SHS

Department of Education-Region III

TARLAC CITY SCHOOLS DIVISION
Juan Luna St., Sto. Cristo, Tarlac City 2300
Email address: tarlac.city@deped.gov.ph/ Tel. No. (045) 470 - 8180

Oral Communication in
Context
Quarter 2: Week 2
Learning Activity Sheets
 ORAL COMMUNICATION IN CONTEXT

Name of Learner: _______________________ Grade 11/12-Q2/Q4-Week 2

Section: ______________________________ Date: _____________

Explaining That a Shift in Speech Context, Speech Style, Speech Act and
Communicative Strategy Affects the Language Form, Duration of Interaction, and the
Relationship of Speaker
(Part I)

Background Information:

Hymes (1971) said that Communicative competence can be defined as the ability to use
language or to communicate in a culturally appropriate manner in order to make meaning and
accomplish social tasks with efficiency through extended interactions. In the previous lessons, you
have learned about the different communicative competence strategies which include speech context,
speech style, speech act, and communicative strategy. All these immensely contribute to achieving
communicative competence. Knowing all these communicative competence strategies will lead to
successful and effective communication which is its primary aim or purpose. In communication, a shift
in these strategies affects various factors like language form, duration of interaction, and relationship
of speaker. All these will be discussed in this lesson.
Knowing the relationship among the topics discussed in the previous lessons is important to
deliver speech effectively. Before making these connections, let us have a short review of the
mentioned strategies.

Communicative
Definition Types
Competence Strategy
1. Speech Context This refers to the setting in A. Intrapersonal
which communication B. Interpersonal
situation takes place. ➢ Dyad
➢ Small Group
➢ Public
➢ Mass Communication
2. Speech Style This refers to the pattern of A. Intimate
speaking characterized by B. Casual
distinctive pronunciation, C. Consultative
vocabulary, intent, D. Formal
participants, and E. Frozen
grammatical structures.
3. Speech Act This refers to the utterance A. Locutionary Act
that a speaker delivers to B. Illocutionary Act
achieve an intended effect ➢ Assertive
toward a specific purpose. ➢ Directive
➢ Commissive
➢ Expressive
➢ Declarative
C. Perlocutionary Act
4. Communicative “Communicative Strategy A. Nomination
Strategy is a systematic technique B. Restriction
employed by a speaker to C. Turn-taking
express his own idea when D. Topic Control
faced with some E. Topic Shift
difficulties.” – Corder F. Repair
(1978) G. Termination

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 The communicative competence strategies that a communicator adopts depend on the
audience, environment, and situation. According to Merriam Webster Dictionary, shift means to make
a change. Hence, the shift in Speech Context, Speech Style, Speech Act and Communicative
Strategy means that the communicator’s style of speaking changes according to the context and how
statements elicit various responses from listeners (Sipacio & Balgos, 2016).
Looking into the types mentioned in each communicative strategy, we can conclude that a
shift in those will affect the following factors:
a. Language Form – Language form deals with the internal grammatical structure of words and
phrases as well as the words themselves. The use of language may differ depending on the
person you are having a conversation with. For example, formal language is normally used
when talking to your teacher. On the other hand, you can use informal language with close
friends.
b. Duration of Interaction – This refers to how long the conversation goes. Shifting in the
duration of interaction may vary depending on the situation. For instance, the duration of
interaction to a close friend you have not seen for a long time may take several hours since
you want to catch up with each other. Nevertheless, a conversation with an acquaintance may
be shorter than that of a conversation with a close friend.
c. Relationship of Speaker – This refers to the relationship of the speaker to the addressee
which will determine the way a message will be delivered. If the speaker is talking to a
classmate, the conversation will be more casual. Moreover, a conversation with the teacher
may be formal since it is a student-teacher relationship.

EXAMPLE SHIFTS OF COMMUNICATIVE COMPETENCE STRATEGIES IN VARIED SITUATIONS

Examine the examples given below. Notice how the shift in Speech Context, Speech Style,
Speech Act and Communicative Strategy affects the Language Form, Duration of Interaction and The
Relationship of Speaker.

1. A conversation with your best friend about a personal problem

Speech Context: Interpersonal (Dyad)
Speech Style: Intimate
Speech Act: Assertive, Directive, Commissive
Communicative Strategy/ies: All types

Language Form The structure of language in this type of situation may be simple
and informal and may include narration.
Duration of Interaction The duration of interaction may be long or short depending on the
seriousness of the problem being talked about.
Relationship of Speaker The speakers are best friends and therefore deemed to have a
very close and intimate relationship.

EXPLANATION: In the example given above, the shift in communicative competence strategies
occurred based on the situation of the context. The speaker uses informal language since it is a
conversation with a friend. The speaker and the receiver of the message have a very close
relationship so the duration of the conversation maybe long or short.
2. A conversation with a counsellor and a psychiatrist about a personal problem
Speech Context: Interpersonal (Small Group)
Speech Style: Consultative
Speech Act: Assertive, Directive, Expressive
Communicative Strategy/ies: All types

Language Form The structure of language in this type of situation may be simple
and formal.
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 Duration of Interaction The duration of interaction may be shorter than that of a
conversation with a friend since the counsellor’s and psychiatrist’s
time is limited.
Relationship of Speaker The speakers include a patient, and two professionals and
therefore, they would most likely have a formal and consultative
conversation.

EXPLANATION: The second example uses formal language because it is a patient-doctor situation.
The duration of communication may be shorter than that of a conversation with a friend since the
counsellor’s and psychiatrist’s time is limited.

GUIDELINES IN EXPLAINING THE SHIFT OF COMMUNICATIVE COMPETENCE STRATEGIES

IN VARIED SITUATIONS
1. Know your audience.
2. Distinguish the relationship of the speaker to the receiver based on the situation.
3. Identify which language should be used, formal or informal.
4. Always remember that the duration of interaction between the speaker and the receiver
depends on the relationship they have with each other or the situation they are in.

Learning Competency with code:

EN11/12OC-IIab-22: The learner explains that a shift in speech context, speech style, speech act
and communicative strategy affects the following:
EN11/12OC-IIab-22.1: Language Form
EN11/12OC-IIab-22.2: Duration of interaction
EN11/12OC-IIab-22.3: Relationship of speaker

Exercises/Activities
Read carefully the directions indicated in the following exercises then provide what is
needed or asked in each item.
Activity 1. Which type is it?
Read the following situations then identify which types of speech context, speech style, speech
act, and communicative strategy were used. An example is given below as your guide in answering.

Situation Speech Context Speech Style Speech Act Communicati

ve Strategy
Example: You are Interpersonal Casual Assertive, All types
discussing a topic (Public) Directive,
inside the classroom Expressive
with your teacher and
your classmates.
1. You are telling
stories with your
best friend about
your quarantine
vacation.
2. The president is
delivering his State
of the Nation
Address (SONA)
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 as you watch him
from the television.
3. You are
brainstorming with
six of your
groupmates after
your teacher
assigned you with
a task.
4. You are delivering
your valedictory
address in front of
your batchmates.
5. You are opening
up to your adviser
about a problem
you encountered
with your family at
home.

Activity 2. It’s your turn!

Identify the types of speech context, speech style, speech act, and communicative strategy
used in the following situations. Then, describe and explain thoroughly how the shift in
communicative strategies affects the language form, duration of interaction, and the relationship
of speaker. Write your explanation on the space provided.

1. You are telling stories with your best friend about your quarantine vacation.

Speech Context: __________________________________________________

Speech Style: ____________________________________________________
Speech Act: ______________________________________________________
Communicative Strategy/ies: ________________________________________

Language Form

Duration of Interaction

Relationship of Speaker

EXPLANATION: ___________________________________________________________
___________________________________________________________

2. The president is delivering his State of the Nation Address (SONA) as you watch him from the
television.

Speech Context: __________________________________________________

Speech Style: ____________________________________________________
Speech Act: ______________________________________________________

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 Communicative Strategy/ies: ________________________________________

Language Form

Duration of Interaction

Relationship of Speaker

EXPLANATION: ___________________________________________________________
___________________________________________________________

3. You are brainstorming with six of your groupmates after your teacher assigned you with a task.

Speech Context: __________________________________________________

Speech Style: ____________________________________________________
Speech Act: ______________________________________________________
Communicative Strategy/ies: ________________________________________

Language Form

Duration of Interaction

Relationship of Speaker

EXPLANATION: ___________________________________________________________
___________________________________________________________

4. You are delivering your valedictory address in front of your batch mates.
Speech Context: __________________________________________________
Speech Style: ____________________________________________________
Speech Act: ______________________________________________________
Communicative Strategy/ies: ________________________________________

Language Form

Duration of Interaction

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 Relationship of Speaker

EXPLANATION: ___________________________________________________________
___________________________________________________________

5. You are opening up to your adviser about a problem you encountered with your family at
home.

Speech Context: __________________________________________________

Speech Style: ____________________________________________________
Speech Act: ______________________________________________________
Communicative Strategy/ies: ________________________________________

Language Form

Duration of Interaction

Relationship of Speaker

EXPLANATION: ___________________________________________________________
___________________________________________________________

Activity 3. Making Connections

In one paragraph, explain thoroughly how speech context, speech style, speech act, and
communicative strategy connect with one another based on the discussion and examples given.
_________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________.

Reflection
Reflect on what you have learned after taking up the lesson.

________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
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______________________________________________________________________________________
_____________________________________________________________________________________.
References
Balgos, A.R., & Sipacio P.J. (2016). Oral communication in context for senior high school. Quezon
City: C & E Publishing, Inc.

University of California. (n.d.). Language functions and forms: A brief summary. Retrieved August
05, 2020, from http://prodev.elpa21.org/module2/module2/
resources/LanguageFunctionsForms.pdf

Hymes, D.H., (1971). On Communicative Competence. Philadelphia: University of Pennsylvania

Press.

Answer Key

A.
1. Interpersonal (dyad) – intimate – assertive, expressive – all types
2. Interpersonal (formal) – mass communication – all types – all types
3. Interpersonal (small group) – casual – assertive, directive, commissive – all types
4. Interpersonal (public) – formal - assertive, directive, commissive, expressive – all types
5. Interpersonal (dyad) – consultative – assertive, expressive, directive – all types

B. Answers may vary

C. Answers may vary

Writers: GRETCHEN G. BICUA

Teacher I

KAREN LOU C. ALBERTO MAED

Teacher II

Evaluators: MARIECHRIS M. DAVID

Teacher II

Reviewed: CARMELA T. PEREZ, EdD

Education Program Supervisor – I

REYMAR D. PAGUIO PhD

Education Program Supervisor – ENGLISH