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Oral Comm Module 4 Employing Various Communicative

Strategies in Different Situations
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Senior High School

Oral Communication in Context

Module 4:
Employing Various Communicative
Strategies in Different Situations

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ORAL COMMUNICATION IN CONTEXT

Module 4: Employing Various Communicative Strategies in Different Situations
Second Edition, 2021

Copyright © 2021
La Union Schools Division
Region I

All rights reserved. No part of this module may be reproduced in any form without written
permission from the copyright owners.

Development Team of the Module

Author: Aroma Jane M. Franco

Content and Language Reviewer: Lucito F. Ferrer
Editor: SDO La Union, Learning Resource Quality Assurance Team
Illustrator: Ernesto F. Ramos Jr.
Design and Layout: Ronnel M. Barrientos

Management Team:

Atty. Donato D. Balderas Jr.

Schools Division Superintendent
Vivian Luz S. Pagatpatan, Ph D
Assistant Schools Division Superintendent
German E. Flora, Ph D, CID Chief
Virgilio C. Boado, Ph D, EPS in Charge of LRMS
Belen C. Aquino, Ph D, EPS in Charge of English
Michael Jason D. Morales, PDO II
Claire P. Toluyen, Librarian II

Printed in the Philippines by: _______________________

Department of Education – SDO La Union

Office Address: Flores St. Catbangen, San Fernando City, La Union
Telefax: 072 – 205 – 0046
Email Address: [email protected]

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Senior High School

Oral Communication in Context

Module 4:
Employing Various Communicative
Strategies in Different Situations

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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.

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.

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Target

Communicative strategy is the hallmark of communicative

competence and a springboard to verbal and nonverbal cues for
communicating ideas, hence it is considered very useful in the
communication process for it helps impart the message using questions
and answer, repetition for clarification, topic shifting, and topic control.

Further, the use of communicative strategy is also an aid to avoid

or repair communication breakdown and being able to use such strategies
make certain speech purpose is not only achieved but also the
development of communication experience for both the speaker and
listener.

In your previous lesson, you were able to identify the various speech
contexts, distinguish types of speeches and speech styles and able to
respond to various speech acts.

This module is supplied with information, activities and

performance task that will help you understand communicative
strategies.

After going through this module, you are expected to:

1. Employ various communicative strategies in different situations;

2. Explain that a shift in speech context, speech style, speech act

and communicative strategy affects the language form, duration
of interaction, relationship of speaker, role and responsibilities
of the speaker, message and delivery.

Note to the Teacher

This SLM is strategically designed for independent learning.
However, as the teacher or facilitator of learning, you are highly
encouraged to engage with your learners as they go along. Some learners
may find the activities difficult and would require you to explain
instructions and lesson contents for them to be able to understand and
successfully finish the module.
Your support in the success of teaching-learning is very important.

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Jumpstart

Activity 1:
Direction: Read the scenario below. Identify the problems presented in each
scenario, then give possible solutions to solve the problem. Write your
answers on a separate sheet of paper.

Scenario Problem Solution

1. The teacher is discussing when a student suddenly
interrupted and shared what he had seen in a
documentation.
2. The teacher gave your group a task to discuss
Speech styles but in the middle of brainstorming,
someone nominates an entirely different topic.
3. The assigned facilitator of your group gave specific
instructions to follow. These instructions confine the
group to limit what to say.
4. During the classroom meeting, everybody talked at
the same time.
5. The classroom president presided a meeting to plan
the upcoming class presentation. In the meeting only
few were given opportunity to talk.

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Discover

Communicative strategies are ways of sharing information which

are used to achieve particular social, political, psychological or linguistic
purposes.
Types of Communicative Strategy

1. Nomination. When you employ this strategy, you try to open a topic
with the people you are talking to. Nomination, as a communicative
strategy, can also be applied any time during an interaction as a way of
continuing the communication.

When this strategy is used, the topic is introduced in a clear and

truthful manner, stating only what is relevant to keep the interaction
focused. You may use expressions such as:

“Let’s talk about…” “Do you know…?” “How about…?”

2. Restriction. This communicative strategy refers to any limitation you

may have as a speaker. On some cases of communication, there are
instructions that must be followed. Those instructions confine you as a
speaker and limit what you can say.

You may consider the following expressions for restricting a topic:

“May we just talk about this matter and lay aside other matters?” or
“Please just expound on the topic and nothing else.” or “This is the only
topic we need to cover today.”

Example:

“They say that Philippine economy is getting better. Do you agree?”

In the sample statement you were only limited by answering either
with a Yes or a No response.

The teacher instructed: “Brainstorm with your pair about Philippine

economy at present and then deliver a speech about it.”
In the second example, you are restricted with a single topic and you
are confined to discuss only on matters about Philippine economy.

3. Turn-taking. This communicative strategy pertains to the process by

which people decide who take the conversational floor. Primarily, the idea
is to give all communicators a chance to speak.

Upon speaking, remember to keep your words relevant, short, and

precise to express your view and ideas. Be polite and avoid monopolizing the
conversation and talk incessantly without letting the others air out their
own ideas.
To acknowledge others, you may employ visual signals like a nod,
a look, or a step back, and you could accompany these signals with

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spoken cues such as “What do you think?” or “You wanted to say

something?”
Examples:

“May I have the floor, sir?”

“Excuse me? I think we should speak one at a time, so we can
clearly understand what we want to say about the topic.”
"Go on with your ideas. I'll let you finish first before I say
something."
4. Topic Control. It should be remembered that when a topic is initiated, it
should be collectively developed by avoiding unnecessary interruptions and
topic shifts.
You can make yourself actively involved in the conversation without
overly dominating it by using minimal responses like “Yes,” “Okay,” “Go on”;
asking tag questions to clarify information briefly like “You are excited, aren’t
you?”, “It was unexpected, wasn’t it?”; and even by simply giving non-verbal
cues.
Examples:
“Proper communication would lead to harmonious social environment
and we all do not want misunderstandings, do we?

“Misunderstandings happen when there’s barriers in communication.

You experienced this also, right?”
5. Topic Shifting. This involves the shift or move from one topic to another.
To simply understand, topic shifting is where one part of a conversation ends
and where another begins. This strategy works best when there is follow-
through so that new topic continues to be discussed.

When shifting from one topic to another, you must be very intuitive.
Make sure that the previous topic was nurtured enough to generate
adequate views. You may also use effective conversational transitions to
indicate a shift like “By the way,” “In addition to what you said,” “Which
reminds me of,” “we can also include”, and other topic shifting
expressions.
Examples:

“By the way, there's a new update regarding on our new school set-
up.”

“In addition to what you said about our new mode of learning,

is that even possible?”

“Excuse me, can we talk about Philippine economy, instead of
American economy.”

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6. Repair. This communicative strategy refers to how a speaker addresses

the problems in speaking, listening and comprehending that they may
encounter in a conversation.

Repair, as a communicative strategy, is the self-righting

mechanism in any social interaction (Schegloff, et. al., 1977). If there is a
problem in understanding the conversation, speakers will always try to
address and correct it.

Examples:

"Excuse me, but there are five functions of

communication not four." "I'm sorry, the word
should be pronounced as pretty not priti."
“You said perfect. Did I get it right?”

7. Termination. This refers to the conversation participants' close-

initiating expressions to end a conversation. It uses verbal and non-
verbal signals or messages that both speaker and listener send to each
other.

Sometimes the termination is quick and short. Sometimes it is

prolonged by clarification, further questions, or the continuation of the
topic already discussed, but the point of the language and body
movement is to end the communication.

Examples:

"Best regards to your parents! See you around!

“It was nice meeting you. Bye!"
"That is all for today class, goodbye!"

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Explore

Here are some enrichment activities for you to work on to master and
strengthen the basic concepts you have learned from this lesson.

Enrichment Activity 1:
Directions: Complete the table below by supplying the correct information needed.
Use separate sheet for your answer.

Type Function Example

“Discuss among
Limits the response or
yourselves the causes
1. reactions within set of
and effect of Corona
categories.
virus.”
Nomination 2. 3.

“By the way have you

Topic shifting 4. already read the next
chapter of the book?”

“Excuse me, may I

Turn-taking 5.
have the floor?
Addresses the problems
6. that they may encounter in 7.
a conversation.
Covers how procedural
formality and informality
Topic Control 8.
affects the development of
topics in conversation.
“Bye, see you
Termination 9.
around.”
Sorry, but I think
Repair 10. your answer is
incorrect.

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Enrichment Activity 2:
Directions: Match the Communicative strategies presented in column A
to the scenario in Column B. Write your answers on a separate sheet of
paper.

A B
A. In an Oral Communication class, the
1. Nomination teacher instructed the learners to discuss
the three types of Speech Act.
B. The speaker ended his speech by
2. Restriction acknowledging the sponsors of the activity.
C. The speaker mispronounced a word, so it
has been corrected right away by an
3. Turn-taking audience.
D. Early in the morning, the class president
starts off with news inquiries about the viral
4. Repair
video online.
E. The teacher asked the students to explain
5. Termination their side about the presented topic.
F. The speaker changed the topic to a different
one that led to misunderstandings.

Deepen

For your final task, you are going to write a dialogue about your life
and experiences during this time of pandemic. Be able to use the different
communicative strategies in the conversation. In addition, identify the
communicative strategies used by putting parentheses after each
sentence. Use short bond paper in writing your script. The scoring rubric
found in the next page will be used in assessing your output.
Rubric for Dialogue Writing
Criteria 5 4 3 2 1
1. The dialogue used communicative strategies
vividly, creatively, and effectively
2. The dialogue demonstrated an exceptionally
precise, specific, descriptive and vivid word
choice.
3. The dialogue portrayed correct conventions,
capitalization, usage, punctuation, grammar and
spelling.
4. The dialogue presented sentences that show
exceptional use of sentence variety and complexity
of structure.

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Gauge

Directions: Choose the letter of the correct answer. Use a separate sheet
for your answer.

1. What type of communicative strategy in present in this situation:

In a class, you were instructed to brainstorm on peer pressure or
deliver a speech on digital natives?
A. Repair B. Restriction
C. Topic shifting D. Turn-taking
2. What is the present communicative strategy during meetings
when you have a turn to speak after the chairperson directs you?
A. Termination B. Topic control
C. Topic shifting D. Turn-taking
3. The group leader discusses the origin of language when your
classmate suddenly changes the topic. What type of
communicative strategy is shown from this situation?
A. Repair B. Restriction
C. Topic shifting D. Turn-taking
4. In a conversation, Mary politely said, “Will you please focus on
the subject matter of our meeting”? Which among the choices
refers this situation?
A. Nomination B. Repair
C. Restriction D. Termination
5. “Let us now give the floor to our next speaker. A round of
applause, please.” What communicative strategy is present in
the line?
A. Nomination B. Termination
C. Topic Control D. Turn-taking
6. In a conference, the president points at you as the
secretary to read the minutes of the previous meeting.
What communicative strategy is applied?
A. Termination B. Topic Control
C. Topic Shifting D. Turn-Taking
7. The learners have a brainstorming process in the class,
Caleb asked: “What could be the best topic to discuss”? The
group thought for a while and reacted to it. What communicative
strategy is mentioned in the situation?
A. Nomination B. Repair
C. Restriction D. Termination
8. Ana commented: “I think the issue here is how to settle the
problem between Peter and John, not about who is to be blamed
for, am I right”? In the situation, which from the choices best
describes the scenario?
A. Termination B. Topic control
C. Topic shifting D. Turn-taking

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9. Teacher Sarah was discussing about the ecosystem when

Alfonso interrupted and shared what he had seen in a
documentary. As the assigned speaker, what should the
teacher do to repair this violation?
A. Thank him for sharing then ask him to leave.
B. Thank him for sharing then return to the main topic.
C. Thank him for sharing and tell him to stop being a know it
all.
D. Thank him for sharing then remind him to see her at the
guidance office.
10. In which of the following situations is nomination as a
communicative strategy best exemplified?
A. When beginning a topic in a conversation.
B. When ending a topic in a conversation.
C. When discussing a topic in a conversation.
D. When giving a brainstorm of the previous topic in a
conversation
11. How is turn-taking different from topic shifting?
A. Turn taking and topic shifting differ in ways on how they
address the problems in speaking, listening and
comprehending
B. Turn taking and topic shifting differ in ways on how to begin
and end the conversation in a conversation.
C. Turn taking makes people decide who takes the
conversational floor while topic shifting involves moving from
one topic to another.
D. Turn taking involves moving from one topic to another while
topic shifting makes people decide who takes the
conversational floor.
12. Which of the following statements will be helpful in shifting the
topic back to the original flow of the conversation?
A. “I couldn’t agree more!”
B. “I wonder what is happening.”
C. “I mentioned earlier, there is…”
D. “Let me think about the solution.”
13. Which of the following statements does NOT refer to topic
control?
A. Oh, yes, I remember that film!
B. Let’s discuss what we’ll do in our Foundation Day.
C. As I was saying, we must finish this plan first.
D. As I said earlier, there is a slim chance to win the
election.

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14. Which of the following statements does NOT refer to repair?

A. “Do you have anything to say?”
B. “One of the essential lessons I gained from the
discussion is the importance of sports and wellness
to a healthy lifestyle.”
C. “Excuse me? I think we should speak one at a time,
so we can clearly understand what we want to say
about the issue.”
D. “Go on with your ideas. I’ll let you finish first before
I say something.”
15. One of the considerations in any speech context, speech style,
speech act, and communicative strategy is the message.
Consider this statement: “Have you heard of the news about the
latest achievement of our government”? Which from the given
choices would mean the idea of the message of the speaker
based from the statement expressed?
A. Halloween treat or trick craze is in town.
B. Today is the first day of school, welcome back learners!
C. The guidance counselor called up the learners for a
conference.
D. The buy bust operations have tapped down billions
of shabu laboratories.

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Answer Key

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References:
Printed Materials:

Balgos and Sipacio. (2016). Oral Communication in Context for

Senior High School (pp 49-58). C & E Publishing, Inc.
Quezon City, Philippines

Wakat, Geraldine S. et al., 2018. Purposive Communication (pp 63-

65).
Lorimar Publishing, Inc. Quezon City, Manila, Philippines

Nanao, S., 2017. Oral Communication in Context, A

worksheet for Senior High School-First Edition (pp 85-
88). Cronica Bookhaus

Flores, 2016. Oral Communication in Context-First Edition (pp

56-61). REX Book Store, Manila Philippines

Gasulas, Allen M,. et al., 2016. integrated English for

Effective Communication-Oral Communication in
Context Senior High School (pp 54-62). Phoenix
Publishing House, Inc. Quezon City, Philippines
Electronic Journal

Wei,Lin (2011). Communicative Strategies in Second Language

Acquisition A Study of Chinese English Learners’ Attitude
and Reported Frequency of Communicative
Strategies.https://www.diva-portal.org
Websites:

Types of Communicative Strategy. October 14,2016.

Wordpress.
https://oralcom.wordpress.com/2016/10/14/types-of-
communicative- strategy/

Alday, Kristel Ann. Types of communicative strategies.

SlideShare. Education. Jul 12, 2018.
https://www.slideshare.net/sacchie/types-of-
communicative- strategies

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For inquiries or feedback, please write or call:

Department of Education – SDO La Union

Curriculum Implementation Division
Learning Resource Management Section
Flores St. Catbangen, San Fernando City La Union 2500
Telephone: (072) 607 - 8127
Telefax: (072) 205 - 0046
Email Address:
[email protected]
[email protected]

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