宿务亚典耀圣心学校

SACRED HEART SCHOOL – ATENEO de CEBU

H. Abellana St., Canduman, Mandaue City

SENIOR HIGH SCHOOL

S.Y. 2018-2019
ORAL COMMUNICATION (FOR GRADE 11 STUDENTS)
I. Nature and Elements of Communication
➢ What is Communication?
There are various definitions in the dictionary. The word communication comes from the Latin word communicare
which means “to share”. It is a process of sharing and conveying messages or information from one person to another
within and across channels, contexts, media and cultures.
➢ Nature of Communication
1. Communication is a process.
2. Communication occurs between two or more people (speaker and receiver).
3. Communication can be expressed through words (verbal), actions (nonverbal) or both at the same time.
➢ Elements of Communication
1. Speaker - the source of information or message
2. Message - The information, ideas, or thoughts conveyed by the speaker through actions or word
3. Encoding - the process of converting the message into words, actions or other forms that the speaker understands
4. Channel - the medium or the means, such as personal or non-personal, verbal or nonverbal, in which the encoded
message is conveyed
5. Decoding - the process of interpreting the encoded message of the speaker by the receiver
6. Receiver - the recipient of the message, or someone who decodes the message
7. Feedback - the reactions, responses, or information provided by the receiver
8. Context - interrelated conditions of communication which affect how people understand the message
• Physical context - the environment where communication takes place
• Social context - nature of relationships existing among communicators and sets the formality of the interaction
• Psychological context - involves the communicators’ moods and feelings
• Cultural context - comprised of beliefs, values and norms shared by a large group of people
• Historical Context - involves the background provided by previous interactions between or among
communicators
9. Barrier - the factors that affect the flow of communication
1. Emotional barriers 3.Lack of confidence
2.Use of jargon 4.Noisy Environment
II. Models of Communication
1. Shannon-Weaver Model/Linear Model
The model deals with various concepts like information source, transmitter, noise, channel, message, receiver, channel,
information destination, encode and decode.

2. Transaction Model
The transaction model of communication describes communication as a process in which communicators generate social
realities within social, relational, and cultural contexts. It is shown as a two-way process and this model is more
interactive. Types of noise: psychological, physical, physiological, semantical.

7Cs: Christ-centeredness, Conscience, Competence, Compassion, Character, Culture, Community

3. Schramm Model
The highlight of Wilbur Schramm’s model of communication is the field of experience “concept.”

➢ Types of Communication
1. Verbal Communication – refers to an interaction in which words are used to relay a message.
2. Non-verbal Communication – refers to an interaction where behavior is used to convey and represent meanings.
 Kinesics – The study of the way in which certain body movements and gestures serve as a form of non-
verbal communication.
1. Eye Contact 3. Gestures
2. Facial Expression 4. Posture
 Proxemics (Use of Space) – refers to the way people use space to convey meaning.
1. Intimate Distance 3. Social Distance
2. Personal Distance 4. Public Distance
 Paralanguage – ways in which you say words. It includes volume, pitch, speaking rate, and voice quality.
II. Intercultural Communication
➢ What is Intercultural Communication?
1. Intercultural communication happens when individuals interact, negotiate, and create meanings while bringing in
their varied cultural backgrounds (Ting-Toomey, 1999)
2. For some scholars, it pertains to communication among people from different nationalities.
3. It also refers to communication that is influenced by different ethnicities, religions, and sexual orientations.
➢ The Developmental Model of Intercultural Sensitivity
Stage 1: Denial
The individual does not recognize cultural differences. This stage is often created based on the belief that a person's
culture is the only real culture. People in this stage often fail to see cultural differences and tend to isolate themselves
from other groups (Cushner, McClelland, & Safford, 2012, p. 155). Often times, people that are in the stage of denial
are not interested in cultural differences and could care less about people other than the ones that are in their direct
culture.
"All big cities are the same; lots of buildings, too many cars, and McDonald's."
"With my experience, I can be successful in any culture without any special effort."
"As long as we all speak the same language, there's no problem."
“All cities are the same; they all have tall buildings, fast food chains, and coffee shops.”

7Cs: Christ-centeredness, Conscience, Competence, Compassion, Character, Culture, Community

To help students move out of this stage, teachers need to educate students about other cultures and allow them to explore
the differences between themselves and others. Teachers can also provide students with culture specific information that
will bring about curiosity about other culture (Bennett, 1993,p. 1).
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. During this stage, learners often feel as though their own
culture is the only good culture (Bennet, 2011). This stage often consists of negative stereotyping and us to them
thinking. A person is in defense may feel threatened by other cultures and their differences. People tend to be very
critical of other cultures and have a narrow focus on what appropriate behaviors and cultures are correct (Cushner,
McClelland, & Safford, 2012, p. 157).
"I wish these people would just talk the way we do."
"When you go to other cultures, it makes you realize how much better the U.S. is."
"Boy, could we teach these people a lot of stuff."
"I wish I could give up my own cultural background and really be one of these people."
“This culture does not view life the way we do; our culture is certainly better.”
To move out of this stage, learners need to be able to manage anxiety about other cultures. Learners need to also embrace
tolerance and patience for people in other cultures (Bennett, 1993, p. 3).
Stage 3: Minimization
Although individuals see cultural differences, they bank more on the universality of ideas rather than on cultural
differences. During this stage, the learner begins to find commonalities between themselves and people of other cultures.
Superficial cultures are mostly judged during this phase of the model. Some examples of superficial cultures would be
eating, money, and many others. People in this stage begin to recognize that all people are people, whether they have
different traditions and cultures or not (Cushner, McClelland, & Safford, 2012, p. 158). Many teachers fall into this
stage of the DMIS.
“I have this intuitive sense of other people, no matter what their culture."
"It's a small world after all"
"Technology is bringing cultural uniformity to the developed world."
"No matter what their culture, people are pretty much motivated by the same things."
This stage is often the most difficult to move from because people at this stage think that they are doing okay (Cushner,
McClelland, & Safford, 2012, p. 158). In order to move from this stage, learners need to develop cultural self-awareness
and experience difference (Bennett, 1993). Learners will also benefit from strengthening listening skills, open-mindness,
and working on the ability to perceive others accurately (Bennett, 1993).
Stage 4: Acceptance
The individual begins to appreciate important cultural differences in behaviors and eventually in values. During this
stage, learners are able to recognize and appreciate cultural difference through both behaviors and values. This stage
promotes the belief that one's own culture is just one of the many cultures that exists in the world (Bennett, 2011). An
important aspect of this stage is that people do not necessarily have to agree on anything, they just need to recognize
that there are other ways of going about certain situations (Cushner, McClelland, & Safford, 2012, p. 160). People in
this stage are often curious about other cultures and have a desire to learn.
“The more difference the better- more difference results in more creative ideas."
"I always try to study about a new culture before I go there or interact with the people."
"Our new student is from Mexico. Where can I learn about the culture so I may be effective in the classroom?"
“These people and I have different values and experiences, and I think we can learn from one another.”
In order to move from this stage, learners need to gain cultural specific knowledge. Learners must also have respect for
others' values and beliefs and maintain tolerance of ambiguity (Bennett, 1993, p, 9)
Stage 5: Adaptation
The individual is very open to world views when accepting new perspectives. Learners begin to be more competent in
how to communicate with people of other cultures. Learners are able in incorporate the world view of others into their
own world view. A major aspect of this stage is that the learner will be able to see the world through another's "eyes."
Because of this perspective, learners can change their behavior in order to communicate more effectively.

7Cs: Christ-centeredness, Conscience, Competence, Compassion, Character, Culture, Community

 "To really help this student, I'm going to have to change my approach."
"I interact with my male and female colleagues somewhat differently to account for differences in the way
respect is communicated."
"I can maintain my values and also behave in culturally appropriate ways."
“To address our issue, I have to adjust my approach to consider both my own and my counterpart’s background.”
In order to achieve adaptation and move on to the next stage, learners must be able to experience empathy for other
cultures. Learners will also develop risk-taking skills and problem-solving skills. Lastly, learners will need flexibility
with other cultures (Bennett, 1993, p. 11)
Stage 6: Integration
Individuals start to go beyond their own cultures and see themselves and their actions based on multifarious cultural
viewpoints. Rarely do learners achieve this level of cultural sensitivity. During integration the learner is able to have
other cultural experience move in and out of their own worldview. People in this view often maintain a marginal self-
identity and view themselves as "in-process" (Cushner, McClelland, & Safford, 2012, p. 165). People that reach
integration are often culture mediators. They are able to help others understand different cultures and promote unity
between these two cultures (Cushner, McClelland, & Safford, 2012, p. 165).
"Sometimes I don't feel like I fit anywhere."
"Everywhere is home, if you know enough about how things work there."
"I feel most comfortable when I'm Bridging differences between the cultures I know."
“I can look at things from the perspective of various cultures.”
➢ Barriers of Intercultural Communication
1. Ethnocentrism - The tendency for people to believe that their own cultural norms are the right way of doing things.
They mistakenly assume that the specific patterns of behavior desired in their own cultures are universally valued.
2. Stereotypes - mental pictures that one group forms from the main characteristics of another group. A stereotype is
simply a widely held belief that an individual is a member of a certain group based on characteristics. Due to the process
of overgeneralization within social perception, stereotyping leads to a great deal of inaccuracy in social perception.
III. Functions of Communication
➢ What are Communication Functions?
 It refers to how people use language for different purposes
 refers to how language is affected by different time, place, and situation
➢ Types of Communication Functions
1. Regulation or Control Function
Communication functions to control behavior. It is often phrased in the imperative mood. Used to control and govern
the human being’s behavior and activities
Forms: Request, Command, Giving of Permission, Prohibition
Example: Doctor’s Prescription
2. Social Interaction
People communicate to connect with each other.
✓ Used to produce social relationships:
➢ develop bonds
➢ intimacy
➢ used to express preferences, desires, needs, wants, decisions, goals, and strengths
Example: Invitation to coffee
Phatic Expressions - popularly known as small talk: (conversation for its own sake) to share feelings or establish a mood
of sociability rather than to communicate information or ideas.
3. Motivation Function
Communication motivates or encourages people to live better. Act of giving someone a reason for doing something.
Offering suggestions on how meeting expectations
Example: Travel if work is done

7Cs: Christ-centeredness, Conscience, Competence, Compassion, Character, Culture, Community

4. Information Function
Communication functions to convey information. It conveys the denotation or literal meaning of a word which is
contrasted with connotation or figurative meaning. Information in Mass Communication and Organization
Example: Did you know about…
5. Emotional Expression
Facilitates people’s expression of their feelings and emotions. People communicate to express how they feel. Relating
to one’s feelings
Examples: Appreciation, Expressing of Ambition, Prayers,
IV. Speech Context
➢ What is a Speech Context
It is the situation that brings people to a conversation or a speaking event.
➢ Intrapersonal Communication
We are constantly involved in thinking, imagining, and worrying about different happenings in our surroundings. This
communication is intrapersonal when the person communicates within himself/herself.
Dimensions of Self
1. Physical Self- the material body with its internal functions and outward appearance. Aesthetic appearance oftentimes
communicates the personality of a human being.
2. Emotional Self- the affective side of people. People show their emotional self when they decide on circumstances
based on what they feel rather than what they think.
3. Intellectual Self- the cognitive part of a human being. This is the way a person processes his/her reasoning, analysis
and logical thinking.
4. Moral Self- the ethical beliefs and values being observed by people. Their morals reflect on their behavior towards
different situations.
Three Aspects of Intrapersonal Communication
1.Self-Concept
 Beliefs are the convictions that we generally hold to be true, usually without actual proof
or evidence, also known as thoughts at rest.
 Values are deep-seated orientations and ideals, generally based on and consistent with
beliefs, about right and wrong ideas and actions.
 Attitudes are learned predisposition toward or against a topic, ideals that stem from and
generally are consistent with values.
2. Perception
Whereas self-concept focuses internally, perception looks outward. Perception of the outside world also is rooted in
beliefs, values and attitudes. It is so closely intertwined with self-concept that one feeds off the other, creating a
harmonious understanding of both oneself and one’s world.
3. Expectation
Expectations are future-oriented messages dealing with long-term roles, sometimes called life scripts. These
sometimes are projections of learned relationships within the family or society.
Different levels of Communication Activity
1. Internal Monologue - Internal voice one carries on and is known in Literature as stream of consciousness
2. Solo Vocalization - Reading out loud to oneself, perhaps for the sake of better understanding
3. Solo Writing - Writing something down that is intended for oneself only like writing a reminder
➢ Intrapersonal Communication
Involves the interaction of two or more people. The meaning of inter is “between”, it is assumed that at least two
independent people are involved and they have some knowledge of each other.
A. Dyad - Dyadic communication means the interrelationship between the two, but in practice, this relationship refers
to dialogic relations or face-to-face verbal communication between two persons involving their mutual ideas, thoughts
and behavior.

7Cs: Christ-centeredness, Conscience, Competence, Compassion, Character, Culture, Community

 Characteristics of Dyadic Communication
1.There is an exchange in roles from the speaker to the listener between two persons.
2.Purpose of communication can vary from serious to not serious; interaction can vary from formal or not.
3.The social relationship between the persons can be intimate or not intimate.
4. There is no definite time limit; no specified venue. 5.The structure or outline can be pre-planned or not planed
at all.
Forms of Dyadic Communication
1. Conversation - This form of dyadic communication is the most informal, least purposive and least intimate.
Example: asking a sales lady for the price of a product you want to buy.
2. Dialogue - This form of dyadic communication is more purposive and intimate compared to a conversation.
You hold a dialogue when you have a definite topic to speak about. There is also a kind of social relationship
between the persons involved in the dialogue. It can be semi-formal to formal and is more formal than a
conversation.
3. Interview - It is the most purposive, least intimate and most formal of all dyadic communication. There is a
definite objective in mind and you think of all the questions to ask to meet that objective.
B. Small Group - This refers to communication that involves at least three but not more than ten people engaging in a
face-to-face interaction working to achieve a desired goal.
• Direct Communication ▪ Mediated Communication
1. Face-to-face interaction 1. Conference call
2. Open Discussions 2. Presentation software online
3. Speech before a large audience 3. Video tape conversation
➢ Public Communication
 Public communication is sending a message to a very large audience.
 It is primarily a one-way monologue with less opportunity for feedback- aside from clapping, laughter or comments
from the people in the audience after the presentation.
 Entertain, persuade and inform

by labana and her naning ass

7Cs: Christ-centeredness, Conscience, Competence, Compassion, Character, Culture, Community