11

Oral Communication
Quarter 1
Unraveling the Communication Models
and the Barriers of Communication
Oral Communication in Context-Grade 11
Quarter 1. Unit I. Let’s Communicate (Unraveling the Models of and Barriers to
Communication)

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Regional Director: Gilbert T. Sadsad

Assistant Regional Director: Jessie L. Amin

Development Team of the Module

Writer: Tomasa Fe P. Mañago, MT 1

Editors: Emma V. Dasco, EPS
Reviewers: Emma V. Dasco, EPS / Darcy Guy Y. Mañebo, EPS
Illustrator: Tomasa Fe P. Manago, MT 1
Layout Artist: Rubelyn P. Morales, TII
Oral Communication in Context - Grade 11
Quarter 1. Unit I. Let’s Communicate (Unraveling the Models of and Barriers to
Communication)

I- Introduction

We have just learned the nature, functions, purposes, features of the communication
process. Communication is a complex process, and it is difficult to determine where or with
whom a communication encounter starts and ends. It can sometimes be helpful to consider
different communication models. Below are some questions to help guide you through this
lesson.

At this point, here are several questions you can reflect upon.

Why do models (of anything) matter in the real world?

What value do communication models have?

What communication models do you know about already?

How can learning about communication models be helpful to you?

What are the barriers to the communication process?

How can these barriers be avoided and get rid of communication breakdown?

II- Objectives:
By the end of this lesson, you will be able to:

1. Differentiate the models of communication;

2. Identify the Barriers to the communication process; and
3. Determine how these knowledge can be used to avoid
communication breakdown.
III- Vocabulary List

Expanding Your Word Wealth

Here are some words and names which you will encounter as you learn about the
communication models and the barriers to the communication process.
Active Listening is the full concentration on what is being said rather than just passively
hearing the message. It involves all other senses. The listener is able to understand clearly
and respond accurately to what was listened to. Source: www.skillsyouneed.com

Barrier is any form of hindrance to the understanding of what was listened to.

Clarification is the act of “making clear” any idea.

Cognitive process is the mental process including gaining knowledge such as thinking,
learning, and reflecting.

Communication encounter is the actual communication occurring between communicators

(sender-receiver)

Communication models are systematic representation of the process which help in

understanding how communication works and shown in symbols.

Confidence is the feeling of self-assurance arising from one’s appreciation of qualities and
capabilities.

Cultural context are the values, beliefs, and perceptions of a group or an individual which
are used as the basis of how individuals look at the rightness or wrongness of one’s thoughts
and actions.

Cyclical is the repeated processes undergone in the communication process.

Emotion is the natural instinctive state of mind deriving from one’s circumstances, mood or
relationships with others.

Environment is the setting or condition in which a particular activity is carried on.

Interactive communication means allowing a two-way flow of information among

participants of the communication process.
Jargon are special words or expressions that are used by a particular profession or group and
are difficult for others to understand.

Listening is a skill characterized by receiving sounds and mentally processing the sound
heard
Noise is any unpleasant sound that causes disturbance.
Source: dictionary.com

Physical context is the setting or condition in which a particular communication activity is

carried out.

Psychological context is who you are or what you bring to the interaction.
Relational context is the relationship existing between the communicators such as teacher-
student, doctor-patient, boss -employee.
Social context is the balance between people’s emotional state; it is how communication
changes based on moods and relationships of both participants.

Source: dictionary.com

IV- Pre-Test

Let’s Push Your Knowledge Cart!

A. Identify which among the given terminologies is exemplified in each item below.

1. The student did not attend the mass because she is an “Iglesia ni Kristo.”
_______________________
2. The message comes from the sender (teacher) and sent to the receiver (student),
representing the simple communication structure. ________________
3. The speaker gives a speech to fifty student teachers in the auditorium.
_______________
4. Minda gave Eddie an instruction over the phone. In answer Eddie went to tell Louie
and got back to Minda later. _________________
 5. Nonie knows he is the first speaker in the debate and delivered his introductory
arguments. ____________________
6. The student carefully takes note of the teacher’s lecture. _______________________
7. My brother put the television’s volume to its maximum. ________________
8. The music reminded her of her departed father. _______________
9. Nida can’t see well, the room is too foggy with dust, and the kitchen smells.
_________________
10. Her mother pushes her to deliver the speech; she stood and faced the crowd squarely.
____________________

I hope you find it fun. Let’s proceed to more activities.

V- Learning Activities

A. Let’s Warm Up

Have you ever played using two cans connected by a long string which allows you to talk to
your playmate in a considerable distance? Please refer to the image below. Write three
details you remember in doing so. Make sure you describe how you sent or received the
message. In case you haven’t experience it yet, you may try it or ask your elders how it
works and how it feels.

Noted experiences:
1. ____________________________________
2. ____________________________________
3. ____________________________________

Answer the following questions in your notebook:

1.What elements of communication were present in the process?
 2.This time, draw a model of the communication experience. Make sure you will
specify
the elements you wrote in your answers in number one.

What are the models of communication?

Models of communication simplify the process by providing a visual representation of

the various aspects of a communication encounter. Some models explain communication in
more detail than others, but even the most complex model still doesn’t recreate what we
experience in even a moment of a communication encounter. Models still serve a valuable
purpose for students of communication because they allow us to see specific concepts and steps
within the process of communication, define communication, and apply communication
concepts. When you become aware of how communication functions, you can think more
deliberately through your communication encounters, which can help you better prepare for
future communication and learn from your previous communication. The models of
communication we will discuss are the linear, Schramm, Shannon- Weaver and transaction
models.

1.Linear Model is the simplest model which was introduced to the world by the Philosopher
Aristotle in 300 BC.

This model focuses on the persuasive power of the speaker rather than the message and
lacks concern with the receiver’s feedback.

2. Shannon-Weaver Model is known as the mother of all communication models

introduced in 1949 which was a developed linear model which includes five elements: a source
(sender), a transmitter (encoder of message into signals), a channel (signals adapted for
transmission), a receiver (decoder of the message), and a destination. This model also doesn’t
have feedback which signals the completion of the communication process, hence, was also
criticized which led to its modification by Wilbur Schramm.

3. Schramm Model of communication is a modified Shannon-Weaver Model which

defined the field of experience or the setting or environment where the sender-receiver both
exist. In doing so, the experiences both share help in facilitating the communication process.
This was popularized by Wilbur Schramm (1907-1987). He is considered by many as the father
of the study of communications. He was the first academic professional in the field of
communication as a communication scholar, thus, creating the first degree in communications
where he trained the first generation of communication scholars.

4. The transaction model differs from the transmission and interaction models in
significant ways, including the conceptualization of communication, the role of
sender and receiver, and the role of context (Barnlund, 1970).The transaction model
of communication describes communication as a process in which communicators
generate social realities within social, relational, and cultural contexts.
 There are four context taken into consideration in this model:Physical context is the
setting or condition in which a particular communication activity is carried out. Psychological
context is who you are or what you bring to the interaction. Relational context is the
relationship existing between the communicators such as teacher-student, doctor-patient, boss
-employee. Social context is the balance between people’s emotional state; it is how
communication changes based on moods and relationships of both participants.

Processing questions:
1.Which model is the easiest to understand? Why?
2. Which model is the most complicated? Explain briefly.

Congratulations! You are now ready to proceed to the next

level.

What are the barriers to communication?

At this point, we will be understanding how communication ends up in misunderstanding,
wrong notion, and misinterpretation also known as communication breakdown. Furthermore, we will
be able to see how we can give a solution to overcome these hindrances.

Physiological Barriers
Physiological barriers to communication may result from the receiver’s physical state.
For example, a receiver with reduced hearing may not fully grasp the content of a spoken
conversation especially if there is significant background noise. An individual’s self-
confidence may be affected by his/her physiological state. Say for example, a cripple in
crutches will have a lower self-confidence speaking to the public.

Physical Barriers
An example of a physical barrier to communication is geographic distance between
the sender and receiver(s). Physical barrier also involves the presence of thick walls, another
story of the building, or a physical presence of a material hindrance.

Communication is generally easier over shorter distances as more communication

channels are available and less technology is required. The ideal communication is face-to-
face.

Although modern technology often helps to reduce the impact of physical barriers, the
advantages and disadvantages of each communication channel should be understood so that an
appropriate channel can be used to overcome the physical barriers. In short, this is the
environment where the communication takes place.

Systematic Barriers
Systematic barriers to communication may exist in structures and organizations where
there are inefficient or inappropriate information systems and communication channels, or
where there is a lack of understanding of the roles and responsibilities for communication. In
such organizations, people may be unclear of their role in the communication process and
therefore not know what is expected of them. Positions in the society also takes part in this
barrier like how a student addresses his teacher is entirely different from how he addresses his
classmates. The issue of culture and religion also belong to this barrier. For example, arguments
often blurt out due to differences in religion and their practices. All sides claim righteousness,
thus, adding up to the argument.

Language Use

This is another concern. Every participant in the communication process should have
at least an understanding of the language used during the process. They may not be using the
same language but there is a level of meaning recognition in the process of exchanges. For
example, the teacher is using English in the lecture and the students understand. Nevertheless,
due to shortage of vocabulary in English, they resorted to Filipino and sent the correct message.
Both parties understood and some translations were dealt with. Use of jargons also come in.
Every profession or group have specific words in their respective groups, thus, jargons exist.
For example, toxic among nurses means exhausted, while in plain terms, that means poisonous.

Examples of jargon (words used in specific fields):

• Due diligence: A business term, "due diligence" refers to the research that should be
done before making an important business decision.
• AWOL: Short for "absent without leave," AWOL is military jargon used to describe
a person whose whereabouts are unknown.
• Hard copy: A common term in business, academia, and other fields, a "hard copy" is
a physical printout of a document (as opposed to an electronic copy).
• Cache: In computing, "cache" refers to a place for short-term memory storage.
• Dek: A journalism term for a subheading, usually one or two sentences long, that
provides a brief summary of the article that follows.
• Stat: This is a term, usually used in a medical context, that means "immediately." (As
in, "Call the doctor, stat!")
• Phospholipid bilayer: This is a complex term for a layer of fat molecules
surrounding a cell. A simpler term is "cell membrane."
• Detritivore: A detritivore is an organism that feeds on detritus or dead matter.
Examples of detritivores include earthworms, sea cucumbers, and millipedes.
• Holistic: Another word for "comprehensive" or "complete," "holistic" is often used by
educational professionals in reference to curriculum that focuses on social and
emotional learning in addition to traditional lessons.
• Magic bullet: This is a term for a simple solution that solves a complex problem. (It
is usually used derisively, as in "I don't think this plan you've come up with is a magic
bullet.")
• Best practice: In business, a "best practice" is one that should be adopted because it
has proven effectiveness.

Attitudinal Barriers

Attitudinal barriers are behaviour or perceptions that prevent people from

communicating effectively.

Attitudinal barriers to communication may result from personality conflicts, poor

management, resistance to change or a lack of motivation. To be an effective receiver of
messages you should attempt to overcome your own attitudinal barriers to help ensure more
effective communication. Emotional reactions are also part of these barriers since one’s
emotion and reactions differ from one personality to another. For instance, you were angry at
your older sibling because he asked you to do the errand your mother asked him to do. How
you will react to this will be shown in the words and expressions you will be using during your
conversation.

In general, these barriers to effective communication are present in all races and all
walks of life. It is also to be noted that barriers may arise out of context, language, physical
restrictions and the like.
Processing questions:
1.Have you ever experience attitudinal barriers? In what ways?
2. What physiological barrier do you have? How do you cope with this during
communication process?
How can these communication barriers be avoided?
Nevertheless, there are ways to overcome these barriers. Most importantly, we have to
avoid in normal conversation some things like the following:

Processing questions:

1.How many questions in column 1 are true to you? Give at least one proof for
each.
 2. What about in column 2? Give at least one instance.

3. In column 3? Give one instance.

To improve your overall communication skills, you need to be aware of, and attempt
to minimize, any barriers to communication that are present.

By developing your emotional intelligence you will become more aware of how to
communicate with others in the most appropriate and effective ways.

If an individual would like to be able to communicate effectively, he/she has to aim to

improve him/herself. This will result in overcoming communication breakdown First of all,
one must not get tired of improving him/herself in terms of oral and written communications
skills since there are a lot of resources he/she could turn to adding up to his/her personal
communication experiences. Complete knowledge of a topic is now at the tip of our fingers via
digital resources. In the process of gaining theories and experiences, an individual develops
control over his/her emotions as a result of maturity and continuous learning. Confidence is
built by him/herself and further developed by his/her support system like his/her family,
friends, and mentors. It will be easier for him/her to avoid distractions such as the
communication barriers.
Feedbacking becomes an easy task as he/she engage in more communication situations.
Say for example, when you were in your grade 7 years, it may be difficult for you to answer
during recitation episodes. But as you progress and find your own ways to improve your
communication skills, you even end up reporting in front of the whole class.
Processing questions:
1.How does one improve communication skills?
2. Based on your personal experience, cite one communication breakdown that you
experienced and explain how you overcome it.

Let’s Try One!

Provide the needed information in this table. Challenge your skill in avoiding
communication breakdown by clearing up the barriers to communication. Copy this table in
your notebook and fill in the missing information. Answer also the processing questions that
follow. These will be checked in class.

Communication Situation Breakdown Solution

Mina sent Nona a message Both of them should be
via messenger that they will checking their messenger
meet at the new Jollibee before the appointed time.
branch in Daet. They have to
be there on or before 10:00
o’clock A.M.
Simeon is quiet person. He Simeon’s friends do not
doesn’t talk much even know that he (Simeon) is at
among his close friends. One hard times because he
time, they were surprised doesn’t tell them personal
when he raised his voice circumstances.
towards them during a “board
game”. The group left him
instantly.

Processing questions:
1.What were your bases in analyzing your answers?
2. Did you consider the ways to address these barriers to communication? How?
VI. Practice Tasks
Task 1. “Gotta do this!

Based on your communication experiences and learning before, fill in the table below with
your previously known communication models. Do not search or open any reference. Trust
your stock knowledge. Write your answers in your notebook for checking as you come to
school.

Models of Communication Proponent Characteristics

Developmental Rubrics

KRAs 5 3 1
Number of models 3 or more 1 to 2 Attempted to
identify 1
Accuracy of 3 or more 1 to 2 proponents Attempted to
proponent’s name proponents accurately named identify 1
accurately named
Accuracy of 3 or more accurate 1 to 2 accurate Attempted to come
descriptions descriptions descriptions up with a description
Processing questions:
1. Are you sure of the answers? Why?
2. How did you identify the models?
3. Do you think knowing these models will help you as a communicator? How?
Task 2. Pressure Me!
Write TRUE if you believe that the statement is for real or practicable and FALSE
if you think it is not.
_____1. The mother of all communication models is the Shannon-Weaver Model.
_____2. A channel is a signal adapted for transmission such as the telephone.
_____3. The Transaction Model is a non-interactive communication model.
_____4. Feedback is missing in the Schramm Model.
_____5. Communication is a cyclical process.
 You have three options, send your answers in my messenger account, simply send me
a text message, or write your answers in your notebook and wait till we meet in class. Are
you sure of your answers? We will revisit these answers after we have discussed thoroughly
the models of communication.
Task 3. Brain Treat

Identify the barrier to communication exemplified in each number. Write only the letter of
your answer in the blank provided.

A- Physiological B- Physical C- Language Use D- Systematic E-Attitudinal

1. The student asked her teacher whether it is peel or pill. ________________

2. My head aches a lot. I can’t understand what she’s saying. ____________
3. Nobody can hear the screams of the old woman because the walls were too thick.
_____________
4. Monica tells you about her frustrations while crying, then you told her it’s alright and
you are going to keep it a secret. ________________
5. The teacher of English divided the class into three groups and no appeals will be heard.
_____________

Task 4. Push me more

Refer to the barriers of communication and the previous examples given. For each
of the following negative use of language, write one real-life sample. Three points for each
correct answer. Write your answers in your notebooks for checking as we meet in class.

6-8. Aggressive

9-11. Passive

12-14. Assertive
*Nota bene: Additional 1 point will be gained if the given answers were written neatly and
legibly.

VII. Post Test

I. Speak it out! Imagine yourself ten years

from now. Pretend you are an official of your
barangay and you are confronted by a pandemic
like Covid 19. Write a persuasive speech asking
your fellow barangay citizens to follow two
definite health safety protocols like social
distancing. Make your speech brief but persuasive
enough, at least three short paragraphs. Write your speech in a whole sheet of
paper. Your speech is of linear model by nature.
Rubrics
KRAs Score:5 3 1
Very Good Good Satisfactory
No. of stated safety Two safety protocols One safety protocol Attempted to state a
protocols stated stated safety protocol but
was unable to
develop the thought
No. of paragraphs Three short Two short One short paragraph
paragraphs written paragraphs written completed.
Presence of Four or more Two to three One persuasive word
persuasive words persuasive words persuasive words successfully used
successfully used successfully used

II. Sum it Up!Let’s wrap it up!Choose two (2) of the given pictures
illustrating the barriers to communication. Using your knowledge of the barriers to
communication, identify the barrier contained in the given pictures. Explain your answer
using a minimum of five (5) and a maximum of seven (7) sentences. Include in your answer
some ways to overcome such barriers to communication.Write your answer in a half sheet
of paper cut crosswise.
1. 2.

3. 4.

5.

Rubrics for checking

 KRAs 5 3 1

Logical accuracy of Three to four points or Two points or One point or

points mentioned characteristics of the characteristics of the characteristic of the
barrier logically barrier logically barrier logically
explained. explained. explained.

Practicability of Solution given is Solution given is Solution given is

solution given highly applicable. probably applicable slightly applicable.

VIII- Assignment: Let’s Explore What We Learned

A. Watch any television program or listen to any radio program. From these programs,
capture in writing at least two instances wherein there was a barrier of
communication that emerged. Write these lines in your notebook.

If you don’t have radio or television, stay at the most populated area in your barangay
for about an hour until you have seen an instance where a barrier to communication was seen
or observed. Write these lines in your notebook.

In both cases, you have to write your answers in a table replicated in your notebook.

Identified lines:
________________________________________________________________
___________________________________________________________________________
__
___________________________________________________________________________
__

Instance where the barrier Specific barrier and its Recommended solution
was spotted/Lines and type
instance observed
For example: The kids were Sound or physical barrier Kids may be told to stay in
laughing loudly while the another room or to keep quiet
mother was answering a before answering the phone
phone call. call

B. Copy a set of dialogues from any of the stories you have read or movies you had
watched. From this set, identify the model of communication existing in the
particular communication process. Be sure to briefly explain your answer.

Refer to the given template.

Name: ________________________ Section: ______________ Date:___________
Title of the story/movie: ____________________________ Author:
____________________
Source: ________________________________________________

Dialogue:___________________________________________________________________
_
___________________________________________________________________________
__
___________________________________________________________________________
__
___________________________________________________________________________
__

Model of communication: ___________________________________

Reasons/ Proof:
________________________________________________________________
___________________________________________________________________________
__
Rubrics:
KRAs 5 3 1
Authenticity of the Story or movie was Story or movie was All lines were made
story authentic authentic but there up
were revisions in the
lines
Appropriateness of Identified model 1 characteristics 2 or more
the identified model contains the missing characteristics
appropriate missing
characteristics
Number of
evidences
IX-Answer Key
Pre-Test
1.cultural 6. Cognitive process
2. communication encounter 7. Physical barrier
3. confidence 8. emotion
4. interactive communication 9. environment
5. psychological context 10. Relational context

For the learning activities, the teacher will be the one to decide on the answers since he/she
will be involving the class in the checking of these activities.

Practice Task 1- Rubrics provided

Practice Task 2- 1. True 2. True 3. False 4. False 5. True

Practice Task 3- 1. C 2. A 3. B 4. E 5. D

Practice Task 4- Teacher’s discretion

Post Test 1 and 2- Rubrics are provided

Assignment- Rubrics provided

References:
1.Bajracharya, Shraddha. (2018) businesstopia.net/communication/linear-model-
communication
2. dictionary.com
3. pinterest.ph/artworks/models-of-communication/
4. phicare.com/competencies/communicationbarriers.php
5. www.toolhero.com
6. slide.share.com