Meeting of

minds is two-way
context: physical & social necessary process
continuous
always with a context and a
relationship aspect
all-pervasive

Communication Common
I language
symmetry and complementary

gestures
substance
-
message must have
different
types

It is not only a specific tool which is essential for our survival but also a basic right.

The dictionary meaning of communication is ‘to exchange (thoughts) or convey

(information or feelings) by oration, writing or other means to dissemi- nate data.

In order to convey or communicate some information in our day- to-day

interactions, the parameters, such as our facial expression, oral tone, body
language, ability to listen with patience are the contributing factors in delivering a
message.

Oxford Dictionary, ‘Communication is transferring or conveying of meaning’.

Little, ‘Human communication is the proce'ss by which information is passed between

peo- ple by means of previously agreed symbols, in order to produce a desired
-
response’.

The symbols may be gestural, pictural, plastic, verbal, or any other which operate
as stimuli to behaviour which would not be evoked by the symbol itself in the
In '- co'mmunication process, the sender (encoder) encodes the message and then
using a medium/ channel, sends it to the receiver (decoder) who decodes the
message, and after processing the information, the receiver sends back
appropriate feedback/reply using a medium/channel.

1. Mechanistic: The perfect transaction of a message from the sender to the

receiver.

2. Psychological: The sending of a message to a receiver and emotions of the

receiver upon interpreting
the message.

3. Social Z constructionist (Symbolic interactionist): It sees the product of the

interactants sharing and
creating of meaning of message, while ‘transmission model’ sees communication as
robotic and computer-like situation.

4. Systemic: The new messages created via ‘through-put’, or what happens as

the message is being interpreted and reinterpreted as it travels through people.

5. Critical: A source of power and oppression of individuals and social groups.

Inspection of a particular theory on this level will provide a framework on the
nature of communication as seen within the con- fines of that theory.
Models of Communication

General Model of Communication

Sender-Message-Treatment-Channel-Reciever

Aristotle
Speaker- Subject-Audience

Katz: Intermediary Model

Role of speaker/gatekeeper and audience (censor groups)

Shannon and Weaver: Mathematical Model

Entropy- One’s degree of freedom of choice

Redundancy- Amount of information eliminated or added

Channel Capacity- Amount of information that can be eliminated or added

Legan Model

Communicator, message or content, channels of communication

Helical Model (Frank Dance)

Linear and circularity

Constitutive Metamodel
Rhetorical, Semiotic, Phenomenological, Cybernetic, Socio
Psychological, Socio Cultural, Critical.
 Berlo’s Model
S-R model- Sender - Receiver
S-M-C-R Model- Sender- Message- Channel- Reciver
Alex Fish

Transmission/ Linear- No Feedback

Interactive Model- Sending and Receiving

Transactional Model- Internal Realities

Types of Communication

Interpersonal
Group
I
Intrapersonal

Mass media

Verbal

Oral

Written

Non verbal
 Classification

On basis of Purpose & Style

Formal

Informal

On basis of Direction

Vertical

Lateral or Horizontal

Diagonal
 Communication Netwroks

Chain

Circle

Wheel

All Channel
Denotation refers to the literal meaning of a word, the ‘dictionary definition’.
↓

Connotation, on the other hand, refers to the associations that are

connected to a certain word or the emotional suggestions related to that
word.

A simile is a comparison between two dissimilar objects using a

S

word like as or like to connect them.

-
-
0

A metaphor is similar to a simile, except

that a metaphor compares two dissimilar
~

objects without using a word like as or

like. ne
 Classroom Communication

Classroom teaching still dominates the scene of formal education system where
face-to-face instructions are given to students

The primary objective of classroom teaching is to achieve instructional

objectives in the cognitive domain, namely those concerned with devel- oping
knowledge, comprehension, application, analy- sis, synthesis and evaluation
~

abilities.

Communication is an integral part of any teaching– learning process and its

effectiveness is one of the fac- tors that determine the degree to which the
intended learning outcomes are achieved.

Cole and Chan, a typical process of classroom communication (and

communication in general as well) includes the following five
distinct stages.
1. Formulation of message
2. Message encoding
3. Message transmission
4. Message decoding and interpretation
5. Feedback and evaluation
 formulation of message ->Incodent(Skill]
Idee->
meg C
A
->

audience
⑤-rg senden R
conceptual
message encoding
-> ide
Correct
idea
t
choose
medethat
.
a

suits all
·teacher.
-

message transmission conveyto

·"Chamal" students
in

message decoding and interpretation meaningfiel

i
way
Reierer- meaning
feedback and evaluation

ekonldgement
noise - physiological
Interuption Pharsich
Seehological
 Principles

principles for teachers

Develop a realistic self-concept and a percep- tion about surrounding

Develop proficiency in the subject matter

Understand the learners

Develop effective communication skills (both verbal and non-verbal)

Knowledge about pedagogy and andragogy

Adopt flexible approach

Being objective and unbiased

Clear and specified objectives

Relevant to the objectives

principles for message design
Properly sequenced

Use language comprehendible to the learners

Use appropriate symbols

Include relevant exercises

Macke generous use of examples and non-

examples
 principles for selection of instructional methods and media

Select relevant and appropriate methods and media

Use variety of methods and media

Use good quality media

Integrate media in teaching–learning

principles for creating conducive learning environment

Classes should not be overcrowded

Ensure proper seating arrangement in the class

Build rapport with the students

Encourage cooperation and healthy competi- tion among students

Feedback mechanism

Encourage experimentation

Provide reinforcement

Provide non-threatening environment

 Some Important terms

Media that takes place in real time, such as live

Synchronous media
television or radio and that requires the audience
to be present when the media is being
broadcasted or performed

Media that does not require the audience to assemble at a

Asynchronous media given time in order to use it is called asynchronous media.
Examples of asynchronous media are printed materials or
recorded audio or video.

Time shift The recording of an audio or video event, usually by the audience,
to be watched later at a time other than when it was originally
broad- casted is called time shift. Setting a VCR to record a
favourite program is an example of time-shifting.

Primarily the function of mass com- munication is to

Surveillance
provide information about the processes, issues, events
and other developments in the society.

It is the combination of comput- ing, telecommunications and media in a

digital environment. Convergence and the changes that it is bringing are
fundamentally changing many aspects of mass media and communication.
Convergence

utterances produced by two successive speakers such

Adjacency Pairs that the second utter- ance is identified as related to
. the first as an expected follow-up.
 Competing stimulus

PHYSICAL BARRIERS Environmental stress

Receiver’s unfamiliarity Subjective stress

with medium

Frame of reference,
PSYCHOLOGICAL BARRIERS
Selective Stereotyping
perception
Field of experience
Defensiveness and fear
Filtering
Self-image
Cognitive dissonance

linguistic and cultural barriers

Semantic barriers

Impersonal relationships High-context and low-

E - context cultures
mechanical barriers
Cross-cultural
Language
Perpetual biases communication
ha
Cultural differences