COMMUNICATION PROCESSES, person is determined

PRINCIPLES AND ETHICS through body language

 38% of the information relayed in a
COMMUNICATION conversation through tone of voice
 Derived from the Latin words  7% of the words that are spoken
o Con – with are used to understand what is
o Munus – a business being said
o Communis – common
o Communico – to confer IN VERBAL COMMUNICATION,
MEANINGS ARE ALSO TAKEN FROM
 process of accomplishing a goal NON-VERBAL FORMS AND ARE
 transfer of information, thoughts or BETTER KNOWN AS NON-VERBAL
ideas to create a shared CUES
understanding between a sender
and a receiver  Non-verbal cues - make the
message clearer and give the
According to Sanchez (2017), listener an indication in what way the
effective communication is the most information should be received.
critical component of total quality
management.
 Similar with non-verbal type of
communication; but these are used
TYPES OF COMMUNICATION
to accompany
 Verbal Communication - uses
verbal communication.
words or symbols. It is done through
speaking or writing. EXAMPLES OF NON-VERBAL CUES:
 Spoken communication - can be  Intonation
done through face-to-face  Facial expressions
interaction, through mobiles or  Pause
computers, public speaking, etc.  Hand gestures
 Written communication - can be  Use of visuals
written, digitized or printed.  Body movement
 Eye contact
VERBAL COMMUNICATION IS FOCUSED
ON HOW MESSAGES ARE PORTRAYED TYPES OF COMMUNICATION

FACTORS THAT AFFECT VERBAL  Non-verbal

COMMUNICATION: Communication - sending of
 Tone of voice message using methods other than
 Use of descriptive words spoken language. It may
 Emphasis on certain phrases be intentional or unintentional.
 Volume of voice
According to Tidwell (2016) there are two
According to Mehrabian (2017) kinds of non-verbal communication:
 55% of information gathered when  Non-verbal messages produced by
people are speaking to each other in the body
  Non-verbal messages produced by  coded by the sender in a way that it
the broad setting such as time, will be easily understood by
space and silence the receiver.

EXAMPLES OF NON-VERBAL Channel

COMMUNICATION:  pathway or medium through which
 touch, glance, eye contact, vocal, the message travels to reach its
nuance, proximity destination.
 facial expressions, gestures,  It may be oral, written or visual.
volume, pause (silence)  Each kind of channel has a specific
 intonation use depending on the message.
 dress, posture, smell, context,
formality  Examples: Face-to-face,
through writing letters, social
USES OF NON-VERBAL media, mobile phone call, etc
COMMUNICATION:
 Used to repeat the verbal message. Receiver
 Often used to accent a verbal  receives, understands, analyzes
message. and interprets the message.
 Often complements the verbal  Also called as decoder, reader
message but may also contradict. or listener.
 Regulate interactions.  The receiver’s
 May substitute for the experiences, attitudes, knowledge,
verbal message, especially if it skills, perceptions, and
is blocked by noise or interruption. culture influence the interpretation
of the message.
ELEMENTS OF THE COMMUNCATION  Successful communication takes
PROCESS place when the receiver correctly
interprets the sender’s message. In
Sender giving the receiver’s response, the
receiver then becomes the sender.
 a person, group or organization who
initiates communication.
Noise
 Also called as encoder,
 form of distortion, barrier or
source, speaker, writer or
obstacle that occurs in any of the
communicator. phases of the oral communication
 Responsible for the success of process. It may
the communication. be visual, aural, physical or psych
 The sender’s experiences, attitudes, ological in forms.
knowledge, skills, perceptions, and
culture influence the message.  Examples: inappropriate
channel, incorrect grammar,
Message inflammatory words, jargon,
signal problem, etc
 element transmitted in
the communication process.
Feedback
  the receiver’s response that provides
information to the sender. It shows 2. COMMUNICATION MEETS NEEDS
whether the receiver understood the
message or not.  Physical Needs - keep our brain
and body functioning
 Instrumental Needs - instructing
According to Bovee and Thill (1992), even people, giving directions
lack of response, is in a sense, a form or  Relational Needs - initiate, maintain
response. It is a very important element of or end a relationship
the process because it makes the  Identity Needs - people present
communication dynamic, two-way their image through the way they
interactive event. communicate

Adjustment 3. COMMUNICATION IS LEARNED

The Case of the Feral Children - children
 done if the message is not clearly
understood by the receiver. who were raised by animals; children who
grew up isolated from human contact

ASPECTS OF COMMUNICATION 4. COMMUNICATION HAS ETHICAL

The importance of communication is IMPLICATIONS
related to various aspects
ISSUES IN COMMUNICATION
1. COMMUNICATION IS INTEGRATED IN 1. Content
ALL PARTS OF OUR LIVES.  information and experiences that are
provided to the receiver of the
A. Academics
communication process.
According to research, students who are
 message must be presented in a
good in writing and speaking perform better
language that makes a grammatical
not only in the English class, but also in
sense.
other learning areas.
 words have different meanings and
B. Professional may be used or interpreted
Employees who are better in differently.
communicating have the higher chance of  content should be tailored or edited
getting hired. for the public to ensure effective
communication.
C. Personal
Having a vocabulary to name 2. Process
the communication phenomena in our lives  the way the message is presented or
increases our ability to alter consciously our delivered.
communication in order to achieve our goals  non-verbal forms that we use often
and avoid miscommunication. cause messages to
be misunderstood as we tend to
D. Civic believe what we see more than what
Civic engagement refers to working to make we hear.
a difference in our communities by  we should be mindful of the non-
improving the quality of life of verbal cues that accompany our
community members. verbal communication.
3. Context Principle of Informality - in academic or
 situation or environment in which business setting, the language used is
your message is delivered. mainly formal. However, in circumstances
 sender is unaware of a specific where formal language fail to meet its goal,
context; the sender might say which is to make receiver/s understand the
improper words or messages. message, the sender should be flexible in
 If the receiver is unaware of the switching to informal language to code the
context, the message might be message clearer. Informal communication is
interpreted incorrectly. as important as formal communication.
 important to assert and understand
the context before saying something. Principle of Consistency - communication
should always be consistent with the
PRINCIPLES IN COMMUNICATION policies, plans, programs and objectives of
the organization and not in conflict with
them. If leaders are not following the rules,
Principle of Clarity - messages should be
the subordinates will be confused.
worded clearly. Messages should not be
ambiguous or can be interpreted in different
Principle of Timeliness - communication
ways. It should be straightforward so the
should be done in real time. It helps
receiver will easily understand what the
transactions to be done fast.
speaker is saying. It is always the
responsibility of the sender to make the Principles of Adequacy - when
message clear so that the receiver will communicating, information should be
understand the message correctly. adequate and complete. Incomplete
information may cause delay and
Principle of Attention - the receiver’s confusion.
attention should be drawn to the message
to make the communication effective. In COMMUNICATION ETHICS
order to achieve successful communication,
the receiver should be listening to the  It deals with the behavior of an
sender to understand the message. There individual or a group which is
are many distractor that may cause governed by their morals and in
the receiver to lose the focus on the turn affects communication.
message. Avoid any circumstances that
The National Communication
may lead to the loss of attention of the
Association (NCA) formulated
receiver.
the Credo for Ethical
Communication in November 1999. It
Principle of Feedback - there should be a reminds us that ethical communication
feedback in communication in order for the is relevant across contexts and applies
sender to know whether the message was to every channel of communication.
clearly understood by the receiver. The
CREDO FOR ETHICAL COMMUNICATION
feedback will also indicate whether the
sender needs to make adjustments on the  Advocate truthfulness,
message for the receiver to understand the accuracy, honesty, and reason as
message. essential to the integrity of
communication.
  Endorse freedom of  Show sensitivity to cultural
expression, diversity of perspective, differences
and tolerance of dissent to achieve
the informed and responsible
COMMUNICATION ETHICS IN THE
decision making fundamental to a
ACADEMIC CONTEXT
civil society.
 Strive to understand and respect  Avoid plagiarism
other communicators before  The Instrument of
evaluating and responding to their Judicial Governance
messages. defines plagiarism as “the
 Promote access to intentional representation of
communication resources and another person’s words, thoughts
opportunities as necessary to fulfill or ideas as one’s own.”
human potential and contribute
to the well-being of families,
communities, and society.  Data gathered from participants for a
 Promote communication climates of research or study should
caring and mutual be kept confidential at all
understanding that respect the times, unless given the
unique needs and characteristics of permission of the participant.
individual communicators.  Students should always
 Condemn communication show respect to authorities
that degrades individuals and in school.
humanity through distortion,  Never tell a lie or misrepresent facts
intimidation, coercion, and violence, to your teachers, classmates or
and through the expression of any people.
intolerance and hatred. COMMUNICATION AND
 Commit to the courageous GLOBALIZATION
expression of personal convictions in
pursuit of fairness and justice. Communication and globalization in the
 Advocate sharing information, 21st century introduce us to a new
opinions and feelings when facing dimension of perspectives.
significant choices while also
GLOBALIZATION
respecting privacy
and confidentiality.  It is the structural phenomenon
 Accept responsibility for the of increasing interdependence amo
short- and long-term consequences ng various parts of the
for our own communication and world (Cornali & Tirocchi, 2012).
expect the same of others.  The advancement of technology
and numerous
Ethics Resource Center (Free
technology revolutions have
Word Press, 2017)
been globalizing the world into
 Simple Three-Part Guide for Ethical a closely interconnected society.
Business Communication  The process of globalization is
 Be honest an unavoidable feature
 Be respectful of modernity and development.
  It promotes the development
and prevalence The Impact of Globalization
of digital technologies that make
 Globalization requires
communication faster
the development of a
and information more easily
person’s language ability.
accessible.
 1. Virtual interactions – technology
Heidegger’s Prophecy
allowed us to communicate virtually
Heidegger prophesized in 1950 that from people at distant locations. In
“new communication and information order to use these mediums
technologies would spawn effectively, we must select the most
novel possibilities for dramatically extending appropriate tool to use in certain
the scope of virtual reality. situations.

Definitions of Globalization (Scheuerman,  2. Cultural awareness in speech –

2014) even when two people are speaking
the same language, cultural
 Globalization is associated differences can affect vocabulary,
with deterritorialization colloquial expressions, voice tone,
 Globalization is linked to the growth and taboo topics.
of social interconnectedness across  In the Filipino workplace
existing geographical and setting, avoid asking
political boundaries. unprofessional questions,
 Globalization must also include a questions that can be easily
reference to the speed or velocity of researched in the internet,
social activity questions that have already
 Globalization should be conceived been asked
as a relatively long-term process  Think first, Google second,
 Globalization should be understood ask third
as a multi-pronged process  3. Cultural awareness in body
language – being aware that not all
Major Trends in Globalization (Chen, physical expressions of one’s own
2005) culture are universally-accepted
 4. Time differences – the advent of
 Technology development has made
global collaboration introduces
globalization inevitable and
another new dynamic to
irreversible (Eichengreen, 1999)
communication skills- the need to
 The internet is the most significant
communicate and share information
contribution to the
with people across several time
global interconnectivity
zones
 Economic transformation has led to
a new landscape of economic world
The Role of Media in
 In the emergence of globalization,
the Globalization Process
exchange of goods across
geographical locations become  It enables communication to take
easier. New developments in place in real time over great
technology brought in new jobs. distances
 Movement of domestic firms to
global firms
  It advances the 21st century into  2. Sociolinguistic Competence - it
what we speak as the globalization pertains to an understanding of the
of communication social context in which
 The emergence of the electronic communication takes place
media and the digital media has
brought about a radical change on  3. Discourse Competence - it is the
how we see education ability to interpret individual
message elements in terms of their
Language and Globalization interconnectedness and of how
meaning is represented in
 Language continues to evolve. It relationship to the entire discourse.
keeps on developing as people are  4. Strategic Competence - it relates
becoming more literate in the to the coping strategies that
global world communicators employ to initiate,
terminate, maintain, repair and
WHY IS ENGLISH CONSIDERED
redirect communication.
THE “UNIVERSAL LANGUAGE”?
 It is the world's second largest native Expected Skills
language, the official language in for College Graduates (21st Century Lear
ners)
70 countries, and English-
 State - State ideas clearly.
speaking countries are responsible
 Communicate -
for about 40% of world's total GNP.
Communicate ethically.
Competence  Recognize - Recognize
when it is appropriate to
 According to the Merriam-Webster communicate.
Dictionary, competence means  Identify - Identify their
the quality or state of communication goals.
being competent. Or in simple terms,  Select - Select the most
it is the ability to do appropriate and effective
something successfully. medium for communicating.
 Demonstrate - Demonstrate
Communication Competence credibility.
 It is the ability to function in a  Identify and manage -
truly communicative setting. Identify and manage
misunderstandings.
Components of  Manage - Manage conflict.
Communicative Competence  Be - Be open-minded about
another’s point of view.
 1. Grammatical Competence - the
 Listen - Listen attentively.
domain of grammatical and
lexical capacity. Global Communication Competence
 Grammar refers to the set of  Is the ability of individuals
rules that explains how words that relates effectively to self and
are used in a language others in daily life.
 Lexical refers to the
meanings of words
Four Dimensions of
Global Communication Competence (Chen, LOCAL AND GLOBAL COMMUNICATION
2005) IN MULTICULTURAL SETTING

 Global Mindset COMMUNICATION IS GUIDED

 Mindset is a psychological BY CULTURE AND CONTEXT
process that represents patterns
 The context of communication
of an individual or group thinking.
It is a fixed mental attitude that brings a better understanding
leads people to see things and about culture in general and
events from specific lens through our own culture in particular.
perception and reasoning.  Po, opo (verbal) – elderly
 Global Mindset refers to  Pagmamano (non-verbal)
openness to other cultures that – teachers/ elderly
facilitates intercultural  Ngarud - Ilocano
interactions.  Siren - Pangasinense

 Unfolding the Self  O-negai shimasu. - Please.

 Unfolding the Self is mainly  Arigatō. - Thank you.
concerned with the ability to look  Gomennasai. - I am sorry.
for shared communication  Ohayō gozaimasu. - Good morning.
symbols and project the self into
another person’s mind by
thinking the same thoughts, Principle of Cooperative Conversation
feelings and emotions as the MAXIM OF RELATION
other person.
RESPOND BASED ON CULTURAL
 Mapping the Culture AND CONTEXTUAL REQUIREMENTS
 Understanding ourselves as
a cultural being is a MAXIM OF QUANTITY
prerequisite to knowing OBSERVE FAIR-SHARE-TALK OF TIME
other cultures.
 Mapping the Culture refers MAXIM OF QUALITY
to understanding the
THE TRUTH VALUE OF A MESSAGE IS
differences between one’s
own culture and the other HELD PRIMARY IN A CONVERSATION
cultures that might result in MAXIM OF MANNER
adapting different culture in
order to become more THE MANNER OF SAYING THE WORD IS
diverse and appropriate in MORE REGARDED THAN ITS CONTENT
the global setting.
EXPRES FREN SPA MAND
KOREAN
 Aligning the Interaction SIONS CH NISH ARIN
 Being able to interact with HELLO BONJ HOL ANNYEONG NI
people from different cultures OUR A HAO
by using the appropriate and GOODB OH- ADIO ANNYEONG ZAIJI
effective approaches without YE REH- S HIGASIPSIO AN
violating the other people’s VWA
cultures, beliefs and norms. H
THANK MER GRA GOMAWO XIE XI CULTURAL COMMUNICATION BARRIER
YOU CI! CIAS E NI S
1. Language Barrier
I JE T’ TE SARANG HAE WO AI 2. Hostile Stereotypes
LOVE Y AIME AMO YO NI 3. Behavior Differences
OU 4. Emotional Display
GOOD BIEN BUE JOH-EUN HAO
ENHANCING ORAL COMMUNICATION IN
NA
A MULTICULTURAL SETTING
(F)
BUE 1. Learn foreign language
NO
(M) 2. Use simple English
3. Speak slowly and enunciate clearly
BODY LANGUAGE 4.Observe eye messages
 Shaking hands 5. Encourage accurate feedback
 Saudi Arabia - You cannot
shake the hand of a woman 6. Check frequently
 Ok sign
7. Accept blame
 Brazil - Middle finger
 Australia and France – Insult 8. Listen without interrupting
 Thumbs up
 America except United 9. Smile Appropriately
States – Sexual Insult 10. Follow up in writing
 Sitting with crossed legs
 Asia and Middle East – AVOID AMBIGUOUS EXPRESSIONS
Disrespectful
 IDIOMS AND
 Eye contact
FIGURATIVE SPEECHES
 Philippines – Honesty,
 ACRONYM
Sincerity
 Nodding the head  ABBREVIATION
 Greece – yes and no  JARGON
 Tugging the earlobes  SLANG
 Italy – Sexual Innuendos
VARIETIES AND REGISTERS OF
 Portugal – Tasty Food
SPOKEN AND WRITTEN LANGUAGE
 Spain – Someone is not
paying their drinks REGISTER

ABC  a variety according to the use in the

OF INTERCULTURAL COMMUNICATION sense that each speaker has a
range of varieties and chooses
Acknowledge between them at different times
Bi-level  set of meanings that can
easily become identified
Clarify with particular groups
 refers to the level of formality of the
speech
Varieties of language  Most popular medium
are identified through certain levels of communication in the academe
 Has two variants:
1. Phonological – sounds
Standard Singapore English
2. Lexical - words
and Singapore Colloquial English
Varieties of English PHILIPPINE ENGLISH
 Spoken in the Philippines
 Refer to the different kinds of  Related to American English in
English used around the world terms of spelling and grammar
based on geographical location  Considered one of the official
AMERICAN ENGLISH languages of the Philippines

2/3 of native speakers come from

America FORMS OF LANGUAGE REGISTER

 Used in the United States FORMAL REGISTER

of America  Used in the academe and business
 Preferred to be used in the academe transactions
BRITISH ENGLISH INFORMAL REGISTER
 Used in the United Kingdom  Used when communicating in daily
 Preferred to be used life with family, friends
in international business transaction
s NEUTRAL REGISTER

AUSTRALIAN ENGLISH  Used in communication that do not

require emotion
 Used in Australia
 Similar to New Zealand English Bias-Free Language
 Spelling is based on British English
 AVOIDING GENDER BIAS
 Many slang words
 AVOIDING RACIAL AND ETHNIC
NEW ZEALAND BIAS
 AVOIDING AGE BIAS
 Used in New Zealand  AVOIDING DISABILITY BIAS
 Similar to Australia
Appropriate Diction
BLACK ENGLISH
 Refers to the choice
 Also called African of words especially with regard
American Vernacular English to correctness, clearness
 Spoken by Black communities or effectiveness
around the world
 Has two variants: African American LEVELS OF DICTION
Vernacular and British Black English
 FORMAL
SINGAPORE ENGLISH
o Denigrate
 Spoken in Singapore o Courage
 SingEng or SingLish o Dominance Hierarchy
o Provoked
 o Betray

 CONVERSATIONAL

o Criticize
o Nerve
o Line of command
o Upset
o inform

 UNPROFESSIONAL

o Badmouth
o Guts
o Pecking order
o Ticked off
o Rat on

NEVER OPEN YOUR SOCIAL

MEDIA IF YOU'RE TIRED, JUST
CLOSE YOUR EYES FOR A
MINUTE AND REVIEW AGAIN.
GOODLUCK EVERYONE!!!!!!!
- KIMBERLY F.
FRANADA
09/10/2022