cLESSON 1 - FUNCTIONS, NATURE, AND

PROCESS OF COMMUNICATION
 Based on how a telephone works
Communication- is a process of sharing and  Transmitter: device used to send message
conveying information from one person to another  Receiver: device used to receive message
within and across channels, contexts, media, and  Introduces the idea of noise, or “barriers”
cultures.
Speech or Oral communication
- exchange of verbal messages with the employment
of nonverbal cues such as tone of voice, bodily
actions, eye communication, and others.
ELEMENTS OF COMMUNICATION
1. Speaker- the one that deliver the message.
2. Message- information you are conveying.
3. Encoding- translating our thoughts and 2. Interactive model
message.
4. Channel- how and where you send a message. A. Sharmm’s Interactive Model
5. Decoding- understanding and interpret the
message.
6. Receiver- the one who will receive and interpret.
7. Feedback- reply, action, or response to the
message you received.
8. Context- shared knowledge between the
communicators.
9. Barrier- anything that interrupts the
communication.
MODELS OF COMMUNICATION
1. Linear Models
2. Interactive Models  Communication as a dynamic exchange
3. Transactional Models  Speaker and Receiver takes turn to speak and
4. Gatekeeper Models listen.
5. Ecological Model  Key element is feedback

1. Linear Models 3. Transactional model

A. Lasswell’s model

Sender Message Channel Receiver Effect

 Information flows sequentially

• Ends with “effect” of message
• “one way process”
Examples:
- radio and television broadcast, seminars, written
articles
 Implies that communication is on-going, and it
involves a continuing changing process.
 Each element of the transactional process
exists in relation to other elements.
 Individual background experiences, attitudes,
cultural beliefs, self-esteem and other related
factors play important roles in the
communication process.

4. Gatekeeper model
B. Shannon-weaver model

Speaker Gatekeeper
 Represents mass communication
 “Gatekeeper” has control as to what “audience” will
know
Examples:
- MTRCB (Movie and Television Review and
Classification Board
5. Ecological model
 Most complex model of communication
 Expounds on the role of mass media and the
groups and individuals behind them
 Considers the language in which the message is
encoded
LESSON 2: LISTENING: YOUR DOORWAY TO
IN-DEPTH INTERACTION
Hearing - the psychological process of the ear
Audience absorbing sound waves and transferring them to parts
of the brain.
Listening - paying close attention to someone’s words
and ideas”
Five stages of listening
1. Receiving- isolating the message
2. Understanding- attempting to comprehend
3. Evaluating- qualitatively and quantitatively”
evaluate the value, validity, and urgency of the
message.
- Is the message important? Is it true? Do you need
to do something right away?
4. Responding-
- What feedback will you give?
- Will you agree verbally/nonverbally?
- Will you get angry?
- Will you be happy/sad?
- Will you keep silent?
- Will you speak your mind/feelings?
5. Remembering- The message is clarified and
retained in the brain after split second processing-
understanding-evaluating-responding.
Types of listening
1. Informational
- “comprehend and retain information”
- emphasizes on “remembering”
- focuses on quality of retention
Examples: listening to lectures, policies, guidelines,
and tasks
2. Critical
- to analyze, evaluate, and judge the message to
understand it correctly
- priority on understanding and evaluating
3. Empathic
- to understand/experience what a speaker
feels/thinks.
- simply listen and understand the person
- non-judgmental ear
- no advice/recommendations require
Functions of Listening
1. Listening can have an impact on the
accomplishment of one’s tasks
- better accuracy of understanding concepts
- more frequent and direct interaction
- more timely feedback
- collaborative problem-solving
- better decision-making
2. Listening can shape relationships
- understanding of one another’s unique needs,
values, interests
- less stressful encounters
- attention to emotional aspects of communication
- authentic communication and trust
- valuing of diversity and respect
LESSON 3: SPEAKING VS. WRITING
Differences with Speaking and Writing 1. INSTRUMENTAL
1. Reception - “I want” function
- express desires and needs
SPEAKING
Example:
- through listening
A child who just started talking says “Give me…” is
WRITING always the first important phrase that he learns to say
- through writing 2. REGULATORY
- interpreting written symbols and understand printed
material - “Do as I tell you” function
- serves to direct others’ behavior
2. Comprehension time
Examples:
SPEAKING
A mother telling her child “Go to sleep.” or “Don’t
- listener has no control climb.”
- listener has to make sure that he hears the
message clearly 3. INTERACTIONAL
- more intimate
- “Me and you” function
3. WRITING - used to establish social relationships
- reader has control on phase of comprehension Examples:
- writer has more time to edit and draft
communication with family, friends and acquaintances
4. Promptness & depth of feedback
4. PERSONAL
SPEAKING
- “Here I come” function
- feedback can be immediate - expression of feelings, opinions, and assertion of
identity
WRITING
Example:
- may take time to receive feedback
A child saying “I’m happy!”
5. Vocabulary
5. HEURISTIC
SPEAKING
- “Tell me why” function
- simpler and less formal - used to gain knowledge about the world
- can use colloquial words
Example:
WRITING
A curious child who asks “Why?”
- requires rich and precise vocabulary
- need to manage connotative and denotative 6. IMAGINATIVE
meanings
- bears risk of misunderstanding - “Let us pretend” function
- allows creation of imaginative environment, or to
6. Grammar and syntax play with words
SPEAKING Examples:
- shorter, easier to follow jokes, riddles, stories
WRITING 7. REPRESENTATIONAL/INFORMATIVE
- longer, more intricate sentences - “I’ve got something to tell you” function
- used to convey facts and information
Example:
Teacher explaining a mathematical function

LESSON 5: SPEECH ACTS

LESSON 4: FUNCTIONS OF LANGUAGE: THE
ROLES THAT SPEAKERS PLAY Speech acts
- a study of how the speakers and hearers use - includes promising, threatening, offering, refusal,
language pledges
- acts that refer to the action performed by produced 4. EXPRESSIVES
utterances
- express a psychological state
- the speaker can convey physical action merely
through words and phrases - include thanking, apologizing, welcoming, and
congratulating
5. DECLARATIONS
TYPES OF SPEECH ACTS
- effect immediate changes in the institutional state of
1. LOCUTIONARY ACT affairs and which tend to rely on elaborate exta-
linguistic institutions
- the utterance of a meaningful sentence - include excommunicating, declaring war,
- what is said literally christening, firing from employment.
“It’s so dark in this room.”
- the speaker is merely describing the state of the
room.
“The box is heavy.”
- the speaker is merely describing the weight of the
box.
2. ILLOCUTIONARY ACT
- the social function of what is said
- refers to the intention of the speaker
“It’s so dark in this room.”
- the speaker is requesting to turn on the light.
“The box is heavy.”
- the speaker is requesting to lift up the box.
3. PERLOCUTIONARY ACT
- the effect of what is said to the person
- characteristic aims of a speech act
“It’s so dark in this room.”
- the speaker is saying this while turning on the light.
“The box is heavy.”
- the speaker is saying this while lifting up the box.

CLASSIFICATION OF SPEECH ACTS

1. REPRESENTATIVES
- speech acts that the utterances commit the speaker
to the truth of the expressed proposition
- produced based on the speaker’s observation of
certain things then followed by stating the fact or
opinion based on the observation
2. DIRECTIVES
- used to get someone else to do something.
- includes requesting, questioning, command, orders,
and suggesting.
3. COMMISIVES
- commit the speaker to some future course of action