Lesson 1

(Week 1)
Introduction to Communication

Sub-Topics:

1. Definition of Communication
2. Nature of Communication
3. Principles of Communication
4. Features of Effective Communication

Learning Outcomes:

By the end of the lesson, you will be able to:

a. define communication;
b. enumerate the nature of communication;
c. understand the principles behind communication; and,
d. communicate effectively observing features of effective communication.

Definition of Communication

There is a wide variety of contexts and situations in which communication

can be manifested: it can be a face-to-face interaction, a phone conversation, a group
discussion, a meeting or interview, a letter correspondence, a class recitation, and
many others.

Nature of Communication

1. Communication is a process.
Communication follows a predetermined set of steps in order to work.
For example, we can’t start communication by understanding what has been said, until something has been said.
2. Communication occurs between two or more people.
This refers to the participants involved in communication which are also known as the sender and the receiver/s.
3. Communication can be expressed through written or spoken words, actions (nonverbal), or both spoken
words and nonverbal actions at the same time.

Principles of Communication

1. Schemata-driven
Communication is a process of sharing and conveying messages or information from one person to another
within and across channels, contexts, media, and cultures (McCornack, 2014). Schemas or schemata provide a
basis on how we relate to ideas, concepts and events based on past experiences. In other words, in order to be
able to communicate effectively in a communicative act, we first need to have prior knowledge of the subject.
2. Interpretative Act
Communication is an interpretative act in a sense that only the sender knows the exact meaning of the message.
The receiver, on one hand, can only interpret, infer, or guess the meaning of the message as they appeal to his
sense of hearing.
3. Active, Forceful, and Powerful
Messages may have various interpretations because of cultural, ideological, and environmental factors. What is
rude in one culture may be perceived as something acceptable in another.
4. Symbolic
Signs, symbols, letters, and etc. are concrete objects that stand for or represent and idea. For example, when the
traffic lights signal a red light, it is common knowledge that it means to STOP.
5. Always results in something
Communication, as a transactional process, creates an effect on the involved parties (the sender and the
receiver). It will bring about either a verbal or non-verbal response.
6. Irreversible
In communication, either oral or written, what has been said is said. The moment you utter a word already
creates an impact on the listeners.
7. Contextual
Communication involves setting like time, occasion, purpose, and manner of communication.
8. Progressive
Communication is a process we learn from birth and continues to evolve as time passes by. As an infant, you
communicate through crying – when you are hungry, scared, or feel pain. But as you grow up, you learn to
communicate through speaking and writing. Thus, communication changes with time.
9. Process
There are several stages that take place in communication when people convey and exchange ideas with one
another.
10.Ethical
A communicative event is expected to follow rules, values, and beliefs agreed upon by members of the society.
11.Influenced by technology and media
Communication in the current age of technology is characterized by the instant, real-time exchange of
knowledge, messages, and services.
Features of Effective Communication

In their pioneer book Effective Public Relations, Professors Broom, Cutlip, and Center (2012) list the 7 Cs of
Effective Communication.
1. Completeness
Communication should include everything that the receiver needs to hear for him/her to respond, react, or
evaluate properly. A complete message reduces the need for follow-up questions and smoothens the
communication process.
2. Conciseness
Conciseness does not mean keeping the message short, but making it direct or straight to the point.
Insignificant or redundant information should be eliminated from the communication that will be sent to the
recipient. This helps the receiver focus on what is important.
3. Consideration
To be effective, the speaker should always consider relevant information about his/her receiver such as
mood, background, race, preference, education, status, and needs, among others. By doing so, he/she can easily
build rapport with the audience.
4. Concreteness
Effective communication happens when the message is concrete and supported by facts, figures, and real-life
examples and situations. In this case, the receiver is more connected to the message conveyed.
5. Courtesy
The speaker shows courtesy in communication by respecting the culture, values, and beliefs of his/her
receivers. Being courteous at all times creates a positive impact on the audience.
6. Clearness
Clearness in communication implies the use of simple and specific words to express ideas. It is also achieved
when the speaker focuses only on a single objective in his/her speech so as not to confuse the audience.
7. Correctness
Correctness in grammar eliminates negative impact on the audience and increases the credibility and
effectiveness of the message.

Lesson 2
(Weeks 2-3)

Kinds of Communication

Sub-Topics:
Kinds of Communication
a. Verbal Communication
b. Non-verbal Communication

Learning Outcomes:

By the end of the lesson, you will be able to:

e. define verbal and non-verbal communication;
f. identify the features of verbal communication;
g. determine the visual and audio signals present in communication;
h. illustrate the difference between verbal and non-verbal communication;
and,
i. explain the importance of verbal and nonverbal signals in
communication.

A. Verbal Communication
Verbal communication refers to the type of communication that make use of words – either oral or
written.
Basic Features
 Phonology
- Phonology is the study of the system of sounds including how sounds are organized and structured to
convey meaning.
- Phoneme refers to the smallest unit of sound in speech. For example, the word ‘cat’ has 3
phonemes: /k/, /æ/, and /t/.
(Note: When symbols are enclosed inside virgules [ / ], we are talking about the sound the symbol
represents. Thus, /k/, /æ/, and /t/, when combined, is read as /k æ t/ or ‘cat’)
 Morphology
- Morphology studies the formation of words.
- Morpheme refer to the smallest meaning-bearing unit in a language. They are commonly classified as
either free morpheme (root words), which can occur as separate words, and bound morphemes
(affixes), which can’t stand alone as words. Aside from affixes as bound morphemes, we also have our
pluralizer –s or –es.
Example:
The word ‘dogs’ have 2 morphemes:
▪ ‘dog’ which is a free morpheme; and
▪ the pluralizer ‘-s’ which is a bound morpheme
Two Classifications of Words
a. Content words
These are words that have meaning of their own. They are words we look up in a dictionary such as
‘glass’, ‘computer’, and ‘stroll’. In the parts of speech, nouns, verbs, adjectives, and adverbs are
content parts of speech.
b. Function words
These are words that exist to explain or create grammatical or structural relationships into which the
content words may fit. Words like ‘of’, ‘the’, ‘to’, and ‘but’ have little meaning of their own. If
nouns, verbs, adjectives, and adverbs are content parts of speech, pronouns, prepositions,
conjunctions, and determiners are function parts of speech.
 Semantics
- Semantics deals with the meaning of words, phrases, and sentences in a language.
Two Classifications of Meaning
a. Connotation – this refers to the associated meaning attached to a word.
b. Denotation – this refers to the dictionary meaning of a word.
Example:
HEART
Connotation: love
Denotation: a shape or the organ of the body that pumps blood
 Syntax
- Syntax is the study of how words are put together to form grammatically correct sentences in a
language. Simply, syntax focuses on the grammar of a specific language.
 Pragmatics
- Pragmatics touches on how language is used. It is concerned with how words can be interpreted in
various scenarios. Generally, pragmatics look into the context of communication.
B. Non-Verbal Communication
This type of communication makes use of signals, audio and visual signals, instead of words.

➢ Visual Signals
 Kinesics - the language of the body and facial expressions.
Example: The simple ‘nodding’ of our head would mean we are ‘agreeing’ or ‘saying yes’ without
actually uttering a word.
 Proxemics – the language of distance and space. The relationship of people can be determined
by observing the distance they maintain from each other. The illustration below gives a general
description of space people take-up depending upon their relationship with others.
 Haptics – the language of touch. This nonverbal communication reveals feelings and culture.

Example: When a friend is feeling down, we sometimes ‘pat their shoulders’ as a sign of comfort.
 Chronemics – the language of time. An example can be what we call Filipino time. This
practice sometimes irritates foreigners, which goes to show that different cultures may have
different understanding of what ‘on time’ really means.
  Appearance – the language of looks. The way a person looks or appears reflects his/her status
or position, mood, culture, taste, and grooming.
 Audio signals Audio signals can be categorized as part of paralanguage, which refers to
various non-verbal cues that we can hear in our voice.

Elements of Paralanguage

Lesson 3
(Weeks 4-5)
Process and Elements of Communication

Sub-Topics:

c. Process of Communication
d. Elements of Communication
e. Barriers to Communication
f. Speech Context
i. Intrapersonal
ii. Interpersonal

Learning Outcomes:

By the end of the lesson, you will be able to:

j. analyze real life communicative events according to the process of
communication;
k. illustrate the process of communication;
l. draw out the difference between intrapersonal and interpersonal
communication; and,
m. identify the contexts of communication in real life situations.

Process of Communication
As discussed in the previous chapters, communication is naturally a process that follows definite steps.
The process is as follows:
Elements of Communication
Communication is divided into elements which help us better understand its mechanics or process. These
elements are the following:
Barriers to Communication
There are instances when miscommunication and misunderstanding occur because of certain barriers. To
become an effective communicator, you should recognize these barriers that hinder the communication process.
This will enable you to control the situation, reset conditions, and start anew. The table below presents some
barriers to effective communication with corresponding solutions.

Speech Context
Types of Speech Context
The speech contexts are characterized by the number of participants present in a communicative act.
1. Intrapersonal
This refers to communication that centers on one person where the speaker acts both as the sender and the
receiver of message.
Examples:
• You spent the night thinking and analyzing why a student from the other class talked to you on the way home
and you decided it probably meant nothing.
• You felt happy while thinking about how your teacher appreciated you for submitting your project before the
due date and you reflected on why this was so.
2. Interpersonal
This refers to communication between and among people and establishes personal relationship between and
among them. Types of Interpersonal Context
a. Dyadic Communication (Dyads)
This is the type of communication that occurs between two people.
Dyad means something that consists of two (2) parts, thus in the case of communication 2 participants (a
sender and a receiver).
Examples:
• You offered feedback on the speech performance of your classmate.
• You provided comfort to a friend who was feeling down.
b. Small Groups
This refers to communication that involves at least three but not more than twelve people engaging in a face-
to-face interaction to achieve a desired goal. In this type of communication, all participants can freely share
ideas in a loose and open discussion.

Examples:
• You are participating in an organizational meeting which aims to address the concerns of your fellow students.
• You are having a discussion with your group mates on how to finish the assigned tasks.
c. Public
This type refers to communication that requires you to deliver or send the message before or in front of a
group. The message can be driven by informational or persuasive purposes.

Examples:
• You deliver a graduation speech to your batch.
• You participate in a declamation, oratorical, or debate contest watched by a number of
people.
d. Mass Communication
This refers to communication that takes place through television, radio, newspapers, magazines, books,
billboards, internet, and other types of media.
Examples:
• You are a student journalist articulating your stand on current issues through the school’s newspaper.
Lesson 4
(Week 6)
Communication Models
Sub-Topics:
a. Linear Models
i. Shannon-Weaver Model
ii. Berlo’s SMCR Model
b. Transactional Model
i. Dance’s Helical Model
c. Interactive Model
i. Osgood-Schramm’s Model

Learning Outcomes:

By the end of the lesson, you will be able to: n. explains the characteristics of linear, transactional, and
interactive models of communication, respectively; illustrate the different models of communication;
Linear Communication Model
The linear model was the first kind of model that experts have made to understand the process of
communication.
Characteristics of the Linear Model:
a. Unidirectional
The prefix “uni” means one. Thus, the linear model illustrates that communication is one-way. In this model,
sanders can only send and receivers can only receive, thus, lack of feedback is seen in this model.

b. Simple
This model presents a simple communication act. It doesn’t look like a process. There is only the beginning and
the end and there is no interchanging of roles between sender and receiver.
c. Persuasion not mutual understanding
Since there is lack of feedback in this model, this only promotes advice rather than understanding from both the
sender and receiver.
d. psychological effects over social
This model focuses more on the psychological effects (understanding the messages) rather than the social
effects (building relationship amongst communicators). There is no assurance that the message was effective
because the sender is only concerned with the delivery of the message and will not know the effect on the
receiver/s because of the lack of feedback.
Linear Models
A. Shannon-Weaver Model
The Shannon-Weaver model, also known as the Information Theory model, was primarily developed to
illustrate transmission of electronic information back in 1948. It is also known as the “mother of all models”
because of its wide popularity. The model was first introduced in 1948 in the article “A Mathematical Theory
of Communication” in the Bell System Technical Journal. Its proponents were Claude Shannon, who was a
mathematician, and Warren Weaver, who was an electrical engineer.

Elements
1. Sender (Information Source) They are the person (or object, or thing – any information source) who has the
information to begin with.
2. Encoder (Transmitter)
The encoder is the machine (or person) that converts the idea into signals that can be sent from the sender to the
receiver. The Shannon model was designed originally to explain communication through means such as
telephone and computers which encode our words using codes like binary digits or radio waves.
3. Channel
The channel of communication is the infrastructure that gets information from the sender and transmitter
through to the decoder and receiver. We sometimes also call this the ‘medium’.
4. Noise
Noise interrupts a message while it’s on the way from the sender to the receiver. It’s named after the idea that
‘noise’ could interrupt our understanding of a message. There are two types of noise: internal and external.
• Internal noise happens when a sender makes a mistake encoding a message or a receiver makes a mistake
decoding the message.
• External noise happens when something external (not in the control of sender or receiver) impedes the
message.
5. Decoder
Decoding is the exact opposite of encoding. Shannon and Weaver made this model in reference to
communication that happens through devices like telephones. So, in this model, there usually needs to be a
device that decodes a message from binary digits or waves back into a format that can be understood by the
receiver.
6. Receiver (Destination)
The receiver is the end-point of the original Shannon and Weaver model of the technical communication
process.
7. Feedback
The ‘feedback’ was not originally proposed by Shannon and Weaver in 1948. Norbert Weiner came up with the
feedback step in response to criticism of the linear nature of the approach. Feedback occurs when the receiver of
the message responds to the sender in order to close the communication loop. They might respond to let the
sender know they got the message or to show the sender:
• Whether they got the message clearly without noise
• How well they understand the message
B. Berlo’s SMCR Model of Communication
David Berlo conceptualized the Sender-Message-Channel-Receiver (SMCR) model during the 60’s. This model
includes a number of factors under each element.

1. Source (Sender)
This is situated where the message originates.
a. Communication Skills
The communication skill of both the sender and the receiver plays a significant role in the communication
process. Communication skills include writing, speaking, listening, reading, and etc. If the sender is not good in
communication, the message might be lost in the process. The same can be said with the receiver. The receiver
must have the adequate amount of skill to be able to understand the message being sent by the sender.
b. Attitudes
The attitude of the sender and the receiver also plays a part in the communication process. This includes one’s
attitude towards the audience, subject, and towards oneself.
c. Knowledge
Knowledge of the sender and the receiver on the subject matter makes the communication effective. If the
sender is familiar with the subject or topic at hand, it adds value and impact on the message. And, the same can
be said with the receiver. The receiver must also be knowledgeable of the topic to be able to have an effective
communication.
d. Social System
The social system includes the various aspects of society like values, beliefs, culture, religion and a general
understanding of society of the sender and the receiver.
e. Culture
Cultural differences can make it difficult to communicate. Some culture may accept something while other may
find it offensive. Culture may also be under social systems.
2. Message
a. Content
This refers to the entirety of the message – it covers the beginning until the end.
b. Elements
These refer to what compromises the message – gestures, body language, language, and etc.
c. Treatment
Treatment refers to how the message is conveyed.
d. Structure
This refers to the arrangement of elements in the content of the message. Arrangement of elements affects the
effectiveness and impact of the message.
e. Code
Code is the form in which the message is sent. It could be in the form of videos, spoken language, text, etc.
3. Channel
This refers to the use of the five senses in communication.
a. Hearing – the use of the ears to get the message.
b. Seeing – this is used in receiving visual signals like when you are watching television or reading.
c. Touching – Touch can be used a medium for communication. For
example hugging.
d. Smelling – Example: The smell of something burning can
communicate the danger of fire nearby.
e. Taste
4. Receiver
The receiver shares the same elements with the sender. You may refer to the descriptions mentioned above.
Transactional Communication Model
The transactional models of communication are models that illustrate how the sender and the receiver take turns
in conveying and receiving messages. In this model the sender and the receiver are called ‘communicators’.
They each take turn in their roles in the course of the communication process.
A. Dance’s Helical Model
The Helical model was conceptualized in 1967 by Frank Dance. A helix is an object having three-dimensional
shape like that of a wire wound uniformly around a cylinder or cone or a coil that grows bigger as it moves up.
The model illustrates how the development and growth of communication or communicative actions will be
based on previous experiences or behaviors. This also shows how the knowledge base of a person deepens and
expands throughout life.

Example:
A child crying at birth signifies the communication of the child to its parents that h/she is alive. After some
years, the child cries whenever the child needs anything like food or attention. H/she then learns words and
starts communicating with words. The child also learns specific languages and communicates with the people
who know the language. Here, communication become more complex as the child grows into an adult. The
adult uses the same pronunciations and use of words or facial expressions that h/she learned when h/she was a
child. Communication is now directly dependent on his/her past behavior as a child but can also be modified as
the person grows.
Interactive Communication Model
This model is also known as convergence model. The model emphasizes on the encoding and decoding process.
It mainly deals with the exchange of ideas and messages taking place both ways from the sender to the receiver
and vice-versa. In this model, the message formation of both sources is affected by their ‘field of experience’.
This field of experience refers to patterns which affect the communication process. This can be from the society,
culture, situations, psychological or social events of the sender and the receiver.
A. Osgood-Schramm’s Model
In 1954, Charles Osgood presented the theory of meaning, while Wilbur Schramm changed this theory of
meaning into a model. This model now became the ‘Circular Model’ of communication.
The model is about the twoway process of communication
between the sender and the receiver (‘interpreter’ as it is called in this model).
Four Key Principles:
1) Communication is circular not linear.
The image above shows how the model works. In involves a circular communication between two people. Each
participant can be a sender and a receiver. Thus, they are able to communicate with one another rather than only
in one direction.
2) Communication is usually equal and reciprocal. Because both members of the communication have the
capacity to encode, decode, and interpret, this model views the two members of the conversation as equal
participants.
3) Communication involves interpretation.
Schramm was insistent that communication is not simply the passing of a packet of information from a sender
to a receiver. Instead, he saw that messages must be interpreted in order for them to be understood.
4) There are three steps to communicating: encoding, decoding, and interpreting.
Lesson 5
(Week 7)
Intercultural Communication
Sub-Topics:
Definition and Nature of Intercultural Communication
Intercultural communication happens when individuals interact, negotiate, and create meanings while bringing
in their varied cultural backgrounds (TingToomey, 1999). For some scholars, intercultural communication
pertains to communication among people from different nationalities (Gudykunst, 2003). Still, others look at
intercultural communication as communication that is influenced by different ethnicities, religions, and sexual
orientations. Both interpretations show that intercultural communication takes place when people draw from
their cultural identity to understand values, prejudices, language, attitudes, and relationships (Gudykunst &
Kim, 2003). Moreover, this facet of communication can also be seen as a bargained understanding of human
experiences across diverse societies. Simply put, intercultural communication is the sending and receiving
of messages across languages and cultures. Sometimes, intercultural communication can flow smoothly and
become very interesting for a cross-cultural group. However, things may not go as planned when
communication is disrupted by cultural collisions. When you speak, your speech is continuously accompanied
by gestures, facial expressions, and other body movements that add to what you are saying in different ways.
For example, nodding means “yes” in the Indian subcontinent, Iran, most of Europe, Latin America, and North
America. However, in Greece, Lebanon, Syria, Palestine, Turkey, Macedonia, Bulgaria, and Albania, nodding
indicates disagreement. Moreover, in the case of Japanese culture, silence as a form of communication is more
integrated in their customs than in Western languages. It is therefore important for you to acknowledge and
understand the many communication patterns present in other cultures.
Aspects of Intercultural Communication
There are five basic elements or aspects to remember when participating in an intercultural or cross-cultural
communication. These elements are:
1) Cultural Identity
Culture is the sum of beliefs, traditions, values, symbols and practices of a group of people. Different culture
doesn’t necessarily mean you live in a different country or continent. Different cultures can be seen within a
community – culture in rural areas versus culture in urban areas. We can even observe different culture from
another family.
Example:
• Chinese families teach children early on the value of handling money, while Filipino families shy away from
talking about money with their family as it has been considered taboo and
most of the time bring misunderstandings. (Note this cultural identity is slowly dying away as Filipinos are now
more open to discussions of handling money.)
2) Gender Role
Gender is a social construct and is not synonymous to sex, which refers to the anatomical differences between
male and female. Gender roles are learned and taught by culture. A culture’s language reflects the social roles of
men and women.
Example:
• Calling an assertive girl “bossy” and calling an assertive boy a “leader”. We can observe here the negative
connotation of the word “bossy” which is usually used to describe women in a patriarchal society.
3) Age Identity
This refers not only to biological age but also about how we think and feel about ourselves as we age. Age
identity influences one’s self-image, language use, personality, attitude, and communication with others.
Example:
• We consider that some children can be mature and not all adults are responsible and mature.
4) Social Status
Social status is determined and assigned according to income, titles, possessions, etc. Social classes in other
cultures also differ from one another. Perception of a person’s status affects how people around her
communicate.
5) Religion
Religious identity is when someone sees themselves as a member of a religious group and may be active or
inactive in practicing their rituals and customs. Religion plays a big part in the lifestyle of a person and seen as
sacred and important. Thus, religious issues and prejudices should be handled respectfully.
Problems in Intercultural Communication
1. Ethnocentrism – refers to the belief that one’s culture is superior to all other cultures.
2. Stereotyping – refers to the generalized belief about a particular group of people.
3. Prejudice – refers to any preconceived opinion or feeling about someone or something.
The Developmental Model of Intercultural Sensitivity (DMIS)
Bennett and Bennett (2004)
The Developmental Model of Intercultural Sensitivity (DMIS) offers a structure that explores how people
experience cultural differences. According to Bennett and Bennett (2004), it has six stages. These are the
following:
Stage 1: Denial. The individual does not recognize cultural differences.

Stage 2: Defense. The individual starts to recognize cultural differences and is intimidated by them, resulting in
either a superior view on own culture or an unjustified high regard for the new one.
Stage 3: Minimization. Although individuals see cultural differences, they bank more on the universality of
ideas rather than on cultural differences.

Stage 4: Acceptance. The individual begins to appreciate important cultural differences in behaviors and
eventually in values.

Stage 5: Adaptation. The individual is very open to world views when accepting new perspectives.

Stage 6: Integration. Individuals start to go beyond their own cultures and see themselves and their actions
based on multifarious cultural viewpoints.

Note that in addition to culture, other elements such as gender, age, social status, and religion must also be taken
into consideration when communicating with others. Refrain from showing bias when talking to someone by
following the tips below:
1. Avoid stereotypes, i.e., generalizations about a certain group.
2. Challenge gender norms; avoid using “he” and “man” to refer to a general group of people. To remedy this,
you may use plural pronouns or rewrite a sentence to avoid using pronouns. The use of his/her is also
acceptable.
3. Do not talk down on younger people and the elderly.
4. Be sensitive to the religious practices of others.
5. Be polite at all times; do not belittle people you perceive to be on a lower social class than you.
Lesson 6
Listening
Listening is a skill usually taken for granted especially since we normally consider ourselves to be good
listeners already. Just like eloquence, listening is important achieving effective communication. Thus, it
is crucial to develop this skill.

Listening vs. Hearing

Hearing is when we refer to the plain act of receiving sounds. While, listening, on one hand, is a
process where we use our sensory experiences or our background knowledge to recognize, interpret
spoken or verbal language to satisfy a need.

We are equipped with the sense of hearing. However, even if we are exposed
to the same sounds, we attach different meanings to them.
Models of Listening
1. Active Listening
This requires effort and concentration on the listener’s part. Listening to lectures, discussions, or
conferences. This action demands full attention and concentration to be able to understand the message.
a. In critical or persuasive listening, it is important to understand the message based on evidence or
proof presented by the speaker/sender to prove their point. With this kind of listening, it is important to
determine the differences of ideas, to look in to the condition or state of the object of the talk and other
aspects in order to get more information before deciding whether you agree or disagree.
b. In discriminative or instructional listening, we listen to derive information, facts, ideas, and
principles. This kind of listening is used in class discussions, business meetings and conferences where
you hear people discuss their observations, opinions, feelings, and thoughts about the things that them.
2. Passive Listening
This does not rely on focus or effort. This usually happens when you do something else while listening.
Simultaneously listening to two sounds divide your attention which lead to superficial or nonchalant
listening. This also happens when you listen to while away your time or when you try to ease up from
stress.
a. Emphatic or therapeutic listening. This kind of listening is something that you do to relieve
yourself from anxiety and tension. You listen as an output of pent-up emotions. This kind of listening
does not necessarily have to be something you do to analyze, appreciate, or judge.
b. In appreciative listening, we listen for pleasure or entertainment or enjoyment. The moment you
find happiness and enjoyment in listening to a particular sound that you do it over and over again
repeatedly in an engaged manner, that is already appreciative listening.
Barriers to Listening
1. Noise – this is any kind of sensory stimuli that affects the transmission of messages. It can dampen
or boost your speaking engagements depending on how you deal with them or utilize them.
a. External – these are the kinds of noise that come from physical objects such as the radio, roosters
outside your house, temperature of the room, uncomfortable chair, taste of food, etc. that disturb you
and prevents you from giving your complete focus and attention to what you’re listening to.
b. Internal – these are emotional or mental distractions that interfere with your attention while.
Daydreaming, prejudice against the speaker, anticipating and predicting what will come up next can
affect your focus.
Ways to Improve Listening Skills
1. Stop Talking
“If we were supposed to talk more than we listen, we would have two tongues and one ear.” – Mark
Twain
When someone is talking, stop talking, do not interrupt, and let them finish what they are saying. It is
rude to talk while somebody else is speaking. Let the other person finish first, and then you can provide
your feedback.
2. Concentrate on your task: Listening
Refrain from thinking about something else other than what the speaker is talking about. Relax and
take in what is being said.
3. Don’t criticize the speaker.
There may be times when you dislike how the speaker looks, dresses, or sounds. But you have to
remember that the message she will be sharing is more important. Help the speaker feel at ease by
nodding or using gestures to encourage them. Also, maintain eye contact – this shows that you are
attentively listening and that you understand what is being communicated.
4. Remove distractions: Focus on what is being said
Avoid unnecessary movements such as shuffling papers, tapping your finger or pen on the table, or
fidgeting too much. These actions not only distract you from listening but it also distracts the speaker
and might communicate that you are bores or feeling hostile against him or her.
5. Avoid emotional reactions: Empathize
Be courteous and respect the speaker by thinking not about yourself but putting yourself in their shoes.
See the topic from their perspective and disregard what you know, how you feel or what you have
heard about the topic while listening. If you disagree at some points, let the speaker finish first before
you voice your opinion or feedback of the message. Keep an open mind.
6. Be patient
If the speaker pauses, don’t interrupt. Put yourself in their shoes, sometimes it takes a bit of time to
construct your thoughts and verbalize them so let them finish what they are saying.
7. Guard against prejudice
Try to avoid focusing on annoying mannerisms or how they look like. Be impartial and disregard any
distractions coming from their appearance or sound. Focus on the message not on how they deliver the
message to you. If the speaker comes from a different background, let go of your preconceived idea
about their culture and pay extra attention only to what they are saying. Make sure to take note of non-
verbal cues.
8. Focus on main points
This may take some time to practice; sort through how they verbalized the message and focus on the
main point of their message. There is no need to remember everything word for word.
9. Take down notes
Develop your own system of note taking to make it second nature as you listen.
10.Watch for verbal and nonverbal communication
Listening does not only make use of the sense of hearing; it actually utilizes all of our senses. Look for
nonverbal cues such as gestures, facial expressions, and eye movements. These nonverbal cues either
add value or contradict what the speaker is saying verbally.