Communication Additional activity 5 – Communication barriers


To show how communication can break down if we are not careful, play “Broken telephone”. Ten students stand in a circle. Te first one thinks up a long sentence which he whispers to the student next to her/him. Te message may only be given once. Tat student whispers it in turn to the one next to her/him. Te process continues until the last student has the sentence. S/he says it out loud and it is sure to be very different from what the original sentence was!


Discuss what types of barriers could be involved.


Answers Physical


– the sender speaking too soſtly


Psychological – the receiver not concentrating Semantic


Additional activity 6 – Semantic barriers Preparation 1. Make class copies of the semantic barriers (Freshdish) activity which appears below.


Your receiver is a forty year-old Xhosa-speaking housewife. Remove the semantic barriers in the following sentences.


1. Tis dishwashing detergent is guaranteed to cleanse all bacterial residue from the utensils. (Jargon and difficult vocabulary)


2. Just chill next time you wash the dishes. Freshdish will zonk you, it’s so cool. (Slang)


3. If Freshdish does not work with your dishwasher, throw it away. (Ambiguity – must you throw away the dishwasher?)


4. Tere ain’t nuttin’ better’n Freshdish fir cleanin yir dishes. (Accent) 5. Because Freshdish is so strong is why my plates is so clean. (Incorrect grammar)


Answers 1. Tis dishwashing soap will clean all germs from the plates, knives, forks and spoons.


2. Relax next time you wash the dishes. Freshdish is so good, you will be amazed.


3. Trow Freshdish away if it doesn’t work with your dishwasher. 4. Tere is nothing better than Freshdish for cleaning your dishes. 5. My plates are so clean because Freshdish is so strong.


Click here for slides on semantic barriers: homonyms and homophones.


– the words not being pronounced correctly or the words not understood as they are too difficult


FutureManagers


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