Self-Learning Module for Grade 11

Introduction
When people communicate, they do so for certain reasons or functions. To
achieve these functions, communicative strategies have to be applied. The use
of communicative strategies is the hallmark of communicative competence.
Being able to use such strategies makes certain not only the achievement of
Speech Purpose but also the enrichment of the communication experience for
both the speaker and the listener.

Directions for the User

It is important that you understand the communicative competence strategies in
various speech situations so that you will be able to explain the effects of
communicative shift in the speech context, speech style and speech act and
communicative strategies. In this module, you are expected to accomplish the
pre-test and post-test activities by yourself.
Competency: Explains that a shift in speech context, speech style, speech act
and communicative strategy affects the following (EN11/12OC-IIab-22)
 Language form (EN11/12OC-IIab-22.1)
 Duration of interaction (EN11/12OC-IIab-22.2)
 Relationship of speaker (EN11/12OC-IIab-22.3)
 Role and responsibilities of the speaker (EN11/12OC-IIab-22.4)
 Message (EN11/12OC-IIab-22.5)
 Delivery (EN11/12OC-IIab-22.6)

Objectives:
1. Explain the effects of a shift in communicative strategy.
2. Demonstrate effective use of communicative strategy in a variety of
speech situations.
3. Evaluate the effect of the strategy applied to the conversation

Pre-Test
Shade the letter of your answer.
1. Consider the phrase: “I now declare Martial Law.” Who among the
following can say this phrase and make martial law actually happen?
 President of the country
 My pregnant neighbor
 A retired veterinarian
 A famous rock star
2. Which of the following statements is the speaker expressing anger?
 Why didn’t you answer my call?
 Where were you?!
 Woohoo! They won!
 Where is this place?
3. In which of the following statements is the speaker lacking in knowledge in
the conversation?
 “Um, yeah, the Senatorial candidate I like is… what is senatorial
candidate again?”
 “I will vote for someone who is sensitive to the needs of the people
around him.”
 “I saw him earlier with his friends, they were hanging out at the
canteen.”
 “The discussion on lowering the age of criminal liability enrages the
parents.”
4. In which of the following statement is the speaker doubtful about the
situation?
 “Go do your homework!”
 “There’s too much homework in this project.”
 “I am not sure if I can perform today.”
 “I’ll do my homework later.”
5. In which of the following statement is the speaker asking for assistance?
 “Did you get the delivery yesterday?”
 “Could you point me to the nearest bathroom?”
 “Do you remember the name of the store?”
 “Wouldn’t that be nice?”

Procedure
A. Activity
Match the statements in Column A with their meaning in Column B.
1. “What have you done?!” a. stating fact

2. “I can’t go inside the horror house!” b. anger

3. “Are you sure this is the right place?” c. cheerful
4. “I really like this school.” d. afraid
5. “Good Morning!” e. doubtful

B. Analysis
Identify the expressions used in the delivery of the following statements.
Write how the expression changes each delivery.
1. “Good Morning!” “Good Morning.”

_________________________________________________________
_________________________________________________________
2. “There’s a fire?” “There’s a fire!”

_________________________________________________________
_________________________________________________________
3. “His name is John.” “His name is John?”

_________________________________________________________
_________________________________________________________

C. Abstraction
Communicative Strategies when used by the Speaker (and sometimes the
Listener) allow for the adjustment of the Message and its Delivery. Such
strategies are employed within specific Speech context using a
combination of Speech Styles and Speech Acts.
Other types of communicative strategies:
A. Paraphrase - includes three subcategories which are:
a. Approximation: The use of such native language vocabulary items
or structures, that the language learner is aware of not being correct,
but which shares certain semantic features with the desired item,
thus satisfying the speaker’s intention.
e. g. a big rock instead of boulder, or pipe instead of water pipe.
b. Word coinage: The learner is making up a new word – most often
on the spot - in order to communicate a desired concept
e. g. airball for balloon or smoking leaf for cigar
c. Circumlocution: The learner describes the major characteristics or
elements of an object, action or person instead of using the target
language equivalent
e. g. She is, uh, smoking something. I don’t know its name and they
smoke it in other countries, too.
B. Transfer - has two subcategories that are:
a. Literal translation: The learner is translating word for word from
native language to target language
b. Language switch: The learner uses his native language without
bothering to translate it into the target language
e. g. lobo instead of balloon.
C. Appeal for Assistance - refers to the learner asking for the correct
term or structure from an exterior source of information, most likely a
teacher or a fellow student
e. g. What is this? or How do you call that in English?
D. Non-verbal strategies - related to the speaker using non-verbal
strategies substituting an expression
e. g. clapping one’s hands to illustrate applause, or rubbing one’s eyes to
indicate crying or tiredness, boredom
E. Avoidance - consists of two subcategories outlined below:
a. Topic avoidance: The language learner is omitting concepts for
which his/her vocabulary is lacking at the time of speaking.
b. Message abandonment: The language user begins to talk about a
concept but being completely unable to continue doing so due to a
lack of phrases and expressions and thus ends up stopping in the
middle of an utterance.
Because communication strategies are characterized by the desire of the
speaker to convey meaning, the transmission of information must be
regarded a necessary condition for their use.
Aside from the communicative strategies, one way to deliver the message
and allow for its adjustment is intonation.
Intonation refers to the rise and fall of pitch and tone of a speaker to give
stress to the relevant words in order to make his speech more effective.
Many of us have stopped giving attention to the tone altogether whereas
others have actually taken time out to ponder over it a bit. Simply because
no matter what is the mode of communication, importance of intonation is
hard to be overlooked. Hence, there is only one solution left to this, a
conversation for real.
What exactly is Intonation and how is it crucial in spoken English?
Without intonation, our voices are flat and monotone. There is little interest
generated in the audience. As a listener, the voice is bland to listen to. You
tune it out. You may even fall asleep. Even if the speaker has great
content, there is little desire to listen or to get passionate about the
speaker’s message.
Without intonation, you cannot understand the speaker’s feelings and the
speaker’s attitudes. Are they really happy or are they very angry? Is there
something exciting happening or perhaps a surprise of some sort? Is the
person confident in what they think or say, or are they unsure of what they
are thinking or saying?
When talking over the phone, we can express emotion and intention as
much through the tone of our voice as through the contents of our
conversation. While most of the time we do this without even thinking, a
little consideration of how we do it can help us avoid misunderstandings
and improve those all-important first impressions made over the phone.
Here are few things that are to be kept in mind during a conversation:
Pitch
While some people naturally have higher voices than others, and women
tend to speak in a higher pitch than men, we do tend to alter our pitch to
convey emotions.
Pace
This is how fast or slow your speech is. While rapid speech may indicate
that the speaker is nervous or excited, a steady pace shows confidence, or
reflects a topic of a more serious nature.
Power
This refers to where you place the stress in a sentence, and can change
the meaning of your speech almost entirely. For example, take the
sentence “I didn’t say your cooking was bad!” Depending on where you
place the stress in this sentence, you can elicit an entirely different
response.
Tone
Tone is the easiest giveaway when it comes to emotion. We often think of
vocal tones as being warm or cold. For example, the phrase “see you later”
spoken in a warm tone implies excitement at the impending reunion,
whereas spoken in a cold tone it could be a clue that the speaker isn’t
particularly keen on seeing you after all!
Whether you watch news/ movie/ documentary on TV or merely listen to a
conversation on FM you can observe the intonation in people’s voice and
decide for yourself whether it really makes a difference or not. It is easy for
all of us to relate to the fact that almost all of us know someone who
makes us laugh just because of the way he/she says something funny
(intonation- getting used to the fullest) and on the other hand the funniest
of jokes can’t get us to even smile (No intonation or improper use).
Intonation is important in achieving communicative competence. Being
flexible in the use of the language helps in the proper delivery of a
statement in different context.
D. Application
A. Identify the communicative strategy in each statement.
__________________ 1. “Why don’t you sit at the salumpuwit in the
corner.”
__________________ 2. “How do you do get to the office from here?”
__________________ 3. “I have to attend the concert to… you know…
yeah.”
__________________ 4. “She was eating a Filipino dish, its main
ingredient is pork, and has potatoes on the side.
__________________ 5. “Could you help me with these?”

B. Think of a scene from your favorite movie or TV show where various

communicative strategies were employed in one conversation.
Watch the scenes and evaluate the effect of the strategy applied to
the conversation and to the characters.
List your evaluation in the table below.
Movie Communicative Effect on the Effect on the
(scene and Strategy applied conversation characters
context;
characters)

Reinforcement Activity
C. Think of a time when you had to express your feelings in the
following instances.
1. You did not pass a subject in school.
To family To friends
2. You did not get the job.
To family To other half
Was there any difference in the way that you delivered your statement?
Explain.
D. Study the dialogue below, then evaluate the conversation by
answering the table that follows:
Mike: Hi, Paula.
Paula: Hi!
 Mike: How are you?
Paula: Okay, but I’m in big trouble, How about you?
Mike: I’m okay too, but I’ve really been busy these days. It seems as
if all of our teachers have doubled our homework.
Paula: I’m so scared. Looks like I’m going to fail my Oral
Communication subject. My parents are going to kill me.
Mike: Oh! I know Oral Communication is pretty tough. But I’ve been
involved in my job that I’ve also neglected my studies at times.
Paula: Well, I better go to class.
Mike: What kind of problem are you having by the way?
Paula: Never mind, I’ll just tell you later.
Questions:
1. What kind of Listener is Mike? Explain your answer.
2. Does Mike sense Paula’s problem?
3. Is he able to feel or experience Paula’s problem?
4. Is Paula relieved/comforted by Mike? Prove your answer.
How did the sudden change in communicative strategy in a conversation affect
the following:
Quality of interaction
Speaker-audience
relationship
Role and
responsibilities of the
speaker
Delivery

E. Think of any happy experience you had when you were a child.
Record your voice as you talk about it. Next, listen to your recording,
and objectively evaluate your vocal characteristics as you talked: its
quality, pitch, volume, speed, use of fillers.
(e.g., well, OK, er, um, uh, you know)
Did you like what you hear? Were your emotions reflected in the way
you used your voice? Do you think you need to work to improve your
voice?
F. Read the statements that follow. Write a more polite answer in the
response in letter B.
1. A. All violence should be eliminated from movies to protect
children.
B. That doesn’t make sense at all.
In your opinion, how will this conversation turn out, given the
response of person B?
____________________________________________________
____________________________________________________
____________________________________________________

If you were to respond to the statement of person A, how will you

say it?
More polite response:
____________________________________________________
____________________________________________________

2. A. Coco Martin is the worst actor I’ve ever seen.

B. You’re crazy to think that.
In your opinion, how will this conversation turn out, given the
response of person B?
___________________________________________________
___________________________________________________
___________________________________________________

If you were to respond to the statement of person A, how will you

say it?
More polite response:
___________________________________________________
___________________________________________________
___________________________________________________
3. A. Movie directors spend too much money on special effects.
B. You don’t know what you’re talking about.
In your opinion, how will this conversation turn out, given the response
of person B?
_________________________________________________________
_________________________________________________________
_________________________________________________________
 If you were to respond to the statement of person A, how will you say
it?
More polite response:
_________________________________________________________
_______________________________________________

Reflection:
Reflect on the learning that you gained after taking up this lesson by
completing the given prompt.
What were your thoughts or ideas about the topic before you have
read the discussion?
I thought ___________________________________________________
___________________________________________________________
___________________________________________________________

What new or additional ideas have you had after taking up this lesson?
I learned that ________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
Post-Test
Choose the best answer on the statement provided. Shade your answer.
1. It is primarily a matter of variation in the pitch level of the voice.
 Pitch
 Intonation
 Voice
 Power
2. Strategy used by the speaker where he omits concepts that he does not
know how to explain at the time of speaking.
 Message abandonment
 Topic Avoidance
 Nonverbal strategies
 Literal Translation
 3. It refers to where you place the stress in a sentence, and can change the
meaning of your speech almost entirely.
 Pitch
 Intonation
 Voice
 Power
4. Strategy used by the speaker where he uses his native language and not
bothering to translate it in the target language.
 Circumlocution
 Language Switch
 Approximation
 Literal Translation
5. Strategy used by the speaker where he creates a new word to supply in
the conversation
 Message abandonment
 Topic Avoidance
 Word Coinage
 Literal Translation

References
Flores, R. S. (2016). Oral Communication in Context. Manila: Rex Bookstore Inc.

Sipacio, P. J., & Balgos, A. R. (2016). Oral Communication in Context for Senior High School. Quezon City:
C & E Publishing Inc.

Padilla, M. M., Seril, E. S., Terrayo, V. N., Abayan, E. L., dagdag, L. A., Roxas, F. R., & Buluran, C. C. (2011).
Speak Right! Malabon: Mutya Publishing House Inc.

https://www.researchgate.net/publication/320407570_The_Use_of_Communicati
on_Strategies_in_English_Language_Education)
https://www.britannica.com/topic/intonation
Answer Key
Pre-test
1. A B. Own Answer
2. B C. Own Answer
3. A D. Questions:
4. C 1. Mike is an inattentive listener.
5. B 2. Mike did not sense Paula’s
trouble.
3. Although he shared his experience
Activity it was not as grave as what Paula is
A. experiencing.
1. B 4. Paula was not comforted because
2. D Mike is not that interested in her
3. E problem in school.
4. A E. Own Answer
5. C Post-test
1. B
B. 2. B
1. Cheerful greeting – Serious, authoritative 3. D
2. Asking Question – In panic 4. B
3. Stating fact – Asking Question 5. C
Application
A.
1. Language Switch
2. Appeal for assistance
3. Message abandonment
4. Circumlocution
5. Appeal for assistance