MODULE 1

COMMUNICATION - is defined as the giving, receiving, or exchanging of information, opinions, or ideas so that message is completely understood.

Fernando, Habana, and Cinco (2010) - communication makes interaction possible within humankind. It establishes social ties, knit people together and ensures human cooperation.

Confucius - “Without knowing the force of words, it is impossible to know man.”

FORMS OF COMMUNICATION:

• Oral/Verbal Communication: Face-to-face Conversation, telephone, radio, television and other media

• Nonverbal Communication: body language, gestures, postures, and facial expression

• Written Communication: letters, emails, books, magazines, newspapers and other written media.

ELEMENTS OF COMMUNICATION:

1. Sender/Source -A person or group of persons that initiates the communication.

2. Encoding - The process of translating information into a message in the form of symbols that will represent the ideas or concepts

3. Message - Statement conveyed by one person to another.

4. Channel -The means to convey the message. Most channels are either oral or written.

5. Interference - These are the barriers in communication which hinder the senders’ message to be understood by the receiver.

6. Decoding - This is conducted by the receiver.

7. Receiver - The individual or individuals to whom the message is directed to.

8. Feedback - The response of the receiver to the sender’s message.

9. Context - The environment surrounding the communication act

FUNCTIONS OF COMMUNICATION

1. Regulation/Control Function of Communication - This is commonly witnessed when someone presents preferable behavior in doing something.

2. Social Interaction Function of Communication - This pertains to the exchanging of information to establish and maintain relationships or even in the interactions.

3. Motivation Function of Communication - It brings out the best in every individual and allows him/ her to do his best in everything he does. It has the power to boost one’s confidence and self-esteem.

4. Information Function of Communication - The collection, delivery, processing, dissemination of news, data, images, facts and messages, opinions and comments are needed so that people can understand and act clearly against international conditions, environment and others in order to make the right decision.

5. Emotional Expression Function of Communication - Communication is considerably the most important way/vehicle to convey emotions and feelings. Emotional expression refers to how one conveys emotional experience through both verbal and nonverbal behavior.

MODULE 2

Shannon-Weaver’s Model/ Linear Model:

• Developed by Shannon & Weaver in 1948

• This model describes communication as a linear process.

• This model assumes that communication only goes in one direction. Here, a person can be a sender or receiver, but not both.

• This model is also limited because it provides only one channel for only one message.

• It implies that messages themselves are clear-cut with a distinct beginning and a distinct end.

Transactional Models:

• This model views communication as a transaction.

• The Transaction Model is a two-way process with the inclusion of feedback as one element.

• The transactional model forms the basis for much communication theory because (1) people are viewed as dynamic communicators rather than simple senders or receivers, (2) there must be some overlap in fields of experience in order to build shared meaning, and (3) messages are interdependent.

MODULE 3

COMMUNICATION BREAKDOWN -This pertains to the failure of transmitting message from one person to another and interruption of the flow of communication from the sender to the receiver, thus making communication ineffective and less meaningful as both have difficulty in understanding the message conveyed in the process.

TYPES OF NOISES

• Psychological Noise -This pertains to the preconceived notion that an individual brings in a conversation such as stereotypes, biases, reputations and assumptions.

• Physical Noise - This refers to any external stimulus such as loud talking from the background, deafening background music or any startling noise in the background.

• Environmental Noise - This is a summary of noise pollution caused by transport, industrial and recreational activities.

• Semantic Noise - This pertains to one of the participant’s use of language and grammar which is unfamiliar to the decoder (receiver) of the message.

• Physiological Noise - This refers to the physical state or health of any of the participants of the communication process.

THE 7 C’S

1. Completeness - This provides that one must ensure that the transmitted message is complete, hence, the receiver substantially grasps all important information that the sender transcends to him or her.

2. Conciseness - This ensures that the message is on point. It helps the receiver to focus on what is important, thus speeds up the processing of information and understanding of the message.

3. Consideration - The speaker must always think of the receiver’s background. This is to make sure that they engage in a respectful communicative act.

4. Concreteness - is specific, tangible, vivid. It’s supported by facts and figures for enhanced credibility

5. Courtesy - Courtesy and consideration complement each other in effective communications. Courtesy means respecting the receiver’s culture, values and beliefs – i.e

6. Clearness - Clarity in any communicative act must be fostered as it will facilitate better understanding of the intended message. This must be built upon exact terminology and concrete words to avoid confusions and misunderstanding.

7. Correctness - There is a need for correct grammar and syntax as it may affect the meaning of the message.

MODULE 4

Six Types of Oral Communication Activities

One-on-One Speaking (Student-Student or Student-Teacher)

• This can range from moments punctuating a lecture, where students are asked to discuss or explain some question or problem with the person next to them, to formal student conferences with their instructor.

• Examples: Interviews, Confession, Telephone calls

Small-Group or Team-Based Oral Work

• Smaller-scale settings for discussion, deliberation, and problem solving.

• Appropriate for smaller classes and allows levels of participation.

• Small group or team based oral work encourages collaboration and participation among individuals within the group.

• Examples: Group reporting, Group activities, Role-playing in smaller groups

Full-Class Discussions (Teacher or Student-Led)

• Typically, less agonistic, argument-based, and competitive than debate and deliberation but still dialogic in character.

• Often times has the quality of creating an atmosphere of collective, out-loud thinking about some question, idea, problem, text, event, or artifact.

• A good way to encourage active learning

• Examples: Classroom setting either student led or teacher led and Meetings

In-Class Debate and Deliberation

• A structured consideration of some issue from two or more points of view.

• Debates typically involve participants who argue one side throughout, while deliberation allows both movement by individuals within the process.

• Both feature reason-giving argument. Can be applied to issues of many kinds, from disputed scientific facts to theories, policy questions, the meaning of a text, or the quality of an artistic production.

• Can range from two participants to a lecture hall.

• Examples: Debates and deliberations

Speeches and Presentation

• Classically, the stand-up, podium speech delivered by an individual from an outline or script.

• A strong element of monologue, not a dialogue can be built in with questions and answer or discussion with the audience afterward.

• Examples: Impromptu speaking, Oration, etc.

Oral Examination

• Can take place in the instructor’s office, in small groups, or before a whole class.

• Ranges from one oral question on an otherwise written exam to an oral defense of a written answer or paper to an entirely oral quiz or examination.

• Difficult with very large groups, but an excellent way to determine the depth and range of student knowledge and to stimulate high levels of preparation.

MODULE 5

TYPES OF SPEECH CONTEXT

INTRAPERSONAL - This refers to communication that centers on one person where the speaker acts both as the sender and the receiver of message. The channel is your brain, which processes what you are thinking and feeling.

INTERPERSONAL- This refers to communication between and among people and establishes personal relationship between and among them.

TYPES OF INTERPERSONAL COMMUNICATION

• Dyad Communication - Communication that occurs between two people.

• Small Group – This refers to communication that involves at least three but not more than twelve people engaging in a face-to-face interaction to achieve a desired goal.

PUBLIC - This type refers to communication that requires you to deliver or send the message before or in front of a group. The message can be driven by informational or persuasive purposes.

MASS COMMUNICATION - This refers to communication that takes place through television, radio, newspapers, magazines, books, billboards, internet, and other types of media.

MODULE 6

TYPES OF SPEECHES

MANUSCRIPT SPEECHES - This is when a speaker reads a pre-written speech word by word to an audience. The speaker makes the entire speech by referring to the printed document, or as seen on the teleprompter.

Tips on how to deliver manuscript speeches

• Prepare

• Mark

• Practice

• Practice some more

• Concentrate

• Act it out

MEMORIZED SPEECH - A memorized speech is a speech that is recited from memory rather than read from cue cards or using the assistance of notes.

Tips on how to deliver a Memorized Speech

• Break it down!

• Build it up!

• Speak out!

• Identify Keys!

• Have a break!

• Record and listen!

• Use note cards!

IMPROMPTU SPEECH - Impromptu speeches are delivered with little or no time for preparation. Impromptu, itself means “doing something without preparation”.

Tips on how to deliver impromptu speech

• Grab a pen and a piece of paper.

• Highlight a few interesting or significant points

• Try to memorize key points.

• Remember you’re in charge of this time.

• Feel free to acknowledge that you have not prepared for a speech.

• Begin with your introductory sentence, elaborate, then start working your way to your ending sentence.

• As you deliver your speech, concentrate on diction and tone.

ENTERTAINMENT SPEECH - An entertainment speech aims to share goodwill, joy, and pleasure to the audience. The purpose of an entertainment speech is not to educate, inform, or inspire because the primary goal is to make the audience relax, enjoy, and even laugh

Tips on how to deliver Entertainment speech

• Start with a greeting

• Keep in mind your audience

• Smile

• Visual aids

• Be confident

• Engage with the audience

• Forget about complex sentences

• Adopt your speeches

• Keep an eye on time

• Enjoy your speech

EXTEMPORANEOUS SPEECH - An extemporaneous speech is a limited preparation speech event.

INFORMATIVE SPEECH - Informative Speech When delivering an informative speech, your objective is to enlighten and educate your audience on a subject. This type of speech involves the use of demonstrations, descriptions, definitions, and details to explain a topic, person, or place.

PERSUASIVE SPEECH - Persuasive speaking is the form of communication that people of diverse backgrounds mostly engage in. This kind of speech can center on any arguably interesting topic under the sun.

MODULE 7

SPEECH ACT - is an utterance that a speaker makes to achieve an intended effect

THREE TYPES OF SPEECH ACTS

(According to J. L. Austin (1962))

1. Locutionary act - is the actual act of uttering. “Please do the dishes.”

2. Illocutionary act - is the social function of what is said. By uttering the locution “Please do the dishes,” the speaker requests the addressee to wash the dishes.

3. Perlocutionary act - is the resulting act of what is said. This effect is based on the particular context in which the speech act was mentioned. “Please do the dishes” would lead to the addressee washing the dishes

Indirect speech acts - occur when there is no direct connection between the form of the utterance and the intended meaning.

Searle’s Classifications of Speech Act - As a response to Austin’s Speech Act Theory, John Searle (1976), a professor from the University of California, Berkeley, classified illocutionary acts into five distinct categories.

1. Assertive – a type of illocutionary act in which the speaker expresses belief about the truth of a proposition. Example: No one makes better pancakes than I do.

2. Directive – a type of illocutionary act in which the speaker tries to make the addressee perform an action. Example: Please close the door.

3. Commissive – a type of illocutionary act which commits the speaker to doing something in the future. Example: From now on, I will participate in our group activity.

4. Expressive – a type of illocutionary act in which the speaker expresses his/her feelings or emotional reactions.

5. Declaration – a type of illocutionary act which brings a change in the external situation. Simply put, declarations bring into existence or cause the state of affairs which they refer to. Example: You are fired