Facilitators of Communication

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Facilitators & Barriers of CommunicationSelecting appropriate mediums, channels and technologiesThis takes place at the level of conceptualization.

When a sender decides to encode a message, he or she must take two main things intoconsideration during this stage the context and the audience (receiver). These factors

influence both choice of medium and choice of channel. The key word here isappropriateness. Choice of medium and channel are directly influenced by the purposeofthe message and the intended audience. Ask yourself the following questions whendetermining levels of appropriateness:

i. Who is my receiver?ii. How best can my message be conveyed?iii. Where is the communication act taking place?iv. What is the situation surrounding the communication act?

v. Is my audience one person or several?vi. What medium should I use, oral or written?vii. Should I use technology? If so, which technology would most appropriate?

Scenario 1Read the scenario below and answer the questions that follow.Greg is ill and has to be away from school for two weeks. His mother encodes a letter to theschool principal and sends it out in the mail.

In the above situation,1. How else could Gregs mother have gotten the message to the Principal?2. Why do you think she chose to write a letter?

Answer: The telephone or email could have been used. She chose the letter because a letter

is a more formal medium of communication and can serve as a permanent record.

Facilitators &; Barriers to CommunicationNoise is anything that interrupts or blocks the flow of information. Whenever theunderstanding of a message is affected, the obstruction is considered abarriertocommunication.Some common barriers to communication are:i. A language barrierii. A channel that is inaccessible to the receiveriii. The message is ineffectively encoded or the meaning is ambiguousiv. The medium is inappropriate to the message

Some common facilitatorsto communication are:i. Choosing a familiar languageii. Using an accessible channeliii. Ensuring that the medium is appropriate to the messageiv. Using audio/visual aids to enhance the encoding of the message
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The Communication Process & The Elements of

Communication

Systematic=Step by Step=Process

Communication as a Process

Human communication is interpersonal, it is purposive and it is a process.Question: What do we mean by process?Answer: By process we mean that steps have to be taken and in a set/particular order toachieve a desired result/goal. These are the important elements of the communicationprocess:

1. SENDER/ENCODERThe sender also known as the encoder decides on the message to be sent, the best/mosteffective way that it can be sent. All of this is done bearing the receiver in mind. In a word, itis his/her job to conceptualize.The sender may want to ask him/herself questions like: What words will I use? Do I needsigns or pictures?

2. MEDIUMThe medium is the immediate form which a message takes. For example, a message may becommunicated in the form of a letter, in the form of an email or face to face in the form of aspeech.

3. CHANNELThe channel is that which is responsible for the delivery of the chosen message form. Forexample post office, internet, radio.

4. RECEIVERThe receiver or the decoder is responsible for extracting/decoding meaning from the

message. The receiver is also responsible for providing feedback to the sender. In a word, itis his/her job to INTERPRET.

5. FEEDBACKThis is important as it determines whether or not the decoder grasped the intendedmeaning and whether communication was successful.

6. CONTEXT
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Communication does not take place in a vacuum. The context of any communication act isthe environment surrounding it. This includes, among other things, place, time, event, andattitudes of sender and receiver.

7. NOISE(also called interference)This is any factor that inhibits the conveyance of a message. That is, anything that gets inthe way of the message being accurately received, interpreted and responded to. Noise may

be internal or external. A student worrying about an incomplete assignment may not beattentive in class (internal noise) or the sounds of heavy rain on a galvanized roof mayinhibit the reading of a storybook to second graders (external noise).The communication process is dynamic, continuous, irreversible, and contextual. It is notpossible to participate in any element of the process without acknowledging the existenceand functioning of the other elements.

Linguistic Features of Jamaican Creole (Patois)

MODULE TWO (2) : LANGUAGE & COMMUNITYJamaican Creole is considered a language like any other for two basic reasons:1. It possesses the characteristic features of a languageAND 2. It performs thefunctions of a language.Below is a brief outline of some of these linguistic features:PHONOLOGY: the sound system of a language. Patois has a sound system independent ofEnglish.

Jamaican Creole does not use the 'th' sound but substitutes two other sounds: the 't'sounds as in 'tik' for the English 'thick' and the 'd' sounds as in 'dem' for the English'them'.

Jamaican Creole does not pronounce the 'h' sound at the beginning of English words.Therefore English 'hour' becomes 'our'. Similarly there is the tendency to hyper-correct and pronounce the 'h' sound at the beginning of words that do not require it,therefore English 'egg' becomes 'hegg' and 'exam' becomes 'hexam' and so on.

LEXICON: the vocabulary of a language. Although the lexical items of Patois are Englishbased, many are used in non-English ways.

Some Patois words that appear to be similar to English words do not carry the samemeaning, e.g. 'Ignorant' in Patois means easily angered, very upset and not lackingknowledge (which is the English definition). Another example is 'Belly' that in patoiscan refer to pregnancy.

Some English words are compounded to create nouns not present in English forexample 'Foot bottom' for the sole of the feet and 'Eye water' for tears.

Some Creole words are formed by reduplication (base words are repeated to formnew words). For example friedi friedi to mean fearful or timid, chati chati to meantalks excessively or out of turn.

Some Creole words are adopted from other non-English languages, eg, maroon-Spanish, pikni-Portuguese, unu, (you plural) -Igbo

GRAMMAR: rules governing the correct use of language


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Pluralization is signalled by the addition of the 'dem' after the noun eg. The peopledem. Or to emphasize the numerical marker- 'de two book dem'.

Possession is not signaled, as in English, with the apostrophe 's' suffix but by theword 'fi' as in 'A fi mi handout'

Zero Copular construction. A Copular links the subject to the predicate. It is derivedfrom the verb 'to be'. Creole can have a zero copular structure eg. Jane sick for Maryis sick in Englich or Jane de home for Jane is at home.

SYNTAX: the proper agreement of words in a sentence

Patois mainly uses syntax to highlight certain elements within a sentence whileEnglish often uses pronunciation by verbally stressing that which is to beemphasized. For example Creole: Is Susaneat di chicken? versus English Susan atethe chicken? Creole: Is di chicken Susan eat? versus Susan ate the chicken?

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Facilitators of Communication