Quarter 1 -Module 5

FUNCTIONS OF COMMUNICATION

LEARNING OUTCOMES:
 Identify the functions of communication using socially relevant images.
 Discover the common verbal and nonverbal cues that each speaker uses to achieve his/her purpose.
 Express social interaction and emotional expression through shared insights.
 Analyze various kinds of oral texts by watching sample oral presentations
 Present an oral text following its respective description.
 Apply the strategies in effective speaking through an oral activity.
 Evaluate the effectiveness of an oral presentation.

BRAIN BUILDER

Plato once said, "Wise men speak because they have something to say." Every time a person thinks of an
idea and opens his/her mouth to share this idea, he/she is already giving meaning to communication.
Every action and every word have their function in any communication.

FUNCTION OF COMMUNICATION

1. REGULATION/CONTROL IN COMMUNICATION

The control or regulation function occurs when an individual is quite uncertain towards another's
expected behavior that may be unusual from the usual friendly, initial encounters. Most initial
encounters are expected to involve polite, friendly interaction. In order to create a more pleasant
environment, people may increase the frequency and duration of various nonverbal, immediacy
behaviors (e.g. talk initiation, gaze, smiling/ laughter, friendly facial expression), hoping the other
person will reciprocate the increased level of involvement and thereby create a more pleasant interaction
context.

At times, behaviors increase or become uncontrollable thereby reducing uncertainty as the interaction
happens. The regulatory function shows how signals or symbols interact with others in the environment
which may trigger higher perceptions. This function proves that humans are the only living creatures
that can control their Employer behavior towards others, things or situations. The regulatory function
comprises three developmental stages: (1) the regulation of self by others (a person is being controlled
by others); (2) the regulation of self by self (a person is controlling himself/herself); (3) the
regulation of others by self (a person is controlling others).

Example:

In a job interview, a sensitive applicant in this situation is likely to manage his or her
behavior very carefully in order to create a desirable impression to the employer.

2. SOCIAL INTERACTION AND EMOTIONAL EXPRESSION

 Emotions coordinate social interaction. A person's emotional expression serves as a social
expression which suggests prepared responses in others. For example, anger elicits fear-related
responses. Another example is distress which elicits sympathy from observers. Emotional expression has
facilitated several new insights into human emotional communication through facial muscle movements,
vocalization, posture and touch. Emotional expression coordinates rapidly shifting social interactions. It
displays information about the person's emotional state where it conveys critical information about the
person's social intention whether to strike, play or comfort. Hence, emotional expression helps
individuals in relationship (such as parent-child, teacher-student, etc.) to respond to the demands and
opportunities of their social environment. Emotional expression is the basic element of social
interaction.

On the other hand, individuals who lack perception or generation of emotional messages may experience
difficulty in social relationships.
 Lack of emotional expression provides others with less information on their mental state and
receives less social interaction. For example, a depressed person smiles less which may elicit
anxiety or misunderstanding from others.
 Lack of perception of emotion can be a problem to social interaction. Insensitivity to other's
feelings may elicit lack of concern to social relationship.

3. COMMUNICATION AND MOTIVATION

Every communication starts with a motivation. The key to communicative competence of a

person is finding motivation to communicate better than he/she currently does. People are motivated to
communicate in two ways - by approach or by avoidance - which show the positive and negative sides
of motivation.

 Positive Motivation
- Communication goals are the speaker's objectives or purposes in a communication. The
speakers' motivation to reach his/her communication goals is the bridge to his/her self
assessment of effectiveness, confidence, skills, knowledge, etc.

Types of Negative Motivation

A. Communication apprehension is the fear or anxiety that a person experiences as a result of

either real or anticipated communication with a person or group of persons. Common signs
of apprehension are shaky hands, sweaty palm or a feeling of upset stomach. These physical
signs motivate one to avoid communication or suffer from anxiety more when forced to
communicate.

B. Context apprehension is anxiety of communicating in a particular context such as

interpersonal, small group or public speaking.

 Social anxiety is the anxiety present in an interpersonal communication. For some,

social situations can seem very threatening because they are scared of what others'
would think about them.
  Shyness in small group communication is a social anxiety at an extended period. Shy
people are less likely to initiate or actively participate in a small group communication.

 Public speaking anxiety is also known as stage fright. It is a common anxiety among
people who seldom speak to a big group of listeners or audience.

4. COMMUNICATION AND INFORMATION

Information appears often in the definitions of communication. Some say that in order to define
communication, information must be considered. So they say, communication is the transmission of
information between or among people. But it is not as simple as that. The link between communication
and information is complex. Identifying it in human actions especially presents a challenge.

Information and communication are ever present and connected. Individuals may try to control
information for their own purposes, yet their goals are partially frustrated since no information is
completely proof against communication. For information to exist, the potential for communication must
be present.

1. They are social constructions. The idea of communication and the idea of information

suggest analysis of cultural values that help or hinder foundations in the society. These ideas
contribute to the formation of the society from its history to its future.

2. They share common concepts. Inquiry in respective areas is employed in communication and
information. The following concepts are shared ideas in the process of communication and
information: symbol, cognition, content, structure, process, feedback, interaction, technology,
and system.

3. They form dual aspects of a broader observable fact. Measuring the amount of information

present in a situation may present difficulties because communication acts to prevent complete
measurement. Information is present in so many different forms that it is impossible to know
with certainty that no communication is taking place. The importance of concepts related to
information and communication across the physical, biological, and social sciences indicates
the value of the activity.

IMPORTANCE OF VERBAL AND NON-VERBAL CUES

Verbal and nonverbal communication were described and categorized in the previous lesson. In
this lesson, the purpose of verbal and non-verbal cues in communication are the focus of the discussion.
Cues are prompts that listeners and speakers say or show to expect a response or reaction. Speakers
usually use verbal cues while listeners are expected to show non-verbal cues. As the discussion goes, it
will be realized that both verbal and non-verbal cues are exchangeable in listening and speaking.

Verbal cues are commonly used in giving instruction, asking questions or delivering a speech since
they are clearly articulated in words. In fact, verbal cues can come in many different forms and a strong
communicator must know how to recognize them all. Verbal cues include an increased tendency to act
toward one's goals, also in conversations. Verbal cues include the type of question asked, who initiates
the language, and what type of language used.
 Types of Verbal Cues Example
1. Direct cues are clearly articulated statement of
instructions. These are used to make very clear that Communication of parents to children, teacher to
the listener is expected to do or say something in students, boss to subordinates, etc.,
response.
2. Indirect cues are prompts that tend to be less obvious
Communication in job interview, pageants, open forum,
about what is expected and might come in the form of
etc.
a question.

Note: Direct verbal cues leave a little doubt about what is expected because it is the responsibility of the
speaker to clearly state what he/she wants from the listener. Whereas to indirect verbal cues,
which place considerable responsibility on the listener, who is to deliver the desired response
based on the prompt.

Meanwhile, nonverbal cues are nonverbal behavior or objects to which meaning is assigned.
The intentional assignment of meaning by a sender, receiver or social group to any non-verbal behavior
or objects makes the non-verbal cues. Language comes out of human's ability to use non-verbal cues.
People use them to accomplish many communication goals.

Function of Nonverbal Cues Examples

1. Substituting for and repeating words using emblems A teenager runs into a friend who asks, “So, how do you like
An emblem is a non-verbal cue that can generally your new job?”
be translated into words or phrase. Most people within
a group or culture agree on their assigned meaning. The teenager just rolls his eyes, using nonverbal cues in
place of words.

2. Complementing and accepting words using illustrations

Illustration are movements that complement verbal An employee's head is bowed and his body posture is
communication by describing or accenting or slouched as his lady boss tells him how unhappy she is with
reinforcing what the speaker is saying. People use his job performance. His nonverbal cues provide clues to the
illustrators to indicate the size of an object or to draw employee-boss relationship which also help convey the
a picture in the air to emphasize a key word in what employee's attitude toward his boss.
they are saying.

3. Contradicting words using mixed message.

Mixed message is when a nonverbal cue contradicts a A man's face is contorted into a grimace. His eyes are
verbal message. Interestingly, when non-verbal and narrowed and eyebrows furrowed. Yet, he is yelling, "I am not
verbal messages contradict one another, most of the upset!" He is sending a mixed/double message.
people believe the non-verbal message.
After explaining the candidate's stance on an issue, she
4. Regulating verbal interactions using regulators.
raises and then lowers her intonation as she says, “ "And
Regulators are nonverbal messages that accompany
that's why I feel the way I do." This, together with her silence,
speech to control or regulate what the speaker is
signals she is finished speaking and another person may
saying. They are often associated with turn-taking in
comment. Her behavior influences the flow of verbal
conversation, influencing the flow and pace of
interaction.
discussion.

5. Defining the social and emotional aspect of many

 interactions and relationships using accent An old man waves his fingers accusingly to a young man and
Accents is nonverbal cue to emphasize or to intensify raises his voice to demonstrate his anger as he say, “It is
the verbal message to express emotions and your fault, not mine.”
relationships.
His behavior intensifies his utterance in the interaction.

Oral texts are often intended as signs of written texts or literature. The word literature is more
commonly used to refer to creative texts that appeal to human imagination and emotions such as stories,
plays and poems. Oral literature started in Africa that reflects community life, the spirit of ancestors and
the process of development in changing societies. The texts come from the hearts, minds, and memories
of individual artists and other tradition bearers who are not just in touch with reality but the changing
dynamics in the modern society.

The oral text is performed and verbally transmitted using arts and language to showcase
cultural information and values from one generation to another. It is a powerful performance medium
because it is dependent on the performers who accentuate their words and meanings with gestures, facial
expressions, intonation and mimicry. Performances of various oral texts provide education,
socialization, recreation and identity in a group or community.

TYPES OF ORAL TEXTS

A. Proverb is one of the common forms of oral expressions. It can be used to address a subject,
or criticize an individual who, because of social and political restrictions, cannot be named
directly. It is usually a short saying, popularized by a society or particular groups in a society
that expresses a truth, offers a guide to good conduct and warns against foolish acts.

B. Poetry is another way to animate the words in metric form. Oral poetry can be done to
achieve political power, economic reward and cooperation, religious satisfaction, describe
nature, love and other powerful forces on earth.

C. Song is characterized by the highest degree of musicality and of other aspects of performance.
Lyrics and notes become meaningful when they are sung. Similar to poetry, songs can be
delivered for different purposes and meanings.

D. Riddle is a question in a form of a statement or even a one-word hint for the brainteaser to be
identified by the listeners. It is comically performed at a play in an entertaining atmosphere.

E. Oral narrative is a story delivered by an orator or performer. An oral prose can be in the
form of a myth (story of gods and goddesses), legend (story of renowned figures in history of
a people), fable (story lead by animals), and fantasy (story of supernatural beings).

EFFECTIVE ORAL COMUNICATION

Oral communication is creating messages that stimulate in listeners' meanings that bring about the
desired change in their understanding or opinions. Whether the oral communication is formal or
informal, through conversation or public speaking, it must be done effectively and strategically.
Conversation is a type of oral communication where there is exchange of ideas and opinions between
two or more people that involve or invite shared interactions. It takes a responsible speaker and active
partners to make a good conversation. People generally judge a good conversation based on the
following characteristics:

1. A good conversation is vocal. It invites people to speak out and challenge the received
wisdom from the conversation.
2. A good conversation is reciprocating. It gives. the opportunity for everyone to participate
and be heard.
3. A good conversation is issue-oriented. It focuses on specific concerns and rightful
resolutions rather than subjective criticism.
4. Good conversation is rational where reasons are intelligent and well-argued.
5. Good conversation is imaginative. It is open to suggestion and consider unexplored
possibility from the parties involved.
6. Good conversation is honest for it speaks with objectivity.

CHARACTERISTICS OF A GOOD SPEECH

1. A good speech is socially responsible. Speech is a powerful tool to inform and persuade the
audience.
It is the obligation of the speaker to include in his/her speech the welfare and interests of the members
of the society based on facts and truthfulness.
2. A good speech is compelling. Speakers with competitive and qualified background oftentimes endow
a good speech. As a result, the listeners find them credible and influential to be heard.
3. A good speech is purposeful. Speech is delivered to serve a speaker should be rooted in his/her
intention and reasons for facing the audience. He/ she should not go beyond the objectives he/she set
in the speech.
4. A good speech is analytical. The speaker is expected to share useful and meaningful topic. He/she
should be able to display logical explanation of his piece.
5. A good speech is interesting. The enthusiasm and inspiration of the speaker in his/ her speech should
build interest for his/her audience. Rapport between the speaker and listener should be established.
6. A good speech is audible and animated. Voice and body language are the tools for the speaker to
make his/her speech successful. A well-modulated voice and spontaneous but controlled body
movements convey effective and sensitive meanings to his/her audience.
7. A good speech is excellently spoken. Language and words used in the speech reveal the personality
of the speaker. Thus, the speaker should be careful with his/her choice of words, diction and
articulation.

Effective oral communication can be achieved from a good conversation to a good speech. People build
and maintain relationships through good conversation. Speakers gain pleasure and power through a good
speech. The following strategies will contribute to the effective oral communication of the conversant,
speaker and listeners.

1. Listen actively. Oral communication needs an active and efficient listener. A partner in a
conversation or any communication can only respond to the listener when he/ she listens and
understands the message.

2. Speak precisely. Oral communication involves a speaker who thinks before he/ she speaks. The
 tongue is a very powerful tool and sword, so be tactful. Avoid discussing controversial issues that
may lead to unnecessary arguments.
3. Speak clearly. Oral communication involves a speaker with clear and well articulated words. This
must be accompanied by good voice quality, intonation and pausing (paralanguage). Improper use of
paralanguage may result to misunderstanding and misconception in a conversation.
4. Speak simply. Oral communication involves a speaker who uses common and uncomplicated words.
A speaker may use informal vocabulary during casual conversation and formal language when
delivering a speech before an audience.
5. Speak with appropriate pauses. Oral communication involves a speaker who considers his/her rate
of speaking. Speaking too quickly may result to miscommunication and misunderstanding of the
message. It pays to pause and take time in communicating.
6. Speak politely and friendly. Oral communication involves people with courteous expressions and
manner of speaking. This is more applicable when giving instructions and request; be mindful to use
the polite expressions such as "please", "could", "may" and "kindly". Courtesy in oral communication
may gain trust among listeners.
7. Speak flexibly. Oral communication involves people who are adjustable to the topic and parties
involved in the interaction. People in oral communication should have a changeable approach to
maintain the smoothness of the communication process.
8. Do not argue. Oral communication involves people who never argue during conversation or speech
delivery. Everyone has a right to express his/her views and everyone should respect that.
Disagreements and reservations during the conversation or a speech delivery should be expressed in a
friendly and polite way.
9. Be interested. Oral communication needs involved speaker and listener. Interest in any
communication can be shown verbally and non-verbally. Everyone should take an active part in the
conversation or speech by interacting and delivering the message both in a meaningful way.
10. Be honest. Oral communication needs honest speakers and listeners. Truthful words beget truthful
feedback. People should practice communicating honest statements whether in private or public
speaking. Sincerity demonstrates the true meaning of communication.

ACTIVITY 1:
INSTRUCTION: Identify the functions of communication using socially relevant images. Write in the
boxes the functions of communication that you experience upon looking at
these
images (from Google and Facebook photos).

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ACTIVITY 2
INSTRUCTION: Give your short answer to the following using what you have learned in this chapter.

1. Explain the importance of each element of the communication.

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2. Explain the term proxemics and semantics.

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3. List three barriers to communication that you may encounter while working in the office.
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4. Discuss the importance of intercultural communication in the classroom.

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5. Cite the situation where communication and information are present.

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6. In verbal cues, differentiate direct cues from indirect cues.
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7. Identity and justify the most effective model of communication.

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8. Summarize the function of non-verbal cues in communication.

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9. Name the oral text that you use often and explain its contribution to your studies.
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10. As a speaker, how do you practice effective oral communication?

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~ End of Activity ~