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Functions of Communication

The document discusses the functions of communication, which include regulation/control, social interaction, information, motivation, and emotional expression. It provides examples of how each function is used in daily interactions and communications. The most common function is social interaction, as it allows people to connect with one another. Effective communication requires understanding the purpose and intended function.

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Marlette Cawilan
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Download as PPT, PDF, TXT or read online on Scribd
2K views

Functions of Communication

The document discusses the functions of communication, which include regulation/control, social interaction, information, motivation, and emotional expression. It provides examples of how each function is used in daily interactions and communications. The most common function is social interaction, as it allows people to connect with one another. Effective communication requires understanding the purpose and intended function.

Uploaded by

Marlette Cawilan
Copyright
© © All Rights Reserved
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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COMMUNICATING

FOR A REASON
 Why do people communicate?
 How many of these reasons do you
as students use in daily
communication?
 Based on these reasons, what then
are the Functions of
Communication?
Functions of Communication

Regulation/Control
Social Interaction
Information
Motivation
Emotional expression
Example:
 What function is used when telling someone
to keep quiet or to keep talking?
 What function is used when trying to get to
know someone?
 What function does a salesperson use in
enticing someone to buy a product?
 What function is used to move people to join
the Red Cross bloodletting drive?
Questions
Which function is the most
often used? Why?
Which function needs more
preparation compared to the
others? Why?
Regulation/Control
AS A FUNCTION OF
COMMUNICATION MEANS
BEING ABLE TO USE
LANGUAGE, GESTURES, AND
EMOTIONS TO MANAGE
INDIVIDUAL OR GROUP
ACTIVITIES
examples
 The teacher looks sharply at the noisy
students
 The janitor tells the students to move
away from the area of the corridor he is
cleaning
 The group of boys asks the bus driver to
stop in front of the bank
motivation
WHEN THE SPEAKERS
PURPOSE IS TO PERSUADE
OR TRY TO PERSUADE
ANOTHER PERSON TO
CHANGE HIS/HER OPINION,
ATTITUDE, OR BEHAVIOR.
 When people communicate, they
always have a purpose or a reason.
Why do people talk about this and
not that? Why talk to him but not
to her? It is because there is a goal
to be achieved, a motive that must
be accomplished.
Example
 The motivation to talk with the
teacher is perhaps to ask him/her
for more time to finish a class
project.
 A customer convinces a vendor to
sell a bigger sized mango for the
same price as a smaller one.
Activity
ON USING MOTIVATION
 Imagine that you are addressing a group of
parents and teachers in an assembly on
understanding your generation known as the
“Millennial Generation”
 Prepare a two-minute speech that
communicates your ideas about the topic.
Your speech should highlight who the
millennials are and how they are different
from other generations.
EMOTIONAL
EXPRESSION
APPEALING TO THE LISTENER’S
FEELING. IT IS USED BY A
SPEAKER FOR THE PURPOSE OF
MOVING ANOTHER PERSON TO
ACT, TO MOVE IN THE
PARTICULAR DIRECTION THE
SPEAKER WANTS THAT PERSON
TO MOVE.
a moving message
Social interaction
THE MOST FAMILIAR AND THE
PRIMARY REASON WHY PEOPLE
COMMUNICATE
SOCIAL INTERACTION ALLOWS
PEOPLE TO BE CONNECTED
WITH ONE ANOTHER
From the following, choose the specific instances of
communication that may or may not be Social Interaction

 Asking the janitor where the comfort room


is.
 The janitor talking about the kinds of
students he/she encounters.
 The boys calling out to a friend to come over
and join them.
 The girls discussing what happened at the
party they all attended last night.
 The office manager telling the clerk to
retype the contract.
 The employees teasing the office manager
during his/her surprise birthday party.
 People sympathizing with the families of the
soldiers.
 The soldiers not reacting to the President’s
speech.
 Trying to find out why a sibling is crying.
 Eating dinner quietly with the family.
Think-pair-share
RECALL A MEANINGFUL
SOCIAL INTERACTION YOU
HAD THIS PREVIOUS
WEEK SHARE IT WITH
YOUR PARTNER.
Information
WHEN THE SPEAKER WANTS
TO MAKE OTHERS AWARE
OF CERTAIN DATA,
CONCEPTS, AND PROCESSES
– KNOWLEDGE THAT MAY
BE USEFUL TO THEM.
Dyad Activity
WITH YOUR PARTNER TAKE TURNS IN
INTERVIEWING EACH OTHER TO FIND OUT THE
FOLLOWING:
1. FULL NAME OF THE CLASSMATE AND
NICKNAME
2. LIKES AND DISLIKES
3. UNIQUE ABOUT HIM/HER OR OTHER THINGS
THE CLASS SHOULD KNOW (EXAMPLE: BEING A
CONTESTANT IN “THE VOICE,” AN AWARDEE
FOR BEING AN ECO-WARRIOR, ETC.)
Michelle Obama’s
Speech
NOTE THE VERBAL AND NONVERBAL CUES
USED IN THE VIDEO

 WHAT WAS THE SPECIFIC TOPIC OF THE


COMMUNICATION?
 HOW DID THE SPEAKER MAKE HER PURPOSE
KNOWN?
 DID THE SPEAKER ACHIEVE THE PURPOSE FOR
COMMUNICATING?
 WHAT VERBAL CUES SUCH AS LANGUAGE AND
WORDS CHOSEN DID THE SPEAKER USE?
 WHAT NONVERBAL CUES SUCH AS GESTURE,
BODILY ACTION, VOCAL TONE, AND EYE
CONTACT SUPPORTED THE PURPOSE.

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