Module Two
Analyzing Selected Communication
Theories in Teaching and Learning
Introduction to Communication
• Definition: Communication is the process of
exchanging ideas, messages, and information.
• Derived from 'communicare' (Latin) meaning 'to
share'.
• Types:
• - Verbal: Speech, writing
• - Non-verbal: Body language, visual cues
Purpose of Communication
(Halliday, 1973)
• Communication serves seven purposes:
• 1. Instrumental: To cause events (e.g., 'Start your group work now').
• 2. Regulatory: To control actions (e.g., 'Submit your assignment by Friday').
• 3. Representational: To convey facts (e.g., 'Your answers were accurate').
• 4. Interactional: To maintain social relations (e.g., greetings, feedback).
• 5. Personal: To express emotions (e.g., 'I am proud of your progress').
• 6. Heuristic: To acquire knowledge (e.g., Q&A sessions).
• 7. Imaginative: To create and innovate (e.g., storytelling in teaching).
Components of Communication
• 1. Source: Originator of the message (teacher).
• 2. Sender: Transmits the message.
• 3. Channel: Medium (verbal, visual, written, multimedia).
• 4. Receiver: Decodes the message (student).
• 5. Message: Content or information being shared.
• 6. Feedback: Response to the message (questions, actions).
• 7. Context: Environment influencing communication (classroom, culture).
• 8. Noise: Interference affecting clarity (physical, emotional).
Aristotle’s Model of
Communication
• Linear Model (300 B.C.): Focuses on public speaking.
• Components:
• - Speaker → Speech → Audience
• Key Concept: Message must be impressive and tailored to the audience.
• Application in Teaching:
• - Effective for lectures, seminars, and public speaking.
• - Teachers must understand students' needs and interests.
Laswell's Formula of Communication (1948)
• 5 Key Questions:
• 1. Who
• 2. says what?
• 3. In which channel?
• 4. To whom?
• 5. With what effect?
• Braddock’s Extension (1958):
• - For what purpose?
• - Under which circumstances?
• Application: Evaluate the purpose, medium, and impact of messages in
classrooms.
Shannon & Weaver’s Model of
Communication (1949)
• Known as the 'Mathematical Model', introduced noise in communication.
• Elements:
• 1. Source → 2. Transmitter → 3. Channel → 4. Receiver → 5. Destination
• Noise: Physical, psychological, or sociological barriers.
• Application in Teaching:
• - Reduce distractions.
• - Use clear language and simplified instructions.
Schramm & Osgood Circular Model
(1954)
• Communication is circular: Encoding → Decoding → Feedback.
• Key Features:
• - Shared meaning depends on overlapping fields of experience.
• - Feedback ensures clarity and understanding.
• Application:
• - Effective for interactive learning (e.g., discussions).
• - Supports student-teacher dialogue.
Berlo’s SMCR Model of
Communication (1960)
• Components:
• 1. Source: Skills, knowledge, attitudes.
• 2. Message: Content, structure, code.
• 3. Channel: Senses (seeing, hearing, touching).
• 4. Receiver: Skills, knowledge, attitudes.
• Strengths: Human-centered, considers behavior and culture.
• Application: Teacher adapts to students' abilities and backgrounds.
Perspectives of Communication
Theories
• 1. Behavioural Perspective: Focus on stimulus-response (feedback-driven learning).
• 2. Transitional Perspective: Views communication as linear transfer of information.
• 3. Interactional Perspective: Highlights reciprocal feedback in communication.
• 4. Transactional Perspective: Focuses on shared meaning and considers context.
Barriers to Effective
Communication
• 1. Noise/Distractions: Physical (poor lighting), psychological (bias).
• 2. Information Overload: Too much content overwhelms students.
• 3. Time Pressure: Hasty communication compromises understanding.
• 4. Emotional Barriers: Stress or anxiety affects perception.
• 5. Complexity: Long hierarchies distort messages.
• 6. Poor Retention: Limited attention span reduces recall.
• Solutions: Minimize distractions, simplify language, and encourage feedback.
Conclusion
• Effective communication theories enhance teaching and learning.
• Teachers must:
• - Select appropriate communication models (linear, interactive, transactional).
• - Address barriers to communication.
• - Foster shared meaning to engage learners effectively.
References
• 1. Halliday, M. A. K. (1973). Explorations in the Functions of Language.
• 2. Laswell, H. D. (1948). The Structure and Function of Communication in Society.
• 3. Shannon, C., & Weaver, W. (1949). The Mathematical Theory of Communication.
• 4. Schramm, W., & Osgood, C. (1954). Circular Communication Model.
• 5. Berlo, D. (1960). The Process of Communication.