LESSON 1 - Basically, it’s all the details of the time Noise

and place in which a situation occurs,

THE COMMUNICATION PROCESS AND ITS 1. External noise – happening outside the
and those details are what enables us to
COMPONENTS communication process. (ex. Noise of
interpret and analyze works or event of
nature, electric fan, etc)
Communication the past, or even the future, rather than
2. Internal noise – happening inside the
merely judge them by contemporary
- Sharing meaning in any context communication process. (Ex. Someone’s not
standards.
- Systemic process (encode, decode) in which listening coz they’re thinking different
4. Psychological Context – moods and feelings
people interact through symbols (Wood, topics inside their heads.) This is happening
each person brings to communication. How
2003) inside the participants’ mind.
the audience is feeling will have an impact
- Send through primary signal system 3. Semantic noise – has to do with the
on how the speaker’s messages will be
meaning. There is confusion with the
received, and how they should be delivered.
meaning.
5. Cultural Context – beliefs, values, and
norms that are shared by a large group of Feedback
people. (ex. Use of po or opo as a sign of
respect) Response of the receiver towards the message.
It improves communication process. We could
Participants think other topics, we can motivate and comfort
them.
Are the people communicating – sender and
Context – setting in which the communication receiver. As senders, we form messages and
occurs. send them through different means. The
receiver processes the message and reacts to LESSON 2:
1. Physical Context – ex. Lighting, them. LEVELS OF COMMUNICATION
temperature, noise level, size of room,
place (church, cinema). Anything that is Messages Verbal Communication – words, spoken,
perceived by our senses. Are encoded and decoded information in written, or signed
2. Social Context – relationship. The way we communication process. This is the important Non-verbal communication
talk differs based on our relationship with part of communication.
them.  Haptics – sense of touch
3. Historical Context – talking about the past. Channels  Iconics – use of icons
It refers to the background. Background The route traveled by the message and the  Oculesics – use of eyes in sending message
provided by the previous communication means of transportation.  Olfactics – or olfactorics. Use of sense of
between the participants that influences smell
understanding of the current encounter. Messages are transmitted through sensory  Colorics – use of colors (ex. Flag)
- It essentially the details that surround an channels. Face to face communication has two  Proxemics – the distance or proximity
occurrence. basic channels: sound (verbal symbols), light  Chronemics – use of time
(non-verbal comm)
 Kinesics – use of body movement (ex. 6. Communication is learned. CHAPTER 2
Waving)
LESSON 5: INTERCULTURAL AND GLOBAL
 Objectics – use of objects (ex. Ring for
COMMUNICATION
proposing) COMMUNICATION ETHICS
 Vocalics – use of voice (ex. loudness or “What does it mean to belong to a culture, and
1. Speaks with sincerity
softeness of voice) when you identify yourself as a member of a
2. Does not knowingly expose an audience to
 Facial expression – use of facial expression larger group, such as culture, to what exactly do
falsehood or half-truths that can cause
you belong?”
Intrapersonal Communication – self-talk. significant harm.
Communication is happening inside our mind. It 3. Does not premeditatedly alter the truth - Duck & McMahan, 2009
involves decision making, self-evaluation. 4. Presents the truth as she or he understands
LESSON 1:
it
Interpersonal Communication – small group
5. Raises the listeners level of expertise by Thinking about Culture
communication, face to face.
supplying the necessary facts.
6. Employs message that is free from mental We usually think of a culture as basically
Public Communication – a speaker sending a
as well as physical coercions. geographical or ethnic
message to masses (direct – faceto face)
(indirect, electronics) 7. Does not invent or fabricate information The East and the West, majority and minority.
8. Gives credit to the source of information Yet, significant differences exist between
LESSON 3:
In ethical communication, you get your ideas societies in the world. This is obvious as we
FUNCTIONS OF COMMUNICATION across to your audience or listeners without have different languages, we dress differently,
violating their rights, without misinterpretation, and use different nonverbal systems.
1. We communicate to meet needs.
2. We communicate to enhance or maintain and without misleading them. CULTURE
our sense of self.
Cultures are created through
3. We communicate to fulfill social obligation
communication; that is communication is the
4. We communicate to develop relationships
means of human interaction through which
5. We communicate to exchange information
cultural characteristics, whether customs, roles,
6. We communicate to influence others.
rules, rituals, laws or other patterns are created
LESSON 4: or shared.

PRINCIPLES OF COMMUNICATION A better way to see the relationship between

language and culture:
1. Communication is purposive.
2. Communication is continuous. Culture does not create different
3. Communication messages vary in conscious communication (patterns) but different
encoding. communication creates culture.
4. Communication is relational.
5. Communication has ethical implications
We think of culture as something that other communication and comparing two cultures by
people have interacting with them)

There are unusual clothes, strange b. Transacting Cultures

foods, odd customs, doing strange things with
What does it mean to belong to a culture?
coconut or tulips, etc. As they are strange to
you, you come across as strange to them, too. The defining element is that you belong
to a set of people who share meanings and
Believing that your culture is the benchmark of
styles of speaking, system of beliefs, and
all cultures is called ethnocentric bias.
customs. You live your life in the context of a
Everyday communication deeply affects who communicating set of individuals who transact a LESSON 2:
you are, and a lot of it is cultural. It runs so deep universe of thought and behavior that makes
within your routine talk and relational certain ways of treating people. These groups DIMENSIONS OF CULTURE
performance that you don’t recognize it at first. come together and are recognized once they
Cultures are not synonymous with countries.
are labeled and some consistency is observed in
Cultures do not respect political boundaries.
their behavior and communication.
a. Culture as Geography or Ethnicity Jandt’s (2010) definitions of culture are as
Your daily talk is what makes culture and values
follows:
Cross-Cultural Communication transaction easier.
 It is community or population sufficiently
Generally compares the communication Culture as a meaning system. Any group with
large enough to be self-sustaining.
styles and patterns of people from very shared meaning is considered as ‘Culture.’
 The totality of that group’s thought,
different cultural/social structures, such as (Jeepney driver, workmates, a whole class with
experiences, and patterns of behavior and
nation-states. different teachers – all of them can be
its concepts, values and assumptions about
considered as different cultures.)
(We will use this if we are to study the life that guide behavior and how those
comparison of two cultures in the internet, Edward T. Hall’s Cultural Iceberg Model evolve with contact with other cultures.
journals, books, newspaper)
The common mistake learners make: to Hofstede (1994) classifies four elements of
Intercultural Communication identify culture with just what they see. Culture culture:
is more than what meets the eye.
Deals with how people from these  Symbol – verbal and non-verbal language.
cultural/social structures speak to one another  Rituals – socially essential collective
and what difficulties and differences they activities within a culture.
encounter, over and above the language they  Values – feelings not open for discussion
speak (Gudykunst & Kim, 1984). within a culture about what is good or bad,
beautiful or ugly, normal, or abnormal, etc.
(From the word “Inter,” we have to interact. We
 Heroes – real or imaginary people who
have to have an on-hand experience of
serve as behavior models within a culture.
DIMENSIONS OF CULTURE As presented by Tendencies in:  Association
Duck & McMahan (2009):  Relationships begin and end quickly.
 Association
 Productivity depends on procedures and
a. CONTEXT  Relationships build slowly and depend on
goals.
trust.
The total environment or speech where  The identity of individuals is rooted in
 Productivity depends on relationships and
interaction take place (Samovar & Porter, 2004). themselves and their achievements.
the group process.
 Social structure is decentralized.
High-Context  An individual’s identity is rooted in groups.
 Social structure and authority are
 High-context societies view spoken words  Interaction
centralized.
as much less important for people to  Non-verbal elements are not significant.
 Interaction:
indicate relationships between the people  Verbal messages are explicit,
 Non-verbal elements are significant.
communicating. communication is seen as exchanging
 Verbal message are indirect,
 Everything has meaning, a person’s societal information.
communication is seen as an art form.
status, attachments on a person’s religious  Disagreements are depersonalized, the
 Disagreement is personalized.
beliefs, connections, etc. focus is on rational (not personal) solutions.
 People are sensitive to conflict expressed in
 In such societies, people give major priority  An individual can be explicit about another
someone else’s nonverbal communication.
to relationships between family, friends, person’s bothersome behavior.
and associates. (Padrino system may be
 Territoriality
existing among them.)  Territoriality
 Space is communal.
 Space is compartmentalized.
Low-Context
 Temporality
 Low-context cultures the message itself is  Temporality
 Everything has its own time.
the meaning.  Events and tasks are scheduled.
 Time is not easily scheduled.
 They place high value on having well-  Change is fast.
 Change is slow.
structured argument or a well-delivered  Time is a commodity to be spent or saved.
presentation.  One’s time is one’s own.
 Learning
 People try to separate their relationships
 Multiple sources of information are used.
from the messages and to focus on the  Learning
 Learning is from general to specific.
details and logic.  One source of information is used.
 Detailed info must be given to provide  Learning occurs by observing others as they
 Thinking process is from general to specific
relevant context, and only info presented model or demonstrate and then practicing.
 Individual orientation is preferred.
this way counts as relevant to the message.  Groups are preferred.
 Speed is valued.
 Accuracy is valued.
Context:
Low-Context Society
C.B. Halverson’s Cultural Context Inventor b. COLLECTIVISM/INDIVIDUALISM
Tendencies in:
High-Context Society
Some cultures stress togetherness (collectivism)  Polychronic time view has a more relaxed - Conflict is necessary renegotiation of an
and some stress individuality (individualism). attitude to time. implied contract – a redistribution of
 They see time as an open-ended or rotation opportunity, release of tensions, and
Collectivism
of season. renewal of relationship.
Collectivist culture place greater  ‘Fashionably late’ may be a way not to show
Conflict-as-Destructive
emphasis on the whole group, stressing huge enthusiasm in the event.
common concerns and acting for the common  People tend to multi-task. Conflict as destructive cultures tend to be
good.  Adherence to time is considered as childish collectivist, such as many Asian cultures. This is
impatience (Calero, 2005). also based on 4 assumptions (Martin &
Emphasis is on your role in a system
Nakayama, 2007):
rather than your unique qualities as individual.
- Conflict is a destructive disturbance of
Individualism Of course, you will encounter some problems
peace.
when dealing with a person who views time
Individualist cultures focus on the - The social system should not be adjusted
differently than you do. Ethnocentric bias,
individual person and his/her personal dreams, to meet the needs of the members;
though not extreme, may still be present in you.
goals, achievements, and right to make choices. rather, members should adapt to
established values.
- Confrontations are destructive and
d. CONFLICT ineffective.
c. TIME
Cultures can also be distinguished according - Disputants should be disciplines.
Different societies’ attitudes toward time
to their understanding and approach to conflict, How to address conflict?
diverge as well.
which involves real incompatibilities of
Monochronic Time View processes, understandings, and viewpoints People generally engage in one of the 5 styles
between people. of conflict management (Rahim, 1993; Ting-
 Monochronic time view is focused on Toomey, 2004):
punctuality and time is considered a Conflict-as-Opportunity
commodity. A. Dominating styles – involve forcing one’s
Conflict as opportunity cultures tend to be will on another to satisfy individual desires
 Time is gold (or money).
individualist, such as the United States. This is regardless of negative relational
 As time is precious, being late is offensive,
based on 4 assumptions (Martin & Nakayama, consequences.
not following through time tables is a sign
2007): E.g. You and your friend decide to order a
of unprofessionalism, etc.
 People usually do not multi-task as they find - Conflict is a normal, useful process. pizza, and as you call in the order, your
multi-taking inefficient use of time (focus is - All issues are subject to change through friend mentions desire for pepperoni. You
divided). negotiation. would rather have sausage and reply,
 Answering phone calls during face to face - Direct confrontation and conciliation is “Too bad, I’m making the call and we are
conversation is trait of these cultures, too. valued. having sausage.”
B. Integrating Styles – necessitate a great
Polychronic Time View deal of open discussion about the conflict
 at hand to reach a solution that want sausage, you indicate that pepperoni  Stress interdependent activities and
completely satisfies everyone involved. is fine and place the order. suppressing individual aims for the group’s
E.g. You and your friend differ on what welfare.
pizza topping you would like, so you both  Has indirect styles of communication.
openly discuss your positions and the
options available until you reach a solution b. MASCULINITY VS. FEMININITY
that fulfills both of your desire – perhaps
Masculine Cultures:
getting half and half.
C. Compromising styles – are often confused  Those that strive for maximal distinction
with the integrating styles because a between what women and men are
solution is reached through following expected to do.
discussion of the conflict. However,  They place high values on traits like
making a compromise demands that DIMENSIONS OF CULTURE As presented by assertiveness, competition and material
everyone must give something up to reach Geert Hofstede (1980): success.
a solution, and as a result, people never
a. INDIVIDUALISM VS. COLLECTIVISM Feminine Cultures:
feel fully satisfied.
Returning to the pizza dilemma, you and Individualist culture:  Those that permit more overlapping of
your friend discuss the conflict and decide social roles for sexes.
 Interest of the individual prevails over the
to get mushrooms instead of sausage or  They place high value on traits like quality
interest of the group.
pepperoni. of life first, interpersonal relationships, and
 Ties between people are loose.
D. Obliging styles – involve giving up one’s concern for the weak.
 People look after themselves and their
position to satisfy another’s. This style of
families.
conflict management emphasizes areas of
 Goals are set with minimal consideration
agreement and deemphasizes areas of
given to groups outside a person’s family. It is important to understand that these traits
disagreement. On the pizza dilemma, you
 Individualist is more socially distant. apply to both women and men, and as humans
probably mention that the important
 Has direct styles of communication. from different families, we carry maybe
thing is you both want pizza and then
percentages of these traits.
agree to order pepperoni instead of Collectivist Culture:
sausage.
E. Avoiding style – is just that people avoid  Interest of the group over individual’s.
 People are integrated into cohesive groups c. POWER DISTANCE
conflict entirely either by failing to
acknowledge its existence or by that usually last a lifetime with Hofstede (1997), as mention in Jandt, (2010),
withdrawing from a situation when it unquestioning loyalty. defines power distance as, “the extent to which
arises. So on the pizza dilemma, your  Other group’s opinions matter when setting less powerful members of institutions and
friend expresses a desire for pepperoni on goals. organizations within a country expect and
that pizza and even though you really  Emphasis on relationships among people. accept that power is distributed unequally.
High Power Distance Cultures  In the workplace, employees only work hard
when need. There are no rules more than
 E.g. Children are expected to display respect
necessary and precision and punctuality
for those of higher status.
have to be learned.
 The extent where power, prestige, and
wealth are distributed within a culture.
 Concentrated power in the hand of a few.
e. TASK VS. SOCIAL ORIENTATION
 Authoritarian nations.
Task Orientation:

 Focus heavily on getting the job done.

d. UNCERTAINTY AVOIDANCE
 Make team more competent by having up-
Uncertainty avoidance is the extent to which to-date trainings.
people in a culture feel threatened by uncertain  Members are concerned about individual
or unknown situations. Hofstede (1997) explains success.
that this feeling is expressed through nervous
Social Orientation:
stress and in need for predictability or for
written or unwritten rules.  Concerned about the members and their
smooth functioning as a team.
High/strong uncertainty avoidance culture:
 Focus on more collective concerns:
 Active, aggressive, emotional, compulsive, cooperative problem solving, a friendly
security seeking, and intolerant. atmosphere, a good physical working
 Students from this culture also expect their condition, etc.
teachers to be experts who have all the
answer (as they dislike researching on their
own)
 In the workplace, there is an inner need to
work hard, need for rules precision and
punctuality.

Low/weak uncertainty avoidance:

 Contemplative, less aggressive,

unemotional, relaxed, accepting of personal
risks and relatively tolerant.
 Students in this culture accept teachers who
admit to not knowing all the answer.