Communication (Oral Communication Grade 11)

Communication
Fatima Jane Galia - Manatad
Teacher II

Motivational Activity
 Look at the visual pictures in each slide.
Make a communication-related story out
of each picture. In other words, make a
short skit about the pictures. Share it in
front of your classmates. You can a
choose a partner or make a group to
present the person/s in the picture.

COMMUNICATION
 stems from a Latin word
communis meaning “common”
 is the process of expressing and
exchanging information, thoughts,
ideas and feelings

COMMUNICATION
 it involves a series of actions that lead
to a particular result such as the
passing of message and exchange of
ideas among others
 an active process wherein a speaker
transmits a message through a channel
to a listener

What are some
examples/situations that
shows communication?

EXAMPLES of Communication
 A professor delivering a lecture to her
students.
 A coach talking to his players.
 A dad giving advice to his son.
 A salesperson giving sales pitch to
clients.

Reflection
What communication
situation have you
engaged recently?
Describe it briefly.

Class Telephone Demonstration
Lets play…

Conceptual Background Of
Elements of Communication
 Based on the different models,
communication can be seen as a
complex process having several
elements such as the following :

 SPEAKER - chooses his/her purpose,
crafts the message accordingly and
decides how to deliver it
- Example: A president delivers his state
of the nation address.

 MESSAGE – is what needs to be delivered
or imparted to somebody else
-is the central to the process because the point
of communication is to say “something”
- is based on why the Speaker wants to say it
(to inform or to entertain), what the Speaker
wants to say, and how the Speaker wants to
say it.

 LISTENER – the one who receives the Message
-is the one who makes sense of what is being said
and reacts to it by clapping, nodding the head,
replying, asking a return question, following the
speaker, falling asleep or walking out
-is the other half of the Speaker

 CHANNELS – are the means by which the
Message is sent
- it is not necessarily a thing (cellphone, laptop);
Message can also be sent through senses: ears,
eyes, skin, mouth and nose.

 RESPONSE – is the only way the Speaker knows
that the Message has been received
- it is not necessarily a word; Response can also be
a sign or action (nodding a head, a smile or clap
of hands)
- it can be a positive response (saying yes, I agree)
or a negative response (frown, boo, refuse to clap)

 NOISE – is any barrier to communication
- it could be a physical noise (loud music, irritating
engine of motorcycle, a classmate talking to you
while the teacher is explaining) or physiological
noise (headache, toothache) or psychological noise –
emotional condition (sadness, depression, confusion)

 proposed by Aristotle
 shows a straight path of relaying information.
 is one-directional
 Example: a speaker delivering a speech in
front of an audience
 Diagram:
Linear Model
SPEAKER MESSAGE RECEIVER

S-M-C-R Model
 proposed by David Berlo (a professor and author)
 Diagram:
SOURCE CHANNEL
Message
RECEIVER

S-M-C-R Model
 SOURCE – sender and the origin of the message
 MESSAGE – the idea, thought, piece of
information that the sender aims to express.
- comprised the following:
Message content – what the message contains
Elements- the language, gestures, facial expression and
body movement used by the source

S-M-C-R Model
The communicator’s treatment of the message –
how the sender delivers the message (entertaining,
funny, authoritative, etc.)
Structure of the message - arrangement of the
message for maximum effect depending on the
goals of the sender
Code of message – form in which the message is
sent (language, facial/body language, dance, song)

S-M-C-R Model
 CHANNEL – is the means by which
the message is sent (sound waves,
television, radio, newspapers,
computers, etc.)
 RECEIVER – is the one who
receives the message.

Shannon & Weaver’s Model
 Claude Shannon (a mathematician and
electronic engineer) and Warren Weaver (a
scientist and mathematician) introduced an
important concept in the model which is the
noise or barriers to effective communication
SPEAKER CHANNEL
Message
RECEIVER
NOISE

Interactive Model
 Takes into consideration the feedback from the
receiver; thus, the message in this model
originates from two sources : the message from
the sender and the feedback from the receiver.
 Diagram:
SPEAKER CHANNEL
Message
RECEIVER
Feedback
Encoder
Decoder
Decoder
Encoder

Wilbur Schramm’s Model
 Wilbur Schramm is considered the Father of
Mass Communication who asserts that
communication can take place if and only if
there is an overlap between Field of
Experience of the Speaker and the Field of
Experience of the Listener.

 What is Field of Experience?
is everything that makes a person unique
It is everything a person has ever
experienced or not experienced, done or not
done.
Everything that has happened to one’s life

Example:
The teacher must deliver his/her lecture in
either English or Filipino because that is the
language that students know and use.

 Diagram
SOURCE CHANNEL
Message
RECEIVER
Field of Experience
Field of Experience

Eugene White’s Model
 Eugene White (1960) tells us that
communication is circular and continuous
without beginning or end.
 He points out that although we assume that
communication begins with thinking, for
him communication can actually be
observed from any point in the cycle

 He also contributed the concept of Feedback
to the field of communication
 This model is a cyclical model

 Diagram
Symbolizing
Expressing
Transmitting
Receiving
Decoding
Feedback
Monitoring
Thinking

Communication Breakdown
and Noise
 Breakdowns occur in the communication
process from time to time
 Breakdown in communication occurs
when the message or feedback is not
sent or received properly

and Noise
 Examples: 1. Your phone conversation
with someone is cut off just as you are
about to tell the important details of your
message.
2. You cannot clearly understand salient
points your teacher is making because
your seatmates are distracting you.

and Noise
 Many of the causes of communication
breakdown can be classified as NOISE.
 NOISE is the technical term used to refer
to all possible barriers to effective
communication. Noise can be physical,
psychological, physiological, or semantic.

and Noise
 Physical Noise comes from the
environment (e.g., extraneous noise,
unbearable weather, distracting visual aid)
 Physiological Noise are “bodily
conditions” that compromise the ability of
a person to send or receive message (e.g
hunger, stomach ache, etc.)

and Noise
 Psychological Noise originates from the
emotional state or mental state (e.g.,
depression, anger, suspicions, biases, etc.)
 Semantic Noise refers to anything related to the
meaning of words that distorts or masks a
message and confuses the listener (e.g. speakers
use of foreign language, listener’s limited of
vocabulary)

QUIZ # 3: Identify what
type of each noise are the following
 1. Headache
 2. Noise from a busy construction site
 3. Missing someone
 4. Disliking the speaker
 5.Noise from moving vehicles
 6. Speaker’s ambiguous words

QUIZ # 3: Identify what
type of each noise are the following
 7. Excited to do something else
 8. Grumbling of the stomach
 9. Poor ventilation in the venue
 10. Talking among seatmates
 11. Lack of interest in the topic
 12. Unclear pronunciation of words

Conversational Styles
 Each individual has their own distinct style of communication.
 There are seven different major conversational styles:
 1.) Dominant
 2.) Interruptive
 3.) Manipulative
 4.) Polite
 5.) Creative
 6.) Sarcastic
 7.) Passive

1) Decision
 - Deciding to speak and choosing what
thoughts the individual would like to put
forth in conversation.

2) Encoding
 - The process in which the speaker attempts
to translate his or her thoughts and
perceptions into words.

3)Sending
 - The articulation of the words the
individual would like to convey

4)Channel
 - The message sent travels to the receiver
via a channel, (i.e. sound waves, sign
language, or video recording, and so forth).

5)Decoding
 - A process in which the listener attempts to
understand and interpret what the speaker
has encoded in his or her message.

6)Internal Response
 - The receiver contemplates the message
and has an internal response, (i.e. angry,
upset, relieved, and uninterested).

‘Noise’
 - Factors that negatively influence the effectiveness
of the communication and the interpretation of the
conversation.
 - There are four common sources of ‘noise’

1)Personality
 - The senders past experience provides a frame of
reference for sending the message such as beliefs,
attitudes, and personality.
 -These factors may vary from person to
person and can distort the message

2)Lack Of Skills
 - The sender lacks sufficient skills in encoding. (Can
not put their thoughts into words).

3)External Factors
 - The communication can have noise, such as other
people making a lot of noise, a bad telephone
connection, as well as speech impediments
(stuttering), or distracting mannerisms.

Receivers Past Experiences
 - The receiver’s past experiences form a frame of
reference for receiving and interpreting the message
which can affect the decoding process.

Sean Sullivan
Non Verbal Communication

Non-Verbal Communication
 All aspects of communication other than words themselves.
It includes how we utter words, features of environments that
affect interactions and that influence personal images &
interaction patterns.

Three Types Of Non Verbal
Communication
 1. Kinesics
 2.Proxemics
 3.Paralanguage

Kinesics
 · Body language- Shows peoples feelings without
communicating them verbally.
QuickTime™ and a
DV/DVCPRO - NTSC decompressor
are needed to see this picture.

 · Physical Appearance- in each culture stereotypes
develop that are based on physical appearance.
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 · Posture- Slumped posture is a sign of feeling low, fatigued
and inferior whereas and upright posture reflects confidence,
openness and energy. Also the way people walk communicates
how they feel. When people are sad they shuffle along slowly with
their hands in their pockets where as if your happy you walk
energized.

 · Gestures- many people communicate with gestures
and various body movements. This allows for a person
to show different feelings such as anger, sadness,
sincerity and etc.
QuickTime™ and a

 · Touching- is a common form of body language. Used to
express affection, to calm, or to interrupt. Hand shakes, hugs,
kissing, pats on back.
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 · Facial expressions- our face is our most
expressive body part. Eye contact shows interest and
shows that you are listening. Loping looks into another
persons eyes conveys either romantic notions or conflict
and anger.
QuickTime™ and a

Proxemics
 Is the study of how we communicate by the way we use
space- The distance between you and others, how you
arrange furniture, and other objects for social interaction, and
how you respond to the invasion of territory.

A Little Too Close?
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Not Close Enough
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Paralanguage
 * refers to all vocal components of speech. Reflects what a
person is feeling
 * Pitch-the highness or lowness of the sound of your voice
 * Resonance- the richness or thinness of your voice.
 * Articulation- the way you enunciate.
 * Tempo- the speed at which words are spoken
 * Volume- the loudness or softness with which you speak.
 * Rhythm- the emphasis placed on different words and the
cadence of the speech.

Got To Go
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 Importance of Nonverbal Communication
 * Non Verbal communication is essential to fully
understand a message when two or more people are
communicating.
 * Albert Mehrabian (1968) analyzed typical
communication between two people and concluded that the
total impact of the message was divided in this way:
 Verbal (words) 7%
 Paralanguage 38%
 Body Language 55%

Summer
 Listening, Attending, and Responding Skills

Listening…
There is more to it than
hearing

Listening
Attending
Responding

Listening, Attending & Responding
1. Assume the role of the listener
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2. Maintaining eye contact
Eye Contact No Eye Contact
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3. Avoid word prejudice
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4. Use “minimal encouragers”
(ex: “oh?” and “uh-huh?”)
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5. Paraphrase what was said to
ensure understanding
An elaboration of minimal
encourager
Key phrase plus personal
observation

6. Ask questions to improve clarity of
statement
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7. Use empathy to reflect and share
feelings
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8. Provide feedback
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9. Summarize the content of what
was said
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Research Journal Article:
Title: Measurement of communication skills.
Journal: International Journal of Listening
Author: Nichols, Ralph
Brown, James I.
Keller, Robert J.
Purpose: Discover if listening skills can be taught

Title: Measurement of communication skills.
1. Basic methods used:
• Directly trained 2 sections of College students for 6
weeks (This group had the lowest pre-test scores)
• Incidentally trained 2 sections of College students
(This group had the highest pre-test scores)
2. Results:
• Directly trained group made significant gains in scores
during the period of training
• Incidentally trained group did not
3. Major findings:
• No significant differences were noted between
the groups on the post-test results

Title: Measurement of communication skills
Discussion of results:
oThe findings indicated that listening skills could
be improved by training
What does that mean for us…

…We can improve our listening skills !
“The key to being an outstanding
communicator is
not so much the words of wisdom that
come out
of your mouth, but how well you listen
to the words
of wisdom that come out of the mouths
of others.”
-Della Menechella

Steps To Enhance Communication Skills
From Negative To Positive

1. Speak With Precision And Directness
Select words that accurately describe
your thoughts and feelings.
How are you today?….I’m OK

2.Enhance Your vocabulary
 A small vocabulary decreases the ability to
express yourself, whereas a greater number
of words to choose from provides you with
with greater flexibility to say what you want
to say.
 Sound more professional, classy, educated.

3.Use Language Appropriate For Your
Listening Audience
 Assess which words, expressions, and
gestures are most conductive to getting your
point across.
 Child or Adult

4.Attack Issue Not People
 Avoid Character Assassination. Attacking
people clouds the issue and makes it harder,
if not impossible to resolve issues.
 Not good for effective arguments

5.Avoid Putting Others On The Defensive
 Placing the responsibility of understanding
on yourself rather than blaming others
minimizes defensiveness.
 “I perceive….”

6.Avoid Asking Someone To Pass On Your
Thoughts Or Feelings To A Third Party
 The most effective communication involves
talking with someone face to face.*
 Effective in the workplace.
*But you can still Myspace me and
get a faster response.

7.Avoid Information Overload
 Attention span is limited, as is the amount
of information that can be received and
processed.*
*Like 65 slides on Communication

8.Validate Your Assumptions
 Confirm what you think to be true with
those that have given you this impression.

9.Resolve Problems When They Arise
 If you feel there is a misunderstanding,
there probably is.
 Try to deal with issues as they surface by
talking it out with those involved.
 Drama free zone.

For Skills To Be
Effective, They
Must Be Practiced
Regularly

Thank You
 The more we remind ourselves of these skills, the more likely we will
use them

Communication (Oral Communication Grade 11)

Communication (Oral Communication Grade 11)

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