CHAPTER 1

COMMUNICATION

Learning Objectives
After reading this chapter, you'llbe able to:
* know the meaning of communication,
learn its importance in social as well as professional life, and
understand the process of communication

Introduction

Allof us are social being and cannot live in isolation. We are a part of larger society. We
are dependent on each other to meet our personal, social, financial, professional,academic,
znd other needs.We talk toeach other for this purposeand convey messages. Thisprocess
is called communication.

Communication occurs wherever life exists. Everybody communicates whether

intentionaily or unintentionally. An infant cries to demand water or milk. An adult
comnunicates to meet his/her requirements. Even a person keeps on communicating on
deathbed. It is an essential activity throughout. However communication is an integral
part of all the human activities whether it is day to day functioning, education, profession
or business; but it is first and foremost a social activity. It isone of the essential conditions
of social interaction. Mainly it is anatural activity of all human beingswhich is carried
out to corn vey feelings, emotions,ideas,thoughts or information to others through words,
signs, signals, symbols or body movements.
 EnglishCommunication
12

1.1 Meaning
which means
Ihe word communication has its roots in the Latin word Communis
opinions
common. It is a process through which onc conveys information, facts, ideas,
and emotions through words. sipns. svmbols or body movements to establish
commonness with others, Keith Davis. in his book. Human Behaviour at
Work, defines,
"Communication is the transter of information and understanding trom one person to
another person.
Communication takes place when someonc transfers information, knowledge or
understanding to the other. Minimum two parties are involved in the process: one
transmits a message. and the other receives the message and understands its meaning.
Either one or both of them can be ahuman being, non-human being, or non-living thing.
Forexample, a person can convey a message to an animal, and the animal can also convey
its feeling to ahuman being. In the similar way, a poster can also convey a message.
From the above description, you may take communication as a one sided transmission
of a piece of information, knowledge, ideas, feelings or thoughts from a person to another
person or a group, but it cannot be confined to such one way transmission. It is a two
sided affait. It not only involves sending of messages, but also includes their receiving.
Hence, communication can be called the process of sharing or exchange of feelings,
emotions, ideas or information. Both the sender and the receiver equally participate in
the process. Sender conveys a message to the receiver and the receiver, in turn, conveys
feedback to the sender. It is an informational intercourse through words, signals, or set
of signs and symbols which is carried out to bring about mutual understanding.

1.2 Classification of Communication

Communication can be classified as:
One-way communication
Two-way communication
(a) One-way Communication

Sender Message
Receiver

Communication can include the transmission of information, opinions, feelings, thoughts

and emotions to aperson or agroup of persons. The sender transmits a message
through
words, signs, signals, symbols or body movements; and the receiver receives the messae
and interprets the intended meaning. When sender communicates a message without
expecting or getting feedback, the communication is termed as One-way Communication.
Communication 1.3

Feedback is totally absent in this kind of communication. Listening of a recorded song is

an example of one-way communication. Receiver has no chance of feedback in the proces.
It can be verbal (oral or written), non-verbal(without useof words), formal,or informal.
(b) Two-way Communication

Message
Sender Receiver
Fccdback

Communication involves the sending of a message and receiving of feedback from the
receiver. Both the sender and the receiver equally contribute in the process. The sender
transmits a message, and receiver conveys feedback of the message to the sender. Both of
them play reversible and reciprocal roles in the process. In case of feedback, the receiver
the sender and the receiver
acts as asender, and the sender becomes receiver. When both
actively participate in the process, the communication
is termed as Two-way
Communication. This kind of communication is also
referred to as Transactional
Communication because the exchange of message and feedback
takes placebetween the
and receiving their acceptance
sender and the receiver. Giving instructions to the students communication, it can also be
communication. Like one-way
is an example of two-way
verbal, non-verbal, formal or informal.

Activity:1
two-way:
one-way communication and which one
Identify which of the following actions is
You are listening a song.
You are playing with your pet dog.
You are watchinga movie.
The teacher is teaching the students.
Your grand-mother is telling you a story.

Importance of Communication
1.3
everyday life. It helps in building favorable
Communication has a
significant role in relatives, teachers, and
others.
family members,
relations. We converse
with our friends, writing, or other set of signs
and
information through speech, our
movements. We meet
Most of the time we share communicate through body
other needs
symbols, but
sometimes we
financial, professional, cultural, and
social, educational, personal as
personal, emotional, component for success in one's
important
communication. It is an
through
well as professional life.
 14 English Communication

Communicationplays amajor role not only in personal relations, but also in professional
lite. Intormation is shared, disseminated and distributed within and outside the
organization(s). It has manifold importance to business establishments. No organization
Can survive without etfective communication network. Communication helps in shaping
the organizational goals by putting forth the objectives to be achieved, and helps the
employees to share the common goal(s). It not only facilitates business goals, but also
connects the organization to the external people, like customers, suppliers, government,
civic agncies, banks and other financial institutions.
loday the world has turned into a global village. Businesses have crossed the boundaries.
Companies carry out their business in multiple countries. They need to receive orders
and make contact with customers. It is not possible without effective communication.
Moreover, they have turned into multinational companies. They have their units and
ottices in different countries. They need to coordinate with the employees as well as other
people, which is not possible without communication.
From the above discussion, it is evident that communication plays an important role in
all spheres of life whether it is society, education, profession, business, or so. The
importance cannot be realized within aparticular field only, rather it is the key to success
in all walks of life.

1.4 Communication Process

Sender

Feedback Message

Decoding Encoding

Reciever Channel

Communication Cycle
Communication is the process of transmitting and receiving
interaction where at least two interacting parties are message(s). It is social
of the parties and other can be a human involved. Human being can be one
being, non-human being or non-living thing.
One party communicates the message and the other
receives and understands intended
meaning of the message. It involves the selection, production
and transmission of signs
 Communication 1.5

and symbols in such away that the receiver can perceive the meaning of the communicated
message. The process consists of the following elements:
1. Sender

Sender or transnitter is the source of message and transmits it for a specific purpose.
The process starts when an idea occurs in sender's mind which s/he wants to convey to
the other party in order to achieve some objective. At first, s/he formulates a clear idea
about the message. Her/his logical faculty and mental attitude shape the message. S/he
encodes the idea, and translates it into transmittable symbols. S/he decides the symbols,
medium, time and channel to send the message. The process starts with the sender and
ends with her/him by the comprehensionof feedback. S/he can be a speaker, a writer, or
an actor. For example, the teacher, teaching in the class, is the sender of message. The
sender initiates the process and communicates the message, hence is also known as
communicator. The sender can also be a non-human being or non-living thing.
2. Message
Message is the idea, emotion, opinion or information that is to be transmitted by the
sender. It can be verbal (oral or written) or non-verbal (without use of words). It exists in
sender's mind. The most important characteristic of message is that it is well organized.
structured, shaped and selective. For example, the subject matter, taught by the teacher,
is message. Communication is impossible without the existence of message. The message
needs to be well-crafted, complete, clear and unambiguous.
3. Encoding
Encoding is the activity of converting data or information into codes. It is the process of
translating the message into symbols which can be in the form of words, actions, signs,
signals, pictures or audio-visuals. It takes place in sender's mind. The sender puts his
ideas or facts into words, symbols, pictures or gestures to make them understand. The
symbols are selected by the sender according to the type of message and receiver's ability
to understand and interpret them correctly. It is a method of providing a structured or
message by the use of shared course of communication (medium) which can
be verbal
non-verbal. For example, the teacher prepares the topic to teach in the class, and
decides
the lesson, and
the way of teaching whether through lecture or visuals. S/he reads
translates the symbols into her/his mind.
4. Channel
It connects the sender
Channelis the imaginary path through which the message passes.communication. Sender
channelsof
and thereceiver. Air and sight are some of important
the type of
selects the channel keeping the receiver in mind. Choice also depends on informal
message as well as relationship between the sender and
the receiver. If both have
relations, senderchooses informal channel; but in case of organizational communication,
 l.6 English Communication
S/he choOses formal channel. Similarly., if the nessage is informal in nature, s/he may
choose informal channel; but in case of formal message, s/he may choose formal channel.
There is adifference between the channel and the medium. Channel is the path through
which message passes whercas medium is the carrier of message. For example, in oral
communication. air is the channel whileveice is the medium. Similarly, letter is the medium
while postal or courier service is the channel. Medium plays an important role in the
elivery ot message. Inappropriate medium can mar the very purpose of communication.
5. Receiver

Keceiver is the party to whom the message is directed. Receiver can be a human being,
non-human being, or non-living thing. The main function of receiver is to receive the
message, decode andunderstand itsintended meaning,and convey feedback. Receiver is
the destination of the message. S/he/it remains at receiving end of the communication,
receives and decodes the symbols, signals or words; and draws meaning of the
communicatedmessage. That'swhy s/he is also known as 'decoder'. S/he can be a reader,
alistener, or a viewer. For example, student(s) is the receiver in the class. The process of
communication is incomplete without the availability of receiver.
6. Decoding
Decoding means 'giving meaningful interpretation to the message'. It is opposite to
encoding. It isan act of translating the codes into their ordinary meaning. It is performed
by the receiver, and takes place in her/his mind. It helps the receiver to
from the message. It is a mental process by which the receiver draws interpret meaning
meaning from the
communicated words, signs, signals, symbols or pictures. S/he translates the symbols
into meaningful information to the best of his ability. For example,
lecture, and draw meaning of the communicated words, signs, students listen to the
signals and symbols.
7. Feedback
The reaction, response or reply of the receiver is known as feedback. It is receiver's
response to the message. It confirms the receipt of message. It is
sender and completes the communication cycle. Response of directed toward the
be called feedback. students to the teacher will
Feedback is an important component of communication process.
the receiver play reversible and reciprocal roles in Both the sender and
and sender becomes receiver in case of feedback.
the process. Receiver acts as a sender
Feedback can be usedas a tool to measure the
effectiveness of communication. The sender
can determine the success or failure of her/his
communication on the basis of received
feedback. S/he can evaluate the outcome of her/his
whether the message has been received by the receiver communication through feedback
in the intended way or some
correction(s) is required in the message or the way of communication. It also allows the
receiver to ask questions in order to clear his/her doubts as
well as develop confidence.
Communication 1.7

Understanding is the end result of communication, but it does not imply agreement all
the time. If receiver does not understand the message, s/he gives her/his feedback In
negative; on the other hand, if receiver comprehends the message, s/he gives affirmative
feedback. Hence feedback can be affirmative as well as negative. Feedback can also be
verbal (spoken or written) or nonverbal, in the form of smiles,sighs, nods, etc.

Activity: 2

ldentify which of the following actions is/are the example(s) of feedback:

Astudent is asking a question from the teacher to clear his doubt.
A supervisor is passing on instructions to the workers.
Some students are sleeping in the class when the teacher is teaching,

The receptionist is answering a question.

You are looking at a picture.

Advantages of Feedback
Feedback has following advantages:
Feedback confirms the receipt of message.
doubts.
It enables the receiver to clear his/her
interest.
It helps the sender to know receiver's
message on the basis of received
The sender can make necessary change(s) in the
feedback.
commnunication.
It encourages interactive

It completes communication cycle.

Test Your Knowledge

in professional life?
1. What is the role of communication
2 Communication isa cyclic process. How?
the process of communication?
3. Why is feedback so important in
examples of negative feedback
and positive feedback.
4 Find some communication?
communication better than one-way
5 Why is two-way
2.2 English Communication
2.1 Verbal Communication
Verbal mcans Cxpresscd through words. The communication with the help of words is
called VerbalConmunication, These words can be taken from some language. All the form
comunication is carricd out through words which can be spoken as well as written. orIt ca
urther be divided into oral and written communication, 'Spoken commnunication'
COmmunication employing speech' is known as Oral Communication, whereas
ommunication through written words is known as Written Communication. Both are the
cOmponents of verbal communication. Language is an essential requirement for both
Features of Verbal Communication
Verbal communication is organized, structured and easy to study.
A
It is carried out through words.
A Synbols of verbalcommunication are universal.
A Verbal communication facilitates formal communication. The message has legal
validity and can be preserved for future reference.
Activity :1

Identify which of the following actions is/are the example(s) of verbal communication:
A teacher is delivering lecture to the students.
You are looking at a picture on the wall.
A man is groaning.
The ringing of bell.
You are reading a newspaper.
Types of Communication 2.5

It is a costly means of communication as a lot of time and money is spent on

the
drafting and circulation of a message.
It is a time-consuming activity that requires long practice and patience in learning.
It lacks flexibility, as once written and sent cannot be changed
easily.
Most times, immediate feedback is not possible.
It lacks personal touch between the reader and the writer.
Non-verbal cues cannot be used in this type of communication.
ilit erat e
It is unfit for uneducated person(s).

2.2 Non-verbal Communication

'Action speaks louder than words. Sometimes words fail to convey essence of the message,
but actions, facial expressions, gestures and body movements make the meaning clear. Many
a-times expressions appear unintentionally and enhance the effectiveness of communication.
The communication, without use of words, is termed as Non-verbal Communication. It
includes the sending and receiving of wordlessmessages. Spoken or written words are not
used in this type of communication. It is the process of conveying amessage without use of
verbal language. It helps in making amessage clear, effective and forceful. 'Dumb Charades'
is an example of non-verbal communication.
It is an ancient form of communication and existed much before the development of
language. Gestures, signals, postures, facial expressions, body language and sign language
are some of the components of non-verbal communication. Other than these, tone, pace
and pitch of voice also contribute to the meaning of a message. It is generally unplanned,
but has more impact than verbal communication. It often goes along with oral
communication. If used appropriately, both of them supplement and complement to each
other. This form of communication also helps to communicate with a deaf and dumb, an
uneducated or intellectually retarded person, or the person not knowing sender's language.
Non-verbal means can be auditory as well as visual. Bells, whistles, horns are auditory
meanswhereas signs, signals and pictures are visual means.
Features of Non-verbal Communication

Non-verbal communication is free from written or oral words. The message is

conveyed through signs, signals, postures, gestures, body movements, etc.
A It does not require any language. An illiterate person can also communicate with
the help of non-verbal means.
It helps to knowthe mood, attitude, feelings, likes or dislikes of a person.
Types of Communication
2.3 Visual Communication
| 2.7

There is a Chinese proverb: "A picture is worth a thousand words". A picture makes a
concrete impression onthe mind of an individual and makes the meaning clear. Sometimes
only pictures are used to convey aamessage, and sometimes they are used along with written
content. Pictures enhance the effectiveness of written content.
Visual communication is the act of sending a message through visuals, like photographs,
drawings, sketches, charts, graphs, maps, colours, visual signs, or so. These visuals reinforce
verbal communication and help to make a point. They help the viewer to consume the
idea(s) and intormation in a better way. They are often used as an aid during formal
presentations to provide the context alongside the written content. They are called visual
ads which help the speaker to remember important points, give the audience something to
look at, and convey the message in an effective manner.
2.4 Formal Communication

The communication for official purpose is known as Formal Communication. It conforms

to the prescribed professional rules, policies, procedures, standards and regulations. It
follows aproper predefined channel which is determined and controlled by some official(s).
Thestyle and functioning of communication is quite formal. It flows along the different
hierarchical levels of an organization. It generally takes place between two or among more
than two designations.
Features of FormalCommunication
Formal communication is official. It is carefully thought out, planned, organized
and structured.
It carries formal messages which have accuracy and authenticity.
It consists of work related matters.

It is systematic and flows in fixed directions.

2.5 Informal Communication

Informal Communication. It consists

The communication that is not official is known as
Any person can communicate
of the ideas and information resulting from social interaction.
status. It is free from all kinds of
with another person regardless of rank, position or the sender and the receiver. It
formalities. It is completely based on informal relations of
communication. It is spontaneous and
exists on a larger scale side by side with formal
unplanned. No rules and regulations are followed in
this kind of communication.
Information does not flow in adesignated direction, rather
can flow in every possible
direction. In addition, the information can or cannot
be true.
 English Communication
2.8

Features of Informal Communication It carries

Informal communication is based on
personal
interaction.
informal
messages. within
to the receiver no time.
message reaches
It is afast moving| process. The
valiaity. Ihe message can
or can<
which have no legal
It carries informal messages origin of an informal message sometimes
find the
be accurate. It is even difficult to

Itcan flow in every possible direction.

them supplement an1
conclude, communication is the sum total of allthe types. Allof
lo contain different forms, but support
each other
compliment to each other. However they
demand of situation.
The sender uses them as per the requirement and

Test Your Knowledge

1. What are the components of verbal communication?
2. Why isverbal communication unfit for an illiterate person?
3 Why is visual communication useless to a blindperson?
4. What is the difference between formal and informa! communication?

5 What is the difference between verbal and non-verbal communication?

Exercise

Read the given story and answer the questions that follow:
In a town near a metropolitan city, there once lived a police constable by the name of Francis. He
was quite efficient and known for his honesty. One day, he was returning home after performing
hisduty. Twilight had already begun tofall. He was tired. On the wav, he sat down on the bank of
the river that flowed through the town, took off his shoes, and started to
smoke a
he saw a uniformed personnel crouching beside him. He inquired who he was.cigarette. Suddeniy
"Im so weary. You don't know me. Ihave come for some work The man replied,
here. But I know you. You are
Francis. You are a police constable of good reputation."
Erancis looked at the man with perplexed face, He asked him
his motive. The man said,Tm ue
Head Constable of the God of Justice and
enjoy a good reputation in my world. ¢s both of us
share common characteristics, I'd like to enter into a
bond of He asked
what actually had brought him there. The man said, "In your brotherhood with you. Actually he
is aterrorist. He has killed hundreds of town there lives priest.
innocent people. I have been asked ato drag his sou
God" Francis was curious to know the other
particulars of the priest. but the man said, "Youd se
 Types of Communication 2.

it allfor yourself tomorrow. Now l'dlove to take leave." By saying this, the man disappeared from
the scene.

Early in the morning, Francis received the news that the famous preacher of the town has left this
world for ever. He was shocked at the news. Many ministers and famous celebrities attended his
funeral. Francis too was his follower. But he was suspicious of the preacher's character now. He
wanted to probe into the matter. He met the senior police officer next day for the purpose, and
told him the entire incident. The officer handed him over the letter having permission to investigate
into the matter.

He was clueless by now. Suddenly he saw preacher's driver moving out of his home in a car. Francis
chased the driver, but he could not overtake the speeding car. Thanks to the traffic signal. The car
stopped at red light. He asked the driver tocome along with him to the police station. He asked
thedriver whether something out of the ordinary had happened when the preacher died. "It was
really strange, the driver replied. He further added, "I was very much there at that time when
master died. I saw that some devils had chained his soul and were dragging the same. I asked
master the reason, but he said to ask the mistress." Francis had some cue now. He met the preacher's
wife the next day. She revealed the secret to Francis. She said that her husband was a good man in
the beginning, But later got into the clutches of evil persons. He got involved in criminal activities.
Francis arrested thewoman for hiding the truth from the police and put her behind bars. In this
way, the real character of the preacher became public.
Questions:
Find the example(s) of oral communication in the story.
2. Is there some example(s) of written communication in the story? How can you say so?
3. Find the example(s) of non-verbal communication in the story. What does it/ they
communicate?

4. Do you find some example(s) of visual communication in the story? What message does it/
they convey?
5. What is formal comnunication? Is there some example(s) of formal communication in the
story?
6. Find the example(s) of informal communication. Also differentiate between formal and
informal communication in light of the examplesfrom the story.
 NON-ERBAL COMMUNICATION

Non-verbal communication refers to the exchange of ideas

through the medium
of gestures, body language, facial expressions etc. In fact, only 7%
of our
evervday communication is verbal while 38% is conveyed through our
voice
inflections and 55% through our body language. Thus, 93% of communication
is non-verbal in nature. Non-verbal communication is both unstructured and
spontaneous. It can helpqualify, complement, contradict or expand the verbal
message. By careful observation of body language, facial expressions and
vocal characteristics, we can decipher the speaker's intended message.
Elements of Non-VerbalCommunication
1. Kinesics

Kinesics refers to the study of non-verbal communication through physical

 12|INTERFACE

body m0vements. Our body language is often involuntary and can be a useful
Cue to acessing the sender's psvchological state. For example, arms crossed
Over the chest suggests that the person is either detensive or ndisagreement
with the ideas and opinions of the other communicator.

Kinesics can involve the following physicalqualities:

1) Appearance: Even though appearances are known to be deceptive, a lot

For
can be perceived about aperson by the way they present themselves.
instance, if aperson comes to the workplace in an unkempt, casual appearance,
the employers might think that he/she isnot seriousabout his/her professional
responsibilities. Therefore,one must always present himself/herself with the
the prevalent culture of the work place.

ii) Posture: The manner in which a person holds their shoulders, neck or
back is referred to as posture. Postures are often indicative of a person's
attitude and opinions. For example:
Head duck means that one is shirking from responsibility or
avoiding work.
Hands placed on hips suggest that the person is angry or
irritated.
A slumped posture usually signifies low spirits.

iii) Gestures:Gestures are hand movements performed to complement verbal

communication and make it more engaging. Gestures vary across cultures
and may lead to miscommunication. For example, while clapping may show
appreciation, slow claps are used as a gesture of sarcastic disapproval.
Some common gestures include:

Tapping fingers while communicating suggests that a person is

anxious.
Showing up one' s palm suggests that the person has nothing to
hide.
Pointing one's finger at a person or object performs a locative
function.
 COMMUNICATION THEORY AND TYPES | 13

n Activity
1 Dwus INhat the tollowig actions indicate in a conversation.

)Avoiling eve ontact

) Smiing otten
During ameting betweenyou and ateacher, he or she moves a
chairtron behind the desk and asks you to sit down todiscuss
sOmething. Nou could interpret this non-verbal communication
to men:

a) He or she is trying to conclude this nmeeting quickly.

b) He or she is distracted.
c) He or she is ready to listen to you attentively.

iv) Facial expressions and eye contact: Facial expressions are responsible for
conveving feelings and emotions and indicate a person's attitude towards
the topicof conversation. Eyes play an important part in complementing facial
expressions. While a continuousand stable eye contact suggests sincerity and
involvement in the communication, awandering eye suggests distraction and
guilt.
2. Proxemics

and the receiver. A lot

FrOxemics is the study of space between the sender
between the sender and the receiver
Can be observed about the relationship
one another.
Dy siudying their proximity or distance from within the
identified four distinct zones
In 1966, Edward T. Hal|
COmmunication space. These are as follows:

Zone extends to a radius of 18 inches. This

Intimate zone: Theintimate
members and very close acquaintances. Touch
Z0ne is only for family
communication in this zone.
important element of
Oms an
beyond the intimate space, extends
zone, lying
ersOnal zone: Personal
 i4 INTERFACE

colleao
radius of 1.5 to 4feet. This zone is for close friends and
troma
It is arelaxed and casual zone.
aradius of 4 to l2 feet. This space
1i) Social zone: Social zone extends from
OTganizational in nature and negotiations
take place within the social
IS
ZOne.

radius of 12 feet and extends

IV) Publiczone: Public zone extends bevond the
active role in this
to 25t. Oral communication and paralanguage play an
ZOne vhich is usually characterized by mass address.
3. Chronemics

Chronemics is the study of the element of time and its role in the
communication process. Chronemics plays an important role in suggesting
one's professionalism and efficiency. However, the importance of time varies

Public Space
25ft

Social Space
12ft

Personal Space
4ft

Intimate

Space
1.5ft

EDWARD T.HALL's SPATIAL ZONES

 COMMUNICATION: THEORY AND TYPES ||5
acrossculturesaand organizations. While strong emphasis is laid on punctuality
in a business envirOnMent, the same may not be applicable in a domestic
e n v i r o n m e n t .

4. Haptics

Haptics is the language of touch. lt is subject to gender and cross-cultural

variation. In the east, touching is closely related with displays of intimacy.
While people in the West
shake hands, in the East, people prefer to bow.

5. Paralanguage

Paralanguage, derived from the words, 'para and ´language means 'beyond
language'. It refers to vocal features which
assist the manner of exchange in
communication. Paralanguage consists of the following elements:

Vocalization: Vocalization of words involves:

1)
emotional state
Variation: The amplitude of sound reveals the
a Volume voice suggests
indicates secrecy, a louder
of the speaker. While a whisper
anger or assertion.

should not be confused with fluency. Hurried

b) Speed: Speedy deliverance
nervousness while slow and
relaxed delivery promotes
speech suggests miscommunication.
understanding and reduces the risk of
better variation
refers to the shrillness of sound. Pitch
Pitch
c) Pitch variation: indicates stability
communication dynamic.
Low pitch variation
makes emotional state.
variation suggests a volatile
while high pitch listener
communication help the
pauses in
pauses: Silence and receive and decode
d) Silence and providing necessary time to
better by
tounderstand communication.
promoting effective
messages thus laid on
because of stress
sentences may vary
Meaning of
2) Word Stress: sentence.
different words in the same

For example,
Is this how you live?
Is this how you live?
 I6|INTERFACE

ls this how vou live?

ls this how vou live?

) Inflections: Inflections are the regional orcultural variations attached to

utterances. For example, British English differs greatly from Indian English
on account of accent and variety of speech.

PLEASE, MATE, IbON'T

BUNG US SOME VNpERSTAND .
DoSH FOR THÉ I ONL SPEAK
boG AND BONE! ENGUsH!

4) Non-fluencies: Non-fluencies are utterances such as "umm", "err", "oh",

"okay" etc. which act as fillers in conversation. Some non-fluencies are helpful
and give the receiver time to grasp the meaning of the sender while an excess
could make the speaker sound anxious or non-serious and might as well
irritate the receiver.
 FORMAL AND INFORMAL COMMUNICATION

Formal communication refers to the exchange of ideas and information with

adegree of formality. This communication usually takes place in professional
and corporate environments. The flow of formal communication is organised
and patterned. It follows organisational hierarchy and functions within the
sphere of authority and responsibility. It is credible and documented. This is
an expensive means of communication and due to excess formality,
 18|INTERFACE

slowed down.
is often
the exchange of ideax
communication

or Grapevine refers to
Informal Communication familiarity. This form of
carries adegree of
and information which spontaneous. t follows
no
casual, relaxed and
communication is more
domestic and personal
particular chain of communication
and is usually used in
since
Grapevine can often be used for spreading rumors and gossip,
spaces.
the information.
it is difficult to trace the source of
can flow in a variety of
Formal and informal communication
configurations, as illustrated on the next page.

COMMUNICATION
INTRAPERSONAL, INTERPERSONAL AND GROUP

Intrapersonal communication is the communication taking place within the

mind of the individual. Clear intrapersonal communication serves many
important functions, such as resolving self-doubt, helping one make decisions
and process emotions, and so on. We come to a better understanding of
ourselves and our thoughts through "self-talk" or intrapersonal
communication.
Interpersonal communication is the exchange of information or ideas taking
place among twoor more individuals. It includes the use of verbal and non
verbal language, as well as listening and writing skills.
Group communication is the interaction taking place among two or more
persons to influence each other. Formal group communication takes place in
meetings, conferences, teams etc. Informal group communication takes place
spontaneously when people in societies meet for parties, marriages, etc.
Miscommunication and Barriers to Communication

Communication is the process of sending information and

from sender to understanding
the receiver. When the information in the
mind of the sender
is not passed on and not understood
exactly by the receiver, it is called
miscommunication. It may take place at the level of the
the level of the receiver or at the communicator or at
medium. The hurdles or the problems
do not allow the message to reach which
the target audience properly are
barriers to communication. called
 COMMUNICATION: THEORY AND TYPES| 19

(D
(A)

(B)
(8)

(D) (E)
AllChannel
Chin (Start)

B) E

B
Wheel

Y-Pattern

Probability
Single strand (each tells the other) (each randomly tellsothers)

others)
Cluster (some tellselected

B)+
Gossip (one tells all)
COMMUNICATION NETWORKS
20) INTERFACE

Egypt Be
patient llaly: Whal do
youmean?

Greece:That's
just pertect!"

PERSONAL BARRIERS

The barriers or hurdles at the personal level which prevent effective

communication are as follows:
1. Emotions: Emotions like extreme happiness, extreme pain and extreme
anger do not allow effective communication.
2. Closed mind: Prejudices and firm beliefs lead to closed mind which
prevent the free flow of communication.
Status block: Status consciousness of both superiors and subordinates
do not allow free and effective communication.
4. State of health: Unhealthy mental and physical state
leads to improper
communication,

5. Poor communication skills: Poor

communication skills in speaking,
listening, writing and reading result in miscommunication.
SocIAL BARRIERS
The social activities or the problems which do
nÍt allow effective
communication are known as social barriers to communication.
Some of the
social barriers are:
 COMMUNICATION: THEORY ANDTYPES| 21
1
Cultural differences: In
become barrier to international communication, thecultural barriers
communication.
movements convey different meaningsThe same symbols, words, body
to people from different
9 Group
identification: The sense of belonging to a cultures.
culture, religion, caste, religion, etc., particular society,
Therefore, the ideas communicated may regulates the feelings of an individual.
be accepted intellectually or
rejected emotionally.
3. Interpretation of words: Some words have multiple meanings
in different
societies. The context in which a word is used by a
not be understood equally in every society.
particular society may
This may lead to
miscommunication.
4. Wrong choice of medium: The media available to the sender for
transmission of a message is not suitable in every society. Wrong selection
of media b÷ the communicator results in miscommunication.
5. Improper time: Different societies have different conceptions of time.
Communication made at a time unacceptable for a society turns out to be
a failure.

BuSINESs BARRIERS

organization are
Hurdles that prevent effective communication in a business
Some of the business barriers are:
called Business Barriers to communication.
Rigid rules and regulations of an
1. Organizational rules and regulations: various levels of
flow of information among the
organization restrict the
This
and become hindrance in the process of communication.
employees
employees to put
transmission of nmessages and discourages the
delays
forward their innovative ideas.
meetings
meetings:In business houses where staff
staff
2. Non conduction of free communication does not
take
not held regularly,
and conferences are meetings become a barrier to
conduction of
place. Here non
communication.
hierarchical and
houses,
relationship: In most business structure
in the organizational
Hierarchical
J. relationships
superior-subordinate

formal
22 | INTERFACE

communication between suubordinates and

superiors,
do not enable free
houses becomes a
4. Distance: Distance between
different business barrier
to communication when it is greater
and in the absence of proper channel
and media.
information and
5. Inadequate or overloaded information: Inadequate
overloaded information within and outside business houses prevents
effective communication.

Effective Communication
Barriers to communication can be overcome with planning and great efforts.
The strategies which can be taken for overcoming the barriers to
communication in order to make communication more effective are:
1. Overcome perceptional barriers: We can overcome perceptional barriers
by becoming more alert and aware and through spiritual exercises.
2. Effective listening: Proper and effective listening to the communicator
ensures free and open communication.
3. Create healthy and friendly environment:
Communication becomes
effective when the environment is healthy and friendly.
4. Convey emotional contents of the message:
The message should be
conveyed along with the emotional content in order to make
communication.
effective
5. Use appropriate language: Using
appropriate
understandable for the receiver helps in makinglanguage
the
and words
effective. communication
6. Use proper channel: Using
appropriate channels of communication after
proper audience analysis helps in
effective
communicator may choose a meeting, mail or communication. The
depending on the message to be conveyed. telephone conversation,
7. Encourage opern
communication: Organisations should encourage
communication from subordinates to open
communication gap among the employees.superiors for removing the
 COMMUNICATION: THEORY ANDTYPES| 23
8.Ensure two way com
ensures two way munication: Sound feedback from
the receiver
communication.
communication and is a requisite for effective
a Make best use of
body
nroner voice modulationlanguage: Positive body language blended
aids the effective with
transmission of a message.
7C's OF COMMUNICATION

Completeness

Conciseness Concreteness

Effective
Communication

Courtesy
Consideration

Correctness

Clarity

COMMUNICATION

SEVEN C's OF
 CHAPTER 6
LISTENING AN D SPEAKING

Learning Objectives
After readin g this chapte r, you'll be able to:
* know about the skills of listeni ng and speaking,
* find the differe nce betwee n listenin g and hearing ,
* know the types of listeni ng and speaking.

Introduction
Comm unicat ion is essenti al in all walks oflife whethe r it is home, office, school
, college, or
business. Good comm unicat ion skills enhanc e the effectiveness of commu
nicatio n. They
play a vital role in th e progre ss of an individ ual. They are acquir ed throug
h consci ous
efforts. They are: Listen ing, Speaki ng, Readin g and Writin g. All the skills
have their own
importance. Each o~ e is related to the other. Listening is directly related to speakin
g, wherea s
reading is related to writing . Listen ing and reading are used for input while
speaki ng and
writing are used for expres sion.
Listening and speaki ng go hand in hand. One is incomp lete withou t the
other. People
generally ignore the skill of listenin g, but its import ance cannot be denied .
It is an import ant
commu nicatio n skill that makes oral commu nicatio n effective. It involves the
unders tandin g
of spoken langua ge. It can be cultiva ted and develo ed like other comm
unicat ion skills-
speaking, readin g and writing . t mvo ves recepti on and decodi ng of oral
messag es . It is an
essential part of comm unicat ion.
6.2 I English Commun; .
41110~

6.1 Listening
· th bsor ptio n of mean ings of spoken word
Listening to others is an elegant art. It 1s ea .
.
sentences by the speaker. It inclu h
des t e un ders tan d.mg of info rmat ion shared by the spe skor
• . . a er.
It 1s the process of rece1-vmg .
an d ·mterpre t·m g the received mes sage. It also mclud
observation and comprehension of the message. It . . es
involves not onlr th e ? eann g.of mess ~
but also includes the observation d mov emen t istening be?m s with P_hysical heari
o the message and taking mental notes. The liste ng
ner also derives me~n~ng fr om_body
mov eme nts of the speaker. The n s/he decodes
the code d me ssage mto me arnngfuJ
interpretation. It involves the following four step
s:
(a) Hearing: The process oflistening starts with the
hearing of soun d sign als made by
the speaket, The vibrations of sound enter into our
eard rum s and vibr ate the~ .
The signals are transferred to the brain to derive
meaning of the signals. It is the
first step of the process. ph~s;{O..\ rr, ~s
(b) Interpreting: In this step, the listener not only
understands the
soun d signals, but
also derives meaning from gestures and expressio
ns of the speaker. Slhe o5serves
body movements of the speaker and relate s th e mov
e men ts to the word s uttered
by her/him.
(c) Evaluating: In this step, the listener evaluate
s th e received info rma ti on. S/he
understands the meaning of commun icate d message
and evaluates the message in
light of her/his knowledge.
-
(d) Responding: In this step, listener convey s her/h
is res ponse to the speaker. The
response can be positive, negative, verb al or no n-ve rbal.
6.1.1 Listening and Hearing
Listening is often thought to be synonymou s with
hear ing, but there is diffe rence between
the two. Listening is more than hearing. Hearin
refe rs to the physical act of receiving
sound signals. It is a part of the process oflistening.
While hear ing is on ya p ys1c ss,
hstenmg 1s both physical as well as mental process.
Listening includes receiving , perceivin g,
interpretmg, assessing and responding. Hearing is
a passive proc ess while listening is active.
Hearing happens automatically as it is an involunta
ry physical act. It does not require
attentiveness of the hearer, but listening requires
co nscious involvement of the listener.

Activity: 1

Identify which of the following actions is the act of

listening and which one of hear ing:
• Public announcement in metro rail.
• Call of a stn·et Hawker.
• The lecture delive red by the teacher.
• Pla)ring of a musical instrument.
•
t'- I • \ ,h ,HH,\ ~ t' \ ,,)t I h,trni n~

\ · ,i ,\l;" ''; ,,h,,, lh tt 11 "' }! I\ .m 111 11' 11 ,t ,\lll 111mn1u111 1 1tl1 ,n 'l klll It IH 1: 1.,Ihwin)l.
: : , . ·:. ~ f '

· , ( ,)h ,rn \,· , u' lH1'1d1t' t\\111n ,1htl11, ,11 t h l' 11 1. t f tll' I'

1
------
b· b tt·ih ' l li ,1t·n, 1,, llh' \Pl I Ct I \It ,,1111ndnt1r,n, vnit c rn,idul.itlnn . tHHI o~-;crves
~,,, ,h Hh' \ ,'llh"nt ' ~l,( I lh' 'j'1' ,1kr~, 1,1~l1 rnli,\ll~~(.~11 tn~ ~ Jrorrh;:i,,; tcncr-.
----
,t li ,-lr , th\.· h , tt'l h' t 1t, ,h qu11 c tlu cncy nl ~pokc n lnngu u~c .

, :t '•,·ir :-. t lh· li :- ll' nc1 to fr·11 m th r h.ih it of using LO rrr ct sentence pdtterns.
1 . •l .~ ll'n 01• gm, d spe ec h.
I('\.tn u,!t
. , ,1\ ., .. w
1.

:t hc'. p:- l he lis t~•n1,•, r to bc.'rnmc a good orator, debater, and par ticipate 1n discussions
,. i; h,r lr " th e lis tene r lo overco me hesitation and shyness whi ch induce co nfidence
.1:1 -: cn\.·,1ur.1gerncnt to him /her.

:t ~c:r~w rn1p rovt~ performance and co mp etence of th e li stener.

~-1 _-.., Types of listening

~::-:e::1!".~ : a..n be classi fied into the following categories:

a Attenti.Ye Listening: Attentive listening means 'listening attentively'. It demands

complete att ention of the listener. The listener pays attention to every part of the
message as ·,:ell as body movements of the speaker. It is productive and in teractive.
~i requ ires conscio us effort on listener's part, and demands concentration, attention,
imeracrfon and ac tive involvement. This kind of listening is generally carried out
in formal mee tin gs, gro up discussions, job interviews, or so.

Selecti ve Hstening: This is most common type of listening that we practice in

1.",·er yday life. The liste ner fE,_cuses on! }' on specif ic part of the message. S/he does
nol take the mc~~age as a whole rat her adds or ded ucts accordin ~ to h~r/ his wish
2nd requi rement. S/ he selec ts th e desired part and ignon·s the• und.c·sirc-d o ne to
)1':i ten . The -, ekc t10n abo de pend s 011 intcrL'S t and mood of th e listent:· r.
(c) Appreciative lj i; tcni ng: Thi ~ type or listening is carrkd out fo r th e purpose of
tmJ U)l"m,~nt or ent t:r tai 11mt' r1l. Thl' lis tt·11 cr enjoys the listenin ~ ,rn.d -"t)metimes takc-s
part 1·11 !lie enlert a1nrn e11t pro CL' SS. Exa mple s includ e list1:11ing tL) sn l\gs, jokes)
en tert am rn g 1) torie s, et c.
(d) Evaluative li1>tcning: Thi ~type o!'li sll'1ii 1tg i11v1)lVL'S th e vvalt1al'ion oforal messages.
The listener anal}'zcs the inforniatio 11 and i11ll'rprds tilt' implicit as well as explici t
m ea 11 in g of t Ii c in es!'l agc. S/ he cv a Iualc s l he 111 essag~ l o_ der ive app ro pri ate
1nform ai ion. Th e out )LI! can be m..Hlu red in thr form ot immediate response, or
at later stage of th e co mmun ication. Exarnp les inc U L e 1s ening o c assroom
lectures, wor ksh op s. semi n,trs and so fo rth .
 1Empntltetic English CommunicaNa,

(c) listening: ln this type oflistening, the listene~ tries to p~t her/h i~f
• k • -I . • . ..i ,_1. to tinderstand his/he r feelmgs , emotions and state
m t1h:' spea:e r s p au: m Ol<.it · l
of mind. lt involv es istcning not only through ears but a so t roug h
·
eyes and
heart. -,The li stener ne~ds to understand speakerls body language. Empathy for
~peakt'r is ;in essential requirement for this type of liS t ening. LiS tener lays
stress
not only on tht' communicated words, but also aims at ho:v they are s_poke
n. The
listener needs to undt'rstand the implied meaning> intention, and attitud
e of the
signa1s made by the speaker. It is most often needed at workplace while
dealing
with customer complaints, employees' feedback and problems, or so.
Hmvever the above types ofliste.qing differ from each other in some aspect
s, but they are
interrelated as well. The listener uses either of them according to the
requirement. Each
one facilitates better understanding of the message.

6.1.4 Barriers to Listening

There are certain factors that come in the ,vay and make Hstening difficu
lt. Some of them
are discussed below:
(a) Noisy environment: The noise in surrounding can defeat the very
purpose of
listening. It interrupts the sound signals made by the speaker to reach
to listener's
ears and acts as a barrier.
(b) Speaker's voice: Speaker's voice plays an important role in the process
oflistening.
Sometimes speaker's voice is not audible to the listene r. The accent or pronu
nciation
of speaker can also be different than that of the listen er which creates proble
m s to
derive exact meaning.
(c) Preconceived notions: Many-a-times the listener forms some opinio
n about the
speaker in advance. It can be positive or negative. The listener takes the
messa ge
in light of speaker's reputation in mind. The negative impre ssion can
affect the
process ot listening.
(d) Disinterest: Sometimes the listener is not interested in the message. S/he
does not
pay prope r heed to the message which acts as a barrier.
(e) Lack of backg round knowledge: S0!~etimes the listener lacks
backgro und
knowledge of the subject. S/he takes the message in other sense and derive
s different
meaning. It acts as a barrier to listening.
(f) Greater expertise: Sometimes the listener possesses greater expertise
in the subjec t
than speaker. S/he knows better than the speaker. The listener will not be
interested
in listening to the speaker in that case.
(g) Long or complicated message: Long message tires the lis tener. S/he
feel s
discomforted which distracts her/his attention to the messa ge. Some
times the
speaker conveys complicated message which needs time to interp ret.
The listen er
a

Li.s tm ;ng and Speaking

.
I 65

f ail s to re late th e n1 essa

. .. . .•
· r rma tw
. . g. •_g 111Jo
gc wi th u11 co rnin n and does not und ers tan d
exac t. me anm

6. I. 5 · t 1ste
Strate gie s for Effect 1ve . g
· _ nm
The listener ca n enh ance 1.1·s~t enm. g exp er . b .
o w· ien ce Y app lyin g cert ain stra tegi es. Som e of
them are men tion ed bel
to th .
(a) Th e listene r sho uld listt·en
i· . e spe ake r w1 th com plete atte ntio n. S/h e sho uld
und erst and the valu O 1st
e emng · S/he sh ou Id iocus not only on words , but also
derive me ani ng fro m b 0 d
Y movements of the speaker.
. e.
(b) The list ene r shotuld l
have t' e. Sometim
~a ienc es s/he fails to und erst and the messag
S/ he sho uld l
no ose pathien ce . Th e speak er can c ear the poi nt in the next. The
list ene r sho uld t gem ent .
no reac at has ty conel us1· 0n an d b e slow to pass jud
e of
(c) The ene r, especially i n aca d emI.C pursmt. s, should try to read me nta l stat
listak
th specializat ion in
kee p spe ake r's hack 0 rou nd and area of
~ spe '" er. S/h e sho uld
-~.~~and ,., ~~ . !:.. .~~ ~.. .2. !.~ ~~ ~ ~
mm d. S/h e sho uld list en t~~: O
i~ k:-=pom
th
e ey ts ma m ideas with focused atte ntio n,
- d
/V\ • L
an -not e the m dow n for futu re use · '1£K "e. h.o es
+
t · d S/h e sh ould have unb iase · d app roach
(d) The list ene r sho uld have p os1·t·1ve a tltu e. urb anc e
res pec tful beh avi our tow ard s spe aker. S/he should ignore outward dist
and
and con cen trat e on listening.
rest
h the speaker. S/he sho uld reflect inte
(e) !he list ene r sho uld ma ke eye con tact wit
tivates the speaker as well as facilita
tes bet ter
m the me ssa ge thr ough eyes. It mo
list eni ng.
turb the
clear doubts. Bu ts/h e should not dis
(f) The list ene r sho uld ask que stio ns to lecture.
n the queries and ask at the end of the
spe ake r in bet wee n, rath er not e dow

6.2 Speaking
of1ife. It pro vid es
akin g is an imp ort ant com mu nic atio n skill. It is essential in all walks
Spe use of som e
son an am ple opp ort uni ty to exp ress her /him self. The speaker makes
a per ers tan ds the m
ise and dis tinc t sou nds ; and the list ene r listens to the sou nds and und
prec out of pho net ic
cess. E,!.ch spoken word is created
through list eni ng and dec odi ng pro ce, kn owledge
and con son ant speech sou nd units. Hen
combination of a lim ited set of vowel
h the spe ake r as well as the listener.
of pro nun cia tion is ess ent ial to r bot
the ir
inte rac tive pro ces s in wh ich bot h the spe ake r and the list ene r play
Speaking is an r listens
s. Spe ake r com mu nic ate s a mes sage thro ugh oral symbols and list ene
respective role sage.
con ver ts the m into orig ina l mes sag e, and inte rpre ts meaning of the mes
to the symbols, to our
ent ial in all the situ atio ns, wh eth er it is formal or informal. We talk
Si eaking is ess situ atio ns.
tive s and fam ily me mb ers info rma lly. But we also spe ak in fo rma l
friends, rela
6.6 I English Communil:a!it:.
;(,

Every academic, professional, or bus ines

s situation regui~es effective speaking, 1,,-hct
it is a meeting , group discussion, interview, hc:
workshop, semmar, conference or sympos
Effective speaking gives greater visib ility iurri
to the speaker and enhances the rate of succ
This skill is cultivated and developed by putt e~s-
ing conscious efforts and pra ctice.
·
6.2. l Types of Speaking
Speaking is a skill. It is used to converse, exp
ress feelings, thoughts, emotions, or so. It
be divided into the follmving categories: can

(a) Interactive speaking: In this type of spea

king, both the speaker and the listener
equally contribute in the process of speaking
. Speaker conveys a message thr o~
oral symbols, and listener receives the sym
bols, decodes them , derives meaning,
and gives feedback. In case of feedback, liste
ner acts as a speaker and s eaker acts
as a listener. Both play their reci procal ro
es. Sometimes listener doe s not give
feedbac k and remains passive listener. When
listener gives feedback to the speaker,
the process is known as interactive speaking
. Both the speaker and the listener
interact with each other and share their idea
s, feelings , thoughts , etc. It can be
held in both formal as well as informal situation
s. Conversation, dia.logu e, interview,
group discussion are some of the examples
of interactive speaking .
(b) Partially-interactive speaking: In this
process , the speaker speaks mo re and
listener plays a minor role. S/he interacts
onl y to ask questions , clear dou bts, or
~ It can also be held in formal as well
as informal situations. For exa mpl e, when
the teacher teaches the class, the students liste
n to the teacher and ask few que stion s
to clear their doubts. The maximum speaking
is done by th e teacher.
(c) Non-interactive speaking: This is one -sid
ed activity.~The speaker speaks, and th e
listener(s) listens to the s eaker assivel
. The listener(s) neither interact s nor
as s any question(s). Announcement of poli
cy decision , speech by a leader, are
examples of non-interactive speaking.

\ Test Your Knowledge I

1. What is the role of listening in interactive com
munication?
2. How are listening and speaking related to each
other?
3. What are the essential requirements to be a
good listener?
4. How can a person cultivate good speaking
skill?

I
1,,;sr-e11i11g and Speaking

I 6.7

[ _ _ _ _ _ _ _ _ _ _ _ _ _ _E
_x.!__e_rc_i_se_ _ _ _ _ _ _ _ _ _ _ ~_JI
Read the given story and answer the questions that follow:
During the 1vlahabharata Ao-e eve.1 ,b0 d .
- --- _ i, ' ) Y was willing to learn th e skill of archery from Drona.
Ek.··:1lan ra "'ras one ot them He w . tl .
~ . d ' rd ) H ·· as l e son of Huanyadhanus, king of Nishadas ( the lowest of the
mL~t> o. ers . · e approached but D f d
l , . ' rona re use to accept him as a pupil because he was a Nishada,
Ekttlavya touc 1ed Dron,rs fee t with b th d d • ·
en ea an returned rnto the forest. He made a clay- image
of Drona .
and be t, an to worship
0
.
the image
· respect fu11 y as it
· was his
· real preceptor. He began to
practKe weapons before 1t with the most rigid regularity.

One d~y, the Kuru and the Pandava princes set out on a hunting excursion into the forest. A dog was
also with them. They were wandering about in search of hunt. The dog too was roaming here and
there. Suddenly, the dog saw Ekalavya, and started barking at him. Ekalavya, getting fed-up of barking,
sent seven arrows into its mouth before the dog could shut it. The dog, pierced with the arrows, reached
to the princes. Everybody filled with wonder and being ashamed of his own skill was praising the skill
of the archer. They started the search of the man. Soon they found out their search. They asked Eklavya,
"Whose son you are? Who is your teacher?" He replied politely, "I am the son of Hiranyadhanus, the
king ofNishadas. Know me the pupil ofDronacharya, labouring for the mastery of the art of arms:' All
the princes were astonished on finding this fact.

The princes returned to the city, and narrated whole of the episode to Drona. Arjuna complained
Drona in private, "You told me that no pupil of you should be equal to me. Then why is your pupil, the
son of the Nishada king, superior to me?" Drona was baffled at Arjuna's remark. He took Arjuna with
him and went unto the Nishada prince. When Ekalavya saw Drona approaching towards him, he went
a few steps forward, touched his feet, and prostrated himself on the gi:ou~d. Then he stood befo~c
Drona clasping his hands in reverence, awaiting his command. Drona said, If you are really my p~p1l,
then give me my fees:' Immediately Ekalavya replied, "O my,illustrious ~receptor,_ w~at shall Igwe?
Command me?" Drona asked the thumb of his right hand. Ekalavya, without hesitation, cut off the_
thumb of his right hand and gave it to Drona. After this, whe.n Ekalavya tried to shoot with the help of
his remaining fingers, he found that he had lost his former lightness of hand.

Questions:
. f . . f m the story. Also find the type of listening.
1. Fmd the example(s) o 11sternng ro

2. \\There do you find the example(s) of hearing in the story?

.
3. Fmd . h fleets speaking. Also find its type.
the action(s) , m the story, t at re