This is the Oral Communication in Context Quarter 1, Module 7 self-learning module for Senior High School. Its topic is speech acts: the things we do with words when we apologize, request, promise, or declare something. After working through it, learners should be able to define speech acts, tell the types apart, and see why understanding them is part of communicating well.
The module is part of DepEd’s Alternative Delivery Mode (First Edition, 2020). It was developed by the Department of Education – National Capital Region, with Julius Cezar D. Napallatan as writer.
On this page 7 sections
What learners will learn
The module covers four areas:
- Types of speech act
- Locution (utterance)
- Illocution (intention)
- Perlocution (response)
By the end of the module, learners are expected to:
- define speech acts;
- distinguish types of speech act; and
- recognize that communicative competence requires understanding of speech acts.
What a speech act is
In linguistics, a speech act is an utterance that serves a function in communication. Put simply, speech acts are actions done by saying them. People perform speech acts when they apologize, greet, request, compliment, invite, complain, warn, promise, refuse, or declare something. For example, “I am so sorry for not calling you when I got home” is an apology.
Using speech acts well takes more than knowing the language. You also need to use it in a way that fits the context. The listener must first work out what type of act the speaker is performing before deciding what the words mean.
The three parts of a speech act
Locutionary act (the utterance)
This is the act of producing words or sounds that have a meaning. It can be a word, a phrase, or a statement about something. The module’s examples:
- “It is raining.”
- “My teacher is wearing a red dress today.”
- “I love dogs.”
Illocutionary act (the intention)
This is the “acting” part of the speech act. It is what the speaker means to do with the words, such as giving a command, apologizing, thanking, or answering a question. The module describes two kinds:
- Constantive: making something true or false by saying it, often done by someone in authority, such as a judge or an official. Examples: “I name this dog Chubby.” “The meeting is adjourned.”
- Performative: doing something just by saying it. Examples: “I nominate Lancer for president.” “I accept the challenge.” “I promise to take care of you as long as I live.”
Perlocutionary act (the response)
This is the effect the utterance has on the listener, whether intended or not. It can change the listener’s feelings, thoughts, or actions, for example by changing their mind or making them afraid.
The module gives this example: “By the way, I have a CD of Debussy. Would you like to borrow it?” The illocutionary function is an offer. The perlocutionary effect might be to impress the listener, show friendliness, or spark interest in a type of music.
Searle’s five types of illocutionary acts
The module uses John Searle’s categories, which are the main types learners must identify in the activities and tests.
| Type | What the speaker does | Example from the module |
|---|---|---|
| Assertive | States a belief about what is true, such as boasting, suggesting, concluding, or swearing | I am still the best student in class. |
| Directive | Tries to get the listener to act, such as commanding, requesting, begging, or inviting | Take me to that place. |
| Commissive | Commits to a future action, such as promising, planning, vowing, or betting | I will take you to school every day starting tomorrow. |
| Expressive | Shows feelings or emotional reactions, such as thanking, apologizing, or welcoming | I am so sorry for not wearing the complete uniform today. |
| Declarative | Brings about a change in a situation, such as blessing, firing, baptizing, or bidding | You are fired! |
How to use this module
The module follows the usual self-learning module parts, in this order:
- What I Know: a 10-item pretest where you match sentences to the five types of illocutionary acts.
- What’s In and What’s New: a short review of speech acts, then writing a dialogue about a picture that includes a request, compliment, complaint, warning, promise, declaration, and apology.
- What is It: the main discussion of locutionary, illocutionary, and perlocutionary acts.
- What’s More: watch the environmental short film “One Earth” and write a sentence for each of the five types.
- What I Have Learned: a fill-in-the-blanks review.
- What I Can Do: write an example of each type for an everyday situation, such as meeting a former teacher on your way home.
- Assessment: identify the illocutionary act in 10 lines.
- Additional Activities: a 10- to 15-sentence essay on a misunderstood exchange between an employer and an employee, scored by a rubric on content, organization, and mechanics.
For learners: Write your answers on a separate sheet of paper and do not mark the module. Use the answer key at the end only to check your work after answering.
For parents: You do not need special knowledge to help. Ask your child to say aloud which type of speech act a sentence is and why. Note that the What’s More activity needs internet access to watch the video.
For teachers: The answer key covers the pretest, the fill-in-the-blanks review, and the assessment. The essay in Additional Activities comes with its own rubric. Check the assessment key before using it, since it lists only nine answers for ten items.
Frequently asked questions
What grade is Oral Communication in Context Module 7 for?
The module is labeled for Senior High School and is Quarter 1, Module 7 of Oral Communication in Context.
What are the three parts of a speech act?
The module explains the locutionary act (the utterance itself), the illocutionary act (what the speaker intends to do), and the perlocutionary act (the effect on the listener).
What are the five types of illocutionary acts in the module?
Following John Searle, the module lists assertive, directive, commissive, expressive, and declarative acts. For example, “You are fired!” is a declarative.
Does the module have an answer key?
Yes. It has answers for the pretest, the What I Have Learned activity, and the assessment, although the assessment key lists only nine answers for ten items.
What is the difference between a commissive and a directive?
A commissive commits the speaker to a future action, like a promise. A directive tries to get the listener to do something, like a command or request.
Full text of the module
The text below is a transcription of the PDF above, as printed.
Oral Communication in Context Quarter 1 – Module 7: Types of Speech Act
Senior High School
[illustration: students reading and studying under a tree and at a table, with a globe and a lamp]
Oral Communication in Context Alternative Delivery Mode Quarter 1 – Module 7: Types of Speech Act First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them.
Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio
Printed in the Philippines by ________________________
Department of Education – National Capital Region
Office Address: Misamis St., Bago Bantay, Quezon City Telefax: 02-929-0153 E-mail Address: depedncr@deped.gov.ph
| Development Team of the Module | |
|---|---|
| Writer: | Julius Cezar D. Napallatan |
| Editor: | Joselito E. Calios |
| Reviewers: | Joselito E. Calios, Wilma Q. Del Rosario, Cherie M. Olesco, Rufino Delos Santos, Emmanuel B. Penetrante |
| Illustrator: | Hannah Krystelle Q. Del Rosario, Emmerando Martin P. Cruz |
| Lay-out Artists: | Elinette B. Dela Cruz, Lovelyn F. Bargo |
| Management Team: | Wilfredo E. Cabral, Micah S. Pacheco, Dennis M. Mendoza Ma. Evalou Concepcion A. Agustin, Carolina T. Rivera Manuel A. Laguerta, Joselito E. Calios, Wilma Q. Del Rosario |
Oral Communication in Context Quarter 1 – Module 7: Types of Speech Act
Senior High School
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-step as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will tell you if you need to proceed on completing this module or if you need to ask your facilitator or your teacher’s assistance for better understanding of the lesson. At the end of each module, you need to answer the post-test to self-check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these.
In addition to the material in the main text, Notes to the teacher are also provided to our facilitators and parents for strategies and reminders on how they can best help you on your home-based learning.
Please use this module with care. Do not put unnecessary marks on any part of this SLM. Use a separate sheet of paper in answering the exercises and tests. And read the instructions carefully before performing each task.
If you have any questions in using this SLM or any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator.
Thank you.
What I Need to Know
This module Types of Speech Act was designed to make you better understand the following:
A. Types of Speech Act; B. Locution (Utterance); C. Illocution (Intention); and D. Perlocution (Response).
As you go through this module, you will have a deeper understanding of the nature and elements of oral communication in context, and design and perform effective controlled and uncontrolled oral communication activities based on context.
After going through this module, you are expected to:
- define speech acts;
- distinguish types of speech act; and
- recognize that communicative competence requires understanding of speech acts.
What I Know
Match the words in column B with the sentences in column A. Write the letter of the answer on separate paper.
| A | B |
|---|---|
| 1. I will be with you as long as you need me. | |
| 2. I am so sorry for not waking you up this morning. | A. Assertive |
| 3. You are fired! | B. Directive |
| 4. I am the best student basketball player in class. | C. Commissive |
| 5. Please see me at my office after class. | D. Expressive |
| 6. I’ll give you my present tomorrow. | E. Declarative |
| 7. It is hereby certified that the person named herein has passed the university admission test. | |
| 8. I made the right decision. | |
| 9. Congratulations for winning the game! | |
| 10. Submit your papers on time. |
Lesson 1 Types of Speech Act
What’s In
In linguistics, a speech act is an utterance that serves a function in communication. It is the action that the speaker wants to provoke in his/her listener’s thoughts. People perform speech acts when they want to express an apology, greeting, request, compliment, invitation, complaint, warning, promise, refusal, or declaration. A speech act may contain a word like “Sorry” to express an apology like in the sentence, “I am so sorry for not calling you when I got home.” Speech acts require not only the knowledge of the language but also the appropriate use of language in a given context. One can say that speech acts are an important aspect of communication.
What’s New
Based on the picture shown below, write a short dialogue that expresses request, compliment, complaint, warning, promise, declaration, and an apology.
[photo: people gathered at a table with cords and equipment; four empty speech bubbles around them]
What is It
Speech Acts are actions done by saying them. The listener must first determine the type of act being performed before he can determine which way a speech act is to be interpreted. These speech acts are categorized as follows:
Locutionary Acts
Locutionary acts are, according to Susana Nuccetell and from Gary Seay (from Philosophy of Language: The Central Topics) 2007, “the mere act of producing some linguistic sounds or marks with a certain meaning and reference.”. Locutionary act refers to any utterances that may contain statements or words about objects. It may be a word, or even a phrase that has a meaning. For example:
“It is raining.” “My teacher is wearing a red dress today.” “I love dogs.”
Illocutionary Acts
Illocutionary act is the acting part of the speech act. It carries a directive for the audience. It may be a command, an apology, an expression of thankfulness or just an answer to a question for the information of other people in the communication process. There are two kinds of illocutionary acts. The first is called constantive, or making something true or false by saying it. This is commonly done by someone in authority like a judge or an official.
Examples: I name this dog Chubby. You are free to leave. You are not my friend anymore. The meeting is adjourned.
The second is doing something by just saying it. It is also called performative.
Examples: I nominate Lancer for president. I accept the challenge. I promise to take care of you as long as I live.
I challenge you to prove me wrong. You are invited to my birthday celebration.
Illocutionary acts can be categorized into common families of speech acts. The following is John Searle’s categories of illocutionary acts. Each has its own illocutionary purpose.
Assertive – a type of illocutionary act in which the speaker expresses belief about the truth of a proposition like boasting, suggesting, asserting, concluding, and swearing
Example: I am still the best student in class.
Directive – a type of illocutionary act in which the speaker tries to make the addressee perform an action by way of commanding, requesting, begging, inviting, pleading, or insisting
Example: Take me to that place.
Commissive – a type of illocutionary act which commits the speaker to future actions such as promising, planning, vowing, and betting
Example: I will take you to school every day starting tomorrow.
Expressive – a type of illocutionary act in which the speaker expresses his/her feelings or emotional reactions. Some examples of expressive acts are thanking, apologizing, welcoming, and deploring
Example: I am so sorry for not wearing the complete uniform today.
Declarative – a type of illocutionary act which brings a change in an 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, and bidding
Example: You are fired!
Perlocutionary Acts
Perlocutionary act is the third aspect of speech acts. It is a speech act that produces an effect, intended or not, achieved in an addressee by a speaker’s utterance. Perlocutionary act can bring about a consequence to the audience. They have an effect to the listener in feelings, thoughts, or actions such as changing someone’s mind. Unlike illocutionary act, perlocutionary act can project a sense of fear in the audience.
Consider the following utterance, “By the way, I have a CD of Debussy. Would you like to borrow it?” Its illocutionary function is an offer, while its intended perlocutionary effect might be to impress the listener, or to show a friendly attitude, or to encourage interest in a particular type of music.
What’s More
Watch the video clip on https://www.youtube.com/watch?v=QQYgCxu988s . Complete the table below by writing sentences related to the video.
[photo: landfill-like hill of refuse with a bulldozer and a pond in the background] One Earth – Environmental Short Film
Source: Romain Pennes, “One Earth – Environmental Short Film”, August 21, 2020, https://www.youtube.com/watch?v=QQYgCxu988s
One Earth is an environmental short film I created and edited to help raise awareness about our impact on our environment day to day.
It tells the story of how we globally, and massively around the world, use resources for our short term profit, by deforestation, mining, burning fossil fuels, consuming and expanding. This sadly leads to the many environmental issues we face today in 2021, including global pollution, climate change, and the extinction of animal species.
–Romain Pennes
| Type | Definition | Sentence |
|---|---|---|
| Assertive | The speaker expresses belief about the truth of a proposition. | |
| Directive | The speaker tries to make the addressee perform an action. | |
| Commissive | It commits the speaker to future action. | |
| Expressive | The speaker expresses own feelings or emotional reactions. | |
| Declarative | The speaker’s declaration brings a change in an external situation |
What I Have Learned
Directions: Fill in the blanks with suitable words.
Speech acts are actions done by _____ them. They involve locutionary, illocutionary, and perlocutionary acts.
Locutionary is “the mere act of producing some _____ or marks with a certain meaning and reference.”
Illocutionary act is the _____ part of the speech act.
Perlocutionary is a speech act that produces an _____, intended or not, achieved in an addressee by a speaker’s utterance.
When communicating with others, the listener must first determine the _____ being performed before he can determine which way a speech act is to be interpreted.
What I Can Do
Complete the following table with information related to Searle’s Classification of Speech Acts.
| Classification of Speech Act | Situation | Example |
|---|---|---|
| Assertive | You are talking to your parents about your studies. | |
| Directive | You are a new student in a university. |
| Classification of Speech Act | Situation | Example |
|---|---|---|
| Commissive | You are talking to your younger siblings who are reading their modules. | |
| Expressive | You meet your former teacher on your way home. | |
| Declaration | You receive a motorcycle as a graduation gift from your parents. |
[transcriber’s note: table continued from the previous page]
Assessment
Directions: Identify the illocutionary act used in each line. Write your answer before the number.
Assertives Commissives Directives Expressives Declaratives
_____ 1. I swear I won’t see her again.
_____ 2. I forbid you to leave.
_____ 3. I agree with your terms.
_____ 4. I move that the nomination be closed.
_____ 5. I declare the games officially open!
_____ 6. You can go to your next class.
_____ 7. You cannot find a better person for that job.
_____ 8. I will never be late again.
_____ 9. Don’t worry. This too shall pass.
_____ 10. I promise to take care of your dog while you are away.
Additional Activities
Directions: Read the conversation below where the remark by an employer could be misinterpreted by an employee of a company. Write a ten-to-fifteen-sentence essay explaining where the confusion could have originated. Why do you think the employee misinterpreted the employer? What then is the importance of understanding speech acts.
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.
Rubric
| Criteria | 5 | 3 | 2 |
|---|---|---|---|
| Content | Answer is complete; sufficient detail provided to support assertions, answer focuses only on issues related to questions. | Answer is brief with insufficient detail. There are minor errors in content. | Answer is incomplete. Discussion of unrelated issues and significant errors are in the content. |
| Organization | Presentation is clear and logical. Development of argument is good. Transitions are made clearly and smoothly. | There are minor problems of organization. It needs work on creating transitions between ideas. | Organization is weak; sentences rambling; ideas are repeated |
| Mechanics | Clear, readable, prose. Good use of transitions; no problems with spelling, punctuation, or grammar. | Frequent problems with mechanics of language; Occasional awkward sentences and poor transitions; reduce readability | Major problems with mechanics of language; Awkward sentence construction; Poor or absent transitions; Frequently difficult to understand |
Answer Key
[transcriber’s note: this answer key is printed rotated upside down on the page; the three boxes are read here in the order they appear: What I Know, What I have Learned, Assessment]
What I Know
- C
- D
- E
- A
- B
- C
- E
- A
- D
- B
What I have Learned
- saying
- Linguistic sounds
- acting
- effect
- type of act
Assessment
- Assertive
- Declarative
- Assertives
- Assertives
- Declaratives
- Directives
- Assertves
- Commissives
- Expresives
References
Anudin, Ali G. and Andrew Rey Pena. Oral Communication. Quezon City: Vibal Group Inc., 2016.
Bajracharva, Shraddha. “Verbal Versus Non-Verbal Communication”. Businesstopia. Accessed November 7, 2019. https://www.businesstopia.net/communication/verbal- vs-non-verbal-communication
Bryson, Mari. “Nonverbal Communication Clip Compliation.” YouTube. Accessed May 30, 2020. https://www.youtube.com/watch?v=Mh47wWr_Hbw
Central Philippine University TV News and Programs. “U-Day English Oration 2019: Champion – College of Hospitality Management.” YouTube. Accessed May 30, 2020. https://www.youtube.com/watch?v=tLsjFnGIRLI
Educalingo. “Pronunciation of Perlocutionary Act.” Accessed November 7, 2019. https://educalingo.com/en/dic-en/perlocutionary-act
Flores, Ramona S. Oral Communication in Context. Manila: Rex Book Store, 2016.
Gonzales, Iris. “Top science high schools create innovative energy solutions in competition.” The Philippine Star, May 8, 2018. https://www.philstar.com/othersections/campus/2018/05/08/1813060/top-science-high-schools-create-innovative-energy-solutions-competition
iEduNote. “Nonverbal Communication: Definition, Types, Importance (Explained).” Accessed November 7, 2019. https://iedunote.com/nonverbal-communication
Lewis, Michael. “6 Causes of Miscommunication – How to Use Plain Language Effectively.” Money Crashers. Accessed November 7, 2019. https://www.moneycrashers.com/causes-miscommunication-use-plain-language/
Nordquist, Richard. “Speech Acts in Linguistics.” ThoughCo. Accessed November 8, 2019. https://www.thoughtco.com/speech-act-linguistics-1692119
Pascal. “8 Causes of Miscommunication and Misunderstanding.” User Like. Accessed November 7, 2019. https://www.userlike.com/en/blog/causes-of-miscommunication
SkillsYouNeed. “Verbal Communication Skills.” Accessed November 7, 2019. https://www.skillsyouneed.com/ips/verbal-communication.html
University of Minnesota. “What is a Speech Act?” Accessed November 7, 2019. https://carla.umn.edu/speechacts/definition.html
For inquiries or feedback, please write or call:
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