Week 005-Communication Models.pdf

Oral Communication in Context 1 Communication Models Communication Models After learning about the differ...

Oral Communication in Context 1 Communication Models Communication Models After learning about the different elements that support the process of communication, we will now move on to the different models of communication to further understand how communication happens. At the end of this module you are expected: 1. To be able to identify the three standard communication models; 2. To be able to differentiate the various models of communication; and 3. To be able to distinguish the unique feature(s) of one communication process from the other. The process of communication can be studied through the communication models. These communication models are conceptual models. Conceptual models aid in simplifying the explanation of how something works. As mentioned in the previous module, communication is a process and to be able to understand how the process works, we will utilize the communication models below. Linear Communication Models The linear model was the first kind of model that experts have made to understand the process of communication. This kind of model has improved and has been updated through the years. Characteristics of the linear model are the following: 1) Unidirectional - The linear model is a unidirectional model. It is one-way communication. The speaker sends messages to the receiver with or without effect. Senders can only transmit messages while receivers can only receive the messages and no feedback is expected to happen. Communication may not happen in turns – thus, the lack of feedback is seen in this model. This applies to mass communication. 2) Simple - This model presents a simple communication act. If you look at the figure below, you will observe that it doesn't look like a process. Instead, it looks like the transmission of one-way causality, which is conveying of only a cause and effect. There is only the beginning and the end and there is no interchanging of roles between the sender and receiver. 3) Persuasion not Mutual understanding - This model promotes one-way direction of communication which promotes advice and influence rather than understanding from both receiver and sender. Again, the emphasis is on the lack of feedback. Course Module 4) Values psychological over social effects: This model focuses more on the psychological effects (such as understanding the messages) rather than the social effects (like building the relationship amongst the communicators). There is no assurance that the message was effective because the receiver is only concerned with the delivery of the message and will now know the effect on the receiver/s because of the lack of feedback. MESSAGE SENDER RECIEVER Examples of Linear Communication Models A. Shannon-Weaver The Shannon-Weaver model, also known as the Information Theory model, was primarily developed to illustrate transmission of electronic information back in 1948. This conceptual model has six elements: a) Information source / Sender: The Sender / Information Source chooses the message/s to be communicated to the receiver and the channel to use and sends the message. b) Transmitter/ Encoder: This changes the message into a signal then sends it over the communication channel c) Channel – This is the medium the sender uses to transmit the message/s  Oral Communication in Context 3 Communication Models d) Receptor/Decoder – This does the opposite of the Encoder. It decodes the message sent over the channel. e) Receiver / Destination – The receiver is the person or group of people who must get the message. The receiver can then provide a feedback which will then reverse their roles. f) Noise - Noise is a kind of disturbance coming from people, the environment, internal knowledge, beliefs, etc. which hinders the receiver from getting and understanding the message. An example how this model explains this process: The sender can be you and the receiver can be your friend. The channel you will use is your mobile network. The encoder is your mobile network company and decoder is the receiver’s smartphone. When you try to send an SMS message to your friend and your friend receives only parts of the message due to disruption of mobile signal, that is the noise. B. Berlo’s SMCR model David Berlo conceptualized the Sender-Message-Channel – Receiver (SMCR) model during the sixties. He postulated this model from the Shannon- Weaver Information Theory model and emphasized on the encoding and decoding parts of the process. Berlo’s model has 4 components: Sender, Message, Channel, and Receiver. He stated that each of the components are affected by many factors. 1) Sender a) Communication Skills The communication skills of sender and receiver plays a significant role in the process. Communication skills include writing, speaking, listening, presenting, reading, etc. If the sender is not good in communicating, the message might be lost in the process of transmittal. b) Attitudes Course Module  The attitude of the sender and receiver also plays a part in the process. The sender’s attitude towards others, himself/herself, and the environment can affect the meaning of the message. c) Knowledge Knowledge of the sender and receiver on the subject matter makes the sender and effective communicator. If the sender is familiar with the subject or topic at hand, it adds value and impact to the message. d) Social System Beliefs, religions, social status, values and other social factors can affect how the sender communicates the message and how the receiver understands it. The situation and place or environment where it happens are also part of this element. e) Culture Cultural difference can make it difficult to communicate. Some culture may accept something while the other may find it offensive. Culture may also be under social systems. 2) Message a) Content The content is the entirety of the message – it covers the beginning until the end. b) Elements These are what comprise the message. This includes gestures, body language, language, haptics, etc. Content is accompanied by elements c) Treatment Treatment is how the message is conveyed. It is how you package your message. d) Structure Structure refers to the arrangement of elements in the content of the message. Arrangement of elements affects the effectivity and impact of the message. e) Code Code is the form in which the message will be sent. Message can be sent in the form of videos, spoken word, text, culture etc. Improper use of a code may still lead to miscommunication. 3) Channel – simply means the use of the five senses. a) Hearing - Hearing is when you use your ears to get the message. b) Seeing - When eyes are used, the sense of sight is activated. c) Touching - Communication through touching is also possible. d) Smelling - Smell can also be used as a channel for communication. The smell of something burning can communicate the danger of fire nearby.  Oral Communication in Context 5 Communication Models e) Taste - Taste can also be a channel of communication. The tongue has millions of tastes buds that can be used to decipher. 4) Receiver - the receiver and the sender have the same elements. You can refer to the description above. a) Communication Skills b) Attitudes c) Knowledge d) Social System e) Culture Transactional Communication Models The transactional models are communication models that illustrate how the sender and receiver take turns in conveying and receiving messages. We call the sender and receiver “communicators”. Their roles are reversed each time sending and receiving messages occur at the same time. For this kind of communication model we will scrutinize the Helix model. Dance’s Helix Model The Helical model of communication was conceptualized in 1967 by Frank Dance. A helix is "an object having a three-dimensional shape like that of a wire wound uniformly around a cylinder or cone" like a corkscrew or coil that grows bigger and bigger as it moves up. The Helix communication model illustrates how the development and growth of communication or communicative actions will always be based on previous experiences or behaviors. “That communication while moving forward is at the same time coming back to itself and being affected by its past behavior…” (Dance, 1967). This model shows how the knowledge base of a person deepens and expands throughout life. This model also shows that Course Module a person’s understanding of a message or thought is influenced by external and internal factors that are learned through out life. To better illustrate how this works, refer to the illustration and example below. As babies, the only way we can communicate was through crying. Babies cry when they are hungry, scared, uncomfortable or startled. When babies cry, their parents will give them what they want – milk, a change of diapers, or be rocked to sleep. As they grow up they continue to use crying as a language in their toddler years but they also learn how to speak during these years. So aside from crying to get what they want, they also communicate using the vocabulary they learn. As they grow older, their vocabulary increases and they learn to utilize not only words but non-verbal cues to communicate what they want or need to others. This build-up of experiences to send and receive messages can be explained by the helical model of communication. Interactive Communication Model Interactive communication model, also known as convergence model, emphasizes the coding and decoding components of the process. It also focuses on the cycle of message exchanges between the sender and receiver. The source of the message will need to encode the message while the receiver will need to decode the message. These messages will always be affected by the “field of experience” – these are communication patterns rising from factors such as psychological, social, cultural, societal or situational experiences or gained knowledge. This model also takes into consideration noise as a form of barrier in communication. Schramm’s communication model is an example of an Interactive communication model.  Oral Communication in Context 7 Communication Models Schramm’s Communication Model Schramm’s model has the following components: a. Sender (transmitter) – sends the message b. Encoder - converts the message into codes before sending c. Decoder - gets the encoded message then converts it into the language understandable by the receiver d. Interpreter - tries to understand and analyze the message. Message is considered received after interpretation is done and message is understood. Interpreter and receiver are the same. e. Receiver - gets the message. Decoding and interpreting is also part of his/her role. f. Message - data sent by the sender and information that the receiver gets. g. Feedback - process where in receiver responds to the received message h. Medium or media - channel used to send the message. i. Noise - interference disruptions during the process. This is also created when the intended meaning sent by the sender is different from what was interpreted by the receiver. j. *Field of experience - patterns which affect the communication process. This can be from society, culture, situations, psychological or sociological events or experiences of the sender and receiver. Course Module  Schramm’s communication model states the communication is a never- ending process. This model emphasizes the encoding and decoding parts of the process. It suggests that the role of the receiver and sender will eventually switch with each other as they continue the exchange of messages. Feedback is seen as an important part of this model to ensure that communication takes place. The field of experience affects the messages being exchanged. It means that the background of the persons involved in the communication process plays a role in how they interpret the messages received or how they encode the messages they will be sending. This model can be used in Interpersonal and Intrapersonal communication. A simple example of how this happens in real life: You are the sender and your friend is the receiver. The communication is initiated by the sender. The message is first processed in the sender’s brain then sent to the mouth to be transmitted. The message is then delivered to your friend through language, your voice, symbols, and non-verbal cues. While sharing the message you may encounter disruptions or noise. Your friend will in turn try to understand the message and will react or give feedback accordingly. This process repeats until one of them ends the process. Glossary  Conceptual Models - A representation of a system, concept or abstract idea which can be help in making it understandable and easier to simulate or imitate  Helix - a smooth curve just like a spring which goes upwards also comes downwards References Diaz, Rafaela Hernandez. (2014). Speech and Oral Communication for College Students, Revised Edition. Quezon City: National Bookstore Baraceros, Esther L. and Lintao, Rachelle, B. (2010). English 4: Oral Communication in Context (First Edition). Quezon City: Rex Bookstore, Inc. Dapat, Jose Rizal O., Sadorra, Bryan Eli B., and Lumabi, Bethany Marie C. (2016). Oral Communication in Focus. Quezon City: Lormar Publishing, Inc. Louis Hébert (2011), The Functions of Language, in Louis Hébert (dir.), Signo [online], Rimouski (Quebec), http://www.signosemio.com/jakobson/functions-of-language.asp. Hermosa, A, Hernandez, M., and Vergara, S. (2016). Oral Communication for Senior High School. 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