Name_____________________________________________Grade___________Section_____________

Subject & Oral

Quarter 1 Week 5 Day
Grade/Level Communication dd/mm/yyyy
Topic VERBAL COMMUNICATION
Learning 1.1 Demonstrate sensitivity to the socio- cultural dimension EN11/12O
Code
Competencies of communication situation. C-Ia-7
1. learn about the basic concepts and components of language;
Learning
2. identify the characteristics of a language; and
Objectives 3. apply this knowledge in creating own set of words.

Scope Out:
This part formally presents the topics in the lesson. Various learning aids are provided to ascertain your
understanding of the topics.
Try It:
This part lets you practice and ensures that you have fully understood the topic before you can proceed to the
next topic.
Enrich With:
These activities enhance your thinking skills toward independent and lifelong learning and provide opportunities
for you to experience the significance of what you have learned in the lesson.
Measure Up:
This part contains objective tests and authentic assessments provided with rubrics. These gauge how well you
have understood the lesson and how you can transfer what you have learned to new situations.

SCOPE OUT!

Hi! I’m your teacher. I will be your facilitator and guide in this module. Before
you start answering the module, I want you to set aside other tasks that will
disturb you while enjoying the lessons. Read the simple instructions below to
successfully enjoy the objectives of this kit. Have fun!

Before we begin, take note of the following:

1. Follow carefully all the contents and instructions indicated in every page of this
LESSON 5: module.
2. Write on your notebook or any writing pad the concepts about the lessons.
Writing enhances learning that is important to develop and keep in mind.
VERBAL
3. Perform all the provided activities in the module.
4. Let your facilitator/guardian assess your answers.
COMMUNICATION
5. Analyze conceptually the posttest and apply what you have learned.
6. Enjoy studying!
LESSON 5:

VERBAL
COMMUNICATION
EXPECTATIONS
As your facilitator, I expect that you, as a learner, will understand the nature,
elements and process of oral communication in context.
Specifically, this module will help you to
a. learn about the basic concepts and components of language.
b. idendify the characteristics of a language; and
c. apply this knowledge in creating your own set of words.

BRIEF INTRODUCTION

Verbal communication involves the uses of language to express ideas. To learn about the
aspect of communication, read about the basic concepts of language.

I. BASIC CONCEPTS OF LANGUAGE

A. Language is made up of symbols

Every language contains symbols or elements which can create meaning when put together
in a certain way. For instance, this book is composed of written symbols- the letters of
alphabet and punctuation marks. In isolation, these elements are meaningless but when put
together, they gain meaning.
B. Language enables internal and external communication

A speaker uses language to engage in an internal conversation with himself/ herself. At the
same time, language also enables the speaker to talk to or respond to others through oral
or written means.

C. Language is governed by rules

Lindfords asserts that language is made up of phonological, syntactic, and semantic

components (1987). Adler and Rodman (2011) also discuss a fourth element, the regulative
component of language. These four components are the rules that govern language.

1. Phonological Component

The phonological component involves the rules for combining sounds to form words. For
instance, in English the /ng/ sound can be found in the middle and/ or end of a word,
such as in word “ringing,” but it cannot be used at the beginning.

2. Syntactic Component

The syntactic component consists of the rules that enable speakers to combine words
meaningfully to form sentences. The utterance “How do I love thee? Let me count the
ways,” for example, contains correct English sentences, but “Let me how thee? Count
ways love the I do.” Does not.
 3. Semantic Component

The semantic component governs how meaning is conveyed in a language. It goes

beyond the literal interpretation of words, uses the shared culture to carry the meaning
successfully. The semantic component enables English speakers to understand that
telling someone to “break a leg” means to wish him/her luck on a performance instead of
wishing him/her to injure a limb.

4. Regulative Component

The regulative component governs how a message is interpreted appropriately in a

given context. For example, native English speakers usually say “See you later” as a
closing greeting. The message technically means that the speaker will meet the listener
in immediate future, but the regulative rule of the English language tells the listener that
it was simply a way of ending the conversation.

D. Language is based on social convention.

The meaning of words in a language is based on social convention or the agreement of the
community who speaks the same language. In other words, a community establishes how an
expression or a word in their language is to be used and interpreted. For instance, the word
“salvage” means to save something from being destroyed, but in the Philippines, speakers use
the word to refer to act of killing or assassinating someone.

E. Language can be learned.

People can learn various languages through formal education, immersion, migration, and other
ways. For instance, a Filipino who migrates to France will, in time, be able to speak French
because this is the language he/ she is exposed to.

F. Language evolves.

Unique expressions, newly-coined words, and distinct language patterns arise out of emerging
trends and the creativity of speakers.

Examples of newly-coined words include unfriend, groufie, and hashtag. Jejemon, a distinct way
of encoding text which popular among Filipino youth, is a language pattern which emerged
when texting became popular. Tom Jones (hungry), Luz Valdez (loser), tai chi (dead), chaka
(ugly), and echoz (not true) are some examples of new expressions.

Still, language not only changes through time; it can also change based on the place. For
example, people from different provinces who speak the same language will definitely
understand each other. However, there might be differences in their accents because of their
geographical separation. Different versions of the same language are called dialects.

Differences can be recognized by the accent or intonation pattern, the length of vowels, and or
vocabulary choice. For example, British English is not only different in accent from American
English, it is also different in terms of other language aspects, as seen in the following
examples.

Dialect British English American English

Vocabulary Trousers Pants
Skyscraper High-rise
Chips Fries
Wicked Cool
Spelling Colour Color
Agonise Agonize
Expressions It’s half-past three. It’s three thirty.
I reckon it’s going to be a I think it’s going to be a good
good show. show.
G. People, not words, create meaning.

Ultimately, the meanings of words depend on how people interpret and process them. Since
people have unique backgrounds, their interpretations vary in different ways. For example,
when you refer to the ‘Filipino way of life’ (Padilla et. Al, 2003), two listeners can interpret it in
two different ways depending on their social, cultural, and individual orientations. A Filipino who
lives in a posh condominium unit in Global City in Taguig interprets it as “a life of ease and
abundance.” While to someone who lives in shanty in squatters’ area in Tondo, it is a hand-to-
mouth kind of existence.”

All these characteristics of language show that knowledge of technical properties of language is
not enough to make meaning. Moreover, consulting a dictionary only helps a little in determining
meaning for several reasons:

1) A word can contain several meanings.

2) One cannot consult the dictionary while in conversation.
3) Words gain different interpretation when used in conjunction with other words.
Ultimately, language obtains meaning when people communicate and draw the shared
context to understand each other.

How’s your learning?

Don’t give up, you’re almost done!