11

ORAL COMMUNICATION
Quarter 1 – Module 7: Lesson 7
(Requirement for Communicative Competence: Speech Acts)
English – Grade 11
Alternative Delivery Mode
Quarter 1 – Module 7: Lesson 7-Oral Communication (Requirements for
Communicative Competence: Speech Acts)
First Edition, 2020

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represent nor claim ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Lolita T. Rivera
Editor: Ellen E. Edrial EdD
Reviewer: Ellen E. Edrial EdD
Illustrator: None
Layout Artist/Typesetter: Josephine V. Austero
Management Team: Senen Priscillo P. Paulin, CESO V Rosela R. Abiera
Fay C. Luarez, TM, EdD, PhD. Maricel S. Rasid
Nilita L. Ragay, EdD Elmar L. Cabrera
Adolf P. Aguilar
Anna Lee A. Amores, EdD

Printed in the Philippines by ________________________

Department of Education –Region VII Schools Division of Negros Oriental

Office Address: Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental

Tele #: (035) 225 2376 / 541 1117
E-mail Address: [email protected]
 11

Oral
Communication
Quarter 1 – Module 7 : Lesson 7
Requirements for Communicative
Competence: Speech Acts
Introductory Message
For the Facilitator:
Welcome to the Oral Communication Alternative Delivery Mode (ADM) Module 7,
Lesson 7 on Requirements for Communicative Competence: Speech Acts!

This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping the
learners meet the standards set by the K to 12 Curriculum while overcoming their
personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of the
module:

The ability to listen is as important as the

ability to speak.” -Sheryl Sandberg

As a facilitator, you are expected to orient the learners on how to use this module. You
also need to keep track of the learners' progress while allowing them to manage their
own learning. Furthermore, you are expected to encourage and assist the learners as
they do the tasks included in the module.

For the Learner:

Welcome to the Oral Communication Alternative Delivery Mode (ADM) Module 7,
Lesson 7 on Requirements for Communicative Competence: Speech Acts!
This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

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This module has the following parts and corresponding icons:

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in the
module.

This part includes an activity that aims to check

what you already know about the lesson to take.
What I Know
If you get all the answers correct (100%), you may
decide to skip this module.

This is a brief drill or review to help you link the

What’s In current lesson with the previous one.

In this portion, the new lesson will be introduced

What’s New to you in various ways; a story, a song, a poem, a
problem opener, an activity or a situation.

This section provides a brief discussion of the

What is It lesson. This aims to help you discover and
understand new concepts and skills.

This comprises activities for independent practice

to solidify your understanding and skills of the
What’s More
topic. You may check the answers to the
exercises using the Answer Key at the end of the
module.
This includes questions or blank
What I Have Learned sentence/paragraph to be filled into process what
you learned from the lesson.
This section provides an activity which will help
What I Can Do you transfer your new knowledge or skill into real
life situations or concerns.
This is a task which aims to evaluate your level of
Assessment mastery in achieving the learning competency.

In this portion, another activity will be given to you

Additional Activities to enrich your knowledge or skill of the lesson
learned.

Answer Key This contains answers to all activities in the

module.

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At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. 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.

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 TABLE OF CONTENTS
CONTENT PAGES

TITLE PAGE ------------------------------------------------ i

INTRODUCTORY MESSAGE ------------------------------ --- ii

For the Facilitator --------------------------------- ii
For the learner ----------------------------------------- ii

WHAT I NEED TO KNOW --------------------------------- 1

Learning Competency --------------------------------- 1
Learning Objectives --------------------------------- 1

WHAT I KNOW ------------------------------------------------ 2

Task 1 ------------------------------------------------ 2

WHAT’S IN ------------------------------------------------ 3
Task 2 ------------------------------------------------ 3

WHAT’S NEW ------------------------------------------------ 3

Task 3 ------------------------------------------------ 3

WHAT IS IT ------------------------------------------------ 4

WHAT’S MORE ------------------------------------------------ 8

Task 4 ------------------------------------------------ 8

WHAT I HAVE LEARNED --------------------------------- 9

Task 5 ------------------------------------------ 9

WHAT I CAN DO ---------------------------------------- 10

Task 6 ------------------------------------------------ 10

ASSESSMENT ------------------------------------------------ 11

GLOSSARY ------------------------------------------------ 11

ANSWER KEYS ------------------------------------------------ 12

REFERENCE LIST -------------------------------------------- 13

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 WHAT I NEED TO KNOW

This module is designed and written for you as we strive to continue

education despite the pandemic that we are currently facing. It is here to let you
understand speech act which is one of the several elements of communication.
Speech acts relate to the actions done by saying them. Learning about speech acts
will enhance your knowledge of communication and help you become more capable
of responding to what others say as well as utter the correct sentences that you
need to influence others.

As we communicate with others, we need to identify various types of speech acts

that are used to express different kinds of intentions

Learning Competency
Responds appropriately and effectively to a speech act
EN11/12OC-Ifj20

Learning Objectives:

At the end of this module, you should be able to:

1. define speech acts;

2. distinguish types of speech act;
3. recognize that communicative competence requires understanding of
speech acts; and
4. show interest in performing the tasks.

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 WHAT I KNOW

Task 1
Identify the following statements. Choose from the options in the box and
write your answers on your notebook.

speech act communication

directive declaration
commissive performatives
locutionary perlocutionary
illocutionary communicative competence

1. It is the actual act of uttering.

2. It is the ability to use linguistic knowledge to effectively communicate
with others.
3. It refers to the social function of what is said.
4. It is an utterance that a speaker makes to achieve an intended effect.
5. A type of illocutionary act in which the speaker tries to make the
addressee perform an action.
6. A type of illocutionary act which brings a change in the external
situation.
7. This is the response to an illocutionary act.
8. These are verbs that execute the speech act that they intend to effect.
9. A process of sharing and conveying messages or information from one
person to another within and across channels, contexts, media, and
cultures.
10.A type of illocutionary act which commits the speaker to doing something in
the future.

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 WHAT’S IN

Task 2
Analyze these pictures. In your notebook, write down what each picture suggests.

Picture 1 Picture 2 Picture 3

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/1SvvETEYYk7p7q4G7 https://images.app.goo. https://images.app.goo.gl/TF
gl/8yKre139gByiMXdf8 Qhh3uWLDRudHgV6

WHAT’S NEW

Task 3
In your notebook, accomplish the table by classifying the following sentences
according to type of illocutionary act.

Assertive Directive Commissive Expressive Declaration

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 1. “I will forever treasure our friendship.”
2. “Submit your projects on time.”
3. “I am deeply sorry for misbehaving.”
4. “I will travel the whole world.”
5. “I hate to do my tasks alone.”
6. “No one can bake a cake better than my aunt.”
7. “Starting tomorrow, I will not be absent.”
8. “Please let him join your group.”
9. “Thank you for participating in the contest.”
10. “I now pronounce you husband and wife!”

Explore!

• How did you find the activity?

• Was it hard/easy to discern the meaning behind the utterances?
• What helped you in evaluating the intention of the speaker?
• What happens when the speaker says wrong utterance?

WHAT IS IT

Definition of Speech Acts

A speech act is an utterance that a speaker makes to achieve an intended

effect. Some of the functions which are carried out using speech acts are offering
an apology, greeting, request, complaint, invitation, compliment, or refusal. A
speech act might contain just one word or several words or sentences. For example,
“Thanks” and “Thank you for always being there for me.” “I really appreciate it.”
Both show appreciation regardless of the length of the statement.
Three Types of Speech Act

According to J. L. Austin (1962), a philosopher of language and the developer

of the Speech Act Theory, there are three types of acts in every utterance, given the
right circumstances or context.
These are:
1. Locutionary act is the actual act of uttering.
“Please do the dishes.”
“Pass your assignment.”
“My apologies for causing this delay.”

2. Illocutionary act is the social function of what is said.

By uttering the locution “Please do the dishes,” the speaker requests the
addressee to wash the dishes.
By uttering “Pass your assignment,” the speaker asks the other person to pass the
assignment.
By uttering “My apologies for causing this delay,” the speaker is apologizing to the
other person.

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3. Perlocutionary act is the resulting act of what is said. This effect is based on
the particular context in which the speech act was mentioned.
“Please do the dishes” would lead to the addressee washing the dishes.
“Pass your assignment” would lead the addressee to pass the assignment.
“My apologies for causing this delay” would lead the addressee to accept or reject
the apologies.

There are also indirect speech acts which occur when there is no direct
connection between the form of the utterance and the intended meaning. They are
different in force (i.e., intention) from the inferred speech act.

For example, read the following utterance.

“Can you pass the rice?”
Inferred speech act: Do you have the ability to hand over the rice?
Indirect speech act: Please pass the rice.

So, while the utterance literally asks the addressee if he or she has the ability to
hand a plate of rice, it actually indirectly requests the addressee to pass the rice to
the speaker.

Locutionary and Illocutionary Acts

Speech acts are done by saying them. It is a term coined by John Austin in his
book, “How to Do Things with Words.” Speech acts can be understood better by
identifying three aspects that they involve. The first level is the locutionary act.
This is simply the speaking part of the speech act. The second aspect is the
illocutionary act. This is the acting part of the speech act – the very action done
by saying something. In fact, the terms illocutionary acts and speech acts are
often used interchangeably.

Illocutionary acts are of two kinds. The first is making something true (or
false) by saying it. This is usually called constative. This is done by someone in
authority or position to do such as a judge, a policeman, congress through the
speaker, the president, or anyone in a position to make something true by saying
it. Examples of this include the following:

I now pronounce you husband and wife.

I name this boat the Tropical Princess.
You are not my friend anymore.
You are free to go.
I declare you the winner.
The second possibility is doing something by just saying it. This is usually called
performative. Note that it is possible to do something by just saying it. Examples
of performatives include the following:
I nominate Josephine for class president.
I accept the nomination.
I sentence you to five years in prison.
I promise to cherish you all my life.
I challenge you to a game of chess.

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 I move the nominations to be closed.
I second the motion.
I object.
I apologize for my mistake.
You are invited to an evening with the President.
Obviously, there are actions that cannot be done by just saying them. Note the
following:
I sleep now.
I help you clean the house.
We buy new clothes.
I love you.

Searle’s Classifications of Speech Act

As a response to Austin’s Speech Act Theory, John Searle (1976), a professor

from the University of California, Berkeley, classified illocutionary acts into five
distinct categories.

1. Assertive – a type of illocutionary act in which the speaker expresses belief about
the truth of a proposition. Some examples of an assertive act are suggesting,
putting forward, swearing, boasting, and concluding.
Example: No one makes better pancakes than I do.

2. Directive – a type of illocutionary act in which the speaker tries to make the
addressee perform an action. Some examples of a directive act are asking, ordering,
requesting, inviting, advising, and begging.
Example: Please close the door.

3. Commissive – a type of illocutionary act which commits the speaker to doing

something in the future. Examples of a commissive act are promising, planning,
vowing, and betting.
Example: From now on, I will participate in our group activity.

4. Expressive – a type of illocutionary act in which the speaker expresses his/her

feelings or emotional reactions. Some examples of an expressive act are thanking,
apologizing, welcoming, and deploring.

Example: I am so sorry for not helping out in our group projects and letting you do
all the work.

5. Declaration – a type of illocutionary act which brings a change in the external

situation. Simply put, declarations bring into existence or cause the state of affairs
which they refer to. Some examples of declarations are blessing, firing, baptizing,
bidding, passing a sentence, and excommunicating. Example: You are fired! By
saying that someone is fired, an employer causes or brings about the person’s
unemployment, thus changing his external situation

Based on Oral Communication in Context by Philippe John Fresnillo Sipacio

and Anne Richie Garcia Balgos

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Perlocutionary Acts
The third aspect is the perlocutionary act. This is the response to an
illocutionary act. Whereas an illocutionary act refers to only one act, perlocutionary
acts can be multiple because there are many ways of responding to an illocutionary
act. For example, when a speaker says, “I challenge you to a game of chess,” the
respondent may accept or decline the challenge.
Needless to say, for an utterance to be a speech act, the speaker must not be
joking, speaking figuratively. He or she must be serious about the literal truth of
what he or she is saying.
Illocutionary and Perlocutionary Force
Related to the concepts of illocutionary and perlocutionary acts are
illocutionary and perlocutionary force. Illocutionary force refers to the intent of a
speaker when he or she says something to a listener while the perlocutionary force
refers to the effect of the speaker’s utterance on the listener. When the
perlocutionary force does not coincide with the illocutionary force, that is, the effect
on the listener is not the same as the intent of the speaker, a breakdown in
communication occurs. Note the following example:

Employer: Are you doing anything?

Employee: I’m sorry. I will do something now.
Employer: No. what I mean is if you are not doing anything, then you
can go home and take a rest now. You have been working too hard.

In this example, the employer intended to send the employee home by asking a
question. However, the employee misunderstood it, resulting to a breakdown in
communication. When a breakdown like this occurs, the responsibility rests with
the speaker to repair the communication.

Understanding proper behavior is a specific context of

communication, knowing the difference between formal and informal situation,
using the appropriate style, and understanding the speech acts are very helpful in
improving our ability to communicate.

Always keep in mind that speech acts include concrete life interactions that
require the appropriate use of language within a given culture. Communicative
competence (i.e., the ability to use linguistic knowledge to effectively communicate
with others) is essential for a speaker to be able to use and understand speech
acts. Idioms and other nuances in a certain language might be lost or
misunderstood by someone who does not fully grasp the language yet.

Based on Oral Communication by Andrew Rey S. Peńa and Ali G. Anudin

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 WHAT’s MORE

Task 4
Directions: Read each item carefully and use your notebook to write your answers.
Take the quiz below and check if you can discern the meaning behind the
utterance. Write the letter of the correct answer.

1. Consider the sentence: “I now declare Martial Law.” Who among the
following can say this phrase and make martial law actually happen?
A. president of the country
B. my pregnant neighbor
C. a retired veterinarian
D. a famous rock star

2. What do you think does the speaker mean when he/she says, “Can you
open the door?”
A. The speaker wants to know if I can open the door.
B. The speaker is requesting me to open the door.
C. The speaker does not make sense.
D. The speaker is asking me a question.

3. You and your friend who has a fever enter your room. She shivers and tells
you, “It’s cold in here!” How would you interpret what she said?
A. She feels cold.
B. She wants me to increase the temperature in the room.
C. She does not feel well because of the cold.
D. She is complimenting the temperature in my room.

4. Based on the scenario in item number 3, what would your next action be?
A. I will thank my friend.
B. I will agree with her and say that the room is cold.
C. I will increase the temperature to decrease the coldness.
D. I will ignore my friend.

5. In which of the following statements is the speaker making a commitment?

A. “I checked her Facebook profile yesterday.”
B. “I’m in love and I’m happy!”
C. “I promise to love you for better or for worse.”
D. “I think following my suggestion will get us a high grade.”

6. “I now pronounce you husband and wife.” Who among the following is an
authorized person to utter the line and will have the actual effect of binding a
couple in marriage?
A. president of a club B. barangay chair C. a priest D. a health worker
7. In which of the following statements is the speaker making an apology?

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 A. “I am so sorry for not helping out in our group work.”
B. “I need you to leave now.”
C. “I thank you for being my friend.”
D. “I think I’m lost.”
8. In which of the following statements is the speaker making a declaration?
A. Please allow her to explain.
B. You are fired!
C. Sorry I’m just tired.
D. I will be attending a party tonight.
9. Which of the following statements is an assertive type of illocutionary act?
A. “Please come on time.”
B. “Starting today, I will wake up early.”
C. “No one can beat my score in spelling.”
D. “I think you need to turn off your phone first.”
10 Which of the following statements is an expressive type of illocutionary
act?
A. “I suggest you take some rest.”
B. “I promise that I’ll never forsake you.”
C. “I will go to Boracay again with my friends.”
D. “Thank you for the second chance you gave me.”

WHAT I HAVE LEARNED

Task 5

Direction: Complete the following statements. Write on your notebook.

1. I have learned that _____________________________________.

2. I have realized that ____________________________________.

I will apply __________________________________________.

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 WHAT I CAN DO

Task 6

Direction: Complete the table with information related to Searle’s Classification of

Speech Acts. Accomplish this in your notebook.

Classification of Speech Specific Situation Example

Act

Assertive Example: Chris bought a “I’m the only one in

new gadget, and he school who has this new
shows it off to his friends. iPhone model.

Your turn:

Classification of Speech Specific Situation Example

Act

Assertive

Directive

Commissive

Expressive

Declaration

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 ASSESSMENT

Directions: Identify the following. Write your answers on your activity

notebook.

1. The actual act of uttering is known as ____________________.

2. It is the ability to use linguistic knowledge to effectively communicate
with others.
3. ____________ is the social function of what is said.
4. An utterance that a speaker makes to achieve an intended effect.
5. A type of illocutionary act in which the speaker tries to make the
addressee perform an action.
6. A type of illocutionary act in which the speaker expresses belief about
the truth of a proposition.
7. Statements which enable the speaker to perform something just by
stating it.
8. while the refers to the effect of the speaker’s utterance on the listener
9. A type of illocutionary act in which the speaker expresses his/her
feelings or emotional reactions.
10. Refers to the intent of a speaker when he or she says something
to a listener.

GLOSSARY

The following terms used in this module are defined as follows:

commissive - a type of illocutionary act which commits the speaker to doing
something in the future
directive- a type of illocutionary act in which the speaker tries to make the addressee
perform an action
performatives - verbs that execute the speech act that they intend to effect
perlocutionary - a type of speech act which refers to the resulting act of what is said
communication- a process of sharing and conveying messages or information from
one person to another within and across channels, contexts, media, and cultures
communicative competence
declaration-a type of illocutionary act which brings a change in the external
situation.
illocutionary - a type of speech act which refers to the social function of what is said
locutionary- the type of speech act which refers to the actual act of uttering
speech act- an utterance that a speaker makes to achieve an intended effect

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 REFERENCES

Andrew Rey S. Pena , Ali G. Anudin . 2016. Oral Communication . Quezon City:
Vibal Group Inc.
Philippe John F. Sipacio, Anne Richie G. Balgos. 2016. Oral Communication
in Context for Senior High School. Quezon City: C & E Publishing , Inc.

https://images.app.goo.gl/1SvvETEYYk7p7q4G7

https://images.app.goo.gl/8yKre139gByiMXdf8

https://images.app.goo.gl/TFQhh3uWLDRudHgV6

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For inquiries or feedback, please write or call:

Department of Education – Schools Division of Negros Oriental

Kagawasan, Avenue, Daro, Dumaguete City, Negros Oriental

Tel #: (035) 225 2376 / 541 1117

Email Address: [email protected]
Website: lrmds.depednodis.net