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INTRODUCTION
 Communication is what connects us as human beings. Society cannot function
without communication, whether it is a face-to-face conversation across a dinner
table or video conferencing across international boundaries. But because it is a
regular part of our lives, almost like breathing, communication is often thought of, if
it is thought of at all, as something we are just naturally born to do.
 Communication is seemingly natural therefore we do not need to study it, but we
need to learnand master it. Communication is an art, a science, a process, and a
technique. Studying communication involves learning about elements, dimensions,
and principles.
 Furthermore, communication can be defined as " a systematic process by which
people interact through the exchange of verbal and nonverbal symbols to create and
interpret meanings."
 Latin words communication originated from:

communis To make common

communicare To make common to many; to share

NATURE OF COMMUNICATION

COMMUNICATION IS A PROCESS OF SHARING AND CONVEYING MESSAGES

 Communication is a process of sharing and conveying messages or information from
one person to another within and across channels, contexts, media, and cultures.
 There is a wide variety of contexts and situations in which communication can be
manifested; can be face-to-face interaction, aphone conversation, a group discussion,
a meeting interview, a class recitation, and many others.

COMMUNICATION OCCURS WITHIN A SET OF SYSTEM

 A change that occurs in any part changes the whole system
 SYSTEM - is composed of interrelated parts that affect each other.

COMMUNICATION IS ESSENTIAL TO HUMAN LIFE

 Without communication, we cannot function properly.
 One of the primary ways we communicate is through oral communication. This
includes language. We use language for many reasons and in many ways.
 Understanding communication, particularly oral communication, helps us become
more competent in communication.
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 ELEMENTS OF COMMUNICATION
 Communication has elements that work together to produce a system

1. SENDERS AND RECEIVERS

 Both senders and receivers must be competent in communication.
 Senders and receivers usually switch roles frequently. That means the sender
becomes a receiver, and the receiver becomes the sender.
SENDERS
 convey messages by converting their thoughts into symbols or observable signals
such as words. (ENCODING)
 is also responsible for dividing the symbols into chunks.

RECEIVERS
 hear the signals and convert the symbols into their thoughts. This is called
DECODING, DECIPHERING or INTERPRETATION. In doing so, the receiver must hear
(observe) the signals correctly. Not only should the symbols but heard correctly, but
they should also have the same meaning for both senders and receivers. If not, a
breakdown in communication will occur.

COOMMUNICATION BREAKDOWN
 Means the receiver could not correctly convert the symbols into the thoughts that
the senderwants the receiver to have.

2. MESSAGES
 The ideas or thoughts that are transmitted from sender to receive.
 They are the results ofthe interpretation of symbols when meaning is derived from
observable signals.
 The proper reception of a message depends on the correct interpretation by the
receiver of the symbols sent by the sender. In turn, correct interpretation by the
receiver of the symbols sent by the sender is greatly affected by the similarity
between the culture and experience of the receiver.

SCHEMA
 The culture and experience together
 Some theoreticians called this the field of experience.
 When there is much similarity between the schema of the sender and receiver, there
is a much bigger chance of correct interpretation.

3. CHANNELS
 It the medium through which the message is sent.
 It connects the sender and receiver.
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 Usually, it is the air around us sender and receiver. When the sender uses a
microphone or other device,then that becomes part of the channel.
 The quality of the channel depends on how free it is of noise.

NOISE
 It is anything that reduces the quality of the signal sent by the sender through the
channel, weakening the communication between sender and receiver.
 It could be garbled, too much in volume, have too much echo, or any other reduction
in quality.

4. FEEDBACK
 It refers to the message transmitted by the receiver in response to the message of
the speaker.
 It enables the sender to adjust the signals he or she sent, such as improving the
pronunciation of words or speaking louder.
 It also enables the sender to adjust how he or she codifies his or her thoughts or to
correct the ideas themselves.
 It is very important in producing understanding between senders and receivers.

EXAMPLE:
1. "Huh? When the receiver does not hear the message(s) clearly.
2. "Really” When the receiver shows disbelief.
3. "We have no classes today" as a response to the sender's question.

LINEAR MODEL OF COMMUNICATION

 This presents a straight path of relaying information. It is one-directional, which
means that the information from the source is conveyed directly to the receiver.

SHANNON AND WEAVER MODEL OF COMMUNICATION

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SMCR MODEL OF COMMUNICATION

 This model identifies four key elements of the communication process: source,
message, channel, and receiver.
1. Source
 the source or sender is the origin of the message. He or she is influenced by
knowledge, attitudes communication skills, and sociocultural systems.

2. Message
 the message is an idea, thought, or piece of information that the source aims to
express or make known. It comprises the following:

CONTENT what the message contains.

ELEMENTS the language, gestures, facial expressions, and body movements that
the source or communicator uses to send his or her message.
TREATMENT how the source delivers the message (e.g., entertaining, funny,
authoritative, firm, among others)
STRUCTURE the arrangement of the messages for maximum effect depending on the
goal of the source.
CODE the form in which the message is sent. (e.g., language, facial expressions
or body language, dance, song, among others)

3. Channel
 the channel is the means the message is sent.

4. Receiver
 the receiver is the one who receives the message. The receiver’s interpretation and
reception of the message are influenced by the same factors that influence the
source of the message.
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INTERACTIVE MODEL
 This model takes the feedback from the receiver into consideration. Thus, the
message in this model originates from two sources: the message from the source
and the feedback from the receiver. When the receiver gives feedback, he or she
becomes the source. Meanwhile, the original source becomes the receiver of the
feedback.
 Everyday conversations

Feedback
 can be expressed in various forms aside from words. It can also be expressed
through simple nod of approval, raised eyebrows, or even falling asleep during a

lecture.

TRANSACTIONAL MODEL
 This model was developed by communication experts such as Dean Barnlund who
considered the concept of noise and the characteristics of the source and receiver. In
addition, the small gives emphasis on feedback. The transactional model presents
communication as a two-way process in which communicators are constantly
sending and receiving messages.
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Communication is carried out through verbal and nonverbal cues. Both verbal and nonverbal
cues contribute to how the message will be interpreted by the receiver.

VERBAL CUES
 refer to spoken words that are used to share messages between persons.
NON-VERBAL CUES
 are behavior and elements of speech that transmit meaning aside from the words
themselves.

ELEMENTS OF VERBAL COMMUNICATION

1. PAUSE
 A speaker takes pauses between utterances in order to allow listeners to process
what the speaker said.
 A speaker may pause for longer than usual after an important utterance in order to
produce emphasis by waiting for the utterance to sink in among his listeners.
 A pause can also be a speaker's signal to the audience that he/she is waiting for
some indication from the listeners as to whether or not they understood what was
said.

2. LOUDNESS OR SOFTNESS
 Depending on the speaker's style, emphasis can be achieved by either speaking
loudly or softly.
 An adept speaker knows when to raise or lower his/her voice. In some cultures,
speaking loudly is appropriate in emphasizing a point. However, the opposite is true
to other cultures; speaking softly shows that a speaker is emphasizing a point.
 In addition, other emotions can be expressed using loudness or softness of voice. For
example, using soft voice can be a speaker's way of showing that what is being
expressed is something of intimacy or heartfelt.

3. RHYTHM
 refers to the speed and the flow of a speaker's utterance. A good rhythm catches and
holds listeners' attention.
 The way speaker talks can be powerful tool to engage listeners.
 On the other hand, a sing-song tone or a manner of speaking involving alternating
rising and lowering of pitch can indicate that the speaker is trying to entertain
his/her listeners or to try to arouse a particular emotion.

4. REPETITION AND REPHRASING

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 Unlike reading, a listener cannot go back to what a speaker has spoken if the speaker
did not understand that particular utterance.
 As a part of the speaker's effort to help the listener understand, the speaker will do
well to repeat his or her utterances especially if the content of the utterance is
difficult to understand.
 Another way to foster understanding of a complex or difficult idea is to rephrase
what has been said. For this purpose, the expressions "in other words" or "that" are
very useful.

5. TONE
 Tone of voice is essential in communicating effectively. The tone of voice often
shows the attitude of the speaker toward the topic or the listener.
 Listeners certainly do not appreciate an insolent or impolite tone,
 The tone of voice must be matched with other elements of the communication
situation including the relationship between the participants, the topic, degree of
formality, and emotions associated with the situation or topic.
 The tone of voice is determined by the culture to which the participants belong.

6. APPROPRIATE FORM OF LANGUAGE

 A speaker must use the appropriate form of language to be used in a given setting.
The technical term for the form of language use is register. There are different
registers of any given language depending on the formality of the communication
setting, participants, topic, and other factors.
 For example, there are different registers for speaking in a showbiz talk show,
funeral, academic for home, casual conversation, and others. A speaker must know
which register to use and elements of that register when speaking to a specific
audience.
 JARGONS - words or terms specific to a field.

FORMS OF NON-VERBAL COMMUNICATION

1. Gestures
 Theses play an important role in communication. They can help express the
speaker's point better.
 Used when a speaker wishes to show that he or she is describing
 wide arm gestures may send the message that the speaker is discussing broad or
general topics while hand and arm gestures closer to the body may send the
message that the speaker is giving precise details.
 A speaker must be aware of gestures that are not acceptable particularly when
speaking in a cross-cultural context.
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 a speaker must take extra care in his or her gestures and must be sensitive enough
to the reaction of his or her audience to the way he or she executes them.

2. Eye contact
 When a speaker maintains eye contact with his or her listeners, he or she gives the
impression of being serious about what is being discussed.
 Lack of eye contact on the part of the speakers can mean several things. It could
mean that a speaker is unsure of what to say or that he or she does not clearly
remember what to say. Worse, it could give the impression that he is inventing
falsehood in speaking to his listeners.
 In addition, the culture of an audience may also dictate the eye contact practiced by
the speakers. Eye contact is a crucial element of nonverbal communication.

3. Posture
 Good posture is beneficial not only for health reasons but also for relating to others
one speaking. In some cultures, there are postures that are unacceptable because
they seem to be too relaxed when the setting calls for seriousness.
 In general, standing with an erect body and head makes for good posture and is
applicable in most settings.
 A sitting posture may be acceptable if the speaker has authority over the audience or
is at an age in which standing for sometimes is very tiring.

4. Facial Expression
 A speaker's facial expression must match the topic of discussion. For instance, when
the topic is something serious, the speaker must also maintain a grim facial
expression. For discussing academic topics, a speaker may have a pleasant or smiling
facial expression to the extent that it does not distract the listener.
 Informal and non-academic situations, smiling, laughing, and other facial expressions
can help develop rapport with an audience.
 The amount and extent of facial expression depend on how epidemic, informal, or
dramatic the speech situation is.
 A more personal, informal, and dramatic speech situation calls for more intense use
of facial expression than in an academic speech situation.

5. Proxemics
 The use of space in communication is called proxemics.
 speakers must make use of the space around them properly.
 One indication of distance is the closeness of the speaker to his or her listeners.
 three arm's length is used between people to do not know each other well.
 two arm's length is used between people who have known each other for some
time.
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 one arm's length is used between people who are close to each other.
 shorter than one arm's length is between people very close to each other.

Nonverbal cues combined with verbal expressions can make a more effective message.
However, there are times when a nonverbal cue is not connected with a verbal expression.
When this happens, a different or confusing message might be sent.
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SPEECH CONTEXT
 refers to the set of circumstances and factors that surround a particular
Instance of spoken communication.
 It includes various elements that help both the speaker and the listener understand
and interpret the message accurately.

Types of Speech Context

PHYSICAL CONTEXT
 This aspect of context pertains to the physical environment in which the
communication takes place.
 It includes factors such as the location, room setup, background noise, lighting, and
any other of physical elements that can impact communication.
 For example, a noisy and crowded restaurant will have a different physical context
compared to a quiet and well-lit library.

SOCIAL CONTEXT
 involves the social dynamics, relationships, and roles of the people involved in the
communication.
 It includes factors like the speaker's relationship with the listener (e.g., friend,
colleague, boss), social norms, of cultural expectations, and power dynamics.
 Social context can significantly influence how a message is perceived and the level of
formality or informality in the communication

PSYCHOLOGICAL CONTEXT
 pertains to the mental and emotional state of the individuals involved in the
communication.
 It includes factors such as their mood, emotions, attitudes, and cognitive processes.
 People's psychological states can influence how they interpret and respond to
messages.

CULTURAL CONTEXT
 considers the cultural backgrounds, values, beliefs, and customs of the individuals
engaging in communication.
 Different cultures have distinct communication norms and expectations, which can
affect how messages are conveyed and understood.
 Misunderstandings can arise if cultural differences are not considered.

HISTORICAL CONTEXT
 involves the historical background or context that may be relevant to the
communication.
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 It can include past events, shared experiences, or historical references that both the
speaker and listener are aware of and that contribute to the meaning of the
message.

PURPOSE AND INTENT

 Understanding the purpose and intent of the communication is crucial.
 Is the speaker informing, persuading, entertaining, or seeking emotional support?
 Clarifying the purpose helps both parties align their expectations and better
comprehend the message.

MEDIUM OF COMMUNICATION
 The medium through which communication occurs (e.g., face-to-face conversation,
phone call, email, text message) can affect the tone, formality, and effectiveness of
the messade.

NONVERBAL CUES
 Nonverbal cues such as body language, facial expressions, gestures, and tone of
voice are essential components of speech context.
 They often convey as much or more information than the words spoken.

INTERPERSONAL AND INTRAPERSONAL COMMUNICATION

INTERPERSONAL COMMUNICATION
 refers to the exchange of information, thoughts, feelings, and ideas between two or
more people through various verbal and nonverbal channels.
 Participants, involve two or more individuals engaging in a dialogue or interaction

PURPOSE ADVANTAGES LIMITATIONS

Facilitate social interactions and Facilitates relationship-building Misunderstandings and

relationships.
Share information, exchange
ideas, and make decisions.
Express emotions and connect
with others emotionally.
Collaborate, negotiate, and
resolve conflicts.
and bonding with others.
Allows for real-time feedback
and clarification.
Supports effective teamwork and
collaboration.
Enhances emotional connection
and empathy.
misinterpretations can occur due
to verbal and nonverbal cues.
Communication barriers such as
language differences or cultural
misunderstandings may arise.
Conflicts and disagreements can
lead to strained relationships.
It may not provide sufficient time
for in-depth reflection or
personal processing.
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INTRAPERSONAL COMMUNICATION
 refers to the internal dialogue and self-talk that takes place within an individual's
mind.
 Participants, involve a single individual engaging in an internal thought process

PURPOSE ADVANTAGES LIMITATIONS

Self-reflection and self- Supports self-awareness and self-
awareness. improvement.
Decision-making, Provides a private space for
problem-solving, and critical personal reflection and decision-
thinking. making.
Goal-setting and personal Helps individuals process
development. emotions and manage stress.
Emotional regulation and self- Can lead to better self-
motivation. understanding and personal
growth
Lack of external input or diverse
perspectives may limit decision-
making.
It may not provide an
opportunity for real-time
feedback or social interaction.
Excessive self-doubt or negative
self-talk can be detrimental.
Isolation of thoughts and
emotions may lead to feelings of
loneliness or self-imposed stress.
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SPEECH STYLES

 INTIMATE SPEECH STYLE

 Communication style that promotes emotional connection

Definition
Personal, close and affectionato nature

Features
Informal language, shared personal experiences, expressions of affection or vulnerability

Purpose
Establish emotional connections, convey deep feelings, build trust

When to use it
Close relationships, personal conversations, therapy sessions

Advantages
Strengthens personal bonds fosters empathy

Limitations
Not appropriate in formal or professional settings

 CASUAL SPEECH STYLE

 Understanding and Using Informal Language

Definition
Relaxed, informal, used in everyday conversations

Features
Colloquial language, slang, conversational tone

Purpose
Maintain comfortable and friendly atmosphere

When to Use It
Social gatherings, casual meetings with friends

Advantages
Promotes ease of communication enhances rapport
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Limitations
Not suitable for formal or professional contexts

 FORMAL SPEECH STYLE

 The Art of Professional Communication

Definition
Structured, polite professional tone

Features
Proper grammar, respectful language professional demeaner

Purpose
Convey professionallsm, respect, authority

When to Use It
Job interviews, business meetings official letters

Advantages
Conveys professionalism, enhances credibility

Limitations
May come across as rigid or impersonal

 FROZEN SPEECH STYLE

 Communication characterized by highly structured, rigid, and unchanging patterns

Definition
Highly structured, rigid, unchanging

Features
Formal, archaic language, adherence to established patterns

Purpose
Convey tradition, formality respect for customs

When to Use It
Formal ceremonies, legal documents, religious rituals

Advantages
Ensures consistency reflects respect for tradition
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Limitations
May feel outdated, less adaptable to changing circumstances
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Speech acts
 are a fundamental concept in the field of pragmatics, helping us understand how
language is used beyond its literal meaning. They consist of three main components:
locution, illocution, and perlocution. Let's delve into each of these components,
discussing their definitions, features, purposes, examples, and importance.

1. Locution: Utterance
Locution refers to the literal or surface meaning of the words used in an utterance. It
focuses on the grammatical and lexical aspects of language, such as sentence
structure, vocabulary, and syntax.

Features:
 Locution is the most straightforward and objective aspect of speech.
 It is concerned with the linguistic form and structure of an utterance.
 Locution does not encompass the speaker's intentions or the effects on the listener.

Purpose
 Locution serves as the starting point for analyzing speech acts.
 It provides the basic building blocks for constructing meaningful sentences.

Example:
 In the sentence, "It's raining," the locution refers to the literal description of the
weather condition.

2. ILLOCUTION
Illocution goes beyond the literal meaning of words to examine the speaker's intention or the
speech act being performed. It answers the question, "What is the speaker trying to do with
their words?"

Features:
 Illocution focuses on the speaker's communicative intent.
 It encompasses various speech acts, such as making requests, giving commands,
making promises, offering apologies, etc.
 The illocutionary force can be indirect, where the intended meaning is implied rather
than explicitly stated.

Purpose:
 Illocution helps convey the speaker's purpose in a conversation.
 It enables us to classify utterances into speech act categories, understanding why
people say what they say.
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Example:
 In the sentence, "Could you please pass the salt?" the illocutionary force is a request.

Importance:
 Recognizing illocutionary acts allows for effective communication and the
interpretation of implicit meanings in discourse.

3. Perlocution
Perlocution focuses on the effects or reactions of the listener or recipient of the speech act. It
explores how the listener interprets and responds to the speaker's words.

Features:
 Perlocution is concerned with the consequences of the speech
act.
 It considers the listener's emotions, beliefs, attitudes, and
actions as a result of the communication.
 The same illocutionary act can have different perlocutionary
effects on different listeners.

Purpose:
 Perlocution helps us understand the impact of language on the
recipient.
 It sheds light on how effective or persuasive a speech act is
based on the listener's response.

Example:
 If someone says, "I'm sorry," and the listener feels forgiven
and comforted, the perlocutionary effect is successful.

Importance:
 Recognizing perlocutionary effects is crucial for assessing the
effectiveness of communication and tailoring messages to
achieve desired outcomes.

SUMMARY

 Speech acts consist of locution, illocution, and peroocution

 Understanding these components enhances our ability to
communicate effectively, interpret implicit meanings, and
gauge the impact of our words on others.
 Speech acts are vital for pragmatic, social interaction, and
effective communication in various contexts.
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 locution (utterance / the literal meaning of words)

 illocution (the speaker's intention)

 perlocution (the listener's response)