Republic of the Philippines

Laguna State Polytechnic University

Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited

LSPU SELF-PACED LEARNING MODULE: ORAL COMMUNICATION IN CONTEXT

 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited

LSPU SELF-PACED LEARNING MODULE: ORAL COMMUNICATION IN CONTEXT

 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited
LSPU Self-Paced Learning Module (SLM)
Course Oral Communication in Context
Sem/AY First Semester/2020-2021
Module No. 2
Lesson Title Communication Models
Week
4
Duration
Date October 26 – 30, 2020
Description This lesson will discuss the different models of communication devised by
of the communication theorists. This lesson will also provide activities and exercises that will
Lesson test students’ learning and insights gained from the lesson.

Learning Outcomes
Intended Students should be able to meet the following intended learning outcomes:
Learning  understand the nature and elements of oral communication in context
Outcomes
Targets/ At the end of the lesson, students should be able to:
Objectives  compare and contrast two communication models at a time
 reflect on one’s qualities (communication skills, attitudes, knowledge, cultures)
that affect his/her role as a communicator in a certain situation

Student Learning Strategies

Online Activities A. Online Discussion via Facebook Group

(Synchronous/ The learning guide questions will be posted on the Facebook group
exclusive for the subject. Students shall answer the questions by
Asynchronous) commenting on the post. Their answers will be acknowledged by the
instructor by replying or reacting. Afterwards, the lecture will be posted
on the same Facebook group. Discussion shall flow on the comment
section of the lesson post. Student’s grade in participation shall vary
depending on the depth of their answers to the guide questions.

B. Learning Guide Questions:

1. What are the different models of communication?
a. Linear, Interactive, and Transactional
b. Shannon’s, Berlo’s, and Schramm’s

LSPU SELF-PACED LEARNING MODULE: ORAL COMMUNICATION IN CONTEXT

 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited
LECTURE

Communication Models

In order to further understand the process of communication, communicators

need to be familiar also with the models of communication. A model shows the
pattern or flow of communication as well as the elements involved in that
particular kind of communication. These models show the development of
communication from a linear to an interactive process. (Dapat, Sadorra, &
Lumabi, 2016) Also, several communication theorists devised their models for
a better understanding of the communication process. (Menoy & Constantino,
2016)

LINEAR MODEL

Communication models have evolved through the year and experts have made
the process more detailed and updated. The linear model was the first model of
communication. The following are the characteristics of a linear model: (Dapat,
Sadorra, & Lumabi, 2016)
 It is a unidirectional model. The process is moving in one direction
Offline Activities only, which means the speaker is sending a message to the receiver with
or without effect. (Dapat, Sadorra, & Lumabi, 2016)
(e-Learning/Self-
 It presents a simple communication act. The linear model does not
Paced)
look like a process. Instead, it is a transmission only of a cause and effect
or also known as a one-way causality. (Dapat, Sadorra, & Lumabi, 2016)
 It involves persuasion, not mutual understanding. The linear model
promotes influence or advice rather than cultivates a mutual
understanding among communicators. (Dapat, Sadorra, & Lumabi,
2016)
 It values psychological effects over social effects. The linear model
concentrates on the psychological effects (such as the individual
understanding of the message) of the communicators rather than the
social effects (like the relationship among communicators). (Dapat,
Sadorra, & Lumabi, 2016)

Sender Message Sender

LSPU SELF-PACED LEARNING MODULE: ORAL COMMUNICATION IN CONTEXT

 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited
INTERACTIVE MODEL

The interactive model of communication is an improved process. It still begins

with a sender, in which a speaker encodes a message using different channels.
The receiver listens as he or she decodes the message. Feedback is the next
stage of the process, where the receiver sends a response to the sender that
continues the communication cycle. (Dapat, Sadorra, & Lumabi, 2016)

The distinction of this model is its internal and external interference that
disturb the understanding of messages. The feedback makes the cycle
interactive or collaborative. The elements in the communication cycle are not
stable especially when interference is around. (Dapat, Sadorra, & Lumabi,
2016)
 Internal interference is a form of distraction that begins in the
thoughts of either participant of the process. This could be in a form of
anticipation of possible events. The moods and personal prejudices may
interfere with communication. Internal interference includes the
amount of attention we pay to others that influences the way we
interprets messages. For example, a student is inattentive to the lecture
of the teacher because she is thinking about the long quiz in her next
subject. Internal interference prevents the accurate decoding of a
message. (Dapat, Sadorra, & Lumabi, 2016)
 External interference is a form of distraction that arises in the
environment where the communication is happening. Any stimuli in the
environment may distract one’s communication. It could be a bad odor,
room temperature or a very attractive passerby. In a verbal
communication, speech impediment can be an external interference
while physical incapability may limit the understanding of nonverbal
communication. (Dapat, Sadorra, & Lumabi, 2016)
Message
(noise)

Sender Receiver
In MEDIUM Out
(encodes) (decodes)

Feedback

LSPU SELF-PACED LEARNING MODULE: ORAL COMMUNICATION IN CONTEXT

 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited
TRANSACTIONAL MODEL

The transactional model of communication is more detailed and involves more

elements of communication. It considers the situation of the communication
where there is a simultaneous exchange between the sender and the receiver.
The face-to-face communication includes psychological communication, which
involves impressions being formed in the thoughts of both parties. These
impressions might influence the interaction among concerned people. Below
are three principles involved in the transactional model of communication.
(Dapat, Sadorra, & Lumabi, 2016)
1. Participation is continuous and simultaneous. People engaged in the
communication transfer spontaneous and immediate messages. As one
listens, he/she gives feedback verbally and nonverbally. (Dapat,
Sadorra, & Lumabi, 2016)
2. All communications have a past, present and future. People present
in the communication react to the situation based on their own past
experiences, current status, and anticipated future. All these factors
definitely influence one’s shared message. (Dapat, Sadorra, & Lumabi,
2016)
3. All communicators play roles. One’s role in a relationship, like the role
of parents or children in the family, controls his or her words and
actions. These roles, whether established by the society (like
professionals) or by the family, may be understood differently by the
different people we meet. Their diverse perceptions affect our response
to the different forms of communication. (Dapat, Sadorra, & Lumabi,
2016)
Noise/Interference

Source Encoding Message Decoding Receiver

Feedback

Feedback

Receiver Decoding Message Encoding Source

Aside from linear, interactive and transactional model, experts in the field of
communication also devised their own models. To name a few, we have the
Shannon’s Model, Berlo’s Model, and Schramm’s Model.

LSPU SELF-PACED LEARNING MODULE: ORAL COMMUNICATION IN CONTEXT

 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited
SHANNON’S MODEL

The Shannnon’s Model of Communication introduced by Claude Shannon in

1948 is the precursor of the different communication models today.
Considered the father of later communication models, it greatly enhanced the
communication process in various fields. The sample illustration of this model
shows that communication is initiated by an information source, generally a
person who sends a message with the use of a transmitter, any device such as
telephone or computer used in communication. As the sender encodes the
message at one end, the receiver or recipient decodes the message at the other
end. However, noise or any similar thing may serve to interfere in the
communication process. An instrument may serve as the source or the receiver.
This model is one of the simplest models illustrating how communication
works. (Menoy & Constantino, 2016)

Source Encode Decode Receiver

Noise

BERLO’S MODEL

Another communication model was introduced by Berlo, who emphasized the

relationship between the sender and the receiver, usually persons. For
communication to be effective, the message must be properly encoded and
decoded. Proper encoding and decoding is possible only if the sender or
receiver respectively possesses the qualities required of the best
communicators (communication skills, attitudes, knowledge, social system, and
culture). Berlo’s Model also considers two other components of communication
– the message and the channel and their sub- components as shown in the
diagram below. (Menoy & Constantino, 2016)

Encodes Decodes
Source Message Channel Receiver
Communication Communication
Skills Content Hearing Skills
Attitudes Elements Seeing Attitudes

Knowledge Treatment Touching Knowledge

Social System Structure Smelling Social System

Culture Code Tasting Culture

LSPU SELF-PACED LEARNING MODULE: ORAL COMMUNICATION IN CONTEXT

 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited

SCHRAMM’S MODEL

The model devised by Schramm in 1954 emphasized the dual roles played by
the sender and the receiver in communication, that is, they perform the role of
the encoder and the decoder. As illustrated below, this model highlights the
importance of turn-taking in every spoken communication situation. (Menoy &
Constantino, 2016)

Encoder Encoder
Interpreter Interpreter
Interference
Decoder Decoder

There are several other models of communication, among which are the
‘Helical’ model and Aristotle’s model. It must be borne in mind that each
communication model has its advantages and disadvantages, and that while
communication appears to be a simple process as illustrated by each diagram,
it is in reality a very complex process. (Menoy & Constantino, 2016)

LSPU SELF-PACED LEARNING MODULE: ORAL COMMUNICATION IN CONTEXT

 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited
ENGAGING ACTIVITIES

ACTIVITY 1
Directions: Using Venn diagrams, compare and contrast two communication
models in each item.
Linear Shannon’s
Model Model

Transactional Schramm’s
Model Model

Performance Tasks

PT 1
Directions: According to Berlo’s Model of Communication, communicators (sender and receiver)
possess required qualities such as communication skills, attitudes, knowledge, social system and
culture. In an reflection essay, discuss these qualities and how they affected you as a communicator
inside the English class. (Refer to one of your previous English classes in high school.) Please make sure
that your essay answers the following guide questions:

LSPU SELF-PACED LEARNING MODULE: ORAL COMMUNICATION IN CONTEXT

 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited
1. In a scale of 1-10, how will you rate your each of your communication skills (listening and
speaking, reading and writing)?
2. What is your usual attitude towards the following aspects, and how did they affect you as a
communicator?
a. the subject (English) and the lessons
b. your English teacher
c. your classmates
3. How will you rate your knowledge in the topics usually discussed in the English class? Name a
few lessons or topics you are already familiar with.
4. Did your values, beliefs, culture or religion affect your performance as a communicator during
the English class? Please explain.

A reflection essay is a form of writing that examines and

observes the progress and meaning of a writer’s individual
experiences like a journal about the thoughts on a certain topic.

Me as a Communicator in the English Class

__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________

LSPU SELF-PACED LEARNING MODULE: ORAL COMMUNICATION IN CONTEXT

 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________

Understanding Directed Assessment

Rubrics for Reflection Essay (PT 2)
5 4 3 2 1
CRITERIA Excellent Highly Fairly Less Needs
Satisfactory Satisfactory Satisfactory Improvement
The essay deliberately reflects
one’s possessed skills.
The essay answers all of the
given guide questions.
The essay contains organized
and coherent thoughts.
The essay observes grammar
and mechanics.
A

Learning Resources

Dapat, J. O., Sadorra, B. B., & Lumabi, B. C. (2016). Oral Communication in Focus. Quezon City: Lorimar
Publishing, Inc.
Menoy, J. Z., & Constantino, G. F. (2016). Oral Communication in Context (For Senior High School).
Mandaluyong City: Books Atbp. Publishing Corp.

LSPU SELF-PACED LEARNING MODULE: ORAL COMMUNICATION IN CONTEXT

 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited
LSPU Self-Paced Learning Module (SLM)
Course Oral Communication in Context
Sem/AY First Semester/2020-2021
Module No. 3
Lesson Title Effective Communication: Verbal and Non-Verbal
Week
5-6
Duration
Date November 2 – November 13, 2020
This lesson will discuss about communication breakdown and barriers as well as
Description
effective communication using verbal and non-verbal elements. This lesson will also
of the
provide activities and exercises that will evaluate their understanding of the intricacies
Lesson
of effective oral communication.

Learning Outcomes
Intended Students should be able to meet the following intended learning outcomes:
Learning  understand the nature and elements of oral communication in context
Outcomes
Targets/ At the end of the lesson, students should be able to:
Objectives  illustrate examples of communication barriers
 identify consonant sounds according to its articulation qualities
 classify non-verbal cues into their categories
 discuss the importance of overcoming communication breakdown and knowing
verbal and non-verbal communication for effective communication

Student Learning Strategies

Online Activities C. Online Discussion via Facebook Group

(Synchronous/ The learning guide questions will be posted on the Facebook group
exclusive for the subject. Students shall answer the questions by
Asynchronous) commenting on the post. Their answers will be acknowledged by the
instructor by replying or reacting. Afterwards, the lecture will be posted
on the same Facebook group. Discussion shall flow on the comment
section of the lesson post. Student’s grade in participation shall vary
depending on the depth of their answers to the guide questions.

D. Learning Guide Questions:

2. What are the causes of communication breakdown?
3. How are sounds produced in verbal communication?
4. What are the categories of non-verbal communication and their
functions?

LSPU SELF-PACED LEARNING MODULE: ORAL COMMUNICATION IN CONTEXT

 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited
LECTURE

Effective Communication

The ability to communicate effectively is a great skill, although some cannot

communicate their ideas well, because not all people are alike. Effective
communication may be disturbed by different barriers or obstacles that make
it difficult to reach an understanding between a speaker and a listener. Second
language learners usually find their mother tongue as barrier in learning
English. Aside from that, here are some barriers that may cause, breakdown in
communication: (Dapat, Sadorra, & Lumabi, 2016)
 Process barriers show that one of the elements in the communication
process blocks the flow of messages, verbally and non-verbally. (Dapat,
Sadorra, & Lumabi, 2016)
 Physical barriers include distracting sounds and noise. These make it
hard for listeners to catch what was said. A speaker and a listener are
affected by their surroundings. A very cold or hot room temperature is
also a physical barrier, making the speaker and the listener
uncomfortable. When one is uncomfortable, he or she may not listen or
respond well. (Dapat, Sadorra, & Lumabi, 2016)
 Semantic barriers refer to problems arising from the expression or
Offline Activities transmission of meaning. Meanings for words are filtered through one’s
frame of reference or the total of his or her beliefs, knowledge,
(e-Learning/Self-
education, culture, and experience. Thus, misunderstanding or different
Paced) in interpretation may occur since no two people can have exactly the
same frame of reference. (Dapat, Sadorra, & Lumabi, 2016)
 Psychosocial barriers can be one’s status and perception.
Consciousness of one’s status affects the two-way flow of
communication. It gives rise to personal barriers caused by the
superior-subordinate relationship. Likewise, human perceptions – the
mental images of the external world – are stored in their brains and
form their viewpoints, experiences, knowledge, feelings, and emotions.
(Dapat, Sadorra, & Lumabi, 2016)

To avoid communication breakdown, one may follow these strategies:

 Apply positive self-talk and perception. Positivity is the best
encouragement. It welcomes good vibes and pleasant outlook in all
communication. (Dapat, Sadorra, & Lumabi, 2016)
 Use appropriate language. Tailor the words you will use based on your
audience or listener. Keep it simple and understandable. For example,
figurative language (e.g. simile, metaphor) is usually used in literature
and in formal conversations, not in ordinary or casual conversations.
(Dapat, Sadorra, & Lumabi, 2016)
 Be open. Suspend your judgment, ideas, and beliefs. Give the speaker
time to develop and express his or her ideas or points before you
conclude if the message has any value, little value, or none at all. (Dapat,
Sadorra, & Lumabi, 2016)

LSPU SELF-PACED LEARNING MODULE: ORAL COMMUNICATION IN CONTEXT

 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited

 Give and accept feedback. Feedback keeps the communication going.

Respond to what has been heard. Keep an open mind and avoid
overreacting emotionally to a message or feedback. (Dapat, Sadorra, &
Lumabi, 2016)

Verbal Communication

Verbal communication uses spoken language to communicate a message or

information. It involves the production of sounds, words, phrases, and
sentences through speech. (Dapat, Sadorra, & Lumabi, 2016) As such, in verbal
communication, one should be concerned with the basic features of language
studied in linguistics. Moreover, it encompasses both the knowledge of the
entire language system (competence) and language behavior (performance).

One of the basic features of a language is sound. It is studied under the subfield
of linguistics called phonetics. Its main focus is the production of discrete
individual sounds using the so called human speech apparatus.

Human
Speech
Apparatus

Voice is produced in the larynx. While exhaling, the vocal cords are brought
together closely enough to make the air vibrate. This vibration is called
phonation and it produces a weak sound that is made louder or resonated as it
passes through the pharynx and mouth or nose. The resonated sound is
shaped, during articulation, by the articulators to produce distinct or different
sounds of the language system. Sounds are classified as consonants, vowels,
and diphthongs. (Mituda, 2014)

CONSONANTS

Consonants are articulated with an attempt to close or obstruct the vocal tract
or the passageway of air. The production or articulation of these sounds is
determined by three factors: place or articulation, manner of articulation, and
voicing.

Place of articulation refers to where in the human speech apparatus does the
consonant sound occur. As such, s consonant sound can be classified as:
 Bilabials – formed by pressing the lower lip near or against the upper
lip; examples: [p] pet, [m] more, [b] bat, and [w] witch

LSPU SELF-PACED LEARNING MODULE: ORAL COMMUNICATION IN CONTEXT

 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited

 Labiodentals – formed by pressing the lower lip near the upper teeth;
examples: [f] fish and [v] voice
 Dentals – formed by pressing the tongue tip behind the upper teeth;
examples: [θ] thing and [ð] then
 Alveolars – formed by pressing the tongue tip near the alveolar ridge;
examples: [t] tone, [z] zoo, [d] dove, [s] sat, [n] nut, [l] life, and [r] raw
 Alveopalatals – formed by pressing the front of the tongue near the hard
palate; examples: [č] church, [j] jack, [š] shoe, [ž] genre, and [y] yellow
 Velars – formed with the back of the tongue against the vellum;
examples: [k] kite, [g] good, and [ŋ] hanger
 Glottal – formed by narrowing the glottis so the air that passes causes
friction but does not have sufficient vibration to produce voice;
example: [h] hen

Manner of articulation refers to how the consonant sound is produced. As

such, a consonant sound can be classified as:
 Stops – formed by completely closing the oral and nasal cavities and
opening the mouth with explosion; examples: [p] pet, [b] bat, [t] tone,
[d] dove, [k] kite, and [g] good
 Nasals – formed by the explosion of the vocalized breath stream through
the nose; examples: [m] more, [n] nut, and [ŋ] hanger
 Fricatives – formed by forcing air in a continuous stream through a
restricted passageway; examples: [f] fish, [v] voice, [θ] thing, [ð] then,
[h] hen, [s] sat, [z] zoo, [š] shoe, and [ž] genre
 Affricates – formed by rapidly combining the movements of the stop and
fricative that the two sounds are heard as one unit; examples: [č] church
and [j] jack
 Glides – formed by smooth but rapid and marked movement of the
tongue and lips; examples: [w] witch, [y] yellow, and [r] raw
 Laterals – formed with the tongue’s tip pressed lightly against the upper
teeth, thus allowing the vocalized breath stream to laterally pass over
both sides of the tongue and out of the mouth; example: [l] life
Voicing refers to the vibration and non-vibration of the vocal cords when
pronouncing a consonant sound. As such, a consonant sound can either be:
 Voiceless - produced when vocal cords are spread apart, the air from the
lungs passes through them freely with no vibration; examples: [p] pet,
[f] fish, [θ] thing, [t] tone, [s] sat, [č] church, [š] shoe, [k] kite, and [h] hen
 Voiced - produced when vocal cords are drawn together, the passing air
pushes them apart and creates a vibration; examples: [m] more, [b] bat,
[w] witch, [v] voice, [ð] then, [z] zoo, [d] dove, [n] nut, [l] life, [r] raw, [j]
jack, [ž] genre, [y] yellow, [g] good, and [ŋ] hanger

The table below summarizes the consonant sounds, their place of articulation,
the manner or articulation and the voicing.

LSPU SELF-PACED LEARNING MODULE: ORAL COMMUNICATION IN CONTEXT

 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited

Place of Articulation
Manner of
Voicing Labio- Alveo-
Articulation Bilabial Dental Alveolar Velar Glottal
dental palatal
voiceless p t k
Stop
voiced b d g
voiceless f Θ s š h
Fricative
voiced v ð z ž
voiceless č
Affricate
voiced j
Nasal voiced m n ŋ
Lateral voiced l
Glide voiced w r y

VOWELS

Vowels are produced without any attempt to block the airstream. The
production or articulation of these sounds is determined by four factors:
 section of the tongue – front, center, or back
 height of the tongue – high, mid, or low
 shape of the lips – rounded or unrounded
 articulatory muscle control – tense or lax

Height of the Articulatory Section of the Tongue

Tongue Muscle Control Front Center Back
Tense i u
High
Lax I U
Tense e Λ o
Mid
Lax ε ∂ Э
Tense æ
Low
Lax a
Unrounded rounded
Shape of the Lips
Examples:
 [i] bead, peek, beat, peel  [I] bid, lift, pin, bit
 [e] bade, lazy, rain, bait  [ε] bed, letter, pen, bet
 [æ] bad, latch, pan, bat  [a] barber, armor, among
 [Λ] bud, lump, ton, but  [∂]bird, turn, earth, label
 [u] boot, ooze, soup, pool  [U] book, good, woman, bully
 [o] boat, over, no, sew  [Э] bought, alter, gaunt, ball

DIPHTHONGS

Diphthongs are sounds consisted of two combined vowels. The gliding of the
first vowel to the second one is so fast that the two are taken as just one sound.
(Mituda, 2014)

LSPU SELF-PACED LEARNING MODULE: ORAL COMMUNICATION IN CONTEXT

 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited

 [aI] eye, my, light, pie, guy

 [aU] cow, loud, bough, mouth, doubt
 [ЭI] oil, toy, coin, noise, boys

PHONETIC TRANSCRIPTION

As one can notice, spelling and sounds in the English language are inconsistent.
For instance, the words initial consonant sound of “thing” and “then” are
different from the other, despite having the same code or letter. As such, the
International Phonetic Alphabet (IPA) is used to solve the problem on correct
pronunciation by representing the sounds of spoken English. Because of this
system, we are able to recognize, identify and differentiate sounds and know
how words are pronounced.

The process of transcribing or breaking down the sounds in a word using the
IPA symbols is called phonetic transcription. Take a look at the example
transcriptions below, though they may vary from sources to sources.
 /θeŋks/ - thanks
 /sЭrI/ - sorry
 /wεlkΛm/ - welcome
 /prЭmIs/ - promise
 /hεlo/ - hello

Non-Verbal Communication

Non-verbal communication refers to the conscious or subconscious

transmission and reception of messages or information using the body. (Dapat,
Sadorra, & Lumabi, 2016) It is similar to the sign language used employed by
the mute to communicate their thoughts and feelings to people they deal with.
(Menoy & Constantino, 2016) It is usually influenced by one’s culture, values,
and attitude or feelings. (Dapat, Sadorra, & Lumabi, 2016)

Non-verbal communication consists of all the elements of communication other

than words such as body language, appearance, the tone of the voice, and
communication environment. It gives hints of how people feel; makes it
impossible for people not to communicate. Also, it involves attitudes or
observable reactions, not ideas; and provides clues, not facts. Moreover, it
provides much more information than verbal communication through facial
expression, gestures, eye contact, posture, tone of voice, etc. (Mituda, 2014)
There are several categories of non-verbal communication.

LSPU SELF-PACED LEARNING MODULE: ORAL COMMUNICATION IN CONTEXT

 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited
KINESICS

Kinesics is the study of body movements which includes a large repertoire of

physical actions such as eye contact, facial expression, gesture and posture.
(Mituda, 2014) It can be further divided into four sub-categories:
 Oculesics is the way someone else’s glance during the communication
process. Through eye contact, we can be sure if our listeners are paying
attention to us and if they understand what we are saying. People
generally maintain eye contact when they are comfortable with the
topic discussed, they are genuinely interested in a person’s comments
and reactions, or they are trying to influence other person. On the other
hand, people tend to avoid eye contact when they are uncomfortable of
the topic, they are not interested in the topic or the person, or they are
embarrassed, ashamed or trying to hide something. In the US and other
Western cultures, people expect those whom they are communicating
“to look them in the eye” and looking away signals a desire to avoid eye
contact. In the Philippines, people are also expected to direct their gaze
into the other person’s eyes. Otherwise, they are thought to be dishonest
or untrustworthy. In India, China and rural parts of Mexico, too much
eye contact means bad manners so people there lower their eyes to
show deference. In Japan, people look at the area around the Adam’s
apple, not into the eyes. (Mituda, 2014)
 Facial expressions refer to the way our facial muscles are set to
indicate emotions or feelings of happiness, sadness, fear, anger,
surprise, excitement, indifference and disgust. Some researchers claim
that facial displays are inborn, while others say that they are acquired or
learned. It can also be managed or controlled – we can get our faces
express what we want to convey and hide what we don’t want people to
see. In the US, the runner-up in a beauty contest must smile to show she
is a gracious loser, but the winner has to cry and act surprised to show
that she did not expect to win and that she is humble. (Mituda, 2014)
 Gestures refer to the movements of the hands, arms, and shoulders to
suggest or to emphasize something. Meaning assigned to every gesture
varies from culture to culture. In the Philippines, men usually rest their
arms around the shoulders of their buddies and playfully draw them
closer while walking. The women wrap their arms around the waists of
their friends or hold hands with them. In some European countries,
members of the same sex who hold hands are mistaken as lovers. The
American “OK” gesture that is formed by joining the thumb and the
forefinger to form a circle has different meanings in various countries.
In Japan and Philippines, it means money. In Greece and Turkey, it is an
insult and a vulgar sexual invitation. In Germany, Brazil and Austria, it is
an obscene gesture. In France and Belgium, it means zero or worthless in
reference to a person. In some Arab countries, it signifies a curse.
(Mituda, 2014)
 Posture means our manner of bearing the body while we are in
standing or sitting position. It can indicate self-confidence, inferiority
and superiority, status, friendliness, mood. Poor posture in an interview

LSPU SELF-PACED LEARNING MODULE: ORAL COMMUNICATION IN CONTEXT

 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited
may imply disrespect, laziness and no enthusiasm, while sitting upright
and lean forward may imply that a person is interested. In Thailand, the
feet are considered the most degraded part of the body. Never direct
them toward anyone and never use them to touch anyone nor perform
any task such as pushing open a door when your hands are full. Thais
show the bottom of their feet only when they intend to insult someone.
Hence, when seated on the stage, you insult your Thai audience when
you cross your legs and point one foot toward them. (Mituda, 2014)

PARALANGUAGE

Paralanguage refers to the nonverbal sound accompanying spoken language. It

includes vocal cues that influence interpretation and change in meaning such
as tone of voice, speed of speech, pitch and volume. (Mituda, 2014)
 Tone refers to the distinct sound or quality of voice. There are five
common voice qualities: normal (speaking naturally with little or no
emotion), breathy or whispery (used to create an atmosphere of
mystery), full (used in public speaking; used to create solemnity or
reverence), chesty (described as a hollow and deep voice), and thin (has
high pitch as its chief characteristics). (Mituda, 2014)
 Speed is the rate of how we speak. We speak faster when we are excited
happy, afraid, or nervous. Meanwhile, we speak slower when we are
emphasizing something or trying to solve problem aloud. (Mituda,
2014)
 Pitch is the highness or lowness of the voice. We raise or lower the tone
of our voice as we make it louder or softer, and as we show change of
emotions. We are high-pitched when we are nervous, and low-pitched
when emphasizing a point. It generally affects the meanings of verbal
message. (Mituda, 2014)
 Volume refers to the loudness or softness or the voice. (Mituda, 2014)

HAPTICS

Haptics is the study of how touch is used to convey meaning through hands,
arms, and other body parts. Touch can communicate a number of things, and
this non-verbal communication is culture-bound. Touch has five distinctions in
communication, namely: (Mituda, 2014)
 Functional/Professional. This is the type of touch used at work or
professional area. Examples of this touch include a nurse giving a
sponge bath to a patient and a piano teacher showing a student the
proper fingers position. (Mituda, 2014)
 Social/Polite. This type of touch is governed by social norms. Examples
of this include shaking hands and kissing relatives on the cheeks during
a visit. (Mituda, 2014)
 Friendship/Warmth. The purpose of this type of touch is to show
affection and affiliation. Examples of this include the touches that we do
when comforting and congratulating a friend. (Mituda, 2014)

LSPU SELF-PACED LEARNING MODULE: ORAL COMMUNICATION IN CONTEXT

 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited

 Love/Intimate. This type of touch is permitted and enjoyed by people

who are intimate with one another. An example of kissing or hugging.
(Mituda, 2014)
 Sexual. This type of touch is the most intimate, pertaining to and/or
prompted by sexual love. (Mituda, 2014)

PROXEMICS

Proxemics refers to the way people use space to convey meaning such as
permanent structures, movable objects within formal space and informal
space. (Mituda, 2014)
 Permanent structures may refer to an apartment, condominium, duplex,
and individual home.
 Movable objects are concerned with the arrangement of furniture in a
room.
 Informal spaces include classrooms, movie house, theater, and mall.

Proxemics is also concerned with the proximity of between the parties to a

communication. The nearer the communicators are, the more intimate they
are. The farther the communicators are, the les intimate they are. (Menoy &
Constantino, 2016) the following are the four types of distance:
 Intimate Distance is used for confidential communications,
appropriate for private conversations of close friends. In the American
culture, it describes a space of 18 inches and closer. (Menoy &
Constantino, 2016)
 Personal Distance is used by family and close friends, appropriate for
keeping someone “at arm’s length” like casual conversations. In the
American culture, it ranges from 18 inches to 4 feet. (Menoy &
Constantino, 2016)
 Social Distance is used for business transactions, appropriate for
impersonal business like a job interview. In the American culture, it
ranges from 4 to 8 feet. (Menoy & Constantino, 2016)
 Public Distance is used when speaking to a group, appropriate for
public communication like lectures and speeches. In the American
culture, it ranges from 8 to 10 feet, and farther. (Menoy & Constantino,
2016)

CHRONEMICS

Chronemics is the study of how people use and structure time. (Mituda, 2014)
The length of time a speaker talks and the rate with which he talks are the
concerns of chronemics. The speaker does not own all the listener’s time so he
has to limit his speech to the time allotted for his speech or to an appropriate
length. (Menoy & Constantino, 2016)

Since it studies the time element of communication, the following are essential
considerations in chronemics:

LSPU SELF-PACED LEARNING MODULE: ORAL COMMUNICATION IN CONTEXT

 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited

 Duration is the length of time that is considered appropriate for an

activity or event.
 Activity – refers to the specific action that people generally regard as
appropriate to take place at a given time.
 Punctuality is being exact to the time agreed on.

PERSONAL APPEARANCE

Personal appearance refers to the physical look that conveys a message.

(Dapat, Sadorra, & Lumabi, 2016) The way we dress, adorn, and fix ourselves
communicate a message about us – our social and cultural roles and our
personal qualities. (Mituda, 2014)

The aspects of personal appearance include:

 Clothing – what someone wears, from tops (shirts, sleeves, blouse,
dress), pants, skirts, to shoes and sandals
 Style – includes hairstyle, hair color, make-up, etc.
 Neatness – one’s cleanliness as perceived by the other party

FUNCTIONS OF NON-VERBAL COMMUNICATION

Non-verbal cues serve various functions in communication such as the

following:
 Complementing. In this function, non-verbal cues support the spoken
words. These non-verbal cues are called illustrators (movements that
complement verbal communication by describing or reinforcing what
the speaker is saying). An example is giving a pat on someone’s shoulder
after giving him praise.
 Contradicting. In this function, non-verbal cues give a different
message that the spoken word. These non-verbal cues are called mixed
messages (actions or non-verbal cues that contradict the verbal
message). An example is making faces while saying an approval.
 Accenting. In this function, non-verbal cues stress or emphasize the
spoken words. These non-verbal cues are called accents (non-verbal cue
to emphasize or intensify the verbal message to express emotions and
relationships). An example is pounding the table simultaneously done
with the expression of words.
 Substituting/Repeating. In this function, non-verbal cues replace
spoken words. These non-verbal cues are called emblems (non-verbal
cue that can generally be translated into words or phrases). An example
is nodding instead of saying “yes.”
 Regulating. In this function, non-verbal cues sustain the conversations.
These non-verbal cues are called regulators (non-verbal cues that
accompany speech to control or regulate what the speaker are saying).
An example is showing much interest to avoid ending the conversation.

LSPU SELF-PACED LEARNING MODULE: ORAL COMMUNICATION IN CONTEXT

 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited
ENGAGING ACTIVITIES

ACTIVITY 1
Directions: Identify the category of the non-verbal cue in each statement.
(Menoy & Constantino, 2016) Write kinesics, paralanguage, haptics, proxemics,
chronemics or personal appearance.

____________________ 1. his gaze at the audience in the auditorium

____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
2. the long sleeves he is wearing
3. the length of his speech
4. his handshake with the other conference speakers
5. his nearness with the other conference speakers
6. his distance from the audience
7. his sequence in the order of speakers
8. the corsage in his coat
9. the modulation of his voice while speaking
10. the serious face he wears while giving his speech

ACTIVITY 2
Directions: Match the articulation qualities (place, manner, voicing) in column
A with the corresponding consonant sounds in column B.

A B
1. voiced, alveolar, fricative * * a. [b] business
2. voiced, alveolar, glide * * b. [č] coaching
3. voiced, alveolar, lateral * * c. [d] design
4. voiced, alveolar, nasal * * d. [ð] though
5. voiced, alveolar, stop * * e. [f] philosophy
6. voiced, alveopalatal, affricate * * f. [g] government
7. voiced, alveopalatal, fricative * * g. [h] health
8. voiced, alveopalatal, glide * * h. [j] journalism
9. voiced, bilabial, glide * * i. [k] chemistry
10. voiced, bilabial, nasal * * j. [l] literature
11. voiced, bilabial, stop * * k. [m] management
12. voiced, dental, fricative * * l. [n] nursing
13. voiced, labiodental, fricative * * m. [ŋ] nursing
14. voiced, velar, nasal * * n. [p] politics
15. voiced, velar, stop * * o. [r] religion
16. voiceless, alveolar, fricative * * p. [s] psychology
17. voiceless, alveolar, stop * * q. [š] sociology
18. voiceless, alveopalatal, affricate * * r. [t] technology
19. voiceless, alveopalatal, fricative * * s. [v] vocation
20. voiceless, bilabial, stop * * t. [w] work
21. voiceless, dental, fricative * * u. [y] humanities
22. voiceless, glottal, fricative * * v. [z] zoology
23. voiceless, labiodental, fricative * * w. [ž] genre
24. voiceless, velar, stop * * x. [Θ] therapy

LSPU SELF-PACED LEARNING MODULE: ORAL COMMUNICATION IN CONTEXT

 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited

Performance Tasks

PT 1
Directions: Choose one from the four communication barriers discussed and create a comic strip to
illustrate an example. Divide the panel below according to your desired number of frames.

Communication Barrier: ________________________________

A
PT 2
Directions: In a short essay, discuss the importance of overcoming communication breakdown and
knowing verbal and non-verbal communication for effective communication.
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________

LSPU SELF-PACED LEARNING MODULE: ORAL COMMUNICATION IN CONTEXT

 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited

Understanding Directed Assessment

Rubrics for Comic Strip (PT 1)
5 4 3 2 1
CRITERIA Excellent Highly Fairly Less Needs
Satisfactory Satisfactory Satisfactory Improvement
The comic strip illustrates a
communication barrier.
The comic strip is easy to
follow and comprehensive.
The comic strip effectively uses
speech balloons and framing.
The comic strip shows one’s
creativity and artistry.
A
Rubrics for Essay (PT 2)
5 4 3 2 1
CRITERIA Excellent Highly Fairly Less Needs
Satisfactory Satisfactory Satisfactory Improvement
The essay discusses effective
communication substantially.
The essay offers ideas to avoid
communication breakdown.
The essay contains organized
and coherent thoughts.
The essay observes grammar
and mechanics.
A

Learning Resources

Dapat, J. O., Sadorra, B. B., & Lumabi, B. C. (2016). Oral Communication in Focus. Quezon City: Lorimar
Publishing, Inc.
Menoy, J. Z., & Constantino, G. F. (2016). Oral Communication in Context (For Senior High School).
Mandaluyong City: Books Atbp. Publishing Corp.
Mituda, F. R. (2014). Fundamentals of Speech. Handouts for English 3. Siniloan, Laguna: Laguna State
Polytechnic University - Siniloan Campus.

LSPU SELF-PACED LEARNING MODULE: ORAL COMMUNICATION IN CONTEXT

 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited

LSPU SELF-PACED LEARNING MODULE: ORAL COMMUNICATION IN CONTEXT