SENIOR HIGH SCHOOL

Oral Communication in
Context

QUARTER 2
(Week 2-3)
Module 2: Communicative Competence Strategies in
Various Speech Situations

Image credit: alburychurch.org.au

Senior High School

Division of Bohol
Department of Education • Republic of the Philippines

1
Oral Communication in Context – Grade 11/12
Alternative Delivery Mode
Quarter 2 (Week 2-3) – Module 2: Communicative Competence in Various Strategies in
Various Speech Situations
First Edition 2020

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Borrowed materials included in this module are owned by the respective
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Published by the Department of Education Division of Bohol (for classroom use):

Development Team of the Module

Writer/s: Anabbelle C. Rull

Editor: Khem N. Alvarez
Layout Artist: Khem N. Alvarez
Technical Working Group (TWG): Judith S. Real
Education Program Supervisor (EPS): Pablito P. Villalon

Printed in the Philippines by _______________

Department of Education – Division of Bohol
Office Address: ____________________________
Telefax: ___________________________________
E-mail address: ___________________________

2
Oral Communication in
Context
Quarter 2 – Module 2:
Communicative Competence Strategies in
Various Speech Situation
(Week 2-3)

This learning material was conspired and materialized by the

selected senior high school teachers of Bohol Division who are
teaching the subject and reviewed by the Technical Working Group
(TWG) from the department and quality assured by the division. We
fortify all teachers who are experts in this field and other education
stakeholder to email their feedback, comments, and recommendations
to this module.

We value your feedback and recommendations.

Division of Bohol

Department of Education • Republic of the Philippines

3
 INTRODUCTORY MESSAGE

The importance of an effective communication strategy is vitally central to how

successful an organization or a person is. Having the knowledge that a shift in
different factors of the speech and communication process affects certain things such
as the message and delivery would contribute to sensitivity on part of both the sender
and the receiver.

This module is expected to deepen learners’ understanding on the

importance of communicative competence strategies in various speech
situations. This lesson will guide the students to understand communication ethics,
to develop cultural awareness and to think critically.

Specifically, this module consists of the following lessons:

Lesson 1–Explains that a shift in speech context, speech style, speech act and
communicative strategy affects the following:
 Language Form
 Duration of Interaction Week 2
 Relationship of Speaker
 Role and Responsibilities of the speaker
 Message Week 3
 Delivery

GENERAL INSTRUCTION

For the learners: For the teacher:

To be guided in achieving the To facilitate and ensure the

objectives of this module, do the
following:
1. Read and follow instructions
carefully.
2. Answer the pretest before going
through the lessons.
3. Take note and record points for
clarification.
4. Do the activities and fully
understand each lesson.
5. Answer the self-check to monitor
what you learned in each lesson.
6. Answer the posttest after you
have gone over all the lessons.
7. If you encounter any difficulty in
answering the tasks in this module,
do not hesitate to ask assistance
from your teacher.
8. Make sure to return the
modules. Use another sheet of
paper for your answer or use the
answer sheets provided.
9. Do not write anything on this
module.
students’ learning from this
module, you are encouraged to do
the following:
1. Clearly communicate learning
competencies and objectives
2. Motivate through applications
and connections to real life.
3. Give applications of the theory
4. Discuss worked-out examples
5. Give time for hands-on unguided
classroom work and discovery
6. Use formative assessment to give
feedback
7. Introduce extensions or
generalizations of concepts
8. Engage in reflection questions
9. Encourage analysis through
higher order thinking prompts
10. Provide alternative formats for
student work

4
 Communicative Competence
Lesson
Strategies in Various Speech
1
(Week 2) Situations

When communicating with other persons, people interact in different ways. In the
same manner, people do not communicate in just one way, using only one method. In
the previous lessons, you have learned about the different Types of Speech Context,
Speech Styles, Speech Acts, and how to use the Types of Communicative Strategies
which are crucial in building in the communication process.

WHAT I NEED TO KNOW

Learning Objectives:

1. Comment on the language form, duration of interaction, and relationship of

speaker.
2. Apply the appropriate communicative strategies in a simulation if a real- life
situation;
3. Discuss why communicative strategies change as to adjustments in every speech
context, speech style and speech act.

WHAT I KNOW
Pre-test

Activity 1.1
Let’s see how well you know about the lesson before we discuss.

Directions: Identify what word is meant by the definition below. Choose from the
words enclosed in the parenthesis.
(Language Form, Language Content, Language Function)

1. It has something to do with “what we say” in a conversation.

2. It has something to do with “why we say it” in a conversation.
3. It has something to do with “how we say it” in a conversation.

WHAT’S IN
Recapitulation

In the previous lessons, you have learned that strategic competence in

communication is very necessary to remain in the conversation thereby increasing
confidence as communicators.
Whenever you find yourself in a conversation, you know that there will be
occasions when someone will attempt to change the topic and you must learn to deal
with this in a good way.
As you proceed to the world of employment or higher learning, you will
experience situations where you have to remedy the flow of conversation and/or close
the conversation. In the same manner, it is important that you know how to end the
conversation in a meaningful and polite way.

5
 WHAT’S MORE

Below are some photos of people you may or may not know. Imagine a scenario where
you are talking with them.

a. Pres. Duterte b. your teacher

https://tinyurl.com/yybso8fh https://tinyurl.com/y2orb3t8

c.your bestfriend d. your classmates

https://tinyurl.com/y5ktp75d https://tinyurl.com/yyvsk9kr

Activity 1.2

1. Write a short dialogue of your conversation in another sheet of paper.

2. What have you observed with the conversation you’ve made? Describe the
manner of your speech.
3. Do you speak to different people in the different manner? Why?
4. How do you rate the degree of formality of the conversation you made? (1 most
formal, 3 least formal) Why?

WHAT IS IT
Discussion

In any conversation, different styles of expressions are appropriate in different

situations. We can go from the formal to the informal, the written to the spoken, from
technical language (or jargon) to slang.

Although we communicate with one another, we interact based on a specific Speech

Context. A speaker cannot whisper a Speech to an audience, nor can we talk as
though a Public Speaker at the person giving the job interview. Communication is
divided in to certain levels based on the number of participants in the process. The
level of communication dictates the types of Speech Style and Speech Acts to be used
in a Communicative Strategy.

Speech Styles vary with the purpose of Communication and the speech context.
Intimate and Casual are used in Dyadic Communication, Consultative may be used for
group discussion, Formal and Frozen may be used with public communication.

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Speech Acts are helpful in elaborating meaning of what is being said. For a
Locutionary act to make sense, the same meaning should be shared by both the
speaker and the listener. Illocutionary act embodies the speaker’s intention,
Perlocutionary act is meant to elicit a response from the listener.

All the above mentioned are crucial in building a Communicative Strategy—a way, a
plan, a means—of sharing information to achieve a purpose

One’s communicative competence is enhanced when all the above-mentioned are

taken into considerationand the Communicative Strategies are used.

The shift in speech context, speech style, speech act, and communicative strategy
affect language form, duration of interaction, and relationship of speaker.

I. Language Forms

Language form is the “How we say it” in a communication. It includes the sentence
structure, grammar, and even word endings. It also has something to do with the
manner in which you say something rather than what you say. In communicating with
someone, our language forms vary when there is a shift in speech context, speech
style, speech act, and communicative strategy.

FORM
-How we say it
-sentence structure
-grammar
-word endings

FUNCTION
CONTENT -Why we say it
-What we say -conversation
-word meanings -social rules
-vocabulary -matching
language to the
situation

https://tinyurl.com/y3pvqy8a

II. Duration of Interaction

The use of time as a communicative channel can be a powerful force during an

interaction. Some recognizable types of interaction that shows time/duration are as
follows:
a. Regulating Interaction- When the speaker is opening the floor for a response,
they will pause. However, when no response is desired, the speaker will talk a
faster pace with minimal pauses.
b. Expressing Intimacy- As relationships become more intimate; certain changes
are made to accommodate the new relationship status. Some of the changes
that are made include lengthening the time spent on mutual gazes, increasing
the amount of time doing tasks for or with the other person and planning for
the future by making plans to spend more time together (Patterson, 1990).
c. Effect Management- The onset of powerful emotions can cause a stronger effect,
ranging from joy to sorrow or even to embarrassment. Some of the behaviors
associated with negative effects include decreased time of gaze and awkwardly
long pauses during conversations (Edelman &Iwawaki, 1987).

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 d. Evoking Emotions- Time can be used to evoke emotions in an interpersonal
relationship by communicating the value of the relationship. When someone
who you have a close relationship with is late, you may not take it personally.
However, if it is a meeting with a total stranger, their disrespect for the value of
your time may be taken personally.

III. Relationship of Speaker

When we communicate, we don’t simply speak words, we meet people in the

eye, and the communication becomes part of the building of relationship or one
another. However, communication varies depending on the relationship of the speaker
and the listener. For instance, when an interviewer interviews an interviewee in a job
hiring situation, the level of formality in the communicative situation is formal as we
expect intense preparation on both sides.

Activity 1.3
Directions: Give comments on each dialogue you created in Activity 1.2 based on how
the following factors were observed. Follow the table format below.

Duration of Relationship of the

Language Form
Interaction Speaker
Dialogue A

Dialogue B
Dialogue C

Dialogue D

What’s More
Enrichment

WHAT WILL YOU DO?

Activity 1.4

Direction: Look closely at the photo below and answer the questions that follow.

1. What are the factors affecting the

duration of interaction based from
the picture? Explain briefly.

8
 WHAT I HAVE LEARNED
Generalization

Activity 1.5

Complete the sentence stem below. Write your answers on a separate sheet of paper.

1. As a speaker/ listener, it is important to understand how the shift in

communicative competence strategies affect the communication because
_____________________________________________________________________________________
_______________________________________________________________________________.

2. The manner of saying the language may cause misunderstanding if

_____________________________________________________________________________________
____________________________________________________________________________________.

WHAT I CAN DO
Application

Activity 1.6.

Think of the time when you had to explain one message in two different instances with
varying contexts. For example, you might have told your parents over dinner how
badly you want to study in your dream university and in another instance, you talked
about the same thing with your friends while having coffee.

Directions: In an essay with a minimum of 200 words, discuss why your

communicative strategies change as there are adjustments in every speech context,
speech style, and speech act. Discuss your language, duration of interaction, and your
relationship to the listenerand how these differ in the two varying instances and
contexts.

ASSESSMENT
Posttest

Activity 1.7Modified True or False.

Directions: Right T if the statement is TRUE, otherwise replace the erroneous word with
the right one to correct the statement.

1. Language Form has something to do with the manner in which you say
something rather than what you say.
2. The shift in speech context, speech style, speech act, and communicative
strategy does not affectlanguage form, duration of interaction, and relationship
of speaker.
3. As the communication becomes intimate, the lengthier the duration of the
interaction becomes.
4. Sentence structure also varies depending on who you are speaking with.
5. The duration of interaction does not vary when we are talking to a total stranger vs.
talking to our childhood best friend.

---------------End of Module 2: Lesson 1 ---------------

9
Please use separate paper for your answer.

Communicative Competence
Lesson
Strategies in Various Speech
2
(Week 3) Situations

Being able to use any of the communicative strategies makes certain not only the
achievement of the Speech Purpose but also the enrichment of the communication
experience for both Speaker and Listener. Communicative Strategies when used by
the Speaker allow for the adjustment of the Message and its Delivery.

WHAT I NEED TO KNOW

Learning Objectives:

1. Demonstrate effective use of communicative strategy in a variety of speech

situations; and
2. Engage in a communicative situation using acceptable, polite, and meaningful
communicative strategies.

WHAT I KNOW
Pre-test

Activity 1.1
Let’s see how well you know about the lesson before we discuss.

Directions: Match the words in column A with its correct definition in Column B.

ELEMENTS OF COMMUNICATION

A B

1. Receives the message a. receiver

2. The means by which the message is sent b. noise
3. The only way the speaker knows c. channel
that the message has been sent d. speaker
4. The barrier of communication e. message
5. Crafts the message f. response
6. What needs to be delivered g. feedback

WHAT’S IN
Recapitulation

In the previous lessons, you have learned that a shift in these four; speech
context, speech style, speech act, and communicative strategy affect language form,
duration of interaction, and relationship of speaker.
You have also learned that Language Form is the “How we say it” in a
communication which includes the sentence structure, grammar, and even word
endings. Also, the use of time as a communicative channel can be a powerful force
during an interaction.

10
 WHAT’S MORE

Activity 1.2

1. Think of those expressions of the people you talk to that you find annoying or
irritating.
2. Write those words in a sheet of paper.
3. Think of the possible solution to the identified words.
4. Focus on the strategies on how to “repair” and “end” those conversations
without offending the other person.

WHAT IS IT
Discussion

Speech communication, in its simplest form, consists of a sender, a message and a

recipient. The speaker and sender are synonymous. The speaker is the initiator
of communication. Effective speakers are those who can most clearly deliver their
message to their recipients.

There will come a time when conversation becomes a challenge to the speaker during
anuncontrollable situation. In this case, the speaker should remember his or her roles
and responsibilities to have a smooth-sailing communication process.

THE SPEAKER’S ROLES AND RESPONSIBILITIES

Throughout the conversation, not only does the speaker have their own set of
responsibilities, but the listener as well. Listening is an essential key in
communication. Without effective listening, one will not be able to understand
another’s point of view, or fully understand a conversation. With the cooperation of
both parties, successful communication should take place.

The speaker is the initiator of the communication. Effective speakers are those who
can most clearly deliver their message to their recipients.

Effective communication involves effective speaking and active listening. Verbal

exchanges in discussions are not sufficient in relaying messages. Other factors include
variation of tones and the use of non-verbal cues as discussed in the First Quarter.

Breaking the monotony is vital in effective communication. Speaking in the same tone
and maintaining the same face throughout the conversation may sound a bit boring to
the listener. Therefore, the speaker should vary the tone depending on the message
conveyed and the associated emotion.

The speaker and the listener have active and passive roles to play in communication.
They should work together, making use of non-verbal cues to ensure that the
discussion is productive.
TIPS FOR THE SPEAKERS

When speaking to anybody, paying attention not just to your words but also to how
the overall conversation is proceeding may help you convey your message effectively.
The following tips can be helpful to keep in mind when you are the “speaker”.
 Speak attentively. Just as one listens attentively, one should also speak in the
same manner, maintaining appropriate and direct eye contact and looking for
body signals that indicate that the other person is engaged. If the listener seems
disengaged, you may need to modify your approach and pause to check if you
are making sense.

11
  Phrase meaningful questions. One way to shorten a conversation is to ask
questions that can be answered by “yes” or “no”. Consider asking open-ended
questions, as these may elicit more helpful, accurate information that may help
you understand the listener’s perspective.
 Avoid monologues. Stick to the point and avoid overly lengthy or repetitive
statements. We sometimes repeat ourselves when we feel we have not been
understood. Instead of repetition, which may seem condescending, pause and
allow the listener to clarify and reflect on what they hear from you.
 Accept silence. Sometimes one of the best ways to make a point is to pause or
leave a period of silence after speaking. This can allow you and the listener to
digest what has been said.
 Do not cross-examine. Avoid firing questions at the listener when attempting
to gather information during a conversation. Tact and diplomacy express
respect and may be far better means for learning what you need to know.

TIPS FOR THE LISTENERS

Many people listen to others but only in the narrowest sense. Good listening skills
involve gaining a clear understanding of what is being said as well as what is intended
by the speaker. The following tips may be helpful when you are in the role of a
“listener”.

 Listen attentively. Maintain good eye contact with the worker and
acknowledge that you are hearing them.
 Do not interrupt. It is difficult to hear when you are talking yourself. It is
natural to feel that you want to ‘fix’ things. The problem is that you have not
heard what the entire person needs to say.
 Clarify what you hear. Regularly summarize or clarify your understanding of
what is being said. This may help you make sure that you are obtaining the
correct message.
 Reflect on what you hear. This differs from clarification. Reflection involves
showing the speaker that you are aware of or understand what they are feeling.
You hold up a metaphorical mirror so the speaker can see clearly what he or
she is saying and what reaction it is eliciting.

What’s More
Enrichment

WHAT WILL YOU DO?

Activity 1.3

1. Write a 3-minute skit using repair techniques. You should also consider the
roles and responsibilities of a speaker in your skit. The skit should be real-life
situations. You may choose only 1 from any of the following situations:

a. A boss did not allow you to take a file a leave for your sister’s wedding
b. An employee refused to render a mandatory overtime
c. A presider of a meeting noticed that some members are not listening
d. An irate client continually interrupts your explanation

2. What do you think is the importance of knowing the speaker’s roles and
responsibilities in a conversation?

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 3. What do you think is the importance of knowing the listener’s roles and
responsibilities in a conversation?

WHAT I HAVE LEARNED

Generalization

Activity 1.4
Reflect on the learning that you gained after taking up the lesson by completing the
given chart.

• I thought...
•-
What were your thoughts or ideas
about the topic before taking up
the lesson?

• I learned that...
•-
What additional ideas have you
had after taking up this lesson?

WHAT I CAN DO
Application

Activity 1.5

EFFECTIVE SPEAKER ACROSTIC CHALLENGE

Make an original acrostic description on How to Be an Effective Speaker using the first
letters of your name. Follow the template below.

B - _____________________________________________________

E - _____________________________________________________

L - _____________________________________________________

L - _____________________________________________________

E - _____________________________________________________

13
 ASSESSMENT
Post-test

Activity 1.6
Directions: Write YES if it shows a good practice in communication, otherwise write NO.

1. One should speak maintaining appropriate and direct eye contact and
looking for body signals that indicate that the other person is engaged.
2. Sometimes one of the best ways to make a point is to continue talking and
assume that the listener understands everything.
3. Regularly summarize or clarify your understanding of what is being said.
4. Firing questions at the listener when attempting to gather information
during a conversation is fine.
5. Repeating yourself in a conversation is a great way for the listener to
understand.

REFERENCES
Baraceros, Esther L. &Lintao, Rachelle B. 2010. Oral Communication in Context.
Quezon City: Rex Book Store, Inc.

Flores, Carmelita S. & Lopez, Evelyn B. 2003. Effective Speech Communication in

Context. Mandaluyong City: National Book Store.

Gardiner, Joan. FORM, CONTENT AND USE OF COMMUNICATION. 2010.

(wikipedoa 2020) wikipedoa. September 11, 2020.
https://en.wikipedia.org/wiki/Chronemics (accessed October 20, 2020).

Colorado State University (2003, November 17). Chronemics. Retrieved April 23, 2007
from Speech
http://www.colostate.edu/Depts/Speech/rccs/theory80.htm#Chronemics_

--------------- End of Module 2: Lesson 2 ---------------

14
 ANSWER SHEET for Week 2
Lesson 3: More Tips for Effective Speech Delivery
Score
Student’s Name: __________________________________________ Date Answered: _________
Address: __________________________________________________ Gr.& Section: __________

Lesson WHAT I KNOW

Pre-test
2

Activity 1.1
Identify what word is meant by the definition below.
(Language Form, Language Content, Language Function)

1. It has something to do with “what we say” in a conversation.

2. It has something to do with “why we say it” in a conversation.
3. It has something to do with “how we say it” in a conversation.

WHAT’S MORE

Activity 1.2 Imagine a scenario talking with the following people written below.
Write a short dialogue of your conversation.
a. Pres. Duterte b. your teacher

Dialogue: Dialogue:

c.your bestfriend d. your classmates

Dialogue: Dialogue:

1. What have you observed with the conversation you’ve made? Describe the
manner of your speech.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. Do you speak to different people in the different manner? Why?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

3. How do you rate the degree of formality of the conversation you made? (1 most
formal, 3 least formal) Why?

15
 ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Activity 1.3
1. Give comments in each dialogue you have created in Activity 1.2 based on how
the following were observed. Follow the table format below.

Duration of Relationship of the

Language Form
Interaction Speaker
Dialogue A

Dialogue B
Dialogue C

Dialogue D

What’s More
Enrichment

WHAT WILL YOU DO?

Activity 1.4

Look at the photo closely and answer the question below.

1. What are the factors affecting the duration of interaction based from the
picture? Explain briefly.
______________________________________________________________________________
______________________________________________________________________________
___________________________________________________________________________

WHAT I HAVE LEARNED

Generalization

Activity 1.5
Complete the sentence stem below.
1. As a speaker/ listener, it is important to understand how the shift in communicative
competence strategies affects the communication because
______________________________________________________________________________________
______________________________________________________________________________________

2. The manner of saying the language may cause misunderstanding if

______________________________________________________________________________________
______________________________________________________________________________________

WHAT I CAN DO
Application

Activity 1.6

Think of the time when you had to explain one message in two different
instances with varying contexts. For example, you might have told your

16
parents over dinner how badly you want to study in your dream university and
in another instance, you talked about the same thing with your friends while
having coffee.
In an essay with a minimum of 200 words, discuss why your communicative
strategies change as there are adjustments in every speech context, speech
style, and speech act. Discuss your language, duration of interaction, and your
relationship to the listener how these differ in the two varying instances and
contexts.

17
 ASSESSMENT
Posttest

Activity 1.7
Modified True or False. Right T if the statement is TRUE, otherwise replace the
erroneous word with the right one to correct the statement.

1. Language Form has something to do with the manner in which you say
something rather than what you say.
2. The shift in speech context, speech style, speech act, and communicative
strategy does not affect language form, duration of interaction, and
relationship of speaker.
3. As the communication becomes intimate, the lengthier the duration of the
interaction becomes.
4. Sentence structure also varies depending on who you are speaking with.
5. The duration of interaction does not vary when we are talking to a total stranger
vs. talking to our childhood best friend.

18
 ANSWER SHEET

Lesson
3

WHAT I KNOW
Pre-test

Activity 1.1
Let’s see how well you know about the lesson before we discuss.

Match the words in column A with its correct definition in Column B.

ELEMENTS OF COMMUNICATION

A B

1. Receives the message a. receiver

2. The means by which the message is sent b. noise
3. The only way the speaker knows c. channel
that the message has been sent d. speaker
4. The barrier of communication e. message
5. Crafts the message f. response
6. What needs to be delivered g. feedback

WHAT’S MORE

Activity 1.2

1. Think of those expressions of the people you talk to that you find annoying or
irritating.
2. Write those pet peeves in a sheet of paper.
3. Think of the possible solution to the identified pet peeves.
4. Focus on the strategies on how to “”repair” and “end” those conversations
without offending the other person.

What’s More
Enrichment

WHAT WILL YOU DO?

Activity 1.3

4. Write a 3-minute skit using repair techniques. You should also consider the
roles and responsibilities of a speaker in your skit. The skit should be real-life
situations. You may choose only 1 from any of the following situations:
e. A boss did not allow you to take a file a leave for your sister’s wedding
f. An employee refused to render a mandatory overtime
g. A presider of a meeting noticed that some members are not listening
h. An irate client continually interrupts your explanation

19
 5. What do you think is the importance of knowing the speaker’s roles and
responsibilities in a conversation?

6. What do you think is the importance of knowing the listener’s roles and
responsibilities in a conversation?

WHAT I HAVE LEARNED

Generalization

Activity 1.4
Reflect on the learning that you gained after taking up the lesson by completing
the given chart.

• I thought...
•-
What were your thoughts or ideas
about the topic before taking up
the lesson?

• I learned that...
•-
What additional ideas have you
had after taking up this lesson?

WHAT I CAN DO
Application

Activity 1.5

EFFECTIVE SPEAKER ACROSTIC CHALLENGE

Make an original acrostic description on How to Be an Effective Speaker using the first
letters of your name. Follow the template below.

B - _____________________________________________________

E - _____________________________________________________

L - _____________________________________________________

L - _____________________________________________________

E - _____________________________________________________

20
 ASSESSMENT
Post-test

Activity 1.6
Write YES if it shows a good practice in communication, otherwise write NO.

6. One should speak maintaining appropriate and direct eye contact and
looking for body signals that indicate that the other person is engaged.
7. Sometimes one of the best ways to make a point is to continue talking and
assume that the listener understands everything.
8. Regularly summarize or clarify your understanding of what is being said.
9. Firing questions at the listener when attempting to gather information
during a conversation is fine.
10. Repeating yourself in a conversation is a great way for the listener to
understand.

21
22