I.
TITTLE: COMMUNICATION THEORY
II. INTRODUCTION
Communication is related to every human activity. The word we say and actions we
complete convey messages, emotions, and information. Saying “I am tired”, or yawning both
imply that you are tired. Screaming “Ouch!” or grimacing both announce that you just
experienced pain.
Once we learn to speak, write, and use a computer, we don’t give communication a
second thought. Messages come and go in a flash. But that flash still exists, and taking a closer
look at it is called communication theory.
Most people wouldn’t expect something commonplace like communication to have a
scientific theory behind it, but there is more to it than meets the eye or ear.
III. LEARNING OUTCOMES
At the end of this module, you should be able to:
1. Identify the features of the five communication theories;
2. Relate the communication models to teaching and learning; and
3. Set up examples of communication theories.
IV. CONTENT/DISCUSSION
Communication theory studies the scientific process of sending and receiving
information. There are many principles, methods, and components that can affect a message,
and communication theory explains it all.
Communication theory is a complex topic. There are a lot of features of communication
theory that can affect the process: sender, receiver, noise, nonverbal, cues, cultural differences,
and so on. It’s a lot to keep track of. To make things a little less complicated, the creators of the
different communication theories paired with them communication models.
Communication Model
Shannon Weaver Communication Model
Lasswell Communication Model
Berlo Communication Model
Barnlund Communication Model
Schramm Communication Model
Shannon Weaver Communication Model
The Shannon-Weaver model is linear or one way communication model that Claude
Shannon and Warren Weaver created in 1948.
Key concept:
Sender: The sender creates and send the message.
Encoder: The encoder translates the message into signals.
Decoder: The decoder receives the signals and form a message.
Receiver: The receiver is the message’s final destination.
Noise: Unrelated distractions in the channel that might affect the reception of the message are
referred to as noise.
Lasswell Communication Model
The Lasswell communication model is another linear or one way model that Harold D.
Lasswell created not too long after the Shannon Weaver model was made.
The big difference between the two is that Lasswell’s models studies mass
communication, as opposed to a simple two-person conversation. A big factor in this model is
predicting the effect the message has on the group.
Simply put, the Lasswell model asks a series of questions: Who said? What? What
Channel did they use? Who did the message reach? What effect did it have?
The point of this model is to analyze the effect a message can have on a large group of
people and to see how each part of the model can make a difference. This is done by diving into
each part with a different type of analysis.
Control analysis takes a look at who said the message.
The message itself is evaluated using content analysis.
Media analysis focuses on the communication channel used to send the message.
Audience analysis looks at whomever the message is being sent to.
The end of the model shows effect analysis, but this actually happens at the beginning of the
process.
Berlo Communication Model
The Berlo communication model is also not too different from the Shannon Weaver
model. Constructed by David Berlo in 1960, this version takes the Shannon Weaver model a
step further and considers the different things that can affect each of the model’s components.
Source: the source, or sender, creates the message intended for the receiver.
Receiver: collects the message sent by the source.
Communication skills: the communication skills of the sender and receiver affect how
well the message is communicated.
Attitude: the attitude that the sender has towards the receiver, and vice versa, can
change the way the message is delivered and accepted. This is especially apparent in
verbal communication when speakers exhibit their tone.
Knowledge: it has an impact on the content of the sender’s message and the receiver’s
interpretation.
Social System and Culture: the environment and situation of the sender and receiver can
also affect the message.
Message: the information being sent.
Content: the subject matter of the message, like the words in an email or visuals in a
presentation.
Elements: content can be paired with elements of delivery, such as nonverbal
communication cues.
Treatment: the way the message is transferred to the receiver can impact the receiver’s
understanding.
Structure: the structure, or how it is organized, determines the message’s effectiveness.
Code: is the form the message takes.
Channel: it is the means of sending the message.
The way the message is received is especially important to consider when breaking
down the channel. The point of a message is for it to be received, and hopefuly well.
Barnlund Communication Model
In 1970, Dean Barnlund took communication models in a different direction. And that
direction is circular.
This model is transactional, instead of linear, meaning it focuses on two-way
communication. The Barnlund Model is used only when feedback exists. It is a never ending
cycle between sender and receiver where their roles switch depending on who is speaking. As
the conversation goes back and forth, feedback serves as a brand new message.
The Barnlund model also incorporates the use of cues, verbal and nonverbal, when
sending messages. Picking up these cues is necessary when interpreting a message.
The Barnlund model recognizes the important parts of a linear model. However, it also
recognizes the likelihood of a message turning into a two-way conversation between sender and
receiver.
Schramm communication model
The Schramm model of communication is less traditional than the others.
Here are the different parts you need to know.
Encoder: The encoder does the encoding and sends the message.
Decoder: The decoder receives the message.
Interpreter: The person trying to interpret the message.
It is important to note that receiving a message is not the same as interpreting a
message. You can be the intended recipient of a message, and receive it, without interpreting
and understanding it. Even though we typically interpret messages right as we receive them, it
still is an extra step.
The Schramm model of communication shows the circular flow of constant
communication.
The sender and receiver aren’t necessarily labelled because this model focuses more on
the message rather than sending and receiving it. This is mostly because Schramm recognizes
the possibility of sending and receiving messages to oneself.
The Schramm communication model deviates from traditional models that label a sender
and receiver and focuses more on the message itself
V. EXERCISES
1. What are the elements of the communication process and their interrelationship in sending
and receiving messages? At least two communication model. Explain.
VI. ASSIGNMENT/EVALUATION
1. In a table, differentiate the communication process of at least two communication model and
afterwards, explain each model’s relevance to the classroom setting or teaching-learning
process.
VII. REFERENCES
Educational Technology 1 by Wilhelmina Gatmaitan-Borjal, Ed.D. pp 55-58
https://learn.g2.com/communication-theory?hs_amp=true#shannon-weaver-communication-
model
