ORAL COMMUNICATION

Module 1 Nature and Elements of Communication

Topic: Communication and Its Process

Objectives:
a. define communication
b. identify elements of communication
c. explain the nature and process of communication
Lets’ Begin!
Freely Share:

Communication can be used to… Example situations

Ex. Make new friends First day of Senior High School

Communication is…
“A process by which information is exchanged between individuals through a common system of symbols,
signs, or behavior” - Meriam Webster
“Communication is an exchange of facts, ideas, opinions or emotions by two or more persons”
- Newman and Summer

Take-away!

Communication is the process of expressing and exchanging information, thoughts, ideas, and feelings. It
involves a series of actions that lead to a particular result such as the passing on of a message and an exchange
of idea, among others.

Elements of Communication:
1. Speaker - The source of information.
2. Message – the information, ideas, or thoughts conveyed by the speaker in words or in actions
3. Encoding – the process of converting the message into words, actions, or other forms that the speaker
understands
4. Channel – the medium or the means, such as personal or non-personal, verbal or nonverbal, in which
the encoded message is conveyed

Verbal communication is the use of auditory language to Non-verbal communication is communication

exchange information with other people. It includes[DATE]
sounds, between people through non-verbal or visual cues.
words, or speaking. The tone, volume, and pitch of one's
MICROSOFT This includes gestures, facial expressions, body
voice can all contribute to effective verbal communication. movement, timing, touch, and anything else that
[Company address]
communicates without speaking.
https://www.enotes.com/homework-help/difference-
https://www.enotes.com/homework-
between-verbal-non-verbal-communication-237441
help/difference-between-verbal-non-verbal-
communication-237441
5. Decoding – the process of interpreting the encoded message of the speaker by the receiver

6. Receiver – the recipient of the message, or someone who decodes the message
7. Feedback – the reactions, responses, or information provided by the receiver
8. Context – the environment where communication takes place
9. Barrier – the factors that affect the flow of communication
How does Communication works?

Try this out!

A. Identify the element of communication being described.
__________________ 1. An example of this element is the telephone or the airwaves.
__________________ 2. Anything that serves as the barrier to the successful relaying of a message.
__________________ 3. The setting in which the communication takes place.
__________________ 4. The source of the message.
__________________ 5. What the receiver of the message sends back.
B. Below is a communication situation. Show the process of communication by illustrating the
communication flow step by step.
Kiko wanted to greet her mother a “happy mother’s day” but he was too shy to say it in person. He
decided to use Messenger to send greetings to his mother. Rico typed “Happy mothers mom, I love you
so much!”. His mother received the message and her heart leaped for joy, she was very happy. She
immediately went to Kiko's room and she hugged and kissed Kiko.
The speaker generates an idea -> ___________________________________________
The speaker encodes the idea -> ___________________________________________
The speaker transmits or sends -> ___________________________________________
Out the message
The receiver gets the message -> ___________________________________________
The receiver decodes the message -> ___________________________________________
The receiver provides feedback -> ___________________________________________

ORAL COMMUNICATION

Module 2 Nature and Elements of Communication

Topic: Models of Communication and Communication Breakdown

Objectives:
a. differentiate the various models of communication
b. distinguish the unique feature(s) of one communication process from the other
c. explain why there is a breakdown of communication
d. suggest ways to overcome breakdown of communication
Lets’ Begin!
Freely Share:

Which of the following disrupts you the most while communicating? Why?

a. fear b. physical discomfort c. noise in the environment d. unclear pronunciation of words

_________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Since communication is a process, like any other processes it can also be disrupted.
Take-away!
Communication breakdown occurs when the message or the feedback is not sent or received properly.
Many of the causes of communication breakdown can be classified as noise.
4 Kinds of Noise
1. Physical noise - Physical noise is interference that is external to both speaker and listener; it hampers
the physical transmission of the signal or message.
Examples:
• loud party at the neighbors while you’re trying to record, loud kids, heavy rain and thunder
2. Psychological noise – originates from the emotional state, mental state, and psychological makeup of a
person.
Example:
• Depression, anger, suspicions, paranoia etc.
3. Physiological noise – These are “bodily conditions” that compromise the ability of a person to receive
and send messages.
Example:
• Hunger, stomach ache, tooth ache, migraine etc.
4. Semantic Noise – refers to anything related to the meaning of words that distorts a message and
confuses the listener.
Example:
• Foreign language, limited vocabulary, etc.
Try this out!
!
A. Write in the blank the type of each noise listed below. And suggest recoomendations to overcome
them.
Noise Type Recommendations
1. Headache
2. Noise from busy construction
3. Missing someone
4. Disliking the speaker
5. Noise from vehicles
6. Speaker’s ambigous words
7. Grumbling of the stomach
8. Excited to see someone
9. Lack of interest of the topic
10. Unclear pronunciation of
words

B. Supply the missing information:

Linear Model of Communication Process Interactive model of Communication Process

Explain briefly the communication process: Explain briefly the communication process:
__________________________________ __________________________________
__________________________________ __________________________________
__________________________________ __________________________________

Advantages:
__________________________________
__________________________________
__________________________________
Disadvantages:
__________________________________
__________________________________
__________________________________
Advantages:
__________________________________
__________________________________
__________________________________
Disadvantages:
__________________________________
__________________________________
__________________________________

Give one example: Give one example:

____________________________________ ____________________________________

Transactional Model of Communication

Process Enrichment Questions:
Explain briefly the communication process:
__________________________________ 1. What elements are common in the three
__________________________________ models?
__________________________________

Advantages:
__________________________________
__________________________________ 2. What elements where added to the second
__________________________________ and third models which were not present in
Disadvantages: the first?
__________________________________
__________________________________
 ORAL COMMUNICATION

Module 3 Nature and Elements of Communication

Topic: Intercultural Communication and the Developmental Model of Intercultural Sensitivity

Objectives:
a. define intercultural communication
b. explain the developmental model of intercultural sensitivity (DMIS)
c. develop appreciation for different cultural perspective

Lets’ Begin!
Freely Share: Self-Check

Cross-Cultural and Intercultural Communication covers such topics as: language and verbal
communication across cultures; nonverbal communication across cultures; cultural influences on the
expression and perception of emotions; identity and intergroup communication; communication in
intercultural relationships; and adapting to an unfamiliar culture.

Intercultural communication happens when individuals interact, negotiate, and create meanings
while bringing in their varied cultural backgrounds (Ting-Toomey, 1999).
For some scholars, intercultural communication pertains to communication among people
from different nationalities (Gudykunst, 2003). Still, others look at intercultural communication as
communication that is influenced by different ethnicities, religions, and sexual orientations.

Developmental Model of Intercultural Sensitivity- Bennet 2004

The Developmental Model of Intercultural Sensitivity (DMIS) offers a structure that explores how people
experience cultural differences.
An individual in each stage might be heard saying….
Stage 1 Denial
“All cities are the same; they all have tall buildings, fast food chains, and coffee shops.” – A denial
person’s line.

Stage 2 Defense
“This culture does not view life the way we do; our culture is certainly better.”
“Their ways are better than my own; I wish I were one of them.”

Stage 3 Minimization.
Individual in this stage might say:
“Once we see through the cultural differences, we really are just the same!”

Stage 4 Acceptance
“These people and I have different values and experiences, and I think we can learn from one another.”

Stage 5 Adaptation
“To address our issue, I have to adjust my approach to consider both my own and my counterpart’s
background.”

Stage 6 Integration
“I can look at things from the perspective of various cultures.”

Try this out!

!
 ORAL COMMUNICATION

Module 4 Functions of Communication

Topic: Functions of Communication

Objectives:
a. discuss functions of communication
b. describe communication strategies for effective functions of communications
c. identify non-verbal cues that accompany spoken language toward each function of
communication
d. Watch and critique the effectivity of a
motivational video as one of the functions of communication
Lets’ Begin!

Freely Share

Aside from passing on of information think of other functions of communication? Give at least three.
1.

2.

3.

Take-away!

Basically, there are five functions of communication. These are Control, Social interaction, Motivation,
Emotional expression, Information Dissemination.

1. Control or regulation – communication Functions to control behavior.

How can the following use communication to control or regulate behavior.

a. Traffic enforcer - ___________________________________________________________________

b. Judge on a hearing - ________________________________________________________________
c. librarian - _______________________________________________________________________

2. Social Interaction – Communication allows an individual to interact with others.

3. Emotional Expression – Communication facilitates people’s expression of their feelings and
expressions.

What emotions are easily expressed with family than with nonrelatives?
___________________________________________________________________________________
___________________________________________________________________________________
Which social interactions require you to be more formal and therefore less familiar?
___________________________________________________________________________________
___________________________________________________________________________________

4. Motivation – Communication motivates and encourages individual to live better lives.

A. Listen to the motivational video and critique the effectiveness of communication as motivation.
https://www.youtube.com/watch?v=3wi65UW_nJk I CAN DO THIS - Powerful Motivational Speech
Video (Featuring William Hollis)
B. What are some words that people say to motivate others? What non-verbal cues accompany these
words?
___________________________________________________________________________________
___________________________________________________________________________________

5. Information Dissemination – Communications functions to convey information.

A. Give three examples of important pieces of information that people share with one another on a daily
basis? Briefly explain why each piece of information is important.
1. _________________________________________________________________________________
2. _________________________________________________________________________________
3. _________________________________________________________________________________

Try this out!

!
ORAL COMMUNICATION

Module 5 Types of Speech Context

Topic: Types of Speech context

Objectives:
a. Identify the various types of speech context
b. Exhibit appropriate verbal and nonverbal behavior in a given speech context
c. differentiate between intrapersonal and interpersonal contexts through the given
examples.

Lets’ Begin!

Freely Share
What information can be contained in each of the following type of communication?
Talking to your self Communication between two person

Communication to the public Communication in a small group

Take-away!

Types of Speech Context

1. Intrapersonal – This refers to communication that centers on one person where the speaker acts both
as the sender and the receiver of message. “The message is made up of your thoughts and feelings. The
channel is your brain, which processes what you are thinking and feeling. There is feedback in the sense
that as you talk to yourself, you discard certain ideas and replace them with others.” (Hybels & Weaver,
2012, p 16)
Examples:
• You spent the night thinking and analyzing why a student from the other class talked to you on the way
home and you decided it probably meant nothing.
• You felt happy while thinking about how your teacher appreciated you for submitting your project before
the due date and you reflected on why this was so.

2. Interpersonal – This refers to communication between and among people and establishes personal
relationship between and among them. Solomon and Theiss (2013) state that “the inter part of the word
highlights how interpersonal communication connects people… when you engage in interpersonal
communication, you and another person become linked together…
The personal part means that your unique qualities as a person matter during interpersonal
communication…” (p. 5)
Types of interpersonal context
A. Dyad Communication – communication that occurs between two people
Example:
• You offered feedback on the speech performance of your classmate.
• You provided comfort to a friend who was feeling down.

B. Small Group – This refers to communication that involves at least three but not more than twelve
people engaging in a face-to-face interaction to achieve a desired goal. In this type of communication, all
participants can freely share ideas in a loose and open discussion.
Example:
• You are participating in an organizational meeting which aims to address the concerns of your fellow
students.
• You are having a discussion with your group mates on how to finish the assigned tasks.

3. Public – This type refers to communication that requires you to deliver or send the message before or
in front of a group. The message can be driven by informational or persuasive purposes. “In public
communication, unlike in interpersonal and small group, the channels are more exaggerated. The voice is
louder and the gestures are more expansive because the audience is bigger. The speaker might use
additional visual channels such as slides or a Power Point presentation.” (Hybels & Weaver, 2012, p 19)
Example:
• You deliver a graduation speech to your Batch.
• You participate in a declamation, oratorical, or debate contest watched by a number of people.

4. Mass Communication – This refers to communication that takes place through television, radio,
newspapers, magazines, books, billboards, internet, and other types of media.
Example:
• You are a student journalist articulating your stand on current issues through the school’s newspaper.

Try this out!

!
A. Identify the speech context of each given situation. Write interpersonal or intrapersonal on the blank.
___________1. Guidance counselor and student in a counselling session.
___________2. A poet writing a poem
___________3. A pianist trying to find the right keys for a song.
___________4. Employee convincing his boss that he deserves a salary increase.
___________5. Basketball coach signaling to a player.

B. Identify and discover the differences among the types of speech context.
Type Description Example
1.
2.
3.

1.
2.
3.

1.
2.
3.

1.
2.
3.
 ORAL COMMUNICATION

Module 6 Types of Speech Style

Topic: Speech Styles

Objectives:
a. Distinguish types of speech style
b. Identify social situations in which each speech style is appropriate to use
c. Observes the appropriate language forms in using a particular speech style
Lets’ Begin!
Freely Share
Describe the style of your communication when you are talking to;

a. family b. teacher c. special someone d. Mall attendant

Do you use the same style of communicating in all situations? Regardless of the person you are talking
to. Your speech style vary, right?

Take-away!
Speech Style is the way in which something is said, done, expressed, or performed. And it corresponds
to specific speech context.

Types of Speech Styles

1. Intimate – This style is private, which occurs between or among close family members or individuals.
The language used in this style may not be shared in public.
2. Casual – This style is common among peers and friends. Jargon, slang, or the vernacular language are
used.
3. Consultative – This style is the standard one. Professional or mutually acceptable language is a must
in this style. Examples of situations are communication between teachers and students, employers and
employees, doctor and patient, judge and lawyer, or President and his/her constituents.
4. Formal – This style is used in formal settings. Unlike the consultative style, this is one-way.
Examples are sermons by priests and ministers, State of the Nation Address of the President, formal
speeches, or pronouncements by judges.
5. Frozen – This style is “frozen” in time and remains unchanged. It mostly occurs in ceremonies.
Common examples are the Preamble to the Constitution, Lord’s Prayer, and Allegiance to country/flag.

Key Linkages.. Can you recall?

Speech styles correspond to specific speech context.
A. Intimate, casual and consultative generally occur in interpersonal context.
Why?
__________________________________________________________________________________

B. Formal Speech style corresponds to Public speech context.

What features of Formal speech style are suitable for Public Speech Content?

C. Mass Communication belongs to Linear model of communication.

Why?_______________________________________________________________________________
 Try this out!
!
AB.

B. Identify the speech style used in the following lines. Write I – Intimate, Ca – Casual, Co – Consultative

____1. I’ve been running a fever for days now and I feel weak. My muscles also ache a lot. Do you think
I’ve contracted dengue fever?
____2. You know what? This family misses you so much. Please come home more often.
____3. I would like to show your son’s recent test scores. I am afraid he might fail this subject.
____4. Mother, you ought to take some rest. Let me wash the dishes tonight.
____5. Stephen, will you be coming to my birthday? The whole barkada will be there.

C. Make a one line speech in each given scenario make sure it shows appropriate speech style.

1. Parent and child talking about future plans.

___________________________________________________________________________

2. Friends talking about the latest gadget,

___________________________________________________________________________

3. Husband and wife talking about memories in their first date as couple.
__________________________________________________________________________

4. A shop goer asking for assistance about the price of a can of milk.

___________________________________________________________________________

5. An engineer suggesting a proposal to his or her superior.

___________________________________________________________________________
 ORAL COMMUNICATION

Module 7 Speech Act and its Classification

Topic: Speech act and its Classification

Objectives:
a. define speech acts
b. distinguish types of speech act;
c. classifiy utterances according to its social function
Lets’ Begin!
Freely Share:

Study the meaning of the utterance “I have not eaten in days” from two different speakers:

Speaker 1 (A girl undergoing a diet plan); I have not eaten in days.

Speaker 2 (A thin beggar) : I have not eaten in days.

Question: Is the meaning of the utterance of both speakers the same? Are they meaning the same thing?

The example above shows how people are capable of performing acts with their utterances.

Take-away!
A speech act is an utterance that a speaker makes to achieve an intended effect. Some of the functions
which are carried out using speech acts are offering an apology, greeting, request, complaint, invitation,
compliment, or refusal.

Three Types of Speech Act

According to J. L. Austin (1962), a philosopher of language and the developer of the Speech Act
Theory, there are three types of acts in every utterance, given the right circumstances or context.
These are:
1. Locutionary act is the actual act of uttering.
“Please do the dishes.”
2. Illocutionary act is the social function of what is said.
By uttering the locution “Please do the dishes,” the speaker requests the addressee to wash the dishes.
3. Perlocutionary act is the resulting act of what is said. This effect is based on the particular context in
which the speech act was mentioned.
“Please do the dishes” would lead to the addressee washing the dishes.
Another example:
Locutionary Act (the literal act of uttering) - Do you have extra money?
Illocutionary Act (The social function of the utterance) – The speaker wants to borrow money
Perlocutionary Act ( The resulting act of what is said) – The receiver may or may not let the speaker
borrow money
Classifications of Speech Act
As a response to Austin’s Speech Act Theory, John Searle (1976), a professor from the University
of California, Berkeley, classified illocutionary acts into five distinct categories.
1. Assertive – a type of illocutionary act in which the speaker expresses belief about the truth of a
proposition. Some examples of an assertive act are suggesting, putting forward, swearing, boasting, and
concluding.
Example:
No one makes better pancakes than I do.
2. Directive – a type of illocutionary act in which the speaker tries to make the addressee perform an
action. Some examples of a directive act are asking, ordering, requesting, inviting, advising, and begging.
Example:
Please close the door.
3. Commissive – a type of illocutionary act which commits the speaker to doing something in the future.
Examples of a commissive act are promising, planning, vowing, and betting.
Example:
From now on, I will participate in our group activity.
4. Expressive – a type of illocutionary act in which the speaker expresses his/her feelings or emotional
reactions. Some examples of an expressive act are thanking, apologizing, welcoming, and deploring.
Example:
I am so sorry for not helping out in our group projects and letting you do all the work.
5. Declaration – a type of illocutionary act which brings a change in the external situation. Simply put,
declarations bring into existence or cause the state of affairs which they refer to. Some examples of
declarations are blessing, firing, baptizing, bidding, passing a sentence, and excommunicating.
Example:
You are fired!
By saying that someone is fired, an employer causes or brings about the person’s unemployment, thus
changing his external situation.

Consider the following utterances. What effect will each have to you as the listener? Explain Briefly.
1.” Hide! Now!” - ______________________________________________________________________

2. “Please stay with me” - _______________________________________________________________

3. “Your country needs you.” - ___________________________________________________________

4. “I promise not to tell” - _______________________________________________________________

5. “Stop or I will call the police” - __________________________________________________________
 Try this out!
!
A. Complete the following table with information relates to Searle’s classification of speech acts.
The first one is an example.
Classification of speech act Specific Situation Example
Assertive Cris bought a new gadget and “I’m the only one in school who
showed it to his friends. has this kind of iphone 11.”
Assertive

Commisive

Directive

Epressive

Declaration

B. Identify the speech act that each utterance represents/performs.

1. You should go see a doctor. ____________________________________________________

2. That’s the truth ______________________________________________________________

3. You are mine. _______________________________________________________________

4. Stop it! _____________________________________________________________________

5. It’s an order immediate decree __________________________________________________

6. I appreciate what you’ve done ___________________________________________________

7. I am so sorry I can’t make it to the event ___________________________________________

8. I put the country under a state of national emergency. ________________________________

9. Filipinos are the happies people in the world. _______________________________________

10. I assure you I will help you with your problems. ____________________________________
 ORAL COMMUNICATION

Module 8 Communicative Strategy

Topic: Speech act and its Classification

Objectives:
a. distinguished various type of communicative strategy
b. use acceptable, polite, and meaningful communicative strategies;
c. Identify verbal cues for different communicative strategies
Lets’ Begin!
Freely Share:

Have you ever…?

1. Have you ever interrupted someone while he/she is talking? Was the speaker offended?

2. Have you ever been in the middle of uncomfortable or awkward conversation with someone? How did
you get out of it?

3. Have you ever offended someone in a conversation? How did you handle it?

Takeaway!
Types of Communicative Strategy: Nomination and Restriction

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. When beginning a topic in
a conversation, especially if it does not arise from a previous topic, you may start off with news inquiries
and news announcements as they promise extended talk. Most importantly, keep the conversational
environment open for opinions until the prior topic shuts down easily and initiates a smooth end. This
could efficiently signal the beginning of a new topic in the conversation.

2. Restriction
Restriction in communication refers to any limitation you may have as a speaker. When communicating in
the classroom, in a meeting, or while hanging out with your friends, you are typically given specific
instructions that you must follow. These instructions confine you as a speaker and limit what you can say.
For example, in your class, you might be asked by your teacher to brainstorm on peer pressure or deliver
a speech on digital natives. In these cases, you cannot decide to talk about something else. On the other
hand, conversing with your friends during ordinary days can be far more casual than these examples.
Just the same, remember to always be on point and avoid sideswiping from the topic during the
conversation to avoid communication breakdown.

Scribble your thoughts:

Give three sample polite lines that would guarantee a conversation with someone:

1. ___________________________________________________________________________

2. ___________________________________________________________________________

3. ___________________________________________________________________________

How can topic restriction, as a communicative strategy prevent offences in a conversation? Does topic
restriction also talk about being tactful and cautious when communicating?

Not only in conversation restriction is observed, in television programs as well the MTRCB or Movie and
Television Review and Classification Board has restricted some viewers to watch certain tv programs and
movies. Go ahead and write the meaning of the following restrictions from MTRCB.

MTRCB Restrction/Classification Who are the allowed Viewers/ under what

conditions?
1. GP General Patronage

2. PG Parental Guidance

3. Restricted -13 (“R-13”)

4.Restricted – 16 (“R-16”)

5. Restricted – 18 (“R-18”)

6. SPG Strong Parental Guidance

www.mtrcb.gov.ph
Types of Communicative Strategy: Turn-taking, Topic Control, Topic Shifting

3. Turn-taking
Sometimes people are given unequal opportunities to talk because others take much time during the
conversation. 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. Remember to keep your words relevant and
reasonably short enough to express your views or feelings. Try to be polite even if you are trying to take
the floor from another speaker. Do not hog the conversation and talk incessantly without letting the other
party air out their own ideas. To acknowledge others, you may employ visual signals like a nod, a look, or
a step back, and you could accompany these signals with spoken cues such as “What do you think?” or
“You wanted to say something?”

4. Topic Control
Topic control covers how procedural formality or informality affects the development of topic in
conversations. For example, in meetings, you may only have a turn to speak after the chairperson directs
you to do so. Contrast this with a casual conversation with friends over lunch or coffee where you may
take the conversational floor anytime. Remember that regardless of the formality of the context, topic
control is achieved cooperatively. This only means that when a topic is initiated, it should be collectively
developed by avoiding unnecessary interruptions and topic shifts. You can make yourself actively
involved in the conversation without overly dominating it by using minimal responses like “Yes,” “Okay,”
“Go on”; asking tag questions to clarify information briefly like “You are excited, aren’t you?”, “It was
unexpected, wasn’t it?”; and even by laughing!

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. When shifting from one topic to
another, you have to be very intuitive. Make sure that the previous topic was nurtured enough to generate
adequate views. You may also use effective conversational transitions to indicate a shift like “By the way,”
“In addition to what you said,” “Which reminds me of,” and the like.

Below are example verbal cues of turn-taking, topic control, topic shifting
Turn-taking Topic Control Topic Shifting

Let me finish first… Okay go on… By the way…

I want to hear from you first… Now is not the time to talk Which reminds me of…
about it…

You wanted to say something? Perhaps that is an issue for Since you mentioned that…
another discussion… Speaking of…

Scribble Your thoughts: Think of other verbal cues and continue the table.

1. 1. 1.

2. 2. 2.

3. 3. 3.

4. 4. 4.

5. 5. 5.
A. Identify the communicative strategy employed in the following utterances. Write Turn-taking, Topic
Control, Topic Shifting on the blank.
________________1. Our topic today is “How do we help mitigate disasters in our communities?”
________________2. Now let’s talk about you. How are your studies?
________________3. Okay. Well you have a point, but for me…
________________4. Can we discuss Math instead? I need help in it.
________________5. Make sure you will write only about the topic assigned to you.

Types of Communicative Strategy: Repair and Termination

6. Repair
Repair refers to how speakers address the problems in speaking, listening, and comprehending that they
may encounter in a conversation. For example, if everybody in the conversation seems to talk at the
same time, give way and appreciate other’s initiative to set the conversation back to its topic.
Repair is the self-righting mechanism in any social interaction (Schegloff et al, 1977). If there is a problem
in understanding the conversation, speakers will always try to address and correct it. Although this is the
case, always seek to initiate the repair.

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. Although not all topics may have clear ends, try to signal the end of the topic through concluding
cues. You can do this by sharing what you learned from the conversation. Aside from this, soliciting
agreement from the other participants usually completes the discussion of the topic meaningfully.

Verbal cues for Repair and Termination

Repair Termination

“With all due respect…” “I think it’s a wrap”

“Don’t’ get me wrong but…” “I wish I could stay and talk more, but I have to
go”
“Let me rephrase that…” “it’s been great talking to you, but I’m afraid I have
to go”
“I’m sorry, I take that back…” “Excuse me, but I really need to get going. Let’s
talk again soon.”
“Let me clarify that…” See you around next time…

Scribble Your thoughts: Create a response that will politely repair or terminate the following
conversations.

A. Teacher: (Mispronounces your name) KAY-la, please come forward.

You: __________________________________________________

B. Stranger: Hi, can you take me to your aunt’s house?

You: __________________________________________________

C. Boss: (Blames you for something you did not do) Why did you not finish the report I asked you to do?
You; _________________________________________________

D. Best-friend: (Keeps on talking interesting things but it’s getting late at night) It’s so much fun right? You
know….
You: _________________________________________________
Try this out!
!
A. 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, okay?”
_______________10. “Now, it’s your turn to ask questions.”

B. Complete the following:

1. Repair as a communication strategy is used when…
____________________________________________________________________________________

2. When one has offended a person during a conversation, some phrases that once can use to repair the
interaction are…
____________________________________________________________________________________

3. When you feel that a conversation is about to progress into an argument, some
communication strategies that one might use are…
____________________________________________________________________________________

4. If you are not aware of your mistakes in terms of word choice or pronunciation, there is a
possibility, that the person you are talking to might…
____________________________________________________________________________________

5. In order to avoid hurtin feelings of the person you are talking to, you should remember that
sometimes…
____________________________________________________________________________________
References:
Module 1
https://www.enotes.com/homework-
help/difference-between-verbal-non-verbal-
communication-237441
https://www.enotes.com/homework-
help/difference-between-verbal-non-verbal-
DIWA Oral Communication in Context
Oral Communication in Context
For Senior High School
Published in 2016 by C & E Publishing, Inc.
839 EDSA, South Triangle, Quezon City
Tel. No.: (02) 929-5088
e-mail: info@cebookshop.com
Module 2
https://onthego.fm/4-types-noise-disrupt-
communication-non-technical-problem-
podcasters-face/
DIWA Oral Communication in Context
Oral Communication in Context
For Senior High School
Published in 2016 by C & E Publishing, Inc.
839 EDSA, South Triangle, Quezon City
Tel. No.: (02) 929-5088
e-mail: info@cebookshop.com
https://www.businesstopia.net/communication
Module 3
https://www.google.com/search?q=developme
ntal+model+of+intercultural+sensitivity&tbm=is
ch&source=iu&ictx=1&fir=G-
IK012py8iGUM%253A%252CounVoaNPObHstM
%252C_&vet=1&usg=AI4_-
kS5fGK6WTShtHYtHivPoYp7V8BHkQ&sa=X&ved
=2ahUKEwih36a665vpAhX9wosBHRtrADMQ_h0
wAnoECAsQBg#imgrc=mA5z-AqRGSr5TM
DIWA Oral Communication in Context
Oral Communication in Context
For Senior High School
Published in 2016 by C & E Publishing, Inc.
839 EDSA, South Triangle, Quezon City
Tel. No.: (02) 929-5088
e-mail: info@cebookshop.com
Module 4
DIWA Oral Communication in Context
Oral Communication in Context
For Senior High School
Published in 2016 by C & E Publishing, Inc.
839 EDSA, South Triangle, Quezon City
Tel. No.: (02) 929-5088
e-mail: info@cebookshop.com
https://www.google.com/url?sa=i&url=https%3
A%2F%2Fwww.grenadabroadcast.com%2Ffeatu
red%2Fnew-batch-of-traffic-wardens-
commences-
training%2F&psig=AOvVaw3w5zE8kDT2iJnvmR
mALCjJ&ust=1588740894818000&source=imag
es&cd=vfe&ved=2ahUKEwiwxtaW95vpAhUK1JQ
KHbTjAukQr4kDegUIARD_AQ
https://www.youtube.com/watch?v=3wi65UW
_nJk I CAN DO THIS - Powerful Motivational
Speech Video (Featuring William Hollis)
Module 5
DIWA Oral Communication in Context
Oral Communication in Context
For Senior High School
Published in 2016 by C & E Publishing, Inc.
839 EDSA, South Triangle, Quezon City
Tel. No.: (02) 929-5088
e-mail: info@cebookshop.com
Module 6
DIWA Oral Communication in Context
C Oral Communication in Context
For Senior High School
Published in 2016 by C & E Publishing, Inc.
839 EDSA, South Triangle, Quezon City
Tel. No.: (02) 929-5088
e-mail: info@cebookshop.com

Module 7
DIWA Oral Communication in Context
Oral Communication in Context
For Senior High School
Published in 2016 by C & E Publishing, Inc.
839 EDSA, South Triangle, Quezon City
Tel. No.: (02) 929-5088
e-mail: info@cebookshop.com
Module 8
DIWA Oral Communication in Context
Oral Communication in Context
For Senior High School
Published in 2016 by C & E Publishing, Inc.
839 EDSA, South Triangle, Quezon City
Tel. No.: (02) 929-5088
e-mail: info@cebookshop.com