Oral Communication

in Context
Quarter 2 – Module 2:
Understanding Speech Context,
Speech Style, Speech Act and
Communicative Strategy
Oral Communication in Context
Alternative Delivery Mode
Quarter 2 – Module 2: Understanding Speech Context, Speech Style, Speech Act and
Communicative Strategy
First Edition, 2020

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Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

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

Development Team of the Module

Writer: 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; Jhonathan S. Cadavido
Illustrator: Joseph O. Ocfemia
Layout Artist: Allan E. Medenilla
Management Team:
Wilfredo E. Cabral, Regional Director
Job S. Zape Jr., CLMD Chief
Elaine T. Balaogan, Regional ADM Coordinator
Marites A. Ibañez, Schools Division Superintendent
Edna Faura-Agustin, Schools Division Superintendent
Arlene R. Carpio, Assistant Schools Division Superintendent
Edgardo B. Militante, Assistant Schools Division Superintendent
Orlando T. Valverde, CID Chief
Mary Ann L. Tatlongmaria, CID Chief
Godofredo C. Mercado, EPS In-Charge of LRMS
Evelyn P. De Castro, EPS In-Charge of LRMS
Erma S. Valenzuela, EPS

Printed in the Philippines by ________________________

Department of Education – Region IV-A CALABARZON

Office Address: Gate 2 Karangalan Village, Barangay San Isidro, Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
E-mail Address: region4a@deped.gov.ph

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

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Introductory Message
For the facilitator:

Welcome to the Oral Communication in Context Grade 11 Alternative Delivery Mode (ADM)
Module on Understanding Speech Context, Speech Style, Speech Act and Communicative
Strategy!

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 Alternative Delivery Mode (ADM) Module on
Understanding Speech Context, Speech Style, Speech Act and Communicative Strategy!

The hand is one of the most symbolized parts 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, are 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 leap and speed. 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:

This will give you an idea of the skills or
What I Need to Know
competencies you are expected to learn in the
module.
This part includes an activity that aims to check
What I Know
what you already know about the lesson to take. If
you get all the answers correct (100%), you may
decide to skip this module.
This is a brief drill or review to help you link the
What’s In
current lesson with the previous one.

In this portion, the new lesson will be introduced to

What’s New
you in various ways such as through a story, a
song, a poem, a problem opener, an activity or a
situation.
This section provides a brief discussion of the
What is It
lesson. This aims to help you discover and
understand new concepts and skills.
This comprises activities for independent practice
What’s More
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.
This includes questions that you need to answer
What I Have Learned
so you can process what you have learned from
the lesson.

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 This section provides an activity which will help
What I Can Do
you transfer your new knowledge or skill into real
life situations or concerns.
This is a task which aims to evaluate your level of
Assessment
mastery in achieving the learning competency.

In this portion, another activity will be given to you

Additional Activities
to enrich your knowledge or skill of the lesson
learned. This also tends retention of learned
concepts.
This contains answers to all activities in the
Answer Key
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. Do not forget to answer What I Know before moving on to the other activities included
in the module.
3. Read the directions 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 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 to
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
B. speech act
C. speech context
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
B. intrapersonal
C. public
D. all of the above

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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

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 everybody during the meeting-de-avance.
This scenario is one of the many types of this speech context.
A. interpersonal
B. intrapersonal
C. public
D. all of the above

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

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

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12. This aspect of speech act refers to the utterance of the speaker to a
specific situation for an intended discourse impact.
A. illocutionary
B. locutionary
C. personality
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
B. repair
C. topic-shifting
D. turn-taking

14. This is the communication strategy that allows a smooth transition

or shift from one topic to another.
A. nomination
B. repair
C. topic-shifting
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
B. repair
C. topic-shifting
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 have to 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 make adjustments 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 Oral
Communication teacher,
calls you to briefly explain
to him how you are going
to present your group’s
work before you present
in front of the class.
________________________
________________________
________________________
________________________
________________________
3. Susan, your Mother,
calls you over the phone
to remind you to come
home early to help
prepare the surprise
birthday party for your
father.
_________________________
_________________________
_________________________
_________________________
_________________________
What Is 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.
2. Over the phone, you
call your cousin, Karl, to
remind him not to forget
to buy the surprise gift for
your father.
_________________________
_________________________
_________________________
_________________________
_________________________
4. Your school principal
asks you to give Mrs.
Caparas, the 60-year-old
District Supervisor, a
5. You are in hurry to go
run-through of the plan
home when your best
for the tree-planting
friend and classmate,
activity of the senior
Diego, asks you if you
high school department.
could help him finish his
own report in Oral
________________________
Communication for
________________________
tomorrow.
________________________
________________________
_________________________
________________________
_________________________
_________________________
_________________________
_________________________
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You were not able to prepare for your graded report in Oral Communication.
Mr. Reyes, then, calls you to go to the 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?

___________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

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?

___________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
________________________________________________________________________
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 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.

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
lawyer, a doctor or even with your teacher often creates a
Language Form
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
Relationship of
communicating. Styles can be classified as intimate,
Speaker
frozen, consultative, casual or formal.

Intimate style – the speaker talks to family members, best

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 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
“fixed” and thus, it rarely or never changes. Audience
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 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

Message may 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.

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 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.

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.

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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.

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 a large number of 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.

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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 work at all
times. 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 can not 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.

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?

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 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
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.

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 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 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.

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 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
Directions:
1. Crop pictures from newspapers or magazines or take pictures online showing
the following types of communicative context:
b. Intrapersonal
c. Interpersonal
d. 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 do not
Pictures show
Pictures Pictures show reflect any
all three
show at least only one communicative
contexts.
two contexts. context. context and
Dialogue is
Dialogue is Dialogue is thus, the
insightful,
insightful lacking in some dialogue is
comprehensive
and detailed. major details. mostly out of
and thorough.
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

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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
______________________________________________________________________
______________________________________________________________________
b. A group of children
______________________________________________________________________
______________________________________________________________________
c. A group of tricycle drivers
______________________________________________________________________
______________________________________________________________________

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 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/
contains words/ contains language
words/ language words/ inappropriate
language appropriate language to the target
very to the not so audience and
appropriate target appropriate the situation
to the audience to the they are in.
target and the target
audience situation audience
and the they are in. and the
situation 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
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

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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
_________________________________________________________________________

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 What I Have Learned

A. Provide the needed information below.

1. Types of Speech Context
a. ________________________
b. ________________________
c. ________________________
d. ________________________
2. Types of Speech Styles
a. ________________________
b. ________________________
c. ________________________
d. ________________________
e. ________________________
3. Components of Utterances in Speech Act Theory
a. ________________________
b. ________________________
c. ________________________
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.

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 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 makes an announcement about 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.

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

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 Assessment

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

_____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

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_____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

_____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

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 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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 24

ASSESSMENT
WHAT’S MORE
1. C B. Speech Style
2. A Answer key:

3. A 1. I am your father and I will protect you against all

harm.
4. C 2. Gwynette, my friend, you are almost a sister to me.
3. Let us pray the Lord’s prayer before we finally start
5. A the program.
4. Doctor, let me know what medicine to take for my
6. D illness.
5. Graduates, you are the hope of our motherland!
7. A
8. C
D. Communicative Strategies
9. D
1.Nomination - After presenting the prepared
10. D
agenda for the day, the chairperson asked the
11. A body to raise other concerns to be discussed.
2.Restriction - During the open forum, the chair
12. C
instructed his fellow youth to raise their hand
13. B if they want to say something.
3.Turn-taking - The attendees waited for their
14. D turns in the process.
15. C 4.Topic Control - The meeting progressed and
every time the discussions would get off the
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.
c. Public 6.Repair - Other matters were also clarified. Soon,
2. Types of Speech Styles
the chairman asked everybody if they have
a. Intimate
fully understood all the issues and concerns
b. Casual
c. Consultative discussed.
d. Formal 7.Termination - The meeting was adjourned
e. Frozen promptly.
3. Components of Utterances in Speech Act Theory
a. Locutionary Act
b. Perlocutionary ACt
c. Illocutionary Act
WHAT I KNOW
4. Various Communicative Strategies
a. Nomination
b. Restriction 1. C 6. A 11. D
c. Turn-taking
d. Topic control
2. B 7. C 12. B
e. Topic shifting 3. D 8. D 13. A
f. Repair
g. Termination 4. C 9. A 14. C
B. 1. Formal..informal 5. B 10. A 15. B
2. Duration
3. intimate…frozen…consultative…
Casual…formal
4. speaker

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

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