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Strategies to Prevent Communication Breakdown

This document provides an overview of Module 4 of an oral communication learning module. The module focuses on barriers that can cause communication breakdown and strategies to avoid breakdown. It contains two lessons: Lesson 1 explains communication breakdown and identifies barriers like process, physical, semantic, and psychosocial barriers. Lesson 2 discusses strategies to prevent breakdown, such as positive self-talk, appropriate language use, active listening, and understanding different perspectives. The module is meant to help students identify causes of communication problems and maintain effective communication. It includes pre- and post-assessment activities to check students' understanding of communication barriers and strategies.

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Cathleen Joy Lopez
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97 views8 pages

Strategies to Prevent Communication Breakdown

This document provides an overview of Module 4 of an oral communication learning module. The module focuses on barriers that can cause communication breakdown and strategies to avoid breakdown. It contains two lessons: Lesson 1 explains communication breakdown and identifies barriers like process, physical, semantic, and psychosocial barriers. Lesson 2 discusses strategies to prevent breakdown, such as positive self-talk, appropriate language use, active listening, and understanding different perspectives. The module is meant to help students identify causes of communication problems and maintain effective communication. It includes pre- and post-assessment activities to check students' understanding of communication barriers and strategies.

Uploaded by

Cathleen Joy Lopez
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
  • Module Overview
  • Lesson 1: Communication Breakdown
  • Understanding and Post-Assessment
  • Lesson 2: Strategies to Avoid Communication Breakdown
  • Strategies for Effective Communication
  • Post-Assessment
  • References and Additional Materials

LEARNING MODULE IN

ORAL COMMUNICATION IN CONTEXT

MODULE 4

Communication may be affected by different factors. These factors may sometimes serve as barriers
which may cause problems in the process of communication. Effective communication may be disturbed by
different barriers which make it difficult to attain mutual understanding between a sender and a receiver. This
may lead to communication breakdown.
In this particular module, you will encounter and learn some barriers that may cause breakdown in
communication. This module will explain to you how these barriers greatly affect the process of
communication. It will also introduce to you some strategies to avoid communication breakdown in order to
achieve communicative efficiency. This will teach you the importance of our communication skills on a daily
basis.

LESSON 1: COMMUNICATION BREAKDOWN


LESSON 2: STRATEGIES TO AVOID COMMUNICATION BREAKDOWN

Things you should LEARN!


This module was created for you to be able to:
1. identify barriers causing communication breakdown (DICES); and,
2. use various strategies in order to avoid communication breakdown and to build mutual
understanding (DepEd-MELC, DICES).

Let’s see how much do you know!


(Pre-assessment)
Directions: Watch the video presented from the given link below entitled “A Failure to
Communicate”. You may also ask your subject teacher for the copy of the video. Then,
read and answer carefully the given questions. Copy the questions and write your answers
on a blank activity sheet or long bond paper. Submit your paper together with your LAS
#4.

Link: [Link]

1
Questions:

1. What was the video all about? Was there a communication in the situation presented by the video?
2. Would you consider the communication that happened in the situation as something effective?
Justify your answer.
3. Were there any problems that occurred during the process of communication? What do you think
were the factors that caused these problems? Could you at least name three and explain how these
factors caused problems and affected the process of communication?
4. How do you think the communicators must address or resolve these problems?

LESSON 1:
COMMUNICATION BREAKDOWN
Direction: Copy the Concept Notes and do the given activity on your Learning Activity Sheet.

LEARNING ACTIVITY SHEET #4


Activity Title: BREAKDOWN! BREAKDOWN!
Learning Target/Competency: The learners will be able to identify the barriers causing communication
breakdown (DICES).
Values/Graduate Attributes: The learners will become reflective and critical thinkers who understand
how communication works in different contexts and in communicating with other people eloquently.
Reference(s) & Author(s): Dapat, Jose Rizal O., Sadorra, Bryan Eli B. & Lumabi, Bethanni Marie C.
(2016). ORAL COMMUNICATION IN FOCUS For SENIOR HIGH SCHOOL (Core Subject). Quezon
City, Philippines: LORIMAR PUBLISHING, INC.
Dividina, Ph.D., Jose B. (2016). Towards Effective ORAL COMMUNICATION for Senior High School
(a K to 12 Approach). Sampaloc, Manila, Philippines: The Phoenix Publishing House Inc. Module No.
______4______
Concept Notes:
COMMUNICATION BREAKDOWN
Communication breakdown is another term for misunderstanding, miscommunication, or in other
words, something gets in the way in the communication process that makes the transaction unsuccessful.
According to Don Morlan and George Tuttle, “communication breakdown is a failure of the human
communication system.” This breakdown results from different types of barriers that prevent
communication to take place. Here are some barriers that may cause breakdown in communication:
Communication Barriers
• Process Barrier – It shows that one of the elements in the communication process blocks the flow
of messages (verbally/nonverbally).
• Physical Barrier – It includes distracting sounds and noise. These make it hard for the listeners to
catch what was said. A speaker and a listener are affected by their surroundings.
• Semantic Barrier – It refers to problems arising from the expression or transmission of meaning.
Meanings for words are filtered through one’s frame of reference or the total of his or her beliefs,
knowledge, education, culture, and experience.
• Psychosocial Barrier – It can be one’s status and perception. Consciousness of one’s status affects
the two-way flow of communication. It gives rise to personal barriers caused by the superior-
subordinate relationship. Likewise, human perceptions – the mental images of the external world –
are stored in their brains and form their viewpoints, experiences, knowledge, feelings and emotions.

2
Activity
Directions: The following are examples of communication barriers that may cause communication
breakdown. Classify each of the following barriers as process, physical, semantic, or psychosocial. Write
your answer on the space provided before each number.
Example: physical 1. Hot weather

1. Barking dogs
2. Limited vocabulary
3. No job experiences
4. Paranoia
5. Sickness
6. No boyfriend since birth
7. No audience
8. Negative comments on Facebook
9. Static microphone
10. Corrupt political image

RUN-through!
COMMUNICATION BREAKDOWN
Communication breakdown is another term for misunderstanding, miscommunication, or
in other words, something gets in the way in the communication process that makes the transaction
unsuccessful.
According to Don Morlan and George Tuttle, “communication
breakdown is a failure of the human communication system.” This
breakdown results from different types of barriers that prevent
communication to take place. Here are some barriers that may cause
breakdown in communication:
Communication Barriers
• Process Barriers
• Physical Barriers
• Semantic Barriers
• Psychosocial Barriers

3
Apply what you have learned!
(Post-assessment)
Name of Student: ___________________________________________ Date: ____________
Grade and Section: ___________________________________________ Time: ____________

I. UNDERSTANDING (10 points)


A. Situational Analysis
Directions: Read and analyze carefully the following situations. Identify one specific barrier that may be
present or may occur in each situation. Then, briefly explain how this particular barrier may cause
communication breakdown in the given situation. Copy each situation and write your answers on a blank
activity sheet or long bond paper. Once you are finished, submit your paper together with your LAS #4.
Example:
1. Extending the class discussion after the bell has rung signaling lunch break
Answer: The ring of the bell (physical barrier)
Explanation: In this particular situation, the ring of the bell may serve or become a physical barrier which
may distract the students from the class discussion. This may disturb the process of sending and receiving
information during the class discussion.

1. Using cell phone to relay a message


Answer:
Explanation:

2. Telling a patient who attempted to commit suicide, to be strong because life is beautiful
Answer:
Explanation:

3. Persuading a shy classmate to join the class party after a difficult major exam
Answer:
Explanation:

4. Giving comments and reacting to twitter messages


Answer:
Explanation:

5. Labelling a student discourteous for not saying “po” or “opo”


Answer:
Explanation:

4
LESSON 2:
STRATEGIES TO AVOID COMMUNICATION BREAKDOWN
Direction: Copy the Concept Notes and do the given activity on your Learning Activity Sheet.

LEARNING ACTIVITY SHEET #4.1


Activity Title: Bye! Bye! BREAKDOWN!
Learning Target/Competency: The learners will be able to use various strategies in order to avoid
communication breakdown and to build mutual understanding (DepEd-MELC, DICES).
Values/Graduate Attributes: The learners will become reflective and critical thinkers who understand
how communication works in different contexts and in communicating with other people eloquently.
Reference(s) & Author(s): Dapat, Jose Rizal O., Sadorra, Bryan Eli B. & Lumabi, Bethanni Marie C.
(2016). ORAL COMMUNICATION IN FOCUS For SENIOR HIGH SCHOOL (Core Subject). Quezon
City, Philippines: LORIMAR PUBLISHING, INC.
Dividina, Ph.D., Jose B. (2016). Towards Effective ORAL COMMUNICATION for Senior High School
(a K to 12 Approach). Sampaloc, Manila, Philippines: The Phoenix Publishing House Inc. Module No.
______4______
Concept Notes:
STRATEGIES TO AVOID COMMUNICATION BREAKDOWN
In communication, there are different strategies that we can use in order to address or to avoid
communication breakdown from happening. Here are some effective strategies that we can actually use:
1. Apply positive self-talk and perception – Positivity is the best encouragement. It welcomes good vibes
and pleasant outlook in all communication.
2. Use appropriate language – Tailor the words you will use based on your audience or listener. Keep it
simple and understandable. For example, figurative language (e.g., simile, metaphor) is usually used in
literature and in formal conversations, not in ordinary or casual conversations.
3. Be open – Suspend your own judgment, ideas, and beliefs. Give the speaker time to develop and express
his or her ideas or points before you conclude if the message has any value, little value, or none at all.
4. Give and accept feedback – Feedback keeps the communication going. Respond to what has been heard.
Keep an open mind and avoid overreacting emotionally to a message or feedback.

Activity
Directions: Watch the video presented from the given link below entitled “Communication Barriers”. You
may also ask your subject teacher for the copy of the video. Analyze the situation presented in the video and
identify some specific barriers occurred in the given situation. Using the table below, list down at least three
barriers that caused problems and suggest some strategies to address or to prevent these problems to happen.
Write all your answers at the back of your activity sheet.

Link: [Link]

Barriers causing problems to communication Strategies to address or to prevent the problem


1.

2.

3.

5
RUN-through!
STRATEGIES TO AVOID
COMMUNICATION BREAKDWON
There are different strategies that we can actually use in order
to address or to avoid communication breakdown. These strategies
sometimes depend on the given situations and the elements involved
in the process of communication.
Here are some effective strategies that we can use:
1. Apply positive self-talk and perception
2. Use appropriate language
3. Be open
4. Give and accept feedback

6
Apply what you have learned!
(Post-assessment)
Name of Student: ___________________________________________ Date: ____________
Grade and Section: ___________________________________________ Time: ____________

I. UNDERSTANDING (20 points)


A. Situational Analysis
Directions: Read and analyze the following items below. Each item presents a situation in which a certain
communication breakdown occurs. By analyzing each situation, suggest at least one effective strategy to avoid
or to address this breakdown. Do not forget to justify your answers. Then, copy each situation and write your
answers on a blank activity sheet or long bond paper. Refer to your subject teacher for the checking of your
answers. Once you are finished, submit your paper together with your LAS #4.1.

1. A mother asked her Visayan househelp to buy “tuyo” (salted dried fish) at the nearest store. After a minute,
the househelp comes back carrying a certain brand of soy sauce.
Answer:

2. The teacher starts his class by saying, “Our lesson for today is about planets. Earth is the third planet from
the sun. Now, what is next to Mercury, Allan?” Allan answered, “Parang 7-11 po yata sir. ‘Di po ako sure.”
Answer:

“The noblest pleasure is the joy of understanding.”


–Leonardo Da Vinci

NO PART OF THIS PUBLICATION MAY BE REPRODUCED, DISTRIBUTED, OR TRANSMITTED


IN ANY FORM OR BY ANY MEANS, WITHOUT THE PRIOR WRITTEN PERMISSION OF THE
AUTHOR.

7
CHECK your understanding!
ANSWERS FOR PRE-ASSESSMENT
Answers for each question may vary.
Checking may depend on the criteria used by/conclusion of the subject teacher.

Lesson 1: COMMUNICATION BREAKDOWN


ANSWERS FOR LEARNING ACTIVITY SHEET #4
Concept Notes and activities from the LAS must be checked by the subject teacher.

ANSWERS FOR POST-ASSESSMENT


Post-assessment is considered as summative assessment.
Checking may depend on the criteria used by/conclusion of the subject teacher.

Lesson 2: STRATEGIES TO AVOID COMMUNICATION BREAKDOWN


ANSWERS FOR LEARNING ACTIVITY SHEET #4.1
Concept Notes and activities from the LAS must be checked by the subject teacher.

ANSWERS FOR POST-ASSESSMENT


Post-assessment is considered as summative assessment.
Checking may depend on the criteria used by/conclusion of the subject teacher.

REFERENCES

Agbayani, Ph.D., Diana R. (2016). ENHANCED ENGLISH ENGAGEMENTS Oral


Communication Senior High School. Makati City, Metro Manila, Philippines:
DON BOSCO PRESS, INC

Dapat, Jose Rizal O., Sadorra, Bryan Eli B. & Lumabi, Bethanni Marie C. (2016).
ORAL COMMUNICATION IN FOCUS For SENIOR HIGH SCHOOL (Core
Subject). Quezon City, Philippines: LORIMAR PUBLISHING, INC.

Dividina, Ph.D., Jose B. (2016). Towards Effective ORAL COMMUNICATION for


Senior High School (a K to 12 Approach). Sampaloc, Manila, Philippines: The
Phoenix Publishing House Inc.

Ochoa-Fernandez, Ana Marie & EdD., Suarez, Elineth Elizabeth (2016). SPEAC
SPEAK AND LISTEN IN CONTEXT An Oral Communication Textbook for
Senior High School. Quezon City, Philippines: The Phoenix Publishing House
Inc.

Common questions

Powered by AI

Instructing a non-native English speaker to perform a task can lead to a semantic barrier if the language used is not aligned with the individual's understanding. Terms may be misinterpreted due to differences in language proficiency, cultural context, or absence of shared linguistic nuances, which can lead to tasks being executed incorrectly or not at all .

To overcome process barriers in a remote work setting, strategies such as setting clear communication protocols, using reliable technology platforms, scheduling regular check-ins, and documenting all communications meticulously should be implemented. These measures ensure that communication flows smoothly despite physical separation and technological disruptions .

Appropriate language use is crucial in cross-cultural exchanges as it ensures that the words and expressions used are tailored to the listener's linguistic and cultural background. This avoids semantic barriers, as language suited to the audience prevents misunderstandings and facilitates clearer, more effective communication .

Psychosocial barriers in workplace hierarchies manifest as communication distortions arising from differences in status and perception. For instance, subordinates might hesitate to express ideas freely due to the perceived power dynamics, while superiors might overlook valuable input because of their assumptions about subordinate capabilities, leading to ineffective communication loops .

Positive self-talk and perception can prevent communication breakdowns by fostering a positive and encouraging atmosphere in which communication can occur more freely and openly. This strategy promotes a pleasant outlook and minimizes negative assumptions or emotions that can distort messages, thereby enabling more constructive interactions .

Communication breakdowns in high-stakes situations like healthcare or emergency services can lead to dire consequences, including misdiagnosis, inefficiencies, and failure to execute timely interventions. Ensuring effective communication through standardized protocols, cross-training, and use of clear, jargon-free language can mitigate these risks and enhance patient and public safety .

Openness plays a crucial role by enabling communicators to suspend judgment, listen fully, and consider perspectives different from their own. This openness fosters an environment where messages are respected and understood as the communicator intended, which significantly reduces the likelihood of misunderstandings .

Physical barriers in a virtual classroom, such as poor internet connections, can disrupt audio and visual communication, leading to a fragmented learning experience. To address these, schools can provide infrastructure support like hotspot devices, ensure that backup recordings are available, and incorporate asynchronous learning tools to complement real-time interactions .

Giving and accepting feedback helps prevent communication breakdowns by ensuring that the parties involved remain engaged and responsive to each other's messages. This continuous loop of feedback allows for clarification, correction, and adaptation of messages, leading to improved mutual understanding and fewer chances of miscommunication .

The primary types of communication barriers are process, physical, semantic, and psychosocial barriers. Process barriers occur when one of the elements in the communication process blocks the flow of messages. Physical barriers include distracting sounds and noise, which make it difficult for listeners to comprehend what is being said. Semantic barriers involve issues with the expression or transmission of meaning due to different frames of reference or linguistic misunderstandings. Psychosocial barriers stem from individual perceptions and social status that impede the two-way flow of communication and contribute to misunderstandings .

1 LEARNING MODULE IN ORAL COMMUNICATION IN CONTEXT MODULE 4 Communication may be affected by different factors. Th
2 Questions: 1. What was the video all about? Was there a communication in the situation presented by the video? 2. Wo
3 Activity Directions: The following are examples of communication barriers that may cause communication breakdown. Cl
4 Apply what you have learned! (Post-assessment) Name of Student: ___________________________________________ Date: __
5 LESSON 2: STRATEGIES TO AVOID COMMUNICATION BREAKDOWN Direction: Copy the Concept Notes and do the given activity on y
6 RUN-through! STRATEGIES TO AVOID COMMUNICATION BREAKDWON There are different strategies that we can actually us
7 Apply what you have learned! (Post-assessment) Name of Student: ___________________________________________ Date: __
8 CHECK your understanding! ANSWERS FOR PRE-ASSESSMENT Answers for each question may vary. Checking may depend on the c

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