HOLY FACE OF JESUS LYCEUM OF SAN JOSE INC.
285 Mabolo St. Cor. Sampaguita St., San Jose, Rodriguez, Rizal
ORAL COMMUNICATION in CONTEXT
MODULE IN GRADE 11 - CORE SUBJECT
JUDELYN G. LAROCO
Subject Teacher
TABLE OF CONTENTS
Lesson 1: The Nature and Process of Communication ......................................... 4
Learning Objective……………………………………………..
4
What’s In……………………………………………………….
4
What’s New……………………………………………….……
5
What is It ……………………………………………………….
7
What’s More…………………………………………….……..
10
Summary ........................................................................................ 12
What I have learned… .................................................................... 13
What I can do… ............................................................................. 14
Assessment ..................................................................................... 15
Reference ....................................................................................... 18
Lesson 2: Communication Model ......................................................................... 19
Learning Objective……………………………………………..
19
What’s In……………………………………………………….
19
What’s New……………………………………………………
21
What is It……………………………………………………….
23
Summary ........................................................................................ 28
What’s More…………………………………………………..
29
What I have learned…………………………………..……….
30
Assessment………………………………………….…………
31
Reference ....................................................................................... 33
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Lesson 3: Communication Breakdown ……………………………….…………..
34
Learning Objective……………………………………………..
34
What’s In……………………………………………………….
34
What’s New……………………………………………………
35
What is It……………………………………………………….
36
What’s More…………………………………………………..
39
What I have learned………………………………………..….
40
Assessment………………………………………………….…
40
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Reference ....................................................................................... 42
Lesson 4: Strategies to Avoid Communication Breakdown……………………
43
Learning Objective……………………………………………..
43
What’s In……………………………………………………….
43
What’s New………………………………………….…………
44
What is It……………………………………………………….
46
What’s More………………………………………….………..
49
What I have learned… .................................................................... 50
Assessment………………………………………………………………………
50
Reference ....................................................................................... 51
Lesson 5: Types of Speech Context…………………………………………………
52
Learning Objective……………………………………………..
52
What’s In……………………………………………………….
52
What’s New……………………………………………………
53
What is It……………………………………………………….
54
Summary ........................................................................................ 58
What I have learned…………………………………..……….
59
Assessment……………………………………………………
60
Reference ....................................................................................... 62
Lesson 6: types of speeches…………………………………………..…………….
63
Learning Objective……………………………………………..
63
What’s In…………………………………………………….
63
What is It…………………………………………………….
67
What I have learned………………………………………….
68
Assessment…………………………..………………………
70
Reference ....................................................................................... 71
Lesson 7: Types of speeches……………………………………………………….
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72
Learning Objective……………………………………………..
72
What’s In…………………………………………………….
72
What’s More………………………………….……………..
74
What I have learned………………………………………….
75
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Assessment……………………………………………………
76
Reference ....................................................................................... 77
Lesson 8: Types of Speech Acts……………………………………………………..
78
Learning Objective……………………………………………..
78
What’s In……………………………………………………….
78
What’s More…………………………………………..………..
82
What I have learned… .................................................................... 84
Assessment………………………..……………………………
85
Reference ....................................................................................... 87
Lesson 9: Types of Communicative Strategy ........................................................ 88
Learning Objective……………………………………………..
88
What’s In………………………………………………………
88
What’s New……………………………………………………
89
What is It……………………………………………………….
91
What I have learned………………………………..………….
96
Assessment……………………………………………………
97
Reference ....................................................................................... 98
Lesson 10: Understanding Speech Context, Speech Styles,
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Speech Acts and Communicative Strategy…………………….
99
Learning Objective…………………………………………….……..
99
What’s In………………………………………………...…………….
100
What’s More…………………………………………..……………..
106
What I have learned………………………………………………….
107
Assessment………………………………..…………………………
108
Reference……………………………………………………….……..
110
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LESSON
1
The Nature and Process
of Communication
Communication can take many different forms. These are just a few
examples of how humans communicate their thoughts, feelings, ideas, and
insights, ranging from simple head nodding, stretching of hands, and raising of
eyebrows to daily phone conversations with friends, constant exchange of text
messages, and regular browsing of social networking sites. These simply indicate
that humans exist.
After going through this module, you are expected to:
a. explain the nature and process of communication;
b. understand the relationship of the functions of communication
to everyday life; and
c. illustrate the process of communication
What’s In
How will you react
to the following
picture?
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Your return to your family, believe it or not, is a big joy! Your first cry,
which occurred shortly after birth, signaled your entry into this world.
Afterwards, your mother understood that when you cry, you were hungry and
gave you milk in response. Your face also expressed your feelings. As years
passed by, you started pronouncing short words and responded by waving your
hands or nodding your head and most of the times, laughing out loud. Today, you
can act out, speak, and write to tell everyone what you think and feel. These are
the ways you communicate.
What’s New
When you exchange ideas with someone or you send information to others,
you do it in two ways. You either use words to say what you want to say or you
express yourself through gestures and facial expressions. People have had an
innate desire to communicate since then. Human beings are social creatures. They
thrive on interacting with others on a regular basis. In reality, their ability to
express themselves and connect with one another and the environment around
them is the reason for their perseverance.
When you look back in the history of humankind, you will find that early
man could not speak as you do today. Records show that people have used various
communication techniques such as the use of symbols, gestures, sounds, drawings,
and sign languages (Littlejohn, 2002 as cited in Amudavalli, n.d.). Words and
languages developed much later in human history.
Over the years, communication has progressed tremendously. Language
developed side by side with technology. Now in the 21st century, we realize the
power of communication in building relationships and the community at large.
Hence, we see the importance of communication.
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Look at the pictures below. Identify the different ways of
communicating with others. Write your answers on a separate sheet of paper.
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What is It
What is communication and why do we communicate?
NATURE OF COMMUNICATION
Communication is a two-way process of connecting to both living and non- living
things. It is also a means of sharing and exchanging messages, information, ideas, and
feelings for mutual understanding (Gregoriom, J.C., 2015).
Communication connects people and the world they live in. It is through
communication that people are able to express their thoughts and ideas or convey
information and messages through word of mouth, gestures and signals, signs, and others.
People have always communicated with one another in various forms.
Let us further define communication using the two key terms stated above,
“message” and “understand”.
1.
Communication is a message understood.
Unless a message is understood, we cannot say that communication has taken place.
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ORAL COMMUNICATION
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Let us send a message to someone and say, “where came first”. The person who gets this
message would wonder what it means, for the arrangement of the words does not make any
sense. The message is sent but the receiver does not understand it. Therefore, for
communication to take place, we have to consider two conditions. First, there should be a
clear message. Second, the message must be understood by the receiver for whom it is
meant.
2.
Communication is social interaction through messages.
Think of someone telling, “It is very warm today.” In this case, we are
communicating what ‘we experience’. The weather being warm is what we feel or
experience physically. In this scenario, we are sharing our feeling or experience with
someone else. Thus, we may say that “communication is a sharing of experience.” In our
society, we all interact with messages. Without interactions, a society cannot survive.
Social interaction is always through messages.
We discuss problems and arrive at solutions. We exchange ideas and interact with
others. We transact, and then we negotiate. In doing all these, we use communication.
Imagine a situation where we are not able to speak and interact with others or think of a
family living in the same house without speaking to each other or relating any form of
message to one another. Such situation can be very lonely and problematic. Without
communication, all forms of human relationships will vanish and die. Communication is
therefore crucial in building and maintaining relationships.
PROCESS OF COMMUNICATION
There are also times when we fail to communicate effectively which results to
misunderstanding or miscommunication. Why do you think this thing happens? What are
the ways to avoid them?
We are sometimes misunderstood due to the level of speech we use during
conversation - by the volume of our voice or the rate of our speech when we talk with our
friends or acquaintances. Sometimes, we are misunderstood due to the non- verbal actions
that we project or incorporate in our speech during face-to-face communication. Also,
when we send text or chat messages, we are misinterpreted because those messages are
often brief and devoid of emotion.
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ORAL COMMUNICATION
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Let us now try to consider the process of communication. How does communication
take place? Who are involved? What processes are considered? By understanding the
communication process, we can also duly avoid misunderstandings and / or
miscommunication
Our everyday transactions with people follow the communication process.
As seen in the illustration, communication begins when the speaker or source of
communication responds to a stimulus and decides to encode or transmit it in the form of
a message (or a “code”) through a particular channel or means of communication.
The receiver decodes or interprets the message sent and responds accordingly based
on his interpretation of the message. This response comes in the form of a feedback sent to
the original source of communication (sender). As the communication transaction
continues, the sender and receiver may exchange roles until understanding is achieved.
Barriers to communication sometimes block the transmission of the message thereby
creating misunderstanding.
Through this process, we are able to understand that communication is systematic.
In the advent of technology, the exchange of information and messages in society has
advanced and has been a subject of many studies.
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FUNCTIONS OF COMMUNICATION
Why do we communicate?
Since communication is certain in our lives, it comes naturally and unknowingly.
Communication serves many purposes. The following are some of the many reasons why
we communicate:
Inform
Clarify
Buy
Teach
Accept
Criticize
Inspire
Question
Understand
Learn
Affirm
Deny
Counsel
Express
Confirm
Persuade
Clarify
Conceal
Sell
Promote
Advise
Reveal
Motivate
And many others
From the above table, we realize that communication serves many
purposes. Whether we are at home, in school, at work, or at play, we engage in
communication. We will discuss these functions in detail in Module 4.
What’s More
Think of communication transactions in your daily life. Enumerate situations
where communication takes place. Then, indicate the result of the communication
transaction and tell whether it is successful or not by writing the elements that made it so
and specify its function on the third column. An example is provided for you. Use a
separate sheet of paper to answer this.
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Situation
When I was 12, my father
told me that I am incharge of cooking rice for
lunch everyday whenever I
am available. One time, I
forgot to cook rice
because I got busy on my
assignment. As a result we
did not have rice to eat.
My father reminded me
about the task assigned to
me.
Result of the communication
transaction
Message was clear that I need to
perform my task. At first the
communication was successful. I
thought other family members will do
my task because I am doing other
things. My fault there was I failed to
communicate to them that I am busy
doing my assignment. Should I have
communicated this earlier, we would
have rice to eat.
Function of
Communication
to
info
rm
and
to
clari
fy
You may probably have recalled many situations that occurred from the
time you woke up until the time that you are about to sleep at night. This is because
communication transactions happen every time we interact with our own selves
and with others. We cannot help but communicate!
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SUMMARY
Nature of communication- Communication is a two-way process of connecting to
both living and non- living things.
Communication is a message understood- Unless a message is understood, we
cannot say that communication has taken place.
Communication is social interaction through messages- Think of someone telling,
“It is very warm today.” In this case, we are communicating what ‘we
experience’.
communication begins when the speaker or source of communication
RESPONDS TO A STIMULUS and decides to ENCODE or transmit it in the
form of a message (or a “code”) through a particular channel or means of
communication.
The receiver DECODES or interprets the message sent and responds accordingly
based on his interpretation of the message.
This response comes in the form of a FEEDBACK sent to the original source of
communication (sender).
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What I Have Learned
Activity 1: KWLH Chart
Now, based on the above discussions, fill-in the following KWLH Chart
to track your learning status in this module. Write your answer on a
separate sheet of paper.
K
(What do I
know before
the start of
this module?)
W
(What
concepts or
ideas do I
want to know
more?)
L
(What did I
learn
from
this lesson?)
H
(How did I
learn it? Cite
samples and
situations)
Nature of
Communication
Process of
Communication
Functions of
Communication
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Activity 2: Social Media Post
Show what you have learned creatively. Compose a Twitter or Facebook post of
your most important insights about the definition, nature, process and function
of communication. Include hashtags at the end of your post.
What I Can Do
Activity 1: Comic Strip
Create a comic strip showing how you would communicate to your
community the advantages of following health protocols and guidelines amidst
COVID-19 pandemic in your municipality or province. You may cut-out pictures
of people or authorities to depict your character, but be sure to write your own
original scripts and texts.
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ORAL COMMUNICATION
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Activity 2: Reflections
Explain what you have learned and realized in this module and how you
will be able to apply your learnings in your life. Write your reflections using the
following paragraph starters.
Today, I learned ….
I realized …
Therefore, I will…
Assessment
Directions: Read each item carefully then choose the letter that corresponds
to your answer. Write your answers before the number
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ORAL COMMUNICATION
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1.
It is the exchange of thoughts, messages, or information as by speech,
signals, writing or behavior.
2.
3.
4.
5.
6.
o
A.
communication
C. language
B.
feedback
D. message
These are considered forms of communication.
1.
talking clearly
3. sending emails
2.
chewing gum
4. looking bored
A.
1234 B. 134 only C. 342 only D. 1 only
This body language shows that one is listening.
A.
nodding and making eye contact
B.
looking out of the window
C.
turning away from the speaker
D.
whistling while biting nails
It is the sender of the message.
A.
barrier
B.
originator
C.
receiver
D.
sender
It is a good indication that good communication occurs.
A.
destructed
C. unreceived
B.
confused
D. shared
It is shown when there is an understanding in the communication.
A.
Each gets a chance to be the sender and the receiver.
B.
Each party is able to provide feedback.
ORAL COMMUNICATION
16
C.
Each party is able to say what they want to without the other person
interrupting.
D.
7.
8.
9.
Each party has different languages.
It is the content of the communication.
A.
jargon
C. message
B.
media
D. noise
This communication type is characterized by a certain look or gaze.
A.
non-verbal Communication
B.
oral Communication
C.
verbal Communication
D.
written Communication
It is the definition of communication.
1.
Communication involves a transaction.
2.
Communication is sharing of ideas among a group of people.
3.
Communication is a confusion of ideas in the mind of the other.
4.
Communication is a transfer of messages from one person to another.
A. 1234
10.
11.
This is the BEST way to continue communication.
A.
active listening
B.
asking questions
C.
not interrupting
D.
making good eye contact
It is known when the receiver gives a verbal or non-verbal message.
A.
o
B. 234 only C. 124 only D. 4 only
answer
C. response
ORAL COMMUNICATION
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B.
12.
13.
14.
15.
feedback
D. none given
It is an indication that communication really takes place.
A.
when the message enters the channel
B.
when the message leaves the channel
C.
when the receiver understands the message
D.
when the sender transmits the message
This is to be avoided for effective communication.
A.
ambiguity
C. politeness
B.
listening
D. sharing of activity
This is essential to an effective communication.
A.
three-way process
B.
both a one-way and a two-way process
C.
one-way process
D.
two-way process
This refers to the responsibility of the person who receives the message for
communication to take place.
A.
feedback
C. perception
B.
non-verbal clues
D. self-concept
References
Amudadavalli, A. Theories and Models of Communication. Prod. Deparment of Library and Information Science.
May 20, 2020.
Chandlier, Daniel. Transmission Model of Communication. n.d.
Department of Humanities and Social Sciences, Kanpur, IIT. Communication Skills:Lecture No. 1.
NPTEL-Communication Skills. n.d.
Gregorio, Joanne C. UP-Open University. n.d. https://joanneg24.wordpress.com/module-5overview-and-process-of- communication/DevCom Journal (accessed 2019).
Littlejohn, S.W. Theories of Human Communication. 7th Edition. Belmont, CA: Wadsworth, 2002.
Miller, K. CommunicationTheories:Perspectives,ProcessesandContexts.2nd Edition. New York: McGraw-Hill, 20
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ORAL COMMUNICATION
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LESSON
2
Communication Models
This module was designed and written with you in mind. It is here to help you
master the different models of communication. It will lead you to understanding how
communication works among people to foster mutual understanding and good
relationship. 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.
After going through this module, you are expected to:
a. differentiate the various models of communication;
b. explain the process of communication through the elements involved; and
c. recognize the importance of the models in understanding the communication
process as applied in everyday life
What’s In
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ORAL COMMUNICATION
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Communicating with others takes us to a new experience. We are either the ones
starting the conversation process or the ones receiving it. As the exchange of information
progresses, both the source and the recipient go through favorable or unfavorable
experiences. The two or more people involved may be satisfied or dissatisfied with the
outcome. Conflicts may occur at any time and for no apparent reason. However, the
ultimate purpose of communication is to improve human relationships.
In the previous lesson, we talked about the functions, nature and process of
communication. Let us recall some key terms that you encountered in the discussion.
Directions: Complete the paragraph below by choosing the correct word from the WORD
POOL. Write your answer on a separate sheet of paper.
WORD POOL
(1.)
is
a
process
which
follows a
certain
procedure.
Communication occurs between two or more people: the (2.)
or
source of the information and the (3.)
. It
can be articulated through (4.)
or spoken words. It can also be expressed
through gestures, facial expressions, or actions which are (5.)
where words are not needed to understand
what one means.(6.)
is the process of interpreting the encoded (7)
of the source by the receiver.
Communication also functions to control (8.)
(9.)
allows individuals to ( 10.)
o
. It
or encourages people to live better and
with others.
ORAL COMMUNICATION
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What Is New
How often do you eat with your entire family? What do you usually discuss? Read
the account and make a list of the various communication situations that you will
encounter.
The Glitch
By Divina P. Maming
Dela Cruz family came together for
breakfast. Each had his/her own story to
tell about his/her experiences for the
week. This is the usual scenario every
Sunday morning.
“Good morning kids!” greeted the mother
who had just finished setting the table for five. Tonio and
Maria could not wait to reach for their chairs with a big grin on their faces as they said,
“Good morning, nanay!”
Criselda walked out from her room, still sleepy, her hair unkempt, her sleepwear on but
appeared equally thrilled as her siblings shared the table with their mother.
“Nanay, I can smell the aroma of your best delicacy, adobo,” she remarked. “Yeah, I know.
It is the favorite of the family so adobo is what I prepared today,” she answered. Criselda
replied, “I can’t wait to taste it!”
Mang Cardo, the man of the family, is a clerk in one of the rural banks in town. He was
talking to somebody over the phone; his voice echoed excitement but later on, his positive
mood gradually vanished. As he turned towards the table, he shrugged his shoulders for
disappointment.
“Let’s eat!” mother exclaimed, wanting to turn the situation around. But everybody
seemed to have been overwhelmed by their father’s silence. It was the first time they saw
him in a really low spirit. “What happened?” at last, the wife asked.
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ORAL COMMUNICATION
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“I may lose my job,” he said with a croaky voice.
“But why?” Aling Terie was surprised and so were the children. She quickly walked
towards him and patted his shoulder. “It’s okay. You can still find another job,” she said
offering him a seat.
The children also let their father feel their support as they smilingly uttered,
“Tatay, don’t worry, we are here to help.”
“Yes, we will assist nanay in selling fish in the market after school hours,” Tonio said.
“Maybe we can add vegetables to sell too, for additional income,” Maria added. Criselda,
on the other hand, volunteered to do the home chores.
“Thank you, my dear children,” was all Aling Terie could say.
Mang Cardo was moved by his family’s gesture. He was not expecting for such an all-out
support. He felt good about it. He started asking his kids about their activities in school
and how they fared in their subjects.
Each of them excitedly told his own story. Criselda declared, “I got highest score in Math,
so my teacher rewarded me with a bar of chocolate.” Tonio then mentioned about their
project in Science which could eliminate foot smell and everyone poked fun at it. They
asked him whether they could try the product to see if it would really work. Maria spoke
about their field trip to the town’s historical heritage and talked about what she learned
from it.
Exchanges of stories persisted until someone gave Mang Cardo a ring. The ringing lasted
for some seconds and finally, he stood up to answer the call.
As he returned to the table, he was smiling. He was informed that the retrenchment was
not for him; it was a mistake. Now, the glitch is fixed and he is to report to work the next
day again.
All of them could not contain their happiness. And so, they sat down again to eat all
together. “We will go to the church after breakfast, as usual,” Mang Cardo sighed with
relief.
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ORAL COMMUNICATION
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What is It
Imagine your life and the world you live in without proper communication
procedure. Would there be order or chaos? Would there be understanding or
misunderstanding?
In human life, communication is essential. It allows knowledge and information to
be sent and received more easily. It enables people to form a variety of social ties. It
provides an avenue for people to express their ideas, thoughts, feelings, and insights.
Society's ability to evolve and advance will be hampered without it. With all the
advancements in technology, communication nowadays has changed dramatically,
adapting to the 21st century way of life. Since the days when messages were written on
tablets, clays, and tree barks, or transmitted by heralds or emissaries for proclamations to
an entire territory, communication has dramatically developed to the fastest ways of
transmitting messages through technological gadgets and computers. Video calling or
conferences is another high technological innovation where distance is not quite a problem
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ORAL COMMUNICATION
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anymore to foster mutual understanding.
The representations below will help you understand the basic elements of
communication. See how the elements operate and interact as communication progresses.
Models of Communication Process
A. Linear Communication
Have you talked to somebody but did not get any reaction from him/her at all? Have
you experienced sending a message without receiving any feedback? This is linear
communication.
Linear communication is one-way, focusing on the transmission of a message to a
receiver who never responds or has no way of responding to the information conveyed. For
instance, a competition organizer is presenting the contest mechanics. The message is final
and cannot be contended at all. It could be the president giving his State of the Nation
Address on the national television or a student who reads a poem or tells a story in front of
an audience in a school program. Other examples include sending a notification or
automated message that does not require a reply, reading a blog, or even the traditional
way of sending a message such as a telegram.
Fig 1. Shannon-Weaver Model
Source: https://tinyurl.com/yaltqfqy. Retrieved May 25, 2020
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ORAL COMMUNICATION
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Shannon-Weaver Model
An example of linear type of communication is the Shannon-Weaver model (1949).
It is also considered as the mother of all communication models. It has a one-way process
starting from a source (producer of message); passing through a channel (signals adapted
for transmission) which may at times be interrupted by noise (barrier) to a receiver (decoder
of message from the signal). The process stops after the message has arrived at its
destination.
B. Interactive
When was the last time someone surprised you? How did you react? Who was the
last person whom you praised for a job well-done? What response did you get? What is the
significance of getting a response or reaction from the person to whom you addressed your
statement?
Interactive approach is a two-way communication process where a response is
given after a message is sent. The recipient of the action intentionally or unintentionally
gives a feedback associated with the information received.
Let us extract Criselda and her mother’s dialogue from the story.
Criselda: Nanay, I can smell the aroma of your best delicacy, adobo.
Aling Terie: Yeah, I know. It is the favorite of the family so adobo is what I prepared today.
Criselda: I can’t wait to taste it!
Aling Terie’s response to Criselda’s statement proves that she decodes the intended
meaning of the idea passed on to her. That
is what we call feedback.
See, feedback makes a difference. If the
mother did not respond to the statement of
her daughter, the latter would not know
whether her mother understands what she
said.
The
exchange
of
ideas
or
information verifies that both parties
understand the message. Take a look at
the next model.
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Fig 2. Schramm Model
Source: https://tinyurl.com/yazbv5mv. Date Retrieved May 25, 2020
ORAL COMMUNICATION
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Schramm Model
Schramm (1954) visualized the process of communication as an exchange of
thoughts and ideas. Feedback was added to the Shannon-Weaver Model. The recipient of
the message decodes it and creates a feedback based on his understanding of the
information sent and vice versa.
The figure identifies the six elements of communication which are the sender, the
message sent, the receiver and the feedback provided by the receiver and sent back as a
response to the sender and the processes of encoding and decoding.
Remember, information may become useless if it is not conveyed properly to others. Thus,
the processes of encoding and decoding are the key components of this model, including
feedback.
Encoding is when an idea or information is translated into words and expressed to
others.
Decoding is when this idea or information is understood and interpreted by the
receiver.
Hence, the receiver must be able to send feedback to the sender in order to complete
the process. Otherwise, the communication transaction fails. Schramm’s model, which is a
two-way communication model, revolves around these principles.
The process goes on starting from the sender (source) who encodes the message transmitted
to the receiver which he interprets; decodes a message (feedback) to be sent back to the
source who in turn, decodes and interprets the information sent.
C. Transactional Model
Communication is a fluid process. It's a complicated creature. It happens among
people at any given time and with any specific issue. However, there is a risk that barriers
will obstruct information processing, resulting in an abrupt impact and change.
In a classroom setting, for example, you are being grouped into five or six members
for an activity. Your task is to give an opinion or reaction to the closure of the biggest
television network in the Philippines. Each of you expresses
your thoughts regarding the matter. While having that activity, you also heard the JHS
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ORAL COMMUNICATION
26
graders having their dance practice for the upcoming event. That noise did not interrupt
your discussion as you give your own views. This situation is an example of a transactional
approach.
The communicator (source) encodes the message and transmits it through a
channel. The message transmitted may be affected by the noise (barrier). The receiver
(recipient of the message) decodes, processes, and filters the message for understanding
and is now ready to give his own feedback to the sender.
Transactional Communication Model
Fig 3. Transactional Model
Source: https://tinyurl.com/ybwyog2a. Date retrieved: May 25, 2020
The transactional model shows a circular process of interaction between the persons
involved in the communication, with each one actively participating and sharing ideas with
one another. They are the communicators actively exchanging information and reaction.
Feedback is given freely and deliberately to one another or to all members
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ORAL COMMUNICATION
27
participating in the communication transaction. The sender and the receiver may
simultaneously exchange roles as communicators. Since communication is deemed
dynamic and progressive, the topic may also change from time to time.
In this concept, the noise or barrier to communication is also taken into
consideration for it may directly or indirectly affect the smooth flow of communication.
The dialogue continues if the message was not effectively conveyed due to the barrier, in
order to clarify the sender's intended meaning. When communication is interrupted due to
a barrier, the communicators work together to comprehend one other. Now, the sender
becomes a receiver of feedback (the response from the receiver) and the receiver also acts
as sender providing information in response to the message conveyed to him. In this way,
the communication is made more effective and complete.
SUMMARY

Linear communication is one-way, focusing on the transmission of a
message to a receiver who never responds or has no way of responding to the
information conveyed.

Shannon-Weaver Model- It has a one-way process starting from a source
(producer of message); passing through a channel (signals adapted for
transmission) which may at times be interrupted by noise (barrier) to a receiver
(decoder of message from the signal).

Schramm (1954) visualized the process of communication as an exchange
of thoughts and ideas. Feedback was added to the Shannon-Weaver Model. The
recipient of the message decodes it and creates a feedbackbased on his
understanding of the information sent and vice versa

Transactional Model Communication is a fluid process. It's a complicated
creature. It happens among people at any given time and with any specific issue

The transactional model shows a circular process of interactionbetween
the persons involved in the communication, with each one actively participating
and sharing ideas with one another

Feedback is given freely and deliberately to one another or to all
members participating in the communication transaction
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ORAL COMMUNICATION
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What’s More
General Directions: Perform the activities below to better understand the concept of
communication and how it works. Follow the indicated directions for each activity.
A.
Directions: In the Venn diagram below, show the similarities and differences of
the three-communication mode
For you, which model is most effective? Why?
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ORAL COMMUNICATION
29
B. Directions: Identify the elements that constitute the communication
process by answering the crossword puzzle below. Write your answer on
a separate sheet of paper.
Across:
1. the reaction or
response
provided by the
receiver of the
information.
4. the recipient of the
message sent
Down:
2. the source of the
information or message
3. the information or idea
conveyed
5. the factor affecting the
communication flow
What I Have Learned
Answer the following questions:
1. What are the different communication models?
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ORAL COMMUNICATION
30
2.
What sets communication models different from each other?
3.
Why is feedback important in communication?
4.
When is communication process successful?
Assessment
A.
Directions: Write T if the statement is TRUE and write F if it is FALSE.
1.
There will be order and peace in the world without communication.
2.
Along with the extensive revamp in most aspects of human life, ways of
communication also change.
3.
Schramm Model is the most
complicated
example of human
communication process.
4.
In the interaction model, communication is a one-way process.
5.
Communication is merely successful when conflict was absent in the
process.
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ORAL COMMUNICATION
31
B.
Directions: Read each item carefully then choose the letter that corresponds to your
answer.
6.
7.
Which of the following is an example of a one-way communication model?
A.
A group of teenagers planning for a big event
B.
The committee finding ways to reach for the less fortunate in their barangay.
C.
The Philippine President delivering his SONA
D.
A and B
You ask your sister to put on her mask every time she goes out and she nods in
reply. Which model of communication is presented here?
8.
A.
Interactive
C. Linear
B.
Conversational
D. Transactional
Which model of communication portrays a multilayer of communication processes
where the characters and environment change overtime
9.
10.
A.
Interactive model
C. Transactional model
B.
Linear model
D. ALL of the above
Which communication model focuses on the message sent to the recipient?
A.
Interactive Model
C. Transactional model
B.
Linear Model
D. A combination of A and B
A strong wind struck as Arnold and his father took turns in pulling the fishing boat
to the shore. Arnold cannot hear his father’s voice. Which affects the flow of the
communication process?
A.
11.
Arnold’s voice
B. boat
C. father
D. wind
Myra submitted her report to her teacher online because of the enhanced
community quarantine. Which element is missing in the process?
A.
12.
channel
B. encoding C. feedback
D. receiver
The Enhanced Community Quarantine (ECQ) frightened many people here and
there. On his social media account, Joshua posted a status of dismay. Many supported his
claim, but others opposed it. His status acquired a hundred reactions and the comments
thread rose to 75. What model of communication is exemplified?
A.
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Berlo’s Model
C. Shannon-Weaver Model
ORAL COMMUNICATION
32
B.
13.
15.
D. Transactional Model
In the situation given in #12, what element of communication is NOT present?
A.
14.
Schramm Model
barrier
B. context
C. feedback
D. receiver
Which of the following is NOT a purpose of communication?
A.
It connects the gaps among persons involved.
B.
It narrows down issues and addresses it.
C.
It offers solution to the community problems.
D.
It paves a way to conflict.
What happens when the message is NOT clearly conveyed?
A.
The communication continues.
B.
The communicators end the communication process.
C.
The recipient may get the wrong information to share with others.
D.
The situation will never change.
References
Al-Fedaghi, Sabah. "A conceptual foundation for the Shannon-Weaver model of
communication." International Journal of Soft Computing 7, no. 1 (2012): 1219. Retrieved from docsdrive.com/pdfs/medwelljournals/ijscomp/2012/1219.pdf. May 23, 2020.
Foulger, Davis. "Models of the communication process." Brooklyn, New
Jersey (2004). Retrieved from https://tinyurl.com/ya8mh5fj. May 23,
2020
Liang-sheng, Y. A. O. "Enlightenments from Schramm model to
practitioners in translation [J]." Journal of Zhenjiang College 2 (2004).
Retrieved from http://en.cnki.com.cn/Article_en/CJFDTotalZJGZ200402009.htm. May 23, 2020.
Meacham, John A. "A transactional model of remembering." Life-span
developmental psychology: Dialectical perspectives on experimental research
(1977): 261-283. Retrieved from https://tinyurl.com/ybl76fhj.
May 23, 2020
Narula, Uma. Communicationmodels. Atlantic Publishers & Dist, 2006. Retrieved
from https://tinyurl.com/y6vorcuu. May 23, 2020.
Gillespie, Debra J., and Rachel Schiffman. "Acritique of the Shannon-Weavertheory
of communication and its implications for nursing." Research and theory for nursing
practice 32, no. 2 (2018): 216-225. Retrieved from:
https://tinyurl.com/ybafwxvt. May 27, 2020
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ORAL COMMUNICATION
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LESSON
3
Communication
Breakdown
This module was designed and written with you in mind. It is here to help you
identify various strategies that could be used in order to avoid communication breakdown.
It will lead you to understanding how communication works among people to foster mutual
understanding and good relationship. 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.
After going through this module, you are expected to:
a. define the concept of communication breakdown;
b. identify the different kinds of barriers to effective communication;
c. explain the causes of communication breakdown; and
d. use appropriate strategies to avoid communication breakdown and achieve
the goals of relationship and community building.
What’s In
Directions: Put the phrases or statements in the correct column.
Write the letter of your answer on the space provided.
Linear Model
o
Interactive
Transactional Model
ORAL COMMUNICATION
34
A.
Schramm Model of
Communication
E.
barriers affect the smooth flow
of communication
B.
Shannon Weaver Model of
Communication
F.
a one-way communication
processes.
C.
a two-way
G.
having a job interview
communication process
where feedback is given
H. reciting a poem in front of the
class
after a message is sent.
I.
presiding an important meeting
shows circular process between
the sender and receiver.
J.
focusing on the message sent.
D.
What’s New
Communication is a process of exchanging thoughts, ideas, and opinions in order
to connect with other people. Its goal is to achieve a clear and effective understanding
resulting to good relationships in the community. However, there are times when this goal
is not reached due to certain factors. When this happens, there is communication
breakdown.
Directions: Identify the reasons for the communication breakdown in each picture. Write
your answer in a separate sheet of paper similar to the box below.
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ORAL COMMUNICATION
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What is It
The elements involved in communication are important in the success or failure of
this process. These very same elements (sender, message, receiver, feedback, etc) can pose
a threat to the efficiency or effectiveness of the process. Communication breakdown may
occur when problems in any of the elements involved arise. They become barriers to
communication.
Simply put, communication breakdown results when the intended message of the
sender is not understood exactly by the receiver. Barriers to communication are present.
Recognizing the barriers or obstacles to effective communication is important in
order to avoid communication breakdown. Here are some of the barriers that may cause
communication failure.
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ORAL COMMUNICATION
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Barriers to Communication
Physical Barriers are the natural or environmental condition that act as a barrier
in communication in sending the message from sender to receiver.
Examples:
1. People talking too loud.
2. Noise from a construction site
3. Loud sound of a karaoke
4. Blaring of jeepney horns
Psychological Barriers are called as mental barriers. These refer to social and
personal issues of a speaker towards communicating with others.
Examples:
1. trauma
2. shyness, lack of confidence
3. depression
4. fear, stage fright
Cultural Barriers pertain to communication problems encountered by people
regarding their intrinsic values, beliefs, and traditions in conflict with others.
People’s culture affect the way they communicate and relate to others
Examples:
1. different beliefs
2. traditions, and customs
3. manners of dressing
4. speaking
Linguistic Barriers pertain conflicts with regard to language and word meanings.
Because words carry denotative and connotative meanings, they can sometimes
cause confusion and misunderstanding. Meaning of words and symbols also
vary depending on culture.
Examples:
1. difference in language
2. accent and dialect
3. use of jargon and slang
4. speech defects or language impairments
Verderber (1991) gives a similar idea of barrier when he classifies noise into
three kinds: External, Internal and Semantic noise.
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ORAL COMMUNICATION
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ORAL COMMUNICATION
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What’s More
Activity 1
Directions: Identify the kind of communication barrier exemplified by each
description. Tell whether it is Physiological, Psychological, Cultural, or
Linguistic Barrier. Write your answer on a separate sheet of paper.
1. lack of confidence
2. connotative and denotative meaning
3. loud party
4. different races
5. poor lighting
6. lack of interest and attention
7. different views and opinions
8. using idiomatic expressions
9. information overload
10. feel frustrated
Activity 2
Directions: Explain why there is communication breakdown on the given situations.
Again, write your answer on a separate sheet of paper.
1.
Jay and Michelle started talking about their plans for Christmas Vacation
when their classmate, Moy, interrupted them.
2.
“Mama, I will buy this cake for you. I am very sure that you will like its taste.
It’s from our favorite cake store!”
3.
You spent the night thinking and analyzing why a student from another
class talked to you on your way home.
4.
Livy encounters a participant who is very eager to share with others
her views and opinions. She does this without asking permission.
5.
In some Asian countries, direct eye contact is considered disrespectful
and rude. In others, it is a must.
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ORAL COMMUNICATION
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What I Have Learned
Directions: Answer the following questions. Write your answer on the separate
sheet of paper.
1. What is communication breakdown?
2. What are the barriers to communication?
3. Why does breakdown of communication occur?
Assessment
Choose the letter of the correct answer. Write your answers on a separate sheet of paper.
1.
What influence
the
interpretation of
conversation to
effective communication?
2.
3.
environment
C. noise
B.
language
D. technological gadgets
When is the communication process complete?
A.
when the message enters the channel of communication
B.
when the receiver understands the message and feedback
C.
when the sender transmits message to the receiver
D.
when the sender transmits the message successfully
Which of the following must be avoided in communication breakdown?
A.
o
A.
Ambiguity
C. personal interpretation
ORAL COMMUNICATION
40
B.
4.
5.
6.
7.
8.
9.
focused attention
D. Both A and B
Which barrier includes the mental conditions of the listener?
A.
cultural barrier
C. physical barrier
B.
linguistic barrier
D. psychological barrier
Which barrier includes the hearing or sight problem of the listener?
A.
cultural barrier
C. physical barrier
B.
linguistic barrier
D. Both A and C
In which barrier can semantic noise be classified?
A.
cultural barrier
C. physical barrier
B.
linguistic barrier
D. Both A and C
Which of the following must the listener do to avoid mental noise?
A.
Be ready for the communication activity.
B.
Be attentive and respond to the speaker.
C.
Just remain quiet and daydream
D.
Must not think of any problem during class hours
In which barrier does gender be classified in communication?
A.
cultural barrier
C. Physical barrier
B.
linguistic barrier
D. Both B and C
Which is the best option in order to avoid misinterpretation that causes
communication barrier?
10.
o
A.
Be familiar with the topic of the speaker.
B.
Disconnect with your emotional baggage.
C.
Do not be conscious of gender or status.
D.
Inquire the meaning.
What is the barrier to which you classify withdrawal of listener?
A.
cultural barrier
C. physical barrier
B.
linguistic barrier
D. psychological barrier
ORAL COMMUNICATION
41
For numbers 11-15, write T if the statement is TRUE and write F if it is FALSE.
1. Inability to understand a message causes failure in communication.
2. The actual message is lost in transmission.
3. Emotional problems can sometimes color one’s understanding of a message.
4. Culture may affect the interpretation of meaning in communication.
5. Pictures, gadgets, and other paraphernalia in front of the stage engage the
audience in listening to the speaker
References
2018. Businestopia. January 6. Accessed May 30, 2020.
https://www.businesstopia.net/communication/physicalbarriers.
Peterson, Ronnie. n.d. The ZandaXCommunication Blog. Accessed May 31,
2020.
https://www.zandax.com/blog/5-ways-to-avoidcommunication-barriers- in-any-environment.
Quipper. Accessed May 30, 2020.
https://link.quipper.com/en/organizations/547fe0e1d11ff00002002002
/ curriculum#curriculum.
Sipacio, Philippe John F., and Balgos, Anne Richie G. 2016. Oral
Communication in Context for Senior High School. Quezon City. C
& E Publishing Inc.
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ORAL COMMUNICATION
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LESSON
4
Various Strategies to
Avoid Communication Breakdown
In Lesson 1, you have learned the concept of communication breakdown and
its causes. In this lesson, you will find out how this breakdown of communication can
be avoided.
What’s In
Directions: List down two (2) to three (3) situations based on your What I Can Do
Activity in Lesson 1 in which communication breakdowns were experienced at home,
school, and community. Then, suggest one best strategy to avoid that communication
breakdown.
Example:
Breakdown: The DOST scholar uses technical words in explaining his research to the barangay
officials which resulted to confusion among them.
Strategy: The DOST scholar should uses simple and specific words about his research to the
barangay officials so they would easily understand his message.
Scenarios where Communication
Breakdown occurred
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Strategies to Avoid Communication
Breakdown
ORAL COMMUNICATION
43
What’s New
Communication breakdown may at times be inevitable but as a sensible speaker or
sender of the message, we could avoid this. Understanding the concept of communication
breakdown and its causes, will help us realize that failure in communication may be
avoided through certain strategies that we could adapt.
Here is an article entitled 5 Ways to Avoid Communication Breakdown by Ronnie
Peterson.
5 Ways to Avoid Communication Breakdown
by Ronnie Peterson
Communication breakdown can cause issues or problems at home, school, and
community. There are so many barriers to communication like, physiological,
psychological, cultural, and linguistics.
Sometimes some communication barriers are too difficult to solve and this will lead to
slowing the progress and efficiency.
Here are the possible strategies to avoid communication breakdown:
1.
Have Clarity of thought before speaking
Arrange your thoughts before verbalizing them this can help you communicate much
more clearly and succinctly. It's a better idea to say something like, "I've got a few ideas
here. Let me go through them one at a time. We can treat each one on its own merit."
2.
Learn to Listen
As simple as it sounds, you’ll be surprised how many people out there don’t know how to
listen well.
Not understanding those who you are trying to communicate with will lead to a
conversation fraught with misunderstandings. Don’t be afraid to ask them to repeat or
explain further in polite manner once you don’t understand the point.
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ORAL COMMUNICATION
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3.
Take Care of your Body Language and Tone
Keep your emotions in check, try to maintain eye contact, and adopt a relaxed tone when
conversing with others.
4.
Build up your confidence by asking for feedback and observing others Focus on
improving your skills by practicing in front of those who you may feel more comfortable
with. You can also ask those whose advice you value to give you feedback and critique
your communication style after a discussion.
5. Communicate Face to Face on the important issues
Having that face-to-face dialogue means you can convey your point more clearly, with
your body language as well as your tone of voice.
It can also help to clear up any misunderstandings or distortion of the message that could
occur through other mediums.
Remember, becoming an effective communicator takes time and practice. Over time,
using these strategies can lead to better communication in your personal relationships,
and more productive workplace environments as well.
Answer the following questions based on the article above.
1. What are the barriers to communication mentioned in the article?
2. How can communication breakdown be avoided?
3. In your opinion, which strategy is the easiest to do? Which one is
the most difficult to do? Why?
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ORAL COMMUNICATION
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What is It
A smooth and successful communication transaction may result if we
follow the strategies to avoid communication breakdown. Communication
becomes successful if and only if our communication goal is achieved, that is,
an understanding is reached and a relationship is built or maintained.
Here are some strategies to avoid communication breakdown (Quipper n.d.).
Keep Focused
Speak Intelligibly
Listen with your Ears and Eyes
Pay attention to verbal and non-verbal message. Effective communication
depends on what people say and how they say it.
Minimize Distractions
Look for a place where you can minimize distractions or noise like closed area,
empty room, or quiet places. Lessening the cause for confusion means giving
more room to focus and concentrate.
Be Specific
Use simple and concise words as much as possible in delivering a message.
Being specific means being particular and direct to the point.
Do not Jump to Conclusions
Before you give your comments and judgement, be sure that you have listened
attentively to the speaker. Conclusions should be drawn after a thorough
analysis of point given or information received.
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ORAL COMMUNICATION
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Tips on How to Avoid Communication Breakdown
Broom, Cutlip and Center (2012) listed the 7Cs of Effective Communication in
their book Effective Public Relations. These are Completeness, Conciseness,
Consideration, Concreteness, Courtesy, Clearness, and Correctness.
Completeness
It is important to whole communication process. The speaker should
include everything that the receiver needs to hear, respond, react, or
evaluate properly. S/he should be able to convey all pertinent details so
listener or audience will be able to grasp the intended message.
Conciseness
The message should be direct or straight to the point and should be
expressed in the least possible number of words. Irrelevant information
should not be included.
Consideration
In order to be effective, the speaker should give high regard and courtesy
to audience’s background information such as his/her culture,
education, religion, status, mood, feelings, and needs. This will result in
building rapport or connection with the audience.
Concreteness
Effective communication is backed up by facts, figures, and real-life
examples or situations. This will make the receiver to understand the
message better.
Courtesy
Clearness
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ORAL COMMUNICATION
47
Correctness
Avoiding mistakes in grammar helps to boost the credibility and
effectiveness of the message, and at the same time it eliminates negative
impact on the audience.
Breakdowns in communication may arise because of several factors. But these
factors may be avoided if we follow strategies put forward by experts in the field.
Communication is a transaction that we do every day. By following the 7 Cs of
communication espoused by Broom, Cutlip and Center (2012), we may achieve
understanding in communicating with others and avoid confusion and misinterpretations.
Avoiding communication breakdown helps you to be an effective speaker. Below
are some strategies which you can use to avoid breakdown communication. (Quipper n.d.)
Helpful Expressions to Avoid Communication Breakdown
Strategies to Avoid Communication
Breakdown
Use helpful expressions to gain time to
think
Give positive remarks or comments
Ask for repetition
Check for understanding
o
Helpful Expressions
“Really”
“Uhmm”
“Uh-huh”
“Anyway”
“Tell me more…”
“”Sounds good”
“I see what you mean”
“Can you please what you said?” “What did
you say again?”
“What did you mean, when you say
that…”
“So, are you saying that…”
“So, what is your understanding of this?”
ORAL COMMUNICATION
48
What’s More
Activity 1
Directions: Match column A with the best answer in column B. Write your answer on
the separate sheet of paper.
Column A
Column B
1. It refers to the use of simple and precise
A. Keep Focused
words.
2. The speaker should identify his/her
B. Be Specific
purpose for speaking.
3. He/she must pays attention to the
C. Do not Jump to
verbal and non-verbal cues.
Conclusions
4. He/she must find closed areas or quiet
D. Speak
Intelligibly
plays
to
avoid
communication
breakdown.
must have an appropriate
E. Listen with
5. He/she
speaking volume, speech rate, and
your ears and
acceptable enunciation.
eyes
F. Minimize
Distractions
Activity 2
Directions: Identify what 7Cs to Effective Communication is being described.
Write your answers on a separate sheet of paper.
1.
2.
3.
4.
5.
o
It helps to increase the credibility of the speaker and
reduce negative impact to the audience.
It conveys all pertinent details so listener or audience
will be able to grasp the intended message.
It is expressed in the least possible number of words
and straight to the point.
It implies good choice of words and language and a
consideration
of the audience’s perspectives
and
feelings on the part of the sender.
It is backed up by facts, figures, and real-life examples
or situations.
ORAL COMMUNICATION
49
What I Have Learned
Directions: Complete the diagram on how to avoid communication breakdown.
Assessment
Directions: Read each statement carefully. Write TRUE if the statement is correct and
FALSE if otherwise. Write your answers before the number
1. Concreteness in communication creates positive impact to the audience.
2.Clearness helps in eliminating confusions among the audience.
3.Grammar mistakes eliminate negative impacts among the receivers.
4.Rapport is created when considering the background of the receivers.
5.Communication becomes effective when it is supported by facts,
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ORAL COMMUNICATION
50
figures, and examples.
6. As a speaker, you have to use technical words in order to impress the
audience.
7. Complete message is important to the process of communication
particularly with the receivers.
8. Giving positive remarks shows interest in a conversation.
9.
The expression “So, are you saying that…” asks for repetition.
10.
Use polite expressions when asking for clarifications.
11.
You must use appropriate speaking volume, pitch rate, proper
enunciation, stress, and acceptable pronunciation.
12.
Accept the ideas of the sender even without full understanding of
the message.
13.
The speaker should know his purpose before he speaks.
14.
You must pay attention only in verbal cues.
15.
To limit distractions, stay beside the basketball court.
References
2018. Businestopia. January 6. Accessed May 30, 2020.
https://www.businesstopia.net/communication/physicalbarriers.
Peterson, Ronnie. n.d. The ZandaXCommunication Blog. Accessed May 31,
2020.
https://www.zandax.com/blog/5-ways-to-avoidcommunication-barriers- in-any-environment.
Quipper. Accessed May 30, 2020.
https://link.quipper.com/en/organizations/547fe0e1d11ff00002002002
/ curriculum#curriculum.
Sipacio, Philippe John F., and Balgos, Anne Richie G. 2016. Oral
Communication in Context for Senior High School. Quezon City. C
& E Publishing Inc.
o
ORAL COMMUNICATION
51
LESSON
5
Types of Speech Context
This module was designed and written with you in mind. It is here to help you
master the Types of Speech Context. 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 your needs.
After going through this module, you are expected to:
a. define speech context;
b. identify the various types of speech context in different situations; and
c. employ appropriate verbal and non-verbal behavior in different speech
context.
What’s In
There is never a day that you do not communicate. It could be a group
discussion, Facebook status update, dinner conversation with someone you are interested
in, or small talk with a family member. In this case, it is necessary for you to understand
the concept of speaking in a variety of communication situation and the number of people
you are communicating with.
Since you have already learned the various components of communication in
the previous modules, this time you are going to look at speech context and find out how
to act appropriately in the different communication situations.
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ORAL COMMUNICATION
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In the previous lesson, you were able to determine the verbal and non-verbal
cues that the speaker uses in order to achieve his/her purpose. You were given different
activities that helped you to fully understand the functions of communication (i.e. control,
social interaction, motivation, emotional expression and information dissemination).
You have now realized that your ability to communicate affects your
relationship with the people around you. To further strengthen this insight, the tasks in this
module will let you discover the meaning and types of speech context, and apply
appropriate verbal and non-verbal behavior in different speech situations.
What’s New
Speech Context
Context when referring to speech communication is the surroundings,
circumstances, environment, background or setting that determine, specify, or clarify the
meaning of an event. (LumenLearning.com/Elements of Communication).
According to DeVito (2005), “Context refers to the setting in which the communication
takes place. Context helps to establish meaning and can influence what is said and how it
is said.”
Read and carefully evaluate the statements written inside the circle, then select
from the given communication contexts what you think matches the phrase. Choose the
letter of the correct answer.
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ORAL COMMUNICATION
53
5.
Articulating
your stand
on a
pressing
issue in the
editorial
1. Consoling
a friend who
is feeling
down
A.
B.
C.
2.
Cheering
yourself
up before
an
important
event
4.
Discussin
g with
your
groupmat
e s your
assigned
report
D.
E.
Communi
cation in
Public
Communicat
ion with Self
Communicat
ion between
two persons
Mass
Communicatio
n
Communica
tion in a
small group
3. Delivering
your graduation
speech to your
fellow
graduates
What is It
Speech Context is important because it helps you communicate appropriately,
understand the meaning of any message conveyed, and respond accordingly. In order for
you to have a clear grasp of what Speech Context is, its types are discussed below.
Types of Speech Context
1.
Intrapersonal – This refers to a type of communication that is focused on one
person, where the speaker acts both as the sender and as the receiver of the message. The
message is made up of thoughts and feelings while the medium is the brain that processes
what you think and feel. (Hybels & Weaver, 2012, p 16)
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ORAL COMMUNICATION
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Examples:

There is a voice within you that tells you, “It’s okay, you can still do it! You
can make it!” when you are losing your drive to finish the task that you are
doing.
When you told yourself not to talk to your friends when you have read in a
Facebook post that they were in a party and you were not invited.

Interpersonal – This refers to the type of communication that takes place between
2.
and among people and creates a personal relationship between and among them. Normally,
it includes two individuals, and it can vary from casual and very personal to formal and
impersonal.
Types of Interpersonal Communication
Dyad Communication – communication that happens between two people.
Examples:
 You consoled your brother who was feeling down.
 A conversation
between
your father
latest announcement of your Barangay Chairman.
and
mother
about
the
Small Group– This applies to interactions involving at least three but not more than twelve
people engaged in face-to-face interactions to achieve the desired goal. In this type of
conversation, all participants can freely express their ideas throughout the discussion.
3.
Public– This type refers to a communication that enables you to send or deliver a
message before a crowd. The message can be transmitted for informative or persuasive
purposes. "In public communication, unlike interpersonal and small groups, the channels
are more exaggerated. The voice is louder and the gestures are more expansive because the
audience is larger” (Hybels & Weaver, 2012, p 19).
Examples:


o
You are having a discussion with your two brothers about the surprise
party you are planning for your Mom’s birthday.
Kathlyn who came back from the United States called her three brothers and
four sisters and announced that she is getting married.
ORAL COMMUNICATION
55
Examples:
 Delivering a graduation speech to your fellow graduates.
 You were elected as the new SSG president of your school and were given a
chance to deliver a message of gratitude to your fellow students.
Mass Communication – This refers to communication through television, radio,
4.
newspapers, magazines, books, billboards, the internet, and other types of media.
Examples:


You are watching a televised briefing of IATF on COVID-19.
You have recorded a commentary for your school’s Online Discussion of
the pandemic and uploaded it in your social media account.
Verbal and Non-verbal Behavior in a Speech Context
Different speech context whether it is intrapersonal, interpersonal, public or mass
communication requires different approaches. Though there might be some occasional
similarities, you should at least know how to behave and respond to various speech contexts
appropriately.
When talking to your self
You might be familiar with the feeling of quietly talking to yourself in your mind, and it's
normal — and good for you. By performing this, it makes you think and reflect on the
things you have done or are planning to do. But here are some important reminders that
you need to keep in mind:
1. Use self-talk to your advantage:
Cheering yourself up before an
important event or talking to yourself
while completing a task are two perfect
opportunities for self-talk (Gould,
2018, Talking to yourself is normal, n.d.).
2. Don’t overdo it. While it is normal to
talk to yourself constantly, it is better
not to overuse yourself of doing so. The
most common reason why people end up
talking to themselves is because they feel
like they do not have someone else to
talk to. To address this, you need to be
more sociable, it would give you more
people to talk to other than yourself.
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ORAL COMMUNICATION
56
When talking to one person or a small group of people
Consoling your friend who is feeling down, or simply talking with your classmates about
your plans for a group activity is an example of a dyad and small group communication.
This kind of communication implies that the conversation is being shared and there is
exchange of ideas. Small group involves different skills because unlike dyad, it consists of
more than two people. In both cases, you can be as natural as yourself, however, unlike a
running conversation in your head, you have to consider that there are others who are
equally important in the conversation. Thus, to achieve successful communication in a
dyad or small group, you have to consider the following;
1.
Listen carefully - Needless to say, this is the very
basic foundation of effective communication. You have
to listen carefully and understand what the other person is
saying. Asking clarifying questions lets the other person
know that you are indeed listening attentively. More so,
take active part. You also need to be heard and understood
when it is your time to speak.
2.
Check your tone and body language. The
vocabulary of the body is more revealing than the actual
words you speak. So, watch your tone and body language
while you are talking. Is your tone tough? Do you smile
and encourage the person you are talking to? Your body
language tells more about your emotions and thoughts
than your actual words. Bear this in mind the next time
you have a conversation with someone. Check your body
language to ensure that it is consistent with your words
(Oakes, 2017).
3.
When talking to the public
Speaking in front of the crowd requires many preparations;
from analyzing your target audience, to planning and
drafting your speech up to the rehearsing part. The key
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ORAL COMMUNICATION
57
therefore is to come prepared. Be yourself while you are on stage and speak in the way that
you will be easily understood by your audience.
You will know more about this in the succeeding modules about the “Principles of Speech
Delivery”.
SUMMARY

Context when referring to speech communication is the surroundings,
circumstances, environment, background or setting that determine, specify, or
clarify the meaning of an event. (LumenLearning.com/Elements of
Communication).

According to DeVito (2005), “Context refers to the setting in which the
communication takes place. Context helps to establish meaning and can influence
what is said and how it is said.”

Intrapersonal – This refers to a type of communication that is focused on one
person, where the speaker acts both as the sender and as the receiver of the message.

Interpersonal – This refers to the type of communication that takes place between
and among people and creates a personal relationship between and among them

Dyad Communication – communication that happens between two people.

Small Group– This applies to interactions involving at least three but not more
than twelve people engaged in face-to-face interactions to achieve the desired goal

Public– This type refers to a communication that enables you to send or deliver a
message before a crowd

Mass Communication – This refers to communication through television, radio,
newspapers, magazines, books, billboards, the internet, and other types of media.

Use self-talk to your advantage: Cheering yourself up

Don’t overdo it. While it is normal to talk to yourself constantly, it is better not
to overuse yourself of doing so.

Listen carefully - Needless to say, this is the very basic foundation of effective
communication

Check your tone and body language. The vocabulary of the body is more
revealing than the actual words you speak

When talking to the public Speaking in front of the crowd requires many
preparations; from analyzing your target audience, to planning and drafting your
speech up to the rehearsing part
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ORAL COMMUNICATION
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What I Have Learned
Directions: Answer the following questions.
1.
Based on what you have learned from the previous activities, define speech
context in your own words.
2.
As a senior high school student, what do you think is the advantage of having
good communication skills in a variety of contexts? Do you think it will help you
improve your personality? Why or Why not?
3.
Do you agree with this statement: Speech context can influence one’s
behavior? Why/Why not?
4.
Which of the types of speech contexts do you find easy to practice? Which ones
do you find difficult?
5.
o
What should you do to improve your skills?
ORAL COMMUNICATION
59
Assessment
Directions: Choose the letter of the correct answer. Write your answers before the
number
1.
2.
3.
4.
Which of the following is NOT a speech context?
A.
Intrapersonal Communication
C. Long Distance Communication
B.
Dyad Communication
D. Public Communication
Which one of the following is NOT an example of intrapersonal communication?
A.
sending a text message to a friend
C. writing a note to yourself
B.
talking to yourself
D. thinking about a problem
Which of these is an example of Dyadic Communication?
A.
two brothers arguing
B.
a coach and a player discussing last week’s game
C.
a husband and wife making plans for the summer vacation
D.
all of these are correct
Why do you think group communication involves a different set of skills than
interpersonal communication? It is because
A.
in a group, one sender has many different receivers to take into account.
B.
in a group, one receiver has many different senders to take into account.
C.
group, by definition, consists more than two people.
D.
group communication is more important than interpersonal
communication
5.
Which of the following is NOT true about speech context?
A.
In public communication, unlike in interpersonal and small group, the
channels are more exaggerated. The voice is louder and the gestures are more
expansive because the audience is bigger.
B.
The most common reason why people end up talking to themselves is
because they feel like they do not have someone else to talk to.
C.
o
Different speech context whether it is intrapersonal, interpersonal, public
ORAL COMMUNICATION
60
or mass communication require different behavior. However, there might be some
occasional similarities.
D.
In interpersonal communication, asking clarifying questions lets the other
person know that you are not listening attentively.
For numbers 6-10:
Directions: Identify the type of speech context evident in the following situations.
6.
7.
You provided reassuring and comforting words to a friend who was feeling down.
A.
Dyad Communication
C. Mass Communication
B.
Public Communication
D. Interpersonal Communication
You are having a discussion with your group mates on how to finish the assigned
task.
8.
A.
Public Communication
C. Dyad Communication
B.
Small group communication
D. Interpersonal Communication
Karen thinks about the things she did the whole day and writes them in her
journal.
9.
10.
A.
Intrapersonal
C. Mass Communication
B.
Dyad
D. Small Group
The TV news anchor is giving the latest news update.
A.
Public communication
C. Interpersonal Communication
B.
Mass communication
D. Intrapersonal Communication
Group 5 discussed the effects of social media on communication skills.
A.
Intrapersonal communication
C. Mass Communication
B.
Interpersonal communication
D. Public Communication
For numbers 11-15
Directions: Tell whether the given statement is True or False.
11.
In intrapersonal communication, the message is made up of your thoughts
and feelings.
12.
In small group communication, all participants can freely share ideas in a
loose and open discussion.
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ORAL COMMUNICATION
61
13.
Participating in the declamation, oration, debate or story telling activity is
an example of small group communication.
14.
To become an effective public speaker, you have to be yourself while you
are on stage and speak in the way that you will easily be understood by your
audience.
15. Just like in small group communication, the channel in public communication
should not be exaggerated.
References
DeVito, Joseph A. “Essentials of Human Communication.” Context - The Basics of
Human Communication, 2005. https://humancommkj.weebly.com/context.html.
Gould, Wendy Rose. “Go Ahead, Talk to Yourself. It's Normal -and Good for
You.” NBCNews.com. NBCUniversal News Group, October 10, 2018.
https://www.nbcnews.com/better/health/talking-yourself-normal-here-show-master-it-ncna918091.
Hybels, Saundra and Weaver, Richards. Communicating Effectively (10 th ed). NY. The
McGraw-Hill Companies Inc., 2012.
Learning, Lumen. “Business Communication: Written & Verbal
Presentation Skills.” Lumen. Accessed May 28, 2020.
https://courses.lumenlearning.com/businesscommunication/?s=context.
Merriam-Webster.com Dictionary, s.v. “context,” accessed May 28, 2020,
https://www.merriam-webster.com/dictionary/context.
Oakes, Tiffany. “6 Tips on Communicating with Others.” E-Learning Industry.
eLearning Industry. October 7, 2017.
https://elearningindustry.com/communicating-with-others-6-tips.
Solomon Denise and Theiss, Jennifer. Interpersonal Communication: Putting Theory
into Practice. NY. Routledge, 2013.
Wood, Julia. Communication in Our Lives (Boston, MA: Wadsworth, 1997), 22.
Rubric Sources:
http://qm.riosalado.edu/resources/SyllabusDB/SocialSciences/Rubric_Short
_Answer.pdf
http://www.readwritethink.org/files/resources/printouts/Essay%20Rubric.p df
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ORAL COMMUNICATION
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LESSON
6
Types of Speeches
This module was designed and written with you in mind. It is here to help
you master the types of speeches and speech style. 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 your needs.
After going through this module, you are expected to:
a. distinguish the types of speeches according to purpose and delivery;
b. determine the types of speeches used in different real-life situations;
c. distinguish the types of speech style;
d. identify the social situations in which each speech style is appropriate to
use; and
e. observe the appropriate language forms in using a particular speech style.
What’s In
In your journey toward elevating your oral communication skill, you have
previously learned in Module 5 that communication can take place in different
speech contexts (intrapersonal, interpersonal, public, and mass). Moreover, you
weregiven ideason how you should speak when put in a specific speech context.
As you move on to your next adventure, Module 6 Lesson 1 will prepare you to
be an effective public speaker. This exciting lesson will tackle the different
purposes and methods of delivering a speech.
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ORAL COMMUNICATION
63
Speech
It is human nature to express thoughts and emotions. Thus, many speeches or forms
of communication in spoken language, made by a speaker before an audience, have been
created. Speeches are more formal than talking or usual conversations. They are primarily
delivered to leave a remarkable message.
Types of Speeches
In the word puzzle below are seven (7) words that refer to jobs which commonly
require to deliver speeches. Try to look for them as fast as you can to lead you to the types
of speeches.
o
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Y
P
O
L
I
T
I
C
I
A
N
X
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J
I
A
K
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W
G
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S
L
L
E
K
T
D
O
C
T
O
R
P
T
A
U
A
S
F
L
F
O
G
X
I
F
Q
W
I
C
E
D
O
I
M
B
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P
A
P
Y
S
H
W
Z
B
T
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F
E
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S
M
D
N
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T
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P
U
I
I
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O
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I
A
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A
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O
R
Y
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ORAL COMMUNICATION
64
Were you able to hunt all the words that we are looking for? Let us
look at the following pictures if you got them correctly.
For the jobs written vertically, what do you think are their reasons or
purposes for giving their speeches?
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ORAL COMMUNICATION
65
For the jobs written horizontally, how do you think do they deliver their
speeches?
I
I
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ORAL COMMUNICATION
66
What is It
The activity shows that people create speeches for different purposes and
through different methods of delivery. There are two (2) major types of
speeches: according to purpose and according to delivery.
1. Types of Speech According to Purpose
a. informative or expository speech
 is mainly performed for the purpose of educating the audience
on new or relevant piece of information on a particular topic.
example: lecture of a teacher
b. persuasive speech
 is given solely for the purpose of convincing the audience to
agree with the speaker’s opinion on a particular topic.
example: speech of a lawyer
c. entertainment speech
 aims to share laughter and enjoyment to the audience through
witty and humorous lines.
example: speech of a comedian
2. Types of Speech According to Delivery
a. manuscript speech
 is the word-for-word iteration of a written message using visual aids.
example: news anchor with a teleprompter
b. memorized speech
 is the rote recitation of a written message that the speaker has
committed to memory.
example: actor’s dialogue
c. extemporaneous speech
 is the presentation of a carefully planned and rehearsed speech,
spoken in a conversational manner using brief notes.
example: a campaign speech before a voting public
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ORAL COMMUNICATION
67
d. impromptu speech
 is the presentation of a short message without advance
preparation and is for people knowledgeable about the
subject?
example: a doctor’s response to the question of a patient
What I Have Learned
From the lesson on the types of speeches, I learned that:
1.
I will use the following types of speech according to purpose when:
A. informative
B. persuasive
C. entertainment
2. The three (3) types of speech according to purpose are also used in:
Other Speaking Situation
A.
B.
C.
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ORAL COMMUNICATION
68
3. I will use the following types of speech according to delivery when:
D. manuscript
E. memorized
F. extemporaneous
G. impromptu
4. The four (4) types of speech according to delivery are also observed in:
Other Speaking Situation
A.
B.
C.
D.
5. As a speaker, I should know my purpose and method of delivery before
giving my speech so…
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ORAL COMMUNICATION
69
Assessment
Directions: Identify whether each statement is TRUE or FALSE. Use a separate sheet of
paper for your answer.
1. The types of speech according to delivery are impromptu speech, persuasive
speech, extemporaneous speech, and manuscript speech.
2. The primary goal of an informative speech is to influence the thoughts,
feelings, actions, and behaviors or attitudes of your listeners (Gamble & Gamble,
2012).
3. Extemporaneous speech has no advance preparation and is usually for a
person knowledgeable about the subject.
4. An impromptu speech is delivered with little or no time for preparation.
5. An expository speech provides the audience with a clear understanding of a
concept or idea.
6. The nature of a reporter’s job is to give a persuasive speech.
7. The President’ State of the Nation Address (SONA) is guided by a
manuscript or teleprompter.
8. A speaking situation can transform from one type of speech to another.
9. Entertainment speech is simpler than an informative speech.
10. A manuscript speech may not be rehearsed anymore.
11. Short notes are useful in an extemporaneous speech.
12. A manuscript speech is used to deliver important information.
13. Vivid descriptions are essential in an entertainment speech.
14. The types of speech according to purpose are informative speech, persuasive
speech, and entertainment speech.
15. The credibility of a speaker is important in informative, persuasive, and
impromptu speech.
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References
Amadebai, Emidio. “14 TYPES OF SPEECH & EASY TIPS TO MASTER THEM.”
Ace
the Presentation, April 4, 2020.
https://www.acethepresentation.com/10- types-of-speech/.
[Author removed at request of original publisher]. 2016. “Stand up, Speak
Out.” Stand up Speak Out. University of Minnesota Libraries
Publishing edition, 2016. This edition adapted from a work originally
produced in 2011 by a publisher who has requested that it not receive
attribution. November 8, 2016.
https://open.lib.umn.edu/publicspeaking/.
Beade, Pedro. “[No Title] - The Five Clocks: A Linguistic Excursion into the
Five Styles of English Usage, by Martin Joos. New York: Harcourt, Brace
& World, 1967. Pp. Xvi 108.” CanadianJournalofLinguistics/Revue
CanadienneDe Linguistique 13 (2): 123–24.
https://doi.org/10.1017/s0008413100006204.
Four Methods of Delivery. Accessed May 22, 2020.
https://2012books.lardbucket.org/books/public-speaking-practiceand- ethics/s17-01-four-methods-of-delivery.html.
Gamble, Teri Kwal, and Michael Gamble. Communication Works. New
York: The McGraw-Hill Companies, Inc., 1996.
Learning, Lumen. “Principles of Public Speaking.” Methods of Delivery |
Principles of Public Speaking. Accessed May 23, 2020.
https://courses.lumenlearning.com/sunypublicspeakingprinciples/chapter/chapter-12-methods-of-delivery/.
“Rubric for Persuasive Speech and Presentation.” n.d. Banned Books Webquest.
Accessed May 22, 2020.https://landauacatcherintherye.weebly.com/rubric- for-persuasive-speech-andpresentation.html.
“Speech.” Dictionary.com. Dictionary.com. Accessed May 22, 2020.
https://www.dictionary.com/browse/speech.
“What Is a Life Coach? Learn What Does a Life Coach Do To
Help You.” tonyrobbins.com. Accessed May 22, 2020.
https://www.tonyrobbins.com/coaching/results-life-coach/.
www.facebook.com/elcomblusdotcom/. 2020. “Speech Styles.”
ELCOMBLUS. February 22, 2020. https://elcomblus.com/speechstyles-definition-types- and-examples/.
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LESSON
7
Types of Speech Style
This lesson helps you improve your communication skills by providing you
the socially acceptable ways in delivering your speech. Explore the types of speech
style for creating better relationships.
What’s In
Speech Style
The way we communicate varies depending on a lot of factors such as the speech context,
speech purpose, and speech delivery. The form of language that the speaker uses which
[sic] characterized by the degree of formality is known as speech style (Martin Joos,
1976:156).
Types of Speech Style
There are five (5) types of speech style that can be used in various speaking situations. To
know them, accomplish first the comic strip below by sharing a day in your life as you go
to school. Supply the needed statement(s) in each scenario. Use the drawings as your guide.
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ORAL COMMUNICATION
72
1.
3.
2.
5.
4.
You may have noticed that the forms of language you use in talking to different people in
different situations change in degree of formality. This is because of speech style. There
are five (5) types of speech style.
Types of Speech Style
Intimate
is used for very close relationships.
example: couple
note: Language used in this style may not be shared in public.
Casual
is an informal communication between groups and peers who have
something to share and have shared background information but do
not have close relations?
example: classmates
note: Jargon, slang, and vernacular language are used
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ORAL COMMUNICATION
73
Consultative
is used in semi-formal and standard communication.
example: teacher and student
note: Professional or mutually acceptable language is a must in
this style.
Formal
is a one-way straightforward speech.
example: State of the Nation Address
note: What the speaker says is something that has been prepared
beforehand.
Frozen
is the most formal communicative style that is usually used during
solemn ceremonies and events.
example: pledges
note: It does not require any feedback from the audience.
What’s More
Distinguish how you should communicate in the following speaking situations
through the diagram below. Write the letter of the speaking situation to its appropriate
type of speech style. Use a separate sheet of paper for your answer.
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ORAL COMMUNICATION
74
Speech
Styles
What I Have Learned
From the lesson on the types of speech styles, I learned that:
1.
The following speech styles are also observed in other speaking
situations like:
Other Speaking Situations
A. intimate
B. casual
C. consultative
D. formal
E. frozen
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ORAL COMMUNICATION
75
2.
There are principles that you have to keep in mind when
talking to people using the following speech styles to maintain good
communication such as:
A. family member= intimate
B. classmate= casual
C. teacher= consultative
D. principal= formal
E. pledge= frozen
3. I should use the appropriate speech style when talking to certain people so…
Assessment
Directions: Identify whether each statement is TRUE or FALSE. Write your
answer on a separate sheet of paper.
1. The MOST informal speech style is the intimate style.
2. The standard style of speech is the casual style.
3. Consultative style is used when talking to someone in authority.
4. Frozen style needs feedback.
5. Honorifics like Mr. and Mrs. should be used when talking to
strangers.
6. You can use slang words like “dude” to a stranger.
7. Similar interests form a casual speech style.
8. Correct pronunciation is strictly observed in the intimate style.
9. Talking to strangers should follow the consultative style.
10. Delivering a formal speech takes the longest time of preparation.
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76
11. The manager can talk informally to his subordinates in the
workplace.
12. Speech styles develop good values.
13. Using appropriate speech style means varying the degree of
formality.
14. Speech context affects speech style.
15. The degree of relationship dictates the type of speech style to be
used.
References
Amadebai, Emidio. “14 TYPES OF SPEECH & EASY TIPS TO MASTER THEM.” Ace
the Presentation, April 4, 2020. https://www.acethepresentation.com/10types-of-speech/.
[Author removed at request of original publisher]. 2016. “Stand up, Speak Out.”
Stand up Speak Out. University of Minnesota Libraries Publishing edition,
2016. This edition adapted from a work originally produced in 2011 by a
publisher who has requested that it not receive attribution. November 8, 2016.
https://open.lib.umn.edu/publicspeaking/.
Beade, Pedro. “[No Title] - The Five Clocks: A Linguistic Excursion into the Five
Styles of English Usage, by Martin Joos. New York: Harcourt, Brace & World,
1967. Pp. Xvi 108.” CanadianJournalofLinguistics/RevueCanadienneDe
Linguistique 13 (2): 123–24. https://doi.org/10.1017/s0008413100006204.
Four Methods of Delivery. Accessed May 22, 2020.
https://2012books.lardbucket.org/books/public-speaking-practice-andethics/s17-01-four-methods-of-delivery.html.
Gamble, Teri Kwal, and Michael Gamble. Communication Works. New York: The
McGraw-Hill Companies, Inc., 1996.
Learning, Lumen. “Principles of Public Speaking.” Methods of Delivery | Principles
of Public Speaking. Accessed May 23, 2020.
https://courses.lumenlearning.com/sunypublicspeakingprinciples/chapter/chapter-12-methods-of-delivery/.
“Rubric for Persuasive Speech and Presentation.” n.d. Banned Books Webquest.
Accessed May 22, 2020.https://landaua-catcherintherye.weebly.com/rubric- forpersuasive-speech-and-presentation.html.
“Speech.” Dictionary.com. Dictionary.com. Accessed May 22, 2020.
https://www.dictionary.com/browse/speech.
“What Is a Life Coach? Learn What Does a Life Coach Do To Help
You.” tonyrobbins.com. Accessed May 22, 2020.
https://www.tonyrobbins.com/coaching/results-life-coach/.
www.facebook.com/elcomblusdotcom/. 2020. “Speech Styles.” ELCOMBLUS.
February 22, 2020. https://elcomblus.com/speech-styles-definition-typesand-examples/.
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LESSON
8
Types of Speech Act
This module was designed and written with you in mind. It is here to help you
master types of speech acts and know how to respond to them effectively and appropriately.
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 your needs.
After going through this module, you are expected to:
a. describe speech act;
b. distinguish types and classification of speech act;
c. determine the appropriate response in different social setting; and
d. respond appropriately and effectively to a speech act.
What’s In
Communication happens effectively when the message is passed clearly; it
becomes useful and meaningful when both the sender and the receiver understand
the idea being put across. Indeed, there could be no valid reasons to ignore the
need for communicating successfully.
Moreover, to achieve effective communication, it is essential to know the
different types of speech act which are the focus of this lesson. Hence, this module
will help you distinguish the important role of speech act in achieving
communicative competence by responding appropriately to various utterances for
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ORAL COMMUNICATION
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you to efficiently communicate with the world.
Suppose you will be given another chance to go back to the scenario you have
recalled and shared. Is there anything you would wish to change in your utterances so
that you would not be misunderstood? What realization have you made toward
responding appropriately to utterances or statements over a certain conversation? Write
your answer on the space provided for. Write your response on a separate sheet of paper.
Your response:
A speech act is an utterance that a speaker
makes to achieve an intended effect.
Speech acts are performed when a person
offers an apology, greeting, request,
complaint, invitation compliment, or refusal.
Speech act is an act of communication.
As we communicate with others, we use
language without minding whether to use
complete sentence or not. The number of
words in a single utterance does not matter
so long as we can get our message across.
Three Types of Speech Act
According to J. L. Austin (1962), a philosopher of language and the
developer of the Speech Act Theory, there are three types of acts in every
utterance, given the right circumstances or context. These are:
Locutionary
o
Illocutionary
Perlocutionary
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1. Locutionary act is the actual act of uttering or saying something.
This act happens with the utterances of a sound, a word or even a phrase as a
natural unit of speech.
For the utterances to be a Locutionary Act, consider the following:
 It has sense, and mostly importantly, for communication to take place. 
 It has the same meaning to both the speaker and the listener. 

Utterances give rise to shared meaning when it is adjusted by
Examples of Locutionary Acts:




“Doh!” (Favorite expression of TV cartoon character Homer Simpson)
“Wow?” (When someone is amazed)
“Hello!” (Greeting someone)
“Get out!” (a strong command)
the speaker for the listener.
2. Illocutionary act is the social function of what is said.
In an illocutionary speech act, it is not just saying something itself but with the
act of saying something with the intention of:
 stating an opinion, conforming, or denying something;
 making a prediction, a promise, a request;
 issuing an order or a decision; or
 giving advice or permission. 
This Speech Act uses the Illocutionary Force of a statement, a confirmation, a
denial, a prediction, a promise, a request, etc.
Examples of Illocutionary Acts:
 It’s more fun in the Philippines. (opinion)
 I’ll help you clean the house tomorrow. (promise)
 Get my things in the office. (order)
3.
Perlocutionary act refers to the consequent effect of what was said.
This is based on the particular context in which the speech act was mentioned.
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This is seen when a particular effect is sought from either the speaker or the
listener, or both. The response may not necessarily be physical or verbal and is
elicited by:
 inspiring or insulting
 persuading/convincing; or
 deterring/scaring
The aim of Perlocutionary Speech Act is to change feelings, thoughts, or actions.
Examples of Perlocutionary Acts:



“We can do this. We heal and win as one!” (inspiring)
“It is crucial that we give all our collective efforts to fight against this
pandemic. We must start working together.” (persuading)
“Smoking destroys your health, certain as it brings diseases, it kills – you,
your loved ones, and others!” (deterring)
Searle’s Classification of Speech Act
As a response to Austin’s Speech Act Theory, John Searle (1976), a
professor from the University of California, Berkeley, classified
illocutionary acts into five distinct categories.
Assertive – a type of illocutionary act in which the speaker expresses
belief about the truth of a proposition. Some examples of an assertive act
are suggesting, putting forward, swearing, boasting and concluding.
1.
Example:
No one can love you better than I do.
2. Directive – a type of illocutionary act in which the speaker tries to
make the addressee perform an action. Some examples of a directive act
are asking, ordering, requesting, inviting, advising, and begging.
Example:
Please maintain the cleanliness of our school.
3. Commissive – a type of illocutionary act which commits the speaker
to doing something in the future. Examples of a commissive act are
promising, planning, vowing, and betting.
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Example:
From this moment on, I will love you and honor you for the rest of my life.
4. Expressive – a type of illocutionary act in which the speaker expresses
his/her feelings or emotional reactions. Some examples of an expressive act are
thanking, apologizing, welcoming and deploring.
Example:
Thank heavens, you came to save me! I owe you my life.
5. Declaration– a type of illocutionary act which brings a change in the
external situation. Simply put, declarations bring into existence or
cause the state of affairs which they refer to. Some examples of
declarations are blessing, firing, baptizing, bidding, passing a sentence,
and excommunicating.
Example:
You are hired!
By saying that someone is hired, an employee causes or brings about the
person’s acceptance to job; consequently, this changes his external situation.
What’s More
Activity 1 Understanding Speech Act
.
Below is a dialogue from a movie. Analyze the speech act of the
characters shown in the table below.
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Title of the Movie: My Ex and Whys
Character
Liza Soberano as
Calixta “Cali”
Ferrer
Line
“Am I not enough?
Pangit ba ako?
Kapalit-palit ba
ako?
Intention
To express her
frustration to the
person who
cheated on her.
Effect
Gio (Enrique Gil)
realized that what he
did was wrong.
Suppose you are in the same situation. What would be your
reaction as Gio? Write your response on a separate sheet of paper.
Your Response:
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What I Have Learned
Now, let us check what you have learned from this lesson.
Direction: Complete the statements by writing the correct word/s.
1.
is an utterance that a speaker makes to achieve an intended effect.
2. The functions of speech act are
,
,
,
,
or refusal.
3. Speech act is an act of
.
4. There are three kinds of speech act. They are
,
, and
.
5. Locutionary act is the actual act of
. This act happens
with the utterance of a sound, a word or even a phrase as a natural unit
of speech.
6.
act is the social function of what is said
7.
act is the consequent effect of what was said. It is based on the
particular context in which the speech act was mentioned.
8. The aim of Perlocutionary Speech Act is to change
,
, or
.
9.
is a philosopher of language and the developer of the Speech Act
Theory.
10. There are five classifications of speech act. These are
,
_
, and
o
_
.
ORAL COMMUNICATION
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Assessment
Directions: Choose the letter of the best answer. Write the chosen letter before the
number
1. Who proposed the Speech Act Theory?
A. John Austin
B. John Searle
C. John Cena
D. John Lennon
2. When can we say that a speech act is a locutionary act?
A. when there is an utterance of a sound, a word, or even a speech
B. when there is something said to express an intention
C. when the utterance changes the person’s feelings, thoughts or actions
D. when the statement caused misunderstanding and confusion
3. Which of the following statements shows an illocutionary speech act?
A. “Our class will end in five minutes.” (The teacher’s actual utterance)
B. “Our class will end in five minutes.”(The teacher wants the class to finish the task
before the bell rings)
C. “Our class will end in five minutes.”(The listeners respond by finishing
their task right away.)
D. “Our class will end in five minutes.” (The exact words of the teacher)
4. What do you call the utterances that a speaker makes to achieve an intended effect?
A. Speech Act
B. Speech Context
C. Speech Style
D. Speech Variation
5. What type of speech act has an intended effect through locution and illocution?
A. locutionary
B. illocutionary
C. perlocutionary
D. prolocutionary
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6. Who is the proponent of the Speech Act Theory?
A. J.L. Austin
B. J.F. Kervin
C. J. A. Austin
D. J.L. Gastivo
7. What type of speech act is this? “Please don’t let the door open,” the speaker
requests that the door remain closed.
A. locutionary
B. illocutionary
C. perlocutionary
D. prolocutionary
8. You were eating delicious apples. Your friend came and asked you, “Is that sweet?”
while looking at your apples. How will you respond appropriately?
A. “Yes, these apples are sweet.”
B. “No, please leave me alone.”
C. “Yes, would you like some?”
D. “Absolutely!”
9. Who is the professor from the University of California, Berkeley that classified
illocutionary acts into five distinct categories?
A. John Austin
B. John Searle
C. John Lennon
D. John Scarley
For numbers 10 -15
To what classification of illocutionary act do the given examples belong? Choose your
answer from the choices below.
o
A.
assertive
B.
commissive
C.
directive
D.
expressive
ORAL COMMUNICATION
86
E.
declaration
10.
“No one can sing as Leah does!”
11.
“Please clean the room before you leave.”
12.
“From this day forward, I promise to love you for the rest of my life.”
13.
“You are blessed.”
14.
“I love you very much!”
15.
“Kindly see me after class.”
References
Austin, John. "Austin, John Langshaw | Internet
Encyclopedia Of Philosophy". Accessed June
1, 2020.
Iep.Utm.Edu. https://www.iep.utm.edu/austin/.
Searle, John. (1976). A classification of illocutionary acts. Language in
society 5(1), 1-23. Accessed June 1, 2020.
http://www.jstor.org/stable/4166848?origin=JSTORpdf.
https://eric.ed.gov/?id=EJ139536.
Flores, Ramona. Oral Communication in Context. Quezon City:
Rex Book Store, 2016.
Larsson, Staffan. Speech acts and dialogue exercises: Semantics and
Pragmatics.
Accessed
May
25,
2020.http://gul.gu.se/public/pp/public
courses/course
61890/published/1388703602109.
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LESSON
9
Types of Communicative
Strategy
This module was designed and written with you in mind. It is here to help you
master the types of communicative strategy. 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 your needs.
After going through this module, you are expected to:
a. distinguish various types of communicative strategy;
b. engage in a communicative situation; and
c. use acceptable, polite, and meaningful communicative strategy.
What’s In
“Communication is your ticket to success, if you pay attention and learn to do it
effectively.” --Theo Gold
Conversation is interactive communication between two or more people, and it is a
significant part of our everyday life. Speech act is a tool in engaging to a conversation. In
the previous lesson, you have learned that a speech act is an utterance that a speaker makes
to achieve an intended effect. It is how you express yourself to communicate your wants
and needs, to achieve a desired goal. We are attuned in everyday conversation not primarily
to the sentences we utter to one another, but to the speech acts that those utterances are
used to perform such function. Some of the functions which are carried out using speech
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acts are giving opinion, offering an apology, greeting, request, complaint, invitation,
compliment, or refusal.
Talking with the family during a meal, listening to a confiding friend on the phone,
participating in discussion at school, and presenting report in a meeting at work are some
instances of the communicative situations that we are usually engaged in and it is essential
to understand the role of different communicative strategies that we can employ for an
effective communication.
What’s New
Describe the different conversations you are usually engaged in. Use complete sentences
for your answers.
1.
HOME
_
_
_
_
_
_
_
2. SCHOOL
_
_
_
_
_
_
_
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ORAL COMMUNICATION
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3. COMMUNITY
_
_
_
_
_
_
Describe your experiences in communicating with other people by
answering the questions below.
 How do you usually start a conversation?
 What are the problems that you had encountered during a
conversation and how did you address them?
 Have you experienced engaging in a conversation with a topic that you are
not comfortable with? How did you manage it?
Read the story below and observe how the conversation takes
place.
“Table number 5,” I muttered looking at the
invitation in my hand. I looked around the exquisitely
decorated hall and finally found my seat. I greeted the other
delegates at the table with a smile and a little nod. I was so
nervous. It was my first time to attend that kind of event. It
was a seminar for senior high school, and I was the
representative of our school. I sat down, grabbed my phone
in my pocket, and started browsing my Facebook like all
the other 3 students at the table were doing while waiting
for the program to begin. “Hey, have you heard
that Maymay Entrata will host this event?” All our attention went to her as she broke the silence.
I noticed at once how pretty she is with her long black hair draping her shoulders. “Really? As
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in Maymay Entrata, the winner in the reality TV show Pinoy Big Brother?” asked the boy in
heavy glasses. She nodded. “Besides being a reality show winner, Maymay is also a singer,
actress, composer, model, and writer.” “Wow! Are you a fan? You knowmany things abouther,”
she replied with a grin and amazement to what I said. “Well, I am a fan too!” said the other boy in
our group and we all laughed. “By the way, I am Anne. I am from Batangas,” she finally
introduced herself. I was really waiting to know her name. Everyone in our table started to
introduce themselves, including me.
 How would you describe the atmosphere before the interaction among
the group began?
 How did Anne begin the conversation? What was the topic of the
conversation?
 When did the shift in topic happen? What expression was used to make the
shift? What was the next topic of the conversation?
 Describe the effect that the conversation gives to the situation in the story.
What is It
Engaging in a conversation is not just a simple process of talking and listening.
Cohen (1990) states that it is bound by implicit rules that requires strategies to be
able to start and maintain conversation.
Types of Communicative Strategy
The following are some strategies that people use when communicating:
1. Nomination
A speaker carries out nomination to collaboratively and productively establish a
topic.
You use this strategy to open a topic and start a conversation. Nomination is usually
employed at the beginning of interaction to set the purpose of conversation.
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ORAL COMMUNICATION
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Examples:
You may start off with making inquiries, giving compliment, asking for opinion, or
offering help. This could efficiently signal the beginning of a new topic in the
conversation.
 “Have you heard about “the new normal”?
 “I saw your TikTok post on Facebook. It’s really great.”
 “What can you say about our new plan for the project? Do you think it will work?”
 You are the new student, right? Would you like me to tour you around the campus?
Remember to avoid questions that are too personal like asking about how much money
the person or his parents are earning. This may make the person you are talking to
uncomfortable and may refuse to talk with you. Topicslike politics and religion should
also be avoided because these may cause quarrel or disagreement.
2. Restriction
Restriction in communication refers to any limitation you may have as a speaker.
It is a strategy used when responses need to be within the set categories or instructions.
These instructions confine you as a speaker and limit what you can say.
Examples:

In your class, you might be asked by your teacher to brainstorm on peer pressure
or deliver a speech on digital natives. In this case, you cannot decide to talk about
something else.

You are invited to the police station to answer some questions about what you
know about the accident.
3. Turn-taking
It
o
pertains
to the process
the conversational floor.
by
which
people
decide
who
takes
ORAL COMMUNICATION
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Turn-taking strategy allows all participants in the conversation a chance to speak. You
can use this strategy to avoid taking over the wholeconversation.
Examples:
 You can employ this strategy by making your response shorter yet informative
enough to express your ideas and feelings.
 Spoken cues such as “What do you think?” or “You wanted to say something?”
provide others a chance to speak. Pausing is a nonverbal cue that will do as well.
Remember to listen to the other person talking instead of just waiting for your turn to talk.
This way, you can have a meaningful and productive conversation. Also, always show
politeness when you need to take the conversational floor from the person currently
speaking
4. Topic Control
Topic control covers how procedural formality or informality affects the
development of topic in conversations.
This is a strategy used when there is a need to control and prevent unnecessary interruptions
and topic shifts in a certain conversation. Using this strategy makes the conversation to
stay focused on the topic throughout the discussion and keeps the development of the topic
going by asking questions.
Examples:

During a board meeting, the director manages the communication and directs who
may speak to collectively develop the topic of conversation.

In the senate session, the senate president presides the meeting. Senators who wish
to speak asks permission to the senate president.

Expressions like “Okay, so much for that… “Let's go back to thetopic.” and “Going
back to what we are talking about…” can be used to keep the conversation within the topic
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ORAL COMMUNICATION
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when there is a sudden shift.
5. Topic Shifting
Topic shifting involves moving from one topic to another.
This strategy is used to change the topic to a new one which helps communication keep
going.
Examples:

You may use conversational transitions that indicate a shift like “By the way...”,
“Before I forget...”, “Which reminds me of,” and the like.

In a report presentation you may use expressions like “Moving on to the next topic…”,
“Now, let’s talk about…”, “This time, let me tell you about…”
Remember that Topic shifting requires a good timing. So, make sure that topic is
adequately discussed before changing it to another one. There may be a need to shift
topic when there’s a pause in conversation, minimal response like nodding and smiling.
6. Repair
Repair refers to how speakers address the problems in speaking, listening, and
comprehending that they encounter in a conversation.
Repair is the self-righting mechanism in any social interaction (Schegloff et. al, 1977). We
can employ this strategy whenever we encounter problems in communication to prevent a
breakdown.
Examples:
Speaker may use recasting or changing the form of message to a more understandable one
using the following expressions:
o

“What I mean is….”

What I am trying to say is that…”
ORAL COMMUNICATION
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The speaker may repeat his/her statements using the following expressions:

“Let me repeat myself.”

“Again…”

I would like to reiterate that…”
Repair strategies also include requesting clarification or making a clarifying question,
request for repetition, and request for definition, translation or explanation.

I am sorry but what do you mean by “new normal?”

“Does it mean that we do not need to come to school if there are no face- to-face classes?

“Can you please repeat the last part of the instructions?”

“Doc, can you please explain what a ferritin test is?”

Could you please clarify your state?
Repair may also include addressing physical and physiological issues affecting
communication.
7. Termination
Termination
refers
to the conversation
participants’
initiating expressions that end a topic in a conversation.
close-
This strategy is used to end an interaction or close a topic. Most of the time, the topic
initiator or the person who opened the topic takes responsibility to signal the end of the
discussion as well.
Examples:
You may use the following expressions to end a conversation:
 “It’s nice catching up with you. I must be going.”
 Thanks for your time. See you around.
 Regards to your wife. See you soon.”
In other situation, you may end the topic by sharing what you learned from the
conversation.
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What I Have Learned
What are the different types of communicative strategy? Let us recall them by completing
the concept map below.
2.
1.
It refers to the conversation
participants’ close-initiating
expressions that end a topic in a
conversation Strategy.
3.
It covers how
procedural formality
or informality affects
the development of
It refers to how speakers address the
problems in speaking, listening and
comprehending that they may
encounter in a conversation Strategy.
TYPES OF
COMMUNICATIVE
STRATEGY
5.
This means limitation
you may have as a
speaker strategy.
o
4. It is a process by
which people decide
who takes the
conversational floor.
7.
6.
It involves moving
from one topic to
another strategy.
It collaboratively and
productively
establishes a topic.
ORAL COMMUNICATION
96
Assessment
I.
True or False.
Directions: Read each statement carefully and write TRUE if it is correct and
FALSE if it is wrong.
1. Repair in communication refers to any limitation you may have as a speaker.
2. Turn-taking pertains to the process by which people decide who takes the
conversational floor.
3. Communication
must
be
only
acceptable,
polite and
meaningful when talking to your superior.
4. Termination refers to conversation participants’ close initiating expressions
that end a topic in a conversation.
5. Nomination covers how procedural formality and informality affects the
development of conversation.
II.
Identification.
Directions:Identify the type of communicative strategy evident in each statement. Write
your answers on a separate sheet of paper.
6. “Ok goodbye! See you around.”
7. “Hello, I guess you are familiar. Have we met before?”
8. “Anyone, who is not in favor of my idea?
9. “May I request everybody to be quiet so we can proceed to the next part of
our discussion?”
10. “Sorry but can you repeat your question?”
11. “That was an excellent solution to resolve this issue.”
12. “Do you have any clarification about our contingency plan this school
year?”
13. “The president will lead the meeting and then the secretary will write the
minutes.”
14. “In addition, to what you have said, I think we should also assure the safety
of our learners in times like this.”
15. “The rules only specified in the ordinance will be followed.”
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References
Cohen, Andrew D. Language Learning: Insights for Learners, Teachers, and Researchers.
Boston: Heinle & Heinle, 1990.
Colmenarez, Edixon. “The Important Art of Being a Good Conversationalist”, The Costa
Rica News. Accessed May 26, 2020. https://thecostaricanews.com/the-important-art-ofbeing- a-good- conversationalist.
Green, Mitchell. "Speech Acts", The Stanford Encyclopedia of Philosophy (Winter 2017
Edition), Edward N. Zalta (ed.). Accessed May 26, 2020.
https://plato.stanford.edu/archives/win2017/entries/speech-acts/>.
Johannson, Anna. (“7 Ways to Start a Conversation that Leads Where You Want It
to”Accessed May 27, 2020. https://www.inc.com/anna-johansson/7-ways-to- start-aconversation-that-leads-where-you-want-it-to.html.
Schegloff, Emmanuel, Jefferson, Gail., & Sacks, Harvey. “The Preference for SelfCorrection in the Organization of Repair in Conversation.” Language 53 (1977): 361382.
Schiffman H. “Speech Acts and Conversation, Language Use: Functional Approaches to
Syntax”. Accessed May 27, 2020. https://www.sas.upenn.edu.
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LESSON
10
Understanding Speech Context,
Speech Style, Speech Act, and
Communicative Strategy
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.
After going through this module, you are expected to:
a. identify the different types of speech context, speech style, speech actand
communicative strategies engaged in by people in various situations;
b. 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
c. use effective communicative strategies in a variety of speech situations.
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.
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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.
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
2. Over the phone, you call
your cousin, Karl, to remind
him not to forget to buy the
surprise gift for your father.
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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.
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5. You are in hurry to go
home when your best
friend and classmate,
Diego, asks you if you could
help him finish his own
report in Oral
Communication for
tomorrow.
4. Your school
principal asks you to
give Mrs. Caparas, the
60-year-old District
Supervisor, a runthrough of the plan
for the tree-planting
activity of the senior
high school
department.
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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.
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
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duration of interaction are some of the factors that may also change. Various speaking
engagements will always entail different environments, situations, or circumstances. The
people that we talk to, the physical setting we find ourselves in, and the circumstances that
surround the communication transaction may alter. And when it does, we as speakers may
incorporate the necessary changes in order to adapt to the changed context.
Speech Style
Another factor that affects the attainment of communicative competence is speech style. A
person may choose what style or form of language to use in communicating with others;
however, personal preferences may not 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 cannot know. Intimate
communication may be private or confidential.
Friends
and
acquaintances
often
use
casual
communication. They feel comfortable and at ease with one another. They have no
inhibitions to share their feelings because they consider their friends next to them
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
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teachers, parents and other stakeholders are both examples of a formal communication.
This type of communication is well-planned in terms of structure, sequence and coherence
of ideas.
Finally, those activities which are not changeable in nature
fall under frozen type of communication. Saying a prayer
like Our Lord’s Prayer or the Hail Mary and reciting the
Patriotic Oath during flag ceremonies are just two of the
examples. These are routinely done and may only be
changed once amended in the Philippine constitution.
Frozen communication is set and it is very rarely or almost
never altered.
Do you talk to your little brothers or sisters? How often do you tell your life’s stories with
your parents? Have you experienced interviewing a sidewalk vendor for an
entrepreneurship class task or talk to a doctor to clarify some medical proceedings for your
science activities?
The scenarios above will probably get you adjust your words according to the type of
audience you deal with. Your approach to the little ones will drastically change as you talk
with your parents who have authority over you. Your language will vary as you interview
a sidewalk vendor and a doctor for your class tasks.
As in context, a change in speech style also causes other factors in the communication
process to change. This is because we try to adapt our style or language form depending
on the degree of formality and familiarity that we have with our audience.
Speech act
Speech act refers not only to the utterance (Locutionary act) but also to the intention
(Illocutionary Act) and response (Perlocutionary Act) to a specific situation for an intended
discourse impact. The choice of words to use has to be considered to suit the need of the
occasion or the kinds of audience to be addressed. This is also done to help express the
intention of the speaker and to elicit a response from the listener.
In linguistics or the scientific study of language, a speech act refers not only to a word or
group of words spoken by a person but also to the action that is elicited from the audience
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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 telling “me” or may break hearts by simply muttering “No.”
Henceforth, a tactful word choice is necessary knowing how words may easily be
misunderstood. In total, speech acts are part of people’s day to day transactions. They are
commonplace. Words that we have for a specific
purpose or intention have to be expressed. Otherwise, no transaction or negotiation can
occur.
Communicative strategies
You are the class president and are the one presiding a meeting. In the middle of the
discussion, a heated argument as to where the class fund goes takes place. What would you
do?
To begin a conversation and keep it going, we should employ strategies that will help
maintain its smooth flow.
You may consider nomination wherein you as the class president or your classmates
suggest a topic or agenda to talk about. Nomination starts the conversation process. You
also put restriction or limitation to the topic to be discussed in order to meet the arranged
and allotted time.
Turn-taking is where you employ rules of engagement regarding the procedure or sequence
of each participant’s turn to talk. This also refers to the alternate turns that speaker 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
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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:
a. Intrapersonal
b. Interpersonal
c. Public
2. Paste it on a clean sheet of paper or on a word page (if pictures were taken online).
3.Write at least five sentences dialogue or speech script for each picture to show the
differences among the three.
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 you 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 out of!
Directions: Give an example situation for each of the given speech styles below.
1. Intimate
–
2. Casual
–
3. Frozen
–
4. Consultative –
5. Formal
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What I Have Learned
A.
1.
Provide the needed information below.
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.
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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
8. Spokesperson Harry Roque shared important information during the press briefing last
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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.
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A.
Nomination
C. Topic Shifting
B.
Terminating
D. Turn-Taking
ORAL COMMUNICATION
109
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): 159-17
For inquiries or feedback:
Holy Face of Jesus Lyceum of San Jose Inc.
285 Mabolo St. Cor. Sampaguita St., San Jose, Rodriguez, Rizal
Subject teacher:
JUDELYN G. LAROCO
09959645853
https://www.facebook.com/judelyn.gobris
gobrisjudelyn2@gmail.com
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