COMMUNICATION

PROCESSES,
Principles and
Ethics
 ACTIVITY:

Chain Game
GUIDE QUESTIONS:
• Did you enjoy the activity? Why? Why not?
• Was the paragraph transmitted? Why or why
not?
• What helped you accomplish the task well?
What hindered you from doing it well?
• If you were to repeat the process, how would
you improve it?
PURPOSIVE COMMUNICATION
• is an intentional
communication that happens
within the bounds of specific
contexts.
COMMUNICATION
• Latin word “communis” = to
make common, to transmit, to
impart, to share.
COMMUNICATION
is a process whereby people create and transmit
meaning through the exchange of verbal and
nonverbal messages in a particular context
 NATURE OF
COMMUNICATION
• Communication is a process.
• Communication occurs between two or more
people. (the speaker and the receiver)
• Can be expressed through written or spoken
words, actions (non-verbal), or both spoken
words and nonverbal actions at the same time.
 ELEMENTS OF
COMMUNICATION
• Sender – the source of information, ideas, feelings or
message.
• Receiver – the individual who receives the message from
the sender and reacts on it.
• Message- the information, ideas, or feelings the sender
wants to share with the receiver.
• Channel – the means or medium through the message is
transmitted.
 MESSAGE
For messages to be accurately understood and positively received, the C’s in
communication maybe followed:

• Courtesy- or politeness. Usage of polite words and tone means one

respects the receiver of the message. Selecting gender-free terms and
responding promptly to important messages are ways to demonstrate
courtesy.
• Clarity- correct word usage, grammar,
pronunciation, sentence construction and
delivery.
• Conciseness- saying what needs to be said in as
few words as possible. Remember, our goal is to
communicate and not to impress our
listeners/readers with our lengthy discourse.
• Concreteness- refers to being specific.
Providing examples whenever necessary makes
a message more comprehensible.
• Completeness- to avoid ambiguity, messages
should not leave out important details that a
receiver expects to know such as answers to the
what, who, when, where, why and how questions.
• Feedback- the response of the receiver to the
message sent to him/her.
• Barrier – the factors that affects the flow of
communication.
• Context- includes settings or environment (family,
school); social relations (friends, husband and wife);
scenes which include place, time and occasions; and
culture.
 BARRIERS
• environmental
• physical
• psychological
• emotional conditions
• differences in language
• gender
• culture
 MODELS OF
COMMUNICATION
 ARISTOTLE MODEL OF
COMMUNICATION

SPEAKER SPEECH AUDIENCE EFFECT

Occasion

Criticisms on Aristotle's Model of Communication

1.No concept of feedback. It is one way from speaker to
audience.
2.No concept of communication failure like noise and barriers.
3.This model can be used in public speaking.
 The S-M-C-R MODEL OF
COMMUNICATION
SOURCE ENCODES MESSAGE CHANNEL DECODES RECEIVER

Communication Content Hearing Communication

Skills Skills
Elements Seeing
Attitudes Attitudes
Treatment Touching
Knowledge Knowledge
Structure Smelling
Social System Social System
Code Tasting
Culture Culture
 CRITICISMS ON BERLO’S MODEL OF
COMMUNICATION
• No emphasis on feedback, so the effect is not
considered.
• Noise or any kind of barriers in communication process
is ignored.
• Similar to Aristotle’s model, it is a linear model of
communication.
 LASWELL’S MODEL

WHO In which With what

Says What TO WHOM
Channel Effect
Communicator Message Receiver
Medium Effect

CRITICISMS ON LASSWELL’S MODEL OF

COMMUNICATION
1.No feedback and ignores the existence of noise.
2.The model is very general and simplistic.
3.The model is more focused on the outcome and generally
used for media persuasion.
SCHRAMM’S INTERACTIVE MODEL

ENCODER
INTERPRETER MESSAGE

DECODER

DECODER
MESSAGE
INTERPRETER
ENCODER
CRITICISMS ON SCHRAMMS’S MODEL OF
COMMUNICATION
• This model is sometimes impaired by semantic
noise.
• It relies on one-to-one communication.
• Misunderstanding can cause a message to be
interpreted differently.
 SHANNON-WEAVER MATHEMATICAL MODEL

RECEIVED
MESSAGE SIGNAL SIGNAL MESSAGE

INFROMATION TRANSMITTER RECEIVER

CHANNEL DESTINATION
(SOURCE) (ENCODER) (DECODER)

NOISE
SOURCE
 CRITICISMS ON SHANNON-WEAVER
MATHEMATICAL MODEL OF COMMUNICATION
• It is applicable for interpersonal communication that
group communication and mass communication.
• Sender plays the important part in the communication
process and receiver is not emphasized.
• Feedback is taken as less important in comparison to
the messages sent by the sender.
 PROCESS OF
COMMUNICATION
 ENCODING
SENDER

CHANNEL NOISE MESSAGE

FEEDBACK NOISE CHANNEL

DECODING RECEIVER
 VERBAL AND
NON-VERBAL
COMMUNICATION
 VERBAL
use of spoken words, sounds and language

Examples:
Face-to-face conversation, giving of speech,
telephonic conversation, sending voice note, taking
interviews, group discussions.
 NON-VERBAL
actions and attributes that have socially shared
meaning.
- body language, gestures, emotions and voice
tone
 FUNCTIONS OF VERBAL
COMMUNICATION
• Verbal communication helps us think.
• Verbal communication helps us shape our attitude about
our world.
• Verbal communication helps us organize complex ideas
and experiences into meaningful categories.
• Verbal communication helps us define reality.
 FUNCTIONS OF NON-VERBAL
COMMUNICATION
• Non-verbal communication is used to regulate verbal
communication.
• Non-verbal communication is used to duplicate verbal
communication.
• Non-verbal communication is used to complement verbal
communication.
 FORMS OF
NON-VERBAL
COMMUNICATION
 1. KINESICS- includes body movements, gestures, and facial expressions and
can be intentional or unconscious.
Example:
• Thumbs Up- generally a positive sign, the thumbs gesture signifies approval,
agreement, or satisfaction, especially within American and European
cultures. While in Australia it is an insult

• OK gesture- signifies that everything is…well… okay. That is, all is well and
going as planned. However, in New Zealand, the sign is used for a lazy
person. In Australia, however, the "OK" sign is simply taken to mean "zero".
2. CHRONEMICS- pertains how people use,
perceive, and structure their time.

Example:
In Japan, the Japanese believes “time is money”
and should not be wasted.
3. PROXEMICS- refers to the interpersonal
space to regulate intimacy.

Example:
• Latin Americans, have a more intimate
contact when they socialize. Northern
Americans simply shake hands.
4. PARALINGUISTICS- includes factors such as
tone of voice, loudness, inflection, and pitch.

• vocal characterizers (laugh, cry, yell, moan, whine,

belch, yawn). These send different messages in
different cultures (Japan — giggling indicates
embarrassment; India – belch indicates
satisfaction)
• vocal qualifiers (volume, pitch, rhythm, tempo, and tone).
Loudness indicates strength in Arabic cultures and softness
indicates weakness; indicates confidence and authority to
the Germans,; indicates impoliteness to the Thais; indicates
loss of control to the Japanese.
• vocal segregates (un-huh, shh, uh, ooh, mmmh, humm, eh,
mah, lah). Segregates indicate formality, acceptance, assent,
uncertainty.
 5. HAPTICS- is communicating through touch. Touch can
be used to communicate affection, familiarity, sympathy and
other emotions.
Example:
• Traditional Korean (and many other Asian countries)
don’t touch strangers., especially between members of
the opposite sex. But the African-American sees this as
another example of discrimination (not touching him
because he is black).
• Islamic and Hindu: typically don’t touch with the left hand.
To do so is a social insult. Left hand is for toilet functions.
Mannerly in India to break your bread only with your right
hand (sometimes difficult for non-Indians)
• Basic patterns: Cultures (English , German, Scandinavian,
Chinese, Japanese) with high emotional restraint concepts
have little public touch; those which encourage emotion
(Latino, Middle-East, Jewish) accept frequent touches.
6. OCULESICS- is communication using the eyes like gazing, eye
movement, etc.
Example:
• Arabic cultures make prolonged eye-contact. — believe it
shows interest and helps them understand truthfulness of the
other person. (A person who doesn’t reciprocate is seen as
untrustworthy)
• Japan, Africa, Latin American, Caribbean — avoid eye
contact to show respect.
COMMUNICATIVE
COMPETENCE
Anchoring on Dell Hymes’ (1966) concept,
communicative competence refers to the
linguistics, sociolinguistics, discourse and
strategic proficiency of the sender and the
receiver of communication.
LINGUISTICS PROFICIENCY
includes the ability of the communicator to use the
appropriate morphology (words), syntax (grammar),
phonology (pronunciation), semantics (meanings),
pragmatics (meanings of utterances in specific
contexts). Product of being educated and exposed to
a language.
SOCIOLINGUISTICS
sub-discipline of linguistics that treats the social
aspects of language. This means that language
varieties exist and these variations are to a large
extent shaped by social factors such as socio-
economic status, gender, education, occupation or
profession, religion, and other social variables.
DISCOURSE
refers to how ideas are linked across sentences (paragraphs in
stories, news, essays, etc) or utterances (speeches, lectures/talks,
sermons.etc.) using the appropriate organization of ideas,
cohesion and coherence. Discourse competence refers to one’s
ability to demostrate organized, cohesive and coherent
thoughts in spoken or written texts.
STRATEGIC COMPETENCE
refers to a speaker’s ability to adapt to the use of verbal and
nonverbal language to compensate for communication
problems caused by the speaker’s lack of understanding of
proper grammar use and/or insufficient knowledge of social
behavioral and communication norms. Include the ability to
use synonyms or employing gestures to get the message across.
Also, prevents communication breakdown.
ETHICS
Ethics - from the Greek word ethos, which means custom, habit,
character or outlook.

Ethics in communication can take a universal approach, which

caan be displayed in several ways including but not limited to the
following:
 • Adhering to the golden rule or the platinum rule.
The golden rule asserts to always treat others in the same
way you want to be treated while the platinum rule
according to Bennett (1980) stresses on treating others the
way they wish to be treated. Ethical communication address
people of other cultures with the same respect that they
would like to receive themselves (Jandt, 2023:37).
• Considering the feelings of the receiver. Humans are
not only cognitive but also emotional beings. If we are
less careful with our words, tone, and non-verbal
gestures, people could be negatively affected. To be
ethical in communicating with others, it will be best to
maintain tact and diplomacy in our communications.
• Acknowledging the source of idea and information.
Sources of ideas and information should be
acknowledged appropriately at all times. It is unethical
and unlawful for someone to convey other people’s
intellectual property without recognizing the author’s
names or organizations.
• Speaking the truth. This is a universal rule.
Unfortunately, there are also those who (for whatever
reason) seem to enjoy propagating falsehood. Take for
instance the abundance of fake news or what others call
alternative facts on the internet. Obviously, this is a
violation of communication ethics and should be stopped
by all means.
ASSIGNMENT:
• Form groups of 5 to 6 members, present a 3-
minute role play on barriers/noise in
communication and demonstrate ways in
overcoming them.
• Read the passage “The Flight From
Conversation” by Sherry Turkle (pages 24-27)