Lesson 1

Definition
and Process
of
Communica
tion
1
Objectives
-Define
communicati
on
-Explain the
nature and
2
process of
communicati
on
-Gain
understandin
g on how
3
communicati
on is an
important
aspect of
human life

4
-Explain
why there is
a breakdown
of
communicati
on
5
-Gain
insights on
the effects of
cultur
Lesson 1

6
Definition
and Process
of
Communica
tion
Objectives
7
-Define
communicati
on
-Explain the
nature and
process of
8
communicati
on
-Gain
understandin
g on how

9
communicati
on is an
important
aspect of
human life

10
-Explain
why there is
a breakdown
of
communicati
on
11
-Gain
insights on
the effects of
cultur
SOUTHERN INSTITUTE OF TECHNICAL
EDUCATION AND DRIVING SCHOOL INC.
Corner de Pedro & Street, City of Koronadal
Email add: [email protected]
Tel No. (083) 228-2910

MODULE

12
 IN

FOR GRADE 11 STUDENTS

FINAL Module
(BASED ON THE K-12 ENGLISH COMPETENCIES)
(first quarter)

MARITES B. MIRAN
ENGLISH TEACHER

Brief Description of the module

 language is an essential tool in human expression. Man uses language to satisfy himself, achieve his
goals and live with other peacefully and harmoniously. language is a basic to success in whatever
field to interest you are in. Your ability to express effectively what you feel and what you think and
believes makes you prolific and effective. languages is everyone’s best weapon in this stiff global
competition of survival.

 learning the languages is full of fun and excitement. It doesn’t need to be burdensome and tiresome,
nor does to be expensive and sophisticated, but it is simply need determination and diligence and a
positive outlook in life. it is as exciting as discovering the world and all its wonders surround.

13
  This learning module is brought into being to facilitate you active learners in your quest for effective
communication. this is designed to help you learn by yourselves the usefulness of language in
everyday life even without the supervision of your instructor. here, you will value individual strength
as well as assessing your own personal needs and weaknesses without any pressure and tension. This
is learner-friendly and outcome centered, one hundred percent effort back guarantee.

 this module is the first of the ten components that complete the learning devices for your grammar
review. This covers the first topic and is to be completed within the first week of classes. the topicare
strategically arranged to avoid you from complication and confusions. there are also a complete set of
activities and exercises to make your learning more interactive and experiential.
here/s for a productive and enjoyable quest towards language learning; be an eloquent communicator.

 It is presented in spiral progression to achieve proficiency in the seven domains of learning divided
into five-strands: listening, speaking, reading, writing and viewing.

 deals with the nature of the oral communications process, the barriers to effective communication, and
suggestions to improve one’s speaking ability.

 It features essential information including the definition and nature of communication and the
rudiments of communicating across cultures.

Let’s Warm Up

1. Recall the last conversation you’ve had with someone. What happened in that conversation? Who were
you with? What did you talk about? Where did it take place?

2. Create a two-minute presentation that reflects your understanding of what “communication” is about.
3. Be creative.
4. You have five minutes to prepare.
5. Save your presentation(video) in your cellphone.

Self-Audit:
After completing Let’s Warm Up, tick the column that determines how often you practice what the statements
say. Do this as objectively as possible. Bear in mind that there are no wrong answers. You can use your performance in
Let’s Warm Up as a basis in completing this task.

Usually Sometimes Seldom Never

1.I communicate to convey my messages and express my
ideas.

2. I describe communication as a process.

14
 3. I understand that communication can be expressed in
words and/or in actions.

4. I can distinguish the features of the communication

process.
5. I can differentiate the models of communication.

6. I effectively convey a message both in words and

actions.

7. I can identify the elements of communication.

8. I can explain the cause of communication breakdown.

9. I use strategies to avoid communication breakdown.

10. I know the functions of communication.

Total

MOD U LE1
Contents:
 Etymology of communication
 Definition of communication
 Nature of Oral Communication
 Importance of Oral Communication

OBJECTIVES:Specifically, after working on this module, you should be able to do the

following
 Know the etymology of communication;
 Explain the nature of process of communication;
 understand the importance of communication

Etymology of Communication

15
 1. Communication (from Latin word ‘communicare’ meaning , to share or to have something in
common.

2. Communication provides central meaning to human experience.

3. Keith Davis: Communication is a process of passing information and understanding from one person
to another.

4. John Adair: Communication is essentially the ability of one person to make contact with another and
make himself or understood.

Communication
is the process of passing information and understanding from one person to
another?” In simple words it is a process of transmitting and sharing ideas, opinions,
facts, values etc. from one person to another or one organization to another.

Nature of Communication

1. Communication is a process.

2. Communication occurs between two or more people (the speaker and the receiver).

3. Communication can be expressed through written or spoken words, actions (nonverbal), or both spoken
words and nonverbal actions at the same time.

Nature of Oral Communication

1. Oral communication is a process that involves a message, sender, receiver, and channel.

2. Oral communication is symbolic which could be enhanced through the use of nonverbal cues involving
facial expressions, gestures, body language, volume, tone, and pitch of the speaker's voice.

3. Oral communication is a verbal communication that uses words to share information with others.

16
4. Oral communication employs readily understood spoken words. It mainly uses words to express one’s self.
5. Oral communication could be one-way or maybe two-way process.

6. Oral communication involves the flow of information from a sender to the receiver.

7. Oral communication ensures appropriate enunciation, stress and tone of voice for common understanding to
take place.

8. Verbal communication includes sounds, words, language, and speech.

9. Communication has a symbolic nature and is an act of sharing one’s ideas, emotions, attitudes, or
perceptions with another person or group of persons through words (written or spoken), gestures, signals,
signs, or other modes of transmitting images. The transmission of ideas always encounters barriers that reduce
its effectiveness.

Importance of Oral Communication

1.Oral communication is important because the goal of learning a language is to communicate in order to be
understood. Without understanding, there is no communication.

2. Oral communication skills are fundamental to the development of literacy. Literacy is the ability to read
and write.

3. Oral communication is essential for thinking and learning.

4. Oral Communication is the glue that puts all the components of a language together.

5. Oral communication plays an important role in the development of the country.

6. Oral Communication reduces the distance and makes the flow of information faster.

7. Oral communication enables one to be a voice or instrument of truth and a light of the world.

Purposes Communication serves five major purposes: to inform, to express feelings, to imagine, to
influence, and to meet social expectations. Each of these purposes is reflected in a form of communication.

Your Discovery Task

Task 1. Identify

ACTIVITY 1:

Direction: Identify the content words/phrases to complete the meaning of each statement given below.

17
 communicare-to share, central meaning, process of passing information -understanding,
make contact - understood

Choose from the box.

1. Communication (from Latin word ___________, meaning "________" or “to have something in common”.

2. Communication provides ____________ to human experience.

3. Keith Davis: Communication is a _______________ and ________ from one person to another.

4. verbal, spoken words, voice, speech, stated words

John Adair: Communication is essentially the ability of one person to __________ with another and make
himself or herself ___________.

Definition of Oral Communication

5. Oral communication is the form of _______ communication, which conveys the message from the sender to
the receiver.

6. It is an exchange of information with the help of _______________.

7. It is the process of exchanging information or ideas between two or more persons using one’s ________.
8. It is the sharing of information between individuals by using ________.
9. Communication is about passing information from one person to another through __________.
goal-communicate, literacy, thinking-learning, glue-language, development, flow-faster, instrument - truth
Importance of Oral Communication

10. Oral communication is important because the ______of learning a language is to _________ in order to be
understood. Without understanding, there is no communication.

11. Oral communication skills are fundamental to the development of ___________. Literacy is the ability to
read and write.
12. Oral communication is essential for ______ and __________.

13. Oral Communication serves as the _______ that puts all the components of a ____________ together.

14. Oral communication plays an important role in the ______________ of the country.

15. Oral Communication reduces the distance and makes the ________of information ________.

16. Oral communication enables one to be a voice or __________ of ______ and a light of the world.process,
symbolic, verbal, spoken words, one-way- two- way, flow of information, enunciation, sounds – speech, God-
given

Nature of oral communication

17. Oral communication is a ________ that involves a message, sender, receiver, and channel.

18. Oral communication is _________ which means that it could be enhanced through the use of nonverbal
cues involving facial expressions, gestures, body language, and the volume, tone, and pitch of the speaker's
voice

18
19. Oral communication is a ________ communication that uses words to share information with others.

20. Oral communication employs readily understood __________. It mainly uses words to express one’s self.

21. Oral communication could be _______ or maybe ________ process.

22. Oral communication involves the __________________ from a sender to the receiver.

23. Oral communication ensures appropriate ___________, stress and tone of voice for common
understanding to take place.

24. Verbal communication include ______, words, language, and _________.

25. The power of speech is a ____________ gift.

Task 2: Write and Explain

ACTIVITY 2.

1.Performance: (10 points) Explain: “Without understanding, there is no communication!”

Assignment:
1. Write an essay about the definition and nature of communication based from the discussed
communication theories. Use a word count limit between 10-300 words.

19
 MODULE 2
Contents:
 Elements of communication process
 Process of communication
 Significance of communication in an organization
 Models of communication

OBJECTIVES:
At the end of the lesson, you should be able to:
 Know the various elements of communication.
 Differentiate various models of communication
 Distinguish
 Compare and contrast the following models of communication

 Elements of Communication Process:

Communication process involves elements such as sender, receiver, encoding, decoding, channel/ media,
noise and feedback.

1.Sender is the person who sends his ideas to another person.

For example, if a manager wants to inform his subordinates about the introduction of a new product,
he is the sender.

2. Message is the idea, feeling, suggestion, guidelines, orders or any content which is intended to be
communicated is message.
For example, message is the introduction of new product.

3. Encoding is the process of converting the idea, thinking or any other component of message into symbols,
words, actions, diagram etc.
For example, message is connected in words and actions.

4.Media is the medium,passage or route through which encoded message is passed by the sender to the
receiver. There can be various forms of media-face to face communication, letters, radio, television, e-mail
etc.

For example manager inform about the introduction of a new product in a meeting through
presentation.

5.Decodingmeans translating the encoded message into language understandable by the receiver.

6. Receiveris the person to whom the message has been sent. For example, subordinates are receivers.

7. Feedbackis the response by the receiver. It marks the completion of the communication process.

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8.Noiseis the hindrance in the process of communication. It can take place at any step in the entire process. It
reduces the accuracy of communication
e.g.
1) Disturbance in the telephone lines,
2) An inattentive receiver
3) Improper Decoding of Message etc.

9.Barrier -the factors that affect the flow of communication

 Process of communication

Communication process consists of following steps:

(i) The sender formulates the message that he wants to convey to the receiver.

(ii) He encodes or translates his message. He may take the help of symbols, words, actions, diagrams, pictures
etc.

(iii) He selects an appropriate channel or medium through which the message is to be transmitted. It can be
face to face communication, letters, radio, television, e-mail etc.

(iv) The message is received by the receiver.

(v) Received message is decoded by the receiver so that the receiver can draw the meaning of the message.

(vi) The receiver sends his response to the sender. In case of any confusion, the same is conveyed and
necessary clarification sought.

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ACTIVITY 1: Multiple Choice.

Directions: Choose the correct letter or phrase that will best complete each of the following statements. Write
the letter of your answer.

1. Effective communication is _____.

a. a one-way information sharing process where one person sends a message that is easy for the
receiver to understand
b. an information sharing process where one person sends a message that is complicated.
c. a two-way information sharing process where one person sends a message that is easy for the
receiver to understand.
d. used only in emails.

2. The four elements of effective communication are

a. Accurate, Clear, Concise and Simple
b. Factual, Accurate, Clear and Argumentative
c. Accurate, Practical, Deliverable and Persuasive
d. Factual, Practical, Concise & Clear and Persuasive

3. Which element of effective communication means that useful information is provided to help the
receiver of the message understand a particular subject?
a. Practical
b. Factual
c. Concise
d. Persuasive

4. All but one of the following are elements involving the communication process. Which one is not an
appropriate element?
a. Receiver
b. Message
c. Technology
d. Sender

5. In the communication process, decoding takes place

a. Within the message

b. By the sender

c. By the receiver

d. When dealing effectively with the element noise.

6. In the communication process, the sender engages in encoding and interpreting while the receiver
engages in decoding and translating.
a. True
b. False

7. The timing and clarity of the message are factors that affect the success of downward communication.
a. True
b. False
8. When does encoding take place?
a. when the receiver interprets the message

22
 b. when the sender translates the message into a perceivable form
c. when both sender and receiver want to exchange messages
d. when the sender recognizes the communication style of the other
9. You deliver a speech about the importance of higher education to a group of high school students.
What is the message?
a. the high school students
b. you
c. importance of higher education
d. your voice and language

10. Which of the following is an example of audience’s feedback?

a. laughter
b. silence
c. half-closed eyelids
d. all of the ab

ACTIVITY 2:
1.Describe the process of communication by identifying the role of its components. Write your answer on the
space provided.

23
Test your Knowledge:

Write the word True if the statement is correct and False if the statement is not. :

_____ 1. People’s participation is not a requirement in the process of communication.

_____ 2. Communication only involves spoken and written words.
_____ 3. Communication starts even before words are spoken and can last long after the words have
stopped.
_____ 4. Communication may involve any process in which people share information, ideas and
feelings.
_____ 5. There is more than one level of communication

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  Significance of communication in an organization

Communication is to the organization as blood is to the body. The success of all the functions of management
depends upon the effective communication.

1. Acts as Basis of Coordination:

Communication helps in coordinating the activities of various departments and persons in an
organization by providing complete information about organizational goals, ways of achieving them,
interpersonal relationship among persons etc. Hence, communication acts as basis for coordination.

2. Helps in Smooth Working of an Enterprise:

Communication ensures smooth functioning of an enterprise. Existence of an organization depends
fully on communication. The activities of an organization shall come to a standstill if communication stops.

3. Acts as Basis of Decision Making:

Communication helps in the process of decision making by providing all the necessary information.
In the absence of communication of relevant information, one cannot take any meaningful decision.

4. Increases Managerial Efficiency

The various functions of communication in an organization. the manager involve:

(a) Providing information regarding the goals and objectives of an enterprise

(b) Providing instructions
(c) Allocating jobs and responsibilities
(d) Overseeing the work of the workers
All these functions involve communication. Thus, communication is essential for effective performance of
managerial functions.

5. Promotes Cooperation and Industrial Peace:

To ensure smooth and efficient functioning of an organization is the main aim of the management.
This is possible only when there is peace and harmony between the management and the workers. The two
way communication helps in establishing same.
6. Establishes Effective Leadership:
A good leader must possess efficient communication skills for influencing the behavior of the
subordinates. Thus, communication is the basis of leadership.

7. Boosts Morale and Provides Motivation

An efficient communication system helps in motivating, inspiring and satisfying the subordinates.
Moreover, it also helps in establishing participative and democratic type of management.

 Models of communication

Communication models are systematic representations of the process which helps in understanding how
communication works can be done
Models of communication are conceptual models used to explain the human communication process.

25
1. Shannon-WeaverModel Known as the mother of all communication models, the Shannon-Weaver
model (1949) depicts communication as a linear or one-way process consisting of five elements: a source
(producer of message); a transmitter (encoder of message into signals); a channel (signals adapted for
transmission); a receiver (decoder of message from the signal); and a destination. This model, however, has
been criticized for missing one essential element in the communication process: feedback. Without feedback,
the speaker will not know whether the receiver understands the message or not.

The original model of Shannon and Weaver has five elements:

 information source,
 transmitter,
 channel,
 receiver,
 and destination.
· An information source, which produces a message.
· A transmitter, which encodes the message into signals

· A channel, for which signals are adapted for transmission

· A receiver, which reconstructs the encoded message from a sequence of received signals and decodes it.

· An information destination, where the message arrives.

Shannon and Weaver argued that this concept entails

2. Wilbur Schramm
Schramm
Communication is usually described along a few major dimensions: Message (what type of things are
communicated), source / emissor / sender / encoder (by whom), form (in which form), channel (through which
medium), destination / receiver / target / decoder (to whom), and Receiver.
Wilbur Schramm (1954) also indicated that we should also examine the impact that a message has
(both desired and undesired) on the target of the message. Between parties, communication includes acts that
confer knowledge and experiences, give advice and commands, and ask questions. These acts may take many
forms, in one of the various manners of communication. The form depends on the abilities of the group
communicating. Together, communication content and form make messages that are sent towards a
destination. The target can be oneself, another person or being, another entity (such as a corporation or group
of beings).

26
 Communication can be seen as processes of information transmission governed by three levels of semiotic
rules:

 Syntactic (formal properties of signs and symbols),

 Pragmatic (concerned with the relations between signs/expressions and their users) and
 Semantic (study of relationships between signs and symbols and what they represent).
Therefore, communication is social interaction where at least two interacting agents share a common set of
signs and a common set of semiotic rules. This commonly held rule in some sense ignores auto
communication, including intrapersonal communication via diaries or self-talk, both secondary phenomena
that followed the primary acquisition of communicative competences within social interactions.

Berlo

In 1960, David Berlo expanded Shannon and Weaver's 1949 linear model of communication and
created the Sender-Message-Channel-Receiver (SMCR) Model of Communication.[11]The SMCR Model of
Communication separated the model into clear parts and has been expanded upon by other scholars.

The Berlo's communication process is a simple application for person-to-person communication,

which include communication source, encoder, message, channel, decoder, and communication receiver. In
addition, David Berlo presented some factors that influence the communication process between two people.
The factors include communication skills, awareness level, social system, cultural system, and attitude.

27
 The SOURCE
        The Source (S) is the origin of the message. Also called the speaker, sender, or the encoder.
·    Factors affecting the Source:
·    Communication Skills – the ability of the speaker to communicate the message. It refers to his or her ability
in speaking, listening, reading, writing, debating, and asking/answering questions.
·    Attitudes – the speaker's attitude towards the listeners, to the subject matter, and even to himself or herself.
·    Knowledge – how familiar, informed or educated is the speaker about the subject matter he or she will tackle.
The source must be an expert about his or her subject.

·   Factors affecting the Message:

·     Code – includes the language, body movements, gestures, and expressions used by the speaker. He or she
must be accurate in using these codes to avoid distortion and misinterpretation of the message.

The MESSAGE
·       The Message (M) is the idea, opinion, emotion, or information conveyed by the speaker.
·     Factors affecting the Message:
·     Content – what is contained in the message.
·     Elements – the language, gestures, facial expressions, and postures used by the speaker to express his or her
thoughts.
·     Treatment – how the message is being handled or treated by the speaker. The way the message is delivered to
the audience.
·     Structure – how the message is arranged. The source must arrange his or her message in the most favorable
manner possible to avoid distortion and miscommunication.
·     Factors affecting the Message:
·     Code – includes the language, body movements, gestures, and expressions used by the speaker. He or she
must be accurate in using these codes to avoid distortion and misinterpretation of the message.

The CHANNEL
·         The Channel (C) is the medium through which the message is delivered from the source to the receiver.
The five senses.
·     Factors affecting the Channel:
·     Hearing – the faculty of the ears. Used in hearing speeches and oral activities.
·     Seeing – the faculty of the eyes. Used in watching visual presentations.
·     Touching – the faculty of the skin or hands. Used to hold materials.
·     Factors affecting the Channel:
·     Smelling – the faculty of the nose. Used to distinguish different types of odor.
·     Tasting – the faculty of the tongue. Used to differentiate flavor.

The RECEIVER

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·      The Receiver (R) is the one who receives, understands, analyzes, and interprets the message. Also known as
the listener, audience, or the decoder.
·      According to Berlo's model, communication will take place properly if the receiver is on
the same level with the speaker. Hence, the factors that influence the receiver and the source are the same.
·     Factors affecting the Receiver:
·     Communication Skills – the receiver should possess good communication skills to be able to understand the
message delivered by the source.
·      Factors affecting the Receiver:
·      Attitudes – the receiver should have the right attitude towards the source, the message, and towards himself
or herself to be able to grasp the message in a positive way.
·      Knowledge – the receiver must know something about the subject.
·      Social System – the receiver should be of the same social system as the speaker.
·      Culture – the receiver must have the same cultural background with the source .

The DISADVANTAGES
·        It is a linear model of communication; therefore, it does not give much credit to feedback.
·         It does not include the barriers of communication.
·         It does not mention communication interference or “noise.”
·         The claim that the source and the receiver must be on the same level when it comes to communication
skills, attitudes, knowledge, social system, and culture is quite impossible. No two individuals have the same
level of experience.

ACTIVITY 3:
Compare and contrast the following models of communication using the expanded Venn diagram
below. Highlight the strengths and weaknesses of each model.

29
MODULE 3
Contents:
 Functions of communication
 Features of an Effective Communication
 Barriers to Communication

Functions of Communication
Basically, there are five functions of communication. These are control, social interaction, motivation,
emotional expression, and information dissemination.

1. Control – Communication functions to control behavior.

2. Social Interaction – Communication allows individuals to interact with others.
3. Motivation – Communication motivates or encourages people to live better.
4. Emotional expression – Communication facilitates people’s expression of their feelings and
emotions.
5. Information dissemination – Communication functions to convey information.

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Exercise I:Identify the function of communication in each of the following situations. Write your answers on
the space provided.

_____________ 1. The teacher reads and discusses classroom policies to her students.
_____________ 2. Ross greets Rachel; then, they start talking about their plans for the holidays.
_____________ 3. Phoebe shares her insights on how to live peacefully despite a complicated life.
_____________ 4. Monica shares her personal frustrations with Chandler.
_____________ 5. The geometry teacher lectures about mathematical concepts.
_____________ 6. Sheila delivers her valedictory speech.
_____________ 7. The President delivers his last State of the Nation Address.
_____________ 8. A television personality thanks the supportive moviegoers during an interview.
_____________ 9. The city mayor presents her strategies to execute the plans in a public forum.
_____________ 10. A tourist guide orients a group of tourists about a heritage site

Features of an Effective Communication

In their pioneer book Effective Public Relations, Professors Broom, Cutlip, and Center (2012) list the
7 Cs of Effective Communication. This list is widely used today, especially in public relations and
advertising.

1. Completeness
Complete communication is essential to the quality of the communication process in general. Hence,
communication should include everything that the receiver needs to hear for him/ her to respond, react, or
evaluate properly.

2. Conciseness
Conciseness does not mean keeping the message short, but making it direct or straight to the point.
Insignificant or redundant information should be eliminated from the communication that will be sent to the
recipient.

3. Consideration
To be effective, the speaker should always consider relevant information about his/her receiver such
as mood, background, race, preference, education, status, and needs, among others. By doing so, he/she can
easily build rapport with the audience.

4. Concreteness
Effective communication happens when the message is concrete and supported by facts, figures, and
real-life examples and situations. In this case, the receiver is more connected to the message conveyed.

5. Courtesy
The speaker shows courtesy in communication by respecting the culture, values, and beliefs of his/her
receivers. Being courteous at all times creates a positive impact on the audience.

6. Clearness
Clearness in communication implies the use of simple and specific words to express ideas. It is also
achieved when the speaker focuses only on a single objective in his/her speech so as not to confuse the
audience.

7. Correctness

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 Correctness in grammar eliminates negative impact on the audience and increases the credibility and
effectiveness of the message.

Barriers to Communication
There are instances when miscommunication and misunderstanding occur because of certain barriers.
To become an effective communicator, you should recognize these barriers that hinder the communication
process. This will enable you to control the situation, reset conditions, and start anew. The table below
presents some barriers to effective communication with corresponding solutions.

Barrier Example Solution

Recognize these kinds of emotions, and politely ask

Emotional You are having a bad day or you the other
person to give you a moment so you can relax or calm
barriers feel frustrated. yourself.

You sit in a meeting or class Recognize this kind of attitude, reset, and reflect on
where how you
you think the speaker is boring. can be interested in what the speaker is pointing out.

Jargon refers to the set of specialized vocabulary in a

Use of jargon You are a scientist discussing a
certain
field. To avoid communication breakdown due to
certain weather phenomenon lack of
with your neighbor who does clarity, adjust your language; use layman’s terms or
not simple
know much about the topic. words.

You are asked to share Develop self-confidence by joining organizations

Lack of something where you
can share and develop your interests. Look for
confidence about your day or weekend, but opportunities
in your school or community that will help you find
you are hesitant because you are your
shy. strengths and improve your abilities.

Recognize that noise is a common barrier. Make

Noisy You are having a conversation some
adjustments by asking someone to minimize the
environment with some friends when a song volume
or by looking for a quiet area where you can resume
was played loudly. the
conversation.

Lack of Focus

32
 The more you add information that isn’t necessary, the greater the risk your listeners will
misinterpret your point.

Distracting Gestures

The majority of individuals I work with fidget with their fingers, rings, pen — the list goes
on. If they don’t fidget, then they unconsciously talk with their hands. Their elbows get locked at
their sides and every gesture looks the same. Or they’ve been told they talk with their hands so they
hold their hands and do nothing.

Lack of Enthusiasm

Do you really believe your product is better than the competition’s? Do you look as confident
as you say you are? The benefits of your product will not be believable if you don’t communicate
your passion, enthusiasm, and commitment through your facial expressions.

1. Which of the following best describes what barriers do to communication?

a. Hinder employee relations but have no bearing on company sales.

b. Cause a group to ignore all communication.
c. Misrepresent or avert communication within the group.
d. Cause a disruption of group culture that cannot be remedied.
2. Which of the following are common barriers to effective communication?

a. Hand gesture
b. Distractions
c. Be a good listener
d. Eyes and facial expressions

3. Which of the barriers of effective communication leads to ineffective communication?

a. Distractions
b. Emotions
c. Information overload
d. Electronic communication

4. This is mainly a communication barrier on the receiver's end.

a. Emotions
b. Poor listening skills
c. Appearance
d. Use of space

5. Which of the following below are NOT barriers to effective communication?

a. Selective perception
b. Emotions
c. Hand gestures
d. Poor listening skills

33
 Exercise 2:
Complete the semantic web below with a word or group of words relevant to
communication. You can assign a representative to gather and/or consolidate the responses
of the class.

1.
1.
2.
2. Barriers Definition
3. 3.
4.

1.
2.
3.
Features Communication Process 4.

5.

1.
2.
3. 1.
2.
4. Models
5. Elements 3.
6. 4.

7. 5.
6.
7.
Shannon-Weaver 8.
Schramm model
Model 9.

Brief descriptions Brief descriptions

34
  Types of oral communication

1. One-on-One Speaking (Student-Student or Student-Teacher): recitation, pair

conferencing, one on one sharing with peers or formal student conferences with their
instructor.

2. Small-talk or casual conversation- This may occur in corridors, parties, dinner table
conversations, or on malls, subways etc.
3. Team-Based Oral Work: Smaller-scale settings for discussion, collaboration,
deliberation, and problem solving.
4. Group meetings or group Discussions(Teacher- or Student-Led): E.g. Face to face
informal or formal conversations with a group, classroom lectures or discussions.
5. Debates and Deliberations: Debates typically involve participants who argue one side
throughout, while deliberation allows for movement by individuals within the process. Both
are feature reason-giving argument This. Can range from two participants to a lecture hall.
5. Speeches and Presentations: Classically, the stand-up, podium speech delivery,
individual or group presentations as in seminars and training activities, extemporaneous or
impromptu speaking
6. Oral defense – e.g. title defense of a thesis.

35
7. Panel discussion – All the panelist will give their view on a certain topic followed by
question and an answer from the audience.
8. Oral quiz or oral Examinations: Can take place in the instructor’s office, in small
groups, or before a whole class. Range from one oral question on an otherwise written exam
to an oral defense of a written answer or paper to an entirely oral quiz or examination.
Difficult with very large groups, but an excellent way to determine the depth and range of
student knowledge and to stimulate high levels of preparation. Face to face communication
allows considerable two-way communication to take place, and usually elicits a quick
response.
9. Face to face counseling with one or more students, . monologue, declamation, dialogue or
peer interview.
10. Broadcasting or conferencing using broadcast media such as television, messenger,
laptop, ipod etc.
11. Telephone, video call, landline etc. have more impact and sense of urgency than written
communication.
Source: http://www.iohanet.org/oral-communication-activities/

MODULE 4
Contents:

* Verbal Communication
* Non-verbal Communication
* Types of nonverbal communication
* Importance of Nonverbal Communication

Verbal Communication

36
 refers to an interaction in which words are used to relay a message. For effective and successful
verbal communication, use words to express ideas which can be easily understood by the person you are
talking to. Consider appropriateness, brevity, clarity, ethics, and vividness when engaging in this type of
communication.

1. AppropriatenessThe language that you use should be appropriate to the environment or occasion (i.e.,
whether formal or informal).

2. Brevity Speakers who often use simple yet precise and powerful words are found to be more credible.
Try to achieve brevity by being more direct with your words. Avoid fillers and insubstantial expressions
which do not add to the message, such as “uh,” “you know,” “I guess,” and others.

3. ClarityThe meanings of words, feelings, or ideas may be interpreted differently by a listener; hence, it is
essential for you to clearly state your message and express your ideas and feelings.

4. Ethics Words should be carefully chosen in consideration of the gender, roles, ethnicity, preferences, and
status of the person or people you are talking to.

5. Vividness Words that vividly or creatively describe things or feelings usually add color and spice to
communication. Hence, you are encouraged to find ways to charm your audience through the use of vivid
words.

37
Non-verbal communication
A non-verbal communication is a communication that occurs without using any oral or written word.
Instead of written or oral words, it relies on various non-verbal cues like physical movements, tasks, colors,
signs, symbols, signals charts etc. to express feelings, attitudes or information. Although no word is used in
non-verbal communication, it can effectively communicate many human feelings more accurately than verbal
methods of communication.

*Types of nonverbal communication.This includes: Eye contact, Facial expressions, Posture and body,
orientation, Body Language, Space and Distance, Proximity, Para-linguistic, Humor, Touch, Silence, Personal
Appearance, Symbol, Visual Communication.

1. Eye contact–
The eyes are the windows of the soul. They are important channels of interpersonal communication,
helps regulate the flow of communication. And it signals interest in others. Eye contact with audiences
increases the speaker’s credibility. Teachers who make eye contact open the flow of communication and
convey interest, concern, warmth, and credibility.
Facial expressions
The face is an important communicator. It is commonly said that face is the index of the mind.
It expresses the type of emotions or feelings such as joy, love, interest, sorrow, anger, annoyance,
confusion, enthusiasm, fear, hatred surprise, and uncertainty.

2. Facial expressions
are indicated through the mouth (open, wide or closed), eyelids (raised or lowered), nose (wrinkled or
relaxed), cheeks (drawn up or back) and the forehead (lowered or raised). Within the facial area, eyes are
especially effective for indicating attention and interest. However, interpretations of facial expressions differ
from culture to culture.
Smiling is a powerful cue that transmits: Happiness, Friendliness., Warmth., Liking., Affiliation.
Thus, if you smile frequently you will be perceived as more likable, friendly, warm and approachable. Smiling
is often contagious and students will react favorably and learn more.

3. Gestures–
A lively and animated teaching style captures students’ attention, makes the material more interesting,
facilitates learning and provides a bit of entertainment.
Head nods, a form of gestures, communicate positive reinforcement to students and indicate that you are
listening.
Gestures are movements of the arms, legs, hands, and head. Some authors opine that gesture is the
deliberate body movement as because they express specific and intentional meaning. For example, a wave of
the hand has a specific meaning-“hello” or “good-bye”; a forefinger and a thumb touching to form a circle
have the meaning -“ok”. Just like facial expressions, interpretations of some gestures also differ across
cultures. For example, in Europe, raising thumb is used to convey that someone has done something excellent
while in Bangladesh the same gesture means something idiotic.

4. Posture and body orientation-

You communicate numerous messages by the way you walk, talk, stand and sit. Standing erect, but
not rigid, and leaning slightly forward communicates to students that you areapproachable, receptive and
friendly.
Furthermore, interpersonal closeness results when you and your students face each other. Speaking
with your back turned or looking at the floor or ceiling should be avoided; it communicates disinterest to your
class.

38
5. Body Language-
Body language is another widely recognized form of non-verbal communication. Body movements
can convey meanings and message. Body language may take two forms of unconscious movements and
consciously controlled movements. For example, when a person is bored, he may gaze around the room rather
than look at the speaker or he may shift positions frequently. When a person is nervous, he may bite his nails
or mash hair.

6. Space and Distance-

Space and distance are significant non-verbal tools in the case of organizational communication. A
spacious and well-decorated room indicates a person’s position in the organization hierarchy and external
people gets a message about his importance and authority only by visiting his room.

7. Distance –
is another communication tool, which expresses the degree of intimacy and individual acceptance.

8. Proximity –
Cultural norms dictate a comfortable distance for interaction with students. You should look for
signals of discomfort caused by invading students’ space. Some of these are:Rocking,Leg
swinging,Tapping,Gaze aversion.

9. Para-linguistic –
This facet of nonverbal communication includes such vocal elements as:Tone,Pitch,Rhythm,
Timbre,Loudness, Inflection. For maximum teaching effectiveness, learn to vary these six elements of your
voice. One of the major criticisms is of instructors who speak in a monotone. Listeners perceive these
instructors as boring and dull. Students report that they learn less and lose interest more quickly when
listening to teachers who have not learned to modulate their voices.

10. Humor –
Humor is often overlooked as a teaching tool, and it is too often not encouraged in college classrooms.
Laughter releases stress and tension for both instructor and student.You should develop the ability to laugh at
yourself and encourage students to do the same. It fosters a friendly environment that facilitates
learning.Obviously, adequate knowledge of the subject matter is crucial to your success; however, it’s not the
only crucial element.Creating a climate that facilitates learning and retention demands good nonverbal and
verbal skills.

11. Touch –
Touch is a widely used form of non-verbal communication tool. By touching, one can express a wide
range of emotions. However, the accepted modes of touch vary depending on the gender, age, relative status,
intimacy and cultural background of the persons.For example, in the context of our culture, when one touches
you from the back of the examination hall, your understanding is that he wants to know something.

12. Silence–
a powerful tool for communication. It may have a positive or negative meaning. In a classroom,
silence indicates that students are listening carefully and attentively. In the same way, through silence one can
communicate his lack of interest or a failure to understand.
For example, silence often indicates that a person receiving instruction does not understand the action
required or sometimes silence indicates consent.

13. Personal Appearance –

Appearance is also an important non-verbal communication tool. Appearance includes dress, hair,
jewelry, makeup, belt buckles and so on. Appearance indicates the degree of importance or interest a person
conveys to an occasion. By means of uniform, we can identify a student, a doctor, a lawyer, a police officer
etc.

39
14. Symbol –
A symbol is something which represents an idea, a physical entity or a process but is distinct from it.
The purpose of a symbol is to communicate meaning. For example, a red octagon may be a symbol for “stop”.

15. Communication –
When communication occurs by means of any visual aids, it is known as visual communication.
Thus, communication that occurs through facial expression, personal appearance, gesture, posture, printed
picture, sign, signal, symbol, map, poster, slide, chart, diagram, graph etc. is called visual communication. For
example, to indicate ‘danger’, we use red sign; to mean ‘dangerous’, we use a skull placed between two pieces
of bone put in crosswise fashion; to indicate ‘no smoking’, we use an image showing a lighted cigarette with a
cross mark on it.

* Importance of Nonverbal Communication

1. Well expression of the speaker’s attitude. Various non-verbal cues of the speaker like physical
movements, facial expression, a way of expression, etc. play important role in expressing the inner meaning of
the messages in face-to-face conversation and interview. For example, the facial expression of the speaker
indicates his attitude, determination depth of knowledge etc.

2. Information provided regarding the sender of the written message. The format, neatness,
language and the appearance of the envelope used in a written message send a non-verbal message regarding
the writer’s tests, choice, level of education etc.

3. Expression about the attitude of the listener and receiver. Sometimes the appearance of the
listeners and receivers conveys their attitudes, feelings, and thoughts regarding the messages they have read or
heard.

4. Knowledge gained about a class of people. Clothing, hairstyle, neatness, jewelry, cosmetics, and
stature of people convey impressions regarding their occupation, age, nationality, social or economic level,
job status etc. For example; students, policemen, nurses etc. can easily be identified through their dresses.

5. Knowledge gained about the status of a person. Non-verbal cues also help to determine the
relative status of persons working in an organization. For example, room size, location, furnishings,
decorations, lightings, etc. indicate the position of a person in the organization.

6. Common message to all people. In some cases, non-verbal cues can effectively express many true
messages more accurately than those of any other method of communication. For example; use of red, yellow
and green lights and use of various signs in controlling vehicles on the roads.

7. Communicate with the handicapped people. Non- verbal cues of communication greatly help in
communicating with the handicapped people. For example; the language of communication with the deaf
depends on the movements of the hands, fingers, and eyeball.

8. Message conveyed to the Illiterate people. Communication with illiterate people through written
media is impossible. There may also be some situations that do not allow the use of oral media to
communicate with them. In such situations, non-verbal methods like pictures, colors, graphs, signs, and
symbols are used as the media of communication. For example; to indicate danger we use red sign and to
mean dangerous we use a skull placed between two pieces of bone put in a crosswise fashion.

9. Quick expression of message. Non-verbal cues like sign and symbol can also communicate some
messages very quickly than written or oral media. For example; when drivers of a running vehicle are to be

40
communicated that the road ahead is narrow or there is a turn in the road ahead, we generally use signs or
symbols rather than using any written or oral message.

10. Precise information. Sometimes quantitative information on any issue may require a lengthy
written message. But this quantitative information can be presented easily and precisely through tables,
graphs, charts etc.

Activity 1:

Directions: Write T before each number if the statement is true and F if the statement is false.

_________ 1. Consider ethics in your speech at all times.

_________ 2. Effective use of nonverbal communication can strengthen your message.

_________ 3. How you communicate reflects who you are as a person.

_________4. One way to help you build credibility is through effective nonverbal communication.
_________ 5. There are certain words that are only appropriate at certain times and places.
_________ 6. To achieve clarity, we must speak the same language as our listeners.

_________ 7. The use of too many fillers can distract your listeners.

_________ 8. Verbal communication is better than nonverbal communication.

_________9. When you talk to others, you should not assume too quickly that they understand the message
that you convey.
_________ 10. When you communicate, choose what you want to say and how you want to say it.

Performance TASK:
Save your presentations in your cellphone.

1. Read-out loud your favorite passage in a book. Record your speaking on a videotape or to your
cellphone. Publish it for others to critique or suggest refinements.
E.g. “Hi! My name is _______________. I’m joining the READ-OUT-LOUD CHALLENGE in our Oral
Communication class to improve my performance. My favorite passage is found in this book (show the title of
the book, read the title and read the passage). Thank you.”

2. Perform a five-minute presentation of your favorite scene from an English movie,

TV series, or musical or non-musical stage play. The chosen scene should show how one or
more barriers to communication lead to miscommunication. You have 20 minutes to plan and
organize.

41
 3. Imagine that you are addressing a group of parents and teachers in an assembly on
understanding your generation known as the “Millennial Generation.”

Prepare a two-minute speech that communicates your ideas about the topic.
Your speech should highlight who the millennials are and how they are different from other
generations.

Summary •
Communication is an exchange of ideas or feelings using words, verbal cues or nonverbal gestures,
and symbols.
Communication involves a message or idea, the sender of message, the receiver of message, and
feedback through verbal or nonverbal exchange. In order for effective communication to take place, the
message should be clear to the receiver.

LET’s REFLECT:

Reflect on what you have learned after taking up this lesson by completing the
chart below.

I THOUGHT…

What were your thoughts or ideas?

about the fundamentals of communication prior
to the discussion
of this lesson?

42
 I LEARNED THAT…

What new or additional ideas did you learn after

taking up this lesson?

43
 The most important learning I gained in this
lesson is…

Output 1.

1 Definition and Process of Communication Do research on the following and report your findings
using PowerPoint format. Provide appropriate drawings or pictures and show the links, some of which you
can open and show in your report.
1. Whales
2. Sharks
3. Birds
4. Cats
5. Ants or Bees ( softfile ) & printed ( Short Bond Baper)

Good day! I know that you are excited for today’s new lesson. To start the ball rolling, let us
have first our pre-assessment test to assess your prior knowledge about the barriers to
communication and the effective strategies to address the communication breakdown. Read the
instruction carefully before answering the following questions.

Direction: Choose the letter of the correct answer. Write the letter on the space provided before the
number.

44
______1. What does it mean by turn-taking?
a. knowing when to end the conversation
b. knowing when to continue the conversation
c. knowing when to start and finish a turn in a conversation
d. knowing when to shift into another topic in the conversation

______2. Which is an example of active listening?

a. yawning in front of the speaker
b. showing interest in the message
c. sleeping in the middle of discussion
d. staring at the students who pass by at the corridor

______3. Which is NOT a characteristic of a good speaker?

a. Speaks clearly.
b. Learns to “read’ the listener.” 7
c. Focuses on the conversation
d. Holds onto the mike or to the podium for support while delivering a speech.

______4. Which is mainly a communication barrier on the receiver's end?

a. emotions
b. appearance
c. use of space
d. poor listening skills

______5. What involves effective listening?

a. hearing the message
b. hearing and interpreting the message
c. interpreting the message and focusing on body language
d. hearing and interpreting the message and focusing on body language
______6. In which of the following lies the success of any communication situation?
a. sender
b. method
c. purpose
d. message
______7. What is the primary purpose of communication?
a. to sell your products
b. to use for business purposes
c. to send messages to the receivers
d. to make the message understandable to other.

______8. Which of the following is NOT an effective communication strategy of understanding?

a. Allows the person to share their ideas.
b. Allows the person to share their feelings.
c. Allows disruption during the conversation.
d. Share your life experiences to create a good relationship.

______9. Similar words can mean different things to people from different cultures, even when they
talk the "same" language. What type of barrier is this?
a. gender
b. cultural
c. language
d. emotional

_____10. Which of these must be avoided for effective communication?

a. listening

45
 b. ambiguity
c. politeness
d. sharing of activity

ORAL COM (G-11)

MODULE 5: STRATEGIES TO OVERCOME COMMUNICATION BARRIERS

Communication problems happen when we mix socially with others and even in
organizations where barriers of communication mostly experienced by the people involved in
interpersonal communications. They make mistakes as either they were not able to understand the
facts or information is not properly conveyed to them.

Effective communication becomes impossible or unattainable due to these communication

barriers. However, there are various strategies to avoid communication barriers. The strategies are
intended to promote active listening, or a type of listening with the goal to “develop a clear
understanding of the speaker’s concern and also to clearly communicate the listener’s interest in the
speaker’s message.

With the absence of Mr. Google and with no books beside us, we can say that
communication is complete if the message we delivered, and the meaning we wanted to relate,
were received and understood. Most importantly, we obtain the feedback that satisfies us based on
our intention. Let us now do the first task. Read the instruction provided below.

Activity 2: Explain the Analogy

Direction: Read the analogy and explain how you understand it by looking at the picture below.
“Communication is like an iceberg.”

46
10% above the surface

90% below the

surface

Explanation:
_______________________________________________________________________________
_______________________________________________________________________________
______________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
How are you coping with our lesson? I hope that you are excited about the activities that we will
discuss in this module. Now, be ready!

Activity 3: Predicting the Outcome

Directions:
Choose only ONE scenario below and write on the space provided a short script about what
will happen next. Then, answer the questions that follow.
Scenarios:

1. You are having a bad day and you feel frustrated, then your sister asks you to wash the dishes.
2. You are the patient and the doctor is explaining to you the laboratory test result using medical
terms.

3. You finally have the opportunity to talk to your crush when suddenly a loud rock music is played.

4. You are asked by your teacher to share about your weekend activity but you are hesitant
because you are very shy.

Write your mini script here!

47
Probing Questions
Direction:
Based on Activity 3, answer the following questions.
1. Do you think there was a real communication in each of those situations? Explain your answer.

Answer:__________________________________________________________
__________________________________________________________________
2. What made you think that would happen next?

Answer: ______________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

3. What caused it?

Answer: ______________________________________________________________
__________________________________________________________________
__________________________________________________________________

What is It
Communication is never simple, even when it appears so. Even a simple word can often
become complex as there are many variables involved. There are different ways of communication
which made it complicated. Words do not necessarily have a built-in meaning. We ordinarily use
them in certain ways, but no two people use the same word exactly alike.
That is why, it is important to express words as clearly as possible. Communication is not
just about exchanging information, but it is about understanding the sentiment and purpose behind
the information given.

At the beginning of the module, you are asked to answer the pretest in relation to the
barriers to effective communication and various strategies to deal with communication problem.

Communication breakdown/barrier occurs if there is a wrong perception by the receiver. Let us

now be familiar with the following barriers to effective communication:

1. Emotional barriers are mental walls that keep you from openly communicating your
thoughts and feelings to others.

Example: Adriana could not concentrate in listening to her teacher because she was
scolded by her mother before she was scolded by her mother before she wants to school.

48
2. Cultural barriers are the cultural differences of the people that lead to misunderstanding of each
other's customs, resulting in inconveniences and difficulties.

Example: Allen introduced his friend to an Indian woman who happened to be their new
classmate. His friend offered his hand to greet the woman but she refused because for her, it is a
sign of disrespect.

3. Gender barriers are disagreements between men and women that affect many aspects of their
relationship and may take a long time to resolve.
Example: My parents are always in conflict because of their differences. My mother used to
ask questions to gain an understanding while my father talk to give information rather than asking
question.

4. Interpersonal barriers are challenges in interpersonal communication that result in people's

desires to participate within a conversation or explore ideas that are given within a conversation.

Example: Procopio is unable to form genuine connections with other people because he has
many false perceptions blocking the way.

5. Language barriers are figurative phrases used primarily to refer to linguistic barriers to
communication, i.e. the difficulties in communication experienced by people or groups originally
speaking different languages, or even dialects in some cases.

Example: Mr. Cortez has the difficulty in understanding the discussion because he is not
familiar with the terminology used by the speaker.

6. Perceptual barriers are the mental blocks that we create because of the perceptions that we
have of certain people, situations or events around us.

Example: John yells clipped phrases at a person he believes is deaf. His yelling ends up
looking ridiculous while failing to communicate anything of substance

7. Physical barriers are the environmental and natural condition that act as a barrier in
communication in sending message from sender to receiver.

Example: Pepay was not able to hear her mother’s request because the door of her room
was closed.

This time, let us discuss some coping strategies in overcoming

communication breakdown. How do we avoid the communication
breakdown? Let us consider the following strategies:
the following strategies:

Plan your message. Try to state the idea in a

clear, concise way using language that is
understandable. Stop once your point has been
made and ask your listeners for the reactions to
ensure that they have understood you accurately.
49
 Repetition. As a speaker, repeat what you say if
you think the receiver shows confusion that
reflects into her facial expression.

Paraphrase. If you don’t have any specific

questions to ask, you may choose to repeat back
to the speaker, in your own words, what you have
taken away, in order to allow the speaker to
clarify any points.

Ask a question. Use questions to clarify your

understanding, as well as to demonstrate interest
in what is being said.

Listening intently. Listen for the essence of the speaker’s thoughts: details, major ideas and their mean

nicating in person or via email, make sure you’re in a quiet environment (without any music, external noise, your colleagues even!) to d

50
 Be considerate. Do not monopolize the
conversation by giving others the chance to
speak.

Be concise. Messages that are short and ‘to-the- point’ are comprehended more easily.

Pay attention to what is being said. Stay focus to what the speaker is saying.

Be empathetic. You need not be drawn into all of

their problems or issues, as long as you
acknowledge what they are experiencing.

 The strategies mentioned above is equivalent to the 7 C’s of Communication.

There are 7 C’s applicable for both oral and written communication. One

should be aware of the 7 C’s of effective communication in order to deliver

and understand the message effectively.

7 C’s of Communication

Conciseness. It provides short and essential message in limited words to the receiver.

Completeness. It includes everything that the receiver needs to hear for him/her to respond, react, or eva

41
 Consideration. It means the speaker should always consider relevant information about his/her receiver

Clarity. It implies emphasizing on a specific message or goal at a time.

Concreteness. It happens when the message is concrete and supported by facts, figures, real-life examples and situations.

Courtesy. It means the speaker shows respect in the culture, values, and beliefs of his/her receivers.

Correctness. It implies that there are no grammatical errors in communication.

Effective communication is a two-way channel. It is not only about how you

deliver the message effectively in order to be understood by someone, but it is also

how you listen and understand the meaning of what is being said to make the other

person feel, heard and understood. If you failed to do so, this will create a real

blockage to understanding.

Are we communicating so far? I am sure the you learned so much from the

discussion. Now, let us proceed to the next activity to turn up your knowledge.

Let us check your understanding of the topic by doing the next activities.

Activity 4: Guess what?

Direction: Identify the coping strategies being described in each number.

20 41
1. You do not monopolize the conversation by talking only
about yourself.

2. You find it hard to concentrate because of the noise

coming from the other room. So, you move to a more
convenient place to talk.

3. You take time to think about how others feel and be

aware of the people around us while still asserting our
needs.

4. Use open-ended questions to get others more involved in

the conversation.

5. You need to repeat what you say if you see the receiver’s
facial expression shows a little confusion.

42
Activity 5: Let’s do it

Direction: Make a dialogue about the following scenario:

Pretend that it is your first meeting with your new classmate. Introduce

yourself to him/her. Be sure to observe or apply the 7 C’s for effective

communication.

43
 Quarter 1 – Module 4 : Examining Samples of Oral
Communication

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. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction 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!

In this module, you will be able to:

 examine samples of various oral communication activities.

After going through this module, you are expected to:

 review on the functions of communication
 distinguish the purposes of communication
 write a 250-word essay of your objective observation and evaluation of
the various speakers watched and listened to

What’s In

Wow, you did great in the pre-test. In the previous lesson, you studied
about the barriers to communication and how to overcome communication breakdown.
Can you name some barriers? What about ways on how to overcome them?

Is this scene familiar?

Parent: How was your day?

Teen: Fine (as he walks off to his room).

Parent: Who are you texting?

Teen: No one (as she continues to look down and type).

Parent: (After observing her teen chatting online for quite some time) What were you
talking to your friends about?

Teen: Nothing (as he shuts the door to his room). 44

 1. What barrier of communication is evident in the above scenario?

2. Does this scenario happen in real life?

3. How would the communication breakdown be overcome?

For you to further refresh yourself of the past lesson, watch the video online entitled: A
Failure to Communicate. What were the problems encountered by the two women in the train
station? What barriers to communication did they face? How were they able to overcome the
communication breakdown?

What’s New

Let us first hear an inspiring story from a lady who was a refugee from Algeria when she was a
kid but she graduated in Harvard University. Below is a copy of Lucila Takjerad’s Valedictory speech
during her graduation rites for her master’s degree in Harvard University in 2019. Read the speech
by heart, or if you have access to internet you can watch it in YouTube , click the link
https://www.youtube.com/watch?v=ewZZl_qyNWU. Answer the questions that follow.

Lucila Takjerad
English Graduate Commencement
Speech May 20th, 2019

The Least You Can Do

e didn’t have running water at home.

we hid our hunger in order

Every night, I prayed to God that tomorrow, there would not be an empty seat at our dinner table.

t know, and can never thank. My mother was at the local market when she noticed a chaotic gathering. Wading into the crow

45
 All you had to do was write your name on a list. My mother
desperately wanted to sign that list. That list might promise her daughters
a better future. But there was one problem: my mother was illiterate; she
did not know how to write her name: Fadila Takjerad. Dejected, she
walked away.

A man noticed her and ran after her. He got my mother’s name and
wrote it down on the list. A few months later, my family was fortunate to
emigrate to France. I was sad to leave my beloved homeland, my caring
neighbors, childhood friends and extended family. But I knew that bright
opportunities awaited me. Had I stayed in my village -assuming I was
spared from bullets or bombs – my life would have been very different. I
would not have become the first woman in my family to graduate from
college to work and live abroad. I would not have had the chance to call
Harvard my home this past year.

As we are graduating today, I still find myself asking – Why did this
wonderful man run after my mother? A simple gesture of writing a stranger’s
name on a page offered an entire family hope for a better life. He will
probably never know the difference he made, but from the small seeds of
his goodness have grown fruits of prosperity for my family, myself, and
everyone whom we touch. I now have the ability to shape my world, but this
ability was sparked by one little encounter which lit up the course of my life.
So, that is the real power, the power of little things, the least you can do can
bring true change. Perhaps you have been blessed in your life with small
gifts that made big changes.

Maybe it was a teacher who instilled in you her love of a certain

subject. Or a kind stranger who helped you with directions when you were
lost. At Harvard, I see it every day, in the smiles of the cafeteria staff who
keep me so well caffeinated, and in ad hoc baby-sitting circles. Small
things… such small things… but from these small things grow inspired
people, lasting friendships, and stronger communities. When one person
thanks another, that second person often replies, “Oh, it’s the least I can do”
... because, often, the least you can do can be more than enough.

You don’t need to move mountains. Maybe it’s a matter of translating

documents for a family at the immigration office or offering a car ride to a
pregnant lady. You never know how these small gestures can affect
people’s lives. But I can tell you: they do.

Fellow graduates, of course, do the most you can do: your education and
legacy
demand it. But also do the least you can do. Because, the least you can do
might turn out to be the most significant.

To that gentleman in Algeria, I now say ‫كر ش ا هلل و ع ی یك‬ ‫– اف‬

thank you and God bless
you. And to each of you today, I ask of you: what is the least you can
do – now – to make the world around you a little better? (Harvard Magazine,
2019)

47
  In simple words, what does the speaker want to tell you? Why do you think
she chose this topic?

 Have you done good to someone lately? Please tell the story.

 If you were to give a speech, what would be your title?

Activity 1: The Speaker in ME

 Write a one paragraph speech of five sentences or more for the frontliners
during this pandemic. Write it on the lines below. Think of your purpose while
writing this simple speech.

Process Questions:

a. What do you want to tell people?

__________________________________________________________________________________________________________
________________

__________________________________________________________________________________________________________
________________
b. What is you purpose in writing this particular speech?
_________________________________________________________________________________
___________

_________________________________________________________________________________
___________
c. Why do you think your message is worth reading or knowing?
_ _ _ __________________________________________________

Activity 2: She Said, He Said

Directions: Analyze the purpose of the speaker in each statement. Write your answer
on the space provided after the sentence.

48
 1. “Do you want to spend your life with me?” - What is being expressed in this
statement?

2. “Would you like some suman and bibingka? - What is the motive of the speaker here?

3. “You can do it cause you have the capacity”. - What is the speaker trying to do?

4. “Do you know that Gensan is known as the home of the champions?” - What does this statement
want to tell you?

5. “I’m so happy, I found you. - What emotion is expressed here?

6. “We pray that this pandemic, COVID19 will be over.” - What feeling does this statement give?

Based on your answers in the above exercises, you actually gave the functions and purposes of
communication. You might not have the exact words but you expressed the same idea and principle. Great
job! Now, let us formally identify them.
A. REVIEW OF FUNCTIONS OF COMMUNICATION

There are five (5) basic functions of communication. They are Regulation or control,
Social Interaction, Motivation, Information and Emotional Expression.

1. Regulation or control
Communication enables the control or regulation of behavior in many ways. Your parents set rules in
the house; your teacher too, in school. Can you imagine a world without control and regulation? People can
do what they want! Isn’t that frightening? No traffic rules, no punishments… it would be a chaotic society.
Rules are for our protection. Have you noticed that many people died of motorcycle accidents because they
refused to wear helmets? It was never imposed for the sake of rules, it is for protection.
2. Social Interaction

Communication fosters social interaction. We interact with people in almost all aspects of our life and
in every communication situation. We talk to our parents, siblings, teachers, friends, vehicle operators, sales
assistants, doctors etc.

3. Motivation

When people in an organization are clearly informed of the tasks and are praised for their
performance, they are most inspired to work. Furthermore, they are encouraged to continuously improve their
work in view of the goals and objectives of the organization.

It’s Not Easy, But It’s Worth It – Motivational Speech | Fearless Motivation

49
 https://www.youtube.com/watch?v=Zkn-nsN_Iq0&feature=emb_title
4Information
Communication functions to convey factuality. Giving information comes usually with statement of
facts. Examples are these statements: “Did you know that there’s a secret apartment at the top of the Eiffel
tower? Do you know that there is a museum under the Dambana ng Kagitingan? What information did you get
from these statements? They are interesting, right?

5. Emotional Expression

Communication allows people in an organization to express their feelings, satisfaction, frustration, and
needs. As members of a community, they are given space or mechanism to communicate their sentiments and
needs with others. Being able to communicate their social and ego needs gives them a feeling of
belongingness and boosts their self-esteem.
B. PURPOSES OF COMMUNICATION

There are many purposes in communication. Speakers always have a goal in mind which varies
depending on the communicative situation. This is a more focused idea on what the speaker intends to
communicate to the audience. Some experts narrow down these general purposes into the following: to
inform, to persuade or to convince and to entertain.

1. Speech to Inform

This is evident in a lecture where the speaker presents factual information. For instance, the
president delivers the State of the Nation Address enumerating the accomplishments of the
President’s Office.
Speech to inform is formal and expository. It is often accompanied with visual presentation so that
the audience will not get tired of the facts and figures simply read before them.

The purpose of informing is also commonplace in ordinary conversations. This can be seen in the following
exchange among friends.

Jen: Excuse me guys! I have an announcement to make. Our homeroom adviser will
meet us today after our last class.

Kei: Oh, my. I’m supposed to leave early. Is it going to be long? What is the agenda?

Jen: I guess, it’s gonna last for one hour. She said that it’s about the upcoming
intramural.

Kei: What room?

Jen: She’ll meet us in the student hall.

Kei: Can I be absent? I can just keep posted through Nikki.

Jen: It’s up to you. But I guess you need to get Ms. Jean’s permission first.

What pieces of information can we get from the dialogue above?

2. Speech to Persuade or Convince

They are appeals to the audience’s intellect or emotion. The speakers of this type of speech want
their audience to think and feel the way they want them to. For instance, a politician wants to get the vote of
his or her target constituents. He or she would present his or her speech in a manner that the audience would
see the merit choosing him or her.
In literature, you might have come across the speech of Shylock in Merchant of Venice by

Hath not a Jew eyes?

50
HathnotaJewhands,organs, dimensions, senses, affections, passions?

Fed with the same food hurt with the same weapons, subject to the same diseases,
 Healed by the same means, warmed and cooled by the same winter and summer as Christian is?

If you prick us, do we not bleed? If you tickle us, do we not laugh?

If you poison us, do we not die?

And Shakespeare
if you wrong(Act
us,111 Sc The
shall above
we not excerpt shows Shylock’s argument
revenge?
3.Speech to Entertain
This speech is aimed at lightening the mood of the audience. This could be a standalone speech like
those done by stand-up comedians or short segments used as adlib for long informative or persuasive
speeches.
of what you have come to take home today. Yeah, an empty piece of paper called “Diploma.”
fade. Medals get rusty.

xperiences and friendships you made here will last long—perhaps long enough that you can take them off the shelves of your mind when you f
fore you can even land your first job simply because your achievement is nothing but a recognition of what you have become. It’s never an ass
de, no valedictorian, no best in spelling, no best in writing.
t on the lives of the people they serve. Hopefully, you will serve humanity to the best of your ability.

Below is an excerpt from a commencement speech for STI College Munoz

by Lloyd de Luna. You may watch the whole speech in YouTube.

Activity 3: ‘Blank , What Are You?’

Directions: Young people like you love to make Hugot Lines. Let’s see how you would

do it. Make two Hugot Lines , one about function of communication and one about

purposes of communication.

1.

2.

Activity 4: ‘Like And Share’

Directions: Study the following FB Statuses. Write on the lines the purpose or

function of each status.

1.

51
 1.

2.

What I Have Learned

Let us check your understanding of our lesson today. In your own simple words,
answer the following questions meaningfully and briefly. Write your answers on the
space provided for you.
1. Why is it important to know the functions and purposes of communication

__________________________________________________________________________
2. As a student, do you think it is helpful to be able to identify these functions

and purposes? Why?

_______________________________________________________________________

_________________________________________________________________________

3. Was there a time in your communication activities that you use these functions and
purposes? Please cite one for function, and one for purpose. Relate the situation.

52
Rubric for the essay:
5 4 3 2 1
Excellent Very Good Needs Unacceptable
Good Improvement
Content
 "Addresses each question and
all its parts thoroughly;
incorporates relevant course
content into responses; uses
specific information from case
in response.

Understanding/Application
 "Demonstrates deep
understanding of course
theories and ideas applied to
analysis of case situations"
Original Thinking
 "Demonstrates original
thinking that adds insight to
analysis of case; meaningful
elaboration beyond text,
notes, class discussion in
strategy development"
Structure
 "Response to each question is
well organized and clearly
written; there is evidence of
planning before writing"
Grammar and Mechanics
 "Response is
virtually free of
mechanical,
grammatical writing
errors"

https://teachingcommons.lakeheadu.ca/rubric-essay-exam-questions

53
 Lesson
Types of Speeches and
1 Speech Style
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. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction 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!

What I Need to Know

This module was designed and written with you in mind. It is here to help you master
the Types of Speeches and Speech Style. The scope of this module permits.

54
 In this lesson, you, as a learner, will experience the use of an appropriate speech style in the
different types of speeches. Here, you will encounter various activities in both informal and formal
communication.

In the previous lesson, we have learned that communication has many

contexts. Speech context is described as a situation or environment and a
circumstance in which communication occurs. As we mention types of speech
context, we mean social relationships and social situations. In the different
types of speech contexts, we learned that we, as speakers can at the same be
listeners. We can also talk to someone, among small groups or big groups and
even through all types of media such as on television, radio, internet
newspapers, or magazines.

Without a clear understanding of the types of speech context, it will be

difficult for us to connect and adapt to the kind of conversation, specifically, on
the manner of utterances and language forms that we will be using on various
occasions or situations.

Can you still remember the previous lesson without browsing your
notes? Let us try a simple recall activity to help you check your understanding.
Work independently.

Activity 1: Guess What

Directions: Read the clue and make your best guess. Fill in the squares
with letters to
form words. Use the Across and Down columns as your
guide.
letters to form words. Use the Across and Down columns as your guide.

55
 Across Down
2 Posting a message on Facebook 1 Discussing about an English
Timeline portfolio a collaboration 5
4 An example of mass media in students
communication 3 A sender of a message
8 The term used for a listener in 5 Another term for a group of
communication listeners in speech public
10 Delivering a speech in a communication
graduation ceremony 6 Writing an entry for a diary
11 Another example of mass media 7 It refers to social
communication relationships and social
situations
9 Another term for a speaker
What is It

Before communication takes place, you, as a speaker has an aim in mind; a purpose. The moment
you talk, whether in an ordinary conversation or in a formal occasion, you always have a reason. This
happens when you intend to open a topic to someone or some group of people as your audience.

There are three types of speech according to purpose. These are the
following:
1. Informative speech.
This is also known as expository speech. When you speak to inform, your aim is to provide the
audience with information about a topic, or to expand their knowledge about a topic with which they are
already familiar. In this type of speech, you can explain, demonstrate or instruct the audience or

56
 listeners about your topic. In some formal gatherings, for instance, presenting an accomplishment report
or informing the audience on procedure on how to do something, usually, there is a visual presentation
to support the speaker’s statements.

2. Persuasive Speech.

When you speak to persuade, you aim to influence the audience to accept the speaker’s position or
stand on an issue, and to urge the audience to take a particular action. As a speaker, you need to know the
reason why you persuade your audience. This speech style is used in debates, political campaigns, or
appeals for donations.

3. Entertainment Speech.

When speaking to entertain, you aim to amuse the audience and put them in a pleasant or
interesting diversion. This is done by using a light, funny, or witty anecdote. Usually, it is
delivered at social gatherings, like, dinner parties and events. While you set the audience to
relax, still, you should have to focus.
When you interact with others, you use a particular speech style. The type of speech style you intend
to use depends on the kind of a social context that is, the social situation and the social relationship
involved between or among the participants. You speak differently and choose words carefully
according to whom you are talking to because it is said that, language choice reveals information
about the social relationship between or among people.

According to a Dutch linguist, Martin Joos (1976) as mentioned by Balgos & Sipacio (2016), Speech
Style means the form of language that the speaker uses which is characterized by the degree of
formality.

THERE ARE FIVE TYPES OF SPEECH STYLE: Intimate, casual, consultative, formal and

Frozen

57
TYPES OF SPEECH CHARACTERISTICS
STYLE

This style is private, which is used by a very close relationship

Intimate
such as between husband and wife, parents and children, between

siblings, and boyfriend and girlfriend. In this style, the participants

share a completely private vocabulary. Since the participants have an

intimate relationship, and they often know each other’s intention, there

is no need for a clear articulation of words. This uses words of

endearment like, “darling,” “honey,” “babe” etc. and a high incidence

of non-verbal

communication.
This speech style is conversational in tone and has a free and

Casual easy participation. The languages used among and between friends

or peers who share common interests are general, jargon, slang, and

colloquial. Informal contractions are used (e.g., “ain’t,” “dunno,”

“gonna”,”dude”,”nope”). Interruptions are common. Nicknames are

used. (Balgos & Sipacio 2016. p.35)

This style is used in semi-formal communication in a two- way

participation. The sentences tend to be shorter and spontaneous. This

Consultative
is considered as the most operational style among the other styles

where a speaker needs to provide background information because

the listener (or addressee) may not be able to understand without it.

In turn, the listener participates continuously by giving feedback like,

“I see”, “Uh- huh”, “Ah “, “okay” to signal that he or she is paying

attention to the speaker, or has understood what was said. Thus, both

the speaker and the listener are active participants.

In this style, the speaker uses formal words and expressions

like complete sentences and technical or academic vocabulary. In

other words, this does not allow omissions and contractions. It is a

Formal one-way speaking to medium, or large groups. Since there is little or

no feedback from the listeners or audience, the speaker needs to plan

his or her utterances, or what he or she is going to say. This speech

style is evident in

conferences, inaugurations.
The speaker uses language in fixed and static expressions that

are rarely or never changed. This is the most formal style and is
58
reserved for very formal situations such as in ceremonies, religious

Frozen services, state affairs, and court proceedings. It uses prescribed and
ACTIVITY 2: KNOW ME:
Directions: Identify the types of speech according to purpose in the following ways used by a speaker. Write
whether the situation is Informative Speech (IS) Persuasive Speech (PS) Entertainment Speech (ES) in the
blank provided before the number.

____________ 1. A project proposal on Proper Waste Disposal.

____________ 2. A humorous story or an anecdote.
____________ 3. Incorporating drama by using narration.
____________ 4. A news story about a distribution of relief goods.
____________ 5. A political campaign.

Activity 3. Watch or Read

Directions: Given are four (4) options. Choose only one and follow the task before you answer the questions.

If you choose option 1 or 2, indicate the link.

Option 1. Watch any of the speeches of Miriam Defensor Santiago in Youtube.

Option 2. Watch one of the speeches related to philosophy of a happy life in Youtube.

Option 3: Read the excerpt of President Roa Duterte’s speech on COVID19 below.

We are not happy to put you in this place but after review
maybe we can. But just let me tell you today that of those who are of
late infection or those arriving in the country, we have a spike of
about 5,000. Secretary --- 500 rather, I’m sorry, 500 lang. And
Secretary Duque will expound more on that. The rest of the country
will be placed under modified general community quarantine. Again,
the rest of the country will be placed under modified general
community quarantine. That is very clear now. In other areas, it will
be again on a piecemeal basis depending on the viability of the place
to meet the challenges of COVID. From time to time --- from time to
time Secretary Roque would give us the places where there will be
changes.
The opening of the airports. I have asked Secretary Tugade
and he will have his time later to explain what are his plans. We
would like to know sabay-sabay tayo. Then dito sa assistance ng
OFW. We are coordinating with every government agency to help
them and sana po hindi na ito maulit. Iyong --- there was this
stranded Filipinos not
knowing to
Bello has communicated where to go
us and and
that when.
would And awe
be also decidedagain.
problem immediately
But this
time that they’d be returned to their home provinces. Nangyari po ito halos
sa kanila nakauwi na. But we are expecting the 300,000 something
that Secretary we should know what to do. It’s a matter of calibrating

59
 every arrival and maybe sending immediately if possible the overseas
workers coming in first. Unless of course they are detained because
of they are sick of COVID. When I mean sick, sick talagang kailangan
ng ospital.

Source: TALK TO THE PEOPLE OF PRESIDENT RODRIGO ROA DUTERTE ON CORONAVIRUS

DISEASE 2019 (COVID-19) [28 May 2020] Retrieved from:
https://pcoo.gov.ph/wp- content/uploads/2020/05/20200529

Option 4: Read the speech excerpt of Secretary Leonor M. Briones,

Message for World’s Teachers’ Day.

Today, we extend our heartfelt gratitude to one of the country’s most

vital and dynamic resources – you, our dear teachers. The education system,
and consequently, the future of a developing country like the Philippines can
only be as strong as its teaching force. Inasmuch as you are the key to
empowering our citizenry, you also need to be empowered. This is why we
prioritize institutional capacity building, expand the scope of employee
welfare to respond to your various needs, and provide you with opportunities
for your personal and professional growth.

To all our teachers, we dedicate this special day to you, and thank
you for being the front liners in this crusade to eradicate illiteracy, and
thereby end mass poverty, so that we may finally call the Philippines a
progressive country.

Source Message for World’s Teachers’ Day.Professional online Community of Teachers and
For Teachers by Sec. Leonor M. Briones ,2019 Retrieved
from:https://www.teacherph.com/leonor-briones-world-teachers-day/

60
Name: _________________________________________________________

Answer the following questions about your chosen option.

Option Number:
Link:
( for Options 1 & 2)
Questions:
a. What type of speech was it?

_____________________________________________________________________
___________________

b. In what way was the speech informative/ persuasive/ entertaining?

_____________________________________________________________________ _
_________________________________________________
c. Cite some lines to prove your answer.

_____________________________________________________________________
___________________

What I have Learned

It is now the time for you to Seal your Understanding of our lesson. Do the activity confidently.

Activity 5. Noticeably Different!

Directions: Differentiate the Speech Styles based on social relationship, language forms and manner of
utterances below. Use the graphic organizer provided. Write inside the circle the differences and in the
overlapping circle, the similarities.

Intimate and Casual

62
2. Consultative, Formal and Frozen

Activity 6: Think and Share

Directions: Read and answer the given questions. Write your answer in a paragraph form.

1.Differentiate the three types of speech: Informative speech, persuasive speech and entertainment speech

2. What are the different types of speech styles?

3. In which speech style formal language is used?

4. In which speech style informal language is used?

5. How do you show the value and respect in communicating with others?

63
 Lesson
Types of Speech Act
2
Making a statement may be the primary use of language, but there are other things we can do with words.
We can make requests, ask questions, give orders, make promises, give thanks or offer apologies. Moreover,
almost any speech act is really the performance of several acts at once, distinguished by different aspects of the
speaker's intention: there is the act of saying something, what one does in saying it, such as requesting or
promising, and how one is trying to affect one's audience.

What’s In
Let us test your memory if you could still remember the previous lesson that we had last meeting by
answering the activity below.

Activity 1: Identifying the speech style

Direction: Identify the appropriate types of speech style for the following situations. Write your answer on
the space provided before the number.
1. having a one-on-one conversation with a loved one

2. talking to a friend

3. delivering an oratorical speech

4. talking to a guidance counselor

5. reading pledge of allegiance to the flag

6. leading a prayer for a meal

7. talking to a stranger

8. reading school policies

9. talking to a prefect of discipline

10. inquiring at a hotel

What is It?

We all know that speech context and speech styles are just two
parts of a communicative strategy. The third prerequisite is the Speech Act. We
know that we perform all sorts of 'speech acts' besides making statements. These
serve as vehicle for all sorts of social activity. By this time, we will be focusing on
the types of speech act. So, it’s time to gear up your mind with the new topic for
today’s lesson.

64
What is a Speech Act?
Speech acts are speakers’ utterances which convey meaning and make listeners do specific things.

There are three types of Speech Act:

1. Locutionary Act refers to the actual utterance of the speaker.

Example: When you ask someone, “Can you pass the salt?” – The literal meaning concerns the hearer’s ability to pa

Two types of Locutionary Act

a. utterance acts – where something is said (or a sound is made) and which may not have any meaning.

b. propositional acts – where a particular reference is made.

Note: Acts are sometimes also called utterances – thus, a perlocutionary act is the same as
perlocutionary utterance.

2. Illocutionary Act refers to the intended utterance by the speaker (performance).

Example: “Can you pass the salt?” - In illocution, it is being interpreted by the receiver that the speaker requested him to pas

Illocutionary acts are classified into five distinct categories:

a. Assertive – It is an act in which the speaker expresses belief about the truth
of a proposition. Some examples are suggesting, swearing,
boasting, concluding and putting forward.

Example: No one makes better sandwich than I do.

65
b. Directive – It is an act in which the speaker tries to make the addressee perform an action. Some examples are
asking, ordering, requesting, inviting, advising and begging.

Example: Would you make me a cup of tea?

c. Commissive – It is an act which commits the speaker to doing something in the future. Some examples are
promising, planning, vowing, betting.

Example: I promise to come at eight and cook a nice dinner for you.

d. Expressive – It is an act in which the speaker expresses his/her feelings or emotional reactions. Some
examples are thanking, apologizing, welcoming, deploring.

Example: Thank you for your kind offer.

e. Declaration – It is an act which brings a change in the external situation.

Some examples of declarations are blessing, firing, baptizing, bidding, passing a sentence

Example: I bequeath all my property to my beloved fiancée.

and excommunicating.
3. Perlocutionary Act refers to the actions that result from the locution or what we bring

about or achieve by saying something such as convincing, persuading, deterring or

surprising.

Example: “Can you pass the salt?” - if illocutions cause listeners to do something, they are perlocutions.

What we say…
Locutionary Act:
What we mean we say it…
Illocutionary Act:
What we accomplish by saying it…
Perlocutionary Act:

66
Remember: A speaker can use different locution acts to achieve the same illocutionary force
or use one locution for many different purposes. For instance, when you ask someone, “Could
you water the plants?” The literal meaning concerns the hearer’s ability to water the plants
whereas its illocution is to request the hearer to water the plants for the speaker. If illocutions
cause the listeners to do something, they are perlocutions; in this case, the hearer is watering
the plants

Any question so far? I hope you already understand the three types of speech act and be able
to explain each function in a conversation.

What I Have Learned

Speech act is a functional unit of communication. In communicating, you are able to
express a certain attitude and the type of speech act being performed that corresponds to the
type of attitude being expressed. Communication succeeds whenever the audience identifies
the speaker’s intention and attitude being expressed.

Activity 5: Sum it up

Directions: To recall and sum up what you have learned from the lesson, answer the following questions
legibly. Write your answer on the space provided.

1. What is a speech act?

Answer:

2. What are the types of speech act?

Answer:

3. What are the five distinct categories of illocutionary acts?

Answer:

4. Explain each type of speech act with specific example.

Answer:

5. How important is knowing the speaker’s intention and the attitude being expressed for a successful
communication?
Answer:

WHAT I CAN DO

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 Are you now ready to apply what you have learned about the types of Speech Act? Let us start.

Activity 6. Let’s write

Direction: Write a short skit for each given situation below showing how you will approach the people

involved and what will you say to them. (5points each)

1. You were confronted by your mother for staying at your friend’s house

every night.

Write here

ed the action research that you made and asked for your groupmates’

approval, but you think it needs revision and do not like it.

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