Oral Communication

in Context
Quarter 2 – Module 2:
Understanding Speech Context,
Speech Style, Speech Act and
Communicative Strategy

CO_Q2_Oral Communication SHS

Module 2
Oral Communication in Context
Alternative Delivery Mode
Quarter 2 – Module 2: Understanding Speech Context, Speech Style, Speech Act and
Communicative Strategy
First Edition, 2021

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Mark Anthony P. Idang; Darwin Z. Reyes; Divina P. Maming;
Jhon Jhon P. Zotomayor; Icy Princess A. Trencio, Fely Rose M. Nacario
Editors: Marites M. Aguilar; Rizza A. Pereyra
Reviewers: Liza L. Banayo; Lea C. Villegas; Hannah Krystal S. Rosales;
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Illustrator: Joseph O. Ocfemia
Layout Artist: Gilbert G. Manaois
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Oral Communication
in Context
Quarter 2 – Module 2:
Understanding Speech Context,
Speech Style, Speech Act and
Communicative Strategy
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners,
can continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-
step as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each

SLM. This will tell you if you need to proceed on completing this module or if you
need to ask your facilitator or your teacher’s assistance for better understanding of
the lesson. At the end of each module, you need to answer the post-test to self-check
your learning. Answer keys are provided for each activity and test. We trust that you
will be honest in using these.

In addition to the material in the main text, Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how they can
best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any part
of this SLM. Use a separate sheet of paper in answering the exercises and tests. And
read the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.

Thank you.
 What I Need to Know

This module was designed and written with you in mind. It is here to help you master
how speech context, speech style, speech act and communicative strategy affect
language form, duration of interaction, relationship of speaker, role and
responsibility of the speaker, message and delivery. It will lead you in understanding
how communicative competence is important in building and maintaining good
relationships in society. The scope of this module permits it to be used in many
different learning situations. The language used recognizes the diverse vocabulary
level of students. The lessons are arranged to follow the standard sequence of the
course, but the order in which you read them can be changed to correspond with the
textbook you are now using.

This module consists of one lesson:

• Understanding Speech Context, Speech Style, Speech Act, and
Communicative Strategy

After going through this module, you are expected to:

1. identify the different types of speech context, speech style, speech act and
communicative strategies engaged in by people in various situations;
2. explain that a shift in speech context, speech style, speech act and
communicative strategy affects various factors such as language form,
interaction duration, relationship of speaker/s to audience or receiver of
message, roles and responsibilities of the speaker, the message itself and the
manner of delivery of the speaker; and
3. use effective communicative strategies in a variety of speech situations.

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 What I Know

1. Noemi has memorized the “Panatang Makabayan” (Patriotic Oath) since

her elementary days. She always recites it during the morning ceremonies
before the class starts. Reciting this oath is an example of this speech style.
A. consultative C. frozen
B. formal D. intimate

2. Marcus was tasked to give a message in a virtual moving-up ceremonies.

The said situation is an example of this speech style.
A. consultative C. frozen
B. formal D. intimate

3. These are the considerations in achieving communicative competence.

a. speech context
b. speech style
c. speech act
d. communicative strategies

A. a and b only C. b and d only

B. a and c only D. all of the above

4. This is characterized by considering the kinds of audience and situations

or environment in which the communication takes place.
A. communicative strategy C. speech context
B. speech act D. speech style

5. Every morning, Sarah faces the mirror and talks to herself asking what
clothes to wear for the day, what food to eat and what things to do. This
scenario is one of the many typical samples of this type of speech context.
A. Interpersonal C. public
B. Intrapersonal D. all of the above

6. This type of speech context requires interaction with a small number of

individuals.
A. interpersonal C. public
B. intrapersonal D. all of the above

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7. You were part of a student council campaign and were asked to prepare a
3-minute rebuttal speech on the issue of cyber-bullying. As an advocate,
you spoke in front of everybody during the meeting-de-avance. This scenario
is one of the many types of this speech context.
A. interpersonal C. public
B. intrapersonal D. all of the above

8. This type of speech style occurs between and among family members.
A. casual C. formal
B. consultative D. intimate

9. This type of speech style happens between and among friends and
acquaintances.
A. casual C. formal
B. consultative D. intimate

10. Danica asked Olivia, “Have you talked to Ms. De Leon about our project?”
The possible perlocutionary effect of this question is shown in this act.
A. Olivia gets upset with Danica for the reminder.
B. Danica urges Olivia to converse with Ms. De Leon.
C. Ms. De Leon accepts Olivia and Danica’s project.
D. Olivia approaches Ms. De Leon regarding the project.

11. The teacher, due to modular distance learning delivery, has asked for the
mobile numbers, email or social media accounts and other contact
information of the students. The corresponding illocutionary act of the
utterance, “May I have your contact details please?” is this.
A. Beg C. Insist
B. Demand D. Request

12. This aspect of speech act refers to the utterance of the speaker to a specific
situation for an intended discourse impact.
A. Illocutionary C. personality
B. Locutionary D. perlocutionary

13. One day, Gina and Marissa saw one another along the corridors. Marissa
smiled and waved her hand to Gina. Approaching, Gina said “Hi! How are
you?” This communication strategy is exemplified here.
A. nomination C. topic-shifting
B. repair D. turn-taking

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14. This is the communication strategy that allows a smooth transition or shift
from one topic to another.
A. nomination C. topic-shifting
B. repair D. turn-taking

15. To ensure that the topic is fully discussed and clarified, Mr. Cortez, the
facilitator, tries his best to stir the conversation strictly within the confines
of the agenda. This communication strategy is employed here by
Mr. Cortez.
A. nomination C. topic-shifting
B. repair D. turn-taking

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 Understanding Speech
Lesson
Context, Speech Style,
1 Speech Act, and
Communicative Strategy
Oprah Winfrey, a renowned American talk show host, once said
that successful communication always begins with connection.
You must understand, however, that connection between two or
more communicators is only achieved if the conditions and
factors relevant to the communicative process make it so. Just
like a balancing and juggling act that needs to adjust with
movements to keep everything steady and controlled,
communication is also a process where connection is maintained
through careful balancing and juggling of all factors involved in
the communication process.

What’s In

Allow me to engage you in a roleplaying activity. Imagine that you are a Grade 12
honor student and the president of your school’s Supreme Student Government. For
the past two days, you have been preparing for a final graded report in your Oral
Communication class which you are going to present during your first period in the
morning. You now come to school feeling confident and thinking that it is going to
be one great day.

With the provided context above, think of the ways you will handle the conversation
with the person inside each box. A brief description of the person is provided to give
you an idea on how you are going to respond or communicate to them. You may write
what is on your mind on the lines provided after each description. Start with person
number 1.

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 1. Mr. Reyes, your 2. Over the phone, you
Oral Communication call your cousin,
teacher, calls you to Karl, to remind
briefly explain to him him not to forget to
how you are going to buy the surprise
present your group’s gift for your father.
work before you
_______________________
present in front of the
_______________________
class.
_______________________
_______________________ _______________________
_______________________ _______________________
_______________________ __
_ 4. Your school
_______________________ principal asks you to
3. Susan, your mother, give Mrs. Caparas, the
_
calls you over the 60-year-old District
_______________________ 5. Y
phone to remind you to Supervisor, a run-
_ o
come home early to through of the planu for
help prepare the the tree-planting a
surprise birthday party activity of the senior
r
for your father. high school e
______________________ department. i
______________________ n
______________________
______________________ h
______________________
______________________ u
______________________
______________________ r
__
___ r
______________________
y
__
t
______________________
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o
m
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w
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6 CO_Q2_Oral Communication
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a
 What’s New

Now, here comes your challenge. We will make some critical changes in the context
of the previous situations and let’s find out how you will respond to the changes and
how they will affect your manner of communication.

Write your response for each of the following scenarios on the lines provided in each
box.

You were not able to prepare for your graded report in Oral Communication.
Mr. Reyes, then, calls you to go in front and start your presentation. How are
you going to explain your situation to your teacher?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Your cousin, Karl, calls you over the phone and tells you that he cannot help
you in your errand because he needs to do something for his school project.
What will you tell him to convince him to spare you a bit of his time and that
you need him to buy the surprise birthday gift for your father?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

You are about to start with your report which you have failed to prepare for
when your mother calls you on your mobile phone. How are you going to
respond to your mother? What will you tell her?
___________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

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 You are in the middle of your discussion about the Tree-Planting Initiative of
your school, but you notice that the District Supervisor is not really paying
attention to what you are saying. How will you address the Supervisor
respectfully?

___________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

You are already on your way home when your best friend, Diego, approaches
you and asks for your help with his graded report tomorrow. You know that
you need to go home early because of the surprise birthday party for your
father but you also see the concerned look on your best friend. What will you
do and what are you going to tell Diego?

___________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
________________________________________________________________________

What is It

Communication entails a delicate balancing in order to sustain connection and

transact successfully. Let us dig in a little deeper and examine the factors involved
in this balancing act.
As you have learned in the previous modules, each speech style - intimate,
frozen, consultative, casual or formal - or the way language is used, will greatly
depend on the speakers’ relationship, purpose of the conversation and the speech
context - dyad, small group, public, and mass communication - which, in turn, will
also determine what type of utterance or speech act will be used.
While communication is on-going, communicative strategies such as repair,
topic shifting, restriction, topic control, turn-taking, nomination and termination,
will be used to maintain the connection in order to successfully impart the message
and achieve the purpose of communication.
The table below enumerates and briefly explains the factors affected when
there is a change or shift in speech context, speech style, speech act, and
communicative strategy.

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 Table 1: Factors affected by a shift in Speech Context, Speech Style,
Speech Act, and Communicative Strategy

This refers to the formality or informality of the language

used, and it involves the choice of words and how sentences
or utterances are structured.

Formal language is used when talking with professionals or

persons in authority in a formal, official or ceremonial
occasion, situation, gathering or event. Talking with a
Language Form lawyer, a doctor or even with your teacher often creates a
formal ambiance in communication.

Informal language, on the other hand, is used without much

consideration to rules of convention or etiquette. It is casual
and mostly not well-thought-of or prepared because it is
used to communicate with people with whom you have close
association with like parents, siblings and friends.

Duration of This refers to the amount of time a conversation takes

Interaction between and among communicators.

This refers to the speech style used by the speaker suited to

his/her relationship to the person with whom he/she is
communicating. Styles can be classified as intimate, frozen,
consultative, casual or formal.

Intimate style – the speaker talks to family members, best

friends or romantic partners. This may comprise private
conversations or personal interactions.

Frozen – the speaker addresses an audience in a formal

gathering such as ceremonial events, Eucharistic
celebrations or even court hearings. The style is “set” or
Relationship of
“fixed” and thus, it rarely or never changes. Audience
Speaker
feedback is not required.

Consultative – the speaker communicates with a person

whom he/she may have to clarify things, discuss a problem,
or seek advice.

Casual – the speaker shares close and personal information

with friends, classmates or colleagues. This ordinarily
occurs in everyday life.

Formal – the speaker has to deliver a pre-planned or written

speech to address a crowd of people such as giving opening
remarks during a seminar, or the president making a public

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 announcement or delivering SONA.

This refers to the role and responsibility of the speaker

which will depend on the purpose and context of
communication.
Role and The speaker may be a person who gives information and
Responsibility of additional knowledge to another person or an audience,
Speaker someone who convinces others for a cause or an individual
who provokes laughter for diversion and fun. Hence, his
responsibility depends on his purpose for communication
which may be to inform, to persuade, or to entertain.

This involves the content of the message. The message may

Message be facts, opinion, feelings, order, suggestions, and
questions.

This refers to the manner of delivery involving verbal and

nonverbal cues made by the speaker. Delivery can be
classified as:

⚫ extemporaneous – speaking with limited

Delivery preparation and guided by notes or outline;
⚫ impromptu – speaking without advanced preparation or
unrehearsed speech;
⚫ memorized – planned and rehearsed speech;
⚫ manuscript – reading aloud a written message.

In the role play activity, you were faced with

various situations and were able to talk to different
persons. How did you feel? What did you notice?
Did you respond similarly to the different people
you encountered? Did your mood or emotion
change as you try to address each person? Why do
you think this is so?

The world we live in offers dynamic conditions

that drive us to modify and adjust our behavior and
manner of speech with others. In the same way,
exposure to various situations changes the purpose,
manner of delivery, words and strategies that we
apply to the various conversations.

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 The way you talked with Mr. Reyes, your Oral Communication teacher was way
different from how you exchanged conversation with Diego, your best friend and
classmate. With your teacher, you behaved as an obedient student and you were
respectful and formal; while with your best friend, you were more relaxed, and your
conversational tone became more personal and casual.

There are times when we are pressed with inevitable circumstances that make
us react either positively or negatively on matters of agreement or controversy. There
are moments we stand firm on our belief or concede when it is necessary. We say
something according to what we hear and respond based on the turn of events or of
the story.

As a cousin to Karl and as the situation calls for, you owned a certain level of
authority, yet the language used may be informal since you are of close affinity. Your
voice could be a little imposing but also respectful as you reminded him about the
surprise gift to be secretly bought for your father, but it changed the way you talked
with your mother who called you over the phone. Suddenly, your tone became more
endearing as you did not want to displease her.

In just a snap, the loving son that you are, turned into someone else when your
school principal sent you an errand to Mrs. Caparas, the 60-year old District
Supervisor. Your delivery and choice of words apparently varied. In an instant, you
spoke cautiously and seriously because you adapted to the fact that apart from age
difference, she is a person of high authority, and that formality of language is deemed
necessary.

Communicative Competence
In order to achieve communicative competence, we must consider the
following: speech context, speech style, speech act and communicative
strategies.

Intrapersonal Interpersonal Public

Speech Context
This accounts for the background and purpose of a discourse. Speech context
assumes a more or less direct relationship between situational, societal, political or
cultural “environment” in which the communication transaction occurs. The type of
audience, circumstances and setting are taken into consideration.

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 Speech context may be intrapersonal, interpersonal and public.
Intrapersonal communication is a communication with oneself. It is the basic form
of communication where the ‘self’ is the only consideration. This is true in moments
of self-reflection or introspection when you contemplate and internalize things that
happened or may happen or maybe think of what may be done to solve a personal
problem.

Sharing your experiences with a friend or discussing a topic within a group

are examples of interpersonal communication. This kind of communication involves
the transmission of messages that is deliberately extended to others.

Public communication addresses many people. For example, when you

discuss to a large group online about the effects of Covid19 and the precautionary
measures in the time of pandemic, you engage in public communication. In this way,
you communicate to a crowd of online viewers and so your message may be heard
by many. Another example of public communication is a preacher passionately
delivering a sermon and a leader emphatically persuading the people to support a
cause in a mass gathering.

As communication changes its context, language form, choice of words,

delivery, and duration of interaction are some of the factors that may also change.
Various speaking engagements will always entail different environments, situations,
or circumstances. The people that we talk to, the physical setting we find ourselves
in, and the circumstances that surround the communication transaction may alter.
And when it does, we as speakers may incorporate the necessary changes in order
to adapt to the changed context.

Speech Style
Another factor that affects the attainment of communicative competence is
speech style. A person may choose what style or form of language to use in
communicating with others; however, personal preferences may not always work.
There are controlled instances when one may just go with the flow of the
communicative process because that is what is required in the situation.
Speech style has the following types: intimate, casual, consultative, formal
and frozen.

Intimate communication happens between

or among family members because they are bound
by close affinity. There are things that are kept
only within themselves which other people do not
or cannot know. Intimate communication may be
private or confidential.

Friends and acquaintances often use

casual communication. They feel comfortable and
at ease with one another. They have no inhibitions
to share their feelings because they consider their
friends next to their family. They laugh without ceasing over not-so-funny things and
at times, not even getting sensitive to one another’s criticisms.

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 Consultative means of communication is
giving pieces of advice as in a guidance counselor
and a client who needs it. This can be between a
doctor and his patient or parents who consult with
a teacher about their child’s academic performance.

The President delivering his SONA and a

principal presenting a school’s financial report to
teachers, parents and other stakeholders are both
examples of a formal communication. This type of
communication is well-planned in terms of structure, sequence and coherence of
ideas.

Finally, those activities which are not changeable in

nature fall under frozen type of communication. Saying a
prayer like Our Lord’s Prayer or the Hail Mary and reciting
the Patriotic Oath during flag ceremonies are just two of the
examples. These are routinely done and may only be
changed once amended in the Philippine constitution.
Frozen communication is set, and it is very rarely or almost
never altered.

Do you talk to your little brothers or sisters? How often do you tell your life’s
stories with your parents? Have you experienced interviewing a sidewalk vendor for
an entrepreneurship class task or talk to a doctor to clarify some medical proceedings
for your Science activities?
The scenarios above will probably get you adjust your words according to the
type of audience you deal with. Your approach to the little ones will drastically
change as you talk with your parents who have authority over you. Your language
will vary as you interview a sidewalk vendor and a doctor for your class tasks.
As in context, a change in speech style also causes other factors in the
communication process to change. This is because we try to adapt our style or
language form depending on the degree of formality and familiarity that we have with
our audience.

Speech act
Speech act refers not only to the utterance (Locutionary Act) but also to the
intention (Illocutionary Act) and response (Perlocutionary Act) to a specific situation
for an intended discourse impact. The choice of words to use has to be considered to
suit the need of the occasion or the kinds of audience to be addressed. This is also
done to help express the intention of the speaker and to elicit a response from the
listener.

In linguistics or the scientific study of language, a speech act refers not only
to a word or group of words spoken by a person but also to the action that is elicited
from the audience due to the words spoken. For example, the question, “May I use

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your pen?” is considered a speech act because the speaker’s desire to use another
person’s pen is expressed while also seeking permission to use it. The actual saying
of the words or the utterance of “May I use your pen?” is the locutionary act, the
implied request of “Can you hand me your pen so I may use it” is the illocutionary
act, and the actual handing over of the pen as permitted or given by the owner of the
pen is the perlocutionary act.

Indeed, people may be able to accomplish many things with words and may
be able to change status, relationships, and commitments. As in single word
expressions, people may make promises by simply saying “me” or may break hearts
by simply muttering “No.” Henceforth, a tactful word choice is necessary knowing
how words may easily be misunderstood. In total, speech acts are part of people’s
day to day transactions. They are commonplace. Words that we have for a specific
purpose or intention have to be expressed. Otherwise, no transaction or negotiation
can occur.

Communicative strategies
You are the class president and are the one presiding a meeting. In the middle
of the discussion, a heated argument as to where the class fund goes takes place.
What would you do?
To begin a conversation and keep it going, we should employ strategies that
will help maintain its smooth flow.

You may consider nomination wherein you as the class president or your
classmates suggest a topic or agenda to talk about. Nomination starts the
conversation process. You also put restriction or limitation to the topic to be
discussed in order to meet the arranged and allotted time.

Turn-taking is where you employ rules of engagement regarding the

procedure or sequence of each participant’s turn to talk. This also refers to the
alternate turns that speakers adapt when having a conversation. Making sure that
the discussions remain in the confines of the agenda is the next consideration. This
may be hard to achieve but topic control is possible through the cooperation of all
the attendees of a group meeting or of all participants in the discussion. Everybody
should ensure that the conversation will not veer away from what has been planned.

Topic shifting makes the transition from one topic to another occur smoothly.
This happens when one discussant manages to move to the next topic subtly. This
next topic may not necessarily be the same as the previous but definitely, it is related
to it. Before the meeting is adjourned, you may repair or fix all the problems that
arouse in the course of the meeting by answering all the questions and clarifying the
attendees’ understanding of the agenda discussed. The termination is the last part
of the process where the meeting is successfully ended.

These various communicative strategies may be employed by speakers in

order to keep the conversation moving forward. Different strategies entail different
word choice and language forms.

In sum, the shift in speech context, speech style, speech act and
communicative strategy is always probable. The roller coaster ride of intermingling
scenarios allows causes and effects to surface out, too. To achieve a successful

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communication transaction, these factors all need to be taken into careful
consideration.
From our discussions earlier, it is clear that the following elements are affected
by a shift in the communicative processes:

1. language form which could shift from formal to informal and vice versa;
2. the duration or the length of communication which could be shortened or
lengthened depending on how the conversation will be maintained;
3. the relationship of the speaker to the receiver of the message that could be
intimate, frozen, consultative, casual, or formal; and
4. the role and responsibility of the speaker, the message and its delivery which
could vary depending on the context and purpose of communication.

What’s More

General Directions: Perform the activities to better understand the concept of

communicative competence and how it works. Follow the indicated directions for
each activity.

A. Speech Context
1. Crop pictures from newspapers or magazines or take pictures online showing the
following types of communicative context:
a. Intrapersonal
b. Interpersonal
c. Public
2. Paste it on a clean sheet of paper or on a word page (if pictures were taken
online).
3. Write at least five sentences dialogue or speech script for each picture to show
the differences among the three.

Rubric for Grading

Criteria Very Needs

Excellent Satisfactory
Satisfactory Improvement
(10 points) (5 points)
(7 points) (3 points)

Labeling Picture is Picture is

Picture is Some pictures labeled
mostly
properly are labeled improperly or
labeled
labeled. correctly. not at all.
correctly.
Content Pictures show Pictures do not
Pictures Pictures show
all three reflect any
show at least only one
contexts. communicative
two contexts. context.
Dialogue is context and
Dialogue is Dialogue is
insightful, thus, the

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 comprehensive insightful lacking in some dialogue is
and thorough. and detailed. major details. mostly out of
the topic.

Presentation Work is Work is done

and haphazardly in poor taste
Work is done
Creativity Work is done done and some and many of
very neatly
neatly and artistic elements the artistic
and very
creatively. like color, elements are
creatively.
design, etc. are missing.
out of place.
Total
number of
points =
30 points

B. Speech Style
Directions: Unscramble the words to form statements that exemplify each of the
given speech styles:
1. Intimate – will am I and father I you against harm all your protect.
2. Casual – friend, my, you sister are a to almost me Gwynette.
3. Frozen – Let before start the Lord’s prayer us we the program say finally.
4. Consultative – let Doctor, what me to take for illness my know medicine.
5. Formal – the Graduates, are motherland hope the you our of!
Directions: Give an example situation for each of the given speech styles below.
1. Intimate – ________________________________________________________
2. Casual – _________________________________________________________
3. Frozen – _______________________________________________________
4. Consultative – ____________________________________________________
5. Formal – _________________________________________________________

C. Speech Acts
Directions: Write your communication to the following target audience given a
specific context. Do this in 3-5 sentences for each number.
You are to inform the following groups about the harmful effects of not
following the safety protocols of the government.
a. A group of professional commuting to and from work
_________________________________________________________________________
___________________________________________________________________

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 b. A group of children
_________________________________________________________________________
___________________________________________________________________
c. A group of tricycle drivers
_________________________________________________________________________
___________________________________________________________________

Rubric for Grading

Needs
Very Improvement
Target Excellent Satisfactory
Satisfactory (3 points) Score
Audience (10 points) (5 points)
(7 points)

Content of Content of Content of Content of the

the speech the speech the speech speech is
is very is relevant is not so irrelevant to
relevant to to the topic relevant to the topic and
the topic and the topic contains
and contains and words/langua
contains words/lang contains ge
words/lang uage words/lang inappropriate
uage very appropriate uage not so to the target
appropriate to the appropriate audience and
to the target to the the situation
target audience target they are in.
audience and the audience
and the situation and the
situation they are in. situation
they are in. they are in.
Group of
professionals
Group of
children
Group of
drivers
Total number of points for the 3 groups /30

D. Communicative Strategies
Directions: Read the text below. Extract the observable communicative strategies
from it. Write the statement/s that represent/s the strategies on a sheet of paper
under the correct heading/label.

The SK Chairperson called for a meeting. After presenting the agenda

for the day, he asked the body to raise other concerns to be discussed. They
put forward two other matters namely: the upcoming programs for youth
development and the construction of the new SK building. During the open

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 forum, the Chair instructed his fellow youth to raise their hand if they want
to say something. The attendees waited for their turns in the process. The
meeting progressed and every time the discussion would get off the track, the
Chair would call for order and remind the group to stay focused. The
discussion flowed smoothly then, and with everyone’s cooperation, the shift
from one topic to the next was done with ease. Other matters were also
clarified. Soon, the chairman asked everybody if they have fully understood
all the issues and concerns discussed. Everybody nodded and said, “Yes!” in
response. The meeting was adjourned promptly.

1. Nomination
_________________________________________________________________________
2. Restriction
_________________________________________________________________________
3. Turn-taking
_________________________________________________________________________
4. Topic Control
_________________________________________________________________________
5. Topic Shifting
_________________________________________________________________________
6. Repair
_________________________________________________________________________
7. Termination
_________________________________________________________________________

What I Have Learned

A. Provide the needed information below.

1. Types of Speech Context
a. ________________________
b. ________________________
c. ________________________
d. ________________________

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 2. Types of Speech Styles
a. ________________________
b. ________________________
c. ________________________
d. ________________________
e. ________________________
3. Components of Utterances in Speech Act Theory
a. ________________________
b. ________________________
c. ________________________
d.
4. Various Communicative Strategies
a. ________________________
b. ________________________
c. ________________________
d. ________________________
e. ________________________
f. ________________________
g. ________________________
B. Fill in the blanks to complete the sentences below.
Speech Context, Speech Style, Speech Act, and Communicative Strategies affect the
following:
1. Language form could be _________________ and _______________.
2. ________________ is the length of communication, which could be shortened
or lengthened depending on how the conversation is going on between the
sender and the receiver.
3. Relationship of speaker to the receiver of the message could be ___________,
___________, ____________, ___________, or ___________.
4. Delivery could be ______________, ______________, ______________, and
______________ depending on purpose and context of the situation.
5. _____________ is the information/idea conveyed by the sender.
6. Roles and responsibilities of the _________________ differ depending on the
purpose of communication.

What I Can Do

Identify the language form, duration, relationship of speaker, role and

responsibilities, message and delivery of the given communicative situations below.

A. The DepEd Secretary announces the New Normal in Education.

B. A couple is having a simple yet memorable celebration of Valentine’s Day.
C. The Association of Malikhaing Guro conducts a round table discussion via
Zoom.
D. Robert is confused about the course he will take in college.

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 Situation Situation Situation Situation

A B C D

Speech Context
Speech Style
Speech Act
Communicative
Strategy
Duration (give
specific number of
minutes or hours)
Relationship of
the Speaker
Message
Delivery
Roles and
Responsibility of
the Speaker

Directions: Choose the best answer for each given situation. Write your answer on
the space provided before each number.

_____1. The program’s master of ceremony stated, “We are about to start the
program in less than a minute.” Identify the speech act used.
A. Illocutionary Act C. Perlocutionary Act
B. Locutionary Act D. None of the above

_____2. The teacher called Drei to tell the answer for item number 5. Identify the
speech act used.
A. Illocutionary Act C. Perlocutionary Act
B. Locutionary Act D. None of the above

_____3. Thirdie asks his classmates to sit down. Identify the speech act used.
A. Illocutionary Act C. Perlocutionary Act
B. Locutionary Act D. None of the above

_____4. ‘Ana, will you please lead the class in reciting the Patriotic Oath,” Ms.
Sanchez said. Tell the classification of speech style used.
A. Casual C. Frozen
B. Consultative D. Intimate

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_____5. “I promise to make up with you the next time,” Nica told her best friend,
Mary. Tell the classification of speech style used.
A. Casual C. Frozen
B. Consultative D. Intimate

_____6. “I regret not being there when you need someone to talk to.” Max said to
his little brother, Bran. Tell the classification of speech style used.
A. Casual C. Frozen
B. Consultative D. Intimate

_____7. The delegates were grouped according to their interest and were given
topics to discuss with their members during the convention. Identify the
speech context.
A. Interpersonal C. Mass Communication
B. Intrapersonal D. Public Communication

_____8. Spokesperson Harry Roque shared important information during the

press briefing last Friday on national television. Identify the
speech context.
A. Interpersonal C. Mass Communication
B. Intrapersonal D. Public Communication

_____9. Alfred was invited as a resource speaker on Mental Health Awareness

2020 during the 3rd Annual Youth Convention in Sta. Cruz, Laguna.
Identify the speech context.
A. Interpersonal C. Mass Communication
B. Intrapersonal D. Public Communication

_____10. A couple officially announces their engagement to their immediate

family during dinner. Identify the speech style used.
A. Casual C. Formal
B. Consultative D. Intimate

_____11. A group of student-delegates from Cebu conversed with their vernacular

during the National Festival of Talents in Isabela. Identify the speech style
used.
A. Casual C. Formal
B. Consultative D. Intimate

_____12. The magistrate gives his verdict to the accused after a series of court
trials. Identify the speech style used.
A. Casual C. Formal
B. Consultative D. Intimate

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_____13. Maria needs to leave the group chat for she still has some important
tasks to do, so she typed “got to go, bye”. Identify the communicative
strategy used.
A. Nomination C. Topic Shifting
B. Terminating D. Turn-Taking

_____14. Teacher Mercy gave each student a chance to speak during the
presentation, one at a time. Identify the communicative strategy used.
A. Nomination C. Topic Shifting
B. Terminating D. Turn-Taking

_____15. The teacher introduced a new lesson after giving a review of the previous
discussion. Identify the communicative strategy used.
A. Nomination C. Topic Shifting
B. Terminating D. Turn-Taking

Additional Activities

Observe and record at least 5 communication activities you have at home and identify
its kind under speech context, style, act and communicative strategy. An example is
made for you to serve as your guide.

Observed Speech Speech Communicative

Speech Act
Statements Context Style Strategy
Example:
“Clean your room.”, Interpersonal Casual Directive Topic Control
mother told me.

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 Module 2
CO_Q2_Oral Communication SHS 23
ASSESSMENT
WHAT’S MORE
B. Speech Style
1. C Answer key:
1. I am your father and I will protect you against all
2. A harm.
2. Gwynette, my friend, you are almost a sister to me.
3. Let us pray the Lord’s prayer before we finally start
3. A the program.
4. Doctor, let me know what medicine to take for my
4. C illness.
5. Graduates, you are the hope of our motherland!
5. A
D. Communicative Strategies
6. D
1.Nomination - After presenting the prepared
7. A agenda for the day, the chairperson asked the
body to raise other concerns to be discussed.
2.Restriction - During the open forum, the chair
8. C instructed his fellow youth to raise their hand
if they want to say something.
9. D 3.Turn-taking - The attendees waited for their
turns in the process.
10. D 4.Topic Control - The meeting progressed and
every time the discussions would get off the
11. A track, the Chair would call for order and
remind the group to stay focused.
WHAT I HAVE LEARNED 5.Topic Shifting - The discussion flowed smoothly
1. Types of Speech Context then, and with everyone’s cooperation, the
a. Interpersonal shift from one topic to the next was done with
b. Intrapersonal ease.
6.Repair - Other matters were also clarified. Soon,
c. Public
2. Types of Speech Styles the chairman asked everybody if they have
fully understood all the issues and concerns
a. Intimate
discussed.
b. Casual 7.Termination - The meeting was adjourned
c. Consultative promptly.
d. Formal
e. Frozen
3. Components of Utterances in Speech Act Theory
WHAT I KNOW
a. Locutionary Act
b. Perlocutionary Act
c. Illocutionary Act 1. C 6. A 11. D
4. Various Communicative Strategies
a. Nomination
2. B 7. C 12. B
b. Restriction 3. D 8. D 13. A
c. Turn-taking 4. C 9. A 14. C
d. Topic control
5. B 10. A 15. B
e. Topic shifting
f. Repair
g. Termination
B. 1. Formal. Informal
2. Duration
Answer Key
References

Applegate, James L. "Adaptive communication in educational contexts: A study of

teachers’ communicative strategies." Communication Education 29, no. 2
(1980): 158-170.

Cohen, Andrew D., Susan J. Weaver, and Tao-Yuan Li. The impact of strategies-
based instruction on speaking a foreign language. Center for Advanced
Research in Language Acquisition, 1996.
Eskénazi, Maxine. "Changing speech styles: Strategies in read speech and casual
and careful spontaneous speech." In Second international conference on
spoken language processing. 1992.
Giles, Howard, and Peter F. Powesland. Speech style and social evaluation.
Academic Press, 1975.

Honeycutt, James M. "Intrapersonal Communication and Imagined Interactions."

(1987).

Kay, Paul. "Language evolution and speech style." In Sociocultural dimensions of

language change, pp. 21-33. Academic Press, 1977.

Newcombe, Nora, and Diane B. Arnkoff. "Effects of speech style and sex of speaker
on person perception." Journal of Personality and Social Psychology 37, no. 8
(1979): 1293.

Searle, John R., and John Rogers Searle. Speech acts: An essay in the philosophy of
language. Vol. 626. Cambridge university press, 1969.

Selting, Margret. "Emphatic speech style: with special focus on the prosodic
signalling of heightened emotive involvement in conservation." (1994).
Van Dijk, Teun A. "Discourse, context and cognition." Discourse studies 8, no. 1
(2006): 159-177.

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For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph