EFFECTIVE COMMUNICATION / MABISANG KOMUNIKASYON is a core subject for all Grade 11 learners, designed to develop
communicative competence in both English and Filipino across four key contexts: personal and interpersonal, social and cultural,
academic and training, and professional and work settings. Grounded in relevant expectations of the B2 level of the Common European
Framework of Reference (CEFR), the subject equips learners to participate actively in spoken, written, and multimodal communicative
events with confidence, clarity, and cultural sensitivity. It emphasizes strategic language use, tone and structure appropriateness, media
and information literacy, and ethical communication practices. Through reflective practice and purposeful interaction, each learner is
envisioned to develop into a responsible, adaptive, and globally competent communicator.
PURPOSE AND GENERAL AIM
To develop communicative competence in both English and Filipino, enabling learners to actively participate in real-world
communication situations with clarity, confidence, and cultural sensitivity.
SCOPE / DOMAINS OF COMPETENCE
Learners will engage in spoken, written, and multimodal communication across:
• Languages: English and Filipino
• Modes: Oral, written, visual, and digital texts
• Media: Print, digital, and face-to-face or online interaction
KEY CONTEXTS OF COMMUNICATION
The subject addresses four major communication contexts:
• Personal and Interpersonal – expressing self, building relationships
• Social and Cultural – understanding societal norms, values, diversity
• Academic and Training – research writing, presentations, academic discourse
• Professional and Workplace – resumes, business correspondence, interviews
LESSON 1: PURPOSEFUL USE OF LANGUAGE AND TONE IN PERSONAL AND INTERPERSONAL TOPICS
COMMUNICATION is a process of sharing and conveying messages or information from one person to another within and across
channels, contexts, media, and cultures (McCornack, 2014). There is a wide variety of contexts and situations in which communication
can be manifested; it can be face-to-face interaction, a phone conversation, a group discussion, a meeting or interview, a letter
correspondence, a class recitation, and many others.
NATURE OF COMMUNICATION
1. Communication is a process.
2. Communication occurs between two or more people (the speaker and the receiver).
3. Communication can be expressed through written or spoken words, actions (nonverbal), or both spoken words and nonverbal
actions at the same time.
ELEMENTS OF COMMUNICATION
1. Speaker – the source of information or message
2. Message – the information, ideas, or thoughts conveyed by the speaker in words or in actions
3. Encoding – the process of converting the message into words, actions, or other forms that the speaker understands
4. Channel – the medium or the means (personal or non-personal, verbal or nonverbal) in which the encoded message is conveyed
5. Decoding – the process of interpreting the encoded message of the speaker by the receiver
6. Receiver – the recipient of the message, or someone who decodes the message
7. Feedback – the reactions, responses, or information provided by the receiver
8. Context – the environment where communication takes place
9. Barrier – the factors that affect the flow of communication
PROCESS OF COMMUNICATION
The speaker generates an idea. – The speaker encodes an idea or converts the idea into words or actions. – The speaker transmits or
sends out a message. – The receiver gets the message. – The receiver decodes or interprets the message based on the context.
FUNCTIONS OF COMMUNICATION
1. Control – Communication functions to control behavior.
2. Social Interaction – Communication allows individuals to interact with others.
3. Motivation – Communication motivates or encourages people to live better.
4. Emotional expression – Communication facilitates people’s expression of their feelings and emotions.
5. Information dissemination – Communication functions to convey information.
TYPES OF SPEECH CONTEXT
1. Intrapersonal
It centers on one person where the speaker acts both as the sender and the receiver of message. The message is made up of your
thoughts and feelings. The channel is your brain, which processes what you are thinking and feeling. There is feedback in the sense
that as you talk to yourself, you discard certain ideas and replace them with others.
Examples:
You spent the night thinking and analyzing why a student from the other class talked to you on the way home and you decided it
probably meant nothing.
You felt happy while thinking about how your teacher appreciated you for submitting your project before the due date and you reflected
on why this was so.
2. Interpersonal
This refers to communication between and among people and establishes personal relationship between and among them. Solomon
and Theiss (2013) state that “the inter part of the word highlights how interpersonal communication connects people when you engage
in interpersonal communication, you and another person become linked together. The personal part means that your unique qualities
as a person matter during interpersonal communication.
Dyad Communication – communication that occurs between two people
Example:
You offered feedback on the speech performance of your classmate.
You provided comfort to a friend who was feeling down.
Small Group – This refers to communication that involves at least three but not more than twelve people engaging in a face-to-
face interaction to achieve a desired goal. In this type of communication, all participants can freely share ideas in a loose and
open discussion.
Example:
You are participating in an organizational meeting which aims to address the concerns of your fellow students.
You are having a discussion with your group mates on how to finish the assigned tasks.
3. Public – This type refers to communication that requires you to deliver or send the message before or in front of a group. The message
can be driven by informational or persuasive purposes. In public communication, unlike in interpersonal and small group, the channels
are more exaggerated. The voice is louder, and the gestures are more expansive because the audience is bigger. The speaker might
use additional visual channels such as slides or a Power Point presentation.
Example:
You deliver a graduation speech to your batch.
You participate in a declamation, oratorical, or debate contest watched by a number of people.
4. Mass Communication – This refers to communication that takes place through television, radio, newspapers, magazines, books,
billboards, internet, and other types of media.
Example:
You are a student journalist articulating your stand on current issues through the school’s newspaper.
TYPES OF SPEECH STYLE
The context dictates and affects the way people communicate, which results in various speech styles. According to Joos (1968), there
are five speech styles. Each style dictates what appropriate language or vocabulary should be used or observed.
1. Intimate – This style is private, which occurs between or among close family members or individuals. The language used in this
style may not be shared in public.
2. Casual – This style is common among peers and friends. Jargon, slang, or the vernacular language are used.
3. Consultative – This style is the standard one. Professional or mutually acceptable language is a must in this style. Examples of
situations are communication between teachers and students, employers and employees, doctor and patient, judge and lawyer, or
President and his/her constituents.
4. Formal – This style is used in formal settings. Unlike the consultative style, this is one-way. Examples are sermons by priests and
ministers, State of the Nation Address of the President, formal speeches, or pronouncements by judges.
5. Frozen – This style is “frozen” in time and remains unchanged. It mostly occurs in ceremonies. Common examples are the Preamble
to the Constitution, Lord’s Prayer, and Allegiance to country or flag.
BARRIERS TO COMMUNICATION
Physical Barriers are the natural or environmental condition that act as a barrier in communication in sending the message from sender
to receiver.
Examples:
1. People talking too loud
2. Noise from a construction site
3. Loud sound of a karaoke
4. Blaring of jeepney horns
Psychological Barriers are called as mental barriers. These refer to social and personal issues of a speaker towards communicating
with others.
Examples:
1. trauma
2. shyness, lack of confidence
3. depression
4. fear, stage fright
Cultural Barriers pertain to communication problems encountered by people regarding their intrinsic values, beliefs, and traditions in
conflict with others. People’s culture affect the way they communicate and relate to others
Examples:
1. different beliefs
2. traditions, and customs
3. manners of dressing
4. speaking
Linguistic Barriers pertain to conflicts with regard to language and word meanings. Because words carry denotative and connotative
meanings, they can sometimes cause confusion and misunderstanding. The meaning of words and symbols also vary depending on
culture
Examples:
1. use of slang & jargons
2. accent & dialect
Physiological Barriers are the conditions experienced by the body when communicating.
Examples:
1. poor eyesight
2. stomach ache
3. speech difficulties
Verderber (1991) gives a similar idea of barrier when he classifies noise into three kinds: External, Internal and Semantic noise
External Noises are the “sight, sound and other stimuli that draw people’s attention away from intended meaning.”
Examples:
noise from vehicles singing at the neighborhood visual aids in front of the classroom
the dog barking the sound of airplane
Internal noises are the “thoughts and feelings that interfere with meaning.”
Examples:
confrontation with a friend fear of speaking in front of the class 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:
incorrect grammar using excessive technical jargon using idiomatic expressions
PERSONAL LANGUAGE
Personal language is used to express one’s own thoughts, feelings, and experiences. It often includes first-person pronouns like I or my
and focuses on the speaker’s inner world. This type of language is reflective and subjective. It's common in journals, autobiographies,
and personal speeches.
PERSONAL CONTEXT
Personal context involves communication centered on an individual’s thoughts, emotions, experiences, or opinions. It typically uses
informal, subjective language and is common in self-reflection or close relationships.
INTERPERSONAL LANGUAGE
Interpersonal language is used for social interaction and communication with others. It involves greetings, polite expressions, questions,
and responses that help build relationships or complete tasks together. It can be formal or informal, depending on the context. This
language supports connection and cooperation.
INTERPERSONAL CONTEXT
Interpersonal context refers to communication used in formal or personal settings, like the workplace or close [Link] is more
structured than casual language and typically reflects respect or politeness.
TONE OF LANGUAGE
Tone of Language refers to the emotional quality or attitude conveyed in communication. It can affect how a message is interpreted,
based on word choice, pitch, and context. Tone can be formal or informal, friendly or serious, aggressive or polite, etc. The tone depends
on the relationship between the speaker and the audience, the setting, and the purpose of communication.
TYPES OF TONE
Formal Informal Sarcastic Serious Humorous
Critical Sympathetic Optimistic Pessimistic Sincere
Ironical Angry Friendly Objective Subjective
