EPIC 1

English
Proficiency for
International
Communication
[Skills Enhancement Training]
COMMUNICATION
PROCESS
S M C R E
Communication Model
Elements of Communication:
S – S o u r c e [can be a Sender]
M– Message
C – Channel
R – Receiver
E – E f f e c t [can be a Feedback]
N – Noise [Interference = external]
Noise Noise
Noise

Decoding
S M C R E
Encoding→ Noise
Noise Noise Noise
 Communication
Communication is a dynamic,
systematic or contextual,
irreversible, and proactive process
in which communicators construct
personal meanings through their
symbolic interactions.
(Wood, 1964)
 Communication
Levels / Types / Pathways
Intrapersonal
Interpersonal:
• Small Group
• Public
• Mass Communication
• New Media
Forms of Communication
• Ve r b a l
• Non-Verbal (Visual or Auditory)
• Ta c t i l e
• Olfactory
• Gustatory
4 Macro Language Skills
What do humans need to
maintain in order to
achieve an effective
communication process?
Thank you
for joining
our class!
See you again
next time!
 EPIC 1
English
Proficiency for
International
Communication
[Skills Enhancement Training]
 Verbal
Communication
and

Language
Verbal Communication
We may often think that
having good communication skills
is all about the ability to speak well…

or all about S P E A K I N G .
 We a r e r i g h t …
But only 50% right because…

Verbal Communication has

another very important part… LISTENING.

Speaking + Listening = Verbal Communication

Characteristics of Effective Communicators
Effective Verbal An Effective Nonverbal
Communicator: Communicator:
Clarifies Relaxes
Listens Opens up
Encourages Leans toward the other
empathically person
Acknowledges Establishes eye contact
Restates/Repeats Shows appropriate facial
expressions
 Language
• The foundation for communication
• “A system comprised of relatively
arbitrary symbols and
grammatical symbols that can be
modified or enhanced by
members of the community”
(Baker & Cokely, 1980)
 Language
• Any code employing signs, symbols, or
gestures used for communicating ideas
meaningfully between human beings
–Social tool to communicate meanings,
feelings, and intentions
–Language comprises of receptive skills
(understanding) and expressive skills (use)
and includes both written and oral forms
 Theories of Language
• Behavioristic: Skinner
– Infant begins with no knowledge of
language, but possesses ability to learn it
through reinforcement and imitation
• Nativistic or Psycholinguistic: Chomsky
– Child is prewired for language development
and the environment triggers its emergence
• Interactionistic: Piaget
– Language occur s through fixed
developmental stages
Language Components and Skills
Form:
– Phonology (Study of speech sounds used in a language)
– Morphology (Study and description of how words
are formed in a language)
– Syntax (Way in which words are put together to form
phrases, clauses, or sentences: Linguistics)
Content:
– Semantics (Study of the meanings of words and
phrases in language)
Use:
– Pragmatics (Study of what words mean in particular
situations: Linguistics)
Functionalist Language Theory
Pragmatics

Syntax

Phonology

Morphology
Semantics
 Phonology
• Study and use of individual sound units in a
language and the rules by which they are
combined and recombined to create
larger language units
• Phonemes are the unit of sound such as
/s/ or /b/ , they do not convey meaning
• Phonemes alter meaning of words when
combined (e.g., sat to bat)
 Phonological Deficits
• Frequently appear as articulation disorders
– Child omits a consonant: “oo” for you
– Child substitutes one consonant:
“wabbit” for rabbit
– Discrimination:
Child hears “go get the nail” instead of mail
 Morphology
• Study and use of morphemes, the
smallest units of language that have meaning
• A morpheme is a group of sounds that
refers to a particular object, idea, or action.
– Roots can stand alone (e.g., car, teach, tall)
– Affixes are bound such as prefixes and
suffixes and when attached to root words
change the meaning of the words
(e.g., cars, teacher, tallest)
 Morphological Deficits
• Elementary aged: May not use appropriate
inflectional endings in their speech
(e.g., “He walk” or “Mommy coat”)
• Middle school: Lack irregular past tense or
irregular plurals
(e.g., drived for drove or mans for men)
• Be aware of “Black English” such as:
“John cousin”, “fifty cent”, or “She work here”
 Syntax
• Study of the rules by which words are
organized into phrases or sentences in
a particular language
• Referred to as the grammar of the language
and allows for more complex expression of
thoughts and ideas by making references
to past and future events
Syntactic Deficits
• Lack the length or syntactic complexity
(e.g., “Where Daddy go?”)
• Problems comprehending sentences
that express relationship between
direct or indirect objects
• Difficulty with wh questions
 Semantics
• The larger meaning component of language
• More than single words, includes complex
use of vocabulary, including structures
such as word categories, word
relationships, synonyms, antonyms,
figurative language, ambiguities, and
absurdities
 Semantic Deficits
• Limited vocabulary especially in adjectives,
adverbs, prepositions, or pronouns
• Longer response time in selecting
vocabulary words
• Fail to perceive subtle changes in word
meaning: Incomplete understanding
and misinterpretations
• Figurative language problems
 Pragmatics
• Knowledge and ability to use language
functionally in social or interactive
situations
• Integrates all the other language skills,
but also requires knowledge and use
of rule governing the use of
language in social context
 Pragmatic Deficits
• Problems understanding indirect
requests (e.g., may say yes when
asked “Must you play the piano?”)
• May enter conversations in a socially
unacceptable fashion or fail to take
turns talking
• Difficulty staying on topic
What practical solutions
can you suggest when
language barriers are
present during the
communication process?
Thank you
for joining
our class!
See you again
next time!
 EPIC 1
English
Proficiency for
International
Communication
[Skills Enhancement Training]
LISTENING
LISTENING is the process of
receiving, constructing meaning
form, and responding to spoken
and/or verbal messages.

(International Listening Association, 2003)

 Listening versus Hearing
Why Listen?
Importance:
• The first and most basic language skill
we learn / acquire
• Most frequently used form of verbal
communication
• Vital in both formal and informal
situations
Barriers to Effective Listening:
Distractions – things that cause mind
to wander thoughts/ideas other
than what the speaker is saying

Distortions – like “trash” in our heads

that cause us to misinterpret what
the speaker is saying (e.g.
Prejudices, Biases, Impressions)
 Purpose of Listening:

• Appreciative Listening
• Emphatic Listening
• Comprehensive Listening
• Critical Listening
• Active Listening

Attention – the Key to Effective Listening

Bad Listening Habits = Poor Listeners

• Lazy • Dreamer
• Self-Centered • Identifier
• Take-turns • Comparer
• Insecure • Derailer
• Rehearser • Sparrer
• Filterer • Placater
• Mind Reader
 Guides to Effective Listening:
1. Relax your muscles and breathing.
2. Relax and clear your mind.
3. Listen to the whole idea.
4. Be open and flexible.
5. Pause for a second or two when someone
stops speaking.
6. Stay calm if the speaker is irate.
7. Take notes for important information.
8. Give effective feedback.

ACTIVE Listening –
be mentally involved with the person who is talking
 EFFECTIVE versus INEFFECTIVE
Listening Habits
GOOD Listener BAD Listener
• Finds areas of interests – • Thinks topic or speaker is
keeps an open mind of no interest
• Concentrates on the content • Focuses on the speaker’s
of the presentation and appearance/delivery
overlooks speaker’s
characteristics – stays
involved
• Listens for ideas • Listens only for details
• Exercises mind – prepared • Avoids difficult materials
to listen
• Resists distractions • Is easily distracted
• Pays attention • Fakes attention
Six Stages of the Listening Process
1. Hearing - passive registering of sounds
2. Selecting - listener chooses which stimuli he
will listen to
3. Attending - mental process of focusing on
specific stimuli while ignoring or downplaying
other internal or external stimuli
4. Understanding - assigning of meaning to sounds
5. Evaluating - listener analyzes evidence, sorts fact
from opinion, determines the speaker’s intent
6. Remembering - being able to recall what was said
What benefits do we
gain from practicing
effective listening?
Thank you
for joining
our class!
See you again
next time!
 EPIC 1
English
Proficiency for
International
Communication
[Skills Enhancement Training]
Speech
Organs
The Organs of Speech 1 - nasal cavity
2 - lips
3 - teeth
4 - alveolar ridge
5 - hard palate
6 - velum (soft palate)
7 - uvula
8 - apex (tip) of tongue
9 - blade (front) of tongue
10 - dorsum (back) of tongue
11 - oral cavity
12 - pharynx
13 - epiglottis
14 - larynx
15 - vocal cords
16 - trachea
17 - esophagus
What are the parts of
speech organs
according to group?
3 Groups of Speech Organs
 Articulation
Three Groups
1. Resonating Cavities
2. Articulators
3. Points of Articulation
Resonating Cavities
1. Pharynx or
Pharyngeal Cavity
2. Oral Cavity
3. Nasal Cavity
 Escape of Air
1. Mouth alone
2. Nasal Cavity alone
3. Both Mouth and
Nasal Cavity
Articulators
1. Tongue
2. Lower Lip
3. Lower Teeth
Points of Articulation
1. Upper Lip
2. Upper Teeth
3. Parts of the Roof
of the Mouth
Voiceless Consonants

p t k

f θ s

ʃ ʧ h
 Why is it
important to know
speech organs and
their functions?
Thank you
for joining
our class!
See you again
next time!