Oral Communication in Context Grade 11 PDF

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

Oral Communication in Context Quarter 2 – Module 2: Understanding Speech Context, Speech Style, Speech Act and Communicative Strategy Oral Communication in Context Alternative Delivery Mode Quarter 2 – Module 2: Understanding Speech Context, Speech Style, Speech Act and Communicative Strategy First Edition, 2020 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio Development Team of the Module Writer: Mark Anthony P. Idang; Darwin Z. Reyes; Divina P. Maming; Jhon Jhon P. Zotomayor; Icy Princess A. Trencio, Fely Rose M. Nacario Editors: Marites M. Aguilar; Rizza A. Pereyra Reviewers: Liza L. Banayo; Lea C. Villegas; Jhonathan S. Cadavido Illustrator: Joseph O. Ocfemia Layout Artist: Allan E. Medenilla Management Team: Wilfredo E. Cabral, Regional Director Job S. Zape Jr., CLMD Chief Elaine T. Balaogan, Regional ADM Coordinator Marites A. Ibañez, Schools Division Superintendent Edna Faura-Agustin, Schools Division Superintendent Arlene R. Carpio, Assistant Schools Division Superintendent Edgardo B. Militante, Assistant Schools Division Superintendent Orlando T. Valverde, CID Chief Mary Ann L. Tatlongmaria, CID Chief Godofredo C. Mercado, EPS In-Charge of LRMS Evelyn P. De Castro, EPS In-Charge of LRMS Erma S. Valenzuela, EPS Printed in the Philippines by ________________________ Department of Education – Region IV-A CALABARZON Office Address: Gate 2 Karangalan Village, Barangay San Isidro, Cainta, Rizal 1800 Telefax: 02-8682-5773/8684-4914/8647-7487 E-mail Address: [email protected] ii Oral Communication in Context Quarter 2 – Module 2: Understanding Speech Context, Speech Style, Speech Act and Communicative Strategy iii Introductory Message For the facilitator: Welcome to the Oral Communication in Context Grade 11 Alternative Delivery Mode (ADM) Module on Understanding Speech Context, Speech Style, Speech Act and Communicative Strategy! This module was collaboratively designed, developed and reviewed by educators both from public and private institutions to assist you, the teacher or facilitator in helping the learners meet the standards set by the K to 12 Curriculum while overcoming their personal, social, and economic constraints in schooling. This learning resource hopes to engage the learners into guided and independent learning activities at their own pace and time. Furthermore, this also aims to help learners acquire the needed 21st century skills while taking into consideration their needs and circumstances. In addition to the material in the main text, you will also see this box in the body of the module: Notes to the Teacher This contains helpful tips or strategies that will help you in guiding the learners. As a facilitator you are expected to orient the learners on how to use this module. You also need to keep track of the learners' progress while allowing them to manage their own learning. Furthermore, you are expected to encourage and assist the learners as they do the tasks included in the module. iv For the learner: Welcome to the Oral Communication in Context Alternative Delivery Mode (ADM) Module on Understanding Speech Context, Speech Style, Speech Act and Communicative Strategy! The hand is one of the most symbolized parts of the human body. It is often used to depict skill, action and purpose. Through our hands, we may learn, create and accomplish. Hence, the hand in this learning resource signifies that you, as a learner, are capable and empowered to successfully achieve the relevant competencies and skills at your own pace and time. Your academic success lies in your own hands! This module was designed to provide you with fun and meaningful opportunities for guided and independent learning at your own leap and speed. You will be enabled to process the contents of the learning resource while being an active learner. This module has the following parts and corresponding icons: This will give you an idea of the skills or What I Need to Know competencies you are expected to learn in the module. This part includes an activity that aims to check What I Know what you already know about the lesson to take. If you get all the answers correct (100%), you may decide to skip this module. This is a brief drill or review to help you link the What’s In current lesson with the previous one. In this portion, the new lesson will be introduced to What’s New you in various ways such as through a story, a song, a poem, a problem opener, an activity or a situation. This section provides a brief discussion of the What is It lesson. This aims to help you discover and understand new concepts and skills. This comprises activities for independent practice What’s More to solidify your understanding and skills of the topic. You may check the answers to the exercises using the Answer Key at the end of the module. This includes questions that you need to answer What I Have Learned so you can process what you have learned from the lesson. v  This section provides an activity which will help What I Can Do you transfer your new knowledge or skill into real life situations or concerns. This is a task which aims to evaluate your level of Assessment mastery in achieving the learning competency. In this portion, another activity will be given to you Additional Activities to enrich your knowledge or skill of the lesson learned. This also tends retention of learned concepts. This contains answers to all activities in the Answer Key module. At the end of this module you will also find: References This is a list of all sources used in developing this module. The following are some reminders in using this module: 1. Use the module with care. Do not put unnecessary mark/s on any part of the module. Use a separate sheet of paper in answering the exercises. 2. Do not forget to answer What I Know before moving on to the other activities included in the module. 3. Read the directions carefully before doing each task. 4. Observe honesty and integrity in doing the tasks and checking your answers. 5. Finish the task at hand before proceeding to the next. 6. Return this module to your teacher/facilitator once you are through with it. If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator. Always bear in mind that you are not alone. We hope that through this material, you will experience meaningful learning and gain deep understanding of the relevant competencies. You can do it! vi  What I Need to Know This module was designed and written with you in mind. It is here to help you master how speech context, speech style, speech act and communicative strategy affect language form, duration of interaction, relationship of speaker, role and responsibility of the speaker, message and delivery. It will lead you to understanding how communicative competence is important in building and maintaining good relationships in society. The scope of this module permits it to be used in many different learning situations. The language used recognizes the diverse vocabulary level of students. The lessons are arranged to follow the standard sequence of the course. But the order in which you read them can be changed to correspond with the textbook you are now using. This module consists of one lesson:  Understanding Speech Context, Speech Style, Speech Act, and Communicative Strategy After going through this module, you are expected to: 1. identify the different types of speech context, speech style, speech act and communicative strategies engaged in by people in various situations; 2. explain that a shift in speech context, speech style, speech act and communicative strategy affects various factors such as language form, interaction duration, relationship of speaker/s to audience or receiver of message, roles and responsibilities of the speaker, the message itself and the manner of delivery of the speaker; and 3. use effective communicative strategies in a variety of speech situations. 1  What I Know 1. Noemi has memorized the “Panatang Makabayan” (Patriotic Oath) since her elementary days. She always recites it during the morning ceremonies before the class starts. Reciting this oath is an example of this speech style. A. consultative C. frozen B. Formal D. intimate 2. Marcus was tasked to give a message in a virtual moving-up ceremonies. The said situation is an example of this speech style. A. consultative C. frozen B. formal D. intimate 3. These are the considerations in achieving communicative competence. a. speech context b. speech style c. speech act d. communicative strategies A. a and b only C. b and d only B. a and c only D. all of the above 4. This is characterized by considering the kinds of audience and situations or environment in which the communication takes place. A. communicative strategy B. speech act C. speech context D. speech style 5. Every morning, Sarah faces the mirror and talks to herself asking what clothes to wear for the day, what food to eat and what things to do. This scenario is one of the many typical samples of this type of speech context. A. interpersonal B. intrapersonal C. public D. all of the above 2 6. This type of speech context requires interaction with a small number of individuals. A. Interpersonal C. public B. Intrapersonal D. all of the above 7. You were part of a student council campaign and were asked to prepare a 3-minute rebuttal speech on the issue of cyber-bullying. As an advocate, you spoke in front everybody during the meeting-de-avance. This scenario is one of the many types of this speech context. A. interpersonal B. intrapersonal C. public D. all of the above 8. This type of speech style occurs between and among family members. A. casual B. consultative C. formal D. intimate 9. This type of speech style happens between and among friends and acquaintances. A. casual B. consultative C. formal D. intimate 10. Danica asked Olivia, “Have you talked to Ms. De Leon about our project?” The possible perlocutionary effect of this question is shown in this act. A. Olivia gets upset with Danica for the reminder. B. Danica urges Olivia to converse with Ms. De Leon. C. Ms. De Leon accepts Olivia and Danica’s project. D. Olivia approaches Ms. De Leon regarding the project. 11. The teacher, due to modular distance learning delivery, has asked for the mobile numbers, email or social media accounts and other contact information of the students. The corresponding illocutionary act of the utterance, “May I have your contact details please?” is this. A. Beg B. Demand C. Insist D. Request 3 12. This aspect of speech act refers to the utterance of the speaker to a specific situation for an intended discourse impact. A. illocutionary B. locutionary C. personality D. perlocutionary 13. One day, Gina and Marissa saw one another along the corridors. Marissa smiled and waved her hand to Gina. Approaching, Gina said “Hi! How are you?” This communication strategy is exemplified here. A. nomination B. repair C. topic-shifting D. turn-taking 14. This is the communication strategy that allows a smooth transition or shift from one topic to another. A. nomination B. repair C. topic-shifting D. turn-taking 15. To ensure that the topic is fully discussed and clarified, Mr. Cortez, the facilitator, tries his best to stir the conversation strictly within the confines of the agenda. This communication strategy is employed here by Mr. Cortez. A. nomination B. repair C. topic-shifting D. turn-taking 4  Understanding Speech Lesson Context, Speech Style, 1 Speech Act, and Communicative Strategy Oprah Winfrey, a renowned American talk show host, once said that successful communication always begins with connection. You have to understand, however, that connection between two or more communicators is only achieved if the conditions and factors relevant to the communicative process make it so. Just like a balancing and juggling act that needs to make adjustments with movements to keep everything steady and controlled, communication is also a process where connection is maintained through careful balancing and juggling of all factors involved in the communication process. What’s In Allow me to engage you in a roleplaying activity. Imagine that you are a Grade 12 honor student and the president of your school’s Supreme Student Government. For the past two days, you have been preparing for a final graded report in your Oral Communication class which you are going to present during your first period in the morning. You now come to school feeling confident and thinking that it is going to be one great day. With the provided context above, think of the ways you will handle the conversation with the person inside each box. A brief description of the person is provided to give you an idea on how you are going to respond or communicate to them. You may write what is on your mind on the lines provided after each description. Start with person number 1. 5  1. Mr. Reyes, your Oral 2. Over the phone, you Communication teacher, call your cousin, Karl, to calls you to briefly explain remind him not to forget to him how you are going to buy the surprise gift for to present your group’s your father. work before you present _________________________ in front of the class. _________________________ ________________________ _________________________ ________________________ _________________________ ________________________ _________________________ ________________________ ________________________ 4. Your school principal asks you to give Mrs. 3. Susan, your Mother, Caparas, the 60-year-old calls you over the phone District Supervisor, a 5. You are in hurry to go to remind you to come run-through of the plan home when your best home early to help for the tree-planting friend and classmate, prepare the surprise activity of the senior Diego, asks you if you birthday party for your high school department. could help him finish his father. own report in Oral ________________________ _________________________ Communication for ________________________ _________________________ tomorrow. ________________________ _________________________ ________________________ _________________________ _________________________ ________________________ _________________________ _________________________ _________________________ _________________________ _________________________ What Is New Now, here comes your challenge. We will make some critical changes in the context of the previous situations and let’s find out how you will respond to the changes and how they will affect your manner of communication. Write your response for each of the following scenarios on the lines provided in each box. 6 You were not able to prepare for your graded report in Oral Communication. Mr. Reyes, then, calls you to go to the front and start your presentation. How are you going to explain your situation to your teacher? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ Your cousin, Karl, calls you over the phone and tells you that he cannot help you in your errand because he needs to do something for his school project. What will you tell him to convince him to spare you a bit of his time and that you need him to buy the surprise birthday gift for your father? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ You are about to start with your report which you have failed to prepare for when your mother calls you on your mobile phone. How are you going to respond to your mother? What will you tell her? ___________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ You are in the middle of your discussion about the Tree-Planting Initiative of your school but you notice that the District Supervisor is not really paying attention to what you are saying. How will you address the Supervisor respectfully? ___________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ You are already on your way home when your best friend, Diego, approaches you and asks for your help with his graded report tomorrow. You know that you need to go home early because of the surprise birthday party for your father but you also see the concerned look on your best friend. What will you do and what are you going to tell Diego? ___________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ________________________________________________________________________ 7  What is It Communication entails a delicate balancing in order to sustain connection and transact successfully. Let us dig in a little deeper and examine the factors involved in this balancing act. As you have learned in the previous modules, each speech style - intimate, frozen, consultative, casual or formal - or the way language is used, will greatly depend on the speakers’ relationship, purpose of the conversation and the speech context - dyad, small group, public, and mass communication - which, in turn, will also determine what type of utterance or speech act will be used. While communication is on-going, communicative strategies such as repair, topic shifting, restriction, topic control, turn-taking, nomination and termination, will be used to maintain the connection in order to successfully impart the message and achieve the purpose of communication. The table below enumerates and briefly explains the factors affected when there is a change or shift in speech context, speech style, speech act, and communicative strategy. Table 1: Factors affected by a shift in Speech Context, Speech Style, Speech Act, and Communicative Strategy This refers to the formality or informality of the language used and it involves the choice of words and how sentences or utterances are structured. Formal language is used when talking with professionals or persons in authority in a formal, official or ceremonial occasion, situation, gathering or event. Talking with a lawyer, a doctor or even with your teacher often creates a Language Form formal ambiance in communication. Informal language, on the other hand, is used without much consideration to rules of convention or etiquette. It is casual and mostly not well-thought-of or prepared because it is used to communicate with people with whom you have close association with like parents, siblings and friends. Duration of This refers to the amount of time a conversation takes Interaction between and among communicators. This refers to the speech style used by the speaker suited to his/her relationship to the person with whom he/she is Relationship of communicating. Styles can be classified as intimate, Speaker frozen, consultative, casual or formal. Intimate style – the speaker talks to family members, best 8  friends or romantic partners. This may comprise private conversations or personal interactions. Frozen – the speaker addresses an audience in a formal gathering such as ceremonial events, Eucharistic celebrations or even court hearings. The style is “set” or “fixed” and thus, it rarely or never changes. Audience feedback is not required. Consultative – the speaker communicates with a person whom he/she may have to clarify things, discuss a problem, or seek advice. Casual – the speaker shares close and personal information with friends, classmates or colleagues. This ordinarily occurs in everyday life. Formal – the speaker has to deliver a pre-planned or written speech to address a crowd of people such as giving opening remarks during a seminar, or the president making a public announcement or delivering SONA. This refers to the role and responsibility of the speaker which will depend on the purpose and context of communication. Role and The speaker may be a person who gives information and Responsibility of additional knowledge to another person or an audience, Speaker someone who convinces others for a cause or an individual who provokes laughter for diversion and fun. Hence, his responsibility depends on his purpose for communication which may be to inform, to persuade, or to entertain This involves the content of the message. The message Message may be facts, opinion, feelings, order, suggestions, and questions. This refers to the manner of delivery involving verbal and nonverbal cues made by the speaker. Delivery can be classified as:  extemporaneous – speaking with limited Delivery preparation and guided by notes or outline;  impromptu – speaking without advanced preparation or unrehearsed speech;  memorized – planned and rehearsed speech;  manuscript – reading aloud a written message. 9  In the role play activity, you were faced with various situations and were able to talk to different persons. How did you feel? What did you notice? Did you respond similarly to the different people you encountered? Did your mood or emotion change as you try to address each person? Why do you think this is so? The world we live in offers dynamic conditions that drive us to modify and adjust our behavior and manner of speech with others. In the same way, exposure to various situations changes the purpose, manner of delivery, words and strategies that we apply to the various conversations. The way you talked with Mr. Reyes, your Oral Communication teacher was way different from how you exchanged conversation with Diego, your best friend and classmate. With your teacher, you behaved as an obedient student and you were respectful and formal; while with your best friend, you were more relaxed, and your conversational tone became more personal and casual. There are times when we are pressed with inevitable circumstances that make us react either positively or negatively on matters of agreement or controversy. There are moments we stand firm on our belief or concede when it is necessary. We say something according to what we hear and respond based on the turn of events or of the story. As a cousin to Karl and as the situation calls for, you owned a certain level of authority, yet the language used may be informal since you are of close affinity. Your voice could be a little imposing but also respectful as you reminded him about the surprise gift to be secretly bought for your father. But it changed the way you talked with your mother who called you over the phone. Suddenly, your tone became more endearing as you did not want to displease her. In just a snap, the loving son that you are, turned into someone else when your school principal sent you an errand to Mrs. Caparas, the 60-year old District Supervisor. Your delivery and choice of words apparently varied. In an instant, you spoke cautiously and seriously because you adapted to the fact that apart from age difference, she is a person of high authority and that formality of language is deemed necessary. 10 Communicative Competence In order to achieve communicative competence, we must consider the following: speech context, speech style, speech act and communicative strategies. Intrapersonal Interpersonal Public Speech Context This accounts for the background and purpose of a discourse. Speech context assumes a more or less direct relationship between situational, societal, political or cultural “environment” in which the communication transaction occurs. The type of audience, circumstances and setting are taken into consideration. Speech context may be intrapersonal, interpersonal and public. Intrapersonal communication is a communication with oneself. It is the basic form of communication where the ‘self’ is the only consideration. This is true in moments of self-reflection or introspection when you contemplate and internalize things that happened or may happen, or maybe think of what may be done to solve a personal problem. Sharing your experiences with a friend or discussing a topic within a group are examples of interpersonal communication. This kind of communication involves the transmission of messages that is deliberately extended to others. Public communication addresses a large number of people. For example, when you discuss to a large group online about the effects of Covid19 and the precautionary measures in the time of pandemic, you engage in public communication. In this way, you communicate to a crowd of online viewers and so your message may be heard by many. Another example of public communication is a preacher passionately delivering a sermon and a leader emphatically persuading the people to support a cause in a mass gathering. As communication changes its context, language form, choice of words, delivery, and duration of interaction are some of the factors that may also change. Various speaking engagements will always entail different environments, situations, or circumstances. The people that we talk to, the physical setting we find ourselves in, and the circumstances that surround the communication transaction may alter. And when it does, we as speakers may incorporate the necessary changes in order to adapt to the changed context. 11 Speech Style Another factor that affects the attainment of communicative competence is speech style. A person may choose what style or form of language to use in communicating with others; however, personal preferences may not work at all times. There are controlled instances when one may just go with the flow of the communicative process because that is what is required in the situation. Speech style has the following types: intimate, casual, consultative, formal and frozen. Intimate communication happens between or among family members because they are bound by close affinity. There are things that are kept only within themselves which other people do not or can not know. Intimate communication may be private or confidential. Friends and acquaintances often use casual communication. They feel comfortable and at ease with one another. They have no inhibitions to share their feelings because they consider their friends next to their family. They laugh without ceasing over not-so-funny things and at times, not even getting sensitive to one another’s criticisms. Consultative means of communication is giving pieces of advice as in a guidance counselor and a client who needs it. This can be between a doctor and his patient or parents who consult with a teacher about their child’s academic performance. The President delivering his SONA and a principal presenting a school’s financial report to teachers, parents and other stakeholders are both examples of a formal communication. This type of communication is well-planned in terms of structure, sequence and coherence of ideas. Finally, those activities which are not changeable in nature fall under frozen type of communication. Saying a prayer like Our Lord’s Prayer or the Hail Mary and reciting the Patriotic Oath during flag ceremonies are just two of the examples. These are routinely done and may only be changed once amended in the Philippine constitution. Frozen communication is set and it is very rarely or almost never altered. Do you talk to your little brothers or sisters? How often do you tell your life’s stories with your parents? Have you experienced interviewing a sidewalk vendor for an entrepreneurship class task or talk to a doctor to clarify some medical proceedings for your Science activities? 12  The scenarios above will probably get you adjust your words according to the type of audience you deal with. Your approach to the little ones will drastically change as you talk with your parents who have authority over you. Your language will vary as you interview a sidewalk vendor and a doctor for your class tasks. As in context, a change in speech style also causes other factors in the communication process to change. This is because we try to adapt our style or language form depending on the degree of formality and familiarity that we have with our audience. Speech act Speech act refers not only to the utterance (Locutionary act) but also to the intention (Illocutionary Act) and response (Perlocutionary Act) to a specific situation for an intended discourse impact. The choice of words to use has to be considered to suit the need of the occasion or the kinds of audience to be addressed. This is also done to help express the intention of the speaker and to elicit a response from the listener. In linguistics or the scientific study of language, a speech act refers not only to a word or group of words spoken by a person but also to the action that is elicited from the audience due to the words spoken. For example, the question, “May I use your pen?” is considered a speech act because the speaker’s desire to use another person’s pen is expressed while also seeking permission to use it. The actual saying of the words or the utterance of “May I use your pen?” is the locutionary act, the implied request of “Can you hand me your pen so I may use it” is the illocutionary act, and the actual handing over of the pen as permitted or given by the owner of the pen is the perlocutionary act. Indeed, people may be able to accomplish many things with words and may be able to change status, relationships, and commitments. As in single word expressions, people may make promises by simply saying “me” or may break hearts by simply muttering “No.” Henceforth, a tactful word choice is necessary knowing how words may easily be misunderstood. In total, speech acts are part of people’s day to day transactions. They are commonplace. Words that we have for a specific purpose or intention have to be expressed. Otherwise, no transaction or negotiation can occur. Communicative strategies You are the class president and are the one presiding a meeting. In the middle of the discussion, a heated argument as to where the class fund goes takes place. What would you do? To begin a conversation and keep it going, we should employ strategies that will help maintain its smooth flow. You may consider nomination wherein you as the class president or your classmates suggest a topic or agenda to talk about. Nomination starts the conversation process. You also put restriction or limitation to the topic to be discussed in order to meet the arranged and allotted time. 13  Turn-taking is where you employ rules of engagement regarding the procedure or sequence of each participant’s turn to talk. This also refers to the alternate turns that speakers adapt when having a conversation. Making sure that the discussions remain in the confines of the agenda is the next consideration. This may be hard to achieve but topic control is possible through the cooperation of all the attendees of a group meeting or of all participants in the discussion. Everybody should ensure that the conversation will not veer away from what has been planned. Topic shifting makes the transition from one topic to another occur smoothly. This happens when one discussant manages to move to the next topic subtly. This next topic may not necessarily be the same as the previous but definitely, it is related to it. Before the meeting is adjourned, you may repair or fix all the problems that arouse in the course of the meeting by answering all the questions and clarifying the attendees’ understanding of the agenda discussed. The termination is the last part of the process where the meeting is successfully ended. These various communicative strategies may be employed by speakers in order to keep the conversation moving forward. Different strategies entail different word choice and language forms. In sum, the shift in speech context, speech style, speech act and communicative strategy is always probable. The roller coaster ride of intermingling scenarios allows causes and effects to surface out, too. To achieve a successful communication transaction, these factors all need to be taken into careful consideration. From our discussions earlier, it is clear that the following elements are affected by a shift in the communicative processes: 1. language form which could shift from formal to informal and vice versa, 2. the duration or the length of communication which could be shortened or lengthened depending on how the conversation will be maintained, 3. the relationship of the speaker to the receiver of the message that could be intimate, frozen, consultative, casual, or formal; and, 4. the role and responsibility of the speaker, the message and its delivery which could vary depending on the context and purpose of communication. 14  What’s More General Directions: Perform the activities to better understand the concept of communicative competence and how it works. Follow the indicated directions for each activity. A. Speech Context Directions: 1. Crop pictures from newspapers or magazines or take pictures online showing the following types of communicative context: b. Intrapersonal c. Interpersonal d. Public 2. Paste it on a clean sheet of paper or on a word page (if pictures were taken online). 3. Write at least five sentences dialogue or speech script for each picture to show the differences among the three. Rubric for Grading Criteria Very Needs Excellent Satisfactory Satisfactory Improvement (10 points) (5 points) (7 points) (3 points) Labeling Picture is Picture is Picture is Some pictures labeled mostly properly are labeled improperly or labeled labeled. correctly. not at all. correctly. Content Pictures do not Pictures show Pictures Pictures show reflect any all three show at least only one communicative contexts. two contexts. context. context and Dialogue is Dialogue is Dialogue is thus, the insightful, insightful lacking in some dialogue is comprehensive and detailed. major details. mostly out of and thorough. the topic. Presentation Work is Work is done and haphazardly in poor taste Work is done Creativity Work is done done and some and many of very neatly neatly and artistic elements the artistic and very creatively. like color, elements are creatively. design, etc. are missing. out of place. Total number of points = 30 points 15 B. Speech Style Directions: Unscramble the words to form statements that exemplify each of the given speech styles: 1. Intimate – will am I and father I you against harm all your protect. 2. Casual – friend, my, you sister are a to almost me Gwynette. 3. Frozen – Let before start the Lord’s prayer us we the program say finally. 4. Consultative – let Doctor, what me to take for illness my know medicine. 5. Formal – the Graduates, are motherland hope the you our of! Directions: Give an example situation for each of the given speech styles below. 1. Intimate – ________________________________________________________ 2. Casual – _________________________________________________________ 3. Frozen – _________________________________________________________ 4. Consultative – _________________________________________________________ 5. Formal – _________________________________________________________ C. Speech Acts Directions: Write your communication to the following target audience given a specific context. Do this in 3-5 sentences for each number. You are to inform the following groups about the harmful effects of not following the safety protocols of the government. a. A group of professional commuting to and from work ______________________________________________________________________ ______________________________________________________________________ b. A group of children ______________________________________________________________________ ______________________________________________________________________ c. A group of tricycle drivers ______________________________________________________________________ ______________________________________________________________________ 16  Rubric for Grading Needs Very Improvement Target Excellent Satisfactory Satisfactory (3 points) Score Audience (10 points) (5 points) (7 points) Content of Content of Content of Content of the the speech the speech the speech speech is is very is relevant is not so irrelevant to relevant to to the topic relevant to the topic and the topic and the topic contains and contains and words/ contains words/ contains language words/ language words/ inappropriate language appropriate language to the target very to the not so audience and appropriate target appropriate the situation to the audience to the they are in. target and the target audience situation audience and the they are in. and the situation situation they are in. they are in. Group of professionals Group of children Group of drivers Total number of points for the 3 groups /30 D. Communicative Strategies Directions: Read the text below. Extract the observable communicative strategies from it. Write the statement/s that represent/s the strategies on a sheet of paper under the correct heading/label. The SK Chairperson called for a meeting. After presenting the agenda for the day, he asked the body to raise other concerns to be discussed. They put forward two other matters namely: the upcoming programs for youth development and the construction of the new SK building. During the open forum, the Chair instructed his fellow youth to raise their hand if they want to say something. The attendees waited for their turns in the process. The meeting progressed and every time the discussion would get off the track, the Chair would call for order and remind the group to stay focused. The discussion flowed smoothly then, and with everyone’s cooperation, the shift from one topic to the next was done with ease. Other matters were also clarified. Soon, the chairman asked everybody if they have fully understood 17 all the issues and concerns discussed. Everybody nodded and said, “Yes!” in response. The meeting was adjourned promptly. 1. Nomination _________________________________________________________________________ 2. Restriction _________________________________________________________________________ 3. Turn-taking _________________________________________________________________________ 4. Topic Control _________________________________________________________________________ 5. Topic Shifting _________________________________________________________________________ 6. Repair _________________________________________________________________________ 7. Termination _________________________________________________________________________ 18  What I Have Learned A. Provide the needed information below. 1. Types of Speech Context a. ________________________ b. ________________________ c. ________________________ d. ________________________ 2. Types of Speech Styles a. ________________________ b. ________________________ c. ________________________ d. ________________________ e. ________________________ 3. Components of Utterances in Speech Act Theory a. ________________________ b. ________________________ c. ________________________ 4. Various Communicative Strategies a. ________________________ b. ________________________ c. ________________________ d. ________________________ e. ________________________ f. ________________________ g. ________________________ B. Fill in the blanks to complete the sentences below. Speech Context, Speech Style, Speech Act, and Communicative Strategies affect the following: 1. Language form could be _____________________ and ___________________. 2. ____________________ is the length of communication, which could be shortened or lengthened depending on how the conversation is going on between the sender and the receiver. 3. Relationship of speaker to the receiver of the message could be ___________, ___________, ____________, ___________, or ___________. 4. Delivery could be ______________, ______________, ______________, and ______________ depending on purpose and context of the situation. 5. _____________ is the information/idea conveyed by the sender. 6. Roles and responsibilities of the _________________ differ depending on the purpose of communication. 19  What I Can Do Identify the language form, duration, relationship of speaker, role and responsibilities, message and delivery of the given communicative situations below. A. The DepEd Secretary makes an announcement about the New Normal in Education. B. A couple is having a simple yet memorable celebration of Valentine’s Day. C. The Association of Malikhaing Guro conducts a round table discussion via Zoom. D. Robert is confused about the course he will take in college. Situation Situation Situation Situation A B C D Speech Context Speech Style Speech Act Communicative Strategy Duration (give specific number of minutes or hours) Relationship of the Speaker Message Delivery Roles and Responsibility of the Speaker 20  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 21 _____8. Spokesperson Harry Roque shared important information during the press briefing last Friday on national television. Identify the speech context. A. Interpersonal C. Mass Communication B. Intrapersonal D. Public Communication _____9. Alfred was invited as a resource speaker on Mental Health Awareness 2020 during the 3rd Annual Youth Convention in Sta. Cruz, Laguna. Identify the speech context. A. Interpersonal C. Mass Communication B. Intrapersonal D. Public Communication _____10. A couple officially announces their engagement to their immediate family during dinner. Identify the speech style used. A. Casual C. Formal B. Consultative D. Intimate _____11. A group of student-delegates from Cebu conversed with their vernacular during the National Festival of Talents in Isabela. Identify the speech style used. A. Casual C. Formal B. Consultative D. Intimate _____12. The magistrate gives his verdict to the accused after a series of court trials. Identify the speech style used. A. Casual C. Formal B. Consultative D. Intimate _____13. Maria needs to leave the group chat for she still has some important tasks to do, so she typed “got to go, bye”. Identify the communicative strategy used. A. Nomination C. Topic Shifting B. Terminating D. Turn-Taking _____14. Teacher Mercy gave each student a chance to speak during the presentation, one at a time. Identify the communicative strategy used. A. Nomination C. Topic Shifting B. Terminating D. Turn-Taking _____15. The teacher introduced a new lesson after giving a review of the previous discussion. Identify the communicative strategy used. A. Nomination C. Topic Shifting B. Terminating D. Turn-Taking 22  Additional Activities Observe and record at least 5 communication activities you have at home and identify its kind under speech context, style, act and communicative strategy. An example is made for you to serve as your guide. Observed Speech Speech Communicative Speech Act Statements Context Style Strategy Example: “Clean your room.”, Interpersonal Casual Directive Topic Control mother told me. 23  24 ASSESSMENT WHAT’S MORE 1. C B. Speech Style 2. A Answer key: 3. A 1. I am your father and I will protect you against all harm. 4. C 2. Gwynette, my friend, you are almost a sister to me. 3. Let us pray the Lord’s prayer before we finally start 5. A the program. 4. Doctor, let me know what medicine to take for my 6. D illness. 5. Graduates, you are the hope of our motherland! 7. A 8. C D. Communicative Strategies 9. D 1.Nomination - After presenting the prepared 10. D agenda for the day, the chairperson asked the 11. A body to raise other concerns to be discussed. 2.Restriction - During the open forum, the chair 12. C instructed his fellow youth to raise their hand 13. B if they want to say something. 3.Turn-taking - The attendees waited for their 14. D turns in the process. 15. C 4.Topic Control - The meeting progressed and every time the discussions would get off the track, the Chair would call for order and remind the group to stay focused. WHAT I HAVE LEARNED 5.Topic Shifting - The discussion flowed smoothly 1. Types of Speech Context then, and with everyone’s cooperation, the a. Interpersonal shift from one topic to the next was done with b. Intrapersonal ease. c. Public 6.Repair - Other matters were also clarified. Soon, 2. Types of Speech Styles the chairman asked everybody if they have a. Intimate fully understood all the issues and concerns b. Casual c. Consultative discussed. d. Formal 7.Termination - The meeting was adjourned e. Frozen promptly. 3.Components of Utterances in Speech Act Theory a. Locutionary Act b. Perlocutionary ACt c. Illocutionary Act WHAT I KNOW 4. Various Communicative Strategies a. Nomination b. Restriction 1. C 6. A 11. D c. Turn-taking d. Topic control 2. B 7. C 12. B e. Topic shifting 3. D 8. D 13. A f. Repair g. Termination 4. C 9. A 14. C B. 1. Formal..informal 5. B 10. A 15. B 2. Duration 3. intimate…frozen…consultative… Casual…formal 4. speaker Answer Key References Applegate, James L. "Adaptive communication in educational contexts: A study of teachers’ communicative strategies." Communication Education 29, no. 2 (1980): 158-170. Cohen, Andrew D., Susan J. Weaver, and Tao-Yuan Li. The impact of strategies- based instruction on speaking a foreign language. Center for Advanced Research in Language Acquisition, 1996. Eskénazi, Maxine. "Changing speech styles: Strategies in read speech and casual and careful spontaneous speech." In Second international conference on spoken language processing. 1992. Giles, Howard, and Peter F. Powesland. Speech style and social evaluation. Academic Press, 1975. Honeycutt, James M. "Intrapersonal Communication and Imagined Interactions." (1987). Kay, Paul. "Language evolution and speech style." In Sociocultural dimensions of language change, pp. 21-33. Academic Press, 1977. Newcombe, Nora, and Diane B. Arnkoff. "Effects of speech style and sex of speaker on person perception." Journal of Personality and Social Psychology 37, no. 8 (1979): 1293. Searle, John R., and John Rogers Searle. Speech acts: An essay in the philosophy of language. Vol. 626. Cambridge university press, 1969. Selting, Margret. "Emphatic speech style: with special focus on the prosodic signalling of heightened emotive involvement in conservation." (1994). Van Dijk, Teun A. "Discourse, context and cognition." Discourse studies 8, no. 1 (2006): 159-177. 25 For inquiries or feedback, please write or call: Department of Education - Bureau of Learning Resources (DepEd-BLR) Ground Floor, Bonifacio Bldg., DepEd Complex Meralco Avenue, Pasig City, Philippines 1600 Telefax: (632) 8634-1072; 8634-1054; 8631-4985 Email Address: [email protected] * [email protected] 26