UNIT IV TYPES OF

COMMUNICATION
Intrapersonal Communication
Session 1 : Understanding the Self
 Learning Outcome

At the end of the lesson, you should be able to:

a. Differentiate the relationship between intrapersonal and

interpersonal communication
 Uses of Intrapersonal Communication
• Communication has to start with the self so as to achieve the
following:
1. Self-awareness - refers to knowledge of our strengths and
weaknesses and of the kind of person we are.
2. Self-discovery - we begin to find out interesting things about
ourselves such as : What we value in life, why we study, what
makes us angry, happy, sad, and afraid
3. Self-knowledge - as we discover ourselveswe get a picture
of ourselves or we begin to know ourselves better, to understand
why we do or not do certain things and why we are what we are.
 Uses of Intrapersonal Communication

4. Self-acceptance - the knowledge about the self and should

result in self-acceptance
- we cacept both the good and the not so good parts
of ourselves so that we can either enhance the good points or
try to change the not so good ones
5. Self-involvement - knowing our strengths and weaknesses
and ourselves, we are now ready to share ourselves with other;
in short we are ready to embrace the world
 Ways to Facilitate Intrapersonal Communication

1. Have regular time with self, an alone time.

2. Keep a diary.
Formal and Informal
Language
• Your purose for communication and the relationship you
have with the listeners/readers will determine if you are to
use formal or informal language
 UNIT III: INTERCULTURAL
COMMUNICATION
Lesson 5: Coping with the Challenges of
Intercultural Communication
 Learning Outcomes

At the end of the lesson, you should be able to:

a. recognize the challenges of intercultural communication;
b. deermine the sources of misunderstanding;
c. identify the approaches to studying intercultural
communication;
d. appreciate learning about other cultures and identities;
and
e. appreciate the value of co-existing with individuals of
different cultural backgrounds
Challenges of Intercultural
Communication
• English - a global lingua franca and has been declared
the official or working language of ASEAN
• House, 1999, p. 80 - the problem of misunderstanding is
not overt and can be traced to speech perturbations,
poorly managed turn-taking, and non-aligned, “parallel
talk”
• Meierkord, 2000, p. 11 as cited by Kaur, 2016 -
emphasizes that communication in English as a lingua
franca (ELF) is “a form of ircultural communication
characterized by cooperation rather than
misunderstanding” (p. 135)
• misunderstanding in intercultural communication may not
be always be caused by verbal utterances thus it may
also occur due to wrong interpretation of the non-verbal
code
 The Handshake

Country or Region Type of Handshake

United States Firm handshake

France Soft handshake

Germany Firm handshake, for men, traditionally

accompanied by a slight bow
Japan Handshake with hand firmly extended,
accompaied by a bow
Middle East Handshake and free hand placed on the
forearm of the other person
 Greetings

• Like handshakes, greeting rituals also vary from culture to

culture
• Japanese women bow differently from Japanese men
• The Geman bow which is termed as diener means a bow
to and in recognition of an authority. Thus, when a person
bows, he/she is actually sending the message “at your
service”
Sources of Misunderstanding
• Kaur (2016) cites the following as the sources of
misunderstanding:
1. Ambiguity - lack of explicitness on the part of the
speaker in the form of problematic reference and
ambiguous semantics in which an utterance i open to
different interpretations.
2. Performance-related misunderstanding - slips to the
tounge and mishearing which may be due to utterances
spoken quickly and unclearly.
3. Language-related misunderstanding -
ungrammaticality of sentences.
4. Gaps in world knowledge - gaps in content rather than
language.
5. Local context - turns and the turns within sequences
produced by the participants themselves, and the
orientation of the participants as well as the repair moves
that follow the displayed understanding.
 Approaches to Studying
Intercultural Communication
• Cultural Diversity - people have different languages,
lifestyles, and ways of thinking, speaking, and behaving
 Social Science of Interpretative Critical
Functionalist
Discipline on which Psychology Anthropology Various
approach is founded
Research goal Describe and predict Describe behavior Change behavior
behavior
Assumption of External and deribable Subjective Subjective and
reality material
Assumptns of Predictable Creative and voluntary Changeable
human behavior
Method of study Survey, observation Participant Textual analysis of
observation, field media
study
Relationship of Communication Culture created and Culture as a cite of
culture and influenced by culture maintained through power struggle
communication communication
 Social Science of Interpretative Critical
Functionalist
Contribution of the Identifies cultural Emphasizes that Recognizes the
approach variations; recognizes communication and economic and political
cultural differences in culture and cultural forces in culture in
many aspects of differences should be culture and
communication but studied in context communication;
often does not asserts that all
consider context intercultural
interactions are
characterized by
power
 UNIT IV: COMMUNICATION
FOR VARIOUS PURPOSES
Lesson 1: The Explanation Essay
 Learning Outcomes

At the end of this lesson, you should be able to:

a. demonstrate an understanding of the conventions of the
explanation essay;
b. appreciate the value of clearly explaining a phenomenon;
and
c. write an explanation essay of at least 500 words on a
topic of your choice.
Writing An Explanation Essay
• Why questions are very important

• adressing why questions means providing explanations

for phenomena
 Explanation Essay
• a written piece of work that addresses 'why' questions
• explains a particular topic to its readers
• meant to inform or educate the readers
• present convincing and adequate support for the
explanations
 UNIT IV: COMMUNICATION
FOR VARIOUS PURPOSES
Lesson 2: The Blog
 Learning Outcomes

At the end of this lesson, you should be able to:

a. differentiate between the journal or diary entry and the
blog;
b. appreciate the benefits and challenges of writing a blog;
and
c. write a blog of at least 500 words on any topic of your
choice.
Writing A Blog
• Journal or Diary Entry - handwritten entry on a piece of
paper or a notebook page
• Blogs - online journal
- first used in the 1990s
- a short version of “weblog”, or an individualized
piece of written work found on the web
- individual accounts of a writer's experiences and
emotions, thus, the viewpoint is usually personal and
subjective
• dicionary.com definition:
noun
1. a website containing a writer's or group of writer's own
experiences, observations, opinions, etc., and often having
images and links to other websites.
2. a single entry or post on such a website:
She regularly contributes a blog to the magazine's
website.
verb (used without subject), blogged, blogging.
3. to maintain or add new entries to a blog.

verb (used with object, blogged, blogging.

4. to express or write about on a blog:
She's been blogging her illness for almost a year.