Oral Communication in Context PDF (Grade 11, Module 8)

SHS Oral Communication in Context Semester 1 – Quarter 2 - Module 8: Communicative Competence Strategies in Various Speech Situations Oral Communication – Grade 11 Quarter 2 – Module 8: Communicative Competence Strategies in Various Speech Situations Republic Act 8293, s...

SHS Oral Communication in Context Semester 1 – Quarter 2 - Module 8: Communicative Competence Strategies in Various Speech Situations Oral Communication – Grade 11 Quarter 2 – Module 8: Communicative Competence Strategies in Various Speech Situations Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Regional Director: Gilbert T. Sadsad Assistant Regional Director: Jessie L. Amin Development Team of the Module Writers: Amorafil S. Bales Roy S. Capangpangan Editors: Nida D. Bernaldez Joseph F. Lopez Ria Charo R. Morato Cherry Braga-Azor, PhD Carlita L. Briones Content Guide These are the different parts of the module that learners need to know about them. Reviewers: Nida D. Bernaldez Iriga City Division (headed by Dr. Claudia Marilou S. Marpuri) Rationale It provides a brief introduction regarding what learners will learn and discover in Illustrator: Albert B. Belir the module. Layout Artist: Alexis I. Piñgol  Try-Out This is a short quiz that tests learner's previous ideas about the skills to be learned in the module. Look Back This provides an activity for learners to strengthen the skill learned from the previous module. Building Your Vocabulary This part unlocks the meaning of difficult words encountered in the texts or discussions that follow. Study These These provide mini-lessons or inputs about a concept or content. These also include questions, activities, and exercises that will help learners discover and understand the lessons presented. Enrichment Activities It contains additional activities and exercises for the different lessons discussed in the module. Generalization This can be a question, fill in the blank sentence/paragraph to process what is learned from the lessons. Application An activity that will transfer skills/knowledge gained or learned into real-life concerns/situations. Assessment This is a ten-item test that evaluates learners' mastery of all the skills discussed in the module. Enrichment / Additional Task It is an activity in any form that can increase/strengthen learners' responses and tends to let them repeat actions or learning. Answer Key This lists all the correct answers and helps the learners check their answers. Remember to only look on this page if the module tells you to do so.  Oral Communication in Context COMMUNICATIVE COMPETENCE STRATEGIES IN VARIOUS SPEECH SITUATIONS MELC S1 Q2. Explains that a shift in speech context, speech style, speech act, and communicative strategies affects the following: Language form Duration of interaction Relationship of speaker Role and responsibilities of speaker Message Delivery 2nd Quarter, Module 8 1  RATIONALE Introduction In today’s highly globalized world, it is important for you, as a 21st-century learner, to develop your communicative competence at an early age in order to succeed in life. Put merely; communicative competence refers to “your knowledge and understanding of how communication works and your ability to use communication effectively (Spitzberg & Cupach, 1989, 2002 as cited in The Essentials of Human Communication, (n.d) p. 19). Communicating more clearly and effectively does not come easy as it requires you to learn some important skills. Given that oral communication is applied in all aspects of life, you also need to understand that communication does not take place in a vacuum. It is always influenced by the context in which it operates. So, if you want to develop your communicative competence, you must be conscious of the changes that take place when speech situations vary. This will enable you to gain control over the communicative strategies that you need to adopt in various situations. You also need to understand that a sudden shift in communicative strategy in a conversation can affect the quality of interaction, the speaker-audience relationship, the role and responsibilities of the speaker as well as the message, and the delivery (Sipacio, P. J., & Balgos, A. R. (2016). To be able to do this, you need to understand the speech context, style, and act, and develop the “ability to think critically about the speech situations you face and the options for communicating that you have available” (Devito, 2014). Once you gain a thorough understanding of the effects that take place when there is a shift in speech situations, you will be a step closer to becoming an effective communicator. This module provides various activities and discussions for you to: ✔ Explain how a shift in speech context, speech styles, speech act, and communication strategy affects language form; duration of interaction; the relationship of the speaker; role and responsibilities of the speaker; message; and delivery; ✔ Apply appropriate communication strategies to various speech situations; 2  TRY-OUT Pre-test Before you embark on yet another learning adventure, please try to answer first the task below. This task will give you a sneak peek of what you will learn throughout this module. Make sure to finish this task. Let us get you started. Activity 1. Agree or Disagree Read the statements in the table and check the column that corresponds to your response. AGREE DISAGREE STATEMENT 1) Shifting the speech context does not affect the content and how a message will be delivered. 2) *Communicative competence requires an understanding of speech context, speech style, speech act, and communicative strategy. 3) The manner of delivery depends on the context where communication takes place. 4) One needs to be sensitive to the shift changes in various speech situations to be able to communicate effectively. 5) Different contexts, perspectives, and situations affect meaning and messaging 6) The message refers to the content delivered during communicative situations 7) Selecting the appropriate communicative strategies in a given speech situation is a skill that must be learned. 8). A listener-centered approach means knowing the context of the speaker. 9). Paralanguage refers to the verbal cues that we use to convey a message. 10). The role and responsibilities of the speaker remain consistent even if there is a shift in communicative strategies. Source: *Lifted from: Llego, Mark Anthony, (n.d.), Lesson plan in Oral Communication in context with GAD integration.Teacherph, Retrieved June 20, 2020, https://www.teacherph.com/lesson- plan-in-oral-communication-in-context-with-gad-integration-quarter-1-week-7/. Score: 3-5-Amazing! You studied very well! 2-below- There is still room for improvement. You can do this. Congratulations! You are done with the Pre-Test! Are you now ready for another learning adventure? Let us now discover our lesson. 3  LOOK BACK Lesson Proper Can you still recall your previous lessons on various speech situations such as speech context, speech styles, speech act, as well as communicative strategies? Let us find out how well you remember them by answering the task below. Activity 2. Modified True or False Read the statements carefully and write TRUE if the statement is correct and FALSE if it is incorrect. If the statement is false, underline the word or group of words that makes it wrong, and write the correct answer on the space provided (3 points each). 1. ________________There are three types of speech context. 2. ________________Interpersonal communication refers to communication that centers on one person, where the speaker acts as both sender and receiver of message. 3. ________________Formal refers to the speech style that is private, which occurs between or among close family members or individuals. 4. ________________Speech styles are group of utterances with a single interactional function. 5. ________________Nomination is a type of communicative strategy that pertains to the process by which people decide who takes the conversational floor. How did you fare in that activity? Why do you need to be familiar with these concepts? BUILDING YOUR VOCABULARY Hi! Welcome to the world of vocabulary. For this activity, you will read an excerpt from a sample job interview script. However, before we proceed, let us first define some of the difficult words that you will encounter in the text. Activity 3. Matching Type: Match the definition with the correct vocabulary word. entry-level actively and personally involved in something Overwhelm learning more things in less time hands-on the lowest level of an organization, type of work, and others fast learner the amount of work to be done Workload give a person too much of something How did you fare in this activity? How were you able to recognize the meaning of the words mentioned above? 4 Score: 3-5 - Amazing! You have excellent vocabulary skills! 2-below - It is okay! You just need more practice to enhance your vocabulary. Now, I think you are ready to read and make sense of this excerpt from a job interview script. You can also check your dictionary if you encounter some words which are still unfamiliar to you as you read the selection. STUDY THESE What is your dream job? Why do you consider this as your ideal career in the future? What do you think are the things that you have to do to accomplish your dream? The script that you will read today is an excerpt from a job interview. Let us see how the applicant handled his interview conducted by the Human Resource (HR) manager. Activity 4. Time to Read Interviewer: Welcome to ABC Controls, David. I am Tom H. Interviewee: Hello, it's nice to meet you. Interviewer: First of all, let me introduce myself. I am the manager of our engineering department here, and we have an open position, so we have been interviewing applicants to fill the position as quickly as possible. Interviewee: Yes, Sir, I read about the position on your website, and I think I am a good fit. What are the essential qualifications required for the position? Interviewer: This is an entry-level engineering position; we do provide a lot of training here. But we do require that you have at least a bachelor’s degree in computer engineering. Previous experience in the field is a plus. Interviewee: What kind of experience would you count as a work in the field? Interviewer: Even though we provide training, it would be great if you had some hands- on programming experience, knowledge of database systems, or skills in developing applications. Interviewee: My final school project was actually developing a mobile application, so I am fairly competent in developing mobile and web applications. Interviewer: That's good to hear which school did you graduate from? 5 Interviewee: I was a student at DEF University, and I graduated with a bachelor's degree in computer science. I worked as a computer lab tutor in school for about two years. Interviewer: What are you looking for in a job? Interviewee: The job should definitely help me grow in my career. I will be happy to learn and grow as I work in a passionate company like yours. Interviewer: You are right. There is plenty of room for advancement in our company. What are your strengths? Why should I hire you? Interviewee: I am a diligent person and a fast learner. I am very eager to learn. My friends also find me very easy to work with. Interviewer: Very well. Now, do you mind working overtime? Interviewee: No, I do not. Interviewer: Because sometimes, we get overwhelmed with a heavy workload. Interviewee: I understand that's the nature of the job. When I was going to school, I took quite a few courses each semester while working at least twenty hours every week. Moreover, I handled that situation very well. Interviewer: Do you have any questions for me? Interviewee: No, I think I have a pretty good understanding of the requirements. I believe that I can handle it with ease, and the fact that you provide all the training sounds excellent. I hope to have the opportunity to work for you. Interviewer: David, It is nice to meet you. I can tell you that you are a good candidate. Expect to hear from us within a week or so about the job. Interviewee: Nice meeting you too. Thank you for your time. Interviewer: Thank you for coming. Source: Dialogue examples-10 job interview. (n.d.), GrammmarBank.com. Retrieved June 21, 2020, https://www.grammarbank.com/dialogue-examples-job-interview.html. Are you done? Good. If you still need time to reread this interview script, feel free to do so. But if you think that you are now ready to move on to your next task, please follow the instructions for the next activity. Activity 5. Comprehension Check Please answer the questions below to test how much you understood the interview script. Should you feel the need, you can always go back and read the 6 important details or information that you might have missed out. 1. Who started the interview? How did the interview go? _________________________________________________________ 2. In your own opinion, is the applicant qualified for the position he is applying for? Defend your answer. _______________________________________________________ 3. What were the limitations of the questions being asked? _____________________________________________________ 4. How did the applicant respond to the questions? _______________________________________________________ 5. What were the aspects considered by the applicant in answering the questions? Source: Aniceto, Roselle. G. & Belleza, Maribel. (2019, February 02). Oral Communication in Context. Lesson Outline. Retrieved from https://peac.org.ph/wp-content/uploads/2019/04/Oral-Comm-TG2_GR11_1st- Sem.pdf Score: 5-8 - Well done! Your memory is impressive as you were able to recall your previous lessons and apply them in the given text. 4-below - It is fine. You may need some time to refresh your memory once more. Which question is difficult for you to answer? Why? Now, consider this. Using the given interview script as a reference, do you think there would be a change in the dialogue between the HR manager and the applicant if there is a shift in speech situations such as the speech context, speech style, and speech act as well as communicative strategies? Would it affect the way both the employer and applicant deliver their message? Would their communication strategies also change to adapt to the shift in speech situations? Activity 5.2. Learning Notes This part of the module will walk you through the effects on the role and responsibilities of the speaker, message, and delivery when there is a shift in speech context, speech style, speech act, and communicative strategy. As a speaker, you need to understand that speech situations greatly influence your words and behavior as it shapes what you say and how you say it. That is your role as a speaker. The message, your manner of delivery, and your communicative strategies will vary depending on the specific speech situation that you are in. Hence, you need to develop your communicative competence to effectively “select and implement the best choices for communicating and to read and adjust to the ongoing feedback that you receive from your own messages, and that guide the choices you make in selecting future messages” (Essentials of Human Communication, n.d, p. 19). 7 Effects of a Shift in Speech Context, Speech Style, Speech Act and Communicative Strategies on the Language Form Bloom and Lahey (1978) divide language into three separate but overlapping components: content, form, and use. The diagram below represents knowledge of the language and successful integration of content, form, and use to understand and transmit messages. In general, form refers to the shape and structure of something. It can also mean the organization, placement, and relationship between things. As such, language form refers to the so-called surface features of the language and how these are arranged. The rules that govern how particular language features are arranged are the grammar of the language. Language form can be divided into at least three categories (Lahey, 1988: morphology, syntax, and phonology). Effects of a Shift in Speech Context, Speech Style, Speech Act and Communicative Strategies on the Duration of Interaction Merriam Webster dictionary defined duration as the time during which something exists or lasts while interaction means mutual or reciprocal action or influence. Hence, duration of interaction means the extent, length, or time from which the communication acted upon by two or more parties. The interaction may happen physically, virtually, or in long-distance communication. The duration of interaction for each engagement depends primarily on where the context happens, what type of speech style and speech act is used, and how communicators conveyed and exchanged the message. Effects of a Shift in Speech Context, Speech Style, Speech Act and Communicative Strategies on the Relationship of Speaker The speaker is one of the key elements of the basic speech communication model. 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. 8 Effects of a Shift in Speech Context, Speech Style, Speech Act and Communicative Strategies on the Role and Responsibilities of the Speaker The setting in which communication takes place affects how a speaker constructs and interprets messages (Littlejohn & Foss, 2011). When there is a shift speech situations, it adds more weight to the role and responsibility of the speaker because as the number of participants and the level of formality in the interactions increase, the speaker is expected to adjust his/her communicative strategies to appropriately respond to the listener's needs and interests (Littlejohn & Foss, 2011). That is why the speaker must be aware of the various types of speech context, speech style, and speech act, so he/she can select what to use in a given speech situation. In most cases, a shift in speech situations requires the speaker to take a listener- centered approach and adapt his/her message to the interest, level of understanding, attitudes, beliefs, expectations, and norms of the audience (https://www.comm.pitt.edu/oral-comm-lab/audience-analysis). In the case of a shift from intrapersonal to interpersonal context, for example, the speaker must recognize that as the size of the participants in an interaction increases, he/she assumes more responsibility to recognize the verbal and non- verbal cues that the audience exhibits and respond appropriately to the given feedback. Further, he/she must also adopt various communicative strategies to reduce the impact of communication barriers in order to get his/her message across clearly. Whether it be dyad, small group or public communication, the speaker also bears the responsibility to recognize that he/she is also expected to take the role of an active listener in order to accommodate the views of other participants in the communication process (University of Pittsburgh, n. d. Retrieved June 20, 2020, https://www.comm.pitt.edu/oral-comm-lab/audience-analysis) Consequently, when there is a shift in the form of language characterized by the level of formality used in interactions, it is also the responsibility of the speaker to be flexible and consider the language of the person he/she is interacting to match their pattern of speaking. When it comes to speech acts, the speaker is also expected to be sensitive to the context, condition, and situation to ensure that his/ her listener understands the intended meaning he/she wants to convey. Given that the success of a speech act depends greatly on the ability of the audience to identify the attitude being expressed in accordance with the speaker’s intention the speaker must, therefore, develop a sense of communicative competence to be able to understand language and its speech acts (Sipacio, P. J., & Balgos, A. R. (2016) to avoid communication breakdown. Similarly, when there is a sudden shift in the communicative strategies used in an interaction, it also affects the speaker's role and responsibilities. In the case of a shift from nomination to turn-taking, for example, the speaker is required to assume both roles as a speaker and a listener simultaneously to adjust to this change. It is, therefore, his or her responsibility to acknowledge others and not merely hog the conversation. When there is a shift in speech context, style, and act, effective speakers know that it is their responsibility to adopt appropriate communicative strategies in order to adjust to the situation and be able to communicate effectively. When the speaker is conscious of a variety of communicative strategies and skillful in his /her selection, he/she can exercise more control over the shift in speech situations. 9 Effects of a Shift in Speech Context, Speech Style, Speech Act, and Communicative Strategies on Message. The message that the speaker delivers is not only limited to the words he/she says but also by how he/she says them. It is important to note, however, that the meaning of any verbal or nonverbal message is largely dependent on the situation in which the interaction takes place. Thus, “the same words or behaviors may have totally different meanings when they occur in different contexts” (Devito, 2014, p. 7). A skilled and effective speaker knows that a shift in speech situations demands that he/she also adjusts the way he/she crafts his/her message. Hence, a speaker must understand that while the message might be the same, there is a need to phrase his/her message differently depending on who the person he/she is interacting with and the context that they are in (Sipacio, P. J., & Balgos, A. R., 2016). It is, therefore, the responsibility of the speaker to tailor his/her message, bearing in mind the listener, occasion, and purpose of why he/she is communicating. In the case of a shift in speech context and style—from dyad and casual to public and formal style, for example, the speaker’s language and paralanguage such as intonation, pitch and speed of speaking, gesture, and facial expression must also adjust to fit the situation. Given that the shift in the context and style demands a degree of formality, the speaker must adapt by sticking to a clear structure, varying his tone and gestures, and working the audience to keep their attention. Similarly, the speaker must also adapt his message to the listener’s context so that the latter can grasp the messages of utterances. When there is a sudden shift in communicative strategies, the speaker must likewise adjust his verbal and non-verbal cues to adapt to the change. A shift from nomination to termination, for example, will require the speaker to use the appropriate expressions to guide the listener in understanding the message. To conclude, communication will only be successful when both the speaker and receiver understand the key message being put across. As the source of information, the speaker must be conscious enough to determine what communicative strategies he/she needs to adopt in a given situation. Effects of a Shift in Speech Context, Speech Style, Speech Act and Communicative Strategies on Delivery It is often said that the delivery of the message is just as important as the message itself, which means, how you say something is as crucial as what you say. Since in oral communication speakers can use more than words to convey meaning, it is important to master the skill of adjusting your language and paralanguage according to the situational contexts in which you are giving a speech. A shift in speech situations requires a speaker to be conscious of the appropriate communicative strategies to use to enhance his/her delivery of the content. When the speech context, style, and act change, for example, the speaker is expected to adjust his/her choice of words, tone of voice, volume, inflection, pitch gestures, movements and visual cues such as appearance to get his/her message across. Developing communicative competence requires an understanding of speech context, speech style, and speech act (Llego, Mark Anthony, (n.d.). It also requires conscious knowledge to determine what specific communicative strategies are needed to be used in different speaking situations. 10  Below is an example of how a shift in speech situations can affect the manner by which a speaker delivers his/her message. Speech Context and Language Paralanguage Body Style Used Used Language Unstructured Unstructured Informal *No Interpersonal (e.g. *No conscious conscious talking with a friend) *Can use adjustment on adjustment contractions, tone, pitch, on gesturesm Casual or intimate colloquialism inflection to get mannerism to and slang the message get the across message across Structured Structured Formal *Appropriate *Appropriate Public Speaking use of tone, use of *Appropriate pitch, volume, gestures to use of words Formal or Frozen inflection to get the communicate message clearly across) Do you now understand the effects of a shift in speech context, speech style, speech act, and communicative strategy on the role and responsibilities of the speaker, message, and delivery? Can you now apply these principles in various speaking situations? If your answer is No, go back to the discussion and reread it. If your answer is Yes, you may proceed to the next task. Good luck! ENRICHMENT ACTIVITIES Congratulations! You are now halfway through your learning adventure. You have learned how a shift in speech context, speech style, speech act, and communicative strategies affects the role and responsibilities of the speaker, message, and delivery. It is time for you to work on a series of tasks which will surely help develop your skill to respond appropriately to various speech situations. 11 Activity 6. Respond Appropriately. Directions: Encircle the letter that corresponds to the appropriate response to each situation. Write your answers in your notebooks. 1. Angela: Lisa, are you free this evening? Lisa: Yes. Angela: _____________________________ (to invite) a. How about giving me a treat? b. I would like to invite you to my house. c. Please invite me. d. Have you received my invitation letter? 2. Anne: I think health is more important than wealth. Ben: _____________________ (to agree) a. I don’t think so. b. Are you sure? c. So do I? d. I prefer wealth to health. 3. James: May I borrow your bicycle? Lee: ____________________ (to decline) a. Can you wait a while? b. Have I lost my bicycle? c. I’m sorry I can’t lend it to you. d. I don’t have a bicycle. 4. Sammy: I’ve collected 300.00 pesos so far. Mrs. Reyes: Oh, that’s very good. ____________________ (to encourage) a. How did you do that? b. What about the others? c. Keep it up. d. That’s a lot of money. 5. Father: I’m going to give all of you a big, sumptuous treat. Sony: _____________________ (to express delight) a. When? b. That’s great! c. What treat? d. Shall we go now? 12 6. Amor: I’m sorry I’m late. Coach: ______________________ (to warn) a. Please be early next time. b. If you’re late again, you’ll be dropped. c. Why are you late? d. You can go home now. 7. Sales attendant: Can I help you? Joyce: I bought this bottle of jam yesterday. ____________ (to complain) a. I want to return it. b. There are maggots in it. c. I want a refund. d. I want to see your manager. 8. Monique: Why don’t you buy some fireworks? Sam: _____________________ (to discourage) a. You’re wasting your money. b. Definitely not. c. It depends. d. Go ahead. 9. Alex: City life is better than country life. Dick: ___________________ (to disagree) a. Why do you say that? b. I don’t think so. c. Are you sure? d. I am of the same opinion. 10. Sylvia: Angelina, you have won the first prize. Angelina: Oh really? ________________________ (to express delight) a. I could have done better. b. I’m so happy. c. When can I get the prize? d. Are you sure? 11. Andy: I failed my Math test again this month. Miguel: ______________________ (to advise) a. You had better go for Math’s tuition. b. You should have asked me to help you. c. Try again. d. Don’t worry. 13  12. Anne: Would you like to play a game of chess? June: _______________________ (to accept) a. I’m not free. b. I’d prefer tennis. c. I’d love to. d. It’s boring. 13. Monitor: Who are the boys on duty to clean the classroom today? __________________________ (to complain) a. Do your duty now. b. Come early next time. c. The floor has not been swept. d. Don’t let me remind you. 14. Brother: Sis, do you mind if I use your bicycle? Sister: __________________________ (to give permission) a. Yes, I do mind. b. Of course! c. Not at all. d. I need it. 15. Son: Dad, I won the first prize in the singing contest. Father: _________________ (to compliment) a. When did you take part? b. I’m glad to hear that. c. What prize did you get? d. Well done, son. (Adapted from English Daily/Language Forms http://www.englishdaily626.com/language_forms.php?002) Activity 7. Formal vs. Informal. Directions: Identify the structure of the following statements, whether Formal or Informal. Write your answer on the blank provided. A. Contractions 1. The improvements can’t be introduced due to funding restrictions. 14  2. The improvements cannot be introduced due to funding restrictions. 3. The results are not believed to be accurate. 4. I don’t believe that the results are accurate. 5. The research project won’t continue next year. 6. The research project won’t continue next year. B. Phrasal Verbs 1. The balloon was inflated for the experiment. 2. The balloon was blown up for the experiment. 3. The patient got over his illness. 4. The patient recovered from his illness. 5. The results of the study were confusing. 6. The results of the study were mixed up. C. Slang/Colloquialisms 1. The mob was very rowdy during the protest against cuts to university funding. 2. The crowd was very rowdy during the protest against cuts to university funding. 3. Lectures expect students to use correct grammar and punctuation in essays. 4. Lectures still count on students to use correct grammar and punctuation in essays. 5. It was raining cats and dogs. 6. It was raining very heavily. D. First-Person Pronouns 1. Various research methods were considered for the study. 2. I considered various research methods for the study. 3. We believe the practice is unsustainable. 15  4. It is believed the practice is unsustainable. 5. During the interview, students were asked about their experiences. 6. During the interview, I asked the students about their experiences. (Adapted from Formal and Informal Language. The University of Technology Sydney. https://www.uts.edu.au/current-students/support/helps/self-help-resources/grammar/formal-and- informal-language ) Activity 8. Long or Short Interaction? Directions: Identify the following situation as short or long. Write Short if the situation calls for a short interaction, write Long if it is not. 1. Talking to a friend about a family problem 2. Talking to your best friend about your boyfriend or girlfriend 3. You were talking to your teacher about traffic as an answer to his/her question. 4. Talking to your classmate about the movie you have seen 5. Talking to your younger siblings about the economic crisis 6. Talking to your parent about the summer outing 7. Talking to a reporter about your dreams for the future 8. Talking to your groupmates about the corruption in the Philippines 9. Talking to your sibling about your crush 10. You are talking to your auntie/uncle about a successful student in the class. 16 Activity 9. Express Yourself! Directions: Write possible statements in the thought balloon for the following situations to show contrast in the speech context, speech style, and speech act. 1. When you meet your friend vs. your teacher along the corridor. 2. When you introduce yourself to your classmate vs. in front of the class 3. When you talk to yourself vs. the guidance coordinator about your problems. 4. When you deliver a speech to a friend vs. a large crowd. 17  5. When you explain to your sister vs. your parents why you can’t graduate on time. Wow! You have made it this far! Way to go! To better hone your skill in responding appropriately to various speech situations, kindly proceed to the next task. Activity 10. Analyze Me! Directions: In this activity, use the communication scenarios above to explain why your message and manner of delivery vary, even if the idea that you want to get across is the same in both instances. Discuss also why your communicative strategies change as there are adjustments in every speech context, speech style, and speech act. Explain your answer in not less than three sentences. Source: Sipacio, P. J., & Balgos, A. R. (2016). Oral communication in context for senior high school. Quezon City: C & E Publishing, Inc 18 Activity 11. Imagine this! Directions: Imagine that you are a renowned motivational speaker tasked to deliver the same message of hope to a dying old man and a group of elementary students. How do you think your speech would be different, considering the varying contexts? How would you adjust your communicative strategies in both instances? List down how this shift in speech situation would affect your roles and responsibilities as a speaker, your message, and your delivery. Listener: Dying Old Man Listener: A Group of Elementary Students Communicative Strategy to be Used Communicative Strategy to be Used Effect on the role and responsibilities of Effect on the role and responsibilities of the speaker the speaker Effect on Message Effect on Message Effect on Delivery Effect on Delivery 19  GENERALIZATION You are almost done with your first learning journey, so how did you fare in the tasks so far? Answer the questions below for us to know if you could still remember what you have learned in the first part of this learning adventure! Activity 12. Memory Check! 1) When there is a shift in speech situations, how should you respond bearing in mind that your role and responsibilities, message and delivery changes in the face of different contexts? _____________________________________________________________ ___________________________________________________________ 2) How does your knowledge of speech context, speech style, speech act, and communicative strategies contribute to your communicative competence? _____________________________________________________________ _____________________________________________________________ APPLICATION Congratulations! You have come this far in your learning adventure. It is apparent that you have grasped the idea that you need to be flexible and make adjustments with the way you craft your message, your manner of delivery, and your roles and responsibilities when there is a shift in speech situations and communication strategies. Hooray! Let us now test-out this skill in the real world! Are you ready? Activity 13. Speech Tasks The COVID-19 pandemic has caused people to feel anxious and stressed as they face an uncertain future amid this global health crisis. As a 21st-century learner, you are in the best position to talk about this because you have first-hand experience regarding this pandemic. Using your knowledge about the virus, what information would you craft for each member of your family, bearing in mind their previous knowledge about the virus? Tailor your approach to each listener. Write at least five sentences for each member of your family. 20  Message to My Grandparents Message to My Siblings Regarding the Regarding the COVID 19 Pandemic COVID-19 Pandemic Excellent! You really did a great job here! It is clear by now that you have become skilled at adjusting your messages and manner of delivery to fit the needs of your varied listeners. Way to go! ASSESSMENT Activity 14. Making Sense of a News Report Directions: Read and understand the news report on Michael Bay, a world- renowned movie director behind the famous Transformers movie, when he was invited as a keynote speaker to promote the new curved screens of Samsung. You can highlight some important details on the news report, then answer the questions that follow. Michael Bay Explains His Meltdown at Samsung's CES Show Director Michael Bay appeared on stage at Samsung's CES press conference today to help the company promote its new TVs. But then Bay apparently flubbed his lines, got flustered, and walked off the stage. It was awkward. BI's Jim Edwards caught up with Michael Bay following Samsung's press conference and asked him what went wrong. "What went wrong?" he asked. "The teleprompter." He then said he accidentally skipped ahead a line while reading the teleprompter, but the lines kept scrolling and he lost his place. 21  Here's what happened from the audience's perspective: Bay walked onstage, started speaking about creating "worlds," and then just... stopped. Then he said something about not being able to see the "monitor," apparently referring to the teleprompter. Bay apologized and then simply left the stage. Samsung exec Joe Stinziano tried to coax Bay into ad-libbing about how a curved TV might make movies better, but Bay just was not game. Source: Kovach, Steve & Edwards, Jim (2014, 07 January). Michael Bay Explains His Meltdown At Samsung's CES Show. Business Insider. Retrieved, June 20, 2020 from https://www.businessinsider.com/michael-bay-explains-samsung-meltdown-2014-1 1) What is the news article all about? __________________________________________________________________ 2) What happened to Director Michael Bay during his presentation? __________________________________________________________________ 3) What was the reason for his meltdown? __________________________________________________________________ 4) Do you think this could have been prevented? Using your knowledge on communicative strategies, what adjustments would you recommend for the speaker? __________________________________________________________________ 5) Do you think the outcome of this event would be different if the speech occurred in another context? Why? _________________________________________________________________ 6) What important lessons can you learn from his experience? __________________________________________________________________ You’re done? Excellent! Score: 5-7 - You are amazing! 4-below - It's okay. You may reread the text to understand it better. Now that you are done with this module, I hope you acquired the skills on how to adjust your role and responsibilities as a speaker, your message and your delivery depending on the different communication situations that you are in. May you apply this knowledge in your everyday interactions to further hone your communicative competence. 22  APPLY YOUR KNOWLEDGE Post-test Activity 15. Pair Activity. Directions: Look for a partner. Think of three scenes from a movie or a 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 evaluations in the table below. Movie Communicative Effect on the Effect on the (Scene and context; strategy conversation characters characters applied Source: Sipacio, Philippe. John, F., & Balgos, Anne Richie G. (2016). Oral communication in context for senior high school. Quezon City: C & E Publishing, Inc.) Congratulations! You completed your learning adventure! Good luck with your next learning journey! NOTE TO SELF Assignment If you were to advise yourself on how to develop your communicative competence, what will you recommend to improve the way you craft your message and manner of delivery when there is a sudden shift in contexts? 23  Supplementary Readings 1. https://www.pearsonhighered.com/assets/samplechapter/0/2/0/5/0205940889.pdf 2. https://www.pearsonhighered.com/assets/preface/0/1/3/4/0134624440.pdf REFERENCES 1. Aniceto, Roselle. G., & Belleza, Maribel. (2019, February 02). Oral Communication in Context. Lesson Outline. Retrieved from https://peac.org.ph/wp-content/uploads/2019/04/Oral-Comm-TG2_GR11_1st- Sem.pdf 2. University of Pittsburgh. Department of Communication (n.d). Audience Analysis. Retrieved June 202, 2020, https://www.comm.pitt.edu/oral-comm- lab/audience-analysis). 3. Dialogue examples-10 job interview. (n.d.), GrammmarBank.com. Retrieved June 21, 2020, https://www.grammarbank.com/dialogue-examples-job- interview.html. 4. Bloom, L. and Lahey, M. (1978) Language Development and Language Disorders New York: Wiley. 5. Kovach, Steve & Edwards, Jim (2014, 07 January). Michael Bay Explains His Meltdown At Samsung's CES Show. Business Insider. Retrieved June 20, 2020, https://www.businessinsider.com/michael-bay-explains-samsung- meltdown-2014-1 6. Lahey, M. (1988) ‘What is language?’ In Language Disorders and Language Development London: Collier Macmillan. 7. Littlejohn, Stephen W., and Karen A. Foss. 2008. Theories of human communication. Belmont, CA: Thomson/Wadsworth. 8. Lumen Learning. Boundless Communication. Elements of Speech Communication. Retrieved from: https://courses.lumenlearning.com/boundless- communications/chapter/elements-of-speech- communication/#:~:text=Speech%20communication%2C%20in%20its%20si mplest,speaker%20and%20sender%20are%20synonymous.&text=Effective %20speakers%20are%20those%20who,their%20message%20to%20their%2 0recipients. 9. Sipacio, Philippe. John, F., & Balgos, Anne Richie G. (2016). Oral communication in context for senior high school. Quezon City: C & E Publishing, Inc. 10. The Essentials of Human Communication. (n.d.), My Communication Lab. Retrieved, June 22, 2020, https://www.pearsonhighered.com/assets/samplechapter/0/2/0/5/0205930662.pdf 11. Williamson, Graham. Language Form, https://www.sltinfo.com/language- form/ Date accessed: June 17, 2020 24 25 Activity 1. Agree or Disagree 1. Disagree 2. Agree 3. Agree 4. Agree 5. Agree 6. Agree 7. Agree 8. Disagree 9. Disagree 10. Disagree Activity 2. Modified True or False 1. F, 2, 3 2. F, Interpersonal, Intrapersonal 3. F, Formal, Intimate 5. F, Speech Styles, Speech Act 6. F, Nomination, Turn-taking Activity 3. Building Your Vocabulary 1. entry-level- the lowest level of an organization, type of work, etc 2. overwhelm- give a person too much of something 3. hands-on- actively and personally involved in something 4. fast learner- learning more things in less time 5. Workload- the amount of work to be done Activity 4. Comprehension Check Tom started the interview. He is the manager of the engineering department of ABC Controls. The interview went smoothly because of the healthy interaction between the interviewer and interviewee. The answer may vary (Most likely answer: He is qualified because his personal and academic background suits the job that he is applying for). The answer may vary (Most likely answer: The questions were limited to the applicant's personal and academic background) The answer may vary. (Most likely answer: The applicant responded well to the questions by sticking to the topic and using appropriate communicative strategies) The answer may vary. (Most likely answer: In answering the questions, the applicant considered the aspects of speech context, speech act, speech style and communicative strategies to be able to respond appropriately to the given situation) Activity 5. Express Yourself Answers may vary. Answer may vary Answer may vary Answer may vary Answer may vary Answer Key 26 Activity 6. Respond Appropriately 1. b 9. b 2. c 10. b 3. c 11. a 4. c 12. c 5. b 13. c 6. b 14. c 7. b 15. d 8. a Activity 7. Formal vs. Informal Contractions Phrasal Verbs 1. Informal 1. Formal 2. Formal 2. Informal 3. Formal 3. Informal 4. Informal 4. Formal 5. Informal 5. Formal 6. Formal 6. Informal Slang/Colloquialisms First Person Pronouns 1. Informal 1. Formal 2. Formal 2. Informal 3. Formal 3. Informal 4. Informal 4. Formal 5. Informal 5. Formal 6. Formal 6. Informal Activity 8. Long or Short? 1. Long 6. Short/Long 2. Long 7. Short 3. Short 8. Long/Short 4. Long 9. Long 5. Long 10. Long Activity 9. Analyze Me! Answers may vary. Activity 10. Imagine This! Answers may vary. Activity 11. Memory Check Answers may vary. 27 Activity 12. Making Sense of a News Report The answer may vary (Most likely answer: The news report is about Michael Bay's meltdown during his speech for the Samsung press conference. The answer may vary (Most likely answer: He had a communication breakdown, so he was not able to deliver his speech) The answer may vary (During the presentation, he had a problem with the teleprompter, making it hard for him to get his message across, so he just walked out of the speaking engagement. The answer may vary (This could have been prevented if he simply adjusted his communicative strategies. I would recommend that he acknowledge the help of Samsung exec Joe Stinziano to help him get back on track. He can use turn-taking as a communicative strategy) The answer may vary (Yes, the account of this event could be different because if it happened in a dyad, intimate or casual context, Michael Bay can just simply laugh it off and try to finish his speech). The answer may vary (I need to prepare for any speaking situation, and I need to be flexible and adapt to the context of communication that I am in) Activity 13. Post Test: Apply Your Knowledge Answers may vary.