St.

Francis College
Allen Northern Samar

Learning Module in English

(Oral Communication)

Module 2
Functions of Communication

WEEK: 2ND

GRADE LEVEL: GRADE 11

LEARNING COMPETENCY:

Differentiate the various models of communication

EN11/12OC-Ia-3

I. CONCEPT

Models of Communication

The process of communication can be explained through the various models of communication constructed by experts
throughout the years.

Linear Model - This model shows a straight path of relaying information. It is one-
directional, which means that information from a sender is conveyed directly to the
receiver.

Interactive Model - This mode takes into consideration feedback from the
receiver.

Transactional Model - It shows communication as a two-way process in which

participants are constantly sending and receiving messages.

II. EXAMPLE AND DISCUSSION

Interactive Model - When the receiver gives feedback, he or she becomes the
sender, and the original sender becomes the receiver of the feedback. Your everyday
conversations with friends are good examples of the interactive model – one
gives a message, the other receives it, and then gives
feedback accordingly.

It is important to note that feedback may come in any forms. Aside from spoken words, feedback may be as
simple as nod of approval, a raised eyebrow, or even falling asleep during a lecture.

Wilbur Shramm, an expert in mass communication, introduced the interactive model in 1954, which was
groundbreaking at that time since it introduced the communicators “field of experience.” Shramm also took into account
context. Context refers to the setting in which the communication situation takes place while fields of experience refer to
the cultural background and other frames of reference that an individual may bring into the interaction.

Study the diagram.

Fields of Experience Fields of Experience

 Encoder Message
Decoder
Source Source
Feedback
Decoder Encoder

Communicators bring to the interaction their respective fields of experience. Their messages, as well as the way
they send and interpret messages, are influenced by this field of experience. In order to communicate, the communicators’
fields of experience must overlap, indicating knowledge and experiences that they have in common. The more they have
in common, the more their fields of experience overlap. The bigger this overlapping “field”’ the more easily they interact
with each other. Naturally, the more they interact, the more they know about each other and the more shared experiences
they have, the larger their shared field of experience.

For instance, consider the following situation: You are asked by your teacher to pair off with a classmate and
come up with a performance or project for the school program. In this instance the context of the communication situation
is exchange ideas on how to go about he given task. You talk, he or she reacts and vice-versa. The way you both talk and
the ideas you share, reflect your cultural background and the knowledge and experiences that the two of you already
possess.

The interactive model shows communication as a give-take-give interaction. You speak and your partner listens,
in turn, your partner speaks and you listen. The path, therefore, is no longer linear but circular.

 Transactional Model - This model developed in the 1970s by Dean Barlund, shows communication as
occurring continuously and simultaneously between or among people.

Study the diagram below.

Field of Field of

Communicator Communicator

Experience Experience

Message/Feedback

According to Barnlund, people do not simply send and receive messages and receive messages and sent them back again,
in that order. Instead, they send and receive messages simultaneously and build shared meanings during the interaction.
Furthermore, the channel used, the environment, the communicators themselves, their shared meanings, and even noise,
are part of the message, not just elements involved in the communication process.

Shannon’s Model
 In 1948, Claude Shannon what came to be known as Information Theory. It was primarily concerned with the
transmission of electronic information. The diagram below illustrated his model.

Information source transmitter receiver destination

message signal received signal message

noise source Schematic Diagram of

a Communication System

Shannon described the parts of his model as follows:

1. An information source which produces a message or a sequence of messages to be communicated to the receiving
terminal . . .

2. A transmitter which operates on the message in some way to produce a signal suitable for transmission over the
channel . . .

3. The channel is merely the medium used to transmit the signal from transmitter, to receiver . . . During transmission, or
at one of the terminals, the signal may be perturbed by noise . . .

4. The receiver ordinarily performs the inverse operation of that done by the transmitter, reconstructing the message from
the signal . . .

5. The destination is the person (or thing) for whom the message is intended.

Berlo’s Model

In 1960, David K. Berlo published El Proceso de la Communicacion (The Process of Communication) in which he
described his SMCR model of communication which is illustrated below.

encodes decodes
SOURCE MESSAGE CHANNEL
RECEIVER
Communication Skills Content Hearing Communication Skills
Attitudes Elements Seeing Attitudes
Knowledge Treatment Touching Knowledge
Social System Structure Smelling Social System
Culture Code Tasting Culture

The sender sends message based on his knowledge of the subject, ability to communicate, attitudes particularly
toward the sender and everything else, social system and culture. The message is composed of elements that are arranged
in a particular structure in a particular from (musical, poetic, prose, etc.,) The entirety (content) of the message is
conveyed in a particular way (treatment). The channel is the sense used to observe the message. The receiver decodes the
message based on similar personality components as the sender. Berlo’s model includes verbal and nonverbal aspects of
communication. It is a linear type of model.
(from communicationtheory.org/berlos-smcr-model-of-communication)

III. EXERCISES
Directions: Compare and contrast the following models of communication using the expanded Venn diagram below.
Highlight the strengths and weaknesses of each model. (Notebook)

David Berlo's
Model

Wilbur Schramm's Shannon's

Model Model

IV. EVALUATION
Directions: Come up with your own model of communication. Make a drawing that shows your model of communication.
Include a short description of the components of your model and mention any special feature or characteristics of your
model.

V. RESOURCES

Gasulas , A. M., Lusica, F. S., Delos Santos, V. S., & Sentones, A. M. (2016). "Integrated English for Effective
Communication" Oral Communication in Context Senior High School. Quezon City: The Phoenix Publishing
House Inc.,.

Syjueco, M. S. (2016). Oral Communication in Context. Makati City: Diwa Learning Systems Inc.
communication is incomplete unless and until the sender receives a feedback from the recipient. www