Models of Communication

Module in English 11
First Quarter, Week 2

JEFFY VENIA S. PASCUA-BESWENG

Developer
Department of Education • CAR • Schools Division of Mountain Province
Paracelis North District
Paracelis Technical and Vocational High School
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Cordillera Administrative Region
SCHOOLS DIVISION OF MOUNTAIN PROVINCE
Bontoc, Mountain Province

Published by:
Learning Resource Management and Development System

COPYRIGHT NOTICE
2020

Section 9 of Presidential Decree No. 49 provides:

“No copyright shall subsist in any work of the Government of the Philippines.
However, prior approval of the government agency of office wherein the work is
created shall be necessary for exploitation of such work for profit.”
This material has been developed for the implementation of K – 12 Curriculum
through the Curriculum Implementation Division (CID)—Learning Resource
Management and Development System (LRMDS). It can be reproduced for
educational purposes and the source must be acknowledged. Derivatives for the
work including creating and edited version, an enhancement or a supplementary
work are permitted provided all original work is acknowledged and copyright is
attributed. No work may be derived from this material for commercial purposes and
profit.

ii
 PREFACE
This module is a project of the Curriculum Implementation Division particularly
the Learning Resource Management and Development Unit, Department of
Education, Schools Division of CAR which is in response of the K to 12 Curriculum.

This Learning Material is a property of the Department of Education- CID,

Schools Division of CAR. It aims to improve students’ performance specifically in
English.

Date of Development : May 2020

Resource Location : Division of Mountain Province- LRMDS

Learning Area : English

Grade Level : 11

Learning Resource Type : Module

Language : English

Quarter/Week : Q1/W2

Learning competency/Code : EN11/12OC-Ia-3

iii
 ACKNOWLEDGEMENT
The developer wishes to express her gratitude to those who help in the
development of this learning material. The fulfillment of this learning material would
not be possible without these people who gave their support, helping hand, and
cooperation:

Jeffy Venia S. Pascua- Besweng

Developer

SCHOOL QUALITY ASSURANCE TEAM

ALMA G. DOCTO SYLVIA S. AYANGDO

Master Teacher I Head Teacher I
JHS Department Head

MIKE S. CHORAWAN BELINDA C. TINACBA

Head Teacher III School Principal II
SHS Department Head

DIVISION LRMDS STAFF

NIKKI T. MACABEO ANDRES M. CUYASAN

Librarian II Project Development Officer II

JOCELYN P. SAMIDAN FLORIDA C. LANGGAS

EPS- LRMDS EPS- ENGLISH

CONSULTANTS:

KHAD M. LAYAG, Ed,D

CHIEF, Curriculum Implementation Division

FEDERICO P. MARTIN, Ed.D, CEdD.,CESO V

Schools Division Superintendent

iv
 TABLE OF CONTENTS

Page

Copyright Notice ……………………………………………………...………….. ii

Preface …………………………………………………………………………..... iii

Acknowledgement ……………………………………………………………….. iv

Table of Contents ………………………………………………………………... v

Title Page ……………………………………………………………………….... 1

Introduction ……………………………………………………………………….. 2

Learning Objectives

Pretest …………………………..………………………………………………… 4

Review …………………………………………………………………………….. 5

Lesson Proper ……………………………………………………………………. 6

Enrichment ……………………………………………………………………...… 20

Activity 1 …………………………………………………………… 20

Assessment 1 …………………………………………………….. 21

Activity 2 ……………………………………………………………. 21

Assessment 2 ……………………………………………………… 22

Activity 3 ……………………………………………………………. 23

Assessment 3 ……………………………………………………… 24

Generalization ……………………………………………………………………… 25

Application ………………………………………………………………………..… 25

Post-Assessment ………………………………………………………………..… 26

Additional Activity …………………………………………………………………… 27

Answer Key …………………………………………………………………………. 28

Reference Sheet …………………………………………………………………… 29

v
Models of Communication
Module in English 11
First Quarter, Week 2

JEFFY VENIA S. PASCUA-BESWENG

Developer
INTRODUCTORY MESSAGE

For the facilitator:

In this distance type of learning, I humbly ask for your support and assistance by
being your child’s facilitator. I know that you are busy with the chores, and other
things for your family but I am hoping that you are going to spare some time for your
child’s education. I know that you are not used to this but I am hoping that we should
all embrace this New Normal and work together for the benefit of our child. As Jane
D. Hull said, “The most overwhelming key to a child’s success is the positive
involvement of parents.” Then; here are some ways for us to ensure the effective
learning process:

 do let your child ask you or other people to accomplish his/her module;
 help in explaining unknown or unfamiliar concepts that your child may
happen to encounter during the learning process;
 monitor if your child is doing his/her module;
 make sure that his/her learning process won’t be distracted; and
 check if your child has finished his/her module before the due date;

For the learner:

I know that you are not used to this situation, not being able to learn with your
teacher, friends, and classmates, but I am hoping that you are going to learn
independently, and enjoy studying. Learning is beautiful, and I hope you will make
the best of it. Then; as a learner, you are expected to do and observe the following
for a smooth learning process:

 do NOT let other people accomplish your module;

 read the direction first before doing the activities;
 do not skip any activity, make sure to accomplish everything;
 ask your parents/guardian to explain concepts you don’t understand,
and/or search in the Internet;
 highlight or underline the key points in the discussion if needed;
 keep your module neat and clean, avoid erasures;
 pass your module on time; and
 enjoy and value the real-life applications that this module offers.

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 WHAT I NEED TO KNOW
The Republic Act No. 10533, or the Enhanced Basic Education Act of 2003 was
approved on May 15, 2003. This act mandated the enhancement of the Philippine
educational system from a 10-year basic education to a 12-year (K to 12) program.
The K to 12 includes the two-year senior high school level. One of the learning areas
of the core curriculum is Oral Communication.

Oral Communication in Context for Senior High School is a response to the

change in the country’s basic education system. Rich in strategies that hone
effective communication, this module is essential and is geared towards developing
your listening, and speaking skills in any situation.

This module is strictly guided by the principles governing the adoption of the K to
12 Curriculum to help you become competent as communicator, and be globally
competitive in this 21st century.

Module 2 focuses on the models of communication.

In line with the program, this module caters your needs by meeting the following
learning competency; the learner differentiates the various models of
communication.

At the end of this lesson, you should be able to:

 Identify the different communication model;

 Identify the element or component of communication in a model;
 classify the different communication model;
 differentiate the various models of communication from one another; and
 create your own model of communication;

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 WHAT I KNOW
Before you proceed with the lesson, assess your prior knowledge first by answering
the activity below. This self-assessment will help you determine what you already
know regarding the lesson.

Direction: Read each statement below and fill in the blank with the correct answer.

1. ___________________________ proposed a transactional model of

communication in 1970.
2. The ___________________________ is a speaker centered model as the
speaker has the most important role in it and is the only one active.

3. The ___________________________ was used for interpersonal communication

or group communication to be disseminated message to various groups in
various situations.
4. The ___________________________ is the ‘mother of all models’ of human
communication.
5. Non-verbal feedback like gestures, body language, is also considered as
feedback in ___________________________ model.
6. ___________________________ described that the factors affecting the
individual components in the communication make the communication more
efficient.
7. ___________________________ depicts communication as an endless spiral of
increasing complexity.
8. ___________________________ explains how we communicate with one
another, mainly though speech, writing and discourse.
9. The ___________________________ shows a strong relationship between
environmental factors and messages and the communication process.
10. The constructed message is just a small step to the formation of complicated
communication environment which is known as a
“___________________________”.
11. ___________________________ are systematic representations of the process
which helps in understanding how communication works can be done
12. ___________________________ is applied in mass communication.
13. ___________________________ is mostly used for new media like Internet.
14. ___________________________ refers to the cultural background and other
frames of reference that an individual may bring into the interaction.
15. ___________________________ relates communication with social reality,
cultural up-bringing and relational context (relationships).

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 WHAT’S IN
Do the activities below to explore your understanding regarding the previous lesson.

A. Direction: Read the following statements; then identify the answer. Arranging the
jumbled words in the box below may help you in answering. Write it on the space
provided.

ESDNER RIEBRA GESMASE ONCGIDED ENHACNL

XTONCET GCNEDONI KEDEFCAB IRECERVE

_____________ 1. The person who intends to convey the message with the
intention of passing information and ideas to others.
____________ 2. The subject matter of the communication. This may be an
opinion, attitude, feelings, views, orders, or suggestions.
_____________ 3. The process of converting the message into words, actions, or
other forms that the speaker understands.
_____________ 4. The medium or the means of communication.
_____________ 5. The person who receives the message or for whom the message
is meant for.
_____________ 6. the process of interpreting the encoded message of the speaker
by the receiver.
_____________ 7. The reactions, responses, or information provided by the
receiver.
_____________ 8. The environment where communication takes place.
_____________ 9. The factors that affect the flow of communication.
_____________ 10. It is a systematic process which individuals interact through
symbols to create and interpret meaning.

B. Direction: Fill in the Communication Process chart below.

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 WHAT’S NEW
Direction: Play the game called Ongoing Telephone with your family members; the
group should have a minimum of ten members. This activity is designed to improve
one’s skills in both listening and speaking.

Mechanics:

• Instruct your family to form one straight line, and raise their right hand to
maintain their distance.

• First person (you) -chooses a phrase and quietly whispers it in the next
person’s ear. That person will then whisper the phrase to the next person and
so on until the phrase reaches the last person in the group.

• Note: Since you will be the first person, do NOT tell your family members the
phrase to achieve the essence of the game. The phrase should also be
relevant, and in English, or in your tribe’s dialect (Ga’dang, Majukayong,
Balangao, etc.).

• Once the last person has listened to the phrase, the last person must write on
a piece of paper (that was already prepared prior to the game) what he/she
heard.

Note: Shoot the whole game using your Smartphone, it should not exceed to
5 minutes. Write the casts/names of your family members who participated at
the end of the video. Save your video and name your file in this format:
Oralcom_q1_mod2_modelsofcom_ongoingtelephoneconversation_Family
Name, First Name

Send it to your teacher afterwards.

Example:
Oralcom_q1_mod2_modelsofcom_ongoingtelephoneconversation_DelaCruz,
Juan

What did you learn/realize in this activity?

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

6
 WHAT’S IN IT
Communication models are systematic representations of the process which helps
in understanding how communication works can be done. Models show the process
metaphorically and in symbols. They form general perspectives on communication
by breaking communication from complex to simple and keep the components in
order.

3 Types of Communication

1. Linear Communication Model

 It is a one-way communication and there is no means for immediate feedback.
 It is one-directional, which means that information from a sender is conveyed
directly to the receiver.
 It is applied in mass communication.
 Example: A speaker delivering a speech in front of an audience, and mass media
especially TV and radio.
Study the figure below.

Figure 1. Linear Communication Model

(https://www.businesstopia.net/communication/linear-model-communication/ )

Different models that follow linear model of communication are:

o Aristotle Model
o Lasswell’s Model
o Shannon Weaver Model
o Berlo’s S-M-C-R Model
o Dance Helical Spiral of Communication

Figure 2. Aristotle Model of Communication

(https://www.businesstopia.net/communication/aritotle-model-of-
communication/ )

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 While exploring the human nature scientifically, Aristotle developed a linear
model of communication for oral communication known as Aristotle’s Model of
Communication. This is considered as the first model of communication and was
proposed before 300 B.C. It is also the most widely accepted among all
communication models.
 Aristotle Model is mainly focused on speaker and speech. It can be broadly
divided into 5 primary elements: Speaker, Speech, Occasion,
Audience and Effect.
 The Aristotle’s communication model is a speaker centered model as the speaker
has the most important role in it and is the only one active. It is the speaker’s role
to deliver a speech to the audience. The role of the audience is
passive, influenced by the speech. This makes the communication process one
way, from speaker to receiver.
 The speaker must organize the speech beforehand, according to the target
audience and situation (occasion). The speech must be prepared so that the
audience be persuaded or influenced from the speech.

Figure 3. Lasswell’s Communication Model (1948)

(https://www.communicationtheory.org/lasswells-model/)

 Lasswell’s communication model was developed by communication

theorist Harold D. Lasswell (1902-1978) in 1948. Lasswell’s model of
communication (also known as action model or linear model or one way model of
communication) is regarded as one the most influential communication models.
 Lasswell’s communication model has 5 components which is used as an analysis
tool for evaluating the communication process and components. The components
are the questions to be asked to get the answers and keep communication going.

Components Meaning Analysis

the communicator or sender or source of
Who message Control Analysis
Says What the content of the message Content Analysis

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 In Which
Channel the medium or media Media Analysis
the receiver of the message or an
To Whom audience Audience Analysis
the feedback of the receiver to the
With What Effect sender Effect Analysis

 Explanation of different Components of Lasswell’s Model

-Control analysis helps the sender to have all the power.

-Content analysis is associated to stereotyping and representation of different
groups politically. It is also related to the purpose or the ulterior motives of the
message.
-Media analysis represents which medium should be used to exercise
maximum power against the receivers.
-Audience analysis shows who are the target population to be manipulated or
brain-washed.
-Effect analysis is done before the process starts. It is used to predict the effect
of message over the target population to be exploited.
 Explanation of Lasswell’s Communication Model

Though Lasswell’s model was developed to analyze mass communication, this

model is used for interpersonal communication or group communication to be
disseminated message to various groups in various situations.
Lasswell’s model was developed to study the media propaganda of countries and
businesses at that time. Only rich people used to have communication mediums
such as televisions and radios back them. It was made to show the mass media
culture.

Lasswell also brought the concept of Effective Communication Process. He talked

about the relation between presentation of facts and how it generates different
effects. The use of the concept of effect makes Lasswell’s model non-linear unlike it
name. It’s because effect can also be taken as feedback.
Though, generally, the component of effect was made to be more about outcome of
the message, the model is applied in different media and fields despite being
developed specifically for mass communication.

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 Figure 4. Shannon-Weaver’s Communication Model (1948)
(https://www.businesstopia.net/communication/shannon-and-weaver-model-
communication)

 It is also referred to as a Transmission or Standard View Model.

 It is the ‘mother of all models’ of human communication.
 It is also known as ‘information theory’. It is a mathematical theory
 Shannon was an American mathematician whereas Weaver was a scientist. The
Mathematical theory later came to be known as Shannon Weaver model of
communication or “mother of all models.” This model is more technological than
other linear models.
 Concepts in Shannon Weaver Model

Sender (Information source) – Sender is the person who makes the message,
chooses the channel and sends the message.

Encoder (Transmitter) –Encoder is the sender who uses machine, which converts

message into signals or binary data. It might also directly refer to the machine.

Channel –Channel is the medium used to send message.

Decoder (Receiver) – Decoder is the machine used to convert signals or binary data
into message or the receiver who translates the message from signals. Receiver
(Destination) –Receiver is the person who gets the message or the place where the
message must reach. The receiver provides feedback according to the message.

Noise –Noise is the physical disturbances like environment, people, etc. which does
not let the message get to the receiver as what is sent.

 Explanation of Shannon Weaver Model

The sender encodes the message and sends it to the receiver through a
technological channel like telephone and telegraph. The sender converts the
message into codes understandable to the machine. The message is sent in codes
through a medium.

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The receiver has to decode the message before understanding it and interpreting it.
The receptor machine can also act as a decoder in some cases. The channel can
have noise and the receiver might not have the capacity to decode which might
cause problems in communication process.

Here, for instance, brain might be the sender, mouth might be the encoder which

encodes to a particular language, air might be the channel, another person’s ear
might be the receptor and his brain might be the decoder and receiver.
Similarly, air is the channel here, the noise present in his environment that disturbs
them is the noise whereas his response is the feedback. There were only 5
components when the model was made. Noise was added later.
As Shannon was an engineer, this model was first made to improve technical
communication, mainly for telephonic communication. It was made to maximize
telephone capacity with minimum noise.

Later, Weaver applied it for all kind of communications to develop effective

communication and the model became famous as Shannon Weaver model. In
engineering, Shannon’s model is also called information theory and is used
academically to calculate transmission through machines and also has a formula.
Example of Shannon Weaver Model

A businessman sends a message via phone text to his worker about a meeting
happening about their brand promotion. The worker does not receive the full
message because of noise. It goes like this:

Businessman: We have a meeting at the office (“at 8 am” goes missing due to phone
network disruption or noise)
Worker (feedback): At what time?

Figure 5. Berlo’s SMCR Model of Communication (1960)

(https://www.businesstopia.net/communication/Berlo-SMCR-model-of-
communication )
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 In 1960, David Berlo postulated Berlos’s SMCR model of communication from
Shannon Weaver’s Model of Communication (1949). He described factors
affecting the individual components in the communication making the
communication more efficient.
 It focuses on encoding and decoding which happens before sender sends the
message and before receiver receives the message respectively.
 Berlo’s model has mainly four components to describe the communication
process. They are sender, message, channel and receiver. Each of the
components is affected by many factors.

Figure 6. Dance Helical Spiral of Communication

(https://www.businesstopia.net/communication/helical-model-communication)

 Frank Dance proposed a communication model inspired by a helix in 1967,

known as Helical Model of Communication. A helix is a three dimensional spring
like curve in the shape of a cylinder or a cone.
 Dance Helical Spiral of Communication depicts communication as an endless
spiral of increasing complexity.
 In 1967, Dance made a communication model based on a helix known as helical
model. He explains how a child learns fast to communicate and the child grow up
and continues to communicate. However, according to this model,
communication depends on previous experiences and activities of the speaker.
 Helix is compared with evolution of communication of a human since birth to
existence or existing moment. Helical model gives geometrical testimony of
communication. The model is linear as well as circular combined and disagrees
the concept of linearity and circularity individually.
 Concept of Helical Model of Communication

Helical model of communication introduces the concept of time where

continuousness of the communication process and relational interactions are very
important. Communication is taken as a dynamic process in helical model of
communication and it progresses with age as our experience and vocabulary
increases.

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At first, helical spring is small at the bottom and grows bigger as the communication
progresses. The same effect can be seen with communication of humans, where you
know nothing about a person at first and the knowledge grows steadily as you know
the person better. It considers all the activities of the person, from the past and
present.

Communication is affected by the curve from which it emerges which denotes past
behavior and experiences. Slowly, the helix leaves its lower levels of behavior and
grows upward in a new way. It always depends on the lowest level to form the
message. Thus, the communicative relationship reaches to the next level in which
people share more information.

Communication is supposed to be continuous and non-repetitive. It is always

growing and accumulative.

 Example of Helical Model of Communication

A child crying at birth signifies the communication of the child to its parents that
he/she is alive. After some years, the child cries whenever the child needs anything
like food or attention. He/she learns words and starts communicating with words.

The child learns specific languages and communicates with the people who know
the language that he/she knows. Communication becomes more complex as the
child grows into adult and to the existing moment. The adult uses the same
pronunciations and use of words or facial expressions that he/she learned when
he/she was a child. Communication is directly dependent on his/her past behavior as
a child but can also modify as the person grows.
In this example, communication evolves with the child crying. This is where the helix
is small at the bottom. And he continues communication, the helix gradually grows.
When the communication becomes more complex, the spiral grows wider. From then
on, it grows steadily as his life goes on.

2. Interactive Communication Model

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 It is a two-way communication; it allows feedback, so there is a give-take-give
interaction.
 It is similar to transactional model as they are both two-way communication
model, but it is mostly used for new media like Internet. Here, people can
respond to any mass communications like videos, news, etc. People can
exchange their views and ideas.
 It was introduced by Wilbur Schramm, an expert in mass communication in 1954.
It was groundbreaking at that time since it introduced the communicators’ “field of
experience.” Schramm also took into account context. Field of experience refers
to the cultural background and other frames of reference that an individual may
bring into the interaction.
 For example, two students who belong to Ga’dang tribe talking about their
kammaral. Their fields of experience overlap, because their knowledge and
experiences regarding their tribe’s kammaral is common. The more
communicators have in common, the more their fields of experience overlap. The
bigger this overlapping “field,” the more easily they interact with each other. But
for instance, the two communicators are from the Ga’dang tribe and Majukayong
tribe, their field of experience may overlap, but since they do not have common
knowledge and experience, the overlapping is small and they do not easily
interact with each other.
Study the figure below.

Figure 7. Interactive Communication Model

(https://www.businesstopia.net/communication/interactive-model-
communication)

Different models that follow interactive model of communication are:

o Osgood- Schramm Model of Communication (1954)

o Westley and MacLean’s Model of Communication (1957)

14
 Figure 8. Osgood- Schramm Model of Communication (1954)
(https://www.communicationtheory.org/osgood-schramm-model-of-
communication/)

The Osgood-Schramm model of communication is a communication theory. It

explains how we communicate with one another, mainly though speech, writing and
discourse. It emphasizes four key principles:
 That communication is circular, not linear. The listener can both receive and send
messages (in most instances).
 That communication is usually equal and reciprocal.
 That there is a lot of interpretation involved when receiving a message
 That all communication requires three steps: encoding, decoding and interpreting
a message.

Figure 9. Westley and MacLean’s Model of Communication (1957)

(https://www.businesstopia.net/communication/westley-and-maclean-model-
communication)

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 Elements:
Event or Information: (X1, X2, X3 and X4…Xn)
Feedback: (f)
Advocate: (A)
Channel: (C)
Audience: (B)
 Westley and MacLean’s Model of Communication does not start as soon as a
person starts talking or sends a message, but rather shows how a person reacts
to his or her physical environment. The model shows a strong relationship
between environmental factors and messages and the communication process.
 Westley and MacLean’s Model of Communication was suggested by Bruce
Westley (1915-1990) and Malcolm S. MacLean Jr. (1913-2001) in 1957. This
model was an adaptation from Newcomb’s model of communication, which talked
about co-orientation for simultaneous orientation in a two way communication.

 Concepts of Westley and MacLean’s Model of Communication

The process of communication in Westley and MacLean’s model of communication

starts when the source creates a message from his/her environment. The
communicator acts and creates the message as a response to the sensory
experience with his/her own objects of orientation.

Then, the response is coded after interpreting the environmental response. The
coded message is transmitted to a second respondent who interprets the message
differently according to his/her objects of orientation and provide feedback to the
sender.
Gatekeeper and opinion leader are the parts of communication process in mass
communication. They are the editors, proofreaders, etc. who choose which message
should be published and what effect will it have on the audience. Filter of the
message is dependent on many factors.

Gatekeeping is done in these levels:

1. Individual level: A person’s gender, sexual orientation, culture, likes, dislikes,
etc.
2. Routine practice level: Pre-established set of rules and practices for a
particular type of work to be done
3. Communication organizations: The policies of the organization that is
publishing the work
4. Social institutions: The social systems by which the message is formed
5. Societies: Societal values and belief systems, rules and norms, etc.

16
 Example of Westley and MacLean’s Model of Communication

A person ‘A’ is going to a meeting. Thunderstorms ‘X1’ and heavy rains ‘X2’ start.
The roads ‘X3’ are all blocked. ‘A’ will have to convey the message to the people
who are conducting the meeting that he/she will not be reaching on time. ‘A’ can
inform all others through phone.

Here, the message is conceived from the environmental message through the
person’s sensory experience. The object of orientation of the person makes him call
others because he thinks that reaching late is impolite. Sender ‘A’ creates the
message as a courteous request.

The message is coded in a language form and is sent to the receiver ‘B’. ‘B’
interprets according to his/her own object of orientation like the receiver can still find
reaching late to a meeting rude. The feedback is given accordingly.

3. Transactional communication model

 The communication is simultaneous between or among people. It recognizes that
each communicator is a sender-receiver, not merely a sender or a receiver.
 Transactional model relates communication with social reality, cultural up-
bringing and relational context (relationships). Non-verbal feedback like gestures,
body language, is also considered as feedback in this model.

Figure 10. Transactional communication model

(https://www.pinterest.com/pin/49117452170765089 )

Different models that follow transactional model of communication are:

o Barlund Transactional Model

o Becker’s Mosaic Model of Communication

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 Figure 11. Barlund Transactional Model
(https://www.businesstopia.net/communication/barlund-transactional-model-
communication)

 Dean Barnlund proposed a transactional model of communication in 1970

for basic interpersonal communication which articulates that sending and
receiving of messages happens simultaneously between people which is
popularly known as Barlund’s Transactional Model of Communication.
 Barnlund’s Transactional Model is a multi-layered feedback system. This is a
continuous process where sender and receiver interchange their places and both
are equally important. The message passing takes place with a constant
feedback being provided from both parties. A feedback for one is the message for
the other.
 Components:
- Cues refers to the signs for doing somethings. As per Barnlund there are:
public cues, private cues, and behavioral cues.

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 Public cues (Cpu) : physical environment

Private cuues(Cpr) : senses of a person

Behavioral cues can be verbal (Cbehv) as well as non-verbal (Cbehnv)

- The jagged lines show that the availability of cues can be unlimited and are
denoted as VVVV.
- The arrows and their directions show that the message is intentionally sent
and actively taken where the receiver plays a key role of giving feedback.
Arrows also show the process of production of technical encoding,
interpretation and decoding
- The valence signs, +, 0 and – are attached to these types of cues which
illuestrates the amount /degree/strength of attractiveness of the cues in the
message.

Figure 12. Becker’s Mosaic Model of Communication

(https://www.businesstopia.net/communication/becker-mosaic-model-
communication)

 Components:

Empty cells- unavailable message or sources

Vertical layers- set of similar messages
Cells- messages and sources
Receivers go through the cells in loops every time
 Concepts of Becker’s Mosaic Model of Communication

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Every person lives and exists in the web of communications which reciprocally
makes the person unique. Messages construct humans and humans construct
messages. Message depends on information source, culture, social situations, and
environment. The constructed message is just a small step to the formation of
complicated communication environment which is known as a “Mosaic”.

The mosaic is formed from the network of bits of information. Bits of information help
in making a complete picture of any situation. There are many sources of information
and messages. Every individual will take the information that he/she needs and
ignores all others. These fragments of information can be about anything, in any time
and in any space. The channels the bits are sent can also vary. These bits are
pieced together by a person as per the needs to form a message. When another
person receives the message, the second person not only interprets according to the
bits of information that is in the message, but also interprets it with the help of all the
past bits of information the person can relate the message to.

Communication is shown in a three dimensional cube formed with bits of information

and time-space dimensions. It is taken as non linear.
The mosaic model talks about message environment being a major factor for
rhetoric. The receiver is only exposed to the rhetorical message sent by the sender,
and so the message must make an influence over the receiver. The receiver’s
environment is also important as the message that is received is more essential than
the one that is sent.

WHAT’S MORE
Activity 1: Identification

Direction: Identify the model of communication in the following communication

situations. Write LCM if linear communication model, ICM if interactive
communication model, and TCM if transactional model. Write your answer before the
number.

_____ 1. Jane watching television

_____ 2. Jane listening to Bombo Radyo

_____ 3. Jane chatting with her classmates thru Messenger

_____ 4. Jane joining a Live Facebook stream

_____ 5. Jane joining the “kakarayam” in her sister’s wedding.

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Assessment 1: Alternate Response

Direction: Write True if the statements is correct, and False if otherwise.

______ 1. In the linear communication model, feedback from the receiver is possible
but it is not directly given.
______ 2. Transactional model as they are both two-way communication model, but
it is mostly used for new media like Internet.
______ 3. Noise is not a part of the three models of communication, linear,
interactive, and transactional.
______ 4. A group chat conversation in Messenger is an example of transactional
communication model.
______ 5. Two cans connected by a thread is an example of linear communication
model.

Activity 2: Diagram it!

Direction: Watch your video in Ongoing Telephone in the previous activity on page 6;
then diagram it in the box below to show the model of communication in the game.

What type of communication model is it? Why?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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Assessment 2: Let’s See the Details

Direction: Create a specific example that shows how your model above illustrates the
various components of communication. An example is provided below.

Source: Father
Code: Spoken Word
Message: “Take out the trash…now!”
Channel: Conversation
Noise: TV, i-Pod, misunderstanding
Decode: “Take out the trash…if you feel like it!”
Receiver: Teenage son

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Activity 3: Classify Me

Direction: Using a Spider Web, categorize the different models of communication

according to the general types, linear, interactive, and transactional. Include each
model’s features.

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Assessment 3: Compare and Contrast

Direction: Using a Venn diagram, compare and contrast the three general types of
communication models. Draw your Venn diagram in the box below.

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 WHAT I HAVE LEARNED
Direction: Explore your understanding in this lesson by answering the questions
below.

1. What is a communication model?

_____________________________________________________________
2. What are the general types of communication model?
______________________________________________________________
3. What are the models that follow linear model?
______________________________________________________________
______________________________________________________________
4. What are the models that follow interactive model?
______________________________________________________________
______________________________________________________________
5. What are the models that follow transactional model?
______________________________________________________________
______________________________________________________________

WHAT I CAN DO

Direction: Based on the discussion of the different models of communication, make

your OWN model, give it a name too. Draw it on a bond paper, and explain how it
works. Shoot it using your Smartphone, not exceeding three minutes. Save your
video and name your file in this format:
Oralcom_q1_mod2_modelsofcom_mymodelofcom_Family Name, First Name

Example: Oralcom_q1_mod2_modelsofcom_mymodelofcom_DelaCruz,Juan

Send it to your teacher.

Rubrics for scoring:

Criteria 10 8 6 4 2
1. Content: The model is original
2. Organization: The speaker observes introduction,
body, and conclusion
3. Articulation: The speaker is able to express himself
or herself fluently and properly.
4. Modulation: The speaker is able to vary the pitch,
intensity, tone of his/her voice accordingly
5. Creativity: The model shows creativity
Total: /50

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 POST-ASSESSMENT
You are about to finish this session on The Models of Communication. But before
you proceed to the next session in this module, your knowledge acquisition in this
session will be challenged by answering the activity below.

Direction: Read each statement below and fill in the blank with the correct answer.

1. ___________________________ proposed a transactional model of

communication in 1970.
2. The ___________________________ is a speaker centered model as the
speaker has the most important role in it and is the only one active.

3. The ___________________________ was used for interpersonal communication

or group communication to be disseminated message to various groups in
various situations.
4. The ___________________________ is the ‘mother of all models’ of human
communication.
5. Non-verbal feedback like gestures, body language, is also considered as
feedback in ___________________________ model.
6. ___________________________ described that the factors affecting the
individual components in the communication make the communication more
efficient.
7. ___________________________ depicts communication as an endless spiral of
increasing complexity.
8. ___________________________ explains how we communicate with one
another, mainly though speech, writing and discourse.
9. The ___________________________ shows a strong relationship between
environmental factors and messages and the communication process.
10. The constructed message is just a small step to the formation of complicated
communication environment which is known as a
“___________________________”.
11. ___________________________ are systematic representations of the process
which helps in understanding how communication works can be done
12. ___________________________ is applied in mass communication.
13. ___________________________ is mostly used for new media like Internet.
14. ___________________________ refers to the cultural background and other
frames of reference that an individual may bring into the interaction.
15. ___________________________ relates communication with social reality,
cultural up-bringing and relational context (relationships).

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 ADDITIONAL ACTIVITY
Look around your house or your neighbor, find any transmitter (instrument used to
send a message) used by your forefathers or by the tribe you belong. Draw it on the
box below, and explain how or when it was being used.

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

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 ANSWER KEY
Pre-assessment
1. Transactional model
2. Field of experience
3. Interactive model
4. Linear model
5. Communication model
6. Mosaic
7. Westley and Mac Lean model of communication
8. Osgood-Schramm model of communication
9. David Berlo/ Berlo’s SMCR model of communication
10. Dance Helicsl Spiral of model of communication
11. Transactional
12. Shannon-Weaver model of communication
13. LAswell’s model of communication
14. Aristole’s Model of communication
15. Dean Barlund

Review
1. Communication
2. Barrier
3. Message
4. Context
5. Feedback
6. Receiver
7. Decoding
8. Channel
9. Encoding
10. Speaker

Enrichment Activities
Activity 1
1. TCM
2. ICM
3. ICM
4. LCM
5. LCM

Assessment 1
1. True
2. False
3. False
4. True
5. True

Answers vary for Activity 2, Assessment 2, Activity 3, Assessment 3

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 REFERENCES
Marilou Snatos-Syjueco, Oral Communication in Context (DIWA Learning Systems,
2016), 4-8.
Allen Montenegro-Gasulas, Fritzie Gay S. Lusica, and Virna S. Delos Santos, Oral
Communication in Context (The Phoenix Publishing House Inc., 2016), 7-9.
Bayani Santos, Jr., Rudy Brul, and Divine Liwanag Reyes, Basic Principles and
Practices of Effective Oral Communication (The Inteligente Publishing, Inc.,
2016), 11-15.
"Models of Communication," https://www.businesstopia.net/communication.
Accessed June 3, 2020.
Shannon Weaver Model of Communication.
https://helpfulprofessor.com>shannonweavermodel-of-
communication/7keyconcepts(2020). Accessed June 3, 2020
Transactional Model.
https://www.businesstopia.net/communication/barnlund- transactional-model-
communication. Accessed June 3, 2020
Becker’s Mosaic Model of Communication.
https://www.businesstopia.net/communication/becker-mosaic-model-
communication. Accessed June 3, 2020
Dance Helical Model of Communication.
https://www.businesstopia.net/communication/helical-model-communication .
Accessed June 3, 2020
Westley and Mac Lean Model of Communication.
https://www.businesstopia.net/communication/westley-and-maclean-model-
communication. Accessed June 3, 2020
Osgood-Schramm Model of Communication.
https://helpfulprofessor.com/osgood-schramm/. Accessed June 3, 2020
Berlo’s SMCR Model of Communication.
https://www.businesstopia.net/communication/berlo-model-communication .
Accessed June 3, 2020
Shannon-Weaver Model of Communication.
https://www.businesstopia.net/communication/shannon-and-weaver-model-
communication. Accessed June 3, 2020
Laswell’s Model of Communication.
https://www.businesstopia.net/communication/lasswell-communication-model .
Accessed June 3, 2020
Aristole’s Model of Communication.
https://www.businesstopia.net/communication/aristotles-model-communication .
Accessed June 3, 2020

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