Department of Education

Oral Communication
MODELS OF COMMUNICATION
Module 2

Mira R. Sanchez
Writer

Ana Liza C. Canilang

Josephine M. Montero
Dr. Ma. Carmen D. Solayao
Validators

Schools Division Office – Muntinlupa City

Student Center for Life Skills Bldg., Centennial Ave., Brgy. Tunasan, Muntinlupa City
(02) 8805-9935 / (02) 8805-9940

0
 What I Need to Know

This module has been designed based on the Most Essential Learning
Competencies identified by the Department of Education. It will guide you on
how to distinguish one model apart from the others with their respective
components. Furthermore, it will help you analyze how each model is being
applied in the various communication contexts.

Knowing the models of communication, their components, and their

processes are vital in developing your communicative skills. You may apply them
in real life situations particularly in building positive relationships with the
people you encounter in your daily life at home, at school, at a workplace, or at
any given situation.

After going through this module, you are expected to:

1. Identify the components of each model of communication;

2. Compare and contrast the three models of communication;

3. Analyze the processes of communication in different contexts; and

4. Demonstrate effective communication using transmission, interactive, and

transactional model.

1
 What I Know

Directions: Read and analyze each statement below and choose the letter of the
correct answer.

____ 1. It is an abstract representation.

A. Model C. Clipart
B. Graph D. Cartoon

____ 2. According to this model, communication has occurred when a message has
been sent and received.
A. Transactional Model C. Constitutive Model
B. Transmission Model D. Interactive Mode

____ 3. It is a communication model which proposes that communication creates

our social world.
A. Transmission Model C. Constitutive Model
B. Transactional Model D. Pipeline Model

____ 4. The dynamic process that involves participants decoding and encoding
messages is called:
A. Environment C. Transactional
B. Noise D. Context

____ 5. According to the linear model of communication an advertiser is an example

of:
A. Source C. Signal
B. Receiver D. Feedback

____ 6. It is communication process that involves a sender who encodes a message

and sends it through a channel where it competes with distracting forces called
noise while on its way to a receiver who then decodes the message.
A. Linear Model C. Transmission Model
B. Transactional Model D. Laswell Model

____ 7. 1. In the Sender-Message-Channel-Receiver model, what is the appropriate

term for how a sender transforms a thought into a message?
A. Coding C. Encoding
B. Decoding D. Recoding

____ 8. This component of many other communications models is missing in the

Sender-Message-Channel-Receiver model. What is it?
A. The feedback loop C. The message
B. The decoding process D. The channel mix

2
____ 9. In this model, the receiver and sender can play the same roles
simultaneously, as sometimes happens, as messages can be sent back and forth
simultaneously
A. Linear Model C. White Model
B. Schramm Model D. Transactional Model

____ 10. The sender encodes the message and sends it to the receiver through a
technological channel like telephone and telegraph.
A. Shannon-Weaver Model C. Osgood Model
B. Schramm Model D. White Model

____ 11. There is a collaborative exchange of messages in this model of

communication.
A. Transmission Model C. Linear Model
B. Transaction Model D. Channel Model

____ 12. It is also known as convergence model that deals with exchange of ideas
and messages taking place both ways from sender to receiver and vice-versa.
A. Interactive Model C. Information Model
B. Inactive Model D. One-way Model

____ 13. In the SMCR model of communication, R means ____.

A. Reverse C. Revise
B. Reference D. Receiver

____ 14. This model is a two-way process with the inclusion of feedback as one
element.
A. Transmission Model C. Linear Model
B. Transaction Model D. Opposite Model

____ 15. This model articulates that sending and receiving messages happens
simultaneously between people.
A. Transmission Model C. Transaction Model
B. Linear Model D. Opposite Model

3
 Lesson Differentiating Models of Communication
2

In this lesson, the learners will know the features of each model of
communication and understand their similarities and differences. It will enable
the learners to use the knowledge of these models and their functions to properly
communicate their thoughts and emotions.
Let’s begin with the following activity.

What’s In

A. Knowing the Models of Communication

Directions: Based on the description below in every item, identify the model of
communication. Write the letter of your answer in the blank.
A. Transmission B. Interactive C. Transaction

1. Dynamic process
2. Listener take turns to speak and listen to each other
3. Interdependent
4. Permits the sender to analyze the efficacy of the message

_______5. One-way process

_______6. Can both send and receive simultaneously common field of experience

_______7. Speakers only speak

_______8. Sender sends message and receiver doesn’t give feedback or response

_______9. Sending messages continuously

_______10. Can be disrupted by environmental noise

4
 “Communication is a systematic process through which individuals interact
through symbols to create and interpret meaning.” It involves at least seven
elements: source, message, encoding, communication model, receiver, decoding,
and feedback. Models of communication are linear, interactive, and transactional.
Communication may be verbal or nonverbal.

(Source: Reflections in Communication: An Interdisciplinary Approach 2009)

Below is Shannon-Weaver Model of Communication. Note the components in

the diagram.

Model of Communication

“Source → Receiver” Shannon-Weaver Model Communication Process

Code Decode
Source → Message → Channel → Receiver
Noise Noise Noise

Activity 1. Let’s See

Read the following scenarios and identify the components present in each
of them and provide possible feedback. Copy the table in a sheet of paper and
write the components in their respective columns. (You may use additional
sheets of paper)

5
Example:

A parishioner confesses his sins to the priest and receives penance.

SENDER MESSAGE RECEIVER FEEDBACK

Parishioner Enumeration Parish priest The penance to be done

of sins by the parishioner

1. A weather man reports the coming of a strong typhoon.

2. A radio show host announces the winners.
3. A teacher calls one of his students to answer the question.
4. A nurse provides information to a patient.
5. A kissing couple inside a public transport vehicle elicits negative responses
from other commuters.
6. Ely wonders whether he has offended his friend with his remark because he
became irritable right after he said it.
7. In Dr. Solayao’s class, students are allowed to voice out their opinions with
regard to the teacher’s and their classmates’ ideas.
8. The politician running for president was not able to gain the attention of his
audience while delivering his speech.
9. A mother refuses to believe a teacher’s complain about her son’s use of foul

6
 language since the former has never heard her son speak like that at home.
10. The teacher stops talking when she notices one of her students staring
blankly outside the window.
11. Vero already forgave her boyfriend for calling her names but the
relationship was never the same again.
12. Elmer talks to his professor, who is also his cousin, in an informal way
outside the classroom.
13. A new employee joins a company and suggests ways of improving the
efficiency of the team.
14. Irene shares her personal frustrations with Lai.
15. President Duterte delivers his State of the Nation Address.

Activity 2. Let’s Talk It Over

Directions: Interview a friend or a family member and ask his or her opinion
about the following statements. Record his or her perceptions about the
statement and discuss whether you agree or disagree with his or her views.

A. Communication requires understanding.

B. Communication should always bring good result.
C. A single person or an event causes someone’s reaction.
D. Communication will surely solve all problems.
E. Meanings are in people to make.
F. Communication makes thing simple.
G. Communication sometimes creates confusion.

7
 What Is It

Models of Communication

Communication is a complex process, and it is difficult to determine where

or with whom a communication encounter starts and ends. It can sometimes be
helpful to consider different communication models.

Models of communication simplify the process by providing a visual

representation of the various aspects of a communication encounter. Some
models explain communication in a more detailed explanation than others, but
even the most complex model still doesn’t recreate what we experience even in a
moment of a communication encounter.

The purpose of a “model” is to offer a visual representation of a concept

with the intent of facilitating the understanding of it. Traditionally speaking,
there are three standard models of the communication process: Linear,
Interactive, and Transactional, and each offers a slightly different perspective on
the communication process.

Transmission Model of Communication

It describes communication as a one-way, linear process in which a sender

encodes a message and transmits it through a channel to a receiver who decodes
it. The transmission of the message may be disrupted by environmental or
semantic noise. (https://2012books.landbucket.org)

Linear Communication Model

There’s a bit of a debate about the Linear Communication model and how
it recognizes (or doesn’t recognize) the concept of feedback. The linear model’s

8
behavior is belied by its name, where a sender encodes a message via a channel
and the message is decoded by the receiver. It is straight-line communication
found typically in mass communication; think television, radio, newspapers, etc.
According to this model, there is no means for immediate feedback.

The Linear Communication Model

Interactive Communication Model

The Interactive Model takes the Linear Model and multiplies it times two
with a quick flip of the return message. It now allows for a feedback element
because after a message is encoded and sent to the decoding receiver, the roles
then reverse and the receiver encodes and sends a response to the original
sender who has now turned receiver. It sounds more confusing than it is.
Envision an exchange of text messages whereby your friend sends you a message
and you respond to it. The same thing happens during a telephone call, or even
an email exchange. A message is sent and received, then the roles reverse.

9
 The interactive or interaction model of communication describes
communication as a process in which participants alternate positions as sender
and receiver and generate meaning by sending messages and receiving feedback
within physical and psychological contexts (Schramm, 1997). Rather than
illustrating communication as a linear, one-way process, the interactive model
incorporates feedback, which makes communication a more interactive, two-way
process. That is the Interactive Model.

The interactive model takes physical and psychological context into

account. Physical context includes the environmental factors in a
communication encounter. The size, layout, temperature, and lighting of a space
influence our communication.

Psychological context includes the mental and emotional factors in a

communication encounter. Stress, anxiety, and emotions are just some
examples of psychological influences that can affect our communication.
Seemingly positive psychological states, like experiencing the emotion of love,
can also affect communication. Feedback and context help make the interaction
model a more useful illustration of the communication process, but the
transaction model views communication as a powerful tool that shapes our
realities beyond individual communication encounters.

10
 The Interactive Communication Model

Transactional Communication Model

The Transactional Model becomes more sophisticated yet. This model

depicts face-to-face interaction, or “trans-action” as a dynamic and changeable
process that is not limited to simple definition. In the Transactional Model,
receiver and sender can play the same roles simultaneously, as sometimes
happens, as messages can be sent back and forth simultaneously. It appears
chaotic and ineffective, but sometimes communication is just that. Throw in
some noise, and it would be a wonder whether any message is conveyed
successfully in this environment.

The transaction model also includes a more complex understanding of

context. The interaction model portrays context as physical and psychological
influences that enhance or impede communication. While these contexts are
important, they focus on message transmission and reception. Since the
transaction model of communication views communication as a force that
11
shapes our realities before and after specific interactions occur, it must account
for contextual influences outside of a single interaction. To do this, the
transaction model considers how social, relational, and cultural contexts frame
and influence our communication encounters.

The Transactional Communication Model

Source: Gavi Z (2013 August) http://thecommunic ationprocess.com/models-

of-communication/

The last two models, the transmission model and the interaction model,
include the following components: participants, messages, encoding, decoding,
and channels. In communication models, the participants are the senders
and/or receivers of messages in a communication encounter.

The message is the verbal or nonverbal content being conveyed from

sender to receiver. For example, when you say “Hello!” to your friend, you are
sending a message of greeting that will be received by your friend.

12
 The internal cognitive process that allows participants to send, receive,
and understand messages is the encoding and decoding process.

Encoding is the process of turning thoughts into communication. As we

will learn later, the level of conscious thought that goes into encoding messages
varies. Decoding is the process of turning communication into thoughts.

For example, you may realize you’re hungry and encode the following
message to send to your roommate: “I’m hungry. Do you want to get pizza
tonight?” As your roommate receives the message, they decode your
communication and turn it back into thoughts in order to make meaning out of
it. Of course, we don’t just communicate verbally—we have various options, or
channels for communication.

13
 What’s More

Test your Knowledge and Skills

A. Fix Me
Directions: Arrange the jumbled letters to form the correct term using the given
definition.

1. E N R A I L O D L E M – describes communication as a one-way process

is which a sender intentionally transmits a message to a receiver.

2. E N T R I T C A V E I O D L E M – describes communication as a process

in which participants alternate positions as sender and receiver and
generate meaning by sending messages and receiving feedback within
physical and psychological contexts. (Schramm, 1997)
3. C H S P O O L Y C I L A G N E O C X T T – includes the mental and
emotional factors in a communication encounter.
4. T L E R N A T C I V E O D L E M – incorporates feedback which makes
communication a more interactive two-way process.
5. I Y S H P C L E N E O C X T T – includes the environmental factors in a
communication encounter.
6. N N C T O I S A T R A O D L E M – describes communication as a process in
which communicators generate social realities within social, relational,
and cultural contexts.
7. N A R T C A S N O I T O D L E M – more complex understanding of context.

8. T L U C A R U L M T C O X E T – it includes various aspects of identities

such as race, gender, nationality, ethnicity, sexual orientation, class and
ability.
9. C I L O A S N T C O X E T – refers to the stated rules or unstated norms
that guide communication.

14
 10. I O N T A C S A R N T O D L E M – the rules of sender and receiver in
this model differ significantly from the other models.

B. Think About This?

Directions: Answer the following questions.

1. What is noise? Identify the noise in the illustration.

2. How does noise affect the transmission of a message?

3. How can you avoid communication breakdown caused by noise?

_______________________________________________________________________________
_______________________________________________________________________________

15
4. How important is proper encoding or decoding?

5. What are the similarities and differences of the three models in terms of their
components and processes?

C. Let’s Listen, Watch and Learn

1. Think of communication situation that best represents the transmission

model. Explain the representation.
2. Look for an example of interaction model of communication on television
programs. Be able to describe the physical context (size, layout, temperature,
and lighting of a space) and psychological context (stress, anxiety, and
emotions). How do these contexts influence the flow of the communication
process?
3. Watch a TV show or a movie where Transaction Model of Communication is
evident. Write a three-paragraph essay about your evaluation.
Note the rules that the communicators observe while in the communication
process (e.g. don’t lie to people, don’t interrupt people, don’t pass people in
line, greet people when they greet you, thank people when they pay you a
compliment).
Please be guided also by the following questions:
a. How do they relate to one another?
b. What kind of relationship do they have that calls for their formal or
casual behavior?

16
 c. Are there evidences of cultural differences?
d. How does culture influence the manner of communicating their ideas
and feelings?

What I Have Learned

A. Let’s Ponder

Directions: Express what you have learned in this lesson by completing the
sentences below.
1. Communication is about

2. Verbal communication differs from nonverbal because

3. The process of communication includes essential elements such as:

4. The models of communication are

17
 5. What distinct characteristic/s does each communication model have?

6. How can learning about communication models be helpful in relating with

people around you?

7. Noise is any barrier to communication which

C. Let’s Reflect
You have learned that linear, interactive and transactional communication
models have similarities and differences in their components. Now, watch
the following video to review the model from a different perspective:

https://youtu.be/QDoZZQlCjA4

How is this model similar or different from the models you have learned in this
module? Draw a four circle VENN Diagram (4 overlapping circles) to illustrate
this.

18
 What I Can Do

A. Increasing Your Communicative Competence

Directions: Read each statement carefully and perform the following steps to
increase your communicative competence. Record your answers and experiences
in a separate sheet of paper.

1. Identify a situation in which you are dissatisfied with your present

communication skill.
2. Identify at least three distinct, potentially successful approaches you
might take in this situation that are different from the one you have taken
in the past. If you are at a loss for alternatives, consider how other people
you have observed (both real and fictional characters) have handled similar
situations.
3. From these three alternatives, choose the one you think would work best
for you.
4. Consider how you could become more skillful at performing your chosen
approach. For example, you might rehearse it alone or with friends, or you
might gain pointers from watching others.
5. Consider how to get feedback on how well you perform your new approach.
For instance, you might ask friends or your family members to watch you.
In some cases, you might even be able to ask the people involved how you
did. This systematic approach to increasing your communicative
competence isn't the only way to change, but it is one way to take the
initiative in communicating more effectively.

19
B. Knowing your Competence

Directions: Below is a list of qualities that a competent communicator

possesses. Reflect on your own communication competence. Pick out those
qualities that you already possess and write them under the heading ‘Qualities
as a Competent Communicator’. Write the qualities that you don’t have under
the heading ‘Qualities I Need to Improve and write how you can improve these in
the third column. You may use another sheet of paper if you need to.

Competent communicators have:

1. the ability to choose the most appropriate behavior;

2. skill at performing behaviors;
3. demonstrate empathy and perspective taking;
4. employ cognitive complexity; and
5. exercise self-monitoring.

Qualities as a Competent Qualities I Need to Ways to Improve

Communicator Improve

20
 Assessment

Directions: Read and analyze each statement below. Choose the letter of the
correct answer.

____ 1. Which of the following is not a weakness of the linear model of

communication?
A. It doesn’t include feedback.
B. It doesn't include noise.
C. It assumes listeners are passive not active participants.
D. It assumes sending and receiving are separate, not simultaneous activities.

____ 2. In the Shannon-Weaver Model of communication, a _____ turns the signal

into a message.
A. noise C. decoder
B. encoder D. channel

____ 3. The key innovation of the transactional model from previously discussed
models is that it describes communication as
A. subject to noise. C. interacting simultaneously.
B. based in culture. D. located in multiple channels

____ 4. It is a communication model which proposes that communication creates

our social world.
A. Transmission Model C. Constitutive Model
B. Transactional Model C. Pipeline Model

____ 5. The following elements were added to the Transactional Model, EXCEPT:
A. nonverbal communication C. context
B. feedback D. meaning

____ 6. Which of the following ideas is NOT a proposition of the Transactional

Model?
A. Meaning is in people, not in words.
B. Communication is complete once the message has been sent and received.
C. Communication creates shared meaning.
D. Communication involves both content and relationship dynamic.

____ 7. The Transactional Model was proposed by ___________________.

A. Shannon and Weaver C. Watzlawick
B. Barnlund D. Craig

21
____ 8. This model depicts face-to-face interaction, or “trans-action” as a dynamic
and changeable process that is not limited to simple definition.
A. Transactional Model C. One-way Model
B. Transmission Model D. Linear Model

____ 9. It describes communication as a one-way, linear process in which a sender

encodes a message and transmits it through a channel to a receiver who decodes
it.
A. Transactional Model C. Linear Model
B. Transmission Model D. One-way Model

____ 10. It is a speaker centered model as the speaker has the most important role
in it and is the only one active.
A. Interactive Model C. Transmission Model
B. Transactional Model D. Face-to-face Model

____ 11. It is the process of providing a visual representation of the various aspects
of a communication encounter.
A. Graphic Organizer C. Model
B. Clipart D. Image

____ 12. This model incorporates feedback, which makes communication a more
interactive, two-way process.
A. Linear Model C. Socio-cultural Model
B. Interactive Model D. Social- Media Model

____ 13. The sender and receiver are equally important in interchanges of ideas.
A. Interactive Model C. Linear Model
B. Transmission Model D. Decoding Model

____ 14. Your audience has a firm picture of what you're telling them.
A. Clear C. Concrete
B. Concise D. Correct

____ 15. All points are connected and relevant to the main topic, and the tone and
flow of the text is consistent.
A. Coherent C. Correct
B. Concrete D. Complete

22
 Additional Activities

A. Think Positive
Directions: Transcribe one-minute conversation that took place within your family
members. It could be: 1) your interaction with your siblings, 2) your parents,
teaching the children to take responsibilities for the day, etc. Write your observations
by answering the reflection questions on the flow of communication in another sheet
of paper.

Reflect on the flow of communication.

1. Was it free from communication barriers?

_____________________________________________________________________________
_____________________________________________________________________________

2. If not, what factors hindered the smooth flow of communication?

_____________________________________________________________________________
_____________________________________________________________________________

3. How did you and the other family members fix the communication breakdown?
Are you satisfied with your approach?
______________________________________________________________________________
______________________________________________________________________________

4. How can you establish good communication in your family?

______________________________________________________________________________
______________________________________________________________________________

23
What I Know
What’s More Assessment
1. A
2. B 1.D
1. Linear Model
2. B
3. B 2. Interactive Model 3. C
4. C 3. Psychological Context 4. B
5. A 4. Interactive Model 5. A
6. C 5. Physical Context 6. A
7. C 6. Transaction Model 7. B
8. A 7. Transaction Model 8. A
9. D 8. Cultural Context 9. B
10. A 9. Social Context 10. C
11. B 10. Transactional Model 11. C
12. A 12.B
13. A
13. D
14. C
14. B
15. A
15. C

24
References

Allen M. G., Fritzie S. L., Virma S. D., & Alce M. S., (2016). Oral Communication
in Context Senior High School. Quezon City: Phoenix Publishing House.

Barnlund, D. C. (1970). A transactional model of communication in K.K. Sereno

and C.D. Mortenson (Eds.), Foundations of communication theory (pp. 83-92).
New York, NY: Harper and Row.

Barnlund, D. C. (2008). A transactional model of communication. In. C. D.

Mortensen (Eds.), Communication theory (2nd ed., pp47-57). New Brunswick,
New Jersey: Transaction.

Craig, Robert T. (1999). "Communication Theory as a Field". Communication

Theory. 9 (2): 119–161. doi:10.1111/j.1468-2885.1999.tb00355.x. ISSN 1050-
3293.

Businesstopia, "Models of Communication," in Businesstopia, February 4, 2018,

https://www.businesstopia.net/communication.

Donnell King. (2000). Four Principles of Interpersonal Communication [Text file].

Retrieved from http://www.pstcc.edu/facstaff/dking/interpr.htm#:~:text=
Psychological%20context%2C%20which%20is%20who,both%20participants%2
0in%20the%20interaction.)&text=Environmental%20context%20deals%20with
%20the%20physical%20%22where%22%20you%20are%20communicating.

Ellis, R. and McClintock, A. (1990). You take my meaning: Theory into practice in
human communication. London: Edward Arnold.

25
Flahemab [Screen Name]. (2020). psychological context - Communication
process [Text file]. Retrieved from https://www.coursehero.com/file/10436915/
psychological-context/
Gavi Z [Screen Name]. (2013, August 19). The Models of Communication [Text
file]. Retrieved from http://thecommunicationprocess.com/models-of-
communication/

It380spring2011 [Screen Name]. (2011, January 24). Week 2: Reflection on the

Communication Process Model and Theory [Text file]. Retrieved from
https://it380spring2011.wordpress.com/2011/01/24/week-2-reflection-on-
the-communication-process-model-and-theory/

Littlejohn, S.W. and Foss, K.A. (2008). Theories of human communication, 9th
edition. Belmont, CA: Thomson Wadsworth.

McCornack, Steven. Ortiz, Joseph. Choice & Connections: An Introduction to

Communication. (2017)

Miller, Katherine (2005). Communication Theories: Perspectives, Processes, and

Contexts (2nd ed.). McGraw-Hill Higher Education. ISBN 978-0-07-293794-7

Reflections in Communication: An Interdisciplinary Approach

Schramm, W. (1997). The beginnings of communication study in America.

Thousand Oaks, CA: Sage.

Schramm, W. (1954). How communication works. In W. Schramm (Ed.), The

process and effects of communication (pp. 3-26). Urbana, Illinois: University of
Illinois Press.

Shannon, C. and Weaver, W. (1949). The mathematical theory of communication.

Urbana, IL: University of Illinois Press.
Trainers Warehouse. (2011). Communication and listening exercises. Retrieved
from http://blog.trainerswarehouse.com/communication-and-listening-exercis
es/

26
Understanding Human Communication. (n. d.). Linear/ Transactional
Communication. Retrieved from https://global.oup.com/us/companion.websit
es/9780199747382/student/chapter1/activities/

Wark, McKenzie (1997). The Virtual Republic. Allen & Unwin, St Leonards.

27
28