Tema 3

THEME 3: THE COMMUNICATION PROCESS

1. INTRODUCTION

• This theme explores various aspects of the communication process, which has been widely examined from different linguistic perspectives. The analysis will highlight key approaches to communication while considering the impact of the communicative approach and task-based functions in Spain. The discussion will define the communication process, language functions, and concepts like “language in use” and “negotiation of meaning.”

2. THE COMMUNICATION PROCESS

• Communication is defined as the exchange of information utilizing verbal and non-verbal symbols. According to Halliday, the main features of communication include:

  • Social Interaction: Communication typically occurs within a social context.

  • Purpose: It aims to convey messages effectively.

  • Creativity and Unpredictability: Successful communication reduces uncertainty for participants.

  • Verbal and Non-verbal Elements: This includes gestures and body language (kinesics) as well as physical proximity (proxemics).

2.1. Communication Means

• Language is just one communication means; semiotics studies the overall structure of sign systems. Various types of communication include:

  • 2.1.1. Speech: The primary usage of the auditory-vocal channel, with psychological and musical non-linguistic uses.

  • 2.1.2. Visual Mode: Encompasses both linguistic uses (like sign language) and non-verbal symbolic representations (e.g., traffic signals, Morse code).

  • 2.1.3. Tactile Communication: Limited linguistic functions, primarily non-linguistic, such as bodily contact conveying meaning.

  • 2.1.4. Olfactory and Gustative Modes: Less involvement in human communication but important for environmental context.

2.2. Communication Factors

• Roman Jakobson identified six key elements for communication:

  • 2.2.1. Addresser: The individual sending the message.

  • 2.2.2. Addressee: The recipient of the message.

  • 2.2.3. Message: The content conveyed in communication.

  • 2.2.4. Code: The symbols shared between addresser and addressee.

  • 2.2.5. Contact: The channel or medium through which communication occurs.

  • 2.2.6. Context: The situational factors that guide communication effectiveness and register.

3. THE FUNCTIONS OF LANGUAGE

• The functions of language extend beyond mere communication of ideas. Different scholars have categorized these functions:

  • 3.1. Malinowski: Distinguished between pragmatic and magical functions of language.

  • 3.2. Bühler: Identified three functions based on orientation (self, addressee, reality): expressive, conative, and representational.

  • 3.3. Jakobson's Model: Expanded on Bühler's framework and identified six language functions:

    • 3.3.1. Expressive Function: Relates to feelings expressed by the addresser.

    • 3.3.2. Conative Function: Seeks to influence the behavior of the addressee.

    • 3.3.3. Poetic Function: Focuses on the form and aesthetic of the message.

    • 3.3.4. Metalinguistic Function: Language reflects on itself.

    • 3.3.5. Phatic Function: Maintains social relationships without conveying factual information.

    • 3.3.6. Referential Function: Conveys information about the world.

  • 3.4. Halliday’s Model: Identified three primary functions of language:

    • 3.4.1. Ideational: Represents our understanding of the world.

    • 3.4.2. Interpersonal: Represents interactions with others.

    • 3.4.3. Textual: Ensures coherence and cohesion in communication.

4. LANGUAGE IN USE

• Language is the most developed human communication form. Understanding its use involves recognizing both the systems of language and the context in which it occurs.

4.1. Usage vs. Use

• Language teaching involves two aspects: constructing correct sentences (usage) and achieving communicative goals within context (use). This echoes Saussure’s and Chomsky’s distinctions between abstract systems and practical application. Dell Hymes introduced communicative competence encompassing:

  • Systematic potential: Identifying possible utterances.

  • Appropriacy: Determining context-appropriate language.

  • Occurrence: Understanding expression frequency among speakers.

  • Feasibility: Recognizing utterances that are grammatically permissible and socially effective.

4.2. Discourse Analysis

• Moving beyond isolated sentences, teaching must focus on discourse and connected language use rather than mere grammatical competence. Effective communication occurs within contexts that necessitate understanding how sentences function collectively.

5. THE NEGOTIATION OF MEANING

• Learners often navigate communication challenges that require interactional strategies for mutual understanding, including:

  • 5.1. Feedback: Signals of understanding during conversation (back channeling).

  • 5.2. Foreigner Talk: Simplifying language for non-native speakers.

  • 5.3. Repair: Correcting errors or misunderstandings during conversation.

5.2. Grice’s Cooperative Principle

• In conversations, participants adhere to four maxims aimed at effective communication:

  • Maxim of Quantity: Provide necessary information.

  • Maxim of Quality: Speak truthfully.

  • Maxim of Relevance: Maintain relevance.

  • Maxim of Manner: Communicate clearly and succinctly.

5.3. Turn-taking Procedures

• Governed by social norms, turn-taking regulates participant engagement in conversations.

5.4. Adjacency Pairs

• Pairs of utterances that are contextually related, facilitating structure in conversation (e.g., greeting-greeting, question-answer).

6. CONCLUSION

• The significance of the discussed topics reinforces the need for their incorporation into classroom practices. It emphasizes the diverse functions of utterances and other communicative elements such as negotiation of meaning and language use.

7. BIBLIOGRAPHY

• Key references include:

  • Widdowson, H.G. (1985). Teaching Language as Communication. OUP.

  • Richards, J.C. (1992). Dictionary of Language Teaching & Applied Linguistics. Longman.

  • Harmer, J. (1991). The Practice of English Language Teaching. Longman.

  • Mackey, W.F. (1965). Language Teaching Analysis. Longman.

THEME 3: THE COMMUNICATION PROCESS

1. INTRODUCTION

This theme explores various aspects of the communication process, which has been widely examined from different linguistic perspectives. The analysis highlights key approaches to communication while considering the impact of the communicative approach and task-based functions in Spain. The discussion defines the communication process, language functions, and concepts like “language in use” and “negotiation of meaning.”

2. THE COMMUNICATION PROCESS

Communication is defined as the exchange of information utilizing verbal and non-verbal symbols. According to Halliday, the main features of communication include social interaction, which typically occurs within a social context; purpose, which aims to convey messages effectively; and creativity and unpredictability, where successful communication reduces uncertainty for participants. Communication involves both verbal and non-verbal elements, including gestures and body language (kinesics) as well as physical proximity (proxemics).

2.1. Communication Means

Language is just one communication means; semiotics studies the overall structure of sign systems. Various types of communication include speech, which serves as the primary usage of the auditory-vocal channel, along with psychological and musical non-linguistic uses. The visual mode encompasses both linguistic uses, such as sign language, and non-verbal symbolic representations, like traffic signals and Morse code. Tactile communication has limited linguistic functions, primarily serving non-linguistic roles, while olfactory and gustative modes are less involved in human communication but still important for environmental context.

2.2. Communication Factors

Roman Jakobson identified six key elements for communication: the addresser, who sends the message; the addressee, who receives it; the message itself, which is the content conveyed; the code, which consists of the symbols shared between the addresser and addressee; the contact, which refers to the channel or medium through which communication occurs; and the context, which includes the situational factors that guide the effectiveness and register of communication.

3. THE FUNCTIONS OF LANGUAGE

The functions of language extend beyond merely communicating ideas. Different scholars have categorized these functions. Malinowski distinguished between pragmatic and magical functions, while Bühler identified three functions based on orientation—expressive, conative, and representational. Jakobson's model expanded on Bühler's framework and identified six language functions: expressive (related to feelings expressed by the addresser), conative (which seeks to influence the behavior of the addressee), poetic (focusing on the form and aesthetic of the message), metalinguistic (where language reflects on itself), phatic (maintaining social relationships without conveying factual information), and referential (conveying information about the world). Halliday also identified three primary functions of language: ideational (representing our understanding of the world), interpersonal (representing interactions with others), and textual (ensuring coherence and cohesion in communication).

4. LANGUAGE IN USE

Language is the most developed form of human communication. Understanding its use involves recognizing both the systems of language and the context in which it occurs. Language teaching involves two aspects: constructing correct sentences (usage) and achieving communicative goals within context (use). This aligns with Saussure’s and Chomsky’s distinctions between abstract systems and practical application. Dell Hymes introduced the concept of communicative competence, encompassing systematic potential (identifying possible utterances), appropriacy (determining context-appropriate language), occurrence (understanding expression frequency among speakers), and feasibility (recognizing utterances that are grammatically permissible and socially effective). Moving beyond isolated sentences, discourse analysis focuses on connected language use rather than merely grammatical competence, emphasizing the necessity of understanding how sentences function within their respective contexts.

5. THE NEGOTIATION OF MEANING

Learners often face challenges in communication that require interactional strategies for mutual understanding. This includes feedback, which serves as signals of understanding during conversation (back channeling), foreigner talk (simplifying language for non-native speakers), and repair (correcting errors or misunderstandings during conversation). Grice’s Cooperative Principle states that conversational participants adhere to four maxims for effective communication: the maxim of quantity (providing necessary information), the maxim of quality (speaking truthfully), the maxim of relevance (maintaining relevance), and the maxim of manner (communicating clearly and succinctly). Turn-taking procedures are governed by social norms, regulating participant engagement in conversations. Adjacency pairs are pairs of utterances that are contextually related and facilitate structure in conversation, such as greeting-greeting and question-answer.

6. CONCLUSION

The significance of the discussed topics reinforces the need for their incorporation into classroom practices, emphasizing the diverse functions of utterances and other communicative elements, such as negotiation of meaning and language use.

7. BIBLIOGRAPHY

Key references include Widdowson, H.G. (1985). Teaching Language as Communication. OUP; Richards, J.C. (1992). Dictionary of Language Teaching & Applied Linguistics. Longman; Harmer, J. (1991). The Practice of English Language Teaching. Longman; and Mackey, W.F. (1965). Language Teaching Analysis. Longman.