COURSE NAME:

(EG. ZPCS5101: ADVANCED PRIMARY

COMMUNICATION STUDIES)

Unit 1 Lesson 1: Lesson Topic/Theme

(Eg. Understanding Communication)
LESSON OVERVIEW
UNIT 1 LESSION I: OBJECTIVES
• At the end of this session, you will be able to:

Examples:
● Explain the term ‘communication’ with reference to at least two pieces of
literature;
● Discuss the functions that communication serves among humans;
● Provide strategies for overcoming specific barriers to communication;
● Use the basic communication principles to inform communicative
activities;
● Become aware of the need to develop communicative behaviours that are
appropriate and effective.
 Definition of Key Terms

Please include references for terms defined…APA formatting is important

 LESSON CONTENT
Please include references for the content shared …
APA formatting is important

Please see an example of the content, summary and

formative assessment activities on slides 6 – 19.
Samples:
1. APA References
2. Definition of Key Terms
3. Contents
 References

Odell, L., Richard, V., & Hobbs, R. (2001). Elements of

language. Austin, Texas: Holt, Rinehart and Winston.

Pearson, J., Nelson, P., Titswo rth, S. & Harter, L. (2006).

Human communication. Boston: McGraw-Hill

Rowe, B.M. & Levine, D.P. (2012). A concise introduction to

linguistics. Boston: Pearson.
Definition of Key Terms

SESSION 1.1: THE COMMUNICATION

PROCESS
• Defining Communication

● Communication has been defined in many ways. One definition is

below.

● Communication is the process of creating and sharing meaning

in various contexts - Informal conversations, formal group
interactions or public speaking.
• Adapted from Verderber & Verderber 2008, p. 4
Content

UNDERSTANDING
COMMUNICATION

• Have you ever tried to communicate in a manner or

style that was not natural to you?

● If so, how difficult was it to communicate effectively?

Why do you believe it was difficult?
COMMUNICATION PROCESS
• Essential Elements of the Communication Process
● Participants (who)
● Messages (what)
● Context (where)
● Channels (how)
● Presence or absence of noise (distractions)
● Feedback (reaction)
THE COMMUNICATION PROCESS:
MODEL
 THE COMMUNICATION PROCESS: MODEL

• The information below represents a model of

communication between two people:

● In the minds of the participants are meanings, thoughts and

feelings that they intend to share.

● The nature of the thoughts or feelings are created, shaped and

affected by factors such as values, culture, environment,
experiences etc.
 THE COMMUNICATION PROCESS: MODEL

• The information below represents a model of

communication between two people:

● ‘Values’ refers to the moral outlook of a society e.g. respect for parents or
respect for the National Flag.

● ‘Culture’ is the entire way of life of a people including their products e.g.
in some African cultures, men are considered to be superior to women.
● ‘Environment’ refers to the surroundings or conditions in which a person
lives or operates.
THE COMMUNICATION PROCESS:
MODEL

• Senders encode thoughts or feelings into messages that

are sent via one or more channels

• Receivers decode or interpret the symbols in an attempt to

understand the speaker’s meaning.

• The decoding process is affected by the same factors that affect

the encoding of the message
THE COMMUNICATION PROCESS:
MODEL

• The different contexts—physical, social, psychological,

cultural– permeate all parts of the process

• Physical and psychological noise affect the participants’

ability to arrive at similar meaning
THE COMMUNICATION PROCESS:
MODEL
• Task:
Identify another model of communication.
Ensure that you supply the source and/or
link. Say how this model is different from
and similar to the one presented in this
Session. Write your response in your
notebook.
 COMMUNICATION FUNCTIONS

• Communication serves several important functions:

● To meet social needs
● To develop and maintain our sense of self
● To develop relationships
● To exchange information
● To influence others
• Think of an example of each of these functions
Let’s find out more. Copy and paste the following link into a
browser: https://prezi.com/glo59an-w7ix/interpersonal-
communication-in-film/
COMMUNICATION SETTINGS
• Communication takes place in a variety of settings.

● Interpersonal communication settings

● Group settings
● Public speaking settings
● Electronically mediated communication settings

• Research examples of each of these settings and write

them in your notebooks.
COMMUNICATION PRINCIPLES
• Principles => General Truths

● Communication has purpose

● Communication is continuous
● Communication messages vary in conscious thought
● Communication is relational
● Communication is guided by culture
● Communication has ethical implications
● Communication is learnt
 Understanding Communication

• What is effective communication?

• Communication is effective when the intended message is
received in a way that the feedback can be productive.

• What are your thoughts regarding what constitutes effective

communication?
• Is effective communication an ‘art’ or a ‘science’? Is it both
an ‘art’ and a ‘science’? Provide at least one reason for
your belief.
ACTIVITY 1.1 - IMPROVING
COMMUNICATION SKILLS
• How well do you communicate?

• In light of what you have read in Session 1.1, write at

least one personal goal for improving specific
interpersonal communication skills, group communication
skills and public speaking communication skills.
• Comment on the post of at least two (2) classmates. Your
comments should be no less than thirty (30) words each.
Remember to write in Standard English and to observe the
rules of punctuation and capitalization.
Session II: Barriers to Effective
Communication: An Overview
• In the current session, we will examine some of the
barriers to effective communication. We will focus on
internal and external barriers.

• The grammar segment we will cover independent and

dependent clauses. You will get the opportunity to
identify and distinguish between these two.

• Several activities have been included in the unit for you

to gauge your progress.
 Objectives

• At the end of this unit, you will be able to:

• Identify ‘internal barriers’ that prevent the flow of

communication during conversations.

• Explain the ways in which ‘language’ may be a

barrier to effective communication.
 Objectives cont’d

• Recognize the signs of good (and poor) listening.

• Evaluate your own listening skills and identify

areas where improvements are needed.
 Objectives cont’d

• Explain how ‘fatigue’ can influence

communication

• Investigate how ‘attitude’ can mar good

communication between persons
 Objectives cont’d

• Document how ‘anxiety’ can become an internal

barrier which impacts communication between
individuals

• Identify ‘external barriers’ that can prevent

successful communication between people.
 Objectives cont’d

• Define ‘noise’ and distinguish between common

types of noise that can affect communication

• Examine how ‘culture’ can affect communication

between individuals

• Assess how time of day can affect one’s ability to

communicate effectively
 Session 1.2: Identifying the
Barriers to Communication
• When you send a message, there is no guarantee
that the recipient will receive and understand the
message as you intended.

• Reflect:
• Have you ever delivered a message and the intended
message wasn’t
the one received?
 Identifying the Barriers to
Communication

• Have you ever taken part in a conversation or

discussion and left with the feeling that your
listener(s) did not understand the point you were
trying to make? Briefly recount the incident.

• What caused the miscommunication?

 Session 1.2: Identifying the
Barriers to Communication

 Various barriers may prevent the accurate, effective

transmission of your message.

 Communication Barriers may be:

◦ Internal
 Sender centred distractions
OR

◦ External
 Distractions that are independent of the sender
 Session 1.2: Identifying the
Barriers to Communication
• Examples of Internal Barriers
– Differences in perception
– Differences in personality
– Preoccupation
– Jumping to conclusions
– Stereotyping
– Lack of knowledge
– Lack of Interest (Attitude to the message)
– Fatigue
– Poor listening
– Anxiety
 Identifying the Barriers to
Communication: Internal Barriers
• The internal barriers to communication that will be discussed in
this session are:

• Poor listening

• Poor attitude

• Anxiety

• Fatigue
 Internal Barriers to Communication

• Poor Listening
– Listening attentively, actively aids in the successful transmission of
messages.

– How carefully do you listen? Assess yourself. Do the self test at

http://psychologytoday.tests.psychtests.com/take_test.php?idRegTest=3206

– Answer the questions honestly. You will not be required to share your
score.
 Internal Barriers to Communication
• Did the self-test suggest any areas which you need to improve?
– Did you score 100%?
 Internal Barriers to Communication

• From your experience, what are some barriers to effective

listening?

• Make jottings then compare your list with the information

found at
http://www.skillsyouneed.com/ips/ineffective-listening.html
 Internal Barriers to Communication

• Attitude

• “Barriers to Effective Listening” sub section “Common

Barriers to Listening” lists several attitudes that can prevent
effective communication.

• Refer again to
http://www.skillsyouneed.com/ips/ineffective-listening.html
 Internal Barriers to Communication

• Our negative judgments of the sender may be a communication

barrier.

• We may think the sender is not very brilliant and/or is not qualified to
speak on the topic.

• We may respond based on the sender’s personal appearance

 Internal Barriers to Communication

• Closed mindedness can also hinder effective communication.

• We believe our ideals and values are correct so we block our minds to
someone expressing an opposing view.

• Are you guilty of doing this?

 Internal Barriers to
Communication

• Prejudice is another internal barrier

• Prejudice= Pre-conceived ideas or biases

 Sometimes we reject the message or messenger based on race,

gender, age etc.
 Internal Barriers to Communication

• Internal barriers to communication disappear if the receiver :

• Respects, admires or likes the sender

• Is “tuned in” to the sender

• Is receptive to the message

• (Orogun, McKenzie, Kirton & Johnson, 2011)

 Internal Barriers to
Communication
• Anxiety

• Messages are more effectively transmitted in comfortable,

non-threatening, supportive, pleasant, environments

• The sender should be relaxed and confident; he should

prepare and deliver the message succinctly in a well
organized fashion.
– (Orogun et. al., 2011)
 Internal Barriers to
Communication

• If the sender or receiver feels threatened, uncomfortable

or stressed, anxiety may set in.

• Causes:
• The receiver of message may show dislike for sender or he may
not be prepared to listen.

• (Orogun et. al., 2011)

 Internal Barriers to
Communication

• The Effects of Anxiety:

– The throat muscles of speaker may tighten; this can affect the clarity of mind
and speech.

– The communicator might focus on ideas of failure, and thus he/she will fail

– The communicator may think message will be rejected, so does not even try.

• (Zeuschner , 2003)
 Internal Barriers to
Communication

• Effects of Anxiety (Cont’d)

– Self consciousness
• The speaker might think every word must be perfectly placed.

– Result of Anxiety: Boring, self conscious writing or speaking

which focuses on a perfect presentation style; the sender forgets
that the audience is more interested in the content.
 Internal Barriers to
Communication
According to Zeuschner (2003:28-33)

• Communication Apprehension is tied to one’s self concept.

– It can prevent individuals from sending messages coherently.

– Think about what happens to you when you are asked to answer a question in
class for the first time.

– It may occur only in the presence of certain individuals e.g. some instructors,
or a significant other.
 Internal Barriers to
Communication:
 Fatigue

 Communication with an excessively tired individual

is less likely to be successful or effective

 Fatigue causes thoughts to be unclear because the

sender/receiver will be unable to concentrate.
◦ Can you think about a time when fatigue caused you to miss
the message?
 Barriers to Effective
Communication

 External Barriers

◦ Noise

◦ Language
 Language differences
 Difficulties with self-expression

◦ Culture differences

◦ Time of day
External Barriers to Communication

• Distractions that interfere with communication are

referred to as “noise.”

• Do you remember the different categories of

‘noise’?
External Barriers to Communication

• According to Wood (2010) there are four types of ‘noise’:

- Physiological
- Physical
- Psychological
- Semantic

• Not all of these are described as external noises.

– Identify the ones that would be external after reading the definitions
 External Barriers to
Communication
• “Physiological noise is distraction caused by
hunger, fatigue, headaches, medication, and other
factors that affect how we feel and think.”

• “Physical noise is interference in our

environments, such as noises made by others,
overly dim or bright lights, spam and pop-up ads,
extreme temperatures, and crowded conditions.”
External Barriers to Communication

• Physical noise cont’d

• Physical noise also includes - static that interferes with

transmission (e.g. on radio, telephones), the sound of planes,
heavy duty trucks etc., that interfere with conversation.

• It also refers to ‘quiet’ distractions (e.g. someone walking

around /or in and out of a room during a speech or
conversation).
 External Barriers to
Communication

• “Psychological noise refers to qualities in us that

affect how we communicate and interpret others.
For instance, if you are preoccupied with a
problem, you may be inattentive at a team meeting.
Likewise, prejudice and defensive feelings can
interfere with communication. . . .” (Wood, 2010)
Identifying Barriers to Communication:
External Barriers

• “Semantic noise exists when words themselves are

not mutually understood. Authors sometimes create
semantic noise by using jargon or unnecessarily
technical language."

• Find a dictionary definition for the underlined words

then re-write, in your own words, a definition for
“Semantic noise.”
External Barriers to Communication

• Find the following article on Semantic Noises at website

http
://education-portal.com/academy/lesson/semantic-noise-in-communication-de
finition-examples-quiz.html#lesson

• Read section of article marked “Definition and Conceptual

Framework.”

• Research specific examples of semantic noises and write

your findings in your notebook.
External Barriers to Communication

• If noise can be described as distractions in communication,

what, in your opinion is cultural noise?

• After writing down your suggestions, read the information at

the website below:

http://www.blackwellreference.com/public/tocnode?id=g9780631233176_
chunk_g97806312349376_ss1-176

• Compare with your response and take notes

 External Barriers to
Communication

• Misunderstanding another person’s culture can cause

communication difficulties.

• What types of cultural barriers have you faced as you attempted

to communicate with someone outside of your culture? :
 External Barriers to
Communication

 Consider time of day before communicating.

– Making an international call at the wrong time of the day can affect your
message e.g. waking someone to discuss your concerns may have a negative,
undesired effect.

– If making an international call, know the time zone of the person

receiving call. Time differences between countries range between 1 and 12+
hours.
External Barriers to Communication

• How can language be a barrier to effective communication? Here are some

suggestions:

• Differences in communication codes

• Grammatical errors in speech and writing
• Poor expression
• Illegible handwriting
• Poor organization and formatting of the message
• Inappropriate words and phrases

• Can add others to the list?

External Barriers to Communication

• Learning Activity 1.2

• Briefly explain one way in which any ONE of the following language
related variables may be Barriers to Effective Communication.

• Differences in communication codes

• Grammatical errors in speech and writing
• Poor expression
• Illegible handwriting
• Poor organization and formatting of the message
• Inappropriate words and phrases
 Session 2.1: Overcoming Communication
Barriers

• Learning about the various barriers to communication is

helpful but we need to overcome the barriers and/or lessen
their effects so that our communication can be effective.

• What changes do you need to make

to improve your communication
skills?
 Overcoming Communication
Barriers
• Zeuschner (2003) suggests the following methods for
improving interpersonal skills:

• Be assertive
• Be considerate
• Listen
• Develop effective language skills
• Be supportive
 Overcoming Barriers to
Communication
• Listening actively can cause us to overcome communication
barriers.

• In your view, what are the tenets of Active listening?

• Read and make notes on “Active Listening”, available at

www.skillsyouneed.com/ips/active-listening.html

• What aspects of this article would you find useful in helping you
improve your communication skills?
 Overcoming Barriers to
Communication
 Keeping it Real

 Using information learned in this unit, write a

journal article that describes your communication
skills and outline the steps you will take to improve
your communication skills. Ensure that you set a
timeline for checking on improvements.
 Overcoming the Barriers to
Communication
• Click on the link below and watch the videos. They
illustrate a lack of communication between the
characters involved.
• In your view, what is responsible for the
breakdown in communication in both cases?
• https://www.youtube.com/results?search_query=ab
bott+and+costello+who%27s+on+first
• https://www.youtube.com/watch?v=8Ox5LhIJSBE
SESSION 1.3: VERBAL AND NON-
VERBAL COMMUNICATION

● Communication can be verbal or non-verbal

● In this course, we will be focusing on effective speaking and

effective writing
 Overview

In this session, we continue to explore verbal communication and will

look briefly at the nature of language as well as meaning in language.

 Non-verbal communication will be introduced and we will examine

how verbal and non-verbal codes work together for effective
communication.

The grammar segment will cover sentence structures.

Several activities have been included in the unit to gauge your

progress.
 Objectives

At the end of this unit, you will be able to:

• distinguish between verbal and non-verbal

communication;

• understand four characteristics of language;

• explain the difference between denotation and

connotation;
 Objectives (Continued)

• recognise the effect that body language has on

communication;

• assess the messages you send through non-

verbal communication;

• identify different sentence structures.

 Session Parts

This session is divided into two parts as

follows:

 Session 3.1 Verbal Communication

 Session 3.2 Non-verbal
Communication
Session 3.1 – Verbal Communication

Verbal communication is any

form of communication that
takes place through speech,
writing or sign language (not
to be confused with
gesticulation).
Session 1.3– Verbal Communication

Verbal communication involves

language.
You speak at least one language
very well. Have you ever stopped to
think about what language is?
Session 1.3 – Verbal Communication

Learning Activity 1.3A

Provide a short definition of language and

briefly explain the difference between
language and communication. Ensure that
your definition comes from an academic
source.
Session 1.3 – Verbal Communication

The Nature of Language

Language is symbolic.

Language uses symbols to represent an object, a person or

an idea. For example,

d – o – g are the symbols for 

Session 1.3 – Verbal Communication

The Nature of Language

 Language is productive.

 This means there is no limit to what we can say.

 We can combine the words we know in different ways and
we can create new words as well.
Session 1.3 – Verbal Communication

The Nature of Language

 Language allows us to communicate in

abstractions.

 We can talk about things that are not present at

the time we are talking about them. We can also
talk about things that do not exist.
Session 1.3– Verbal Communication

The Nature of Language

 Language is learnt.

 A symbol means nothing unless we assign a

meaning to it.

 Over time we have to learn what the symbols / words represent.

Session 3.1 – Verbal Communication

Language has different functions.

Can you think of at least three ways

in which you use language.
Session 3.1 – Verbal Communication

Language and Meaning

Language generates meaning.

You know the meanings of most of the words you

use.

Many words are not limited to just one meaning.

 Session 3.1 – Verbal Communication
Language and Meaning

We may know the literal meaning of a word, that is,

the definition we can find in the dictionary.

This literal definition is known as the word’s

denotative meaning.

For example, snake means “a predatory reptile with a

long slender limbless supple body…” (Concise Oxford
English Dictionary, 2004)
 Session 3.1 – Verbal Communication
Language and Meaning

The emotions or associations which a word evokes

will yield a different meaning from its denotative
meaning.

This association is known as the connotative meaning

of the word.

For example, snake evokes associations such as

“deceit”, “evil”, “treachery”.
Session 3.1 – Verbal Communication

Language and Meaning

 Words can have a positive, negative, or

neutral connotation depending on our
background, culture or experiences.
 Session 3.1 – Verbal Communication

Language and Meaning

Consider these words:

childlike, youthful, childish, young

shack, residence, yard, house
relaxed, laid-back, lackadaisical, easy-going
What connotation does each of these words have?
Session 3.1 – Verbal Communication

Language and Meaning

 It is the connotative meaning of a word that will

determine its use.

 NOTE
 Word choice will affect the meaning of what you say or write. Word
choice can reflect your attitude towards your audience or the topic that
you are discussing so always choose your words with care.
Session 3.1 – Verbal Communication

Learning Activity 1.3B

Using the information learned in this session,

describe three ways in which you can improve
your verbal communication skills.
 Session 1.3 – Session Review

Verbal communication is any communication that takes place through

speech, writing or sign language.

Language is symbolic and productive. It allows us to communicate

abstractions.

There are two types of meaning – denotative and connotative.

The connotative meaning of a word determines use.

Session 1.3 – Non-verbal Communication
Introduction

We often think of
communication as the process
of sending messages through
the use of words whether
spoken or written. Studies have
shown, however, that over 50
per cent of the messages we
send are non-verbal.
Session 3.2 – Non-verbal Communication

Non-verbal communication is the process of

sending messages without the use of words.

Think of ways in which you send

messages non-verbally.
Session 3.2 – Non-verbal Communication

There is a vocal element to non-verbal

communication called paralanguage.

Paralanguage includes:

 tone of voice
 speech rate
 volume
Session 3.2 – Non-verbal Communication
The non-vocal element of non-verbal
communication includes:

 posture
 gestures
 facial expression
 eye contact
 touch (haptics)
 use of space to make contact (proxemics)
Session 3.2 – Non-verbal Communication

Have you ever observed classmates

who had a well researched
presentation but they spoke with a
monotone and made no eye contact?

How did that affect your attention to

their presentation?
Session 3.2 – Non-verbal Communication

 Non-verbal communication works

alongside verbal communication to convey
messages.

 These non-verbal cues assist the verbal code

for effective communication.
Session 3.2 – Non-verbal Communication

Functions of Non-verbal Communication

Repetition
The same message is sent verbally and non-verbally.
(e.g. Nodding head while saying “yes”)

Emphasis
The non-verbal code strengthens the verbal code.
(e.g. Hugging strengthens verbal code of “I love you”)
Session 3.2 – Non-verbal Communication

Functions of Non-verbal Communication

Contradiction
This is when codes conflict.
(e.g. Saying you are fine but your body language indicates
otherwise)

Substitution
This is when there is no use of the verbal code.
(e.g. Waving without saying “goodbye”)
Session 3.2 – Non-verbal Communication

Functions of Non-verbal Communication

Regulation
The non-verbal code is used to monitor and control
conversations.

(e.g. You look away when someone has interrupted

you. You nod to encourage someone to continue
speaking)
Session 3.2 – Non-verbal Communication

Learning Activity 3.2B

When someone sends you a mixed message in

which the verbal and non-verbal messages
contradict each other, which one do you
believe? Why?
Session 3.2 – Non-verbal Communication

Other non-verbal cues include:

 smell (olfactics)
 use of time (chronemics)
 artefacts (jewellery, piercings, tattoos)
Session 3.2 – Non-verbal Communication

Learning Activity 3.2B

Our personal presentation, style of dress and
surroundings send non-verbal messages about
who we are. Analyse some of the non-verbal
signals that your personal presentation or
 Session 3.2 – Session Review

Non-verbal communication is the process of sending

messages without the use of words.

Non-verbal communication has vocal and non-vocal

elements.

Non-verbal communication serves different functions

including repetition, emphasis, contradiction,
substitution and regulation of the verbal code.
 References

Odell, L., Richard, V., & Hobbs, R. (2001). Elements of

language. Austin, Texas: Holt, Rinehart and Winston.

Pearson, J., Nelson, P., Titsworth, S. & Harter, L. (2006).

Human communication. Boston: McGraw-Hill

Rowe, B.M. & Levine, D.P. (2012). A concise introduction to

linguistics. Boston: Pearson.
ACTIVITY

Discussion Forum,’ briefly recount an incident

where your communication was deemed
inappropriate. Explain why it was deemed
inappropriate and the repercussions of the
inappropriateness.
Questions and Comments