COMM. 3 i | PRACTICAL SPEECH FUNDAMENTALS | | | | Experimental Edition | Depariment of Speech Commumication and Theatre Arts College of Arts and Letters University of the Philippines, Diliman DriCelia T. Bulan Tanthe C. @ Leon FadTABLE OF CONTENTS CHAPTER Page No. 1: Exploring the Nature of Communication: An Overoiew o1 : The Listening Process 26 8: The Self and Intrapersonal Communication 45 4: The Speaker's Ethos 59 anguage . °° 6: Using the Voice to Commanicate 89 7: Nonverbal Communication: The Potent Hidden Language 101 8 Communicating with Ancther Person 113 8 Group Dynamics 2 - 131 10: Contmunicating in Public 15, APPENDICES Sal-Evaluation of Listening Hiebits ‘Oral Reading Evaluation Sheot Interview Plan Format ‘Sample Interview Plan Evaluation Sht for Interiew [Basic Agenda for a Problen-Solving Discussion Sample Exploratory Guide (problem of policy) Leadership Eveluation Form ‘Scrambled Outline 1 ‘Scrambled Outline 2 Scrambled Outline 3 ‘Sample Speech Plan (to infor) Semple Speech Plan (to pesuace) Sample Spoach Plan (to impress) Sample Spesch Plan (o rtertan) ‘Speech Evaluation Form ‘Sample Special Occasion Spooch QROZErATTROUMOORE Was oePREFACE, We were in the thick of a discussion in search of an appropriate title for an introductory course in Theatre. I felt my eyeballs turning for I was challenged. What could that title be? Iam way past retirement. Over forty years this is something I had been involved in: the formulating of course titles, course descriptions, attending meetings to present them, defend them, and the like. All of a sudden, the moderator’s eyes met mine and he called on me. The only thing I had in mind was Shakespeare, so without hesitation, I blurted out: “The world’s astage.” [liked it myself. AS a title, it's brief. Being Shakespearean, it sounded earned. I thought the response to it was favorable. But the best thing was it set people's minds thinking and there were more suggestions that followed. Finally, “The World’s a Stage” was one of three titles to be polished by a committee. But I didn’t stop there. “The World’s a Stage” still kept bothering me on my way home. Then, out of the blue, camean inspiration. To add the word “for so that the title would be “For the World’sa Stage.” I thought the idea and an idea came, That could be an expression of a justification of the course for new general education purposes. “For the World’s a Stage” would be a springboard to an exploration into an understanding of the dramiiturgy of theatre as communication. Tr vould provide a motivation for the act of studying theatre. It woulk be personal and global. I did the next best thing when I arrived home. { called up the Department to have my idea on record and for consideration by the editorial committee. Even to myself, at this advanced age, the thought was a significant, momentous thetorical experience, With one word, I changed the idea. It was made more consecrated, more instrumental: the power of language. “Which brings me back to my present task of writing a preface, 1 think the narration of my experience with one word ---what it can do to open the ears, to place stars in one’s eyes is appropriate for this task. For that is what the present ook hopes to do: Open the eyes, the ears, to enable the individual to relate himself to his environment.‘The book has been well thought out and written. We congratulate everyone, faculty and students, who participated ore way or the other, in making the writing, of this book possible. The choice of the last item they included, the sample of an ‘occasional speech” is excellent. In one stroke, the book became Filipino, proudly Filipino. I thank the authors for this role they gave me, to write the preface. I feel honored and privileged to be part of the 000k even in this sense. I wish every teacher and student wser of the book a fruitful joursey towards acquisition of optimum speaking effectiveness, Aigjandro J. Casambre, Ph, D. Professor Emeritus 28 May 2002eS EXPLORING THE NATURE OF COMMUNICATION An Overview ——_ —__—— ee! Obje Aer reading this chapter you should beable to: 1. discuss the nature of human communication; 2. construct a basic framework for defining communication: 3, analyze the different models of communication and {generate new ideas therefrom: 4. dispel misconceptions about communication and reinforce basic concept; 5. describe the Fanctons and values of human, communication, ifferentiate the modes of communication; Adentify the levels of communication; and synthesize the common elements ofthe speach ‘communication process. [Nature of Communication 1INTRODUCTION Why speech communication? What ther pover [than aguas} sould hace ben strong cough lhe to gir steed aman one plac, oo tad oat oft atch eece eters p10 ur set condition of edt et [pope eid tas, ifr the etilnent of eacll coy, 0 oe sage 10 tao, rina nc igh? Cheero De Oretore 133 Marcus Tullius Cicero (106-43 B.C), one ofthe greatest Roman oratofs and statesmen ‘of his time, underscored the power of speech inthe paragraph above. In our global age today the call stands strong, People need to tall. Families become united and stable by communi- cating. Communities and social groups bond together for the attainment of shared goals and, comunitments. Fiat in democracy as.a form of goverrmentin many couriries sustained ‘trough froaiom of speach or communication. Nations coalesce for the protection of tele ‘common interests and purposes through oral communication. Communicating leads to having; sharing loads to bonding; bonding leads to tnting. “The Tatas emma te ed ran ps, Zmentm (rome, pi) “The itil yale communis com tog avd fh rest nna = tes. From ths fymology one draws the sense of working togethe.” Ares of sharing, diy to work Publicly withthe gist ofthe word “communiate” Without speech or orl communication Sov itos could not aia levels of civilization, communtiy could not organize into living, tnd working groups, mark ad ritualize practkesan trains, dete an desde diffi issu and traaform society fr is good. People next alle When the boy you admire doesnt know you exist, you run to your bestfriend to ask foradvice. Yeu share on acne-on one basis. When your family needs to sit in council to plan how to cope with a financial crisis, you share person-to-person and with every person fnthecirle. When hushand and wife talk about rule of child-rearing, one person shares Intimately or dialogues with the other. When you are granted that fist interview for ajob you've elways dreamed of, you talk with someone reperor to You, When teachers communicate to their studens, they need to share not only content but values as well. When a shop foreman communicates instructions to his mer, he needs to motivate thom towards a productive work ethic. We could go on ad infiniti. Oral or speech communication te the prefered form of communication because i ‘ows spontaneously and directly between individvsls. Although public speaking no longer {defines the scope of human communication ts funcions for a society are equally important ‘individuals and groups (Grombeck etal 1954): [Nature of Communication1. Speeches are used for slfslfinition-e Jastas church groupe rcethelr cred loud and often, oceics and ‘comrities engage in spech communication activites n order to define themeelver or retin thelrcommon dent, indicate wha hey stand for, oF tehet It men to have afin ta group or organization 2. Speeches are used to dissnminate ideas and information. ven into day's proliferating media, mich information nasds to be SPEECH > AUDIENCE sPeAneg REDE wore sna * hsLasowell Model ‘One of the earliest models of communication was a verbal model advanced by Harold Lasswell in 1948, ‘with WHAT EFFECT Effet (Figure 2: Lasewell Model) “The model combines five key elements in a sequential or linear pattern that of apeaker delivering a message through a channel of commisncation fo another with such inpact. Ava socal scientist Lasswell promised his model upon three key functions of ‘communication in human society, namely: [Nature of Communication?11, strveillance function of eurveillors euch as diplomats and politcal leaders ‘designed to slert society to the dangers and opporturitis it faces, 2 comelation ~« function mainly carred oxt by institutions such as journalists, ‘educators end polltakers designed to gather, coordinate and intgrate into ‘meaningful form the responses of society towards changes in the environment 2. ranemiesion «function mainly carried out by institutions like tho family, ‘church, echool and community in order'o hand down values, mores, customs and traditions othe nent generation. ‘To paraphrase Lacewell, communication must perform its key functions to protect, ortify, and enhance a nation’ stability. A country taresponaible for consolidating its strengths and thiscan be done by controling the foros that interfere with efficient ‘communication, eg, message controllers (censors, agents of distortion and filtering, et). ‘The Shannon-Weaver Model ‘A model originally designcd for telephone communication, it entifes five (5) basic components: an information source, a transmitter, arecelver, adestination and noise, Somebody makes 8 phone call -an information source; the telephone is the fnmsitter that ‘converts the message into anetetronic signa: the telephone atthe other end is the receiver that reconverts electronic signal into a message: the message is heard by ancther Person, destination; distorting signals lke static comprise noise. Brey let us look at an example applying the model to 4 non-telphone situation. “Theiformation sures pocime the brain ofthe spear; te transmitter dapame the vocal smchanism, Tho receiver became the hearing mechanism ofthe Iateer a Unebrai ofthe listener beame the stnation and nowe batamne arything tht inererad witht message. “The Shannon- Weaver model depicts communication a a one-way or linear sequence of transmission and reception. Italso depicis noise as an clement found only within the ‘message and not throughout the communication process. And since it originally applied to telephone communication, ts concepts of transmitter receiver aint nol hasta — Recsid St estan =1Q igure 3: Shannon-Weaver Model) Nature of Communication 10Selvamam’s Model ‘Wilbur Schramm moved beyond the verbal madel to advance a significant insight lnhissacond model (his iret model is sina to Lasswel’), Schram highlight the Importance af an overlap of communicator’ fds n order that communication can occur. wae tase |__ [Sot Das |__| oem (igure 4: Seiramn’s Frat Model) Flot of Experience + Doce | Destination STE (igure 5: Savamm’s Second Mode) ‘Schramn’s third model describes ‘he dual oe ofeach communicator in that he is both sender and receiver, and that both encoding and decoding entail personal interp- retation. The fourth model presents another heuristic insight by the fact that it emphasizes the dynamism of human communication. People interac in constant cyclical fashion ‘whereas earlier models (Aristotle, Lasswel, Shannon-Weaver) depict communication 2s a sequence, Schramm finally captures the nctons of process and interaction. Message =] — Encodor ‘wossape (Figure 6: Scheaman’s Thisd (Figure 7: Sehramun’s Fourth Model) Model) [Natute of Communication 1Berlo's Model s M c R souRce MESSAGE CHANNEL RECEIVER ‘Communication Sil Element ‘Seeing ‘Communication Ska ‘Knowledge Sruure Hearing Keowtedge ‘Aude ‘Content Touching ‘Atte ‘Sodloctual System Treatment ‘Smeting Sodocutural System ‘Code "racing (Figures: Berlo's Moet) ‘According to David Berlo’s model, source and receiver are influenced by their personal makeup of three (3) factors: knowledge, attitades and communication skill ‘A fourth influence is the sociocultural gystem ofthe communicators. Where the ‘communicators message i cencerned, tee areas mater: message content, communicatr’s treatment and coding of content. Channels of commeniation or the means by which communication is shared consist of five senses, seeing, hearing, touching smelling tasting. Berlo acknowledge the complexity of the communication process as evidenced by the influence of several factors on communication, to lade an all-encompassing systern ~ White's Model - = = [Eugene White gave his communication stents a sequence of events that takes place fn communication. These elght stages of oral commusication are the flowing. 1. Thinking-a desir, eoling-or an emotion provides a speaker astimulusto ‘communicate a need, 2. Symbolizing- before hecan utter sounds, asposker has to know the code of oral language with which to represent his ideas ard in order to make his selection. 3. Expressing ~ the speaker then uses his vocal mechanism to produce the sounds of language accompanied by his facial expression, gestures, and body stance. 4. Transmitting - waves of sound spreading at LOOO feet per second and waves of Light traveling ata speed of 18,000 malls per second carry the speaker's message to his isteners. 5. Receiving -sound waves impinge upon the Istoner’s ears after which the resulting nerve impulses reach the brain via the auditory nerve; light waves strike the listener's eyes after which the resulting nerveimpulses reach the brain via the optic [Nate of Conmmuniation 12{6 Decoding - the listener interprets the language symbols he receives and thinks farther 7. Feedbacking -theUstener may manifest overt behavior like a nod, smile, or yawn oF Ihe may not show any behavior at all (covert behavior ike fast heartbeat, a poker face, etc) 8. Monitoring - while the epeater watches for signs of reception or understanding of bis message among his stoners, he also attuned to what's going on inside himy the ‘speaker ia receiving and decoding messages about himself from his audience in order (0 adjust tothe particular tation Thinking —+ Symbolizing) —+ eo “= GROUP 5 = mia = Decoding <— Receiving (Figure & Eugene White's (8) Stages of Oral Communication) ‘The Eugene White model implies step-by-step sequence of even's that etarts with thinking inthe mind of the speaker end ends with monitoring also by the speaker. Communication is repetitive, cyelizal event but the dynamic quality of interaction isnot depicted. The ponkerb thy originator of tha comanniesHom prrvost ant the stoner ca ‘passive renctor who does not initiate communication Dance Model “The model advanced by Frank Dance is represented by a spiraling figure ~ the helix. It depicts the process of communication ‘2 one that progresees or moves forward in cyclical fashion — moving, forward but coming back upon itself. Notce th spiral moving in progressively larger spheres as it goos upwards. This signifies the ‘dynamic quality of human communication in that what has occurred before influences what we say now. Whatwe say now influences the future, The continuum of human events serves asa backdrop fr all Juman interaction. Dances model sui caver medal in that one cannot pinpoint any literal features or elements However heheln ase (Figure 10. Dance Mod!) Symbol forthe dynamics of human comaarication s visually powerful Natareof Communication 13‘A Symbolic Interaction Model (Wood) Language i a system of symbols and words aresymbolic. In the course of Interaction or shared experiences, people “generate, convey, and Invest meanings and significance” ix these eymbols, “This modal refactthe nature of communication as a dynam systemic process in whch communtstors construct personal meanings hugh thelr symbolic inractions. Mode tar communicators ee iked together by Eoierymbolicintracons, trations Noy te ether eoquntial or sinltaneon since there so diction speed, Then given {Dtsrstionevalves out of eer intacions and is infuened by previous encounters a Callas by the prevent station. As communication progress verte (1 TT.) the Tare! werd etre omsntrgienege As gl compute Incas ‘Sur's valucs, ble atitudes,predgpostionstnekartions hogs and interests. Over. ‘ine poopie abso lear tury conor symbole fo denial cept, percepts Situs and exportation. Shared experiences ay Ion greater understanding between ‘rumuntcntore, Ite communication that enables prope to bud shard words Lets consider an example ofthe process by which people construct shared ‘phenomenal world. Recently a freshman was admitted toa universty dormitory facility ‘She met her roommate with whom initially she had rather an uncomfortable tiled “encounter. As the tw tried to find common areas ofierest in their high scioo! life and as they warmed up t exch other in view of their elmllar goals and expectations of college Lie, they began to -omur-anicate better, The discovery of a shares world spurred them both to Tolatr vith genes of togetiemeas in anew, excring ervinunanent thats cologs. ‘Commcaication can thus enlarge the shared worlds between communicators. Ths the node! emphasizes the temporal dimension of commurication—a given interaction serves as ft sarting point for the next and future interactions. ‘Shaved Syste (Figure 11: Wood's Symbolic Interaction Model) Nature of Communication 14In addition to the mode's dynamic feature there i also the systemic quality of communication. Several levels of aystoms are represented within the model. Both ‘Comuunicatos live within avast eocial system or social world composed of al the ois! “poteme that make up a given eociety. Fach communicator belongs to a few not all of such ‘ystems and is represented by dotted lines. This sto indicate the openness of these systems to forces of outede of them. The dotted lines also mean that there is int-rrelatednese ‘botoon systems. Furthermore, the model emphasines the communicators personal construction of _meanings through his individual phenomenal world. This world consists of everything that ‘makes up an individual — self-concept, goab, emotions, thoughts, ils, attitudes, past ‘rperincey, belles, ane values, This word i the basis for interpreting communication. Th the model Communicator B interprets A’s messages through his phenomenal world, not trough A’, To the extent that these two worlds overlap, A and B will have aces shared Understanding of symbols. Their personaly constructed meanings when found to be ‘common or silar will lead them to deepercommunication. Finally, the model presents a feature not highlighted by the other models: constraints The series of lines indicates the exstence of constraints throughout the ‘communication process. Constreints may come in the form of conditions beyond our control Ge, unstable esonomy) and they may azo be found in the communicator (Le. biases, moods dislikes). ‘Ths Speech Communication Transaction Model (Gronbeck et) * Feedback LUstener’verbanisual igure 12: Spaeck response coves soaker to Communication ome ‘Transaction Model) [Notureof Communication 15Premlsed on speechimaking, the model is comprised of esentially the folowing components e speaker, the primary communicator, gives speech. a continuous, Purposive ‘ral mncsaage, tothe lsteners, who provide feedback tothe speaker. The exchange occur i Various chanel in a particular sltuation and cultural context SPEAKER “The epeaker must evaluate himeclf on four (4) ey areas every time he ccominunicate:#) purpose; b) nowledgeof subject are communication oils) attitudes foward olf steners; and subject d degre of credibly. 4) Speaker's Purpose. Every speaker has ¢ purpose or gosl to achieve, It may simply bbe to Eefriend someone or it may be morecomple, asin trying to change ‘people's baliefs and behavior. A speaker may wish to inform or add knowledge, {Entertain or amuse, impress, Inspire or motivate. In all cases, aepeaker has" direction red, thos acts in a goal-directed manne. 1b) Speater’s Knowledge, Listeners generally avait a speaker with high expectations. ‘Does the speaker display deeper.than-auuface knowledge of his subject? Does he hare new, fwshy relevant, and eignifican insights? Is tere depth and breadth in his message? Can he be considered an authority on the subject? Does his _measage make ft worth their while? c) Speer’ Attitude, A baseline source of healthy atitude towards self and others is one's self-concept, aterm wstally grouped together with self-worth, selfestee, self firacy, and slfémage. If you fel goed about yourself, you will reflect and Feliate such an ative when ou communicate with oters. you don’t fost poor towards yourself, you might not want to see, alk or communicate with people. Confidence, plessantness, emiatility, commanding presence and other [postive traits tend to be manifested by the speaker with healthy attitudes towards hime, the listeners, and his subject. Shyness, uncertainty, poor seli- confidence, phlegmatie presence and other self-defeating traits tend to show ‘when the speaker does not hold a healthy atte towards himself the listeners, ‘and his eubject. ‘Speaker's Cudfility, When Ustenarsjuge a speaker to be high in $ ‘trustworthiness, competence, sincerity, etfractiveness, and dynamism, the speakers chance of success wil be high. Otherwise, his speech communication transaction wil bea failure. The concept of credibility is traced back to the ‘classical Greek concept of ethos, a word that means character. Authors Gronbeck, Ehninger, MeKerrow, and Monroe attest tothe fact that where a speaker can heighten his crediblity thece he will also produce a heightened {impact of his message upon the audience & MESSAGE ‘Your message often comes inthe form of ideas or information. In public ‘communication, there are three vital aspeca of the massage: conten, structure, and style. [Nature of Communication 18,a » Q LISTENER Content. Mere facs or descriptone do nota content make. Something more substantial needed. A specks content isthe substantive and valuative Inaterils that form the epeaker view of atopic and of the world. Content can belikened to an umbrella in whooe shade cortain select ideas and information ‘come under, Content i conceptualized by the speaker according to his purposes fora particular andience Structure. Presenting idea, fot, and information any which way is structure of tome sort, But a speakers structre needs tobe one in which hi eas, facts and {information can be properly ard effectively understood through patterns or coherent arrangements or sequencing of ideas. Such arrangement gradually {guides and leads lstoners to grasp ot comprehend thespeaker’s message. At the end there must be unity of thought. Style. Personal and impersond, intimate or distant, poetic or plain. reportorial or Jmpressive, you communicate your speaking syle when you select certain words ‘and arrange them in eome wey. Styl often refers to those aspects of language ‘hat convey impressions of your personality, your view ofthe world, and your individuality o uniqueness as person, tn the communication transaction the Fister serves asthe speaker's counterpart. He receives and thinks about what is eid i light of his &) purpose; b) knowledge of and interest in the topia;¢) level of listening skills; and A) attitudes toward self, the speaker, and ideas presented, a » a a Purpose(s). Often listeners cone to liston with single or mistiple expectations ‘Some want to hear the latest on a raging controversy, others simply want to see what « person looks and sounds like, and still others come to be entertained or yhumored. Spoakers must match thei listener's expectations in order to sucoced, Its important to know that Ieteners want their needs satisfied. Kooteedge ad Interest, Do the listeners know litle or much about the topic? ‘Would they care to hear or be attracted to listen tothe topic at hand? 1s there something In i for then? Ie te group a highly motivated audience? {A thoughtful speaker would not initiate a message without fir atudying his ‘audience on these two critica areas, areas of high Impact. Connend of Listening Skills. Ustenors vary in listening skills. Some are naturally receptive while others can’t wait to hear the speaker's final “thank you" or “good ay!” Others persevere ough long chains of reasoning while the rest are [szuggling to oe the point. Chlldren cannot listen to lectures or long discourses ‘whereas adults ean st through these. The degree of appreciation in aHstener is 8 function of his listening ells. Training inthe discipline of listening is vital to ‘any form of human communcation. ‘Attitudes. Since etitudes of persone are generally shaped by the values they hold, it would be unvse for & epeaker to antagonize his audience with contrary opinions. Listeners tend fo cock out speakers whose beliefs and views they slready egree with, and retain longer those ideas they strongly approve of. [Nature of Communication 17‘Apesker who wishes to alter stoners views must start from fair ond Akon ground, then slowly build wp toi alternative or contrasting ideas, yRJEDBACK Feedback i a two-way flow of ideas, feelings, and information from listener to syponker, opener ack to iste. Liters yawn oF frown, nod or sak emi oF 1h vee pcar instantly interprets these as signals of comprehension or confusion and boredom ae cpfaction. The speaker adapts, adjusts, alters, and modifies his speaking behavior in or esto respond touch signals, Itakes il and senstivity to spot cues in audience behavior. (CHANNELS, ‘Public communication cuts across mulsiple patways or channels. The verbal “eharnel caries words; the visual chanel tranamis gestures focal expreaion, bodily ciement and posture of speaks and listener: he ar chanel or paralingwitic chanel 30 ar the tone of voce, waratione in pitch and volume ot loudness, a well at cues on the coronal state of te speaker and tor ofthe speech. Attimes a pictorial charset ais the SEmunication proces by use of visual ais suck as dagrams, chats, graphs, and objects ‘SZmuttaneous messages are being communicated through these channels SITUATION” our specs face nd neice by the pest sotng and soca net et see Rasen congregation eating weve il bea ferent oma ie rll. A facon room decraina heavy dark drapes and lighted diy cramps audlence response a wide brig lighsd pace with comfortable chars may ag ahaviororeapore subordiatataang orders rm esupei st ca dark may como he euttoraiveand powerfulstance of the bors Lend ing to anaer whe ochurny woul be confortable nd tease 2 Senunlcating sed 20. on are fort ‘A octal content t particular combination o” people, purposes, places, rules and “conventions that interact communicatively. A mir ofthe factors of age, gender, Ss {eotesion/occupetion, ethnic aggrupation, povet dagree of fnimacy and other wit reine the context ta which one comununicates wih others. For example, Younger POPI¢ fncrlly defer to ther elders and edere generally soak authoritatively tothe Young, Certain purposes or goals are more or less properly communicated in varying social ‘contents For instance, a mitng de aoance a contest for attacking or critcing the programs crihe Incumbent government but not for eulogizing the deceased. Some places are more conduelve to certain exchanges than others. You would hesitate delivering a sermon on tourd a public bus but speak with fervor inthe pulpt on « Sunday. ‘Societics observe certain customs, norms ae traditions that form the framework for social injeractiors, Those give rise to communication rules or norms that often specify what aaeaennot be aaid, how to eay what to whom in what circumstances. Adherence to thes ales facillate end enhances communication. Noneference entail the isk of non- acceptability. Nature of Communication 18(CULTURAL CONTEXT nally, clement of communication may have diferent meanings depending UP" ste culture or socety in which the communi:ation takes place. Each culture has its own set erates fo interpreting communication signals. While it may be perfectly alight to address ‘parents by ther Ft names inthe USA, the Filipino custom is ott call hem by thes first raves batt elwaye use the words “po” and“opo “or the third person “hye silt “wile {aking to parents and elders. This sa good example of cross-cultural cantext wherein conan nication behaviors predicted on prevaling norms and customs. The serious oF ‘houghtful communicator need to examine nnd analyze thecultre bei int he time, MISCONCEPTIONS ABOUT HUMAN COMMUNICATION Now that we've explored at some ngth what human communication is lets look atsome commonly held misconceptions, or what communication is not 1. What we need is more commanication. “ieully indicates a desire fo excharge more words, more tak between people ‘Bot will mere communication solve poverty, political, and religious problems? Many problema cannot be solved ty words and more words alone because many problems donot engiate from unclear or inadequate words.-Many problems, Province can be eddroneed rasp the avenue of communication, Communication WTheipneslve conflcis and addres problems when thre ishettrmot more | cnnmrunication between persons and groups of people. In the end we cen maximize the strengths of communication if we know its ims. 2. Speakers bear the burden of effective communication, "Even if everybody agreed that a speaker should be responsible for effective communication becruse he norsaly initiates, listeners are also to bear in part the ‘purden booauae they mirror by tel response or behavior the clarity of Cnderstanding and comprehension the message clicts, Listeners ae the other half of wrerfective communication tranciction. When listeners do their part by feeding cues to the spoke, ey exerczeconsterable influence onthe effetvenees and impact of the exchange. 3. Communication breakdown stops communication. ‘Since a bresksiown actualy occurs within a fixed soquence of events (Le, machine operations), there is no breakdown in communication because the process pele interactive, dynamic, The notion of breakdon suggest communication can ced by detecting the defective part. This snot coneatnt with the system view tf communication wherein all fstures or components are interrelate. ‘Does communication top? Our process view of communication cannot pinpoint vac where the bepimings and endings of communication are locate Natur of Communication 19‘Words may originate at zome ppecific point in ime during a given transaction and also close ata given tne, but when exactly bogan or when it will end isnot certain. ‘Words may stop at some point but thinking and reflection go on. How about situations where listeners do not or cannot respond to our messages inthe way we ‘would expect? Communication has not topped. Itis possible thatinthoee cases Communicators may have attached diferent meanings to the symbols used or did not fagree with the desired response (ie, walking cut boycotting). Ideas were ‘exchanged, meanings were personally constructed, but in the end spoakex’s desired futcomes were not realized, 4. Communication consists of words. “just eay what the other person wantsto hear” may work once or tice but not all the ime, Often our words re contadictions of what our body stasce ‘communicates tothe other. Words in order to become meaningful must be fecompanied by the body, espectaly facial expression and tone of voice. The» ‘communicators body mast be attuned to wha: hes exying. Often what words ‘cannot convey the body does eloquently 5, Meanings arein words, Human beings construct meanings an therefore meanings vary from person to person In theory ths is acpi by most tat in protic we tribute intrinsic oF Inherent meaning word. Some people react patty when hearing words sch ale chauviit? “feminit “lft” “ron buster“ and the ike Others may ‘ect ire oto same ord, ‘Thse wed by thorns re tht pr ted butliferent poopl assign meanings whch re good or bad or somewhere it the aidan Wechoor th way weintrprt tw smb we trad hea As we interact with these words or symbole we actly eign meaning as well a ale thon 6. Effective communicators are born, wot made. 1 this were tre, then there would eno need for comnunication courses at AL AF this wore re, then this reading material would not have been writen for students. The facts yer In and year out communication students who at first thought so turned ou to become effective communicators after a semester of had ‘workand persistence. Any student who is wiling to invest much tine and effort can ‘aftance his communication sls dramatically. Knowledge sk, and atitudes that ‘comprise good communication can be develoed or cultivated overtime, SUMMARY OF COMMUNICATION MODELS ‘As asummnary ofthe communication models lt us extract thir esential features and draw similarities a well as differences. Try generating nev ideas from them. Nature of Communication 20A SUGGESTED SURVEY OF COMMUNICATION MODELS MODEL ORGANIZINS VALUE HEURISTIC VALUE What features and relationships | Can you generate new insights? ‘are emphasized? ‘Gan you ask stimulating ‘questions? Features: speaker, speech and ‘audience ‘Adistote | Relationship: near, soquential ‘among the 3 elements | Features: speaker, message, ‘What are the effets of messages? Lasswell Model | fecever, channe! and effect Who sends messages to whom? | Relationship: linea, sequertial | What is the message? ‘among 5 elements How does channel affect message? Features: information source, How do ideas from a source arive ShannonsWeaver | transmiter, receive, destination, | at the destination’? How does noise noise fistor signals? What are the kinds | Relationship: linear, sequential | of noise? relationship amongs elements Features: commvnicators, How is communication affected by Schramm | messages, lds of experience varying overlaps in the fields of Relationship: interectve, crcutsr | experience? How do relationship among elements ‘comrnricators cope with ‘Simultaneous messages? 1 Features: source, message, How do characteristics of source channel, recetver ‘and receiver affect messages? How ‘Sais Roietionship-not scot irmodel | do soures variables influence coding | ‘but visual placements suggests ‘and treatment of messages? How | Tinearty from source to receiver | do channels effect reception of messages? Features: eight (8 stages — Do these stages point tothe role of thinking, symbolizing, expressing, | listeners? How? wmite ‘ransmiting.recehing, decoding, | How does feedback affectthe | feedback, monitorng speaker's message? Relationship: cyeical, sequential ‘elationship among the eight ‘elements ‘Nature of Communication 21MopeL ORGANIZING VALUE HEURISTIC VALUE ‘What features and relationships | Can you gonerate new Insights? ‘are emphasized? ‘Can you ask stimulating ‘questions? Features: ime orientednes, How doos a message at a ven feflexiviy time affect later messages? When Dance Relationship: cyclical, sof reflective | does the impact of communication progression overtime ‘top? When and where does. ‘cormmurication begin? How does ffme tauonce the impact of ___| eommurication? Features: communicators, How does an init conversation ‘phenomenal world time cimersion, | build the foundation fr future : Wood Symbolic inieracion, constraims | interactions? How do members of Relationship: dynamic, systematic, enlarged ehared phenomenal wodd between communicators, interactive family or cormmunity bul a ‘commen or shared phenomenal ‘word? Monroe, Gronbeck, Features: speaker, message, hanno, stoners, feedback, How does euttural context influence messages? How does situation ‘Bringer | ston on cat conte Thorlay arts pecker goals ot Sickcom | Relationetp merece, fuposes? Noweantecoatt |= eo tram, | btfeodock acne spec se pusiccommnsicatowronted | hs messape? | C= (SU) WP) ‘Why is tint Thinking | communication skills? How is. Language fanguage tothe casambro | pastures exneng,tanguage, | onousion tas? Cee recep tts | How do you terre the mode! Relationship: communication’s herein? folser varariseln and ein of “ Ideas conmmon donominatoe thntng a proces ng enguage | LEVELS OF COMMUNICATION Now that we have enough models of comaunication, perhaps we should familiarize ourselves with the different levels or relational forms of communication. According 2 ‘Moros and Ehninger (1974), there are the dlstingsshable forms: 1) interpersonal; 2) small group, and 3) public communication. Communicolgists Ruesch and Bateson (19_) classify human communication into four (4 level, namely: 1) ftrapersonal, 2 interpersonal. 3) group; and 4) cultural, The folowing typology would give us a broader perepective: [Nature of Communication 211. Intrapersonal Commurdcation ~comaanication occurs in the individual (Lea stent chooses to study for an exam instead of attending a party) 2. Interpersonal Commrication - communication takes place between two oF more persona this has two forms, namely: dyadic (between 2 persons) and grow {among 3 or more person; (L2, a mother-daughter dalogue; and a meeting of @ study group ofS clasemates In Math 14) 3. Public Communication - communication occurs between a speaker and ‘several stoners (Le, the UP president welcomes the freshman population in June) 14. Mass Communication - communication oxurs between the source (speaker) land a vast audience/readerstip/ viewership via mass media/ channels of radio, (clevision, and print (Le, preddontial candidates engage themselves in pre ‘election debate on a adio-TV network) 5. Organizational Conumsnication - communication occurs within the ‘coreplace between ane among members in order to carry out an organization's ‘bjectves and purposes, defining goal-directed behavior for efficiency and GHlectivencas (Le, a division manager enunciats the latest policy on employee [productivity and intistes an open forum) 6. Intercultural Communication ~ comenunicetion occurs in verbal ad nonverbal ways to promote understanding and goodwill between and among, ‘cultural communites/natiore; (Le, soiree, eympasta among Flipines and Intemational students in the UP campus: cultural/stage performances iphlighting, Korean treditions through dance and msc) Developmental Connmsstitation ~ communication occurs between progressivenations and developing societies ofthe world inorder to facilitate the total development of indviduals and nations (Le, UNESCO expetts/ workers tnoblizing communities among developing countries to lausch educational and livelihood proj) MODES OF SPEECH COMMUNICATION Ineach of the relational forms of human communication (Interperional, EroUP, public), two modes of oral or speech consmunication prevail one, verbal mode: two, Ponverbal mode. In the verbal mode, the speaker or communicator uses his voice or vocal tnechaniom while in the nonverbal mode, the speaker or communicator displays bodily behavior/moverment in forme such as facial expression, eye contact, gestures ofthe hands tnd shoulders, In the verbal mode istexers hear the human voise while inthe nonverbal node listeners see the speaker's bodily movement and behavior. But as a whole, the speaker cConmunucates his meseage through both aveniies—verbal and nonverbal. As these will be Gealtwith more longthiy ina later chapter, lat us end our dlscussion with « summary ofthe teoential points learned from this foundational chapter. Nature of Communication 23‘Communication sa dynamic, systemic proces in which commuicators construct ‘personal meanings through thelr symbolic inrations. “Models of communication have a two-fold value: organizing, which clarifies the structure of complex events; and heuristic, which leas to innovative end productive thinking, “The different models of communication staring with Aristti’s down to Dance's, ‘and others chow us the features or components selected or highlighted by the model ‘designers, which features help us to understand the nature and compleity of the ‘communication process, The evolving models drive home the point that there f stil ‘much to eam and discover about human communication. The progression from. Tinenrity of communication to dynamiam and transactionalism proves this “The following are widely held misconceptions about what communication is and does: ‘More commusnicetion improves anything and everything, Speakers are responsible for effectivenees in communication. ‘Commuicatioy, breakdowns stop communication Communication consist of words. ‘Meg ae wend Effective communicators are born rot made. “TheS basic levels or relational forme of huran communication are: interpersonal, group and public communication, The broadly inclusive classification has the ff: 1) {ntrapersonal; 2) interpersonal, which consis of dyadic and group; 3) public: 4) ‘mass; S) organizational; 6) intercultural: and 7) developmental commuication. “The two modes of speech or oral communeation are verbal and nonverbal. The ‘verbal mode utilizes the speaker or communicators volce while the nonverbal mode Uses the speaker or communicator’ bodily movement and behavior. In sum the. speakers vocal or oral mescage is clarified, anhanced, and reinforced by his x=. ‘nonverbal behavior, EXEROBES: ‘Study and analyze the communication system in your own family. Draw up a ‘schema or a diagram of its main componeris features Explain how it works using fany of e combination ofthe communication models taken in class. Share your {nights witha classmate and listen to her response as wel (Choose any of the 3 relational forms of human communication: interpersonal, g70Up, ‘public. Explain and describe how theae conmuntcators interact or communicate with Nature of Communication 24‘one cnother. You may recall a resent event which you are familiar with. Or the ‘sltuation could bean event in the past which i til vivid in your memory. Focus your discussion on how they epcak and how they chow bodily behavior. 3. Write asingle-paged comment on any of the following statements maxims: “You cannot not communicate.” “Actions speak louder than words” “Say what you mean, mean what you say.” Parents should listen more “Aman cannot step inte the same river twice” *You take beck your word.” Communicating is apeating and listening, arepogre (Civikly, Joan M. (ed) Contexts of Conmmumiention. New York: Holt, Rinehart and Winston, ‘18, Feingol, P.C, "Toward «Paradign of Efctive Communication: An Empirical Stuy of Pervined Communicative Efeticeess.” Unpublished PhD dissertation, Purdue University, Gronbeck, Ehninger etal. Principles and Types of Spesctt Canmurication. 128 ed. New York Harper Colling Publishers, 1998, Knapp, Mark. “Becoming An fective Communicator,” from Socal Intercourse: from Greeting to Goodbye (1978), in ean M. Civldy (ed) Contexts of Communic. New York: Holt, Rinehart and Winston 1981 Mller, Gerald R. “Models and Speech Communication,” from An Introduction to Spesch ‘Communication (2 edn Jean M Civikly (ed). Contexts of Communication. New ‘York: Holt, Rinehart and Winston. 1881 Monroe, Alan H. and Douglas Ehalnger. Principles and Types of Speech Communication. 7% 8. ‘Glenview, Minois: Scott, Foreman and Company, 1974 Mortensen, C David, "Communicator Postulates,” from Communication: The Study of “Human Interaction (1972) in Jean M. Civikly (ed). Contents of Conarunication. New ‘York: Holt, Rinehart and Wingon, 1981 Woods, Julia T. A Symbolic Interactionaliet Perspective. Nature of Communication 25“THE LISTENING PROCESS Objectives, [After reading this chapter you should bo able to: state why listing i important; distinguish hearing irom listening: Aefine listening: describe the nature nd stages ofthe listening process; explain the purpose of listening: entity burrers to effective listening: suggest ways to improve listening: Identify ways to give and receive effective feedbacks and recognize various p-opaganda techniques. pauper Tistening 26INTRODUCTION ‘A story is told of « baliKbayan wo upon boarding a plane from San Francisco noted the usual passenger apathy a the attendants gave their saety massage a the beginning of the light. Thats until voice came over the intercom. “Ladies and gentlomen, as the song, says there may beS0 ways to leave your friend, but I guarantee you there are only 7 exits from this eirplane. So listen up!” And aftr the laughter subsided, they did Indeed, listening is an activity we often take for granted, We do not take our listening seriously until we face the consequences of not listening, Due to your tnatientiveness in the classroom, how olen have you asked your sontmate what the teacher has just sald? What about the abit of exgaging in passive listening until the teacher informs the class that a quiz will be given after tve lecture? Poor listoning takes atoll in the home as Sl, Marriage counsclors sa that many domestic break-ups are related to communication failure between spouses, among family members and listening Is often at the heart of “Moreover, poor listening in the workplece often results in lowered productivity and morale. Having examined the communication proces in an earlier chapter, let ws now focus on istening, the reciprocal of speaking. In this chaptor the nature and stages ofthe listening ‘Process will be discussed. The purposcs of tstening, will be explained, The different barriers {> effective listening and some supgestions on hew fo overcome or counteract these barriers wil lkewiee be tackled. Finally, some guidelines to Further improve your listening, will be presented ‘THE IMPORTANCE OF LISTENING Listening isthe most basic of te four major areas of language development. 5. Lundsteen notes that listening is the ist language shill which we develop (Wotvin 1968) ‘As children, we listen before we speak, we speak before we real and read before we write, ‘The preceding statement clearly indica that our ability to speek, read and write and master cognitive skills is dependent ciret! of indirectly upon our ability to fsten. “Listening eels the most foaquently wsed form of vesbal communication. Many studies made to investigate the frequency of Istning conclude tht listening consumes more (of our daily communication time compared to any other forms of verbal communication. ‘According to Rankin, on the average, sults spend 70 percent of their waking hours engaging in comumtinication activities. Specifically, about 10 percent ofthis communication time is spent in writing, 15 percent in reading. 30 percent in speaking and 45 percent in listing, ‘Given the amount of time we epend tening, our listening behavior should be made more cffoctive, Unfortunately, stoning ia sil that does not automatically improve with practice. It oem quite evident that despite the great allocation of time for listening, we do rot listen a wll as we should, We ae relatively poor listeners. Listening consultant Lyman Stell notes that on the average or level of Ustening effectiveness is only about 50 percent. We ‘can hear, evaluate and respond to only about half of what was sald, These figures may drop after 48 hours toan effectiveness levelof 25 percent. Operating on this low level of listening, ‘renults in a 75 percent loss. Listening 27t Listening ia kl thats of utmost importance tthe vari levels of communicaton We listen to ourselves at the tntrapersonal communication level We listen Raat ttre! when we Hate in conversation, to infeviek and nal group seme cnt a the pti communication kel wen we stent various speakers, cereretay er acoreat. elite the mass communication level when welisen othe TN Pe and fm Listening nt limited to formal speaking situations or jst the ri se pirat al tn bo formal an informal itsations, I plays an integral cr cvryay hess our ads ris and baviors ae affected bythe tring That we do. HEARING vs, LISTENING ‘Since hearing and listening, are frequently miswed as eynonjms a distinction ~~ between the two mustbemade. Although they aretwo recelving processes they are ccasentially 8:0 different entities. i “Heating is the physilogical proces of recdving aural and visual etimall It begins when the lntener takes inthe oound of the epeakerswoic. Its the pasive phase of speech ‘Reoption sine we can hear without efor. Good hearings important to tering because rearing provides the raw material om which the listening process operates. Good hearing though not aynonymous to good listening (Clevenger 1971) Listening Is move than hearing, itis dosertod swe ave phase of epcoch reception 1 physiological process gulded and contol by the habits attudes and ‘Conecious intentions ofthe listener, He chooses from those complex still certain ‘SRtosrcrton thet wil be useful in formulating his response. These distinctions are helpful in clarifying the meaning of listening, DEFINITIONS OF LISTENING Many defini of seing have ban fruit By vaso expert Each of ne li as ee arsgh roca determining weatcomponerts and Sn ante aeengect According 0 Nicol (02) hearing the caf tee seo tought vn) found od Ing the mre perch actor cndeand tng ofeanleymbol, te, bing an be mere Senco (0 seth ntachonent of ening ural pros” Bait ad Krower a pacing aterm ore mele roo feral poco which enable 1 neg meszages cope roc at waves eeepso, io na Sie mnt procese olin (08 filing the Proceso seeding ard engrg meaning mrt Ast defiion by Brooke ekg modell bdo! nthe chapter stats hat “ening the oa tee of hat feat what we andetar al what we enenber”Althese sarin atl andersand the ature and proc of nein Listening 25‘THE NATURE OF LISTENING 1. Listening és a dynamic, transactional process. In the frst chapter we learned that communication ie two-way process Ikinvolves both the speaker end the listener as they send and receive messages. It fs therefore thelr joint responsiblity o make sure thatthe messages originating from the source must be understood, interpreta and evaluated by the receiver. LLstening, the reciprocal of epasking, an Integral part of the total ‘communication process. 2. Listening ie an active process not a passive one, [Listening i iota passive state we may find ourselves in DeVito (1982) stresses that Istening dows not just happen: you have to make thappen It ‘Gemands physical energy which the Ustener need: so that he can focus onthe fneuaage cues, Ierequires mental energy so the Histener can participate actively at Uocoder of the epeaker/eource's messages as well as encoder of his return Inesonges of fondback. Clearly, istening isa skill that demands hard work an needs ous fll attention. 1 Listening is complex process. “Lotus understand the complex nature of listening by examining He Aifferent stages of lstcning se presented inthe Brools' Listening Model (igure). - zi Henig dentin and Recoantna tng wisyenty matory