERSONAL - Communication centers in one person where the speaker acts both as
the sender and receiver.
 INTERPERSONAL - Communication and relationship is between and among people.
i) Dyad – communication is between two people
ii) Small Group – communication involves at least three but not more than 10 people
engaging in a face-to-face interaction working to achieve a desired goal.
 PUBLIC - Communication requires you to deliver or send the message before or in front of a
group.
 MASS COMMUNICATION - Communication takes place through television, radio,
newspapers, magazines, books, billboards, internet, and other types of media.

ORAL COMMUNICATION HANDOUT 1 A.Y. 2022 – 2023

APPROPRIATE VERBAL AND NON- VERBAL BEHAVIOR IN DIFFERENT SPEECH CONTEXT

Different speech contexts require shifts or changes in verbal and non-verbal behavior. Proper
behavior in different speech contexts upholds good understanding, prevents a breakdown in
communication, and facilitates the interaction between participants.

Verbal communication do’s and don’ts:

 You do not verbalize what you communicate to yourself. Thus, pauses, loudness or softness,
rhythm, repetition, rephrasing, tone, and language form are not factors in your speech.
 An exception holds true if you are an auditory type of person who needs to listen in order to
process information and learn. In this case, you would need to verbalize and speak your
thoughts.
 Intrapersonal communication also minimizes the need for non-verbal communication
especially gestures.
 Other elements of non-verbal communication are also to be kept to a minimum such as
posture and facial expression.
 A minor exception in this case may be given to persons who are haptic - people who need to
touch and move in order to learn and process information. However, this must be done
within acceptable societal limits, particularly gestures.

Non-verbal Gestures Do’s and Don’ts

 Eye contact must be emphasized in small group discussions and more so in dyads.
 Looking at the speaker in the eye helps maintain communication and concentration for both
the speaker and the listener.
 Note that the size of your eyes and position of your eyeballs are more obvious in dyads and
small group discussions. A relaxed gazed must be maintained.
 Looking at your partner or interlocutors in a different manner might convey to them a
message that you do not intend and lead to miscommunication.
 Good posture must be maintained both to produce an appropriate stance before your
partner or interlocutors.
 Avoid posture that may be deemed impolite or indifferent in the cultural setting of
communication.
 Avoid unnecessary movements like too much shifting or changing from sitting to standing
or vice versa.
 Facial expression is more obvious both when you are speaking and when you are listening.
For this reason, you must maintain appropriate facial expressions that support the
information you are saying, the emotion you are conveying or the feedback you are
returning to the speaker.

ORAL COMMUNICATION HANDOUT 1 A.Y. 2022 – 2023

Public Communication Do’s and Don’ts
 The speaker may have to speak more loudly if he or she is not speaking with the
enhancement offered by sound equipment.
 The speaker must speak in a more exaggerated rhythm and tone of voice so that he or she is
able to maintain the attention of the audience.
 The speaker must take more pauses than he or she does in speaking in small groups of
dyads to allow the audience to catch up and to observe if the audience understand him or
her. Therefore, REPETITION and REPHRASING are crucial because there is always the
possibility that someone in the audience has not understood him or her clearly.
 A public speaker must make adjustments regarding non-verbal language (such as
proxemics, eye contact, hand gestures, proper posture, etc.)

REFERENCE:

P. J. F. Sipacio & A. R. G. Balgos. (2016). Oral communication in context for Senior High School. C&E Publishing:
Quezon City

Brooks, W.D. & Heath, R.W. (1993). Speech communication. Madison, WI: Brown & Benchmark.

Griffin, E. (2006). A first look at communication theory, 6th ed. New York: McGraw Hill Higer Education.

Hybels, S. & Weaver, R. (1998). Communicating effectively: A definition of Communication. New York, NY:
McGraw-Hill.

Pearson, J.C. & Nelson, P.E. (2000). An introduction to human communication, understanding and sharing, 8th
ed. Boston, MA: McGraw Hill Higher Education.

ORAL COMMUNICATION HANDOUT 1 A.Y. 2022 – 2023