SHS

Oral Communication
in Context
Semester 1 – Quarter 1 - Module 2:
Models of Communication
Lesson 3:
The Transactional Model of Communication
Oral Communication in Context – Grade 11
Semester 1 – Quarter 1 - Module 2
LESSON 3: The transactional model of communication

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Regional Director: Gilbert T. Sadsad

Assistant Regional Director: Jessie L. Amin

Development Team of the Module

Writer: Emil Asejo

Editors: Nida D. Bernaldez

Carlita L. Briones
Minerva P. Antang
Reviewers: Nida D. Bernaldez
Iriga City Division (headed by Dr. Claudia Marilou S. Marpuri)
Illustrator: Albert B. Belir
Layout Artist: Alexis I. Piñgol
Oral Communication in Context
Module

MELC 2-Q1. Models of Communication

First Semester, Module 2

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 LESSON 3

Model 3: The Transactional Model of Communication

Specific Objectives:

At the end of the lesson, the students should have:

1. identified the elements of Transactional Model of Communication;

2. explained Transactional Model of Communication;
3. differentiated Transactional Model of Communication from Shannon-Weaver
Mathematical Model and Aristotle’s Model of Communication; and
4. presented an output exhibiting Transactional Model of Communication.

LET’S GET STARTED

We are done with two models of communication proposed by Aristotle and

Shannon and Weaver, respectively. Also, we already identified the elements present in
each model.

Let us then recall how these two differ from and agree with each other before we
proceed with our next model. Below is a Venn Diagram. You may use it or any other
graphic organizer to show the similarities and differences of the two previously discussed
models.

Aristotle’s Shannon-Weaver’s

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 Based on your answers above, what are the elements that could have contributed
to a successful communication process if present in the two models? List them below
and your reasons for including such.

Elements Reasons

Let us now find out if your suggested elements are present in this model that we
are going to talk about.

LET’S DISCUSS

In our first lesson on the models of communication, we

found out that Aristotle’s model is speaker-centered. There is
no opportunity for the audience to provide feedback because
they remain passive in the communication process. The
audience serves as mere receiver of speech from the speaker.
Hence, this model is one-way. Also, Shannon-Weaver’s
model was criticized for not having an element to know
whether the destination understood the message sent by the
source, which makes this model one-way as well. This
element is feedback. Moreover, in those two models, the
surrounding where the communication takes place is not
considered or does not play a crucial role in the process.

This model that we are going to discuss gives importance to other missing
elements in the two models. This is called Transactional Model of Communication.

Transactional model of communication is the exchange of messages between

communicators where each take turns to send or receive messages.1 It describes
communication as a process in which communicators generate social realities within
social, relational, and cultural contexts. This model includes participants who are

1businesstopia, "Transactional Model of Communication," in Businesstopia, January 6, 2018. Retrieved

on June 30, 2020 from https://www.businesstopia.net/communication/transactional-model-
communication.

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simultaneously senders and receivers and accounts for how communication constructs
our realities, relationships, and communities.2

This model, unlike the first two that we discussed, considers two other important
elements that affect the communication process: context and feedback.

Figure 1 Types of Contextual Influences (Photo Credit: www.open.lib.umn.edu)

It is believed that a successful communication can be achieved by considering not

only the communicators themselves but also external influences in a communication
encounter. These are called contextual influences. The types are social context, cultural
context, and relational context.

The rules or norms in a society that influence the communication process are what
we call social context. This also includes those values, laws, and other restrictions of a
society to communicate within a specific limit.3 Examples of these are ways to greet,
thank, or apologize to a person. What other social context or social norms in your
community could you think of? List them in the box below.

SOCIAL CONTEXT

2 Barnlund, D. C. “A Transactional Model of Communication,” in Foundations of Communication Theory,

eds. Kenneth K. Sereno and C. David Mortensen (New York, NY: Harper and Row, 1970), 83–92.
Retrieved on June 30, 2020 from www.open.lib.umn.edu
3 businesstopia, "Transactional Model of Communication," in Businesstopia, January 6, 2018. Retrieved

on June 30, 2020 from https://www.businesstopia.net/communication/transactional-model-

communication.

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 Cultural context includes various aspects of identities such as race, gender,
nationality, ethnicity, sexual orientation, class, and ability.4 If people communicating are
within the same cultural context, they will have better communication, unlike those that
do not belong in the same context. This is where conflict arises, especially when one
views his race, nationality, or ethnicity as dominant than the other’s. Could you think of
other situations where cultural context is exhibited and violated? Write your answer in
the box below.

CULTURAL CONTEXT

Lastly, based on our experience, would you agree with me if I say that we talk
differently with someone we have known for a long period of time than with a stranger or
someone we just met? This is what we call relational context, which refers to the
relationship between the sender and the receiver(s) of a message (e.g. father-son, friend-
friend, etc.).5 Now, think of other relationships and determine how this particular context
affects the entire communication process. Example: (student-teacher) Karl always shows
respect to his teacher that he follows his teacher’s requests or commands.

RELATIONAL CONTEXT

Now that we are done with different types of contextual influences, let us try to
summarize them and see if you understood this topic.

Below are samples of what we discussed. Group them according to type: social,
cultural, or relational context. Then, discuss what could go wrong if this particular context
is compromised.

attire expert-layman shaking of hands

cheating Bikolano vs Bisaya supervisor-supervisee
Filipinos plaintiff-defendant lying
4 Barnlund, D. C. “A Transactional Model of Communication,” in Foundations of Communication Theory,
slaves vs freemen parents-teachers
eds. Kenneth K. Sereno and C. David Mortensen (New York, NY: Harper and urban
Row,gang
1970), 83–92.
raising of voice tribes
Retrieved on June 30, 2020 from www.open.lib.umn.edu debtor-debtee
5 Lee McGaan. “The Six Kinds of Context,” Retrieved on June 30, 2020 from www.department.monm.edu

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 Social Cultural Relational

Explanation

I do hope that you already understood what context is all about and how it affects
and contributes to the communication process. Now, let us discuss another important
additional element in Transactional Model which is not present in the Aristotle and
Shannon-Weaver Models of Communication. This is called feedback.

Receivers are not just passive absorbers of messages; they receive the message
and respond to them. This response of a receiver to sender’s message is called
feedback.6 This feedback could be verbal like questions or comments, or non-verbal like
smiles, nods, etc. Feedback helps us to know whether the message sent is understood;
thus, there is success in communication, otherwise it would result in failure.

Could you list down at least five (5) scenarios and provide possible feedback that
shows success and failure in communication? An example is provided for you.

SCENARIO SUCCESS FAILURE

Example: Everybody laughed. The audience gave a
Somebody cracked a joke. poker face.

6Prachi Juneja. Feedback Communication. Retrieved on July 2, 2020 from

https://www.managementstudyguide.com/communication_barriers.htm

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 SCENARIO SUCCESS FAILURE

Unlike the other two models we discussed earlier, the transactional model
suggests that we are simultaneously senders and receivers.7 Hence, the term
communicator is used in this model. For example, when conversing with a close friend
about your crush, right after sharing your experience, your friend reacts with excitement
coupled with small pinches and punches. And you just ignore those and continue to share
your stories while receiving these responses.

This is how Transactional Model differs from other models. The model displays
how communication becomes more difficult when communicators have less in common.8
There would be a simultaneous exchange of ideas (in a form of both message and
feedback), considering different contexts we discussed above.

Below is an illustration of how communication takes place in Transactional Model.

Figure 2. The Transactional Model of Communication (Photo Credit: https://i1.wp.com/www.doncrawley.com/wp-

content/uploads/2019/01/transactional-model_r2.png?fit=3997%2C2249&ssl=1)
7 A Primer on Communication Studies (v.10). Retrieved on July 2, 2020 from
https://2012books.lardbucket.org/books/a-primer-on-communication-studies/s01-02-the-communication-process.html
8 Communication Process. Retrieved on July 2, 2020 from https://www.communicationstudies.com/communication-

process

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 As seen in the illustration, the communicator’s field of experience, which also
includes context affects how each of them sends a message and receives a feedback. It
can also be noted that it’s not a one-way process, as exhibited by the arrows used. As
Communicator A encodes a message, to be decoded by Communicator B, a feedback is
sent, and vice versa. Moreover, noise and channel/s are also important elements in this
type of model.

Can you still recall the different types of noise? You may refer to your Module 1
Lesson 3. Locate the examples of noise in the puzzle below and group them according
to type. Do this activity in your notebook.

Physical Physiological Psychological Semantic

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 Can you also identify different channels that you usually use? List at least five
(5) below and explain how you use them. The first one is done for you.

Channel How It is Used

Online Platform (Google Meet) During virtual meetings and discussion
1.
2.
3.
4.
5.

LET’S SUMMARIZE

Here are the differences between Transactional Model and other communication
models:9

Transactional Model Other Models

Used for interpersonal communication
Senders and Receivers are known as
Communicators, they interchange their
roles
Includes the role of context and
environment
Includes noise and communication
barriers as factors
Simultaneous feedback
Used for Intrapersonal, interpersonal,
group or mass communications.
Senders and receivers are different
people
Role of context and environment are not
mentioned in other models
Not necessarily have the concept of noise
Feedback comes later in interaction
model and is not included in linear model

9businesstopia, "Transactional Model of Communication," in Businesstopia, January 6, 2018. Retrieved

on June 30, 2020 from https://www.businesstopia.net/communication/transactional-model-
communication.

9
ENRICHMENT ACTIVITY

(For advanced learners)

What type of everyday encounter can you apply

Transaction Model of Communication? Explain your
answer. Provide examples as possible.

(For average learners)

Think of a previous conversation you had with a

friend, a relative, or a partner. Analyze and illustrate it
by using the Transactional Model of Communication.
You may refer to Figure 2 as your reference. Do not
forget to label each element.

POST-TEST

Choose one activity below according to your preference that exhibits or shows
how Transactional Model of Communication is used.

For Visual Learners:

Create a poster/website/vlog about “One Day in Our Community” and highlight
this model and its elements

For Verbal/Linguistic Learners:

Write a poem/essay/blog about how this model of communication helps you as a
student, as a citizen, and as a future professional.

For Musically Inclined:

Compose a song that tackles this model and highlight the elements. Sing it and
record it using your mobile phone.

For Bodily-Kinesthetic:
Choreograph a dance that exhibits this model. Record it using your mobile
phone.

Rubrics for evaluating a poster

Criteria 10 8 5
Graphics are all in Most graphics are in
Graphics Many graphics are not
focus and related to the focus and related to the
(Clarity and clear or are too small and
topic and the content topic and the content
Relevance do not relate to the topic.
easily viewed. easily viewed.

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 Almost all items of
All items of importance Labels are too small to
importance on the
Labels on the poster are clearly view OR no important
poster are clearly
labelled. items were labelled.
labelled.
The poster is The poster is The poster is
exceptionally attractive in acceptably attractive distractingly messy or
Attractiveness
terms of design, layout, though it may be a bit very poorly designed. It
and neatness. messy. is not attractive.
Total No. of
Student’s score: / 30
Points = 30
*Adapted from http://eworkshop.on.ca/edu/pdf/Mod32_Poster_Rubric.pdf

Rubrics for evaluating a poem/essay/blog

Criteria 10 8 5

Little use of vocabulary as

Highly effective use of
Effective use of vocabulary it relates to the topic.
Content strong vocabulary as it
as it relates to the topic. Room for more word
relates to the topic.
incorporation.
Organization The output started with a The output has strong The student’s output
strong opening, followed opening, supporting lacked transition and
by supporting details/stanzas and coherence.
details/stanzas and conclusion but transition
summarized in conclusion. was not established.
Audience Appropriate audience Appropriate audience A lot more practice in
Address address with a high address; audience may be voice, intonation,
likelihood to engage and engaged and entertained. language, and volume is
entertain. recommended to engage
and entertain the
audience.
Total Points for each item: 30 points Student’s score: / 30
*Adapted from http://www.readwritethink.org/files/resources/lesson_images/lesson1001/poetry.pdf

Rubrics for evaluating a song

Criteria 10 8 5
The song lyrics are The song lyrics are good.
The song lyrics are
outstanding. The words The words are somewhat
somewhat coherent. The
Lyrics are memorable. The memorable. The
audience can easily
audience can easily audience can easily
relate with the lyrics.
relate with the lyrics. relate with the lyrics.
The student composed The song composed is
The student composed
an original song but there not very original, and
Creativity an original song with a
are some elements that there are some elements
clear theme.
are not excellent. that are not excellent.

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 Student uses several
props (could include
costume) while
Props and presenting that
Costume accurately fit the period,
show considerable
work/creativity and make
the presentation better.
Total No. of
Student’s score:
Points = 30
*Adapted from https://www.rcampus.com/rubricshowc.cfm?code=FX9B359&sp=yes&
Rubrics in evaluating a dance drama/interpretation
Criteria 10
Movements are highly
original, highlight the
Creativity music in interesting
ways, and are greatly
varied.
Important, meaningful
song with appropriate
Song Choice
rhythm which supports
movement and dance.
Effort shows in close and
appropriate matching of
Effort music and movements
and in the variety and
number of movements.
Total No. of
Student’s score:
Points = 30
*Adapted from http://www.teacherjet.com/rubrics/art/dance/InterpretiveDanceRubric.html
Student uses 1-2 props
Student uses 1-2 props
while presenting that
while presenting which
accurately fit the period
make the presentation
and make the
better.
presentation better.
/ 30
8 5
Movements are drawn
Movements are common
from media or work by
copies of those seen by
others, but modified
others or in media.
slightly.
Song has little or no
Song has a clear
relevant meaning, and
message and the rhythm
the rhythm is not
is conducive for
appropriate for a dance
movement purposes.
performance.
Effort shows in general
match of movements to Effort seems minimal
music and in number of with few movements.
movements.
/ 30
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13
Activity 6.
Activity 5. Answers may vary.
Activity 4.
For Activities 2 and 3. Answers may vary
Aristotle’s Shannon-Weaver’s
speaker-centered
linear scientific
audience is passive
one-way presence of noise,
used in speeches like
channel
campaign, SONA, etc.
Activity 1. (Answers may vary)
KEY TO CORRECTION
Activity 7. Answers may vary.

References

n.d. A Primer on Communication Studies (v.10). Accessed July 2, 2020.

https://2012books.lardbucket.org/books/a-primer-on-communication-studies/s01-02-the-
communication-process.html.

Barnlund, D C. 1970. "A Transactional Model of Communication." Foundations of Communication Theory.

Accessed June 30, 2020. www.open.lib.umn.edu.

Businesstopia. 2018. Transactional Model of Communication. January 6. Accessed June 30, 2020.
https://www.businesstopia.net/communication/transactional-model-communication.

n.d. Communication Process. Accessed July 2, 2020.

https://www.communicationstudies.com/communication-process.

Prachi, Juneja. n.d. Feedback Communication. Accessed July 2, 2020.

https://www.managementstudyguide.com/communication_barriers.htm.

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