Strategies to Avoid Communication Breakdown: A High School Oral Communication Module, Study notes of English

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Oral Communication in

Context

Quarter 1 – Module 3:

Strategies to Avoid

Communication Breakdown

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Oral Communication in Context Alternative Delivery Mode Quarter 1 – Module 3: Strategies to Avoid Communication Breakdown First Edition, 2020 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio Printed in the Philippines by ________________________ Department of Education – RegionIV-A CALABARZON Office Address: Gate 2 Karangalan Village, Barangay San Isidro Cainta, Rizal 1800 Telefax: 02 - 8682 - 5773/8684-4914/8647- 7487 E-mail Address: [email protected] Development Team of the Module Writer: Jhon Jhon P. Zotomayor; Fely Rose M. Nacario Editors: Marites M. Aguilar; Rizza A. Pereyra Reviewer: Liza L. Banayo; Lea C. Villegas; Leilani J. Miranda; Erma S. Valenzuela; Jhonathan S. Cadavido Illustrator: Joseph O. Ocfemia Layout Artist: Allan E. Medenilla Management Team: Regional Director: Wilfredo E. Cabral CLMD Chief: Job S. Zape Jr. Regional EPS In Charge of LRMS: Eugenio S. Adrao Regional ADM Coordinator: Elaine T. Balaogan Schools Division Superintendent/s: Edna Faura-Agustin; Marites A. Ibañez Assistant Schools Division Superintendent/s : Nicholas M. Burgos; Edgardo B. Militante; CID Chief/s: Mary Ann L. Tatlongmaria; Orlando T. Valverde Division EPS/s In Charge of LRMS: Evelyn P. De Castro; Godofredo C. Mercado

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Introductory Message For the facilitator: Welcome to the Oral Communication in Context Grade 11 /12 Alternative Delivery Mode (ADM) Module on Strategies to Avoid Communication Breakdown! This module was collaboratively designed, developed and reviewed by educators both from public and private institutions to assist you, the teacher or facilitator in helping the learners meet the standards set by the K to 12 Curriculum while overcoming their personal, social, and economic constraints in schooling. This learning resource hopes to engage the learners into guided and independent learning activities at their own pace and time. Furthermore, this also aims to help learners acquire the needed 21st century skills while taking into consideration their needs and circumstances. In addition to the material in the main text, you will also see this box in the body of the module: As a facilitator, you are expected to orient the learners on how to use this module. You also need to keep track of the learners' progress while allowing them to manage their own learning. Furthermore, you are expected to encourage and assist the learners as they do the tasks included in the module. Notes to the Teacher This contains helpful tips or strategies that will help you in guiding the learners.

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For the learner: Welcome to the Oral Communication in Context Grade 11 /12 Alternative Delivery Mode (ADM) Module on Strategies to Avoid Communication Breakdown! The hand is one of the most symbolized part of the human body. It is often used to depict skill, action and purpose. Through our hands, we may learn, create and accomplish. Hence, the hand in this learning resource signifies that you as a learner are capable and empowered to successfully achieve the relevant competencies and skills at your own pace and time. Your academic success lies in your own hands! This module was designed to provide you with fun and meaningful opportunities for guided and independent learning at your own leap and speed. You will be enabled to process the contents of the learning resource while being an active learner. This module has the following parts and corresponding icons: What I Need to Know This^ will^ give^ you^ an^ idea^ of^ the^ skills^ or competencies you are expected to learn in the module. What I Know This part includes an activity that aims to check what you already know about the lesson to take. If you get all the answers correct (100%), you may decide to skip this module. What’s In This is a brief drill or review to help you link the current lesson with the previous one. What’s New In this portion, the new lesson will be introduced to you in various ways such as a story, a song, a poem, a problem opener, an activity or a situation. What is It This section provides a brief discussion of the lesson. This aims to help you discover and understand new concepts and skills. What’s More This comprises activities for independent practice to solidify your understanding and skills of the topic. You may check the answers to the exercises using the Answer Key at the end of the module. What I Have Learned This^ includes^ questions^ or^ blank sentence/paragraph to be filled in to process what you learned from the lesson. What I Can Do This section provides an activity which will help you transfer your new knowledge or skill into real life situations or concerns. Assessment This is a task which aims to evaluate your level of mastery in achieving the learning competency.

This module was designed and written with you in mind. It is here to help you identify various strategies that could be used in order to avoid communication breakdown. It will lead you to understanding how communication works among people to foster mutual understanding and good relationship. The scope of this module permits it to be used in many different learning situations. The language used recognizes the diverse vocabulary level of students. The lessons are arranged to follow the standard sequence of the course. But the order in which you read them can be changed to correspond with the textbook you are now using. This module is divided into two lessons, namely:

• Lesson 1: Communication Breakdown
• Lesson 2: Various Strategies to Avoid Communication Breakdown After going through this module, you are expected to:

1. define the concept of communication breakdown;
2. identify the different kinds of barriers to effective communication;
3. explain the causes of communication breakdown; and
4. use appropriate strategies to avoid communication breakdown and achieve the goals of relationship and community building. A. Choose the letter of the best answer. Write your answers on a separate sheet of paper.
5. It happens when the sender fails to communicate his/her message properly or when the intended message is not clearly understood by the receiver. A. communication B. communication barrier C. strategies to avoid communication barriers D. process of communication
6. It refers to the natural or environmental conditions that hinder a successful communication transaction. A. cultural barrier B. external noise C. physical barrier D. psychological barrier What I Need to Know What I Know

3. These are issues like trauma, lack of confidence, fear, anger, frustration, and depression that may affect the communication process. A. external Noise B. linguistic barrier C. psychological barrier D. semantic Noise
4. It refers to the way a person responds in a communication situation affected by personal norms and traditions. A. cultural barrier B. linguistic barrier C. physical barrier D. psychological barrier
5. This is an example when linguistic barrier to communication becomes evident. A. A professor explains his lessons eloquently in class. B. Elena is afraid to deliver her opening remarks. C. People do not understand each other’s language. D. The transmitter disrupted the speech of Ms. Speaker.
6. This is one of the reasons why cultural diversity can make communication inefficient. A. Cultural diversity allows people to be unique and original. B. Different culture interpret words, gestures, and symbols differently. C. Traditions propagate through the preservation of norms and values. D. Values of people reflect
7. It is the main cause of semantic noise. A. jeepneys beeping B. constructing building C. using excessive technical jargon D. people talking too loud
8. Which best defines NOISE in the context of communication? A. It is the sound of karaoke from your neighbor. B. It is any sound that occurs during the communication process. C. It is a sound that blocks or interferes communication situations. D. It is anything that interferes with the communication.
9. Which of the following is an example of psychological barrier? A. ability to read minds B. dissatisfaction to customer service C. inattentiveness to detail D. poor listening skills
10. Which factors are considered cultural barriers to communication?

In Module 2, you have learned about the models of communication. You have realized how the different elements of communication work together to achieve a successful communication transaction. Now, let us find out if you can still remember your previous lesson by answering the activity below. What’s In Directions: Put the phrases or statements in the correct column. Write the letter of your answer on a separate sheet of paper. Linear Model Interactive Transactional Model A. Schramm Model of Communication B. Shannon Weaver Model of Communication C. a two-way communication process where feedback is given after a message is sent. D. shows circular process between the sender and receiver. E. barriers affect the smooth flow of communication F. a one-way communication process. G. having a job interview H. reciting a poem in front of the class I. presiding an important meeting J. focusing on the message sent. Lesson

Communication

Breakdown

Communication is a process of exchanging thoughts, ideas, and opinions in order to connect with other people. It’s goal is to achieve a clear and effective understanding resulting to good relationships in the community. However, there are times when this goal is not reached due to certain factors. When this happens, there is communication breakdown. Directions: Identify the reasons for the communication breakdown in each picture. Write your answer in a separate sheet of paper similar to the box below. What’s New

Verderber (1991) gives a similar idea of barrier when he classifies noise into three kinds: External, Internal and Semantic noise. Linguistic Barriers pertain conflicts with regard to language and word meanings. Because words carry denotative and connotative meanings, they can sometimes cause confusion and misunderstanding. Meaning of words and symbols also vary depending on culture. Examples:

1. difference in language
2. accent and dialect
3. use of jargon and slang
4. speech defects or language impairments External Noises are the “sight, sound and other stimuli that draw people’s attention away from intended meaning.” Examples:
5. noise from vehicles
6. singing at the neighborhood
7. visual aids in front of the classroom
8. the dog barking
9. the sound of airplane Internal noises are the “thoughts and feelings that interfere with meaning.” Examples:
10. confrontation with a friend
11. fear of speaking in front of the class.
12. racial prejudice Semantic noises are the “alternate meanings aroused by a speaker’s symbols.” This idea means that a word may have another meaning in the minds of the students. This is affected by the language in which they grew and the culture in which they are exposed. Examples:
13. incorrect grammar
14. using excessive technical jargon
15. using idiomatic expressions

What’s More Activity 1 Directions: Identify the kind of communication barrier exemplified by each description. Tell whether it is Physiological, Psychological, Cultural, or Linguistic Barrier. Write your answer on a separate sheet of paper. ______________________ 1. lack of confidence ______________________ 2. connotative and denotative meaning ______________________ 3. loud party ______________________ 4. different races ______________________ 5. poor lighting ______________________ 6. lack of interest and attention ______________________ 7. different views and opinions ______________________ 8. using idiomatic expressions ______________________ 9. information overload ______________________ 10. feel frustrated Activity 2 Directions: Explain why there is communication breakdown on the given situations. Again, write your answer on a separate sheet of paper.

1. Jay and Michelle started talking about their plans for Christmas Vacation when their classmate, Moy, interrupted them.

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2. “Mama, I will buy this cake for you. I am very sure that you will like its taste. It’s from our favorite cake store!”

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3. You spent the night thinking and analyzing why a student from another class talked to you on your way home.

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4. Livy encounters a participant who is very eager to share with others her views and opinions. She does this without asking permission.

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5. In some Asian countries, direct eye contact is considered disrespectful and rude. In others, it is a must.

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What was the cause of communication breakdown? Reysa’s lack of attention caused the communication breakdown. Now, do the following on your own. Interview someone in your home, school and community. Copy the table on a separate sheet of paper and supply the needed information. Persons Involved Situation Time of Communication Barrier/s to Communication Result What was the cause of the communication breakdown?

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Assessment Choose the letter of the correct answer. Write your answers on a separate sheet of paper.

1. What influence the interpretation of conversation to effective communication? A. environment C. noise B. language D. technological gadgets
2. When is the communication process complete? A. when the message enters the channel of communication B. when the receiver understands the message and feedback C. when the sender transmits message to the receiver D. when the sender transmits the message successfully
3. Which of the following must be avoided in communication breakdown? A. Ambiguity C. personal interpretation B. focused attention D. Both A and B

4. Which barrier includes the mental conditions of the listener? A. cultural barrier C. physical barrier B. linguistic barrier D. psychological barrier
5. Which barrier includes the hearing or sight problem of the listener? A. cultural barrier C. physical barrier B. linguistic barrier D. Both A and C
6. In which barrier can semantic noise be classified? A. cultural barrier C. physical barrier B. linguistic barrier D. Both A and C
7. Which of the following must the listener do to avoid mental noise? A. Be ready for the communication activity. B. Be attentive and respond to the speaker. C. Just remain quiet and daydream D. Must not think of any problem during class hours
8. In which barrier does gender be classified in communication? A. cultural barrier C. Physical barrier B. linguistic barrier D. Both B and C
9. Which is the best option in order to avoid misinterpretation that causes communication barrier? A. Be familiar with the topic of the speaker. B. Disconnect with your emotional baggage. C. Do not be conscious of gender or status. D. Inquire the meaning.
10. What is the barrier to which you classify withdrawal of listener? A. cultural barrier C. physical barrier B. linguistic barrier D. psychological barrier For numbers 11-15, write T if the statement is TRUE and write F if it is FALSE. _______1. Inability to understand a message causes failure in communication. _______2. The actual message is lost in transmission. _______3. Emotional problems can sometimes color one’s understanding of a message. _______4. Culture may affect the interpretation of meaning in communication.

For Online Activity Create a 5 Minute Vlog about communication breakdown. Be sure that the definition and explanation why there is a communication breakdown are evident in the video. Send the link of your presentation to your teacher. Rubric for Creating a Vlog Criteria Excellent (5 points) Very Good (4 points) Good (3 points) Poor (2 points) Needs Improveme nt (1 point) Content Presents accurate, complete and well- explained ideas related to the topic Presents ideas strongly connected to the given topic Presents ideas in relation to the given topic Lacks evidence that connect presentation to the provided topic No connection to the provided topic Organizatio n Informatio n, video, pictures and other content are very well organized, and coherence and cohesion are very evident. Information, video, pictures and other content are focused and directed. Information, video, pictures and other content are slightly organized Information, video, pictures and other content are loosely organized. No evidence of organization of information, video, pictures and other content. Technicalit y Visuals are well- framed and audio or sound quality is excellent and suitable throughout . Visuals are maintained and audio or sound quality is understandab le and appropriate. Visuals are maintained in most parts and audio or sound quality are understandabl e and appropriate.al so in most parts. Visuals are maintained in a few parts and audio or sound quality are understandabl e and appropriate.al so in most parts. Visuals are not in many parts and audio or sound quality are poor throughout. Score Total Score / 15 points

Answer Key What’s New Answers may vary What's More Activity 1

1. Psychological
2. Linguistic
3. Physiological
4. Cultural Barrier
5. Physiological Barrier
6. Psychological
7. Cultural
8. Linguistic Psychological 9.
9. Psychological Activity 2 Answers may vary What’s In Linear Model

B

F

H

J

Interactive

A

C

G

Transactional Model

D

E

I

What I Know

1. B

2. C

3. C

4. A

5. C

6. B

7. C

8. D

9. B

10. A

11. D

12. D

13. C

14. D

15. B

Assessment

1. C

2. B

3. D

4. D

5. B

6. B

7. B

8. A

9. B

10. B

11. True False 12.
12. True
13. True
14. False What I have learned
15. Communication Breakdown happens when the transmitted message is not understood exactly by the receiver
16. Physiological, Psychological, Cultural, Linguistic,
17. Answers may vary What I Can Do answers may vary