SARMIENTO, LINDSEY LOHAN M.

ELEMENTS OF COMMUNICATION
STEM 11-Y1-4 APPROACH
ORAL COMMUNICATION (1ST QUARTER) Involves timing, medium, and other strategies. The decision
of how to approach a conversation should be informed by
(WEEK 1): the speaker’s knowledge of the audience.
COMMUNICATION Example: A teacher opening an communication to the students
Comes from the Latin word “communicare” which means as the discussion requires interaction with one another.
“to share” DEVELOPMENT
The act of passing information from one location, person, Communication characteristic that must always have, as
or group to another is referred to as communication. communication is huge factor in a daily basis.
Can be form through Verbal and Non-Verbal. Communication must always includes citations, references
VERBAL COMMUNICATION or a basis, if the interaction happen.
the act of communicating with others through language. Example: A teacher gave an assignment, movie review, the
NON-VERBAL COMMUNICATION students need to share the information and necessary details
ORAL COMMUNICATION about the movie.
It is a method of exchanging language from one person CLARITY
to another. It first enables the recipient of the message to comprehend
Example: Job Interview, Debating, Giving Speech, Story it. If the communication is unclear, the recipient can
Telling, etc. perceive it incorrectly, which could result in
PROCESS OF COMMUNICATION misunderstandings.
Sender→Encoding →Message →Decoding →Receiver Second, clarity avoids confusion and disagreement.
→Feedback →Noise TONE
Sender Your tone when speaking to others explains and conveys
The sender is always the first party in a communication. message.
A source of information is the sender. A simple statement like "I don't know" can be interpreted
Receiver in many different ways depending on how you choose to
The second party in the communication process is the say it.
receiver. Particularly at business, your tone can influence not only
He is the one who gets messages, comprehends them, how people see you but also how likely they are to listen to
and responds by taking the appropriate action. you.
Chanel CORRECTNESS
It refers to the choice of communication routes a sender Correctness is the precision of ideas, calculations, and
uses to deliver his encoded message to the recipient. language.
Message When communicating, we should take care to employ the
The message is the subject material that the sender right words, syntax, and message structure.
wants to communicate to the receiver. Effective communication depends on using language and
A message could include the sender's facts, opinions, grammar correctly.
ideas, requests, suggestions, etc.
Decoding (WEEK 2); NON-VERBAL COMMUNICATION
refers to the process by which the message is converted TYPES OF NON-VERBAL COMMUNICATION
by the recipient into words that have meaning for them. 1. Body movements
It is the method by which the recipient understands 2. Paralanguage
messages. 3. Body Types
Encoding 4. Attractiveness
Encoding is the process of giving form and meaning to 5. Body Adornment
the message. 6. Space and Distance
When the sender expresses a message in terms of 7. Touch
words, symbols, gestures, drawings, or other means is a 8. Time
form of encoding. 1.BODY MOVEMENTS
Feedback gestures, body alignment, head, hand, or entire body
It determines whether the message is clearly movements.
comprehended and whether the recipient makes the In addition to serving as a means of emphasis or
appropriate effort as intended by the sender. reinforcement for what someone is saying, body language
Noise can also reveal information about the attitudes and feelings
It might or might not appear during communication. of the individual.
Any element that interferes with communication is *TYPES:
considered noise. EMBLEMS - direct translation into words.
(The process of communication is started by the sender. Example: Noah ask for a direction, as a respond Sheena a
When the sender has chosen a meaning, they encrypt the non-verbal communicator point out the direction using her
message and choose a channel to send it through to the finger.
recipient.)
ILLUSTRATORS - emphasize or to reinforce FUNCTIONS OF COMMUNICATION
Example: When you say the word “big” and stretch your 1. CONTROL OR REGULATIONS - to control behavior.
hands out wide in front of you (e.g: rules of the family that each member has to follow)
REGULATORS - signal the beginning and end of interaction 2. SOCIAL INTERACTIONS - allows individuals to interact
the ability to adjust and control one's behavior or actions. with each other.
DISPLAY OF FEELINGS - shows intensity. (e.g: the student inquires in the school administration)
Example: facial expressions for happiness, sadness, 3. EMOTIONAL EXPRESSION - Facilitates people's
anger, surprise, fear, and disgust. expression of their feelings and emotions.
ADAPTORS - Emotions that meet your needs personally 4. MOTIVATION - encourages people to live better.
and support environmental adaptation. 5. INFORMATION DISSEMINATION - to deliver information
Example: Common self- touching behaviors like
scratching, twirling hair, or fidgeting with fingers or hands (WEEK 3):
2. PARALANGUAGE - the way we say what we say. EFFECTIVE COMMUNICATION - is the glue that helps you
refers to any verbal communication that is done without deepen your connections to others and improve teamwork,
the use of words or any other means by which meaning decision making, and problem solving.
can be expressed besides speaking. Effective communication is also a two-way street.
*TYPES: IMPORTANCE: When communication is successful,
RATE- How fast or slow a person speaks. everyone engaged feels content and accomplished. Delivering
PITCH- highness or lowness of tone messages clearly eliminates the possibility of misinterpretation
VOLUME- aids in expressing intensity. Although a quiet or message modification, reducing the likelihood of conflict.
voice combined with a particular tone and facial expression THE 7C’s
can be just as intense, louder voices are typically associated 1. COMPLETENESS - Communication senders need to
with intensity. assess their message through the eyes of the receivers to
QUALITY- pleasing or unpleasing sound be sure they have included all relevant information.
3. BODY TYPES - discuss the ways in which personal 2. CONSIDERATION - "stepping into the shoes of others",
presentation and environment provide nonverbal cues. know the background, audience's viewpoints, mind-set,
*TYPES: educational level, etc.
ECTOMORPHS (thin people)- ambitious, younger, more 3. CONCISENESS - Only focused to the information you
suspicious of others, more tensed and nervous. have to provide to your recipient.
ENDOMORPHS (fat people) - more fashionable, lazier, 4. CORECTNESS -be precise in presenting facts and
weaker, more talkative, older, more warm-hearted and figures.
sympathetic, more dependent on others 5. COURTESY - implies that the message should show the
MESOMORPHS (athletic people) - stronger, more sender's expression as well as respect the receiver.
adventurous, more matured, more reliant, younger and taller. 6. COREHENT - The flow of your speech must be organized
4. ATTRACTIVENESS - physical attributes of a person may and logical.
mean something to the people around her. 7. CLARITY - avoid terminologies that is hard to understand.
Men and women who are perceived to be attractive are INTERPERSONAL VS. INTERCULTURAL
more sensitive, kind, strong, sociable and interesting. COMMUNICATION
5. BODY ADORNMENT - involves form of clothing, make-up, INTERPERSONAL COMMUNICATION
jewelry and hairstyle. When two or more people communicate with one another
6. SPACE AND DISTANCE - is used to describe the space It involves people communicating with one another and
that one wishes to have between themselves and the people exchanging thoughts, information, and messages.
they are speaking with. BARRIES IN INTERPERSONAL COMMUNICATION:
*TYPES: LACK OF FOCUS - moment-to-moment experience.
INTIMATE - direct contact. STRESS AND OUT OF CONTROL EMOTION -
PERSONAL DISTANCE - casual and personal conversation. reinforcing what is being said
PUBLIC DISTANCE - distance of more than 12 feet. INCONSISTENT BODY LANGUAGE - avoiding sending
SOCIAL DISTANCE - unknown speaker. negative signals.
7. TOUCH - The kind of touch used in communication reflects GUIDES TO IMPROVE A PERSON’S COMMUNICATION
meaning about the relationship between the sender and the SKILLS
receiver. BE ATTENTIVE LISTENER - Not just understanding the
The more intense the relationship, the more words or the information being communicated, but also
frequent and more intimate the touch. Touches can be understanding the emotions the speaker is trying to
classified as: Hug/embrace/holding hands. communicate.
8. TIME - There are two kinds of people based on time; BE STRESS-FREE DURING COMMUNICATION - To
punctual and late. communicate effectively, you need to be aware of and in
For example, a student who is always late in class control of your emotions.
conveys the message that he is not interested in the OBSERVE NON-VERBAL SIGNALS - The way you look,
subject or he does not respect the teacher. listen, move, and react to another person tells them more
about how you’re feeling than words alone ever can
 BE ASSERTIVE - This means expressing your thoughts, MANAGEMENT OF OF INTERCULTURAL
feelings, and needs in an open and honest way, while COMMUNICATION
standing up for yourself and respecting others. Avoid slang, idioms, regional sayings.
INTERCULTURAL COMMUNICATION Careful encoding.
Ability to communicate, interact, and work with people of Use words, pictures and gestures.
varying nationalities, backgrounds, cultures, and even Improve listening and observation skills
languages across the world. Anticipate the meaning of the receiver will get.
A form of communication that aims to impart information, Develop cultural sensitivity
ideas, insights and opinions across various cultures and Get feedback from multiple parties
social communities. Careful decoding of feedback
COMPETENCE Selective transmission
(1) Flexibility and the ability to Build relationships, face to face, if possible
tolerate high levels of uncertainty. PRINCIPLES APPLIED IN INTERCULTURAL
(2) Reflectiveness or mindfulness COMMUNICATION
(3) Open-mindedness CULTURAL CONVERGENCE - The process by which two
(4) Sensitivity or more cultures begin to blend resulting in the sharing of
CULTURE - to all characteristics common to a particular values, beliefs, customs, and behavior.
group of people that are learned and not given by a nature. INTERCULTURAL ADAPTATION - Designed to explain how
THE DEVELOPMENT MODEL OF INTERCULTURAL communicators adapt to each other in “purpose – related
SENSITIVITY encounters”
DENIAL - Based on the belief that a person's culture is the COMMUNICATION ACCOMODATION THEORY
only real culture -This theory focuses on linguistic strategies to decrease or
Fail to see the existence the culture of others. increase communicative distances.
DEFENSE - “ “ CO-CULTURAL THEORY - It refers to interactions among
MINIMIZATION - Begins to find commonalities between underrepresented and dominant group members.
themselves and people of other cultures, banking on the
universality of ideas. COMMUNICATION MODELS
Recognizes that all people are people despite differences. LINEAR MODEL (THE SHANNON-WEAVER
ACCEPTANCE - Promote belief that one's culture is just one MATHEMATICAL MODEL, 1948)
of the many cultures in the world. A message is sent in a linear communication
Curiosity and desire to learn arise. style, in which the sender receives no response from the
ADAPTATION - “ “ message's recipient.
INTEGRATION - starts to to go beyond their own cultures and INTERACTIVE MODEL
see themselves based on different cultural viewpoints. The interaction model is also less message focused and
more interaction focused.
(WEEK 4): Interaction model of communication, communication is a
CHALLENGES IN INTERCULTURAL COMMUNICATION process in which participants alternate between the roles
ATTRIBUTION - The process where people look for an of sender and receiver and produce meaning by
explanation of another person’s behavior. communicating and receiving information in a variety of
MESSAGE TRANSMISSION - When the receiver is a person social, physical, and psychological contexts
from different culture, he/she uses information from his TRANSACTIONAL MODEL
culture and the interpretation may be different from the is a process through which communicators create social
speaker. realities in a variety of social, relational, and cultural
ADAPTATION - The process of intentional contexts.
selection and behavioral adjustment. From their own culture to Example; When you first meet a client, you send verbal
that of the current environment and gradually develop messages saying hello, who you are, and why you are
effective communication skills. there. Before you are done your introduction, the client is
BARRIES IN INTERCULTURAL COMMUNICATION reacting nonverbally. You don’t wait until you are done
ETHNOCENTRISM - Belief that one's own cultural group's sending your verbal message to start receiving and
behaviors, norms, way of thinking, and ways of being are decoding the nonverbal messages of the client. Instead,
superior to all other cultural groups. you are simultaneously sending your verbal message and
STEREOTYPING - Oversimplification or distortion of views of receiving the client’s nonverbal messages.
another race, another ethnic group, or even another culture ARISTOTLE MODEL
PREJUDICE - “ “ Primarily a speaker-centered approach, in which the
additional: Religion, Gender, Age, Social Status speaker and speech play a significant role.
The five main components are Speaker, Speech,
Occasion, Audience, and Effect. The first of the five basic
elements is the speaker's responsibility todeliver the
speech.
BERLO’S MODEL OF COMMUNICATION CODE - The method by which the message is sent is referred
to as the message's code.
For instance, imagine it as a password. Enter the incorrect
code, and the account won't open. Incorrectly utilize the
message's code, and the message will be disrupted.
3. CHANEL - A channel is a medium through which a
message is transmitted.
Depending on the message, different means of
communication exist, including the internet, radio,
television, print, etc.
The five human senses that can understand a message
encounter are referred to as Berlo's channels.
The SMCR model of communication is another name (Hearing, Seeing, Tasting, Touching, and Smelling).
for this framework. The emotional content of the message 4. RECEIVER - The person receiving the message is the
is a crucial component of communication, according to this one who decodes and understands it.
model, in contrast to the Aristotelian model, which All of the aforementioned elements, along with the
designates speakers as a vital component of the model. sender's thought pattern, should be in sync according to
1. SENDER Berlo's communication model.
The sender of the message is the person or source from WENDEL JOHNSON MODEL
which it originates. According to Romero and Eugeno (1997), this model
In the majority of communication models, the sender is a consists of the following stages:
common component. 1.Event or source stimulation, external to the sensory organs
COMMUNICATION SKILLS - The communication process is of the speaker; example, a panoramic view, load sounds,
influenced by the sender's or receiver's communication scent of perfume.
abilities. 2.Sensory stimulation- hearing, seeing, tasting, and feeling.
ATTITUDE - Their behavior toward the message, the 3. Pre-Verbal neurophysiological state.
recipient, and even themselves shapes the message's 4.Transformation of pre-verbal into symbolic forms.
meaning. 5. Verbal formulations in final draft for over expression.
KNOWLEDGE - “ “
SOCIAL SYSTEM - The communication is impacted by the
numerous social systems that exist between the sender and
the recipient.
Values, regulations, and other factors could have an
impact on the sender.
CULTURE - The messages will vary among cultures.
It is crucial to understand these differences before
engaging in cross- cultural communication since
something that is not objectionable in one culture could be
offensive in another. but also, as a result of various social
systems.
2. MESSAGE - A message is the actual content or setting of
communication.
It is something that is sent from the sender to the recipient
and can take any shape, including text, video, or other
types of media.
STRUCTURE - The effectiveness of a communication is
impacted by its composition and organization.
Both the sender and the recipient will be equally impacted
by this.
CONTENT - The content of a message is its subject matter. “For I know the plans I have for you,” declares the Lord,
Every message, whether it be an audio, video, text, or a “plans to prosper you and not to harm you, plans to give
combination of these elements, contains content. you hope and a future.” — Jeremiah 29:11
TREATMENT - refers to the manner in which the message is God has plans for you. This is true in any situation and no
delivered to the recipient. matter what the outcome is. God’s plan for your life is pre-
The receiver's feedback is impacted by the treatment. written and running smoothly, so you can rest knowing this.
ELEMENT -The message which are non-verbal elements like You can overcome an exam, but no exam can overcome you.
tone, expressions, signs or gestures, etc. A message could You are a child of God, and He is for you!
have multiple elements, like hand movements, gestures,
expressions, etc. Motivation after exam; magkikita with LDR FRIENDS gew