ELEMENTS AND

MODELS OF
COMMUNICATION
 Is there only
one way to
explain how
communicatio
n works?
 Models of
Communication
1. Aristotle’s model
 He first and the earliest
model
 Aristotle is a teacher in
Rhetoric who put up an
academy to produce good
speakers
 (Listener)
(Message)
Speaker SPEECH AUDIENC
E
2. Shannon-Weaver Model
Known as the mother of all
communication models, the
Shannon-Weaver model
(1949) depicts
communication as a linear or one-way
process consisting of five elements:
a source(producer of message);
a transmitter(encoder of message into
signals);
a channel (signals adapted for transmission);
a receiver (decoder of message from the
signal);
and a destination
This model, however, has been
criticized for missing one essential
element in the communication
process: feedback
Without feedback, the speaker will
not know whether the receiver
understands the message or not.
3.Transaction Model
Unlike the Shannon-Weaver
Model, which is a one-way
process, the Transaction Model
is a two-way process with the
inclusion of feedback as one
element.
As shown in Figure 2, this model is more
interactive.
There is a collaborative exchange of
messages between communicators with
the aim of understanding each other.
It also shows that a barrier, such as noise,
may interfere with the flow of
communication.
4. Eugene White’s Model
 Said that communication is
circular and continuous
without a beginning or end.
 He made a cyclical model
- He points that although we can
assume that communication
begins with thinking ,
communication can actually be
observed from any point in the
circle.
 Expressing

Symbolizing Transmitting

Thinking Receiving

Monitoring Decoding

Feedback
Eugene White contributed the
concept of Feedback to the field of
communication
Feedback is the perception by the
Speaker about the Response of the
Listener
The Speaker can only receive
Feedback if the Speaker is
monitoring the Listener
 The Speaker will know what the
Listener’s response is only if
he/she is paying attention.
Study the diagram below. It represents the
Schramm Model.
Schramm (1954) modified the Shannon-
Weaver Model.
What has Schramm added to the Shannon-
Weaver Model?
Is the new model more comprehensive? Why
do you think so? How is it different from or
similar to the Transaction Model?
 Functions of
Communication
Five functions of communication:
Regulation/Control – Communication
functions to control behavior.
Social Interaction – Communication
allows individuals to interact with others.
Motivation – Communication motivates
or encourages people to live better.
Emotional expression –
Communication facilitates
people’s expression of their
feelings and emotions.

Information dissemination –
Communication functions to
convey information.
REGULATION AND CONTROL
Example:
Making an announcement that
the community will start
segregating garbage.
Telling someone to be quiet or
encouraging someone to continue
discussing a topic
B
Social Interaction
Example:
 Friends getting together to
enjoy each other’s company.
Getting to know somebody

B
Motivation
Example:
Convincing friends to go to the
mall after school to watch a
movie

B
Information
Example:
Knowing what Dengue is and
how to avoid it.
Knowing when and where the
school graduation will be held.

B
Emotional Expression
Example
Receiving messages that
include pictures of the
devastation brought about by a
typhoon such as Yolanda then
donate food, money and clothes
after seeing it. B
Emotional Expression
Example
Receiving messages that
include pictures of the
devastation brought about by a
typhoon such as Yolanda then
donate food, money and clothes
after seeing it. B
REGULATION AND
CONTROL

B
- Means being able to use language,
gestures and emotions to manage
individual or group activities such as
a parent telling a child not to
misbehave or a policeman directing
pedestrians not to jaywalk but cross
on the pedestrian lane.
Example:
 A student asking his/her parents to
stop teasing them about having a crush
in school.
Siblings told not to look for the crush
in school
Friends/classmates are under strict
orders not to talk about the crush at all
Regulation and Control
- is observable if we focus on
the verbal and nonverbal cues
used by the speaker to achieve
his/her purpose
A. Verbal cues
 are specific words chosen and
used.
 the speaker and listener when
using verbal cues should be
respectful of each other’s culture as
well as of their age, gender, social
status and religion
The words are usually
directives, orders, requests, etc.
meant to regulate or control
people’s behavior
In certain cases involving
women or in situations in the
Philippine society involving a
superior and a subordinate,
an order is oftentimes
worded as request
B. Nonverbal cues
Include hand gestures, bodily
action (including posture), vocal
tone (paralanguage), eye contact.
The tone and the bodily action that
accompany the words are
authoritative and firm.
 Eye contact is direct.
In our culture, these cues
may be softened for
children and the elderly
Activity:
Identify whether these instances use
Regulation/Control (whether verbally or
nonverbally) or not.
1. The teacher looks sharply at the noisy
students.
2. The yaya combs the little girl’s hair.
3. The janitor tells the students to move
away from the area of the corridor he Is
cleaning.
4. The group of boys asks the bus driver
to stop in front of the bank.
5. The bus driver tells the boys that he
can only stop at the next bus stop.
6. At the mention of “FIRE!” the office
manager directs all the employees to the
nearest fire exit.
7. The contestant delivered a
speech on saving the trees in SM
Baguio.
8. A priest leads the people who
are waiting for the arrival of
Pope Francis at the Luneta in
singing various welcome chants.
9. A younger sibling is teased
until he/she cries.
10. The vendors on the
sidewalks keep calling out to
passersby to attract their
attention
 SOCIAL
INTERACTION
 is the most obvious, the most
often used and the most
popular.
 happens when people interact
with other people by talking,
conversing, laughing or just
enjoying with them
Social interaction verbal and nonverbal
cues
a. Verbal cues- are specific words
chosen and used.
b. The speaker and listener when using
verbal cues should be respectful of
each other’s culture as well as of
their age, gender, social status and
religion
The words usually used are
mostly informal terms and
casually delivered, although
Philippine society dictates
certain decorum when
talking to elders or figures of
authority.
B. Nonverbal Cues
Include hand gestures, bodily
action (including posture), vocal
tone (paralanguage) and eye
contact.
The tone used is friendly, even
teasing and the bodily action is
relaxed
 Uses the most verbal and
nonverbal cues with the most
adaptation for the simple
reason that it occurs
everyday, nearly 24 hours a
day.
Activity
1. Asking the janitor where
the comfort room is.
2. The boys calling out to a
friend to come over and
join them
3. The janitor talking about
the kinds of students he/she
encounters.
4. The girls discussing what
happened at the party they all
attended last night
5. The office manager telling
the clerk to retype the
contract.
6. The employees teasing the
office manager during his/her
surprise birthday party.
7. People sympathizing with
the families of the soldiers.
8. The soldiers not reacting to
the President’s speech.
9. Trying to find out why a
sibling is crying
10. Eating dinner quietly with
the family.
MOTIVATION
 is the most purposive function
of communication
 When people talk there is
always a goal to be achieved or
motive that must be
accomplished.
Ex:
The motivation to talk with the
teacher is perhaps to ask him/her
for more time to finish a class
project.
Members of a church youth group
listen to a certain candidate in the
upcoming Church Council
elections
 A customer convinces a
vendor to sell a bigger sized
mango for the same price as
a smaller one.
Motivation is accomplished
using the following:
a. Verbal cues- are the words
chosen and used
specifically to achieve this
function
More direct and purposeful
words are chosen for both
men and women, although
these can be softened for
children and the elderly.
b. Nonverbal cues
 strong words are accompanied by
emphatic gestures and a forceful
tone of voice.
Direct eye contact is necessary to
underscore the Speaker’s sincerity
and conviction.
 INFORMATION
DISSEMINATION
Exmples of information
dissemination as a function of
communication:
 A Filipino scientist provides
information to a low-income
community on how to light up
their homes by using a bottle
filled with water and a teaspoon
of bleach.
 The school dentist tells a
kindergarten class how to brush
one’s teeth properly.
 A weather forecaster on TV
tracks the path of a low-
pressure are (LPA) which might
turn into a typhoon.
 Verbal cues
 words must be carefully
chosen
Example:
The scientist most likely will
use Filipino to be understood by
many and will use po and opo.
The dentist will use simple
words for the benefit of the
children in the kindergarten
class
The weather forecaster will not
use too much technical jargon
to be understood by people
listening to the radio and
watching TV.
b. Nonverbal cues
 To convince the community to try
the experiment, the scientist will do
an actual demonstration. The
dentist can show pictures or video
that the children can understand
showing what happens when they
do not brush their teeth.
 The forecaster calmly
gestures on the map,
pointing out the path of
the LPA, using a soothing
tone of voice to avoid
alarming the audience.
ACTIVITY
1. Full name/Nickname(and why)/Age
2. Province where the family came from
3. Favorites/Likes (food, hobbies,
books,movies,sports,subjects,etc.)
4. Dislikes (food, hobbies, books, movies,
sports, subjects, etc.)
5. Other things the class should know (being
a contestant in “The Voice” an awardee
for being an Eco-Warrior, etc.)