The Concepts of Speech Communication

1.0 Introduction

1.1 Objectives

1.2 Communication

1.2.1 Definitions

1.2.2 Functions of Communication

1.3 Types of Communication

1.3.1 Intrapersonal Communication

1.3.2 Interpersonal Communication

1.3.3 Group Communication

1.3.4 Mass Communication

1.4 Models of Communication

1.5 Communication Process

1.6 Barriers in Communication

1.7 Strategies for Effective Communication

1.8 Summary

1.9 Unit End Activities

1.10 References and Suggested Reading

1.11 Clues to Check Your Progress

1.0 INTRODUCTION

Have you ever noticed how we express ourselves or interact with each other? Have you ever wondered
what communication is and what role it plays in our lives?

Communication generally means the exchange of messages with others but it can also be with one’s
own self where the self is the sender and receiver of messages. It is an integral part of our lives and is
intertwined with all the activities undertaken by us. Human beings communicate right from the moment
they are born till death and it will not be an exaggeration to say that communication is indicative of life
itself. Thus communication can be equated with other basic needs of life such as food, clothes and
shelter as any person, group or community cannot survive without communication. We may
communicate with ourselves while thinking, dreaming, reading, watching something or listening to
something. We communicate face-to-face with another person or speak with people in group situations.
We can also communicate with people located in widespread places, who may be from a heterogeneous
group and be anonymous to each other, with the help of technology.

You may ask, if communication is so omnipresent and integral to our lives, why study communication at
all? We need to study communication because it is a complex process which consists of many elements
and is also beset with a number of barriers. There is a need to take these elements into consideration
and try to remove the barriers so that communication becomes complete and attains its desired goal,
which in our case, is to facilitate effective teaching and learning.

In this Unit we shall look at the concept, types, models, process of communication and also deliberate
upon the barriers in communication and finally on the strategies for effective communication. We shall
also explore the specific areas of education, training and classroom teaching and the role of
communication therein. In the last unit of this block, we shall examine the element of interactivity in
making the process of communication effective.

1.1 OBJECTIVES

After studying this unit you should be able to:

• explain the concept of communication;

• describe different types of communication;

• examine the various models of communication;

• delineate the process and elements of communication;

• identify various barriers which exist in the process of communication;

• suggest strategies for effective communication.

1.2 CONCEPT OF COMMUNICATION

The word communication has it origin in the Latin word 'communis' that means 'to make common'.
Communication facilitates sharing of common experiences with others. It involves sharing of an idea,
thought, feeling or information with others, which includes thinking, dreaming, speaking, arguing and so
on. Thus the scope of communication is very wide. Communication is part skill, part art and part science.
It is a skill as it involves certain fundamental techniques, it is an art as it involves creative challenges, and
it is science because certain verifiable principles are involved in making communication more effective.
All this makes communication a complex process.

To understand the concept of communication, let us examine the various definitions of communication
as given by different scholars.

1.2.1 Definitions

Different scholars have defined communication in various ways. Some of them describe it as 'the
transfer of meaning', 'transmission of stimuli', 'one mind affecting other' or 'sharing of experiences on
the basis of commonness'. Communication has also been defined as a scientific study which involves the
art of communication so that skilled communication can be produced.

Communication is not a static act but a dynamic process, which is continuous in nature and vital for
teaching and learning. It involves the usage of a channel. This channel could be signs, symbols or
verbal/written language. For communication to be complete and effective it has to achieve the desired
objectives as intended by the communicator. For example, in a classroom situation, the teacher has to
make special efforts to convey the message to the learners. S/he has to clearly define the objectives of
the lesson and the message has to be conveyed with the help of appropriate oral and written signs,
symbols and body language. Only when the meaning has been understood by the learners and in the
same idiom as intended by the teacher, we can say that the communication has been successful. Thus,
communication can be defined as a process of sharing or exchange of ideas, information, knowledge,
attitudes or feelings among two or more persons through certain signs and symbols leading to a desired
response as intended by the communicator.

Even our behavior can communicate messages. For instance warmth towards someone or indifference
can be conveyed even without speech or written messages just through gestures, facial expressions and
body language.

1.2.2 Functions of Communication

Communication performs many functions, such as informing and generating awareness, educating,
persuading, motivating, entertaining, etc. Let us examine some of these functions:

Sharing of Information: Information is key to progress in any society. Communication plays an important
role in information dissemination related to any form of human activity, such as social, political,
economic, educational and developmental. Regular exposure to information over a period of time
generates awareness on a given issue, problem or matter of concern. To illustrate, if you were not
informed about global warming or Pluto losing the status of a planet or the latest technology used in
governance, your awareness on these issues would not have been there. Communication provides us
with information about the environment we are placed in. It helps in molding our opinions, formulating
decisions and in turn making 'informed choices' to safeguard our interests as well those of the society.

Education and Training: Communication results in sharing of information, which in turn makes people
knowledgeable and thus productive members of the society. Right from our childhood we are taught by
our teachers in the school and elders at home and we thus gain various new concepts and skills as we
grow up. However, we do not cease to learn when we grow up as we continue to learn throughout our
lives. In the modern educational scenario, training of personnel is an ongoing process and
communication plays an important role in orientation and training of teachers and learners. The degree
of learning depends to a great extent not only on the contents of training but also how effectively the
information and skills are shared. As we know, knowledge can be constructed through interaction
between learners and his/her peers and also with his/ her teachers/sources of information. Hence,
effective communication results in effective teaching and training. We will discuss this function in
greater detail in Unit 3 of this

Block. Socialization: For the wellbeing of the society, nation and culture it is crucial that we are exposed
to different viewpoints so that we understand and appreciate the need for plurality of ideas and
diversity of views. Communication fosters the feeling of oneness in a society by exposing the various
social groups to different views. It develops the need to share and understand the feelings, emotions,
hopes, aspirations and expectations of varied groups in a social system.

Entertainment: To break the monotony of human life, we need to be exposed to art, literature, music,
films, dance, drama, sports and other modes of entertainment.

Communication provides us with this necessary diversion. Thus entertainment is an equally important
function of communication. However, of late, this element has overtaken other functions especially in
various mass communication media. Some television news channels are found to be biased towards
entertainment value rather than informational content of a news item. . Similarly, cable and satellite
television channels are dishing out inane programmes in the name of entertainment. There is a need to
strike a judicious balance between the different needs of the audience enabling them to take advantage
of the wealth of information on various issues rather than succumbing to the dictates of cheap
entertainment.

Motivation: A motivated individual plays a useful and active role in a society.

Communication motivates and persuades individuals to meet the mutually agreed upon goals. Sharing
success stories of those who have overcome the odds in life and have been able to achieve their goals
can do this. This function of communication, although relevant in all walks of life is more pronounced in
business and industry where communication is being increasingly used as a tool for motivation.

Persuasion: Yet another important function of communication is to persuade. This may be to influence
us towards a new idea, technique or a product and also to persuade us to buy these products. The
industrial and corporate houses and advertising agencies, while taking messages of new products to
potential consumers far and wide have amply exploited this function. Different mass communication
media are used for this purpose. However, many a time unscrupulous advertisers tend to exploit the
receiver of communication for ulterior motives. In the wake of globalization and liberalization and the
growing competitive environment and consumerist culture, we need to take great care to understand
the motives of the source.

Preservation of culture: Communication helps to preserve the culture and heritage of a nation and
society. Through communication, stories from the epics, such as

Ramayana, Mahabharata, Bible, Koran, etc. are shared with the younger generation.

The transmission of values from one generation to another has been taking place orally as well as
through written texts, over the ages. In the modern world different mass communication media have
taken up this function.

Check Your Progress: 1

Answer the following questions briefly.

1. Define communication in the context of teaching –learning process.

2. What is the role of entertainment in mass communication?

1.3 TYPES OF COMMUNICATION

Communication has been broadly categorized into the following four types:

• Intrapersonal communication

• Interpersonal communication

• Group communication

• Mass communication.

Let us discuss each of these types in brief.

1.3.1 Intrapersonal Communication

The word 'intra' denotes 'within'. When we communicate within ourselves, it is intrapersonal
communication. This can take the form of thinking, analyzing, dreaming or introspecting. Day dreaming,
self-talk and memories are all facets of intrapersonal communication.

Intrapersonal communication is a kind of internal dialogue that takes place within an individual while
contemplating, conceptualizing and formulating our thoughts or ideas before we actually express them.
Due to individual differences, the levels of intrapersonal communication may vary from one person to
another. Writers, thinkers and philosophers generally devote more time to intrapersonal
communication.

1.3.2 Interpersonal Communication

When two persons communicate with each other, the communication is interpersonal.

Our everyday exchanges, formal or informal, which may take place anywhere come under this type of
communication. There is certain amount of proximity between the sender and the receiver who may be
able to see each other closely, watch the facial expressions, postures, gestures, body language etc. or
may make them out from the tone and expressions when they communicate without seeing each other,
for instance over telephone. In interpersonal communication, the roles of the sender and receiver
become interchangeable. There are many sensory channels used and feedback is immediate. It allows
you to clarify your views, persuade or motivate another person more effectively than any other mode of
communication.

Interpersonal communication has been analysed from two perspectives: contextual and developmental.
The contextual view does not take into account the relationship between those who interact whereas
the developmental one defines it as communication that occurs between persons who have known each
other for some time. It argues that our interaction with a salesperson is different from our interaction
with friends and family members.

1.3.3 Group Communication

As the name suggests, when people communicate in group situations, this is known as group
communication. This is an extension of interpersonal communication where more than two individuals
are involved in the process of communication. The groups can be both formal as well as informal
depending on the type and objectives of communication but generally they have common interests and
goals. The group dynamics can be different as well as complex. For example, the composition, nature,
role and objectives of a group that assembles to exercise every morning in a park would be different
from the one that gathers to participate in a national seminar of social/educational/political nature or
the one which assembles to discuss the problems of shareholders. Sometimes the group can turn into a
mob. For example, a peaceful demonstration of students may turn unruly due to break down of the
communication process with the management of the school.

The communication process in a group depends on its size, nature, objectives and dynamics. For
example, communication in a small group with members at the same place will be close to interpersonal
communication as the receiver can see the sender of the message closely and follow his/her facial
expressions, body language etc. S/he can pose questions and get the doubts clarified and thus obtain
feedback. However, when the size of the group increases, there is less scope for understanding and
deciphering the movements, body language and other such things about the speaker. The sender may
not follow the response of the individual receiver and thus the feedback is reduced.

Group communication is useful in taking collective decision on a problem, an issue or a matter of

common interest. Depending on the quality of group members and leaders, effective decisions can be
made incorporating divergent point of views. However, this is not free from limitations. All members of
a group may not be able to freely participate in deliberations, as some may be dominant speakers while
others too shy or reluctant to express themselves thus affecting a free flow of communication. All these
factors have greater implications in group communication. Classroom communication also falls under
group communication in which these factors play an important role. We will discuss these in greater
detail in Unit 3 of this block.

1.3.4 Mass Communication

This type of communication is different from all the three types discussed so far. In mass
communication, the communicator is separated from the audience in terms of time and place.
Communication takes place simultaneously with the help of an electronic device, in which an institution
is involved. These electronic devices are known as mass media such as print, radio, television, the
Internet, etc. The audience is 'mass' i.e. it has a heterogeneous profile, are unknown to each other and
located in widespread locations.

Feedback in mass communication is considered to be weak and delayed as compared to group and
interpersonal communication. Today with developments in the field of

Information and Communication Technology (ICT), communication through electronic media may be
interactive and feedback may not be delayed. Even now print medium for instance, newspapers,
journals, news broadcast, etc., engaged in mass communication do not generate as much feedback as
the other types of communication.

Due to advancements in the field of ICT and widening accessibility to it, interpersonal and group
communication today do not necessitate the physical presence of the communicators. We spend long
durations while communicating through telephone, sending and checking e- mails , conferencing, etc.

Check Your Progress: 2

Answer the following questions briefly.

1. Explain the importance of intrapersonal communication in our life.

2. List out some differences between interpersonal and group communication.

1.4 MODELS OF COMMUNICATION

So far we have discussed the concept and different types of communication. Now let us examine some
popular models of communication which help us in understanding the process of communication. Like
the nature and concept of communication, models of communication have also been the subject of a
vast amount of research. No single theory or model has found a general acceptance.

Before discussing the models of communication, let us first understand what the term 'model' means. A
model is a graphic representation designed to explain the way a variable works. It is a pattern, plan,
representation, or description designed to show the structure or workings of an object, system, or
concept. A model of communication offers a convenient way to think about it by providing a graphical
checklist of its various elements. Some of the important models discussed in this section highlight the
complexities of the process of communication.

The Greek philosopher Aristotle looked at communication from the rhetorical perspective i.e. speaking
to the masses to influence them and thus persuade them. Aristotle constructed a model with three
elements: Speaker-Speech-Audience in which the basic function of communication was to persuade the
other party. This is accepted by many as the first model of communication. Thereafter in the twentieth
century many more models came up. In the latter part of the century, the concept of communication
changed due to the advent of various mass communication media such as newspapers, radio, and
television. During the First and Second World Wars, communication was also used for propaganda and it
was perceived as a magic bullet that transferred ideas and knowledge automatically from one mind to
another. However, this was later found to be a very simplistic model which showed communication as a
linear one-way flow of communication. Sociologists, political scientists and psychologists who joined the
debate around this time argued that communication was a complex process which was dynamic and
two-way in nature.

Some important models of communication are Lasswell Model, Shanon and Weaver

Model, Osgoods Model and Schramm Model. Let us now discuss these models.

Lasswell Model (1948) : One of the early models of communication was developed by the political
scientist Harold D. Lasswell who looked at communication in the form of a question:

Who

Says What

In Which Channel

To Whom

With What Effect

This verbal model focused attention on the essential elements of communication and identified the
areas of communication research. 'Who' raises the question of identification of the source of the
message. 'Says what ' is the subject of analysis of the message. Communication channel is the medium
through which the message has traveled. 'To whom’ deals with the characteristics of the receivers and
audience and 'what effect' can be seen as evaluation of the effect of the message. These essentially
comprise the basic components of communication. This model implied that more than one channel
could carry a message. It was considered an oversimplified model which implied the presence of a
communicator and a purposive message.

Shannon and Weaver Model (1949): This model (Figure 1) of Claude Shannon and Warren Weaver has
been considered as one of the most important models of communication and it has led to the
development of many other models. It is referred to as the transmission model of communication as it
involves signal transmission for communication.

Message Transmitted signal Received Message

Signal

Figure1 Shannon and Weaver Model

In this model, the information source produces a message to be communicated out of a set of possible
messages. The message may consist of spoken or written word. The transmitter converts the message
into a signal suitable for the channel to be used. The channel is the medium that transmits the signal
from the transmitter to the receiver. The receiver performs the inverse operation of the transmitter by
reconstructing the message from the signal. The destination is the person or thing for whom/which the
message is intended.

This model introduced the concepts like 'noise' i.e. disturbances or errors in transmission, problems in
accepting the signal (message), etc. and the need for maintaining necessary balance between 'entropy',
which means the degree of uncertainty and 'redundancy', which refers to the uniqueness of the
information. This implied that for effective communication the greater the noise in communication, the
greater is the need for building redundancy i.e. repetition of the message which reduces the relative

Information

Source

Transmitter

Channel Receiver Destination

Noise

Source entropy or in other words, the uncertainty about the message. This model was criticized for
being based on the hardware aspect developed for engineering problems and not for human
communication. Another criticism was that it did not take the element of feedback into account.

Charles Osgood's Model (1954)

Osgood in his model (Figure 2) showed communication, as a dynamic process in which there is an
interactive relationship between the source and the receiver of the message
(M). An individual engaged in the communication process sends as well as receives messages and as
such encodes, decodes and interprets messages through a number of feedback mechanisms.

Source Receiver

M-message

Figure 2 Charles Osgood's Model

Osgood stressed the social nature of communication. This model was found more applicable in
interpersonal communication in which the source and receiver were physically present. For example
when a teacher teaches, the learners interact by raising queries, answering questions, etc. The role of
interpretation of the message has also been highlighted in this model for decoding a message.

Encoder

Interpreter

Decoder

Decoder

Interpreter

Encoder

Me

Schramm Model (1954): Wilbur Schramm, a well-known communication expert did not make a sharp
distinction between technical and non-technical communication. But drawing upon the ideas of
Shannon and Osgoods, Schramm proceeded from a simple human communication model to a more
complicated one (Figure 3). His first model has a lot of similarity with Shannon and Weaver Model.

Encoder Decoder

Figure 3 Schramm Model

In the second model (Figure, 4, Schramm visualized the process of communication as a process of
sharing of experience and commonality of experience of those communicating.

It introduced the concept of shared orientation between sender and receiver.

The circles in this model indicate the accumulated experience of two individuals engaged in
communication. The source can encode and the destination can decode in terms of the experience

Source

Signal

Destination

Figure 4 Schramm Model

In this model the accumulated experience of two individuals engaged .in communication is emphasized
unlike in the linear models discussed earlier in which interaction, feedback and sharing of experiences
find no place. . The source can encode and the destination can decode in terms of the experience/s each
has had. Communication becomes easy as both the participants have a common field of experience. If
the circles do not meet there is an absence of such common experience which makes the process of
communication difficult.

Schramm further elaborated his model by highlighting the frames of reference of the persons engaged
in communication. He took into account the wider social situations and the relationships of both source
and destination. He maintained that when both have the same kind of situations, the message is
selected, received, and interpreted according to the frames of references in which noise and feedback
play important roles. He also included the idea of feedback by expressing that communication is
reciprocal, two-way,even though the feedback may be delayed. The weakness of this model is that it is a
less linear model, but it still holds good for bilateral communication. The complex, multiple

Field of experience Field of experience

Signal

Source

Encoder

Destination

Decoder

levels of communication among several sources that may take place simultaneously, say

in a group discussion, is not accounted for.

The linear models of communication held that a message flows only from the sources

to the recipient as for instance from a radio to a listener. Later on the interactive model

was developed which takes into account bilateral communication. Then the transactional

model of communication was developed. It includes the components of linear model

as well as the interactive ones. It emphasizes both the content, i.e. what is being

communicated and also includes the component of relationship of the source and the

recipient.

Example: A teacher and learners will interact more if the content taught is based

upon the experience of the learners and also if the teacher is friendly and has a good

relationship with the learners, there will be more interactions.

Check Your Progress 3

Fill in the blanks.

1. A model is a …………………………………………………………………………

2. The verbal model of Lasswell identified the areas of………………………………..

3. ………………………………….model introduced the concept of 'Noise'.

4. Osgoods model was found more applicable in……………………………………..

5. The second model of Wilbur Schramm introduced the concept of…………………

1.5 COMMUNICATION PROCESS

___________________________________________________________________

From the preceding discussion, you would have observed that the process of communication is dynamic,
ongoing and ever changing. We also used some terms such

as sender, message, channel, receiver, noise and feedback. These are known as Elements

of Communication that makes it a continuous process. Now let us examine these

elements in some detail and understand the type of interrelationship that exists among

them.

Source: The source of communication is the sender who has a message to impart. The

sender has to decide how to communicate a message, which channel is to be selected for

the message and what type of strategies should be planned so that the message makes

the desired response. The sender provides verbal or non-verbal cues that can be received,

interpreted and responded to by the receiver.

Message: Message is a set of signs and symbols which are given by the source to create

meanings for the receiver. Simply put, message is the content which is shared between

the participants in the communication process. To make the message effective, the

sender has to understand the nature and profile of the receiver of the message, his/her

needs and expectations and possible response to the message. This is important in both

face-to-face as well as mediated situations.

Channel: Channel is the medium used to communicate a message from the sender to

receiver. The channel could be spoken word, printed word, electronic media, or even

non-verbal cues such as signs, gestures, body language, facial expressions, etc. In modern

communication parlance, the word 'channel' mostly refers to mass communication media
such as newspapers, radio, television, telephone, computers, internet etc. The selection of

an appropriate channel is crucial for the success of communication.

Receiver: Communication cannot take place without a receiver for whom the message is

meant. We receive a message, interpret it and derive meaning from it. You have already

studied that for successful communication, the receiver should receive the message in

the same way it was meant by the sender. In interpersonal communication, the receiver

shares a close relationship with the sender which gradually gets diluted in group and mass

communication.

Noise: Noise is distortion in a message which affects the flow of communication.

Noise could be due to internal as well as external sources. Noise creates barriers in

communication and it could be of many types. There are various types of noises which

have implication in the process of communication and how these can be overcome for

facilitating effective communication are discussed in the next section.

Feedback: The response given by the receiver to the message of the sender is known as

feedback. Communication being a two-way process, without the element of feedback any

discussion on the process of communication is incomplete. You have read in subsection

1.3.2 that interpersonal communication allows greater scope for feedback as both sender

and receiver can decipher the facial expressions, body movements and cross question

each other to remove their doubts/queries. In fact, their roles are intertwined and cannot

be distinguished. The element of feedback gets gradually diluted when the number of

participants in communication activity increases.

1.6 BARRIERS IN COMMUNICATION

We have referred to the term 'Noise' while discussing the models and elements of

communication in the previous sections. Barrier or Noise is a term used to express any

interference in communication between source and receiver. A successful communication

is the one in which the message is conveyed undiminished with least distortion. However,

it is not always possible as a number of barriers make the process of communication

complex. Some of these barriers could be physical, psychological, cultural, linguistic

(semantic), technical or due to information overload. Let us try to understand these

barriers and how these can be minimized for effective communication.

Physical barriers: If the source is not visible to the receiver and s/he is not comfortable

in the environment, it may create barriers in communication. Geographical distance

may also create barriers, as people may like to communicate with one another but due

to physical distances may not be able to do so. For example, people may be interested

to communicate with an expert in a particular area who is not available in other areas/

regions as there is physical barrier.

Psychological barriers: Due to individual differences, attitudes, interest and motivation

levels, we perceive things and situations differently. Apart from this, the varied

levels of anxiety, inherent prejudices and previous experiences also create barriers in

communication. Studies have revealed that due to the process of selective perception,

selective recall and selective retention, we perceive, retain as well as recall a message

selectively thus creating barriers in communication.

Socio-cultural barriers: In communication process, socio-cultural barriers also operate.

To illustrate, in the Indian context, some women may not like to discuss their health

related problem with a male health worker. Similarly, some issues may be perceived as

personal and not fit for discussion outside the realm of family, thus creating barriers.

Some societies are less vocal which may affect their level of communication with those

from other cultures who are more vocal or aggressive in behaviour.

Linguistic barriers: During the process of communication, faulty expressions, poor

translation, verbosity, ambiguous words and inappropriate vocabulary create barriers.

Moreover, words and symbols used to communicate facts and information may mean

different things to different persons. This is due to the fact that meanings are in the

minds of people who perceive and interpret meanings in different ways according to their

individual frame of mind.

Technical barriers: While using technology, technical barriers also make the process

of communication complex. When audio quality is poor or video signals are weak, the

message may not clearly reach the target group. Erratic power supply also creates barriers

in communication.
Barriers due to information load: At times too much information is imparted which

we may not able to comprehend and assimilate, thus creating a barrier in communication.

To illustrate, in a meeting when a speaker provides information at a fast pace for

considerable period of time many of the issues and concepts may get lost at the end.

While using media, this type of barrier can greatly affect the level of comprehension and

utilisation of the message. Hence, great care needs to be taken while deciding the amount

of information in a communication transaction.

Check Your Progress 4

Match the following situations with different types of barriers:

1. Rural women may not like to discuss

their problems with males a) Linguistic

2. Failure of satellite link b) Socio-cultural

3. Too many concepts in a lesson c) Physical

4. Individual differences d) Content load

5. Weak and faulty expressions e) Technical

6. Poor seating arrangements f) Psychological

1.7 STRATEGIES FOR EFFECTIVE COMMUNICATION

We have discussed in detail the various types of barriers that affect the process of

communication and it may not always be possible to completely remove all these

barriers. However, with proper planning and special efforts these can be minimised to a

great extent. Some of the ways of facilitating effective communication could be: clarity

of message, reinforcement of ideas, selection of appropriate channel, motivation, proper

environment and feedback. Let us elaborate each of these ways.

Clarity of message: In any type of communication, it is important that the objective

of communication is well defined, the level of language is kept simple, brief and clear.

It has been found that most of the complex ideas can be presented simply. Short and

simple sentences can express an idea completely, coherently and cogently. Too many

conjunctions make a sentence complex and difficult to understand. Proper phrasing,

punctuation, emphasis, voice modulation facilitates clarity of message and increases the
impact of communication.

Reinforcement of ideas: For clarity of the message, an element of redundancy needs to

be introduced. Difficult or technical words and expressions need to be substituted with

simpler expressions and words of everyday usage. However, care needs to be taken to see

that the message does not become repetitive and boring. The level of audience needs to

be constantly kept in mind.

Appropriate channel: Depending upon the type and objective of communication,

selection of appropriate channel is crucial for the success of communication. The use

of technology also helps to overcome geographical barriers. However, for selecting

a particular channel, especially the more expensive one, some questions need to be

constantly asked such as why this channel? Is there any specific need? Will it help to

meet the objective of communication? Is it poss