ORAL COMMUNICATION

Grade Level: Grade 11

Grade Level: Grade 11

SLG No. 5: Types of Speech Act

Subject Code/Number: CORE06
Subject Title: Oral Communication
Teacher: Ms. Janine Marie R. Lauron

I. Introduction

Words and utterances can have more than one meaning depending on the context( circumstances
setting) and the participants (speaker and listener) in the speaking situation. In this lesson, you will learn
the three types of speech act and their relevance in communication.

A. Learning Competency

● Responds appropriately and effectively to a speech act. (Q1 LC7)

B. Learning Outcomes

1. Identify the different speech acts

2. Examine the different speech acts used in movies, TV shows, or any kind of literature.
3. Explain how a speech act is used in communication and how it affects other components of
communication.

II. Learning Content

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. 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. It is the “saying of something” (word, phrase
sentence) in accordance with the accepted sounds, grammar and meaning of the language they
belong to. The focus is what’s uttered.
For example: Please do the dishes.
ORAL COMMUNICATION
Grade Level: Grade 11
Grade Level: Grade 11

2. Illocutionary act is the social function of what is said. It is the “performance of a speech act”.
The focus is the performer of the “saying”-informing, persuading, commanding, etc.
For example: By uttering the locution “Please do the dishes,” the speaker requests the
addressee to wash the dishes.

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. Statements that inspire, motivate or persuade
are typical examples of perlocutionary act.
For example: “Please do the dishes” would lead to the addressee washing the dishes.

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.

Austin also introduced the concept of performative utterances: statements which enable the
speaker to perform something just by stating it. In this manner, verbs that execute the speech act that
they intend to effect are called performatives. A performative utterance said by the right person under
the right circumstances results in a change in the world. Note that certain conditions have to be met
when making a performative utterance.

For example, the phrase “I now pronounce you husband and wife,” when uttered by an authorized
person such as a judge will have the actual effect of binding a couple in marriage. However, if the same
statement is uttered to the same couple in the same place by someone who is not authorized to marry
them—as in the case of the accompanying picture, a robot—then there is no effect whatsoever because
a condition was not met.
ORAL COMMUNICATION
Grade Level: Grade 11
Grade Level: Grade 11

Classifications of Illocutionary Acts

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: The Philippines needs to improve more in ICT.

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: Make your room tidy all the time.

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.

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.
ORAL COMMUNICATION
Grade Level: Grade 11
Grade Level: Grade 11

III. Self-Learning Activities

Activity 1. Individual Activity (Q1 LC7)

Complete the following table with information related to Searle’s Classification of Speech Acts.

For example:

Classification of Speech Specific Situations Example

Act

Assertive Ramjay bought a new pair of shoes I am the only one who has
and showed it to his classmates. these limited edition Nike shoes
in our school.

Your turn:

Classification of Speech Specific Situations Example

Act

Assertive

Classification of Speech Specific Situations Example

Act

Directive

Commissive

Expressive
ORAL COMMUNICATION
Grade Level: Grade 11
Grade Level: Grade 11

Declaration

Activity 2. Essay Writing (Q1 LC7)

1. Take a look at the conversation below where the remark by a native English speaker could be
misinterpreted by a native Chinese listener.
John: “I couldn’t agree with you more.”
Chen: “Oh….” (Thinking: “He couldn’t agree with me? I thought he liked my idea!”)
2. In an essay with no less than 350 words, discuss where the confusion originated. Use the
following format: computerized, font 12, Times New Roman, spacing 1.5.

IV. Looking Back

Directions: Identify the statement whether assertive, directive, commissive, expressive or declarative.

1. A corrupt-free government is possible to achieve.

2. I feel sad when I see children sleeping on the streets.
3. Everybody should learn good time management.
4. It warms my heart every time I see old couples holding each other’s hands.
5. Do not associate with people who influence you to do nasty things.
6. I will watch a movie with my cousin this weekend.
7. He is a very diligent student.
8. I will join the charity event our school has organized.
9. Using prohibited drugs can definitely ruin one’s life.
10. There is nothing impossible with God.

V. Extension of Learning

For Students with or without Internet Connection

On a whole sheet of paper, answer the following questions:

1. Why are felicity conditions important? Provide three examples of speaking situations.
2. When are we able to say that utterance is inappropriate? State three concrete examples.
ORAL COMMUNICATION
Grade Level: Grade 11
Grade Level: Grade 11

REFERENCES:

Agbayani, Diana and Yolanda Meru. Enhanced English Engagements: Oral Communication Senior High
School. Philippines: Don Bosco Press, 2016

Gador, Sunleigh, et al. Speak Confidently: A Comprehensive Worktext in Oral Communication for Senior
High School. Philippines: University of San Carlos Press, 2016

Pinzon, Mary Jannette and Niel Kenneth Jamandre. Power Speak: Oral Communication In Context.
Philippines: Abiva Publishing House, Inc., 2017

Sipacio, Philippe John Fresnillo and Anne Richie Garcia Balgos: Oral Communication in Context Senior
High School. DEPED Philippines: C and E Publishing, Inc., 2016

Links:

https://elcomblus.com/speech-styles-definition-types-and-examples/