Academia De Pulilan Inc.

In affiliation with The City School

Cut-cot, Pulilan, Bulacan

MODULE IN ORAL
COMMUNICATION IN CONTEXT
MODULE 1

Contents: * Etymology of Communication * Nature of Oral Communication

*Importance of oral communication

* Etymology of Communication

1. Communication (from Latin word ‘communicate’ meaning , to share or to have

something in common.

2. Communication provides central meaning to human experience.

3. Keith Davis: Communication is a process of passing information and understanding

from one person to another.

4. John Adair: Communication is essentially the ability of one person to make contact
with another and make himself or understood.

* Nature of oral communication

1. Oral communication is a process that involves a message, sender, receiver, and

channel.

2. Oral communication is symbolic which could be enhanced through the use of

nonverbal cues involving facial expressions, gestures, body language, volume, tone, and
pitch of the speaker's voice.

3. Oral communication is a verbal communication that uses words to share information

with others.

4. Oral communication employs readily understood spoken words. It mainly uses words
to express one’s self.

5. Oral communication could be one-way or maybe two-way process.

6. Oral communication involves the flow of information from a sender to the receiver.

7. Oral communication ensures appropriate enunciation , stress and tone of voice for
common understanding to take place.

8. Verbal communication includes sounds, words, language, and speech.

* Importance of oral communication

1. Oral communication is important because the goal of learning a language is to

communicate in order to be understood. Without understanding, there is no
communication.

2. Oral communication skills are fundamental to the development of literacy. Literacy is

the ability to read and write.

3. Oral communication is essential for thinking and learning.

4. Oral Communication is the glue that puts all the components of a language together.

5. Oral communication plays an important role in the development of the country.

6. Oral Communication reduces the distance and makes the flow of information faster.

7. Oral communication enables one to be a voice or instrument of truth and a light of the
world.

Quiz
Direction: Identify the content words/phrases to complete the meaning of each
statement given below.

Communicate-to share, central meaning, process of passing information -understanding,

make contact - understood

Choose from the box.

Communication

1. Communication (from Latin word ___________, meaning "________" or “to have

something in common”.

2. Communication provides ____________ to human experience.

3. Keith Davis: Communication is a _______________ and ________ from one person to

another.

4. Verbal, spoken words, voice, speech, stated words

John Adair: Communication is essentially the ability of one person to __________ with
another and makes himself or herself ___________.

Definition of oral Communication

5. Oral communication is the form of _______ communication, which conveys the

message from the sender to the receiver.

6. It is an exchange of information with the help of _______________.

7. It is the process of exchanging information or ideas between two or more persons using
one’s ________.
8. It is the sharing of information between individuals by using ________.

9. Communication is about passing information from one person to another through

__________.

Goal-communicate, literacy, thinking-learning, glue-language, development, flow-faster,

instrument - truth

Importance of Oral Communication

10. Oral communication is important because the ______of learning a language is to

_________ in order to be understood. Without understanding, there is no communication.

11. Oral communication skills are fundamental to the development of ___________.

Literacy is the ability to read and write.

12. Oral communication is essential for ______ and __________.

13. Oral Communication serves as the _______ that puts all the components of a
____________ together.

14. Oral communication plays an important role in the ______________ of the country.

15. Oral Communication reduces the distance and makes the ________of information
________.

16. Oral communication enables one to be a voice or __________ of ______ and a light
of the world.

process, symbolic, verbal, spoken words, one-way- two- way, flow of information,
enunciation, sounds – speech, God-given

Nature of oral communication

17. Oral communication is a ________ that involves a message, sender, receiver, and
channel.

18. Oral communication is _________ which means that it could be enhanced through the
use of nonverbal cues involving facial expressions, gestures, body language, and the
volume, tone, and pitch of the speaker's voice

19. Oral communication is a ________ communication that uses words to share

information with others.

20. Oral communication employs readily understood __________. It mainly uses words
to express one’s self.

21. Oral communication could be _______ or maybe ________ process.

22. Oral communication involves the __________________ from a sender to the

receiver.
23. Oral communication ensures appropriate ___________, stress and tone of voice for
common understanding to take place.

24. Verbal communication includes ______, words, language, and _________.

25. The power of speech is a ____________ gift.

Performance: (10 points) Explain: “Without understanding, there is no communication!”

MODULE 2
Contents: * Elements of communication process * Process of communication *

Significance of communication in an organization * Models of communication

* Elements of Communication Process:

Communication process involves elements such as sender, receiver, encoding, decoding,

channel/ media, noise and feedback.

1. Sender is the person who sends his ideas to another person. For example, if a manager
wants to inform his subordinates about the introduction of a new product, he is the
sender.

2. Message is the idea, feeling, suggestion, guidelines, orders or any content which is
intended to be communicated is message. For example, message is the introduction of
new product.

3. Encoding is the process of converting the idea, thinking or any other component of
message into symbols, words, actions, diagram etc. For example, message is connected in
words and actions.

4. Media is the medium, passage or route through which encoded message is passed by
the sender to the receiver. There can be various forms of media-face to face
communication, letters, radio, television, e-mail etc. For example manager inform about
the introduction of a new product in a meeting through presentation.

5. Decoding means translating the encoded message into language understandable by the
receiver.

6. Receiver is the person to whom the message has been sent. For example, subordinates
are receivers.

7. Feedback is the response by the receiver. It marks the completion of the

communication process.

8. Noise is the hindrance in the process of communication. It can take place at any step in
the entire process. It reduces the accuracy of communication e.g. 1) Disturbance in the
telephone lines, 2) An inattentive receiver 3) Improper Decoding of Message etc.
* Process of communication

Communication process consists of following steps:

(i) The sender formulates the message that he wants to convey to the receiver.

(ii) He encodes or translates his message. He may take the help of symbols, words,
actions, diagrams, pictures etc.

(iii) He selects an appropriate channel or medium through which the message is to be

transmitted. It can be face to face communication, letters, radio, television, e-mail etc.

(iv) The message is received by the receiver.

(v) Received message is decoded by the receiver so that the receiver can draw the
meaning of the message.

(vi) The receiver sends his response to the sender. In case of any confusion, the same is
conveyed and necessary clarification sought.

* Significance of communication in an organization

Communication is to the organization as blood is to the body. The success of all the
functions of management depends upon the effective communication.

1. Acts as Basis of Coordination:

Communication helps in coordinating the activities of various departments and persons in

an organization by providing complete information about organisational goals, ways of
achieving them, interpersonal relationship among persons etc. Hence, communication
acts as basis for coordination.

2. Helps in Smooth Working of an Enterprise:

Communication ensures smooth functioning of an enterprise. Existence of an

organisation depends fully on communication. The activities of an organisation shall
come to a standstill if communication stops.

3. Acts as Basis of Decision Making:

Communication helps in the process of decision making by providing all the necessary
information. In the absence of communication of relevant information, one cannot take
any meaningful decision.

4. Increases Managerial Efficiency

The various functions of communication in an organization. the manager involve:

(a) Providing information regarding the goals and objectives of an enterprise

(b) Providing instructions

(c) Allocating jobs and responsibilities

(d) Overseeing the work of the workers

All these functions involve communication. Thus, communication is essential for

effective performance of managerial functions.

5. Promotes Cooperation and Industrial Peace:

To ensure smooth and efficient functioning of an organization is the main aim of the
management. This is possible only when there is peace and harmony between the
management and the workers. The two way communication helps in establishing same.

6. Establishes Effective Leadership:

A good leader must possess efficient communication skills for influencing the behavior
of the subordinates. Thus, communication is the basis of leadership.

7. Boosts Morale and Provides Motivation

An efficient communication system helps in motivating, inspiring and satisfying the

subordinates. Moreover, it also helps in establishing participative and democratic type of
management.

* Models of communication

Communication models are systematic representations of the process which helps in

understanding how communication works can be done

Models of communication are conceptual models used to explain the human

communication process. The first major model for communication was developed in
1948 by Claude Elwood Shannon and published with an introduction by Warren Weaver
for Bell Laboratories.[1] Following the basic concept, communication is the process of
sending and receiving messages or transferring information from one part (sender) to
another (receiver).

The original model of Shannon and Weaver has five elements: information source,
transmitter, channel, receiver, and destination.

Elwood Shannon and Warren Weaver were engineers who worked for Bell Telephone
Labs in the United States. Their goal was to ensure that telephone cables and radio waves
worked at maximum efficiency. Therefore, they developed the Shannon-Weaver model,
which expanded a mathematical theory of communication. The Shannon–Weaver model,
developed in 1949, is referred to as the 'mother of all models and is widely accepted as a
main initial model for Communication Studies.

The Shannon-Weaver model was designed to mirror the functioning of radio and
telephone technology. The initial model consisted of four primary parts: sender,
message, channel, and receiver. The sender was the part of a telephone a person speaks
into, the channel was the telephone itself, and the receiver was the part of the phone
through which one can hear the sender on the other end of the line. Shannon and Weaver
recognized that static or background sounds may interfere with a telephone conversation;
they referred to this as noise. Certain types of background sounds can also indicate the
absence of a signal]

Shannon and Weaver's original model contains five elements: information source,
transmitter, channel, receiver, and destination. The information source is where the
information is stored. In order to send the information, the message is encoded into
signals, so it can travel to its destination. After the message is encoded, it goes through
the channel which the signals are adapted for the transmission. In addition, the channel
carries any noise or interference that might lead to the signal receiving different
information from the source. After the channel, the message arrives in the receiver and is
reconstructed (decoded) from the signal before finally arriving at its destination.

In a simple model, often referred to as the transmission model or standard view of

communication, information or content (e.g. a message in natural language) is sent in
some form (as spoken language) from an emissor/ sender/ encoder to a destination/
receiver/ decoder. According to this common communication-related conception,
communication is viewed as a means of sending and receiving information. The strengths
of this model are its simplicity, generality, and quantifiability. The mathematicians
Claude Shannon and Warren Weaver structured this model on the basis of the following
elements:

· An information source, which produces a message.

· A transmitter, which encodes the message into signals

· A channel, for which signals are adapted for transmission

· A receiver, which reconstructs the encoded message from a sequence of received

signals and decodes it.

· An information destination, where the message arrives.

Shannon and Weaver argued that this concept entails three levels of problems for
communication:

1. The technical problem: how accurately can the message be transmitted?

2. The semantic problem: how precisely is the meaning 'conveyed'?

3. The effectiveness problem: how effectively does the received meaning affect behavior?

Daniel Chandler criticizes the transmission model in the following terms:

· It assumes that communicators are isolated individuals.

· It makes no allowance for differing purposes.

· It makes no allowance for differing interpretations.

· It makes no allowance for unequal power relationships.

Aristotle Model

The Aristotle model of communication is a wide accepted communication theory in

which the role of the speaker is the center. Aristotle was the first to take an initiative and
design the communication model.

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.

Lasswell Communication Model

Lasswell describes verbal communication and consists of five elements. Who says
What, in Which channel, to Whom, with What effect? This model is also called a 'linear
model of communication', 'uni-directional process' or 'action model, because it describes
a one-way process within communication.

Schramm

Schramm

Communication is usually described along a few major dimensions: Message (what type
of things are communicated), source / emissor / sender / encoder (by whom), form (in
which form), channel (through which medium), destination / receiver / target / decoder
(to whom), and Receiver. Wilbur Schramm (1954) also indicated that we should also
examine the impact that a message has (both desired and undesired) on the target of the
message.[14] Between parties, communication includes acts that confer knowledge and
experiences, give advice and commands, and ask questions. These acts may take many
forms, in one of the various manners of communication. The form depends on the
abilities of the group communicating. Together, communication content and form make
messages that are sent towards a destination. The target can be oneself, another person or
being, another entity (such as a corporation or group of beings).

Communication can be seen as processes of information transmission governed by three

levels of semiotic rules:

Syntactic (formal properties of signs and symbols),

Pragmatic (concerned with the relations between signs/expressions and their users) and

Semantic (study of relationships between signs and symbols and what they represent).

Therefore, communication is social interaction where at least two interacting agents share
a common set of signs and a common set of semiotic rules. This commonly held rule in
some sense ignores auto communication, including intrapersonal communication via
diaries or self-talk, both secondary phenomena that followed the primary acquisition of
communicative competences within social interactions.
Berlo

In 1960, David Berlo expanded Shannon and Weaver's 1949 linear model of
communication and created the Sender-Message-Channel-Receiver (SMCR) Model of
Communication.[11]The SMCR Model of Communication separated the model into clear
parts and has been expanded upon by other scholars.

The Berlo's communication process is a simple application for person-to-person

communication, which include communication source, encoder, message, channel,
decoder, and communication receiver. In addition, David Berlo presented some factors
that influence the communication process between two people. The factors include
communication skills, awareness level, social system, cultural system, and attitude.

The Berlo's Model of Communication process starts at the source. This is the part which
determines the communication skills, attitude, knowledge, social system, and culture of
the people involved in the communication. After the message is developed, which are
elements in a set of symbols, the encoder step begins. The encoder process is where the
motor skills take place by speaking or writing. The message goes through the channel
which carries the message by hearing, seeing, touching, smelling, or tasting. Then the
decoding process takes place. In this process, the receiver interprets the message with her
or his sensory skills. Finally, the communication receiver gets the whole message
understood.

Barnlund’s Transactional Model

In light of these weaknesses, Barnlund (1970) proposed a transactional model of

communication.[15] The basic premise of the transactional model of communication is
that individuals are simultaneously engaging in the sending and receiving of messages.

In a slightly more complex form, a sender and a receiver are linked reciprocally. This
second attitude of communication, referred to as the constitutive model or constructionist
view, focuses on how an individual communicates as the determining factor of the way
the message will be interpreted. Communication is viewed as a conduit; a passage in
which information travels from one individual to another and this information becomes
separate from the communication itself. A particular instance of communication is called
a speech act. The sender's personal filters and the receiver's personal filters may vary
depending upon different regional traditions, cultures, or gender; which may alter the
intended meaning of message contents. In the presence of "noise" on the transmission
channel (air, in this case), reception and decoding of content may be faulty, and thus the
speech act may not achieve the desired effect. One problem with this encode-transmit-
receive-decode model is that the processes of encoding and decoding imply that the
sender and receiver each possess something that functions as a [code-book], and that
these two code books are, at the very least, similar if not identical. Although something
like code books is implied by the model, they are nowhere represented in the model,
which creates many conceptual difficulties.

Advantages of Barnlund's Transactional Model of Communication. The model shows

shared field experience of the sender and receiver. Transactional model talks about
simultaneous message sending, noise and feedback. Barnlund's model is taken by critics
as the most systematic model of communication.

Interactive/convergence(Two-way process)

It is two linear models stacked on top of each other. The sender channels a message to the
receiver and the receiver then becomes the sender and channels a message to the original
sender. This model has added feedback, indicating that communication is not a one way
but a two way process. It also has "field of experience" which includes our cultural
background, ethnicity geographic location, extent of travel, and general personal
experiences accumulated over the course of your lifetime. Draw backs – there is feedback
but it is not simultaneous.

The Interactive Model.

· For example, – instant messaging. The sender sends an IM to the receiver, then the
original sender has to wait for the IM from the original receiver to react. Or a
question/answer session where you just ask a question then you get an answer.

Constructivist Model of Communication – focus on the negotiated meaning, or common

ground and understanding we create when trying to describe the process. C. Essential
Components of Communication. Source o Creates and sends the message. ... Channel or
the way in which a message or messages travel between source and receiver.

MODULE 3
Contents:

* 5 Types of Communication

* Types of oral communication

* 5 Types of Communication.

1) Verbal or non- verbal Communication.

2) Intrapersonal / Interpersonal communication.

3) Visual or Written Communications - best channel when communicating with large

numbers of people, when transmitting large amounts of data, or when you need a record
of the communication.

4) Formal or Informal communication

5) Mass Communication which is either broadcast or print media (Journalism)

* Types of oral communication

1. One-on-One Speaking (Student-Student or Student-Teacher): recitation, pair

conferencing, one on one sharing with peers or formal student conferences with their
instructor.

2. Small-talk or casual conversation- This may occur in corridors, parties, dinner table
conversations, or on malls, subways etc.

3. Team-Based Oral Work: Smaller-scale settings for discussion, collaboration,

deliberation, and problem solving.

4. Group meetings or group Discussions(Teacher- or Student-Led): E.g. Face to face

informal or formal conversations with a group, classroom lectures or discussions.

5. Debates and Deliberations: Debates typically involve participants who argue one side
throughout, while deliberation allows for movement by individuals within the process.
Both are feature reason-giving argument This. Can range from two participants to a
lecture hall.

5. Speeches and Presentations: Classically, the stand-up, podium speech delivery,

individual or group presentations as in seminars and training activities, extemporaneous
or impromptu speaking

6. Oral defense – e.g. title defense of a thesis.

7. Panel discussion – All the panelist will give their view on a certain topic followed by
question and an answer from the audience.

8. Oral quiz or oral Examinations: Can take place in the instructor’s office, in small
groups, or before a whole class. Range from one oral question on an otherwise written
exam to an oral defense of a written answer or paper to an entirely oral quiz or
examination. Difficult with very large groups, but an excellent way to determine the
depth and range of student knowledge and to stimulate high levels of preparation. Face to
face communication allows considerable two-way communication to take place, and
usually elicits a quick response.

9. Face to face counseling with one or more students, . monologue, declamation, dialogue
or peer interview.

10. Broadcasting or conferencing using broadcast media such as television, messenger,

laptop, ipod etc.

11. Telephone, video call, landline etc. have more impact and sense of urgency than
written communication.
MODULE 4
Contents: * Non-verbal Communication * Types of nonverbal communication * Importance of

Nonverbal Communication
* What is nonverbal communication?

A non-verbal communication is a communication that occurs without using any oral or

written word. Instead of written or oral words, it relies on various non-verbal cues like
physical movements, tasks, colors, signs, symbols, signals charts etc. to express feelings,
attitudes or information. Although no word is used in non-verbal communication, it can
effectively communicate many human feelings more accurately than verbal methods of
communication.

* Types of nonverbal communication. This includes: Eye contact, Facial

expressions,Posture and body, orientation, Body Language, Space and Distance,
Proximity, Para-linguistic, Humor, Touch, Silence, Personal Appearance, Symbol, Visual
Communication.

1. Eye contact - The eyes are the windows of the soul. They are important channels of
interpersonal communication, helps regulate the flow of communication. And it signals
interest in others. Eye contact with audiences increases the speaker’s credibility. Teachers
who make eye contact open the flow of communication and convey interest, concern,
warmth, and credibility.

Facial expressions

The face is an important communicator. It is commonly said that face is the index of the
mind.

It expresses the type of emotions or feelings such as joy, love, interest, sorrow, anger,
annoyance, confusion, enthusiasm, fear, hatred surprise, and uncertainty.

2. Facial expressions are indicated through the mouth (open, wide or closed), eyelids
(raised or lowered), nose (wrinkled or relaxed), cheeks (drawn up or back) and the
forehead (lowered or raised). Within the facial area, eyes are especially effective for
indicating attention and interest. However, interpretations of facial expressions differ
from culture to culture. Smiling is a powerful cue that transmits: Happiness,
Friendliness., Warmth., Liking., Affiliation. Thus, if you smile frequently you will be
perceived as more likable, friendly, warm and approachable. Smiling is often contagious
and students will react favorably and learn more.

3. Gestures - A lively and animated teaching style captures students’ attention, makes the
material more interesting, facilitates learning and provides a bit of entertainment.

Head nods, a form of gestures, communicate positive reinforcement to students and

indicate that you are listening. Gestures are movements of the arms, legs, hands, and
head. Some authors opine that gesture is the deliberate body movement as because they
express specific and intentional meaning. For example, a wave of the hand has a specific
meaning-“hello” or “good-bye”; a forefinger and a thumb touching to form a circle have
the meaning -“ok”. Just like facial expressions, interpretations of some gestures also
differ across cultures. For example, in Europe, raising thumb is used to convey that
someone has done something excellent while in Bangladesh the same gesture means
something idiotic.

4. Posture and body orientation- You communicate numerous messages by the way
you walk, talk, stand and sit. Standing erect, but not rigid, and leaning slightly forward
communicates to students that you are approachable, receptive and friendly. Furthermore,
interpersonal closeness results when you and your students face each other. Speaking
with your back turned or looking at the floor or ceiling should be avoided; it
communicates disinterest to your class.

5. Body Language- Body language is another widely recognized form of non-verbal

communication. Body movements can convey meanings and message. Body language
may take two forms of unconscious movements and consciously controlled movements.
For example, When a person is bored, he may gaze around the room rather than look at
the speaker or he may shift positions frequently. When a person is nervous, he may bite
his nails or mash hair. These are usually made unconsciously. On the other hand, leaning
forward toward the speaker to express interest is the case of conscious body movements.

6. Space and Distance- Space and distance are significant non-verbal tools in the case of
organizational communication. A spacious and well-decorated room indicates a person’s
position in the organization hierarchy and external people gets a message about his
importance and authority only by visiting his room.

7. Distance - is another communication tool, which expresses the degree of intimacy and
individual acceptance.

8. Proximity - Cultural norms dictate a comfortable distance for interaction with

students. You should look for signals of discomfort caused by invading students’ space.
Some of these are: Rocking, Leg swinging, Tapping, Gaze aversion. To counteract this,
move around the classroom to increase interaction with your students. Increasing
proximity enables you to make better eye contact and increases the opportunities for
students to speak.

9. Para-linguistic - This facet of nonverbal communication includes such vocal elements

as: Tone, Pitch, Rhythm, Timbre, Loudness, Inflection. For maximum teaching
effectiveness, learn to vary these six elements of your voice. One of the major criticisms
is of instructors who speak in a monotone. Listeners perceive these instructors as boring
and dull. Students report that they learn less and lose interest more quickly when listening
to teachers who have not learned to modulate their voices.
10. Humor - Humor is often overlooked as a teaching tool, and it is too often not
encouraged in college classrooms. Laughter releases stress and tension for both instructor
and student. You should develop the ability to laugh at yourself and encourage students
to do the same. It fosters a friendly environment that facilitates learning. Obviously,
adequate knowledge of the subject matter is crucial to your success; however, it’s not the
only crucial element. Creating a climate that facilitates learning and retention demands
good nonverbal and verbal skills.

11. Touch - Touch is a widely used form of non-verbal communication tool. By

touching, one can express a wide range of emotions. However, the accepted modes of
touch vary depending on the gender, age, relative status, intimacy and cultural
background of the persons. For example, in the context of our culture, when one touches
you from the back of the examination hall, your understanding is that he wants to know
something.

12. Silence - a powerful tool for communication. It may have a positive or negative
meaning. In a classroom, silence indicates that students are listening carefully and
attentively. In the same way, through silence one can communicate his lack of interest or
a failure to understand.

For example, silence often indicates that a person receiving instruction does not
understand the action required or sometimes silence indicates consent.

13. Personal Appearance - Appearance is also an important non-verbal communication

tool. Appearance includes dress, hair, jewelry, makeup, belt buckles and so on.
Appearance indicates the degree of importance or interest a person conveys to an
occasion. By means of uniform, we can identify a student, a doctor, a lawyer, a police
officer etc.

In an organization, one’s dress is keenly observed to see whether it conforms to accepted

standards of appearance. As an example, workers may wear different clothes when they
are on strike than they do when they are working.

14. Symbol - A symbol is something which represents an idea, a physical entity or a

process but is distinct from it. The purpose of a symbol is to communicate meaning. For
example, a red octagon may be a symbol for “stop”.

On a map, a picture of a tent might represent a campsite. Numerals are symbols for
numbers. Personal names are symbols representing individuals. A red rose symbolizes
love and compassion.

15. Communication - When communication occurs by means of any visual aids, it is

known as visual communication. Thus, communication that occurs through facial
expression, personal appearance, gesture, posture, printed picture, sign, signal, symbol,
map, poster, slide, chart, diagram, graph etc. is called visual communication. For
example, to indicate ‘danger’, we use red sign; to mean ‘dangerous’, we use a skull
placed between two pieces of bone put in crosswise fashion; to indicate ‘no smoking’, we
use an image showing a lighted cigarette with a cross mark on it.

* Importance of Nonverbal Communication

1. Well expression of the speaker’s attitude. Various non-verbal cues of the speaker
like physical movements, facial expression, a way of expression, etc. play important role
in expressing the inner meaning of the messages in face-to-face conversation and
interview. For example, the facial expression of the speaker indicates his attitude,
determination depth of knowledge etc.

2. Information provided regarding the sender of the written message. The format,
neatness, language and the appearance of the envelope used in a written message send a
non-verbal message regarding the writer’s tests, choice, level of education etc.

3. Expression about the attitude of the listener and receiver. Sometimes the
appearance of the listeners and receivers conveys their attitudes, feelings, and thoughts
regarding the messages they have read or heard.

4. Knowledge gained about a class of people. Clothing, hairstyle, neatness, jewelry,

cosmetics, and stature of people convey impressions regarding their occupation, age,
nationality, social or economic level, job status etc. For example; students, policemen,
nurses etc. can easily be identified through their dresses.

5. Knowledge gained about the status of a person. Non-verbal cues also help to
determine the relative status of persons working in an organization. For example, room
size, location, furnishings, decorations, lightings, etc. indicate the position of a person in
the organization.

6. Common message to all people. In some cases, non-verbal cues can effectively
express many true messages more accurately than those of any other method of
communication. For example; use of red, yellow and green lights and use of various signs
in controlling vehicles on the roads.

7. Communicate with the handicapped people. Non- verbal cues of communication

greatly help in communicating with the handicapped people. For example; the language
of communication with the deaf depends on the movements of the hands, fingers, and
eyeball.

8. Message conveyed to the Illiterate people. Communication with illiterate people

through written media is impossible. There may also be some situations that do not allow
the use of oral media to communicate with them. In such situations, non-verbal methods
like pictures, colors, graphs, signs, and symbols are used as the media of communication.
For example; to indicate danger we use red sign and to mean dangerous we use a skull
placed between two pieces of bone put in a crosswise fashion.
9. Quick expression of message. Non-verbal cues like sign and symbol can also
communicate some messages very quickly than written or oral media. For example; when
drivers of a running vehicle are to be communicated that the road ahead is narrow or
there is a turn in the road ahead, we generally use signs or symbols rather than using any
written or oral message.

10. Precise information. Sometimes quantitative information on any issue may require a
lengthy written message. But this quantitative information can be presented easily and
precisely through tables, graphs, charts etc.

Performance: Read-out loud your favorite passage in a book. Record your speaking on a
videotape. Publish it for others to critique or suggest refinements.