The Speech Communication Process 1

Hi… I am Ma’am
Jhowee.
Please don’t forget to
answer ALL activities
inyour module. You
can
do it! Keep 
safe

NAM_________________________________
E: ________________________________
GRADE/
STRAND:
DATE OF _________________________
SUBMISSION:____

The Speech Communication Process 2

The Speech Communication Process 3
 MODU Lesson One and Two
NATURE, ELEMENTS AND FUNCTIONS OF
LE COMMUNICATION

I
INTRODUCTION
The ability to communicate verbally and non-verbally is what
makes human unique to other living things. We communicate in order for
us to understand things around us and to be understood. Every time a
person thinks of an idea and opens his/her mouth to share this idea,
he/she is already giving meaning to communication. Every action and
every word have their function in any communication. People do not just
communicate because people love to talk. Humans communicate for
several reasons.
This module will discuss what communication is all about, how
important communication is, what are the different elements of
communication and how important each of these elements. It will also
tackle the basic functions of communication. Learners will be able to
recognize the various reasons as to why people communicate. Moreover,
they will be made aware as to why it is important to clarify one’s reason in
communication and how it helps the communication process in general.

As you explore this module, you are expected to:

Learning Outcome:
1. Watch a video/film to see samples(s) of the particular function under study, and make
a written analysis of the element(s) and function(s) used. (Elements and Functions of
Communication)

To achieve this, you must:

Learning Objectives:
1. Define communication.
2. Identify the different elements of communication.
3. Analyze the importance of each elements.
4. Identify and define the five functions of communication.
5. Understand that people vary from the purpose why they communicate.

The Speech Communication Process 4

 Good Luck!!!
Pre-Assessment!
Direction: Say something about the photos below. Write your answer on the space.

Photo Credit: Mandy Liz Photography

_______________________________________________________
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_____________________________________________________________
_____________________________________________________________
_____________________________________________________________.

________________________________________________________
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_____________________________________________________________.

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COMMUNICATION DEFINED
Communication – refers to the exchange of thoughts, feelings, expressions and
observations among people. It may vary from spoken or written words but also in
actions, mannerisms and style. According to Julia Wood (2004), communication is “a
systematic process in which individuals interact with and through symbols to create and
interpret meaning.”
Communication Activity Average Percentage Your Percentage
Talking 30
Listening 45
Writing 9
Reading 16
Total 70%
Take note: This is the average time that people spend communicating, however, these percentage may
vary from person to person.

Reflect on this!! If you were to divide your

daily communication activities, how many percent
would you give to each of the following? Write your
answer on the table above under the ‘Your
Percentage’.

Basic Tenets or Maxims of Communication

1. Communication is a process. It means communication is active, ongoing and

always changing. Through that process, one may simply say that from the mouth
he speaks – then heard by the listener, and understood his intellect which made
a simple conversation.
2. Communication is systematic. It occurs within systems of interrelated and
interacting parts.
3. Communication is symbolic. Symbols are the basis of language, much
nonverbal behavior, and human thought. They can be arbitrary, ambiguous and
abstract representations of other phenomena.
4. Communication involves meaning . It means that elements involved in
communication give significance to the certain phenomenon.  Content level
meanings – the literal meaning of messages
 Relationship level meanings – what is expressed about the relationship
between communicators in messages they send and receive.
5. Communication is complex. If there are two persons speaking, in reality, there
are several “persons” interacting via the perceptions attached to the messages
sent and received.

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ELEMENTS OF COMMUNICATION
1. Participants
a) Sender (or speaker) – is the one who conveys the message, either oral or
written, influenced by past conditioning, knowledge about the subject, manner
of speaking or speaking skills, present situation, communicative
b) Receiver (or the listener) – is the one who listens and decodes the
conveyed message. What the speaker communicates is filtered by the
receiver’s frame of reference, which includes his/her level of knowledge about
the subject, language proficiency experiences, values and attitudes.
c) Audience - they are the spectators or observers in the communication
process
2. Message - The message is what needs to be delivered or imparted to another
person. It includes ideas and feelings that make up the content of the process of
communication. The message to be sent is based on why the speaker wants to
say it, what the speaker wants to say and how the speaker wants to say it.
3. Channel - These are the medium or the means through which message is
transmitted. Primary channels include: ears, eyes, skin, mouth and nose. Other
channels are body gestures, facial expression, phones, laptops, televisions,
radios, magazines, newspapers etc.
4. Context - This is the setting or the communicative situation in which
communication occurs which includes the time, the period, the place, the weather
condition and the mood. Communication adapts to the setting.
5. Noise - The noise is also known as barrier or interference that keeps the
message from being understood or accurately interpreted. This may occur from
the participants or the context.
a) Physical Noise – the noise that we hear or see from the surrounding.
Examples: loud music, engine of motorcycle
b) Physiological Noise – the condition of the body becomes a hindrance.
Example: sickness
c) Psychological Noise – the noise that occurs when one is thinking deeply
about something or is suffering from emotional condition Examples: sadness,
depression
6. Feedback - This is the receiver’s message that he/she sends to the source in
response to the sender’s message. It can be positive or negative.

The Speech Communication Process 7

 ACTIVITY 1
Directions: Write words that describe communication in each speech icons. Use
the relationship of these words and construct your own meaningful definition of
communication by completing the sentence below.

Communication is…

________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________ .

________________________________________________________

_______________________________________________________________

_______________________________________________________________ .

ACTIVITY 2
Directions: Answer the following questions.

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 A. Which of the elements do you think is the most important in
communication and why?

_______________________________________________________

_____________________________________________________________

_____________________________________________________________

_______________________________________________
_____________________________________________________________
_____________________________________________________________

_____________________________________________________________

__________________________________________ .

B. What will happen to the communication process if one element is missing?

_______________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

_____________________________________________________________

__________________________________________ .

FUNCTIONS OF COMMUNICATION
A. Regulation and Control If the speaker’s purpose is to control others by managing
their behavior, directing others and insisting on his/her own agenda, then the speaker is
using this function. At times, behaviors increase or become uncontrollable thereby
reducing uncertainty as the interaction happens.
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 This function contains three (3) developmental stages:
a) The regulation of self by others (a person is being controlled
by others)
b) the regulation of self by self (a person is controlling
himself/herself)
c) The regulation of others by self (a person is controlling
others) Examples:
a) Making an announcement that the community will start segregating their garbage
b) The teacher glares at the student who is noisy as an act of telling him/her to be
quiet

B. Social Interaction and Emotional Expression

This is the most and the primary reason why people communicate. Humans talk for the
sole purpose of coming together as a society. This function also allows people to be
connected with one another.
Emotions coordinate social interaction. A person’s emotional expression serves as
social expression which suggests prepared responses in others. For example, anger
elicit fear-related responses.
This function is use to produce social relationships; use to develop bonds,
intimacy, relations, and use to express preferences; desires, needs, wants, decisions,
goals and strengths.

C. Information
This function is used when the speaker wants to make others aware of a certain data,
concepts and processes – knowledge that the may be useful for them. However,
individuals may try to control information for their own purposes, yet their goals are
partially frustrated since no information is completely proof against communication.

D. Motivation
This is the most purposive function of communication. This function is when the
speaker mainly wanted to encourage people. It also includes the formation of specific
goals, feedback on progress towards the goals and reinforcement of desired behavior.
The key to communicative competence of a person is finding motivation to communicate
better than he/she currently does.
People are motivated to communicate in two ways – by approach or by
avoidance – which shows the positive and negative sides of motivation.
a) Positive Motivation – here, communication goals are the speaker’s
objectives or purposes in a communication. the speaker’s motivation to reach
his/her communication goals is the bridge to his/her self-assessment of
effectiveness, confidence, skills, knowledge, etc.
b) Negative Motivation
 Communication Apprehension – is the fear or anxiety that a person
experiences as a result of either real or anticipated communication with
a person or group of persons. Common signs of apprehension are

The Speech Communication Process 10

 shaky hands, sweaty palm or a feeling of upset stomach. These
physical signs motivate one to avoid communication or suffer from
anxiety more when forced to communicate.
 Context Apprehension – is anxiety communicating in a particular
context such as interpersonal, small group or public speaking.
E. Persuasion
This function occurs when a person attempts to convince an individual or group to take
certain specific actions.

QUICK CHECK!!
Directions: Identify what function is used in the given examples. Write the
following initials on the space provided as follows:
M – Motivation I – Information c) S – Social Interaction
R – Regulation P - Persuasion

Note: There may be two or more functions used but identify the most dominant function.
_____ 1. The janitor shouted at the students to move away from the area of the corridor
he is cleaning
_____ 2. At the mention of “Fire!”, the office manager directs all the employees to the
nearest fire exit.
_____ 3. A younger sibling is teased until she cries.
_____ 4. The newscaster reported the recent news about dengue outbreak.
_____ 5. Chatting with family members about their day over dinner.
_____ 6. People sympathizing with the families of the deceased soldiers. _____
7. Asking the janitor where the comfort room is.
_____ 8. Doctor’s prescribing medicine to the patient.
_____ 9. The vendors on the sidewalks keep calling out to passerby to attract their
attention.
_____ 10. Encouraging the students to proceed with the presentation.
ACTIVITY 3
Directions: Cut an image/picture either from a newspaper or magazine
portraying the use of each function of communication. Paste it in the space below.

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FINAL OUTPUT IN MODULE ONE – ELEMENTS OF COMMUNICATION
Directions: Create a comic strip from the topic given below then identify the elements of
communication that is being used. Make use of the space below. Note: If you wish, you can
use extra sheet and attach it at the end part of the module. Label it properly.

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 Topic: Students protesting the impact of the pandemic in online
learning.

FINAL OUTPUT IN MODULE 1– FUNCTIONS OF COMMUNICATION

Direction: Watch a video/film to see samples(s) of the particular function under
study, and make a written analysis of the function(s) used. (Functions of
Communication)

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 MODU Lesson Three
MODELS OF COMMUNICATION
LE
II
INTRODUCTION

The Speech Communication Process 14

 In order to further understand the process aspect of
communication, communicators need to be familiar also with the
models of communication. A model shows the pattern or flow of
communication as well as the elements involved in that particular
kind of communication. These models show the development of
communication. Many authors have devised their own models
based on what they want to emphasize as being an important
component of communication.
By undergoing this module, the learners will be made aware
as to how communication occurs based on these models and
what particular element is given focus or emphasis. They will also
be introduced to some of the latest, more detailed and updated
models for better understanding of the communication process.

As you explore this module, you are expected to:

Learning Outcome:
Create your own model of communication and briefly explain its concept.

To achieve this, you must:

Learning Objectives:
1. Enumerate the different models of communication.
2. Discuss and differentiate how communication occurs in each model

Good Luck!!!

MODELS OF COMMUNICATION
1. Linear Model - It is unidirectional which means the process is moving in one
direction only. The speaker is sending a message and the receiver receives the
message, then the communication ends. It is a direct communication without having
feedback.
 Aristotle’s Model of Communication - This is considered as the first model of
communication and was proposed before 300 B.C. This is mainly focused on
speaker and speech which makes it a speaker-centered model.

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 This model, the speaker has the most role in it and is the only one active.
It is the speaker’s role is to deliver a speech to the audience, while the audience
is passive, influenced by the speech, which makes the communication process
as one way. The speaker organizes the speech beforehand to the target
audience and situation (occasion).

SENDER SPEECH AUDIENCE EFFECT

Occasion

2. Shannon and Weaver Model of Communication - This model is created by

Claude Elwood Shannon in 1948 with Warren Weaver and is popularly known as
“mother of all models”. It gave the concept of “noise” and is often called the
“Telephone Model” because it is based on the experience of having the message
interfered with by ‘noise’ from the telephone switchboard back in the 1940s.
In this model, Shannon and Weaver assert that the Message sent by the Source
(speaker) is not necessarily the Message received by the Destination (Listener). This is
due to the intervention of ‘noise’ or anything that hampers communication.

Information Transmitter Receiver Destination

Source

Noise
Source

1. Schramm Model (1955) – this model is developed by Wilbur Schramm who is

considered as the Father of Mass Communication. Its concept explains why
communication breakdowns occur. Schramm asserts that communication can
take place if and only if there is an overlap between the Field of Experience of
the Speaker and that of the Listener. Field of experience is everything he/she has
ever learned, watched, seen, heard, read and studied.

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 Field of Experience

Source Encoder Signal Decoder Destination

Field of Experience

Example: In Philippine context, a teacher must deliver his/her lecture in either English
or Filipino because that is the language that the students know and use. If the teacher
suddenly started using Chinese in the lecture, the students will not understand a single
thing.
2. Eugene White’s Model (1960) – this model tells us that communication is
circular and continuous, without a beginning or end. This is why he made a
cyclical model. He also points out that although we can assume that
communication begins with thinking, communication can actually be observed
from any point in the circle.
Symbolizing

Thinking Expressing

Symbolizing
Transmitting

Feedback Receiving

Decoding

White contributed the concept of Feedback to the field of communication. the Speaker
can only receive Feedback if the Speaker is monitoring the Listener. The Speaker will
know what the Listener’s Response is only if he/she is paying attention.
3. Transactional Model – this model is more detailed and involves more elements
of communication. It considers the situation of the communication where there is
simultaneous exchange between the sender and the receiver. This model is also
noted for the fact that every component is changing, such as the people, the
environment and the medium used. Due to this, it is safe to assume the
communicators to be independent and act in any way they want.

The Speech Communication Process 17

 Noise Interference

Encoding Message Decoding Receiver F

Source E
F E
E Channel(s) Channel(s) D
E
B
D
B A
A C
C Channel(s) Channel(s) K
K
Receiver Decoding Message Encoding
Source

4. Dance Helical Model - In 1967, Frank Dance made a communication model

based on a helix known as helical model. This model introduces the concept of
time where continuousness of the communication process and the relational
interactions are very important. Communication in this model progresses with
age as our experiences and vocabulary increases. At first, helical spring is small
at the bottom and grows bigger as the communication progresses. This model
emphasizes the difficulty of communication. Its man characteristic is it is
evolutionary. It is also highly dependent on its past.

ACTIVITY 1
PART I - Directions: Give the defining feature or the focus element of each model, and
discuss its function in the communication process. (5 points each)

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FINAL OUTPUT IN MODULE 2– MODELS OF COMMUNICTION
Directions: Create your own model of communication and briefly explain its concept
through a video presentation (like a Lecture type).. See rubrics below for grading.

The Speech Communication Process 19

 RUBRIC FOR THE MODEL OF COMMUNICATION
Creativity Content Use of Organization Language
(10 %) (30%) Elements (15%) Used (15%)
- use of - the (30%) - logical -grammar,
original ideas information - the inclusion delivery of punctuations,
- presentatio presented, its of (some or ideas, opening style
n of work relevance and all) and closing (formal/informal)
usefulness elements and statement
how they
function in the
model

RUBRIC FOR ORAL PRESENTATION

Nonverbal Skills Verbal Skills Content Organization
(30 %) (30%) (20%) (20%)
- direct eye contact, - clear voice, - the information - logical delivery of
fluid movements, correct presented, its ideas, opening and
shows confident pronunciation, relevance and closing statement
modulated voice usefulness

MODU Lesson Four

TYPES OF SPEECH CONTEXT

LE
III
INTRODUCTION
Humans are naturally social beings; they are made to
interact with others at any given chance and various contexts.
They may be talking to themselves, to another individual or to a
group of people, through various channels or means. With the
existence of different gadgets and the addition of various
applications, communicating to other people has been made
faster and easier.
In this module, the learners will learn that communication
The Speech Communication Process 20
 can take place in diverse context, and in each context, the
communication process can happen differently. They will
recognize what elements of communication is/are present in each
context, how to achieve a particular function, and what
communicative strategy should be used in order for the
communication to be successful.
As you explore this module, you are expected to:

Lear ning Outcome:

Interview a successful professional in his/her industry .

To achieve this, you must:

Learning Objectives:
1. Enumerate the five levels of communication.
2. Compare and contrast each level of communication.

Good Luck!!!

Brain Starter …
Directions: Express your present observations and feelings about yourself.
Organize your ideas using the graphic organizer below. Write a short statement that
summarizes what you have learned about yourself, something you feel comfortable to
share.

How I see myself …

How others see me …

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 How I wish I were …

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SPEECH CONTEXT
Context in speech is the situation that brings people to a conversation or a
speaking event. It also includes the time and the place where communication takes
place. In addition, it includes the shared understanding of the communicators on the
topic of the communication.
Types of Speech Context
 Intrapersonal Communication - Intrapersonal communication is when a person
communicates with himself/herself, as humans are constantly involved in
thinking, dreaming, imagining and worrying about different happenings in their
surroundings.
Dimensions of Self
(Steinberg, 2007)
A. Physical Self – it is the material body with its internal functions and outward
appearance. Aesthetic appearance oftentimes communicates the personality
of a human being. Accessories or things that go with their bodies establish the
status or preference of people.
B. Emotional Self – it is the affective side of people. They tend to show this when
they decide on circumstances based on what they feel rather than what they
think.
C. Intellectual Self – it is the cognitive part of a human being. This is the way a
person processes his/her reasoning, analysis and logical thinking. People’s
view of their intellectual ability may determine their confidence on
understanding things.
D. Moral Self – it is the ethical beliefs and values being observed by people. Their
morals reflect on their behavior towards different situations or other people.

The JOHARI’s WINDOW

(Joseph Luft and Harrington Ingham)
OPEN SELF BLIND SELF
- the part of ourselves that we and others - contains aspect that others see but we
see are unaware of
HIDDEN SELF UNKNOWN
- is the private space we know but hide - is the unconscious part of us that neither
from others ourselves nor others see

 Interpersonal Communication - It is a type of communication that involves two

or more participants, who are developing and maintaining a communication
rapport.
Dynamics of Interpersonal Communication
1. Dyadic - it involves two persons who are formally and informally interacting with
one another verbally and nonverbally.
Characteristics
 roles are not fixed, it is interchangeable
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  more intimate
 noticeable nonverbal cues
 direct and vocal
 necessary to give immediate response Examples:
 Conversation is the most common, most frequent and the most popular
of all dyadic.
 Dialogue happens during counselling, consulting with a priest, or heart-
toheart talks.
 Interviews are almost highly formal compared to conversation but not as
in-depth as a dialogue is.
2. Small Group – it involves of 3 to 15 people exchanging views on a common
topic or aiming at a common goals face to face.
2.1 Study Groups – are meant to look into a problem but not
necessarily come up with a solution.
2.2 Task-Oriented Groups – studies an issue to come up with a plan
to resolve that issue.

Characteristics
 more sources of ideas and suggestions
 good for doing task
 easy to arrive at consensus
 everyone can be both Speaker and Listener
 rules are followed to facilitate order
Examples
 panel discussions
 symposia
 roundtable
3. Public Communication – here, there is one Speaker who addresses the
Listeners, collectively known as Audience. There is no interchanging of roles,
and most events are formal. The speech is well-prepared, the Speaker is
dressed appropriately, and Listeners are set to listen to the Message.
Example
 SONA of the President
4. Mass Communication – is any of the above human verbal interactions with the
aid of mass media technology. Mass media now includes radio, television and
Social Media.
5. Intercultural Communication – is the exchange of concepts, traditions, values
and practices between and among people of different nationalities and ways of
life.

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 ACTIVITY 1
Directions: Complete the Johari’s Window below. Create your own title (ex:
“Things about Me” or “A Tour to Myself”) be creative! Identify at least 5 things about you
in the following windows: Open, Hidden, and Area of Improvement. For the Blind self,
ask someone to fill in the information for you. Be honest and share only things you are
comfortable to share.
(Your Title)

OPEN SELF BLIND SELF

HIDDEN SELF AREA OF IMPROVEMENT

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FINAL OUTPUT IN MODULE 3– SPEECH CONTEXT
Directions: Interview a successful professional in his/her industry through personal or
online (follow the safety protocols). Ask him/her about the humble beginnings of his/her
career and the ladder he/she passed to reach his/her goal. If you want, let the teacher
review the questions before you go to your interview. Record the experience in the
Interview Worksheet below
Description of the Effects of Interpersonal Communication (what
Professional you experienced during the interview)

Name: Learnings:

Position: Helping:

Company:

Humble Beginnings: Influencing:

Career Challenges: Relating:

Result: Realization:

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 MODU Lesson Five

TYPES OF SPEECH STYLE

LE
IV
INTRODUCTION
Each speech context, having different set of participants coming
together for a specific purpose, calls for a specific communicative
strategy, and these strategies are also dependent on the types of
speech style that is used in a particular context. One has to remember
that when talking to another person, words should be carefully chosen
and so is the manner on how the words are spoken. Good
communication requires appropriate word choice of speaker as well as
his/her structure of sentences. Otherwise, this may lead to some
potentially harmful and erroneous prejudgments.
By taking up this module, the learners can vary their speaking
styles according to the situation and the people involved in the
communication process. A good understanding of the different speech
styles will help them to recognize the proper behavior and words to be
used whenever they communicate.

As you explore this module, you are expected to:

Lear ning Outcome:

Perform the types of speech style given.

To achieve this, you must:

Learning Objectives:

1. Identify and discuss the five types of speech style.

2. Distinguish them from one another.

Good Luck!!!
The Speech Communication Process 27
Speech Style Check!
Directions: Write on the space the actual words you would say given the following
situations. Try to imagine being in that situation and be honest with your answers.
1. At the grocery store, you are in a line to the cashier when someone forced
himself/herself before you.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
2. While riding a public transport, you see a pickpocket pursuing another
passenger.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

3. You’re watching the live performance when Ms. Philippines, Catriona Gray, won
the Miss Universe Pageant 2018.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
4. A classmate is begging you to share your answers in the quiz of a strict
professor.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
5. A noisy person beside you is insensitive and unmindful of the sanctity and
solemnity of the mass or church service.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
SPEECH STYLE
It refers to the distinctive way of communicating. It consists of particular patterns
of linguistics, vocal and nonverbal behaviors. It also refers primarily to the manner one
communicates than the meaning of the communication. Speech styles can make or
break communication thus they should be used respectively and accordingly. Each style
has their own strengths and limitations that’s why communicators need to be
responsible to decide the necessary speech style depending on the speech context.

The Speech Communication Process 28

Types of Speech Style

1. Assertive Style -This style is born of high self-esteem. It is the healthiest and
the most effective style of communication because it is the sweet spot between
too aggressive and too passive speakers.
• Has the confidence in communicating without resorting to verbal
manipulation.
• are well-respected by others because of strong personality
• goal achiever without hurting others
• protective of own rights and respectful to others
• socially ad emotionally expressive
• responsible in his/her choice
• open for suggestions and anticipates possibility of rejection
• grateful to compliments
2. Dominant Style - This style takes charge of the communication and are always
the limelight of the speech context.
• they are the centre of the communication
• usually leaves impact to the other members because of humor and rich
criticism
• has loud voice and assertive attitude
• attention seeker, vocal and open
• intimidating actuations (actions)
3. Submissive Style - This style is about pleasing others to avoid conflict. It
puts importance on other people’s needs and rights. In the communication
process, some people tend to take advantage of persons using this style
because they are quite weak to defend themselves.
• they display a martyr-like attitude
• refuse to try out initiatives to improve oneself
• recognize others positively as good listeners
• apologetic during conversations and avoid confrontations
• attentive, friendly and relaxed (low-tension level)
• inexpressive of his/her own feelings
4. Persuasive Style - This style is tricky, calculating and perceptive speech. It
usually goes with a flattering high pitch.
• they are skilled at influencing and controlling other’s perception to their own
advantage
• they use stories, metaphors with exaggerated movements to further convince
others
• influential, argumentative and convincing
• making others feel obliged or sorry for them
• asking others indirectly for needs to be met

The Speech Communication Process 29

QUICK CHECK!! Score:
Directions: Identify what types of speech style is used in the examples below.
Write your answer on the space at the right margin.
1. “Do not argue with me!” 1. ________________________
2. “I recommend that you weigh things first.” 2. ________________________
3. “You look better when you’re with me.” 3. ________________________
4. “Take my word, you will be rich.” 4. ________________________
5. “I’s sorry but I really can’t join you.” 5. ________________________
6. “I’m good, right?” 6. ________________________
7. “You are very lucky, not like me.” 7. ________________________
8. “You are responsible to anything that 8. ________________________
you say or do.”
9. “I have done that for years; leave it to me.” 9. ________________________
10. “Perseverance will lead you to your goal.” 10. _______________________

Types of Speech Style (Martin Joss, 1959)

1. Intimate - It is a non-public speech style that uses private vocabulary and
includes non-verbal messages. It is a style in which meaning is shared even
without “correct linguistic forms”. This occurs among people who have known
each other for a long time and have shared many experiences.
2. Casual - It is a style used among friends and acquaintances that do not require
background information. The use of slang is common and interruptions occur
often. This style is used when there are no social barriers to consider.
3. Consultative - It is the opposite of the intimate style because this style is used
precisely among people who do not share common experiences or meaning. It
requires two-way participation and interruptions can occur during the
communication.
4. Formal - It is used only for the sole purpose of imparting information. The speech
is organized and correct in grammar and diction. Technical vocabulary and exact
definitions are important in this style such as presentations. Straightforward and
direct, with no indirectness, this style does not allow interruptions.
5. Frozen - It is a formal style whose quality is static, ritualistic and may even be
archaic. It is exemplified by prayers that have been recited in the same way for
years. Ex: Pledge of Allegiance or Panatang Makabayan, and the Oath of Office.

ACTIVITY 1
Directions: List five (5) more examples of Speech Context and identify the Speech
Style suited to that context. Explain why that Style is appropriate to that context. Make
use of the space below or use an extra sheet (coupon or yellow paper).

The Speech Communication Process 30

FINAL OUTPUT IN MODULE 4 – TYPES OF SPEECH STYLE
Directions: Perform the types of speech style below. The following is an excerpt
from the French play written by Edmund Rostand (in Cortez & Arrevillage, 2002).
Cyrano, the lead character, is ridiculed by means of different personalities. Below are
some of his lines with diverse speech style that should be performed with confidence
and eloquence. Practice and prepare a video presentation. The video should be sent to
the official messenger used in this subject.
Cyrano : Oh no young sir!

The Speech Communication Process 31

 You are too simple, why, you might have said –
Oh, a great many things! Mon dieu, why waste
Your opportunity? For example, thus: -

[Aggressive] : I, sir, if that nose were mine,

I’d have it amputated – on the spot.

[Friendly] : How do you drink with such a nose?

You ought to have a cup made specially.

[Descriptive] : Tis a rock – a crag – a cape –

A cape? Say rather, a peninsula!

[Inquisitive] : What is a receptacle –?

A razor-case or a portfolio?

[Kindly] : Ah, do you love the little birds

So much that when they come and sing to you,
You give them this to perch on?

[Rude] : Sir, when you smoke, the neighbours must suppose

Your chimney is on fire.

[Cautious] : Take care –

A weight like that might make you top-heavy.

[Thoughtful] : Someone fetch my parasol –

These delicate colors fade so in the sun!

MODU Lesson Six

TYPES OF SPEECH ACT

LE V
INTRODUCTION

The Speech Communication Process 32

 Speaking any language is similar to performing a speech
act. In this lesson, utterances are not only set of phrases but also
a kind of intentional action. With intentional action, what one
intends can contribute to what one is doing. Understanding the
categories of speech acts will help one understand how language
relates to reality.
In this module, the learners will be exposed on how to
properly utter a word or a sentence in order to deliver the
intended meaning without the receiver getting another meaning.
They will learn how to perform a speech act in accordance to the
rules of linguistic elements. In the simplest manner, they will
understand how people accomplish things with their words.

As you explore this module, you are expected to:

Lear ning Outcome:

Analyze the speech act performed in a news casting .

To achieve this, you must:

Learning Objectives:
1. Define Speech Act.
2. Enumerate the types and levels of Speech Act.
3. Analyze the difference between each type of speech act.

Good Luck!!!

Brain Starter …
Directions: Read the news feed on your social media account (Facebook, Twitter, etc).
Pick a particular status, issue, picture or meme (a humorous image, video, piece of text,
etc). Make a screen shot of it and paste it below. Under, include the comment that you
want to write. Explain what motivated you to comment on that specific online status,
issue picture or meme.

The Speech Communication Process 33

SPEECH ACT
It is performed by a way of an utterance with intended action. The performance of a
speech act is in accordance to the rules in using linguistic elements (Phonology,
Morphology, Syntax, Semantics, and Pragmatics). Three Levels of Speech Act
1. Locutionary - This act is the performance of an utterance of a sound, a word, or
even a phrase as a natural unit of speech; phonology, syntax and semantics. For
an utterance to be locutionary, it must have sense and has same meaning to
both participants.
2. Illocutionary - This act is the intended action of the utterance; pragmatics. It is
not just saying something itself but the act of saying something with the intention
of:
 stating an opinion, confirming or denying something
 making a prediction, a promise, a request
 issuing an order or a decision
The Speech Communication Process 34
  giving advice or permission
3. Perlocutionary -This act is its actual effect. The response may not necessarily
be physical or verbal and is elicited by:
 Inspiring or insulting
 Persuading/convincing
 Deterring/scarring
The aim of this act is to change feelings, thoughts or actions.

Example: “Don’t go into the water”

This is a locutionary act (with distinct phonetic, semantic, and syntactic features)
and counts as a warning to the listener to not go into the water (illocutionary). If the
listener heeds the warning, the speech act has been successful in persuading the
listener (perlocutionary).
Types of Speech Acts
1. Assertive - These are utterances that tell how things are in the world. They
are representations of reality. It is a speech act that commits the speaker to
the truth of a proposition; true or false. These are in the form of statements,
descriptions, classifications, explanations and clarifications.
Example: The sky is blue. (The speaker is describing the color of the sky)

2. Directive - These are attempts by the speaker to get the listener do

something. Correct use of directives must always refer to future voluntary acts
and not impossible to do. They are said to obey or disobey. These are in the
form of orders, commands, requests, and reference to pleading, begging,
praying, insisting and suggesting.
Example: Can you get me some cookies, please? (The speaker is requesting
someone to hand him some cookies)

3. Commissive - These are utterances that commit a speaker to some

voluntary actions. They reveal the intention of the speaker. Commissive are in
the form of vow, threats, pledge guarantees, contracts, promises, covenants
and oaths. An offer is also commissive but it only commits the speaker to
some action upon the condition of the offer being accepted.
Example: I promise to love you forever! (The speaker is giving a promise to
someone)

4. Expressive - These are utterances representing psychological attitudes. It

reveals the speaker’s emotions towards a particular proposition. It includes
thanking, apologizing, congratulating and welcoming.
Example: I am deeply sorry for your loss. (The speaker is sending some
condolences to the bereaved)

5. Declarations - These are the foundations of human civilizations. These are

utterances that change the world in the form of social and political
The Speech Communication Process 35
 transformations. The proposal is brought into existence by means of
declarations.
Example: I, the President, declare the suspension of classes due to
thunderstorm! (The speaker is declaring something) Speech acts can be performed
directly or indirectly:
a) Direct speech act is explained with the grammatical structure (performative
verb) it most naturally takes. It requires a good motif for the situation. However,
being direct when stating one’s opinion might sound insulting especially to
listeners who are particular to social status. Direct command may sound very
authoritative to some. Likewise, asking direct questions to an acquaintance or a
stranger may seem intrusive or nosy. Thus, direct speech act must be
accordingly observed.

b) Indirect speech act is defined with interrogative structure (question form). It

explains the relationship between the actual words spoken and the speakers’
intention. This is very useful in socially distant situations. People have varied
levels of directness tolerance, so it is safer to say it politely.

Quick Check! Score:

Directions: Identify what type of speech act is used in every sentence. Write your
answer on the space provided at the right margin.
1. The snake is under your bed. ____________________
2. Do to others what you want them to do to you. ____________________
3. Could you pass the rice? ____________________
4. Pass this semester or you won’t have allowance for ____________________
the whole month.

5. Today, I declare the national day of happiness. ____________________

6. Pardon my intrusion. ____________________
7. Puerto Galera is a nearby and more affordable than ____________________
Boracay.

8. Is that a suggestion or an unsolicited advice? ____________________

9. I will remain faithful and devoted to marriage vows. ____________________

The Speech Communication Process 36

 10. Thank you for reading my book. ____________________

ACTIVITY 1
Directions: List five (5) situations where you use Direct speech act and another five (5)
where you use indirect speech act. Give a brief explanation as to why. Note: You can
be specific with the situation.

Ex: I tell my friend directly that her outfit doesn’t look good so that she could
change into something better in order to avoid embarrassment.

FINAL OUTPUT IN MODULE 5 – TYPES OF SPEECH ACT

Directions: Analyze the speech act performed in news casting. Watch a news program
and listen to news with human interest centering on people who did something
unusual. Complete the information below.

Date/Time: _____________________________________________________
Broadcasted by: _____________________________________________________

News Program: _____________________________________________________

News Content:
________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Locutionary Analysis:
________________________________________________________________
______________________________________________________________________
______________________________________________________________________

The Speech Communication Process 37

______________________________________________________________________
______________________________________________________________________
Illocutionary Analysis:
________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Perlocutionary Analysis:
________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

MODU Lesson Seven

TYPES OF COMMUNICATIVE STRATEGIES
LE
VI
INTRODUCTION
People are engaged in everyday talk. Either in formal set-up or in
normal situation, they do daily discourse. This is called ‘conversation’ or
‘communication’. It is important for people to take into account every aspect
of not only what to say but also how they relay information. There is where
communication strategies come into play. Communicative strategies are the
blueprints for how this information will be exchanged. These strategies are
used by learners to overcome problems of conveying intended meaning.
Effective use of these strategies results to communicative competence.
At the end of this module, the learners will be equipped with various
strategies that they can apply whenever they engage in any form of
communication. Understanding these communicative strategies make certain
not only the achievement of the Speech Purpose but also the enrichment of
the communication experience for both the Speaker and the Listener. It will
also help the learners to distinguish which strategy is appropriate to use in a
particular speech context.

The Speech Communication Process 38

 As you explore this module, you are expected to:

Lear ning Outcome:

Identify types of communicative strategy that is being used.

To achieve this, you must:

Learning Objectives:
1. Enumerate the different types of communication strategies.
2. Discuss each communication strategies.
3. Understand what type of communicative strategies is appropriate to
use in a given communication situation.
Good Luck!!!

Brain Starter …
Directions: Read the dialogue and answer the comprehension questions that
follow:
Risen : I am hungry, let’s eat …
Dria : Where do you want to eat?
Risen : Anywhere
Natalie: Okay, let us eat at McDonald’s
Aki : I do not want to eat there
Risen : Me too
Natalie: So where are we eating?
Dria : How about we grab some pasta?
Risen : I do not want Pasta
Dria : You said, you will eat anything
Risen : Yes, anything but Pasta
Natalie: Let us just have rice.
Aki : Of course, we will eat rice. However, the question is still, where will we
eat?
Natalie: So where?
Risen : Anywhere
Dria : Let us just eat anywhere
Risen : So where are we eating? I am already hungry
Natalie: I have the same question.
Aki : Rice and something.
Dira : Where?
Risen : Oh wow, check that out, the robots are on sale!!
Dria, Natalie, Aki : Wow!! Let us got there!!!!
The Speech Communication Process 39
Comprehension Questions:
1. What is the main question the group is trying to
answer?
________________________________________________________________
________________________________________________________________
2. Is this scenario common in your group of friends? If yes, what role do you play?
The decided or the undecided?
________________________________________________________________
________________________________________________________________
3. Why do you think Dria, Natalie, Aki and Risen can’t decide on where to eat?
________________________________________________________________
________________________________________________________________
4. Do you think the decision would be easier if less people are involved? Why or
why not?
________________________________________________________________
________________________________________________________________
COMMUNICATIVE STRATEGY
It refers to the plans, ways, or means of sharing information that is used to overcome
problems of conveying intended meaning.
Types of Communicative Strategy
1. Nomination - It is a strategy where the topic is introduced in a clear and truthful
manner, stating only what is relevant to keep the interaction focused. It is used
when introducing a topic at the beginning of the communicative situation.
Example: Have you noticed the weather lately? Is it because of Global Warming?

2. Restriction - It is a strategy that constrains or restricts the response of the other

person involved in the communication situation. The listener is forced to respond
only within a set of categories that is made by the speakers.
Example: asking close-ended questions (yes-no)
They say that the Philippine economy is getting better. Tsk! Only the stupid
thinks that, right? (No one wants to be stupid, so they will reply ‘yes’.)

3. Turn-taking - It is a strategy that recognizes when and how to speak because it

is one’s turn. Here, the participants decide who is to speak next. It may use either
informal approach (just jump in and start talking) or formal (permission to speak)
Example: May I have the floor, Sir? The topic under discussion is the state of
the Philippine economy today. We want better lives for all Filipinos, whether they
are working here or abroad.

4. Topic Control - After the nomination strategy, the interaction is kept going by
using the Topic Control. This is simply a question-answer formula that moves the
discussion forward.
Example: In debates, one group is assigned to be the Affirmative Side and the
other group is the Negative Side.
The Speech Communication Process 40
 5. Topic-Shifting - It is a communicative strategy wherein the speaker tends to
change the subject matter, thus introducing a new topic to be discussed. This is
also used in Repair strategy.
Example: In Job Interviews, the interviewer is obliged to ask varied types of
questions, thus, he/she needs to know how to shift from asking one question to
another.

6. Repair - in the middle of a conversation, miscommunication is likely to happen.

The ability to ensure that these troubles don’t cause the interaction to stop and
the turn and exchange sequence to fail is called repair. It includes requesting
clarifications – ask questions, not acknowledging, topic shifting, not responding,
repeating (a good way of correcting oneself), recasting (changing the form of the
message), and adding.
Repair can be:
a) Self-Initiated – it includes corrections made by the speaker
himself/herself, without prompting the listener
b) Other-initiated – it involves repairs from the speaker because of the
query of other people.
Example: I have ordered Colonel …uh… General Pano to look into this matter.
He, General Pano I mean, will report directly to me.

7. Termination - It is a communicative strategy of artistically ending a conversation.

It refers to the practice of closing down a topic. Terminating the conversation can
be verbal or non-verbal.
Example: one can end a conversation by looking at the clock/watch, yawning,
looking somewhere else or simply saying “I need to go” or “I have an important
thing to do”

FINAL OUTPUT IN MODULE 6 – TYPES OF COMMUNICATIVE STRATEGIES

Directions: Identify the type of communicative strategy in each statement. Write

your answer on the space provided before each number.

__________________ 1. “Do you have anything to say?”

__________________ 2. “One of the essential lessons I gained from the discussion is
the importance of sports and wellness to a healthy lifestyle.”
__________________ 3. “Excuse me? I think we should speak one at a time, so we can
clearly understand what we want to say about the issue.”
__________________ 4. “Go on with your ideas. I’ll let you finish first before I say
something.”
__________________ 5. “Have you heard the news about the latest achievement of our
government?”
__________________ 6. “Hey, how are you? I missed you!”
__________________ 7. “Best regards to your parents! See you around!”

The Speech Communication Process 41

__________________ 8. “Good to see you. Anyway, I came to visit you because I want
to personally offer apologies for what I did yesterday.”
__________________ 9. “Sorry, I can’t decide on that now. I am still focused on my
writing assignment.
__________________ 10. “Now, it’s your turn to ask questions.”

REFERENCES:

1. Ang, J. G (2016) Oral Communication in Context for Senior High School

2. Apolonio, J., Basilan, M. L., Aceron, R. (2017) Oral Communication in Context
3. Dapat, J. R. O., Sadorra, B. E. B., and Lumabi, B. M. C., (2016) Oral Communication in
Focus
4. Flores, R. S. (2015) Oral Communication in Context

The Speech Communication Process 42