I.

LEARNING AREA
A. Content Standard The learner recognizes that communicative competence requires
understanding of speech context, speech act and communicative
strategy.
B. Performance The learner demonstrates effective use of communicative strategy in a
Standard variety of speech situations.
C. Learning Employs various communicative strategies in different situations.
Competencies
II. CONTENT Types of Communicative Strategies
A. Specific Learning After going through this discussion, the learners should be able to:
Outcomes 1. Recognize the different communicative strategies;
2. Use acceptable, polite, and meaningful communicative
strategies; and
3. Demonstrate effective use of communicative strategy in
different real life’s situations.

For the previous lessons, you have learned about the types of Speech Acts and the other related pre-requisite skills to
all communicative strategies. You have understood that speech acts are utterances used to perform: requests,
warnings, invitations, promises, apologies, predictions, and the like. It also takes into account speaker’s intention in a
particular communicative setting.

By this time, we will be focusing on the types of communicative strategy. What do you think is the role of the
different communicative strategies in different communicative situations? What do you do when you need to express
the meaning of a word that you don’t know? How do you start and close a conversation, and how do you keep it
going? What can you do if you are not sure about what to say in an unfamiliar situation?

Since engaging in conversation is also bound by implicit rules, Cohen (1990) states that strategies must be used to
start and maintain a conversation.

Therefore, the speaker and listener must find some effective ways to communicate their thoughts effectively so that
we can survive with our inadequacies in communication. Those effective ways which help people to communicate in
the presence of such deficiencies can be called as communication strategies.

Activity 1: IMAGINARY TRIP

Directions:

1. Below is the link to “Tara Na Biyahe Tayo,” an MTV performed by various Filipino artists with the common
goal of encouraging Pinoys to visit and explore the wonderful places in the Philippines. While watching the
video clip, think about what for you is a must-see in the country. “Tara Na, Byahe Tayo”
https://www.youtube.com/watch?v=NbO6LPZ9N8Q
2. After watching the video, group yourselves into five members each. Decide on the “Most Exciting Tourist
Spot” in the country. Assign a speaker who will share your decision and reasons for this with the class. You
have 10 minutes.
3. As soon as all the groups have presented their decisions, you will vote for the “Most Exciting Tourist Spot in
the Philippines.”

Activity 2: Recall and Share!

Directions: After sharing your ideas about our “Imaginary Trip”, answer the following questions stated below.

1. From the activity, were you able to collaboratively and productively establish a topic during conversation?
2. Were you able to efficiently use signal words in order to begin a new topic?
3. What are those words or transitions that you use to signal the beginning of a new topic?
4. Have you observed any limitations in your communication?
5. Were you able to sustain a productive conversation?
6. Did you wait patiently for your turn to speak?
7. Were you polite when you want to raise a point?
8. Did you end your conversation effectively?

Communicative strategies are techniques on how to deal with difficulties encountered when communicating.
Types of Communicative Strategies
Since engaging in conversation is also bound by implicit rules, Cohen (1990) states that strategies must be used to
start and maintain a conversation. Knowing and applying grammar appropriately is one of the most basic strategies to
maintain a conversation. The following are some strategies that people use when communicating.
1. Nomination
 A speaker carries out nomination to collaboratively and productively establish a topic. Basically,
when you employ this strategy, you try to open a topic with the people you are talking to.
 It is presenting a particular topic clearly, truthfully, and saying only what is relevant is a strategy that
can also be applied any time during the course of an interaction as a way of continuing the
communication. When this strategy is 15 used, the topic is introduced in a clear and truthful manner,
stating only what is relevant to keep the interaction focused.
 Examples:
 "Do you have anything to say?"
 "Have you heard the news about the prettiest girl in school?"
 "Now, it’s your turn to ask questions."
 "Does that make sense to you?"
2. Restriction
 Restriction in communication refers to any limitation you may have as a speaker.
 Also, this strategy constrains or restricts the Response of the other person involved in the
Communication Situation. The Listener is forced to respond only within a set of categories that is
made by the Speaker.
 Examples:
 In your class, you might be asked by your teacher to brainstorm on peer pressure.
 When you were asked to deliver a speech in a specific language.
3. Turn-Taking
 Turn-taking pertains to the process by which people decide who takes the conversational floor. There
is a code of behavior behind establishing and sustaining a productive conversation, but the primary
idea is to give all communicators a chance to speak.
 Recognizing when and how to speak because it is one’s turn requires that each speaker speaks only
when it is his/ her turn during interaction. Knowing when to talk depends on watching out for the
verbal and nonverbal cues that signal the next Speaker that the previous Speaker has finished or the
topic under discussion has been exhausted and a new topic may be introduced. At the same time, it
also means that others should be given the opportunity to take turn.
 Turn-taking Communicative Strategy uses either an informal approach (just jump in and start talking)
or a formal approach (permission to speak is requested).
 Example:
 Can we all listen to the one who talk in front of us?
 "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
 Topic control covers how procedural formality and informality affects the development of topics in
conversation. This only means that when a topic is initiated, it should be collectively developed by
avoiding unnecessary interruptions and topic shifts.
 Keeping the interaction going by asking questions and eliciting a response.
 This is simply a question-answer formula that moves the discussion forward. This also allows the
Listener or other participants to take turns, contribute, ideas, and continue the discussion.
 Example:
 "One of the essential lessons I gained from the discussion is the importance of sports and
wellness to a healthy lifestyle."
5. Topic Shifting
 Topic shifting, as the name suggests, involves moving from one topic to another. In other words, it is
where one part of a conversation ends and where another begins.
 It is introducing a new topic followed by the continuation of that topic.
 It is also a strategy that is useful in introducing another topic. This strategy works best when there is
follow-through so that new topic continues to be discussed.
 Examples:
  "By the way, there's a new shop opening at the mall" “In addition to what you said about the
beautiful girl is that she is also smart."
6. Repair
 Repair refers to how speaker address the problems in speaking, listening, and comprehending that they
may encounter in a conversation.
 It is overcoming communication breakdown to send more comprehensible messages.
 Examples:
 "Excuse me, but there are 5 Functions of Communication not 4."
 "I'm sorry, the word should be pronounced as pretty not priti."
7. Termination
 Termination refers to the conversation of participants’ close-initiating expressions that end a topic in a
conversation.
 It uses verbal and nonverbal signals to end the interaction.
 It ends the interaction through verbal and nonverbal 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!"

Activity 3: What is it?

Direction: Look for a partner (seatmate). Identify the type of Communicative strategy in each statement.

1. “Do you have anything to say?”

2. “One of the essential lessons I gained from the discussion is the importance of sports and wellness to a healthy
lifestyle.”
3. “Excuse me? I think we should speak one at a time, so we can clearly understand what we want to say about
the issue”
4. “Go on with your ideas. I’ll let you finish first before I say something”
5. “Have you heard the news about the latest achievement of our government?”
6. “Hey, how are you? I missed you!”
7. “Best Regards to your parents! See you around!”
8. “Good to see you. Anyway, I came to visit you because I want to personally offer apologies for what I did
yesterday.”
9. “Sorry, I can’t decide on that now. I am still focused on my writing assignment. Let’s talk next time ok?”
10. “Now, it’s your turn to ask questions.”
11. “Is it raining outside?”
12. “Speaking of summer, do you even feel how hot it is outside?”
13. “Please hear me out, I need to tell you something.”
14. “I'm sorry, could you repeat your question please? I didn't hear it quite clearly. Thanks.”
15. “What did you like about today's activity?”

Activity 4: What is it again?

Direction: Identify what communicative strategy is best used in the following situations. Write whether a statement or
a dialogue is nomination, turn-taking, termination, restriction, topic shift, topic control or repair. Write your answer on
a ¼ sheet of paper.

1. A student is presenting his or her report in front of the class.

2. You were having conversations with your friends about the earthquake which happened last night.
3. The Department of Health Committee were exchanging ideas about possible solutions to the increasing
number of infected COVID 19 patients.
4. The teacher is asking the students to give their ideas about what is communication.
5. You were asked by your teacher to brainstorm about the importance of understanding the use of the different
communicative strategies.
 6. You were told by your Oral Communication teacher to deliver your speech using English Language only.
7. A doctor is explaining his/her diagnosis to a patient, at the same time, the patient is asking the doctor for
his/her medical advice in regards to his or her diagnosis.
8. Students are having their debate activity about the advantage and disadvantages of our new normal world.
9. You were by your teacher to give your answer based on the choices given only.
10. In a class, you are going to make a chain story, where one student gives the first scenario and will be added by
the next student and it continues to the next until it will be completed.
11. Your friend asks you to tell something about your most painful experience but instead, you told him about the
most exciting moments of your life.
12. You happen to mispronounce the word NIKE into “nayk, instead of nayki”. Your mother told you on how to
pronounce it correctly.
13. Your teacher was discussing the lesson, yet there was one word in which you didn’t hear it clearly, so you
asked your teacher to kindly repeat it for you.
14. You were chatting with a friend over the phone, when someone knocks at your door, so you told your friend
to give him/her a call later.
15. You had a very exciting discussion on the lesson presented by your teacher, a lot of questions have been
raised by your classmates yet the teacher runs out of time in answering the questions, so he/she said to
continue the discussion on the next meeting.

Group Activity/Mini-project.
1. Form a group with five to six members.
2. Create a three-minute tourism video commercial.
3. Plan and present a tourism commercial about the place you visited in the Imaginary Trip activity or any place
that you actually visited.
4. Mention the things that make the tourist spot a dream destination. Remember, this activity will help you
practice making positive statements about a vacation site and responding to how people see this place
differently.
When writing your script for the commercial, answer these 10 questions.
• Why do tourists visit this place?
• What do many visitors like to do here?
• What would be best for a day trip?
• What should one do for a good night out?
• Where can visitors get the best food?
• Where can visitors buy their souvenirs?
• What outdoor activities are famous?
• What is amazing about the weather?
• What is the best thing to do here during summer?
• What do tourists say about this vacation spot?

Tip: Watch the suggested videos in the E-link section. They could help you improve your tourism
commercial.

The following rubric will be used in assessing your commercial, so make sure it meets the criteria below.