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Oral Communication Q2- Module 1- Communicative

Strategies
analysis (Philippine Normal University)

Studocu is not sponsored or endorsed by any college or university

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Oral Communication
in Context
Quarter 2 – Module 1:
Types of Communicative
Strategy

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Oral Communication in Context – Grade 11

Alternative Delivery Mode
Quarter 2 – Module 1: Types of Communicative Strategy
First Edition, 2020

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

SENIOR HS MODULE DEVELOPMENT TEAM

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Oral Communication
in Context
Quarter 2 – Module 1:
Types of Communicative
Strategy

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Introductory Message
For the facilitator:

Welcome to the Oral Communication in Context – Grade 11/12 Alternative Delivery

Mode (ADM) Module on Types of Communicative Strategy.

This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration
their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.

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For the learner:

Welcome to the Oral Communication in Context – Grade 11/12 Alternative Delivery

Mode (ADM) Module on Types of Communicative Strategy!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!

This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active
learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or

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skill into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
of learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

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What I Need to Know

This module is designed and written to help you acquire knowledge of the different
nature and elements of communication in context.

At the end of this module, you will be able to design and perform effective
controlled and uncontrolled oral communication activities based on concepts by:

1. Employing various communicative strategies in different situations.

What I Know

Directions: To test whether you have a prior idea on this lesson, analyze each
statement and figure out whether it is true of false by checking the box provided in
the table below.

True False
Statements

1. Nomination is a communicative strategy wherein

the speaker freely opens a topic to start the
conversation.

2. To repair a problem in communication wherein

everyone in the group are speaking at same time,
someone must take initiative to get the
conversation back to its subject matter.

3. Proper closing of conversation is to walk away

from the circle since it is done.

4. Good communication strengthens relationship.

5. Communication is complex which somehow leads

to misunderstanding.

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Lesson
Types of Communicative
1 strategy

Good communication strengthens relationship. It

builds trust, suggests individual’s manner, and may also
resolve certain issue. Since we are addressed as “social
being” where it is not easy for us to live without
interaction to one another, there are ways on how people
may communicate effectively and meaningfully.
Everyone must know the importance of establishing good communication in
order to avoid confusion, misunderstanding and to gain more others’ ideas, and
experiences and to resolve problems in every situation.

What’s In

Directions: Evaluate your communication status by checking the most suitable

response to every statement given.
In every conversation… Usually Sometimes Seldom Never
(3) (2) (1) (0)
1. I am the starter of the subject
matter.
2. I give signal whenever I want to
start a new topic.
3. I limit myself and focus only on
the topic.
4. I give others a time to speak.
5. I observe my politeness when
raising a point.
6. I wait for my turn before
speaking
7. I close the conversation properly.

Score Level of Proficiency

19-21 ADVANCED
16-18 PROFICIENT
14-15 APPROACING PROFICIENCY
12-13 DEVELOPING
11 and below BEGINNING

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Notes to the Teacher

This module prepares the learners to employ proper
communicative strategy in different situation.

What’s New

Direction: Read and compare the 2 statements about communication and share
the concept build unto you after reading.

Thoughts:
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What is It

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Types of Communicative Strategy

Strategies must be used to start and maintain a conversation (Cohen, 1990).
The strategy may vary according to the need, situation, or speaker. Below are some
strategies that a people use in communication:

1. Nomination
This is a speaker’s strategy in establishing a collaborative
conversation by opening a subject. Commonly, to employ this
strategy without prior conversation, the speaker frequently asks
questions, tell some current news or announcements that would
require his/her listener to respond and have a good start for
conversation.
2. Restriction
Restriction in communication refers to any limitation you have
as a speaker (Sipacio and Balgos, 2016). This strategy limits the
speaker’s content of what to say – mostly only those that are relevant
to the topic presented.

If a teacher gives a topic to collaborate, everyone in the group

are expected to bring out ideas that would only be concerned with the
given topic. Speakers are restricted to sideswipe to avoid
communication breakdown.

3. Turn-taking
To make communication be organized and all ideas are
well-facilitated, people in the circle must be given equal
opportunities to present their ideas during the conversation.
4. Topic Control
Topic control is a communicative strategy used to control
and prevent unnecessary interruptions and topic shifts in a
certain conversation. Topic control is considered a procedural
formality or informality that affects the development of certain
topics in particular discussion or conversation.
Moreover, topic control works along the concept of turn-taking,
where everyone can express related ideas to the ongoing topic without
the need to interrupt others.

5. Topic Shifting
Topic shifting is a diversionary tactic in which one person
in a discussion (the shifter) manages to subtly change the
discussion's topic to another, related but different topic, without
explicitly announcing the change of subject or reaching any
kind of mutual agreement that such a change is appropriate.

6. Repair
Repair refers to how speakers address problems in speaking,
listening, and comprehending that they may encounter in a
conversation. Repair is self-righting mechanism in any social
interaction. Once a problem in communication is not repaired right
away, surely, it would lead into misunderstanding or confusion.

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7. Termination
Termination refers to the conversation participants' close-
initiating expressions that end a topic in a conversation. Most of the
time, the topic initiator takes responsibility to signal the end of the
discussion as well.

What’s More

Each strategy that was tackled are better to be considered before, during
and after a conversation. Minding the strategies will make the communication
organized, equal and meaningful.

Match the Column A to Column B to connect the Communicative Strategy to its

meaning.

Column B
Column A

a. The speaker will always try

to address and correct the
1. Nomination
problem in understanding
2. Turn Taking
the conversation.
3. Topic Shifting
b. The speaker has to end the
4. Termination
conversation with no
5. Repair
confusion.
c. Each member in a group
must share their idea.
d. A sudden change of topic
which has connection from
the previous conversation.
e. The speaker leads the start
of conversation.

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What I Have Learned

Let’s apply what we have learned! Get back to your answers on “What’s In?”.
Choose the least scored statement you had and make a recommendation on how
you could improve yourself into that area of your communication skills. Think
about the strategies you had learned to be guided on your reflection.
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What I Can Do

This lesson must be applied in real-life. With that, provide at least 1

situation wherein you can apply the communicative strategies you just had
learned. Make sure to also provide its importance and benefit into the
communication process.
1. Nomination
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2. Restriction
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3. Turn-taking
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__________________________________________________________________
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4. Topic Control
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5. Topic Shifting
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6. Repair
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7. Termination
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Assessment

To check whether the strategies are well-understood, here is a short activity.

Identify what strategy is used in each of the following statements.

1 Class report on a certain topic, and you are the presenter.

2 "What did you like about today's activity?"

3 "We need to work together for this project. William, you are
good in making good visuals, yes? Are you interested to do

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it for us? "

4 "Speaking of summer, do you even feel how hot it is

outside?"

5 "Please hear me out, I need to tell you something"

6 "That's it for today's topic, I'll see you next week."

7 "We should take this moment as learning opportunity.

Let's take a note regarding this matter."

8 "I'm sorry, could you repeat your question please? I didn't

hear it quite clearly. Thanks"

9 Group presentation with topic presentation divided among

members.

10 "How were you able to bring the cat out?"

Additional Activities

Think of at least 3 movies you had just watched, observe a specific scene
wherein the characters used a communicative strategy. Evaluate its effect to the
conversation and to the characters.

MOVIE TITLE SCENE Communicative Effect of the Effect on the

Strategy conversation characters
(Write a short applied
excerpt from
the movie)

1.

2.

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3.

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6
What I Know
1. True
2. True Answers may vary
3. False
4. True for the rest of the
5. True activities
Assessment
1. Restriction
2. Nomination
3. Topic Control
4. Topic Shifting
5. Turn Taking
6. Termination
7. Repair
8. Repair
9. Turn Taking
10. Nomination
Answer Key
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References
Cohen, A.D. Language learning: Insights for learners, teachers and researchers.
Boston:Heinle& Heinle.1990

Sipacio, P. and Balgos, A. Oral Communication in Context, C&E Publishing, Inc.

2016

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For inquiries or feedback, please write or call:

Department of Education – Region III,

Schools Division of Bataan - Curriculum Implementation Division
Learning Resources Management and Development Section (LRMDS)

Provincial Capitol Compound, Balanga City, Bataan

Telefax: (047) 237-2102

Email Address: bataan@deped.gov.ph

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