Lesson 1- Understanding the

Communication Process

EFFECTIVE COMMUNICATION IS
ESSENTIAL FOR RELATIONSHIPS TO
THRIVE.

What is communication?
●​ is a process in which people generate
meaning and transmit information
from one individual or group to
another using a chosen medium.
●​ Is successful only when the receiver
understands an idea as the sender
intended it. THE SENDER-RECEIVER
○​ a favorable relationship is Effective communication is purposive and
established between yourself evaluating the purpose of the message as well
and the receiver. as the intended receiver of the message can be
●​ is an action: it involves the sending and useful in decoding the idea or information sent.
receiving of the message.
●​ As a transaction and interaction, it THE MESSAGE
entails the sending of the message This message is an integral part of the process
through a channel, but not merely on a and the decoding of this information is highly
linear process of sending and receiving influenced by the medium used to convey the
of messages. The process follows a message.
cycle of sending, receiving, and giving
feedback so two parties involved in the THE CHANNEL
communication act can both be the -​ The voice
sender and the receiver of messages at -​ Written, electronic, social media
any given time.
The appropriate choice of channels also takes
COMMUNICATION IS AN ACTION, into account the target audience, the potential
TRANSACTION, AND INTERACTION. receiver of the message.

Basic Elements in Communication THE FEEDBACK

●​ Sender-receiver Successful communication takes place only
●​ Message when a receiver understands the meaning
●​ Channel intended by the sender. The responses of the
●​ Feedback receiver create feedback.
●​ Noise and Setting (Hybels and Weaver)
Factors that Affect Feedback
●​ Noise and Setting
 Noise (Internal or External)
more multiple
“Interferences that keep a message from being intimate, and perspectives,
understood or accurately interpreted.” (Hybels the focus is on managing group
and Weaver) mutual roles, and
●​ Internal: Emotional baggage, personal understandin addressing diverse
biases, or thoughts and feelings. g and opinions.
●​ External: Sound of the people, vehicles, relationship-b
uilding.
loud music, etc.
Complexity -Deeper -Managing the
THE SETTING Factors personal interplay of
-​ This refers to the physical environment connections multiple
or the communication context. and emotional personalities, roles,
exchanges can and power
-​ can influence the sending or receiving of
make dynamics can be
a message: a formal setting would communicatio complex.
demand decorum. n more -Ensuring that all
intricate. members are heard
Intrapersonal Communication -Individual and that
-​ is the communication you have with experiences communication is
yourself. and personal effective for group
growth can decision-making can
affect how be challenging.
Small Group Communication messages are -Addressing
-​ occurs when a small group of people conveyed and conflicts and
meet to discuss certain matters. received. ensuring
-​ messages are usually more structured -Interpreting productive
-​ meets for a specific purpose (e.g. and collaboration
working for a class proj or prob) responding to among group
nonverbal members adds to the
signals adds complexity.
Interpersonal Communication another layer
-​ occurs between two people (or a few) of complexity.
usually in an informal setting.
-​ is a dynamic and interactive process Has more Structures, aimed at
depth productive
Table of Comparison collaboration

KEY AREA INTERP SMALL GROUP

Mass Communication
Scope direct three or more -​ Communication transmitted by different
interaction individuals media formats is considered mass
between two interacting communication.
individuals simultaneously,
often with a -​ The message is disseminated to a huge,
common goal or anonymous audience with whom the
purpose. speaker has little or no connection.
-​ The channels used are more complex
Dynamics The requires with the speaker/sender using visual aids
interaction is coordinating
 while the opportunity for feedback is
very limited.

COMMUNICATION MODELS

↑Constitutive Model of Communication↑

[Robert Craig]
↑Aristotle’s Model of Communication↑
“Communication is not a mere tool for
expressing social reality, but also a means of
creating it.” Manning 2014

COMMUNICATION CONSTITUTED OR
FORMED OUR SOCIETY, OUR
RELATIONSHIPS, AND OUR LIVES.

Effective Strategies to Avoid

Communication Breakdown

1.​ Active Listening

↑Schramm’s Model of Communication↑ a.​ Pay close attention to what the other
(PS: Field of experience nang nasa gedli) person is saying.
b.​ Avoid interrupting and give them time
to express their thoughts fully.
c.​ nod, make eye contact, and give feedback
to show you’re listening.
↑Berlo’s Model of Communication↑ d.​ “Ostentatious Listening”
2.​ Clear and Concise Messages
a.​ Be clear and direct in your
communication.
3.​ Ask Questions
a.​ If something is unclear, ask questions to
clarify.
4.​ Confirm Understanding
a.​ Summarize what you’ve heard and ask if
it’s correct.
↑Transactional Model of Communication↑ 5.​ Use “I” Statements
[Paul Waltzawick] a.​ When expressing feelings or concerns, use
“You CANNOT not communicate” “I” statements (e.g., “I feel” or “I think”)

❌
rather than blaming or criticizing others.
b.​ "You never listen to me!" (Blaming,

✅
might cause defensiveness)
c.​ "I feel unheard when I speak and don’t
get a response because I want to feel
 valued in our conversations." (Expressing ●​ Is “not a box but a fluid concept that is
feelings without blaming) ever-changing, living part of you, reflecting
6.​ Be Mindful of Nonverbal Communication your learned, socially acquired traditions
a.​ Pay attention to nonverbal cues, they can and lifestyles”
greatly impact how your message is ●​ “...the ever-changing values, traditions,
received. social and political relationships, and
7.​ Manage your emotions worldview created and shared by a group of
a.​ Emotional reactions can cloud judgment people bound together by a combination of
and lead to miscommunication, so stay factors (which can include a common,
calm and composed esp during arguments. history, geographic location, language,
8.​ Provide Feedback social class, and/or religion)
a.​ Offer constructive feedback in a respectful Culture is important because it is not only
manner. maintained but often expressed through your
b.​ Be specific about what can be improved communication. We are cultural beings.
and suggest practical solutions.
9.​ Adapt to Your Audience WORLDVIEW
a.​ Tailor your communication style to the The all-encompassing set of moral, ethical, and
needs and preferences of your audience. philosophical principles and beliefs that govern
10.​ Follow Up the way people live their lives and interact with
a.​ After important conversations, follow up others.
to ensure that the message was understood
and to address any additional questions or
concerns.

Lesson 2: Intercultural Communication

The central aspect of globalization is

intercultural communication. (Stier, 2006)
INTERCULTURAL COMMUNICATION
Among other types and aspects of human COMPETENCE (ICC)
communication, intercultural communication ●​ plays a crucial role in the ever-growing
is modern, essential, and challenging. globalized environments where people
(Sarwari et al., 2024) interact with individuals from other
cultures and nationalities.
Culture ●​ the skill that enables people to
●​ A system of beliefs and practices communicate efficiently in multicultural
governing group life. environments and to understand and
●​ manifests in beliefs or worldviews (how apply diverse cultural viewpoints.
people make and share meanings in the ●​ is a general capacity facilitating
society), traditions and conduct, and interactions among people from various
tangible things such as food and clothing cultures.
used and produced by people in particular ●​ can be defined as individuals’
culture. capability to apply attitudes,
 knowledge, understanding, and skills in ●​ are oversimplified or distorted views of
their performance when interacting with another race, another ethnic group, or
people from other cultural backgrounds even another culture.
to have helpful and pleasant ●​ To remove them, we must first
communication. recognize them, then we must obtain
●​ is essential in building harmonious and individual information that will
peaceful diversified communities in counteract them.
multicultural environments.
●​ is one of the main requirements of life in 3-PREJUDICE
today’s globalized world, has a ●​ Is a negative attitude toward a cultural
relationship with some components of group based on little or no experience.
intercultural sensitivity, especially It’s a judgment formed without
with interaction enjoyment and sufficient knowledge, often
respecting different cultures. accompanied by dislike, fear, or
disdain for the group.
Intercultural Communication STEREOTYPING VS
●​ means the process of interaction among Generalized or oversimplified belief about a
different cultural groups. group of people (cognitive).
○​ interracial communication (diff. races)
○​ interethnic communication (diff ethnicity) PREJUDICE
○​ international communication (diff nations) involves a negative emotional reaction or
○​ intracultural communication (comm. attitude toward someone based on their group
among members of same culture) membership.

BARRIERS TO INTERCULTURAL 4-DISCRIMINATION

COMMUNICATION ●​ is the overt actions one takes to exclude,
According to Hybels & Weaver (2015), the avoid, or distance oneself from other
following are barriers to Intercultural groups.
Communication: ●​ individuals or groups are denied equal
1.​ Ethnocentrism treatment or opportunities because of
2.​ Stereotyping biases, leading to unfair disadvantages
3.​ Prejudice based on their inherent characteristics.
4.​ Discrimination
Framework in Developing Intercultural
1-ETHNOCENTRISM Communication Skills
●​ using one’s own culture as the To develop multicultural competence or the
benchmark to judge other cultures, ability to effectively interact with diverse
creating bias. cultural groups, Mio, Barker-Hacket &
●​ Ethnocentrism occurs when one has the Tumambing (2006) introduces the following
belief that their own cultural group is three steps:
superior to others. ●​ Be aware of your own cultural attitudes
○​ Recognizing Your Own Cultural
2-STEREOTYPING Lens
 ○​ Identifying Ethnocentric a.​ Individualism is a social orientation which
Tendencies (naguse tag tool na places more importance on an individual’s
“assessing your ethnocentrism) own needs, rights, or choices over a
●​ Understand other worldviews collective’s or group’s. Individualists
●​ Develop culturally appropriate value independence and self-reliance.
interpersonal skills b.​ In an individualistic culture, people are
considered "good" if they are strong,
self-reliant, assertive, and independent.
Guidelines for Cross-cultural Communication This contrasts with collectivist cultures
where characteristics like being
7 Dimensions of Intercultural Competence self-sacrificing, dependable, generous,
1.​ The capacity to communicate respect; and helpful to others are of greater
2.​ The capacity to be nonjudgmental; importance.
3.​ The capacity to personalize one’s c.​ Individualist culture emphasizes–
knowledge and perceptions; i.​ Autonomy
4.​ The capacity to display empathy; ii.​ Independence
5.​ The capacity to be flexible; iii.​ Self-sufficiency
6.​ The capacity for turn-taking; iv.​ Uniqueness
7.​ The capacity for ambiguity. v.​ Personal achievement
vi.​ Individual liberties and rights
2-UNDERSTAND OTHER WORLDVIEWS vii.​ Self-direction
d.​ individualistic cultures: the United States,
“Worldview” Germany, Ireland, South Africa, and
●​ refers to how someone perceives and Australia.
reacts to the world we all live in. 2.​ Collectivism
●​ The all-encompassing set of moral, a.​ Collectivism values a group more than an
ethical, and philosophical principles and individual. People in a collectivist culture
beliefs that govern the way people live tend to conform stronger to social norms,
their lives and interact with others. hence called conformists as opposed to
individualists.
FOUR ORIENTATIONS b.​ The term “for the common good” is the
1.​ Orientation to groups (individualism vs. motivation of people’s actions and choices
collectivism) in this culture.
2.​ Orientation to time (clock-oriented vs. c.​ is especially likely to emphasize the
event-oriented) importance of social harmony,
3.​ Orientation to power and authority respectfulness, and group needs over
(hierarchical vs. egalitarian) individual needs.
4.​ Orientation to gender (masculine vs. d.​ Cultural Traits:
feminine) i.​ Firstly, the definition of the self as
interdependent—
Orientation to Groups 1.​ a person’s sense of self is deeply tied
How people define themselves in relation to to their relationships and social roles
others. rather than being defined by their
1.​ Individualism individual traits or achievements.
 ii.​ Secondly, an alignment of personal and
communal goals—
1.​ People make decisions by balancing
their personal goals with the needs and
expectations of the group. They
consider how their actions affect the
whole community, ensuring that both
personal success and collective
well-being are maintained.
Orientation to Time
iii.​ Thirdly, there is a greater consideration
How cultures perceive and manage time
of social norms than individual attitudes
1.​ Clock-oriented (Monochronic)
when making decisions.
a.​ value observance to time and schedule,
1.​ Decisions are often made based on
punctuality and organization.
cultural traditions, societal
b.​ Example: schools and corpo offices,
expectations, and maintaining social
people here are closely bound by time.
harmony rather than individual
2.​ Event-oriented (Polychronic)
attitudes or personal preferences. This
a.​ see time as abstract and flexible, not
ensures stability and group cohesion,
fixed or rigid.
even if it means setting aside personal
b.​ an event or occasion is more valued than
opinions.
strict adherence to when it actually starts
iv.​ Lastly, there is an emphasis on
or ends.
relationships, even if disadvantageous
c.​ When asked when will a party end or how
for individuals.
long will it last, it’s common to hear “Up
1.​ Relationships are highly valued, even
to ‘sawa”-Filipinos
when maintaining them comes at a
If a German businessperson schedules a meeting
personal cost. People often prioritize
with a Latin American partner, they might
social harmony, loyalty, and family
expect strict punctuality. However, their Latin
duty over individual desires or
American counterpart may prioritize the
self-interest.
conversation over the clock, leading to
These cultural traits result in societies being
misunderstandings.
divided into ingroups. While any given person
is likely to belong to a few ingroups, the
Orientation to Power and Authority
dynamics and closeness of those in ingroups are
How societies structure authority and
closer than those in individualistic cultures
decision-making.
(Triandis, 1995).
1.​ Egalitarian
a.​ pride in equality and opportunities for
If someone from an individualist culture works
all.
with a collectivist group, they may
b.​ People here strive to empower, for
misunderstand each other. The individualist may
instance, women and minority groups.
prioritize personal success, while the collectivist
c.​ Example: homeowners don’t put up
may focus on team decisions.
gates/walls in the Philippines as high
concrete fences signify social inequality
or discrimination.
2.​ Hierarchical
 a.​ draw attention to status, social classes, are supposed to be more modest, tender,
titles and degrees. and concerned with the quality of life.
b.​ There is a gap between men and women 2.​ Feminine Cultures
roles, professional and blue-collar jobs, a.​ cultures prefer enabling and nurturing
rich and poor. relationships.
c.​ In the Philippines, titles or positions are b.​ Eckert (2006) also refers to feminine
always tied to a person’s name, such as culture as egalitarian.
Architect Santos or Doctor Villan. c.​ Countries that are considered feminine
Filipino overseas students who are used cultures are Sweden, Norway, the
to this could feel very uncomfortable Netherlands, and Costa Rica.
when they find themselves calling their d.​ According to Hofstede, "Femininity
American college professors in their stands for a society in which social gender
first names. roles overlap: Both men and women are
In international business or teamwork, someone supposed to be modest, tender, and
from an egalitarian culture may expect open concerned with the quality of life."
discussion, while a person from a hierarchical In a cross-cultural setting, someone from a
culture may wait for authority figures to make masculine culture may focus on aggressive
decisions. competition, while someone from a feminine
culture may prioritize collaboration, leading to
different expectations in leadership and
teamwork.

3-DEVELOP CULTURALLY
APPROPRIATE INTERPERSONAL
SKILLS

7 Dimensions of Intercultural Competence

(Ruben, 1977):
1.​ The capacity to communicate respect;
a.​ The ability to express genuine
appreciation and regard for different
Orientation to Gender cultures, values, and perspectives.
How cultures define gender roles and 2.​ The capacity to be nonjudgmental;
expectations a.​ The ability to engage with people from
1.​ Masculine Cultures different cultures without making quick
a.​ see ambition, decision-making, assumptions or evaluating their behaviors
wage-earning as values associated with through one’s own cultural lens.
males as the leaders of homes and the 3.​ The capacity to personalize one’s
society. knowledge and perceptions;
b.​ stands for a society in which social gender a.​ The ability to recognize that one’s
roles are clearly distinct. understanding of the world is shaped by
c.​ Men are supposed to be assertive, tough, personal and cultural experiences and to
and focused on material success;women actively adjust one’s views based on new
cultural insights.
4.​ The capacity to display empathy; ●​ have unique linguistic features and
a.​ The ability to understand and share the situational contexts (Biber & Conrad,
feelings of individuals from different 2009).
cultural backgrounds. ○​ Linguistic features are vocabulary and
5.​ The capacity to be flexible; grammar, and situational contexts include
a.​ The ability to adapt communication and the speaker and receiver of the message
behavior based on the cultural context. as well as function or purpose of the
6.​ The capacity for turn-taking; communication.
a.​ The ability to manage the flow of ●​ Simply means the levels of formality of
conversation effectively in intercultural speech.
interactions, respecting the speaking and ●​ Understanding and learning registers can be
listening norms of different cultures. a simple but effective key in Intercultural
7.​ The capacity for ambiguity. Communication.
a.​ The ability to remain calm and
open-minded in unfamiliar cultural Five (5) Types of Registers
situations where expectations are unclear 1.​ Frozen register
or communication breakdowns occur. a.​ Also called “static” register, it remains
the same over time. They are learned by
UNDERSTANDING AND LEARNING rote or repetition, habit, or memorization.
COMMUNICATION REGISTERS b.​ Examples are Biblical verses, The Lord’s
Prayer, wedding rituals (“I do.”, “I now
Mio, Barker-Hacket & Tumambing (2006) pronounce you husband and wife.”)
suggest education (joining lectures and retreats, 2.​ Formal register
reading books, watching films on multicultural a.​ follows specific format and language rules
issues), experience (joining cultural b.​ is used in formal settings and is one-way
organizations, traveling) and language (asking in nature
questions when reaching out to different c.​ usually follows a commonly accepted
cultures, speaking for a minority group) increase format
multicultural competence. d.​ usually impersonal and formal
e.​ Example: When delivering formal
Mio, Barker-Hacket & Tumambing (2006) speeches or sermons, the speaker is
suggest education, experience, and language expected to have an introduction, body,
increase multicultural competence. and conclusion. Slang is not used but
erudite vocabulary.
Register 3.​ Consultative register
●​ the form of language which varies a.​ can be described based on its purpose
depending on the speakers, their situation, which is to consult.
and purpose (communicative context) b.​ is a standard form of communication.
●​ Speakers learn different registers or ways of c.​ Users engage in a mutually accepted
speaking as they socialize with people structure of communications.
within or outside their culture, such as d.​ is formal and societal expectations
particular professions or social groups accompany the users of this speech.
(Wardhaugh & Fuller, 2015).
 e.​ Language can be informal or natural, but
private
the relationship among speakers still holds
some level of formality. Tone Friendly, social Emotional,
f.​ In class or project consultations, the affectionate
teacher is the expert and the students ask
Grammar Slang, May be
specific questions, guidance or advice.
code-switching non-verbal,
g.​ It is professional discourse. e.g., when , incomplete unique to the
strangers meet, communications between sentences relationship
a superior and a subordinate, doctor &
patient, lawyer & client, lawyer & judge, Usage Friends, peers, Romantic
teacher & student, counselor & client. social groups partners,
family, best
4.​ Casual Register
friends
a.​ is informal language used by peers and
friends. Examples "Bro, anong "Mahal, ingat
b.​ is relaxed, easy, and conversational, such balita?" (Bro, ka ha." (Love,
as when friends chitchat. what’s up?) take care,
c.​ is “group” language. okay?)
d.​ One must be a member to engage in this
register.
e.​ Words are general, vernacular, or
everyday language. Slang, vulgarities and
colloquialisms are normal to those who
belong to that group.
5.​ Intimate register
a.​ is personal or private language.
b.​ is reserved for close family members or
intimate people (e.g., husband&wife etc.)
c.​ Examples: “sweet talk”, “sweet nothing,”
and endearments.
One can usually transition from one language
register to an adjacent one without encountering
repercussions. However, skipping one or more
levels is usually considered inappropriate and
even offensive.

Casual Register vs. Intimate Register

Both casual and intimate registers are informal
ways of communicating, but they differ in tone,
setting, and relationship dynamics.
Feature Casual Register Intimate
Register

Formality Informal, Deeply

relaxed personal,