JOHN B. LACSON COLLEGES FOUNDATION (BACOLOD), INC.

BASIC EDUCATION DEPARTMENT

DepEd ID No. 403019

SENIOR HIGH SCHOOL

LEARNING MODULE
ORAL COMMUNICATION IN CONTEXT

Name: ______________________________________
Strand, Year & Section: ______________________________________
Contact Number: ______________________________________
Email: ______________________________________
Teacher: ______________________________________
Semester, School Year ______________________________________

Prepared by:
Princess F. Layes
 Welcome to the course of Oral Communication!

As Senior High School student, you should give importance to the improvement of your
English Oral Communication Learning Competencies. Hence, this learning module is designed to
help you master the learning competencies. This course aims for the development of your listening
and speaking skills and strategies for effective communication in various situations. This book is
composed of five learning modules detailed as follows:

QUARTER 1
Module/Unit 1: Nature and Elements of Communication

This module focuses on the basic concepts of communication, from its elements, types of
communication models, and reasons and strategies for communication breakdown to intercultural
communication.
LC 1.1. Define communication.
LC 1.2. Explain the nature and process of communication.
LC 1.3. Differentiate the various models of communication.
LC 1.4. Distinguish the unique feature(s) of one communication process from the other.
LC 1.5. Explain why there is a breakdown of communication.
LC 1.6. Use various strategies in order to avoid communication breakdown.
LC 1.7. Demonstrate sensitivity to the sociocultural dimension of communication situation
with focuses on
a. culture.
b. gender.
c. age.
d. social status.
e. religion.

Module/Unit 2: Functions of Communication

This module deals with the functions of communication, the speaker’s purpose(s), and the
strategies used by each speaker to convey his/her ideas effectively.
LC 2.1. Discuss the functions of communication.
LC 2.2. Identify the speaker’s purpose(s).
LC 2.3. Watch and listen to sample oral communication activities.
LC 2.4. Ascertain the verbal and nonverbal cues that each speaker uses to achieve his/her
purpose.
LC 2.5. Comprehend various kinds of oral texts.
LC 2.6. Identify strategies used by each speaker to convey his/her ideas effectively.
Module/Unit 3: Communicative Competence Strategies in Various Speech Situations
This module deals with the types of speech context, act, and styles. This module also
demonstrates effective use of communicative strategy in a variety of speech situations.
LC 3.1. Identify the various types of speech context
LC 3.2. Exhibits appropriate verbal and non-verbal behavior in a given speech context
LC 3.3. Distinguish types of speech style
LC 3.4. Identify social situations in which each speech style is appropriate to use
LC 3.5. Observe the appropriate language forms in using a particular speech style

QUARTER 2
Module/Unit 4: Communicative Strategy

This module focuses on engaging in a communicative situation using acceptable, polite and
meaningful communicative strategies.
LC 4.1. Engage in a communicative situation using acceptable, polite and meaningful
communicative strategies.
LC 4.2. Explain that a shift in speech context, speech style, speech act and communicative
strategy affects the following
 Language form
 Duration of interaction
 Relationship of speaker
 Role and responsibilities of the speaker
 Message
 Delivery
Module/Unit 5: Types of Speeches

This module deals with the types of speeches (speech writing and delivery). This
specifically aims to make the senior high school students proficiently deliver various speeches
using the principles of effective speech and realize the rigors of crafting one’s speech.
LC 5.1. Distinguish types of speeches.
LC 5.2. Use principles of effective speech delivery in different situations.
LC 5.3. Use principles of effective speech writing focusing on
 Audience profile
 Logical organization
 Duration
 Word choice
 Grammatical correctness
LC 5.4. Use principles of effective speech delivery focusing on
 Articulation
 Modulation
 Stage Presence
 Facial Expressions, Gestures and Movements
 Rapport with the audience
 Module 1

NATURE AND ELEMENTS OF COMMUNICATION

Time Allotment: 6 Hours

Overview

Communication started way back in the prehistoric era. It was considered as basic or
unsophisticated. Relaying messages or ideas was done orally or through symbols.

This module enables us to have a better grasp of the basic concepts of communication,
from its elements, functions, types of communication models, and reasons and strategies for
communication breakdown, to intercultural communication.

Learning Competencies

At the end of the module, you will have been able to:

1. Define communication.
2. Explain the nature and process of communication.
3. Differentiate the various models of communication.
4. Distinguish the unique feature(s) of one communication process from the other.
5. Explain why there is a breakdown of communication.
6. Use various strategies in order to avoid communication breakdown.
7. Demonstrate sensitivity to the sociocultural dimension of communication situation with
focuses on
f. culture.
g. gender.
h. age.
i. social status.
j. religion.

Performance Standard

At the end of the module, you will have been able to:

1. design and perform effective controlled and uncontrolled oral communication activities
based on context.
Vocabulary

You will come across the following terms in this module. Be able to learn them well in
relation to this topic:

Barrier. It is any factor that interrupts the flow of communication from the sender to the
receiver, thus making communication ineffective (Carpenter, 2102).

Communication. It is the transmission of ideas and emotions between or among persons

with the use of verbal and non-verbal cues (Menoy & Constantino, 2016).

Communication Breakdown. It occurs when communication is incomprehensible to one

party or absent between two people.

Communication models. These are the graphic representations of the proposed elements
included in the communication process (Zoleta & Javier, 2016).

Intercultural Communication. According to Ting-Toomey (1999), as cited in Zoleta

and Javier (2016), intercultural communication takes place when our cultural group membership
factors (e.g., cultural norms and scripts) affect our communication process on either awareness or
unawareness level.

Nonverbal Messages. These refer to messages expressed through one’s appearance, facial
expression, eye contact, posture, gestures, and voice.

Verbal Messages. These are the words used in conveying ideas. However, communicators
need to know that words do not have the same meaning for everyone and that they change
meanings as time goes by (Tismo, Acenas, Gumalal, James & Ramayan, 2017).

Discussion
Communication is a process of sharing and conveying messages or information from one
person to another within and across channels, contexts, media, and cultures (Sipacio & Balgos,
2016; McCornack (2014).

NATURE OF COMMUNICATION
1. Communication is a process.
2. Communication occurs between two or more people (the speaker and the receiver).
3. Communication can be expressed through written or spoken words, actions (nonverbal), or
both spoken.
 Figure 1. The process of communication (Jossey-Bass, 1998)

FIVE BASIC ELEMENTS OF COMMUNICATION

1. Speaker
This is the source of information or message or the person who initiates the
communication by transmitting his thoughts or ideas to the receiver.
The speaker’s credibility, knowledge of the subject, manner of speaking, and
sensitivity contribute to how successful he is in sending his message.
2. Message
It refers to the information, ideas, or thoughts conveyed by the speaker in words
(verbal) or actions (non-verbal). Messages can be verbal or nonverbal.
Verbal messages are words used in conveying ideas. However, communicators
need to know that words do not have the same meaning for everyone and that they change
meanings as time goes by (Tismo, Acenas, Gumalal, James & Ramayan, 2017).
Nonverbal messages are those that people communicate without using words. The
messages expressed through one’s appearance, facial expression, eye contact, posture,
gestures, and voice are called nonverbal messages.
Nonverbal Cues
a. Appearance
People often make their initial judgment of someone based on
appearance. One’s clothes, hairstyle, and other items on the body such as
jewelry contribute greatly to this impression.
b. Facial expression
A person’s facial movement such as a smile, a frown, or a yawn tells a
lot about how he is feeling. These expressions may either support the meaning
of the words uttered or negate them.

c. Eye contact
The eyes reveal so much emotion even those that are hidden that one
can tell if someone is happy, angry or sad.
 d. Posture
One’s body position when standing, sitting or walking is called posture.
The way people carry themselves shows the way they feel about themselves
and the situation they are in.
e. Gestures
Gestures refer to the way a person moves his arms, hands, head, and
body. These movements support a speaker’s point, shows his excitement and
enthusiasm or even anger.
f. Voice
Knowing how to say something is as important as knowing what to say.
Hence, when one communicates, he should take note of the way he uses the
following:
Pitch. This pertains to how high or low the tone of the voice is.
Rate. This refers to how quickly or slowly something is said.
Vocal quality. This is the tone or sound of the voice.
Volume. This refers to the loudness or softness of a voice.
3. Channel
In the communication process, messages are sent through a channel. It is the
medium or the means, such as personal or non-personal, verbal or nonverbal, through
which the encoded message is conveyed.
4. Receiver
This is the recipient of the message or someone who decodes the message.
5. Feedback
This is the reaction, response, or information provided by the receiver.
OTHER ELEMENTS OF COMMUNICATION
1. Encoding
It is the process of converting the message into words, actions, or other forms that
the speaker understands.
2. Decoding
It is the process of interpreting the encoded message of the speaker by the receiver.
3. Context
It is the situation/environment where communication takes place.
 4. Barrier
It is the factor that affects the flow of communication.

MODELS OF COMMUNICATION
Communication models describe how communication happens and how it functions in
society (Tandoc, 2016).
1. Aristotle’s Model
This is considered the very first model of communication, it presents the very basic
elements of the communication process: speaker, message, and audience. This model shows a one-
way linear movement where the message sent to the receiver is not explained.

Sender Message Receiver

Figure 2. Aristotle’s Model (Bajracharya, 2018)

2. The Shannon-Weaver Model

This model was introduced in 1949 and is particularly designed to develop effective
communication between sender and receiver. This is, however, a model of signal processing.
Shannon and Weaver did not raise the question of the content or message that was transferred.
They found factors which affect the communication process called “Noise,” but the model also
deals with various concepts like information source, transmitter, noise, channel, message, receiver,
channel, information destination, encode and decode. This model clearly deals with external noises
which affect the messages or signals from external sources (Khalimzoda, 2018).

Figure 3. The Shannon-Weaver Model (Petersons & Khalimzoda, 2016)

3. Schramm’s Model
Wilbur Schramm introduced this model in 1954. This model focuses on the concept of the
field of experience as an essential element in communication.
 Figure 4. Schramm’s Model (Alones & Gubat, 2016)

4. The White’s Model

Eugene White was the proponent of this model. The model focuses on the eight stages of
communication.

Figure 5. The White’s Model (Petersons & Khalimzoda, 2016)

Eight Stages of Communication

a. Thinking
A desire, feeling, or an emotion provides communication or stimulus to communicate
(Guitterez-Ang, 2016).
b. Symbolizing
Before a communicator can utter a sound(s), he/she has to know the code of oral language
with which to represent his/her ideas in order to make his/her selection (Guitterez-Ang,
2016).
c. Expressing
The communicator then uses his/her vocal mechanism to produce the sounds of language
accompanied by his/her facial expression, gestures, and body stance (Guitterez-Ang, 2016).
 d. Transmitting
When sound waves spread at 1,000 ft. and light waves travel at a speed of 186,000 miles
per second carry the speaker’s message to his/her listeners (Guitterez-Ang, 2016).
e. Receiving
When the sound waves make an impact upon the listener’s ears after which the resulting
nerve impulses reach the brain via the auditory nerve; light waves strike the listener’s eyes
after which resulting in nerve impulses to reach the brain via the optic nerve (Guitterez-
Ang, 2016).
f. Decoding
The communicator interprets the language symbols he/she receives and thinks further
(Guitterez-Ang, 2016).

g. Feedbacking
The communicator may show overt behavior like a nod, yawn or smile or he/she may not
show any behavior at all (Guitterez-Ang, 2016).
h. Monitoring
While the communicator watches signs or understanding of his/her message among his/her
listeners, he/she is attuned to what is going on inside him/her; the communicator is receiving
and decoding messages about himself/herself from his/her audience in order to adjust to the
particular situation (Guitterez-Ang, 2016).

5. The Berlo Model

The model of communication of David Berlo focuses on the speaker’s and receiver’s
knowledge, attitudes, socio-cultural system, and communication skills. The message, on the other
hand, gives emphasis on the element, structure, content treatment and coding. The channels of
communication are focused on the five senses: seeing, hearing, touching, smelling and tasting
(Guitterez-Ang, 2016).

Sources (S) Message (M) Channel (C) Receiver (R)

Communication Element Seeing Communication
Skill Structure Hearing Skill
Knowledge Content Touching Knowledge
Attitude Treatment Smelling Attitude
Socio-Cultural Coding tasting Socio-Cultural
System System

Figure 6. Berlo’s Model (Tandoc, 2016)

 COMMUNICATION BREAKDOWN

Barriers to Communication
1. Perceptual and Language Differences
Perception is how generally how each individual interprets the world around him. People
generally want to receive messages which are significant to them. However, any message against
their values is not accepted. For example, A person is on leave for a month due to personal reasons
(family member being critical). The HR Manager might be in confusion whether to retain that
employee or not. The immediate manager might think of replacement because his team’s
productivity is being hampered. The family members might take him as emotional support.
The linguistic differences also lead to communication breakdown. The same word may
mean different to different individuals. For example: consider the word “value”.
a. What is the value of this Laptop?
b. I value our relationship.
c. What is the value of learning technical skills?

“Value” is assigned different meanings in the preceding sentences. Communication

breakdown occurs if there is a wrong perception by the receiver.
2. Information Overload
Managers are surrounded by a pool of information. It is essential to control this information
flow else the information is likely to be misinterpreted or forgotten or overlooked. As a result,
communication is less effective.
3. Inattention
At times we just not listen, but only hear. For example, a traveler may pay attention to one
“NO PARKING” sign, but if such a sign is put all over the city, he no longer listens to it. Thus,
repetitive messages should be ignored for effective communication. Similarly, if a superior is
engrossed in his paperwork and his subordinate explains him his problem, the superior may not
get what he is saying, and it leads to the disappointment of the subordinate.

4. Time Pressure
Often in an organization, the targets must be achieved within a specified time, the failure
of which has adverse consequences. In the hurry to meet deadlines, the formal channels of
communication are shortened, or messages are partially given, i.e., not completely transferred.
Thus, sufficient time should be given for effective communication.
5. Distraction/Noise
Communication is also affected a lot by noise or distractions. Physical distractions are also
there such as poor lighting, uncomfortable sitting, and unhygienic room which could affect
communication in a meeting. Similarly, the use of loudspeakers interferes with communication.
6. Emotions
Emotional state at a particular point of time also affects communication. If the receiver
feels that the communicator is angry, he interprets that the information being sent is very bad,
while he takes it differently if the communicator is happy and jovial (in that case the message is
interpreted to be good and interesting).
7. Complexity in Organizational Structure

The greater the hierarchy in an organization (i.e. more the number of managerial levels),
the more chances of the communication getting destroyed. Only the people at the top level can see
the overall picture while the people at the low level just have knowledge about their own area and
a little knowledge about other areas.

8. Poor retention
Human memory cannot function beyond a limit. One cannot always retain what is being
told especially if he is not interested or not attentive. This leads to a communication breakdown.

Strategies to Avoid Communication Breakdown

Let us talk about how to overcome these barriers to communication.
1. Use of Simple Language
Use of simple and clear words should be emphasized. Use of ambiguous words and
jargons should be avoided.
2. Reduction and elimination of noise levels
Noise is the main communication barrier which must be overcome on a priority basis.
It is essential to identify the source of noise and then eliminate that source.
3. Active Listening
Listen attentively and carefully. There is a difference between “listening” and
“hearing.” Active listening means hearing with a proper understanding of the message that is
heard. By asking questions the speaker can ensure whether his/her message is understood or
not by the receiver in the same terms as intended by the speaker.
4. Emotional State
During communication one should make effective use of body language. He/she should
not show their emotions while communicating as the receiver might misinterpret the message
being delivered. For example, if the conveyer of the message is in a bad mood then the receiver
might think that the information being delivered is not good.
5. Simple Organizational Structure
The organizational structure should not be complex. The number of hierarchical levels
should be optimum. There should be an ideal span of control within the organization. The
simpler the organizational structure, the more effective communication can be.
6. Give Constructive Feedback
Avoid giving negative feedback. The contents of the feedback might be negative, but
it should be delivered constructively. Constructive feedback will lead to effective
communication between the superior and subordinate.
7. Proper Media Selection
Simple messages should be conveyed orally, like face to face interaction or meetings.
Use of written communication should be encouraged for delivering complex messages. For
significant messages, reminders can be given by using written communication such as
assignments, memos, notices, and the like.

INTERCULTURAL COMMUNICATION

According to Ting-Toomey (1999) as cited by Zoleta and Javier (2016) intercultural

communication takes place when our cultural group membership factors (e.g., cultural norms and
scripts) affect our communication process- on either awareness or an unawareness level.

Variations of Intercultural Communication according to Samovar and Porter (2001):

1. Interracial Communication
This is the interaction among people of different races.

2. Interethnic Communication
This is the interaction among people who have different ethnic origins.

3. International Communication
This is the interaction of the people representing different political structures.

4. Intracultural Communication
This is the interaction that includes all forms of communication among members of the
same racial, ethnic, or subculture groups.
Blocks to Cultural Communication
1. Ethnocentrism

This is the inability to accept another culture’s world view. A person might be limited to only seeing
one’s own as the best, thus saying: “My country/way/culture is the best.”

2. Discrimination
This is differential of an individual due to minority status, both actual and perceived. A
person might be judging differences in race, gender, and culture, in comparing to one’s own
thus saying:

“We just are not capable of accepting people like that”.

3. Stereotyping
This is generalizing about a person while ignoring the presence of individual difference. A
person might be boxing labels based on race, gender, and culture, thus saying:

“She is like that because she is Asian-all Asians are nonverbal.”

4. Cultural Blindness
This has to do with ignoring differences and one proceeds as though differences did not
exist. A person might not consider differences of race, gender, and culture, thus saying:

“There is no need to worry about a person’s culture, all people are the same.”

5. Cultural Imposition
This is the belief that everyone should conform to the majority. A person might impose
one’s belief as the universal ideology, thus saying:
“We know what is best for you; If you do not like it, you can go elsewhere.”

6. Tone Difference
This happens when formal tone change becomes embarrassing and off-putting in some
cultures.
Sociocultural Dimension/Aspects of communication

An individual’s culture affects communication. There are times people have difficulty
communicating with other people who have different cultural backgrounds. Hence, it should be a
guide for one’s behavior during communication.

1. Cultural Identity
This refers to the membership and acceptance into a larger cultural group that share a
system of tradition, norms, and values (Dapat, Sadorra & Lumabi, 2016). Also, this includes
the attitudes, beliefs, traditions, and values a person acquired from where he was born and
raised (Zoleta & Javier, 2016).

Example: The Filipinos value close family ties while the Americans believe in
individuality.

2. Gender Role/ Identity

Gender identity refers to how a person sees and accepts the role of men and women in
society. This is not limited to male and female.

Masculinity and Femininity Themes according to Julia Wood (2005):

a. Femininity
 Appearance still counts.
 Be sensitive and caring.
 Accept negative treatment from others.
 Be a superwoman.
b. Masculinity
 Do not be female.
 Be successful.
 Be aggressive.
 Be sexual.
 Be self-reliant.

3. Age Identity
“Act your age” is the expression said to someone when he/she is not behaving accordingly
based on the notions bounded by cultural conventions.
a. Generation Y (1982-2001)
 More diverse
 More globally oriented
 More knowledgeable about computers and technology
 More committed
 More optimistic
  More interested in life and balance between work and play

b. Generation X (1961-1981)
 Politically curious
 Assertive
 Devoted to a sense of responsibility

4. Religious Identity
It refers to a sense of belongingness to a religious group. Religious beliefs, values, and
world views are associated with the way of life. Hence, religious issues and prejudices should
be handled properly and respectfully.

5. Social Class
This refers to a person’s rank in society basing on his/her income, title, possessions, and
the like.
References

Alones J. & Gubat, G. (2016). Oral communication (first). Philippines: St. Andrew Publishing
House.

Bajracharya, S. (2018). "Linear Model of Communication," in Businesstopia.

https://www.businesstopia.net/communication/linear-model-communication.

Carpenter, M. A. (2012). Management Principles. Creative Commons.

https://2012books.lardbucket.org/books/management-principles-v1.1/s16-03-
communication-barriers.html

Jossey-Bass, P. (1998). BASIC COMMUNICATION MODEL. 25(1978).

Khalimzoda, I. (2018). COMMUNICATION MODELS AND COMMON BASIS FOR. 4(May

2016). https://doi.org/10.17770/sie2016vol4.1555

Menoy, J., & Constantino, G. (2016). Oral communication in context for Senior High School
(first). Philippines: Books Atbp. Publishing Corp.

Petersons, A., & Khalimzoda, I. (2016). Communication Models and Common Basis for
Multicultural Communication in Latvia. SOCIETY. INTEGRATION. EDUCATION.
Proceedings of the International Scientific Conference, 4(May 2016), 423.
https://doi.org/10.17770/sie2016vol4.1555

Saleh, S. E. (2013). Understanding communicative competence. University Bulletin, 3(15), 101–

110. Retrieved from http://www.bulletin.zu.edu.ly/issue_n15_3/Contents/E_07.pdf
Sipacio, P. J. F., & Balgos, A. R. G. (2016). Oral communication in context for Senior High
School (first). Philippines: C & E Publishing, Inc.

Tandoc, S. (2016). Oral communication for Senior High School (first). Philippines: Mindshapers
Co., Inc.

Tismo, B., Acenas, A. C., Gumalal, C. F., James A., & Ramayan, A. J. (2017). Oral
communication in context. A Worktext for K-12 Learners (first). Philippines: Mutya Publishing
House, Inc.

Zoleta, M. A. & Javier, T. P. P. (2016). Oral communication for Senior High School (first).
Philippines: Mindshapers Co., Inc.
 Module 2

FUNCTIONS OF COMMUNICATION

Time Allotment: 14 Hours

Overview
This learning modules focuses on the communication functions and their purposes.

Learning Competencies
At the end of the module, the students will have been able to:
1. Discuss the functions of communication.
2. Identify the speaker’s purpose(s).
3. Watch and listen to sample oral communication activities.
4. Ascertain the verbal and nonverbal cues that each speaker uses to achieve his/her purpose.
5. Comprehend various kinds of oral texts.
6. Identify strategies used by each speaker to convey his/her ideas effectively.

Performance Standard

At the end of the module, the students will have been able to:

1. writes a 250-word essay of his/her objective observation and evaluation of the various
speakers watched and listened to.

Vocabulary

You will come across the following terms in this module. Be able to learn them well in
relation to this topic.

Control or Regulation. This function of communication is used when people

communicate to manage the behavior of others (Masong, Fenandez & Samillano, 2016).

Emotional expression. This function of communication is used when people

communicate to express how they feel (Masong, Fenandez & Samillano, 2016).

Information. This function of communication is used when people communicate to make

others aware of certain data, concepts, and processes (Flores, 2016).

Motivation. This function of communication is used when people communicate to

persuade or convince others into agreeing with or supporting one’s idea (Tismo, Acenas, Gumalal,
James & Ramayan, 2017).
 Non-Verbal Cues. These include the perceptual information communicated in a social
exchange by signs accompanying the words used in speech (BusinessDictionary, n.d.).

Social Interaction. This function of communication is used when people communicate to

connect with each other (Masong, Fenandez & Samillano, 2016).

Verbal Cues. These are prompts that are conveyed in spoken language from one person
to another or a group of people (White, n.d.)

Discussion

Different Functions of Communication

People use language for different purposes. Functions of communication refer to how language
is affected by different factors such as time, place, and situation used to control the behavior of
people and regulate the nature and amount of activities people engage in.

1. Control or Regulation

People communicate to control others by managing their behavior. It occurs when an

individual is quite uncertain towards another person’s expected behavior that may be unusually
friendly during their initial encounters (Dapat, Sadorra, & Lumabi, 2016). For instance, in a
company, communication is used to maintain control over employees and their work environment.
This communication comes in the form of policies and other written materials which dictate how
employees are to expected to act in the workplace (Masong, Fernandez & Samillano, 2016).

Examples:

In a job interview, a sensitive applicant in this situation is likely to manage his or

her behavior very carefully in order to create a desirable impression to the employer (Dapat,
Sadorra, & Lumabi, 2016).

Three Developmental Stages of Regulatory Function

a. The regulation of self by others (A person is being controlled by others)

b. The regulation of self by self (A person is controlling himself/herself)
c. The regulation of others by self (A person is controlling others)

Verbal Cues

These are the words used or spoken by the speaker and receiver.

a. Directives
b. Orders
c. Requests
 Non-Verbal Cues

These are actions shown by the speaker and receiver.

a. Hand gestures
b. Posture
c. Tone
d. Eye contact

Figure 1. Control or Regulation (Dancing-traffic-enforcers-2, n.d.)

Activity:

List down three (3) sample situations or instances in your daily life using Regulation
or Control Function of Communication.

2. Social Interaction

People communicate to connect or interact with others. Humans are social beings who
mingle in different settings. For example, a group of friends hang out in bars or cafes to talk and
catch up on each other’s activities (Masong, Fernandez & Samillano, 2016). This happens when
people interact with others by talking, laughing and just enjoying each other’s company.

Verbal Cues

These are the words used or spoken by the speaker and receiver.

a. Informal terms
b. Casually delivered

Non-Verbal Cues

These are actions shown by the speaker and receiver.

a. Hand gestures
 b. Posture
c. Tone
d. Eye contact

Figure 2. Social interaction function of communication (Shutterstock, n.d.)

3. Motivation

People communicate to motivate or encourage people to live or become better. For

example, a coach may give a pep talk to his team before a big tournament to get their spirits up
and deliver a positive performance (Masong, Fernandez & Samillano, 2016).

Positive Motivation

Communication goals are the speaker’s objectives or purposes in a communication.

The speaker’s motivation to reach his/her communication goals is the bridge to his/her self-
assessment of effectiveness, confidence, skills, knowledge, etc.
Types of Negative Motivation

a. Communication apprehension is the fear or anxiety that a person experiences as a result

of either real or anticipated communication with a person or group of people. Common
signs of apprehension include shaking hands, sweaty palms, and stomach upset.

b. Context apprehension is anxiety of communicating in a particular context such as

interpersonal, small group or public speaking. Shyness in small group communication
is a social anxiety at an extended period. Shy people are less likely to initiate or actively
participate in a small group communication. Public speaking anxiety is also known as
stage fright. It is a common anxiety felt by people who seldom speak to a big group of
listeners or audience.
 Verbal Cues

These are the words used or spoken by the speaker and receiver.

a. Direct
b. Purposeful
c. Softened for children and elderly

Non-Verbal Cues

These are actions shown by the speaker and receiver.

a. Hand gestures
b. Posture
c. Tone
d. Eye contact

Figure 3. Motivation Function of Communication (Dumb little man, n.d.)

4. Emotional Expression

Through communication, people are provided an avenue to express what they feel.
Emotional expressions are considered as the best indicators of people’s affective attitudes and
dispositions (Alones & Gubat, 2016). In this generation, people are fond of pick-up lines or
popularly known as “hugot” lines.

Basic Emotions according to Humintell (Zoleta & Javier, 2016)

a. Anger
b. Contempt
c. Fear
d. Disgust
e. Happiness
 f. Sadness
g. Surprise

Figure 4. Emotional expressions (Reader’s Digest, n.d.)

5. Information

Whatever your purpose is for communicating, providing information is necessary.

Verbal Cues

These are the words used or spoken by the speaker and receiver.

a. Carefully chosen
b. Should be respectful

Non-Verbal Cues

These are actions shown by the speaker and receiver.

a. Hand gestures
b. Posture
c. Tone
d. Eye contact

References

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