Senior High School

Oral Communication
in Context
Quarter 2 – Module 7
Speech Acts
English – Grade 11
Alternative Delivery Mode
Quarter 2 – Module 7: Speech Acts

First Edition, 2020

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Tonisito [Link], ESQ

Development Team of the Module

Writer: Mary Carmel P. Artezano
Language Editor: Hazel Sigrid D. Pederi
Content Editor: Angie A. Pasaforte
Proofreader: Herlie E. Ymalay
Illustrator: K D. Lim
Layout Artist: Karen Gay G. Lumejoc
Management Team: Arden D. Monisit
Nonale Q. Resoor
Susan T. Balbuena
Romel Victor A. Villahermosa

Printed in the Philippines by ________________________

Department of Education – Region VII Central Visayas, Division of Guihulngan City

Office Address: Osmeṅa Ave., Poblacion____________________________

Guihulngan City___________________________________
Telefax: 035-410-4006_____________________________________
E-mail Address: [Link]@[Link].ph_______________________

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 11
Oral Communication
in Context
Quarter 2 – Module 7
Speech Acts

iii
Introductory Message

Good day!

This module on Oral Communication is one of the various learning delivery modalities
initiated by the Department of Education to meet the educational needs of the learners without
requiring them to come to school due to the present pandemic our country is facing. It also
aims to fill in the gap caused by the threat of COVID-19 by making all the presentations and
activities simple but comprehensive.

The realization of this learning material is made possible through the collaborative
efforts and time extended by the Senior High School teachers, School Heads, and Division
Personnel of the Guihulngan City Division. It is comprised of the significant learning objectives
taken from the Most Essential Learning Competencies of the subject suitable to every learner’s
needs and capacities which are skillfully organized and written by the teachers with love and
sincerity.

Hence, the implementation of this module should not be taken for granted. Every one
of us is expected to perform our respective responsibilities and obligations.

To the School Heads and teachers, you are tasked to work hand in hand in the
reproduction of this material for our learners. Moreover, a great effort is required at hand in
coordinating with the barangay officials to find ways and means in reaching to out our learners.

To the parents, you serve as the support system of your children. This could be hard,
but your encouragement and guidance somehow put an important meaning as they go through
this module. Please know that the fulfilment of your sons and daughters in this learning kit is,
indeed, yours too.

To the learners, the success of this module lies in you. Hence, you play a vital role in
making this endeavor a successful and meaningful one. As a recipient of this implementation,
you are fervently asked and required to answer the activities in this module with a heart full of
sincerity. After all, this has been created for you.

Rest assured that you can learn many things from this module. Just bear in mind that
this is not merely your own battle but ours to fight. Your parents and teachers are your
shoulders to lean on. Just bring it on!

Good Luck and Godspeed!

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This module has parts and icons that you need to know.

In this part, you will be able to know the

What I Need to things that you will learn in this module.
Know

This is a test given to you to check how far

you know about the lesson to take.
What I Know

This section gives activities that connect the

current lesson with the previous lesson.
What’s In

This section gives an activity to present the

new topic. It also providesv new concepts, skills
What’s New
insights for better learning.

This part elaborates further the content and

activity of the lessons for the learner to fully
What is It
understand.

This part provides dependent and

independent practices that will further enhance
What’s More the learner’s understanding on the topic.
Correct answers of the activities can be
checked in the key answer at the last part of the
module.

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 This part gives the generalization of the
What I Have lesson. It somehow presents the important
ideas of the lesson presented in the module.
Learned

This section provides activities that will help

the learners internalize and apply the lesson
What I Can Do
he/she has learned into real-life situations.

This part evaluates the learner’s level of

mastery in achieving the learning objectives.
Assessment

This part provides additional activities for

Additional enrichment.
Activities

This section contains the correct answers of

all the tests given in the module.
Answer Key

To get the most out of this module, here are few reminders:
1. Use this module carefully and do not write anything on it. Use separate sheet of paper
as your answer sheet.
2. Read carefully the instruction before answering any activities.
3. Observe honesty in answering all the activities.
4. Perform and answer all the activities before going to the next page.
5. Please return this module after answering all the activities.
If you find it hard to answer the activities, don’t hesitate to ask assistance from your
teacher, parents, guardians or anybody from your household who can assist you to perform/
answer the activities. Always bear in mind that you are not alone. We are hoping that this
module can help you learn and have a deep understanding on the lesson. You can do it!

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 What I Need to Know

This unit lays out the foundational knowledge for studying oral communication. It features
essential information which includes the definition and nature of communication, the
systematic diagram of the process of how communication happens, and the purposes why
humans communicate.
By the end of the lesson, you are expected to:
a. define locutionary, illocutionary, and perlocutionary acts;
b. differentiate locutionary, illocutionary, and perlocutionary acts; and
c. respond appropriately and effectively to a speech act.

What I Know

Directions: Read and understand the questions provided below. Choose the correct answer
for each number. Write your answers on a separate intermediate paper. If you get perfect from
this test, skip the next module. However, if you get 1 or 2 mistakes, continue answering the
rest of the activities.

[Link] to John Langshaw Austin (1962), the theory of speech acts has three aspects.
Which does not belong to the group?
a. Illocutionary b. Perlocutionary c. Revolutionary d. Locutionary
2. What is the speech act theory?
a. The theory that words are things.
b. The theory that each word has a speech or illocutionary act.
c. The theory that if you speak with greater force, people will act.
d. The theory that if you act a certain way, your speech will be perceived
differently.
3. What utterance was considered as an action, particularly about its intention, purpose or
effect?
a. Speech context b. Speech style c. Speech act d. Speech

[Link] type of speech act shows consequence of the words we say?

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 a. Locutionary b. Illocutionary c. Perlocutionary d. Colocutionary
5. What type of illocutionary act commits the speaker to a course of action?
a. Assertive b. Directive c. Commissive d. Expressive
6. What is the possible illocutionary act for the statement "I promise to stop by"?
a. the speaker stopping by
b. the speaker making a promise
c. the receiver waiting
d. the receiver hearing the promise
7. Which of the following does not describe J.L. Austin's Speech Act Theory?
a. Words are actions.
b. To say something is to do something.
c. Communication goes beyond conveying information.
d. Words are a matter of syntax.
8. What communication context is described where individuals or groups engage in dialogue
at a certain sphere to deliver a message to the audience?
a. Intrapersonal b. Interpersonal c. Public d. Mass media
9. What communication context pertains to talking to ourselves?
a. Intrapersonal b. Interpersonal c. Public d. Mass media
[Link] communication context involves at least one other person (dyad) or others (group)?
a. Intrapersonal b. Interpersonal c. Public d. Mass media
11. What context of interpersonal communication pertains to psychosocial matters?
a. Psychological b. Relational c. Situational d. Environmental
12. What speech style describes the speaker directly expressing his/her needs without
considering the listener’s concern?
a. Aggressive b. Passive c. Passive-aggressive d. Assertive
13. What type of speech style is used in personal conversations with friends?
a. Intimate b. Casual c. Consultative d. Formal
14. What is the main difference between the formal and frozen speech style?
a. Formal style is much more restricted than frozen.
b. Frozen style is used for ceremonies while the formal style is for presentations.
c. Formal style is used for group interactions while frozen is not.
d. Frozen style has a facilitator while frozen does not.
15. Which speech style according to use in a context focuses on reasoning and
argumentation?
a. Specific b. Well-reasoned c. Confident d. Supportive

What’s In

From the previous module, a speech style, according to Martin Jooz (1976), refers to the
form of language that the speaker utilized which is characterized by the level of formality. It is
also identified into five types: frozen, formal, consultative, casual, and intimate.

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 Oral communication is defined as the process of verbally transmitting information and
ideas from one individual or group to another. It could either be formal or informal
communication.

What's New

Read the dialogue below and study the words used by two persons talking.
Dialogue 1:
Teacher: Maria, could you please return these books to the library for me?
Maria: Sure, Ma’am. I will.
Teacher: Thank you, Maria.
Maria: You’re welcome, Ma’am. (Maria is leaving)

Guide Questions:
1. What did the teacher tell Maria?
2. What is the teacher using when she requested Maria to return the books?
3. What is the dialogue trying to imply?

What Is It

When people communicate, their utterances are rarely just strings of words and meanings.
The example above shows how people are capable of performing acts with their utterances.
Such acts are called speech acts. A speech act is a confluence of the following acts:
• An utterance of a meaningful sentence, or what is said literally, called the locutionary
act;
• The social function of what is said, or the illocutionary act; and
• The effect of what is said to the person it is uttered to. Or the characteristic aims of a
speech act, called the perlocutionary act.

In the first dialogue, the teacher requests a student named Maria to return some books
to the library. You can conclude that the teacher made a request because she used the word
please. Maria expresses her willingness to fulfill the request by answering, “Sure, Ma’am. I

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will.” The congenial exchange continues with the teacher expressing gratitude which Maria
acknowledges as she leaves.
Here is an analysis of the interaction between the teacher and Maria in terms of speech
acts: The teacher uses the words please and thank you (locutionary) to perform the linguistic
act of requesting and then thanking (illocutionary). Maria, on the other hand, responds by
saying, “Sure, Ma’am. I will” and “You are welcome, Ma’am” expresses a willingness and to
acknowledge the gratitude her teacher expresses. In such instance, both the teacher and
Maria are pleased with the exchange: the former gets her request done (returning the books)
while Maria receives the acknowledgment, she deserves for willingly acceding to the request
(perlocutionary).
Introduction. The speech act theory considers language as a sort of action rather than
a medium to convey and express. The contemporary Speech act theory developed by J. L.
Austin a British philosopher of languages; he introduced this theory in 1975 in his well-known
book of ‘How do things with words’. Later John Searle brought the aspects of theory into much
higher dimensions. This theory is often used in the field of philosophy of languages. Austin is
the one who came up with the findings that people not only uses that language to assert things
but also to do things. And people who followed him went to greater depths based on this point.
Theory. All sort of linguist communications is comprised of linguistic actions.
Previously it was conceived that the very basic unit of communication is words, Symbols,
sentences or some kind of token of all of these, but it was speech act theory which suggested
that production or issuances if words, symbols are the basic units of communication. This
issuance happens during the process of performance of speech act. The meaning of these
basic units was considered as the building blocks of mutual understanding between the people
intend to communicate.

“A theory of language is a theory of action”- Greig E. Henderson and Christopher Brown.

The theory emphasis that the utterances have a different or specific meaning to its user and
listener other than its meaning according to the language. The theory further identifies that
there are two kinds of utterances, they are called constative and performative utterances. In
his book of ‘How do things with words’ Austin clearly talks about the disparities between the
constative and performative utterances.

A constative utterance is something which describes or denotes the situation, in relation with
the fact of true or false.

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Example: The teacher asked Olivia whether she had stolen the candy. Olivia replies
“mmmmmm”. Here the utterances of Olivia describe the event in pact of answering her teacher
whether the situation was true or false.
The performative utterance is something which do not describe anything at all. The utterances
in the sentences or in the part of sentences are normally considered as having a meaning of
its own. The feelings, attitudes, emotions and thoughts of the person performing linguistic act
are much of a principal unit here.

Example: Bane and Sarah have been dating for the past four years. One fine evening Bane
took Sarah to the most expensive restaurant in town. And he ordered the most expensive wine
available in the restaurant. Then he moved closer to her and asked her that “will you marry
me?”. Sarah burst with contentment and replied, “I will”. Here the “I will” of Sarah express her
feelings, attitudes and emotional towards the context. These utterances have its specific
meaning only in relation to it specific context.
Further Austin divides his linguistic act into three different categories. They are,
1. Locutionary act – This is the act of saying something. It has a meaning and it creates an
understandable utterly to convey or express
2. Illocutionary act – It is performed as an act of saying something or as an act of opposed
to saying something. The illocutionary utterance has a certain force of it. It well well-versed
with certain tones, attitudes, feelings, or emotions. There will be an intention of the
speaker or others in illocutionary utterance. It is often used as a tone of warning in day
today life
3. Perlocutionary act – It normally creates a sense of consequential effects on the
audiences. The effects may be in the form of thoughts, imaginations, feelings or emotions.
The effect upon the addressee is the main charactership of perlocutionary utterances

For Example. The locutionary act describes a dangerous situation, the illocutionary act
acts as a force of the warning and perlocutionary acts frighten the addressee.

Austin himself admits that these three components of utterances are not altogether separable.
“We must consider the total situation in which the utterance is issued- the total speech act – if
we are to see the parallel between statements and performative utterance, and how each can
go wrong. Perhaps indeed there is no great distinction between statements and performative
utterances.” Austin.

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Searle suggested that the basic unit of linguistic communication is speech act. It can be a
word, a phrase, a sentence or a sound, it should fulfil the task of expressing the intention of
the user. Understanding the user’s intention can lead to complete understanding of the
speech act.

The following are the five categories of speech acts based on the functions

assigned to them.

Representatives Directives Expressives Commissives Declaratives

Assertions suggestions apologies promises decrees

Claims requests complaint threat declarations

Reports commands thanks offers

Representatives commit a speaker to the truth of an expressed proposition.

• Paradigm cases: asserting, stating, concluding, boasting, describing, suggesting.

o I am a great singer. o
Bill was an accountant.

Commissives commit a speaker to some future action.

• Paradigm cases: promising, pledging, threatening, vowing, offering.

o I am going to leave you. o

I'll call you tonight.

Directives are used by a speaker who attempts to get the addressee to carry out an

action.

• Paradigm cases: requesting, advising, commanding, challenging, inviting, daring,

entreating.
o You'd better tidy up that
mess. Sit down.

Declarations effect an immediate change of affairs.

• Paradigm cases: declaring, baptizing, resigning, firing from employment, hiring,

arresting.

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 o We find the defendant guilty.

o I resign.

Expressives express some sort of psychological state.

• Paradigm cases: greeting, thanking, apologizing, complaining, congratulating.

o This beer is disgusting. o
I'm sorry to hear that.

Speech acts, according to Cohen’s classification, have five possible functions.

representatives, directives, expressives, commissive, and declaratives. Below are

examples for each classification:

Representative: Traffic is heavy along EDSA now. (report)

Filipinos are the happiest people in the world. (claim)
Directive: You should go to the doctor. (suggestion)
Could you please help me plan the party? (request)
Expressive: I’m sorry I can’t make it to the event. (apology)
Our internet connection is so slow. (complaint)
Commissive: I assure you; I will help you with your problem. (promise)
I’m warning you! (threat)
Declarative: Let the games begin! (declaration)
As president of the Republic, I put the country under a state of
emergency. (decree)

What’s More

Independent Activity 1
Directions: Identify the speech act that each utterance represents or performs.
Number 1 is done for you. Use a separate sheet of paper.

1. Please keep the door closed. –

Answer: Directive
2. That is the truth.
3. You are mine.
4. Don’t dare.

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 5. May I?

Assessment 1
Directions: Identifying Illocutionary Acts. Read and understand the sentences below.
Choose the correct answer. Write your answers on a separate sheet of paper.
Number 1 is done for you.

1. A friend says to another friend, “Why don’t you like to ski?” Answer: A
a. question b. directive c. representative d. expressive
2. A father says to his child, “Why don’t you spend less time watching TV?”
a. question b. directive c. representative d. expressive
3. A child says to her playmate, “Yippee–cookies!!.”
a. question b. directive c. representative d. expressive
4. A doctor says to a patient, “I advise you to stop smoking.”
a. question b. directive c. representative d. expressive
5. One secretary says to another, “My daughter’s getting married in August.”
a. question b. directive c. representative d. expressive

Independent Activity 2

Directions: Consider the following utterances. What effect will each have on his listener(s)?
Choose the correct answer from the box below. Write the correct answer. Number 1 is done
for you.

fear happy optimistic requests command

1. “Hide Now!”
Answer: Fear
2. “Please stay with me.”
3. “Call the police!”
4. “Your country needs you.”
5. “Congratulations! You’re hired!”

Assessment 2

Directions: Identify the classification of speech acts each sentence tries to imply. Choose
the correct answer from the box below. Write your answer on a separate sheet of paper.
Number 1 is done for you.

suggestion – directive claim – representative threat - commissive

request – directive promise - commissive

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1. You should go to the doctor.
Answer: suggestion - directive
2. Could you please help me plan the party?
3. Filipinos are the happiest people in the world.
4. I assure you; I will help you with your problem.
5. I’m warning you!

What I Have Learned

Directions: Identify the types of each act on the sentences below. Choose the correct answer.
Write your answers on a separate sheet of paper. Number 1 is done for you.

Speech acts Locutionary acts Perlocutionary acts

Performative utterances Illocutionary acts

1. __________________ is something expressed by an individual that not only presents

information but performs an action as well. Answer: Speech acts
2. The contemporary use of the term goes back to Austin J.L development of
__________.
3. __________________ the performance of an utterance: the actual utterance and its
apparent meaning, comprising any and all of its verbal, social, and rhetorical meanings.
4. __________________ the active result of the implied request or meaning presented
by the locutionary act.
5. _____________________ the actual effect of the locutionary and illocutionary acts,
such as persuading, convincing, scaring, enlightening, inspiring, or otherwise getting someone
to do or realize something, whether intended or not.

What I Can Do

Directions: Give a sample utterance for each speech act. Write your answers on a
separate sheet of paper. Number 1 is done for you.

1. Complain

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 Answer: Why does this happen to me?
2. Declare
3. Assert
4. Offer
5. Command

Assessment

Directions: Read and understand the sentences below. Write your answers on a separate
sheet of paper.

1. Which of the following does not describe J.L. Austin's Speech Act Theory?
a. Words are actions
b. To say something is to do something.
c. Communication goes beyond conveying information.
d. Words are a matter of syntax.
2. Which communication context is described when individuals or groups engage in dialogue
at a certain sphere in order to deliver a message to the audience?
a. Intrapersonal b. Interpersonal c. Public d. Mass media
3. What communication context describes talking to ourselves?
a. Intrapersonal b. Interpersonal c. Public d. Mass media
[Link] communication context that involves at least one other person (dyad) or others
(group)?
a. Intrapersonal b. Interpersonal c. Public d. Mass media

5. What contexts of interpersonal communication pertains to psychosocial exchange?

a. Psychological b. Relational c. Situational d. Environmental
6. What speech style where the speaker directly expresses his/her needs without considering
the listener’s concern?
a. Aggressive b. Passive c. Passive-aggressive d. Assertive
7. What type of speech style is used in personal conversations with friends?
a. Intimate b. Casual c. Consultative d. Formal

8. What is the main difference between the formal and frozen speech style?
a. Formal style is much more restricted than frozen.
b. Frozen style is used for ceremonies while formal style is used for presentations.
c. Formal style is used for group interactions while frozen is not.
d. Frozen style has a facilitator while frozen does not.
9. Which speech style according to use in a particular context focuses on reasoning and
argumentation?
a. Specific b. Well-reasoned c. Confident d. Supportive
10. What utterance was considered as an action, particularly with regard to its intention,
purpose or effect?
a. Speech context b. Speech style c. Speech act d. Speech

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[Link] type of speech act shows consequence of the words we say?
a. Locutionary b. Illocutionary c. Perlocutionary d. Colocutionary

12. What type of illocutionary commits the speaker to a course of action?

a. Assertive b. Directive c. Commissive d. Expressive

13. What is the possible illocutionary act for the statement "I promise to stop by"?
a. the speaker stopping by
b. the speaker making a promise
c. the receiver waiting
d. the receiver hearing the promise
14. What is speech act theory according to J.L Austin (1962)?
a. The theory that words are things.
b. The theory that each word has a speech or illocutionary act.
c. The theory that if you speak with greater force, people will act.
d. The theory that if you act a certain way, your speech will be perceived
differently.
15. What are Cohen’s Classifications of Speech Act?
a. Assertives, Permissives, Interrogatives, Conductives, Liberative
b. Understanding, Directing, Bemoaning, Shooing, Loving
c. Representatives, Commissives, Directives, Expressives, Declaratives
d. Assertives, Passive, Actives, Nurturatives, Declaration

Additional Activities

Write a report based on the following scenario.

You are an engineer who knows English, and another language. You are assigned to
assist a group of foreign consultants in an ocular inspection of a town where they will help
build a power plant. Your goal is to make the first meeting between the foreign consultants
and the residents as amiable as possible. The guests should feel welcome enough and the
residents should not feel threatened by the presence of outsiders.
To accomplish your task, you have decided to formulate a plan on how to introduce the
two groups to each other and how to bridge the language barrier by translating for both.
Your supervisor instructed you to show him or her a report of your plan. Your report should
include possible scenarios on how the interactions between the foreigners and the locals will
play out during their initial meeting. There should be a speech act for each scenario (example:
community leader requesting the consultant to investigate the possible effects of the power
plant on their water supply). You are to come up with a specific speech act for each of the
following:
representative, directive, expressive, commissive, and declarative.
Your report should be organized and informative. It should be specific, and it should
contain feasible scenarios.

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 References

Jaworowska,Joanna.”Speech Act Theory.” Accessed

[Link] June
2020.

Marilou Santos-Sujeco, : DIWA Oral Communication in Context, reviewed by Ana Marie C.

Alfelor.

[Link].”Four Types of Speech delivery:Impromptu, Extemporaneous, Manuscript &

Memorized.” Accessed. [Link] of
speech-delivery-impromptu-extemporaneous-manuscript-and
[Link]#lesson. June 2020

[Link].: Oral Communication- types of speech styles.

[Link] 2016/10/14

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For inquiries or feedback, please write or call:

Department of Education – Division of Guihulngan City

Office Address: Osmeña Ave., Pobiacion

Guihulngan City

Telefax: 035-410-4006

Email Address: [Link]@[Link]

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