Republic of the Philippines

Mindanao State University

MALABANG COMMUNITY HIGH SCHOOL
Malabang, Lanao del Sur

Module 1, Nature and Process of

Week 1,
Quarter 1 Communication

I. INSTRUCTION

Before going through, it is very important to read the lessons carefully to understand the
concept. You may collaborate with other students or consult other references, if it is necessary.
There are follow-up activities that are intended for you to process what have your learned.
Explanations of the answers will be given to you after checking the activities. Lastly, enjoy what
you are doing and be inspired to study well.

II. INTRODUCTION

While the world is still facing and battling against this COVID19 pandemic, it has become
difficult for us to do face-to-face conversation. However, it does not mean we have lost the
capacity to reach out to others. We continue to find ways to communicate. Yes, we are
constantly in a state of giving and receiving information. Problems arise when one does not
receive or understand, the message sent in the communication process as it was intended or
when one subconsciously sends a nonverbal message that contradicts with the spoken word.

This module will help you understand the importance of good communication skills at
home, school, and at work. It will also provide you with opportunities to continually improve in
the acquisition and application of communicative skills through active and interactive
engagement in the activities prepared for you.

This module, as crafted by the Department of Education, contains essential learning

competencies necessary for the development of clear and effective communication. The lesson
jump-starts with the basic definition of communication, down to its function, nature, elements,
and processes that will help you achieve your role as an effective communicator. Hence, this
module contains the following:

Learning Competencies
• Defines communication.(EN 11/ 12 OC-1a-1)
• Explains the nature and process of communication. (EN 11/ 12 OC-1a-2)
• Discusses the functions of communication (EN11/12OC-Ibe-8)
• Identifies the speaker’s purpose(s) (EN11/12OC-Ibe-9)

III. CONCEPTS

WHAT IS COMMUNICATION?

Webster defines communication as a process by which information is exchanged

between individuals through a common system of symbols, signs or behavior.
Communication is a process of sharing and conveying messages or information from
one person to another using different means, medium, context, media, and cultures.
There are different ways and terms in which communication can be manifested. It can be
through face-to-face, a phone conversation, a group discussion, a meeting or interview, a letter
correspondence, a class recitation, and many others. In other words, the basic functions of
communication are to achieve understanding or shared meaning and to persuade, inform,
entertain and manage relationships.

NATURE OF COMMUNICATION

1. Communication is a process.

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 Communication as a process means it is a step
by step activity and it is essentially a two-way process
that involves the active participation of both the sender
and receiver. It is the act or process of using words,
sounds, signs, or behaviors to express or exchange
information or to express your ideas, thoughts, feelings,
etc., to someone else.
Communication is a dynamic process which is
influenced by the communicator’s mood and thinking.
It is a complex process too. By complex process, it
means, one message may be interpreted in many ways
by different people.
In the sample image, a teacher explains a lesson
in a class of 20 students. There may also be 20 different
understanding of the lesson. That is why there is a need
to seek for clarification called feedback.

2. Communication is much more of an ART than a science. There is no right or wrong way to
communicate – no set of absolute rules to be followed but there are underlying principles to
guide us into effective communication.

3. Communication has a sender and receiver. Communication occurs between two or more
people acting as the speaker or the receiver of the message. In other words, it is a two-way
process of reaching mutual understanding, in which participants do not only exchange (encode-
decode) information, news, ideas and feelings but also create and share meaning. In general,
communication is a means of connecting people or places.

4. Communication is verbal or non-verbal.

Communication can be expressed through written or

spoken words (verbal) or actions (non-verbal) of both
spoken words and nonverbal actions at the same time.
Communication is not all about sending or receiving
facts in words. It does involve ideas and emotions that
are expressed through signs, symbols and gestures.

The sample image shows both verbal or spoken words

and non-verbal actions. The man uses both verbal and
non-verbal cues when he winked at the lady and at the
same time greeted her and offered her a drink. On the
other hand, the girl’s smirk is a gesture of disgust or
dislike. Even without the use of words, the lady’s
gesture is still understood as a form of communicating her disapproval towards man.

5. Communication is inevitable.

Inevitability means communication is taking place even

when someone does not want or intend to communicate.
This “does not want to communicate” feeling of someone
actually does communicate something. What does this
mean? It simply means that you cannot avoid
communicating. Why?

The truth is, we are communicating constantly because

even when you do not want to communicate, you are
communicating! Isn’t that ironic? Yes, you are sending a
message by the way you smile, or frown, sit or move or
by the way you walk or dress up yourself and by your
actions. And even when you are sleeping in class, you
are communicating that you are either bored or sick or
whatever your reasons be!

This notion tells us that communication is everywhere. Thus, it is impossible to not

communicate. The dark clouds, the deep blue sea, the howling dogs, your empty room or even
the silence of the night, these are all communicating and telling us something. Try discovering
that yourself.
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6. Communication is irreversible.

This means that what you have said can never be unsaid.
Irreversibility happens the very minute you click the “OK” button
for a comment or post on your social media and that it would be
too late to take it back when a lot of people have already
reacted, and commented to it. The same thing when you
perhaps throw a hurting or offensive word to your enemy
because of your anger.

You can later be sorry for what you have said but once the
damage has already been done, it can never be undone. You
may ask for forgiveness, or say you did not mean what you said
but it takes time for another person to heal and forget. That
person may forgive you for what you have said but the effect of
what you have said is lasting. This characteristic of communication implies that as senders of
message, we must be careful and choose the appropriate words to say before saying them.

7. Communication is Unrepeatable.

Unrepeatability means that an act of communication can never be duplicated. We may say the
same thing over and over again but the effect of what you said the second or third or fourth time
will not be the same as the first time you said it.

Even if we intend to say the same thing again which is possible but the ideas here is, the outer
world has changed by the second utterance. The listeners may be different, our mood may be
different, or our relationship might be in a different place. You don’t get a second chance to
make a first impression.

One of the best examples is at home when you hear your mother or sister rants about your
laziness. The first time you heard it, your reaction would have been bad. You probably cried or
stayed in your bedroom for the whole day. But when you heard it the second time or the third,
there is that different effect. You probably wouldn’t react to it at all, or perhaps just laugh it out!
The sure thing is, you cannot duplicate an act of communication.

Let’s take a closer look at the illustration on how the communication process takes place in any
given situation.

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As you can see in Diagram 3, communication goes through a certain process involving the
sender, who is the source of the message, the message, which is the shared information, the
receiver, whose function is to decode the meaning of what was received and of course, the
feedback, referring to the receiver’s reply to the message.

4
 Republic of the Philippines
Mindanao State University
MALABANG COMMUNITY HIGH SCHOOL
Malabang, Lanao del Sur

Module 2,
Week 2-3, Elements of Communication
Quarter 1

“There’s only one rule for being a good talker - learn to listen.”
~ Christopher Morley ~

I. INSTRUCTION

Before going through, it is very important to read the lessons carefully to understand the
concept. You may collaborate with other students or consult other references, if it is necessary.
There are follow-up activities that are intended for you to process what have your learned.
Lastly, enjoy what you are doing and be inspired to study well.

II. INTRODUCTION

While the world is still facing and battling against this COVID19 pandemic, it has become
difficult for us to do face-to-face conversation. However, it does not mean we have lost the
capacity to reach out to others. We continue to find ways to communicate. Yes, we are
constantly in a state of giving and receiving information. Problems arise when one does not
receive or understand, the message sent in the communication process as it was intended or
when one subconsciously sends a nonverbal message that contradicts with the spoken word.

This module will help you understand the importance of good communication skills at
home, school, and at work. It will also provide you with opportunities to continually improve in
the acquisition and application of communicative skills through active and interactive
engagement in the activities prepared for you.

This module, as crafted by the Department of Education, contains essential learning

competencies necessary for the development of clear and effective communication. The lesson
jump-starts with the basic definition of communication, down to its function, nature, elements,
and processes that will help you achieve your role as an effective communicator.

Learning Competencies: In this lesson you are expected to:

1. discuss the elements of communication;
2. explain the roles of each element in the communication process; and
3. perform an actual conversation involving the elements.

III. CONCEPTS
ELEMENTS OF COMMUNICATION

Communication is composed of elements that help us better understand its process.

1. The sender is also known as the source of the message or information. The sender is
responsible for making putting meaning into his/her message. A sender is also known as
the speaker or encoder. In the illustration, you will see the teacher being labeled as the
sender since she is the one giving the information to her audience.

2. The message is the information, ideas, or thoughts conveyed by the speaker in words or
in actions. As in the illustration above, the message is all about communication which is
lesson of the day. The message by the way is an important element that is being shared
by the sender and the receiver.

3. Encoding. This is referring to the process of converting the message into words,
actions, or other forms that the speaker understands. The sender is also considered as
5
 the encoder in the illustration shown because it is her who puts meaning into her
message.

4. The channel is the medium or the means, such as personal or non-personal, verbal or
nonverbal, wherein the encoded message is conveyed. In the example, the channel or
the medium of communication or how the message was conveyed is through personal or
face-to-face communication using verbal language. Other channels of communication
will be discussed in the succeeding modules.

5. Decoding is the process of interpreting the encoded message of the speaker by the
receiver. The receiver analyzes the message received before giving his/her response. In
the illustration, there are actually several recipients or receivers of the message but
directly, the teacher addressed Mr. Lance Dacer. This suggests that the teacher as the
sender is expecting Lance Dacer as the receiver to give his feedback or response.

6. The receiver acts as the recipient of the message, or someone who decodes the
message. Again, all those present in the class are considered receivers of the message.

7. Feedbacks are the reactions, responses, or information provided by the receiver. It

could come in many forms. It could be through words, gestures, or actions. If you look at
the illustration, there are implicit or not direct feedbacks such as one student is jokingly
courting his seatmate. The misbehavior of the student while the discussion is going on is
already a feedback in itself. It suggests that the student’s attention was not on the
teacher but on his seatmate.

8. The context is the environment where communication takes place. It is a

communication situation. If we are to look again at the illustration, we can say at once
that the setting is in the classroom which is true. Why, the presence of the teacher, the
students, the discussion are taking place in a classroom setting. Without context,
communication cannot take place. There has to be a context for communication to
happen. In a picnic, a wedding, in the church or dinner, at a basketball game or a bus
ride are just a few of the many contexts where communication can take place.

9. Barriers are also called noise in communication. These are factors that affect the flow of
communication. Students’ talking to one another while the class discussion is going may
distract the attention of other students, or someone who has a toothache may not be
able to concentrate at the meeting. In the illustration above, one student is not attentive
to the class as she was instead bothered by the thought of someone she hates.

6
 Republic of the Philippines
Mindanao State University
MALABANG COMMUNITY HIGH SCHOOL
Malabang, Lanao del Sur

Module 3,
Week 4 , Functions of Communication
Quarter 1

“The best answer to bad speech is good speech.”

~ Alan M. Dershowbiz ~

I. INSTRUCTION

Before going through, it is very important to read the lessons carefully to understand the
concept. You may collaborate with other students or consult other references, if it is necessary.
There are follow-up activities that are intended for you to process what have your learned.
Lastly, enjoy what you are doing and be inspired to study well.

II. INTRODUCTION

While the world is still facing and battling against this COVID19 pandemic, it has become
difficult for us to do face-to-face conversation. However, it does not mean we have lost the
capacity to reach out to others. We continue to find ways to communicate. Yes, we are
constantly in a state of giving and receiving information. Problems arise when one does not
receive or understand, the message sent in the communication process as it was intended or
when one subconsciously sends a nonverbal message that contradicts with the spoken word.

This module will help you understand the importance of good communication skills at
home, school, and at work. It will also provide you with opportunities to continually improve in
the acquisition and application of communicative skills through active and interactive
engagement in the activities prepared for you.

This module, as crafted by the Department of Education, contains essential learning

competencies necessary for the development of clear and effective communication. The lesson
jump-starts with the basic definition of communication, down to its function, nature, elements,
and processes that will help you achieve your role as an effective communicator.

Learning Competencies: In this lesson you are expected to:

1. discuss the functions of communication;
2. identify the speaker’s purpose(s); and
3. express yourself in writing away your emotions.

III. CONCEPTS

The Five Basic Functions of Communication

1. Control - to exercise restraint or direction formally or informally. This happens

particularly among members or acquaintances.

Using communication to regulate or control means you use verbal and nonverbal cues to
manage an individual or group. This kind of communication is meant to encourage the
other person to reciprocate encouraging or positive feedback from the initial interaction.
This kind of communication also controls the behavior of person and this control will
adhere to the rules or culture/practices of their organization, group, or fellowship.

Example: An interviewee trying to control herself to meet the expectations set by the
interviewer. The interviewee changes her behavior according to how the interviewer
manages the conversation.

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 2. Social Interaction - Communication allows acting and reacting to the behavior of
people around us. By revealing our thoughts and feelings, we elicit reactions from
others.

One of the reasons why we communicate is to connect with others or with ourselves.
Social Interaction and Emotional expression are the most used form of communication
we use. We use it every day when we hold conversations with our friends or classmates,
or when we express how we feel when we felt offended or when we feel happy and state
our opinion.

However, the way we communicate with others will depend on how close we are to them
or how much we value them. How you talk to your best friend will be very different with
how you talk to someone you just met or to someone with high authority.

3. Emotional Expression - Communication makes possible the release or unloading of

emotions, resulting in catharsis. It facilitates people’s expression of their feelings and
emotions.

Emotional expression is also a form of communication. As with how you talk with
someone depending on your relationship with that person, emotional expression can
also be communicated differently depending on how emotionally close you are to the
person.

4. Motivation - the energy that influences a person’s behavior in different ways to his
pursuit of his goal or objective. It encourages people to live better.

To motivate means to stimulate people to act on their goals. However, the motivational
kind of communication can work in two ways, positive or negative motivation.

Positive motivation happens when the speaker who is motivating someone or a group
uses his or her skills in communication as a bridge towards self-assessments,
confidence, knowledge, etc. Negative motivation, on the other hand, can lead either to
communication apprehension, social anxiety, shyness or public speaking anxiety.

Communication anxiety happens when a person becomes fearful of communicating

with another person or a group. This fear is either imagined or real, and may have rooted
from a previous experience. Signs of apprehension include sweaty palms or feeling
upset stomach also known as butterflies in the stomach. These physical signs motivate
someone to avoid communication or feel anxious when forced to communicate.

Context apprehension happens when the anxiety to communicate happens in certain

situations only such as interpersonal, small group or public speaking.

Fear of Public speaking is also called stage fright. This is when a person hesitates or
avoids speaking in front of a large group or large audience.

The next is shyness, this happens when you feel uncomfortable when speaking to a
small group or people. Shy people are afraid to initiate communication or actively
participate in small group discussions.

Lastly, we have social anxiety, which is when someone hesitates interpersonal

communication. This kind of anxiety happens when a person feels threatened and
scared of what other people say or think about them.

5. Information Dissemination - It is the most basic function of communication that

provides data and information for effective completion of tasks, solution of problems, and
elimination of uncertainty.

Information exchange is the core reason why we communicate. Information is needed

for an individual to build a harmonious relationship with others and with its environment.
Information and communication will always be linked to each other.

These are the five functions of communication. As an effective communicator, you must set your
goal as to what you want to achieve before you proceed so that you can utilize your knowledge
in verbal and non-verbal cues to your advantage.
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You may also click this slideshare: https://www.slideshare.net/gilremoral/functions-of-
communication-77440503/7

WHAT’S MORE

The purposes of communication can be effectively realized and

fulfilled by using different kinds of “talks.” (Locke, 1998)

1. Small-talk is a form of non-threatening communication that may be used to affect social

interaction.

Purposes:
To maintain the status quo;
➢ To break the ice;
➢ To get acquainted; and
➢ To establish a relationship

2. Light-Control Talk is the tactful use of power to get results and may be used to motivate
people.

Purposes:
To persuade;
➢ To direct;
➢ To seek but not force agreement; and
➢ To use legitimate authority.

3. Heavy- Control Talk is designed to place blame and to control or regulate people. This
creates
defensiveness on the part of the receiver and is rarely, if ever, appropriate.

Purposes:
➢ To blame;
➢ To attack;
➢ To threaten;
➢ To coerce; and
➢ To demand.

4. Search Talk is another non-threatening approach when you want to gather data or the
consensus of others to be able to provide information.

Purposes:
➢ To center or an issue; and
➢ To examine and clarify the issue.

5. Straight Talk is good for problem-solving and conflict resolution and may be used to
facilitate emotional expression for catharsis, which is the act of purging, cleansing, and
unloading of ideas and emotions.

Purposes:
➢ To concentrate on the here and now;
➢ To focus on issues;
➢ To share feelings;
➢ To acknowledge feelings; and
➢ To accept without judging.

9
 Republic of the Philippines
Mindanao State University
MALABANG COMMUNITY HIGH SCHOOL
Malabang, Lanao del Sur

Module 4, Various Models of

Week 5,
Quarter 1 Communication

“Communication is a skill that you can learn. If you’re willing to work at it,
you can rapidly improve the quality of every part of your life.” -Brian Tracy-

I. INSTRUCTION

Before going through, it is very important to read the lessons carefully to understand the
concept. You may collaborate with other students or consult other references, if it is necessary.
There are follow-up activities that are intended for you to process what have your learned.
Lastly, enjoy what you are doing and be inspired to study well.

II. INTRODUCTION

In our previous lessons, you have been acquainted with the elements of communication.
These elements are the sender, receiver, message, encoding, decoding, channel, feedback,
barrier and context which are all essential in the communication process.

The next lesson will shade light on how some language and communication experts
developed the models in communication and how significant these models are to the world.
Among the models, we will only tackle 3 standard models of communication.

Learning Competencies: In this lesson you are expected to:

1. identify the three standard communication models;
2. differentiate the various models of communication; and
3. distinguish the unique feature(s) of one communication process from the other.

[Note: Please answer the PRETEST from the Worksheet before proceeding.]

III. CONCEPTS

Communication models describe the process of communication, visually show the relationship
among variables and help find and correct communication problems.

What are the three standard models of communication?

1. Linear Model of Communication (Transmission Model) - The linear model was the first
kind of model that experts have made to understand the process of communication. It has
improved and has been updated over the years. The following are the remarkable
characteristics of the linear model:

a. Unidirectional - Linear model is one-way communication where the speaker sends

messages to the receiver with or without effect. Senders can only transmit messages
while receivers can only receive the messages. This model of communication applies to
mass communication.

b. Simple - This model presents a simple communication acts because the transmission of
message shows only the beginning and the end and that there is no interchanging of
roles between the sender and receiver.

c. Persuasion not Mutual understanding - This model shows the one-way direction of
communication which promotes advice and influence rather than mutual understanding
between receiver and sender.

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 [The first three characteristics emphasize the lack of feedback in this model which has
been criticized as a missing element in the communication process.]

d. Values psychological over social effects - This model focuses more on the
psychological effects (such as understanding the messages) rather than the social
effects (like building the relationship among communicators).

2. The Shannon-Weaver Model (1949), also known as the transmission model and the
mother of all communication models is one best example of a one-way or linear process of
communication consisting of five elements (see diagram on the next page) which have been
criticized for missing one element in the communication process, feedback.

In module 1, all the elements were discussed and will be elaborated further in the next module.
But the Shannon-Weaver Model acknowledges only 5 elements in the linear process and noise
is a kind of disturbance coming from people, the environment, internal knowledge, beliefs, etc.
which hinders the receiver from getting and understanding the message.

The Shannon-Weaver Model illustration above shows the characteristics of the Linear Model of
Communication. First, as shown in the direction of the arrow, it is a unidirectional or one-way
direction where the speaker sends messages to the receiver with or without effect. Second, it is
simple as it only shows beginning and end of communication, but there is no interchanging of
communication roles between communicators. The first two characteristics emphasize
persuasion and understanding the message rather than mutual understanding and social
relationship.

Example of the elements of the Shannon-Weaver Model

Elements Example
Sender You
Receiver Your friend
Channel Your mobile network
Encoder Your mobile’s network company
Decoder The receiver’s Smartphone
Noise Your friend receives only parts of the SMS message you
tried to send due to disruption of mobile signal.

[Note: Please answer Activity 1 from the Worksheet before proceeding.]

3. Transactional Communication Model - The Transactional Model of Communication

illustrates how the sender and receiver take turns in conveying and receiving messages and
are called as “communicators.”

The sender and receiver’s roles are reversed each time sending and receiving messages
occur at the same time. Since both sender and receiver are necessary to keep the
11
 communication alive in Transactional Model, the communicators are also interdependent to
each other. Thus, if the receiver is not listening to the sender, Transactional Communication
is not possible.

Frank Dance (1967) introduced the Helix model that best illustrates the Transactional Model
by showing how the development of communication is based on previous experiences or
behaviors as well as how the knowledge-base of a person deepens and expands throughout
life. He emphasized, “that communication while moving forward is at the same time coming
back to itself and being affected by its past behavior…” Dance’s model also shows how the
external and internal factors that are learned throughout life influence the person’s
understanding of a message.

The characteristics of Transactional Model

❖ Communication evolves from the very first day (origin) until the existing moment.
❖ Communication is largely dependent on its past.
❖ Concept of time.
❖ Communication process is the product of what we learned.

So to put it in simple terms, Transactional Model of Communication involves three

principles:

❖ people send messages continuously and simultaneously

❖ communication events that have a past, present, and future, and;
❖ participants play certain roles in the conversation.

4. Interactive Communication Model - This model, also known as the convergence model or
the Schramm Model of Communication emphasizes the coding and decoding elements of
the process which also focuses on the message exchanges between the sender and
receiver and vice versa. Rather than linear or a one-way process, communication is a two-
way street, with a sender and a receiver.

Wilbur Schramm introduced the interactive communication model where he emphasized the
need for the source to encode the message as well as for the receiver to decode the
message. These messages will always be affected by the “field of experience” from various
factors namely; social, cultural, psychological, situational experiences or gained knowledge.

In this model, noise is considered as a form of barrier in communication. The following

elements are included in this model of Communication:
Elements Functions

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 1. Sender (transmitter) sends the message
2. Encoder converts the message into codes before sending
gets the encoded message then converts it into the
3. Decoder
language understandable by the receiver
tries to understand and analyze the message. The
message is considered received after the
4. Interpreter
interpretation is done and message is understood.
Interpreter and receiver are the same.
gets the message. Decoding and interpreting is also
5. Receiver
part of his/her role.
data sent by the sender and information that the
6. Message
receiver gets.
process where in receiver responds to the received
7. Feedback
message
8. Medium or Media channel used to send the message.
interference disruptions during the process. This is
9. Noise (interference/
also created when the intended meaning sent by the
disruptions)
sender is different from what was interpreted by the
receiver.
patterns which affect the communication process.
10. Field of Experience This can be from society, culture, situations,
psychological or sociological events or experiences
of the sender and receiver.

Let us study the illustration below.

Features of Interactive Communication Model

1. It has a never-ending process of communication and feedback where there is role-switching

between the sender and the receiver as they continue the exchange of messages. It means
that in the next flow of communication, the sender may become the receiver while the
receiver in the first communication process becomes the sender in the next communication
flow when gives his feedback or response.

2. Feedback is seen as an important part of this model to ensure that communication takes
place. With feedback, it gives the sender the chance to know whether his / her receiver got
the message the way he / she intended it to be understood. Feedback in short, helps
communicator to seek for clarification.

3. The field of experience affects the messages being exchanged. It means that the
background of the persons involved in the communication process plays a role in how they
interpret the messages received or how they encode the messages they will be sending.

4. It encourages interaction. This means that the Interactive model triggers the communicators
to give their responses because they share common experiences and thus share a common
understanding.

“If there is no commonality in the sender and receiver field of experience.

Then, communication does not take place.”
13
 Republic of the Philippines
Mindanao State University
MALABANG COMMUNITY HIGH SCHOOL
Malabang, Lanao del Sur

Module 5, Strategies to Avoid

Week 6-8,
Quarter 1 Communication Breakdown

“Communication works for those who work at it.” ~John Powell~

I. INSTRUCTION

Before going through, it is very important to read the lessons carefully to understand the
concept. You may collaborate with other students or consult other references, if it is necessary.
There are follow-up activities that are intended for you to process what have your learned.
Lastly, enjoy what you are doing and be inspired to study well.

II. INTRODUCTION
After having learned the basics in communication including its models, you are now
about to explore ME! I will help you discover various barriers we may encounter in
communication. Communication, in whatever way and form, can be hindered by communication
barriers. Through this module, you will be guided on how to solve these barriers as well as will
be introduced to the world of effective communication where a receiver does not only get the
message but also truly understands it. .

Yes, communication barriers are inevitable; these can be resolved accordingly when
treated correctly. More importantly, as a student, and communicator yourself, you should know
the kind of barriers present in any communication context so that an appropriate solutions may
be provided.

There are three competencies included in this module crafted by the Department of
Education so that aside from simply becoming successful individuals in your field of interest, you
can also become an effective communicator in your locality and wherever you go.

Learning Competencies: In this lesson you are expected to:

1. explain why there is communication breakdown;
2. use various strategies to avoid communication breakdown; and
3. identify strategies used by speakers evaluate the effectiveness of an oral
communication strategy.

III. CONCEPTS

TOPIC 1: WHAT IS COMMUNICATION BREAKDOWN?

Communication breakdown, as defined by Emily Rodgers in her online article, “is a failure to
exchange information, resulting in a lack of communication.”

What does “lack of communication” mean? To answer that question let us look at the examples
of communication breakdown in the workplace or in any given communication scenario as
provided by Rodgers.

1. A staff member making a mistake due to miscommunication or not enough

information given in training. In the classroom context, you as a learner, may make
mistake in doing your task because of miscommunication or lack of information
2. Two members of staff doing the same task and not realizing. In the classroom
context, it could be two members in the group make a duplication of activity and leave
out one task undone instead.

14
 3. A colleague not treating a client correctly. A classroom officer showing unfair
treatment to one classmate for his/her attitude/appearance for instance, may cause
misunderstanding among students.
4. Certain vital tasks not being completed either on time or to the highest standard
because no one in the team is giving updates to each other. This happens most of
the time in the classroom when members in a group do not try to communicate, express
themselves, or reach out to one another.
5. An overworked manager sending an email missing vital information to their team
because they’ve got a client on their case about completing work. A group leader or
SSG president, for example, may fail to disseminate important announcement to the
class because he/she is pressured to finish another task.

6. A junior spreading Chinese whispers about the current state of a project’s

completion because they misheard what their manager was saying. In a classroom
scenario, student A tells student B that Student C may not be able to graduate but
student A is not so sure about it because he/she only overheard a conversation of her
teachers. The act of spreading the “talk” is called gossiping. Passing on wrong
information may result to communication breakdown.

According to Rodgers, communication has a great impact to a team. So if you expect to have a
successful class, a team, a group work - it requires communication that is “well-oiled machine to
individual parts that simply cannot function without each other” between you and the one you
are communicating with or among the members of a group.

TOPIC 2: COMMUNICATION BARRIERS

Rodgers (2017) presented key communication barriers that cause communication breakdowns:

1. Lost in translation

Lost in translation occurs across emails when the

receiver perceives the message differently because
of lack of tone. It could also be a misinterpretation of
a message because of the presence of words that
have double meanings.

Lost in translation is not necessarily referring to a

language barrier but to how the receiver interprets
the words, phrases or sentences received.

The man in the image can be seen reading an email

but ended up confused. Confusion comes in when a
person does not understand what he is reading.

He needs clarification at his end by either asking the source what was meant in the
message or by asking someone who has background information of what was sent.
Otherwise, communication breakdown will take place if this is not resolved.

2. The attention span of a gnat

This refers to human attention span which accordingly,

can only listen for 8 seconds meaning we have less
time to remain engaged to what we have just listened to
before switching off or start thinking of other things,
thus missing important information.

This lack of attention means that information constantly

has to be repeated, which may be frustrating for the
speaker, not to forget how tiring it is to be repetitive.

In the sample image and which is usually the scenario

in the classroom, the teacher would repeat, if not recap,
the most important details of the lesson. Repetition
catches attention and ensures retention.

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3. Too much information

If there is no efficient communication flow plus the

problem of sharing information to wrong people,
overload of information can result to chaos.

True, there is a plethora of information around the world.

We can only do so much by giving it to the right people
at the right time and at the right amount because too
much of anything can be dangerous, so to speak.

Knowing a lot of things is good but when too much

information is given and received and yet this
information is sent and received wrongly, it could lead to
tremendous problem.

Effective communication needs wisdom as to what, how much or how little, when and to
whom information is to be given.

4. Under pressure

High-stress jobs or tasks mean there’s often no time

to communicate properly. If you’re on a tight deadline
or you’re behind on your target, you’re not going to
waste precious minutes formulating the perfect
email, and doing such practice will result to greater
consequences.

On the same note, if you show yourself too busy and

too preoccupied with something, your classmate or
friend who is supposed to share with you an
information may opt to back off in communicating
with you for fear of interrupting you or for fear that
they may be either rejected or scolded.

If the stress in your jobs get in your way and you allow it to block communication
between you and your classmates or group mates, you are inviting in communication
breakdown.

Amidst your stressful tasks, you need to handle yourself properly, manage your
stresses, and carefully plan the tasks to do without jeopardizing the quality of your work
or assignments. Moreover, never sacrifice your relationships with people just because
you are too preoccupied. Take time to relax before doing anything else.

BARRIERS TO COMMUNICATION

❖ Language Barriers
Language and linguistic differences may become
barriers to communication. But it is not also a
guarantee that when two people speak the same
language, they understand each other because if the
receiver still does not understand the words used in
the message received, the words used may act as a
barrier.

This goes to mean that even if people speak in the

same language, but in different jargon, still, there is a
language barrier.

Jargon is a set of specialized vocabulary in a certain

field. Engineers have their own jargon that only
people in their profession understand. Doctors of
Medicine have their own jargon that patients may not
understand. To avoid communication breakdown,
engineers, doctors, scientists have to use layman’s
vocabulary of simple words.
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 The sample image is a conversation between an engineer and a doctor.
Misunderstanding is possible if they will both use their respective jargon.

❖ Psychological Barriers

The psychological condition of the receiver affects

his/her message reception of the message. For
example, someone who is stressed or anxious will
not be as receptive to the message as compared
to the one who is not stressed.

When we are at the peak of our anger, it is easy

for us to say things that we may later regret and
we may also misinterpret what other people are
saying. This anger becomes a psychological
barrier. Thus, there is a need for us to manage our
stresses and our emotions at all costs should we
want to avoid communication barrier.

The image above shows an example of psychological barrier when Mario who is thinking
on how to tell his mother about failing grades could not concentrate to what Lani was
saying. Here, he missed relevant information from Lani.

❖ Physiological Barriers

Physiological barriers may emanate from the

receiver's physical condition. For example, a
receiver with a defective hearing may not be able to
grasp the entirety of the spoken words, especially
with noisy surroundings.

In this image, Moira’s stomach ache hinders her

from listening to her teacher’s discussion.

❖ Physical Barrier

Physical barriers refer to the geographic location

between the communicators. It is basically
referring to the distance or proximity between
the sender and receiver.

As said, communication is easy when

communicators are within short distances where
there can be many options to use for
communication.

Now that technology is widely used for

communication, it is equally important to know
the best and the most appropriate channel to
use in overcoming communication barriers.

Observe the communicators in this image. Leo is shouting so Mike could hear. Their
distance is keeping them from hearing each other properly.

❖ Attitudinal Barriers

Prejudices and other related biases are

examples of attitudinal barriers. These are
behaviors or perceptions of any of the
communicators that hinder them from
interacting effectively.

Attitudinal barriers to communication may

arise from personality conflicts, poor
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 management, and reluctance to change, or no motivation. Effective listeners of
messages should attempt to hurdle their own attitudinal barriers to effect effective
communication. Open-mindedness and willingness to learn new things are vital in
overcoming barriers.

The sample image is showing a listener’s prejudiced attitude towards the speaker. This
kind of attitude is a barrier to communication.

❖ Using generalizations and stereotypes

Speakers who make unqualified generalizations

undermine their own clarity and credibility. Be
cautious not to get holed in the habit of using
stereotypes, or making generalizations about
complex systems or situations.

Another form of generalization is "polarization"

or creating extremes. Try to be sensitive to the
complexities of situations, rather than viewing
the world in black and white.

The sample image shows how generalization

causes misunderstanding and if not corrected
may lead to communication breakdown.

❖ Jumping to an immediate conclusion

Confusing details with inferences is a

common factor. Do not pretend you know
the reasons behind events, or that certain
facts necessarily have certain meanings.

Make sure you have all the information you

can have, and then talk clearly about the
facts or interpretations you attach to those.

In the sample image, the boy hastily made

a conclusion about why the girl was
sweating profusely which irked the girl.
Making conclusions without proofs will
create problems in communication.

❖ Dysfunctional feedbacks

Ignoring or not responding to a suggestion or query quickly undermines effective

communication. Interrupting others while they are talking also creates a poor
atmosphere for communication.

In the sample image, a very common classroom scenario, what seems like an ordinary
communication situation often leads to communication breakdown. Even when a simple
query is not addressed, or is being blocked by something or someone else, or when the
sender himself is not sensitive to the reactions, comments, suggestions or questions of
his audience/receiver, chances for communication breakdown are tremendous.
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❖ Lacking the confidence

Lacking confidence can be a big barrier to effective

communication. Being shy, difficulty being assertive or
low self-worth can block your ability to express your
needs and opinions known.

Also, a lack of knowledge of your own rights and

opportunities in a given situation can prevent you from
telling your needs openly.

In most cases, bullying and shaming by peers cause

extreme shyness among individuals which eventually
leads to one’s inability to express thus, fail to
communicate. Students, be assertive, know your
rights, and develop your self-esteem!

TOPIC 3: EFFECTS OF COMMUNICATION BREAKDOWN

➢ Loss of morale
When you experience communication breakdown, there is a tendency that your sense of
purpose, and enthusiasm towards the task, may also be affected.

➢ Demotivation
Communication breakdown results to weakening or even loss of one’s motivation to do
what you are supposed to do.

➢ Embarrassment
A person who has experienced communication breakdown with his team or is the cause
of the communication barrier will eventually feel guilty and incompetent over that failure
and will feel haunted by that embarrassment.

➢ Anger
Communication breakdown is so annoying that anyone involved can get into serious
trouble.

➢ Tension among the team

Everybody in the team gets affected when communication breakdown strikes. Chances
are people will be pointing fingers to one another. The question here is who’s to be
blamed? No one. Everyone in the team is responsible and is equally important in solving
the problem.

➢ Stress caused to individuals

Communication breakdown does not only affect the one who caused it but equally, it
affects the person who received the message but failed to understand.

➢ Loss of clients, business and sales (or friends/relationships)

Communication breakdown is really harmful. It will not only break relationships, it can
even do worse. It means losing people who trust you and whom you trust. Now, you
don’t want that to happen, do you?

➢ Disorganization
Nothing goes right when a communication breakdown occurs. Things, situations,
relationships just fall apart and for all you know, you are facing broken pieces. Don’t wait
for that to happen. Do something before things got shattered because of careless
communication.

➢ Gossip
When communication goes out of control, rumors begin to spread like a virus. Wrong
information breaks out and spread faster than the truth that’s why treat communication
with proper care. Communicate properly and honestly.

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 TOPIC 4: 5 WAYS TO RESOLVE A COMMUNICATION BREAKDOWN
(Rodgers)

These are simple things to do to ensure communication is never a problem

1. Observe Take the time to observe how each member of your team works, talk to them
in regular one-to-ones, and discuss how best they like to receive information, relating to
their job role, and then how they feel they can best use this information for others.
2. Options Whether giving your team another computer-based tool, introducing more
huddles and meetings, encouraging them to pick up the phone more, or urging them to
physically walk round to a person’s desk, giving them communicative options will help
them feel less trapped in the restrictive vices of the email world.
3. Sharing is caring Updates, updates, updates! Site-wide updates are vital for keeping
everyone in the know. This is within reason. Don’t rely on email for this. Meeting and
discussion with the team are important. Your team members deserve transparency.
4. Practice makes perfect Providing consistent training sessions on how and why we
communicate, the best way to write an email, communicating with everyone or with the
whole class or team and how to give feedback in the most effective way will lift
communication breakdowns the more you do them. Training are also a great way to
bring groups/ class together who may not already be in direct contact with each other,
building morale through one shared goal.
5. One team, one dream If you resolve a communication breakdown and teach your team
the value of communication, the benefits abound. Good communication builds a strong
team that people want to engage in, it streamlines work processes, it equips individuals
with the tools to take on anything that’s thrown at them and ultimately makes whatever
you are doing, a success.

Those mentioned above are generally found in the following strategies in communication on
how to overcome barriers:

1. Active Listening

Active listening is a skill that can be acquired and improved with practice. However, this
skill can be difficult to achieve and will, therefore, take time and delay. 'Active listening'
means actively listening or fully focusing on what is being said rather than just 'hearing'
the message of the speaker.

Active listening involves listening with all senses. There are both verbal and non-verbal
indicators that convey active listening. Non-verbal signs include smiling (if appropriate),
making eye contact, nodding at appropriate times, and avoiding interruptions. These
non-verbal cues relay the message that you are interested in what the speaker has to
say, and that your attention is fully invested. Giving verbal signs of active listening can
also be meaningful. Paraphrasing involves looking for slightly different terms to repeat
the main idea of the speaker and is also a great way to show active listening.

2. Use Common Language

It is important to consider the audience that you are speaking to and use language that
can be easily understood. Avoid using unfamiliar terminology or jargon when speaking to
clients and their families. An important tool to use when speaking is to stop occasionally
and ask questions to ensure that your message is being understood as intended.

3. Give Constructive Response

While the response that you give the speaker/sender may occasionally be negative, it is
important that it be constructive in nature. The goal of the feedback should be to further
the abilities of the speaker. This will bond the interpersonal relationship, and enhance
future communications.

4. Focus on the issue, not the speaker

Try not to take all personally, and similarly, express your own wants and opinions in
terms of the job at hand. Solve problems rather than attempt to manipulate others.

5. Be genuine rather than control.

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 Be yourself, openly, and honestly. Be honest with yourself, and center on working well
with the persons around you, and acting with integrity.

6. Empathize rather than remain alone.

Although professional relationships entail some borders when it comes to interaction

with colleagues, it is important to show sensitivity and to really care about the people you
work with. If you don't care about them, it will be difficult for them to care about you when
it comes to being together.

7. Be patient towards others.

Allow for other points of view, and be liberated to other ways of doing things. Diversity
affects creativity and innovation.

8. You have to promote yourself and your own experiences.

Be strong about your own rights and needs. Undervaluing yourself motivates others to
undervalue you, too.
TOPIC 5: 7Cs of Effective Communication
Brooms et.al. (2007)
1. Completeness
It is very important that that receiver gets to hear everything so that proper responses,
reactions, evaluation or feedback could be done. That is what complete communication
is.

2. Conciseness
To be concise basically means, getting straight to the point. There should be no beating
around the bush. Thus, irrelevant or redundant information should be eliminated within
the communication process.

3. Consideration
There is a need for the speaker to consider the receiver’s mood, status, background,
preferences, needs and the like to build rapport him/her. Once rapport is established,
effective communication is possible.

4. Concreteness
When information sent by the sender to the receiver is supported by facts, figures, or
real-life examples and situations, effective communication takes place.

5. Courtesy
Respecting the culture and beliefs of the receiver creates a positive impact in the
communication process.

6. Clearness
The use of simple, specific word in expressing ideas ensures clarity in communication.
This signifies when the speaker focuses on a single objective to avoid confusing the
audience.

7. Correctness
Credibility and effectiveness of the message can be achieved by eliminating grammatical
errors in the communication process. This implies that correctness in grammar creates a
positive impact on the audience.

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 Republic of the Philippines
Mindanao State University
MALABANG COMMUNITY HIGH SCHOOL
Malabang, Lanao del Sur

Module 7, Communicative Competence

Week 12-13, Strategies in Various Speech
Quarter 2
Situations
I. INSTRUCTION

Before going through, it is very important to read the lessons carefully to understand the
concept. You may collaborate with other students or consult other references, if it is necessary.
There are follow-up activities that are intended for you to process what have your learned.
Lastly, enjoy what you are doing and be inspired to study well.

II. INTRODUCTION

Previously we have examined the various oral communication activities and were able to
identify the unique attributes of each. These activities and their significance in communicating
meaningfully are very essential for an effective communication to take place. Write down the
best things you have learned from the previous module on evaluating oral communication
activities. Write your answers in your Communication Activity Notebook.

1. ___________________________________________________________
2. ___________________________________________________________
3. ___________________________________________________________

Wow, you surely have learned something from your previous lesson. You are now ready to
move to the next. Let’s get it on!

Learning Competencies: In this module you are expected to:

1. Identifies the various types of speech context

2. Exhibits appropriate verbal and non-verbal behavior in a given speech context
3. Distinguishes types of speech style
4. Identifies social situations in each speech style is appropriate to use
5. Observes the appropriate language forms in using a particular speech style
6. Responds appropriately and effectively to a speech act

III. CONCEPTS

TOPIC 1: TYPE OF SPEECH CONTEXT

Speech context is the way that people use to communicate and transmit message
orally or verbally in a particular situation. People must understand the environmental context
so that they can connect with their audience and effectively deliver their speeches. The
following are the different speech contexts:

1. Intrapersonal

It is when communication centers on one individual, for example, thinking, imagining,

reflecting, and so on over various situations. The speaker plays the roles of both the
sender and the speaker of a message. “This message is made up of your thoughts
and feelings. There is feedback in the sense that as you talk to yourself, you discard
certain ideas and replace them with others.” (Hybels & Weaver, 2012)

Example:

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 A student is thinking about how fulfilling it was to receive high scores and a
commendation from the teacher for an excellent project made.

2. Interpersonal

It is when communication occurs between and among people which establishes

relationships, and develops rapport among them. “This highlights how
interpersonal communication connects and links people together. It becomes
personal as people’s unique qualities matter.” (Solomon and Theiss, 2013)

Types of Interpersonal Context

a) Dyad – communication involves two persons who are formally or informally
interacting with each other verbally and nonverbally.
Example: A student gives feedback on a speech performance by a
classmate.

b) Small Group - communication involves at least three to fifteen people who are
doing a face-to-face interaction when all participants share ideas freely in a
discussion.

Example: The class officers are discussing how to impose classroom rules.

3. Public

This type of communication requires a speaker to deliver or send message in

front of a group. “In public communication, unlike in interpersonal and small
group, the channels are more exaggerated and in big crowd, hence speakers need
to increase voice volume, use gestures, and visual aids such as PowerPoint
presentation to emphasize information.” (Hybels & Weaver, 2012)

Example: A Class Valedictorian delivers a graduation speech to his batch during the
graduation rites.

Form of Public Communication

a) Mass Communication – It is to communicate between an entity and a large and

diverse audience, mediated by some form of technology such as television, radio,
magazines, newspapers, books, internet and other types of media.

Example: A journalist expressing his stand on current issues through a radio

program.

TOPIC 2: TYPE OF SPEECH STYLE

Speech style refers to the distinctive way of communicating to others such as the
patterns of speaking which are characterized by vocabulary, pronunciation, intent, participants
and grammatical structures.

Five Types of Speech Styles

1. Intimate – This style is private, which occurs between or among close family
members or individuals. The type of language used in this style may not be shared
publicly.

2. Casual – This style is common among peers and friends. Jargon, slang, or
vernacular language are used. This style is usually seen in the streets, during
lunch time with friends and the like.

3. Consultative – The style of speech is a standard one where professional or

mutually acceptable language is a must. Examples of this are situations
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 settings that adhere to formal procedures. This
speech style is one-way in nature. Examples of this are sermons by priests and
pastors, state of the nation address of the president, formal speeches or
23
 pronouncements by the judges.

5. Frozen – This style is ‘frozen’ in time and remains unchanged. It mostly occurs
in ceremonies. Common examples are the Preamble of the Constitution,
Lord’s Prayer and Allegiance to the country or flag.

TOPIC 3: TYPES OF SPEECH ACTS

Speech Act is an utterance that a speaker intends to affect his/her audience. Speech
acts functions include apology, greeting, request, complaint, invitation, complaint, compliment,
or refusal. Speech acts have real-life interactions and require not only knowledge of the
language but also appropriate use of that language within a given culture.

Types of Speech Acts

According to the Speech Act Theory Developer J. L. Austin (1962), a language philosopher
suggested that utterances have three kinds of meaning, given the right circumstances or
contexts which directly affect what the speaker really means.

1. Locutionary act is the actual act of uttering or the literal meaning of the utterance.

Example: “Please pass your project.”

2. Illocutionary act is the social function of what is being said or the purpose of the
person saying such words.

Example: “Can you submit your project today?” The person is requesting the listener
to submit his/her project today.”

3. Perlocutionary act is the resulting act of what is said or the hearer recognizes the
intention of the speaker.

Example. “Can you submit your project today?”

(The listener gets the point, therefore he/she would submit his/her project
on that day.)

Indirect speech acts – these are speech acts which function does not have a direct
relationship with what the speaker actually means in his/her statement.

Please consider this utterance:

“The door is still open!” Implied speech act: Are you capable to close the door? -
Here, the speaker literally questioned somebody if he or she has the ability to close
the door. This indirectly requests the addressee to close the door in behalf of the
speaker.

Performatives - a special type of speech act which statements with verbs to execute
the speech act that intend to affect. Performative speech acts only “work” when said
by the authoritative person, for instance: in a wedding the priest would say “I now
pronounce you man and wife” and the organization’s president shall say to end up a
meeting “The meeting is adjourned.”

Figure 1. Illustrates the aspects of Speech Act

24
 Searle’s Classification of Illocutionary Speech Act

As a response to Austin’s Speech Act Theory, John Searle (1976) a university professor
of California, Berkeley, has five general classifications of speech act, and they are the
following:

1. Assertive – this speech act grants the speaker to convey his/her view that the
proposal made is correct. The examples are suggesting, putting forward, swearing,
boasting and concluding.

I make the best cake in town.

2. Directive – In this speech act, the speaker tries to make the addressee do what is
being asked. Some examples of these include asking, ordering, requesting, inviting,
advising and begging.

Please come tomorrow morning for the meeting.

3. Commissive – this speech act compasses the speaker to make future actions, e.g.
promises and oaths.

Starting today, I will never comment negatively about a post on Facebook.

4. Expressive – This speech act allows the speaker to express his feelings and
attitudes. These are words that express gratitude or thanks, congratulating,
apologizing, welcoming and deploring.

I appreciate your effort in solving this problem.

5. Declaration - This speech act brings a change in the external situation. Some
examples of declarations are baptizing, firing, bidding, wedding and blessing.

I now pronounce you husband and wife.

25