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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Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks,
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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

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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

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

iii
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.

iv
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

What I Know 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 to

What’s More 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 you

What I Can Do 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 to

Additional Activities 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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nding Speech Context, Speech Style, Speech Act, and Com

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

4. Your school principal asks you to give Mrs. Cap

2. Over
3. Susan, yourthe phone,calls
Mother, youyou
callover
yourthe
cousin,
phoneKarl, to remind
to remind you him not to
to come forget
home to buy
early the surprise
to help gift surprise
prepare the for your birthday
father. par
5. You are in hurry to go home when your best friend and classmate, Diego, asks you if

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

6
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.

7
 You were not able to prepare for your graded report in Oral Communication. Mr. Reyes, then, calls you to go

Your cousin, Karl, calls you over the phone and tells you that he cannot help you in your errand because

You are about to start with your report which you have failed to prepare for when your mother calls you on y

You are in the middle of your discussion about the Tree-Planting Initiative of your school but you notice th

You are already on your way home when your best friend, Diego, approaches you and asks for your help with

8
 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
Language Form
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
Relationship of
is 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.

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 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

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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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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.
Eské nazi, 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.
Meralco Avenue, Pasig City, Philippines 1600 Telefax: (632) 8634-1072; 8634-1054; 8631-4985
Email Address: *

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