barieryu.pdf

LANGUAGE FOR HOSPITALITY LEVEL 2

ACTIVITY 9

BARRIERS TO

COMMUNICATION

LEARNING ACTIVITIES

In the learning activity the learners will:

• identify possible communication barriers

• analyse the effects of communication barriers

• practise dealing with communication barriers.

This activity should take three to four hours

ASSESSMENT ACTIVITY

In the assessment activity learners will:

• demonstrate competence in dealing with

communication barriers.

The assessment should take two to three hours.

OUTCOMES

8962 Maintain and adapt oral communication

SO 1 Use a variety of speaking and listening strategies to maintain communication.

SO 2 Adapt speech to accommodate socio-cultural sensitivities without losing own

meaning.

SO 3 Shape or decode meaning of unfamiliar vocabulary or constructions.

SO 4 Organise and present information in a focused and coherent manner.

8963 Access and use information from texts

SO 1 Identify the main ideas in different text types.

SO 2 Read and respond to texts for a variety of purposes.

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ACTIVITY 3

POSTER

LANGUAGE FOR HOSPITALITY LEVEL 2

INTRODUCTION

In this activity learners are asked to focus on the transmission and receiving of

information based loosely on the language theory of Roman Jacobson, a Russian

linguist. The diagram in Worksheet 2 is an illustrated adaptation of this model.

This model focuses on the verbal exchange between transmitter or sender and the

receiver. During exchange of information, interferences occur. These interferences

are often reflected in the message of the sender or in the feedback from the

receiver. An interference can be physical, for example, the sound of a truck

passing. There are also internal interferences. In Say it in Plain English by S Robins

and F Wade, other categories of communication barriers are identified. For

example:

• physiological

• perceptual

• intercultural.

In this activity learners will:

• identify possible communication barriers

• analyse the effects of communication barriers on communication

• demonstrate competence in dealing with communication barriers

effectively.

One way of starting off this activity is by explaining the above to the class.

Emphasise the illustration of the sound of the truck as an example of a

physical barrier. You can then do the listening activity, explained in the

next paragraph, followed by an introduction to Worksheet 1 , which allows

learners to identify and explore specific communication barriers.

BARRIERS TO COMMUNICATION

1. For this section of the activity, your learners will follow instructions given by

you (see the exercise Listening activity on the next page). Learners will

analyse why, even though they all heard the same instructions, the results were

different. This exercise highlights “not being specific” as a barrier to

communication.

2. Your learners will then work on Worksheet 1 . Divide the class into groups of

five. Assign one of the categories of communication barriers to each of the

groups. For example, Group A – physical communication barriers, Group B –

physiological communication barriers etc.

We include a list of examples within categories for learners to use, but

encourage them to come up with their own examples too. When they have gone

through Worksheet 1, groups can share their ideas and examples with the rest of

the class.

In Worksheet 2 we analyse communication barriers. Learners are also

asked to identify the different aspects in the Jacobson’s Communication

model. The exercise then guides them into analysis of the effects of these

barriers on communication.

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LANGUAGE FOR HOSPITALITY LEVEL 2

FOLLOWING INSTRUCTIONS

Listening activity

Your learners will each need two pieces of A4 paper for this exercise. They are not

allowed to ask questions.

How can you make sure that you and your guest are

talking about the same thing?

Give your learners the following instructions:

• all eyes closed – no talking

• fold one A4 page in half

• fold it in half again

• tear off the right hand corner

• fold it in half

• tear off the left hand corner

• fold it in half

• tear off the right hand corner (use scissors if necessary)

• open your eyes and open out the paper

Your learners will discover that although everyone received the same information,

there are different end results. This is because the instructions were not specific

enough. Do the same exercise again, this time with specific instructions (see

below). Your learners are allowed to ask questions if they are not sure.

• close your eyes

• take a piece of A4 paper – hold it vertically

• fold it in half from top to bottom (not left to right) – open ends at the bottom

• fold in half from right to left (open ends at the bottom and left)

• tear off the right hand top corner (a thumbnail size)

• fold in the bottom right hand corner (thumbnail size)

• fold in half from left to right

• tear off the top left hand corner (thumbnail size)

• open your eyes and fold open the paper

Your learners should all have the same end result. (If they don’t, try and identify

the cause of the problem…)

Ask your learners what point these exercises illustrate. (Be specific!) How does this

relate to their practice?

Be very specific when making arrangements for guests and ask if unsure about

anything.

(Courtesy of Riana Stemmet)

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LANGUAGE FOR HOSPITALITY LEVEL 2

WORKSHEET 1

IDENTIFY BARRIERS TO COMMUNICATION

1. Write down your group’s category of communication barriers.

2. Use these ideas as a guide for choosing examples for your particular category:

religion, occupation, economic status, age, visually impaired, education, accent,

sexual orientation, physical disability, cultural, sex, hearing impaired

3. In your group discuss three ways these communication barriers can hamper

communication in your future workplace.

4. Discuss and write a scenario to illustrate the effects of

communication barriers based on one of your examples.

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LANGUAGE FOR HOSPITALITY LEVEL 2

WORKSHEET 2

ANALYSE BARRIERS TO COMMUNICATION

The drawings below all symbolise examples of possible barriers to communication.

Answer the questions below based on these drawings.

1. Match the drawings to the communication barrier in the table below. We have done the first

one for you.

BARRIER TO COMMUNICATION

DRAWING

i. Intercultural

ii. Religion

iii. Visually impaired

iv. Sexism

v. Ageism

vi. Hearing impaired

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