Communication: Nature And Misconceptions, Models, Verbal Communication, Nonverbal Communication Flashcards
1
Q
It is a continuous and constantly changing process which is influenced by many factors, making it difficult to determine where exactly communication begins or ends.
A
Communication is a process
2
Q
Some Factors That Affect the Process of Communication
A
- Personality of Communicators
- History of Communication
- Time of the Day
- Feelings of communicators
- Relationship between communicators
- Perception of Self
- Environment
- Language used in communication
3
Q
Each system has its own patterns of communication, language and vocabulary use, and rules that depend on elements such as the behavior and shared experiences of its members.
A
Communication is systematic
4
Q
Both communicators actively and simultaneously construct meaning out of a conversation.
Facial expressions, gestures, and eye contact also contribute to the construction of meaning.
A
Communication involves communicators, not just a speaker and listener.
5
Q
Thoughts and ideas, once transferred, may not be reversed.
A
Communication is irreversible
6
Q
The audience is an active constructor of meaning, evaluating content and purpose of the message and the credibility of the speaker.
A
Communication is proactive
7
Q
Symbols are arbitrary. Any symbol can be used to represent a concept as long as the meaning is shared by a group of people.
A
Communication is symbolic
8
Q
Verbal 35% or NonVerbal? 65%
- Facial expressions
- Tone of Voice
- Movement
- Appearance
- Eye Contact
- Gestures
- Posture
A
NonVerbal
9
Q
People give their own meaning to phenomenon using their background knowledge, previous experiences, principles, or attitudes.
One situation may be pleasant to one and burdensome to others
What may be acceptable to one may not be acceptable for another
A
Communication is Individually Construed
10
Q
According to Frank Dance (1967), “Communication is in constant flux and motion.”
A
Communication is a process
11
Q
The consequences of statements being uttered will leave an impression on the listener.
A
Communication is irreversible
12
Q
The audience is very important factor to consider when giving a speech. Meaning rests not only in the conveyer of the message, but also in the receiver who actively constructs meaning.
A
Communication is proactive
13
Q
There is no one definite meaning in a particular experience or phenomenon. People give their own meaning using their schema, ways of viewing things, behaviors, or attitudes.
A
Communication is individually construed
14
Q
Communication doesn’t always require a serious intention to transfer information on the part of the communicators.
A
Communication occurs even without complete understanding.
15
Q
It is simplistic to assume that communication is a natural ability. The truth of the matter is that communication is like athletic ability: With training and practice, even the less skilled communicator can learn to be an effective communicator.
A
Communication is Simple
16
Q
Communication is only a tool for expression and depending on the way the communicators use this tool, may bring about positive or negative results.
A
Communication does not always solve conflicts
17
Q
We tend to over-communicate and talk about a problem to death. We tend to take the problem and go over it so much that we do not gain any ground in solving the issue.
A
It’s better to communicate more
18
Q
There are many factors that influence one’s response to a message.
A
No single person or event causes another’s reaction.
19
Q
Are perceived to be sequential and one-way in nature, which means that the message moves towards only a single direction.
A
Linear models of communication
20
Q
An important addition to this model is the element of noise, which refers to any form of interference which affects the meaning or disrupts the flow of communication.
A
Shannon-Weaver Model
21
Q
It is also known as the transmission model and reflects a process in which a speaker transmits information to a listener.
A
Linear models of communication
22
Q
It was developed among Greeks in ancient times. It is the simplest and has basic elements: speaker, message, and audience.
A
The Aristotelian Model
23
Q
According to this theory, the speaker or the sender of the message controls the communication process, stressing that ethos, pathos and logos
A
The Aristotelian Model
24
Q
Personal character or credibility
A
Ethos
25
Logical appeal based on reasoning
Logos
26
is defined as a communication which involves interaction between people whose cultural perceptions and symbol systems are distinct enough to alter the communication
event (Samovar, et.al., 2009).
Intercultural Communication
27
Appeal to emotions of the audience
Pathos
28
It was initially designed a model for **telephone or radio communication**.
Shannon-Weaver Model
29
Harold Laswell (1984) came up with a communication model involving five components that could be answered by the questions: "Who?", "Says what?", "In what channel?", "To whom?", and "with what effect".
Laswells Model
30
The model portrays the process of communication in which the speaker transmits information to a **passive listener**.
Shannon-Weaver Model
31
It is comprised of four basic elements: **source**, **message**, **channel**, and **receiver**-each of which has five components.
Shannon-Weaver Model
32
He added a human dimension by representing the channel as a method of decoding the messages through the five senses.
Berlo
33
It represents the process of communication in its simplest form
Berlo's Model
34
The acronym SMCR stands for Sender, Message, Channel, and Receiver.
Berlo's Model
35
The model of communication which describes the different components that form the basic process of communication.
Berlo's Model
36
A model of communication consider that listeners are not only passive receivers of the message but may also convey information by **responding or giving feedback through oral or visual language.**
Interactive Models of Communication
37
It is a two-way process of communication
Interactive Models of Communication
38
He developed a model in which each of the communicators takes on the roles of encoder, interpreter, and decoder in the communication process.
Wilbur Schramm (1955)
39
Feedback is also a **form of communication**; the process is illustrated as interactive and cyclical instead of sequential.
Wilbur Schramm
40
He emphasized the importance of people's field of experience in the interpretation of meaning.
Wilbur Schramm
41
According to him, there must be an overlap in both communicator's field of experience.
Wilbur Schramm
42
This means that people involved in communication must share a similar experience or a common schematic background about the topic of conversation to connect with and understand each other.
Wilbur Schramm
43
Cultural differences and the lack of shared experiences of often result in misunderstanding.
Wilbur Schramm's Model
44
He recognizes feedback as **part of the communication process**.
Eugene White's Model
45
He focused on the eight stages of oral communication: thinking, symbolizing, expressing, transmitting, receiving, decoding, feedbacking, and monitoring.
Eugene White's Model
46
This model of communication is considered the most accurate representation of the communication process.
Transactional Model of Communication
47
It illustrates the **dynamic and simultaneous** nature of communication, showing that both communicators can send and receive information at the same time.
Transactional Model of Communication
48
Her model portrayed communication as a dynamic process which continually changes over time depending on previous interactions.
Julia Wood's Model
49
How one communicates to his/her parents, teachers, peers is influenced by the **history of relationship and past communication**.
Julia Wood's Model
50
Although it is important to listen and wait for one's turn in speaking, it is important to note that **feedback** may be verbal or non verbal.
Julia Wood's Model
51
While speaking, a communicator simultaneously receives information by interpreting the nonverbal gestures (e. g., nodding, smiling, scratching of the head, etc) of the one listening to the message.
Julia Wood's Model
52
It is also illustrated through the overlapping of the communicators field of experience, which she pointed out as also **changing** **over** **time**.
Julia Wood's Model
53
Shared field of experience may be the cultural system in which both communicators operate, while the personal field may involve the family system, work, or religious affiliation exclusively experienced by each one.
Julia Wood's Model
54
Raymie E. McKerrow, Bruce E. Gronbeck, Douglas Ehninger, and Alan H. Monroe, designed a communication model to represent **public communication**
Speech Communication Transaction Model
55
Speech Communication Transaction Model is composed of the following elements:
Speaker - Listeners - Feedback - Message - Channel - Situation - Cultural Context
56
May be evaluated according to their **credibility, self-concept or attitude towards self or others**, knowledge of the subject, and intention or purpose of the communication.
Speech Communication Transaction Model
57
Effective verbal communication must use language that is grammatically correct to avoid confusion. This also requires avoiding the use of abstract words.
Clarity
58
In contrast to writing, oral communication such as friendly conversations requires that language be direct and informal.
Directness
59
Personal pronouns, idiomatic expressions, and repetitions also aid in listening comprehension.
Directness
60
Language use must be appropriate to the audience, the situational context, the purpose of communication, and the personality of the speaker.
Appropriateness
61
An audience who has little knowledge about your topic will be more uninterested in listening to you. It is a must to tailor your message depending on the audience.
Appropriateness
62
The situational context must also be considered in communication. Do you talk casually or formally? One's speech purpose and personality also determine the language style to use.
Appropriateness
63
Effective language makes use of vivid descriptions and helps your listeners create mental images and picture what you want to express.
Vividness
64
Use **figurative language** such as imagery to allow your audience to imagine the scene and manage to relate to what you are talking about.
Vividness
65
By doing so, the listeners can actively participate in **meaning-making** instead of passively relying on the information you present.
Vividness
66
Give the 4 Effective Verbal Communication
- Clarity
- Directness
- Appropriateness
- Vividness
67
May be unintentional, is more ambiguous, and thus, more likely to cause confusion.
NONVERBAL COMMUNICATION
68
It is important to monitor your nonverbal behavior in order to control how you portray yourself to others. The functions of nonverbal communication include repeating, substituting, complementing, contradicting, regulating, and accenting.
EFFECTIVE NONVERBAL COMMUNICATION
69
refers to **body motions** and **positions** that affect how others perceive us. For instance, a person who slouches appears to lack self-confidence. When students do not know the answer to a teacher’s question, they tend to avoid eye contact.
Kinesics
70
involves the **sense of touch** to convey emotions. This includes hugging, kissing, holding, or shaking hands, patting, and so on. Research shows that touch plays an important role in the well-being of a child. In some cultures, skin contact between men and women is considered offensive and reflects the power status depending on one’s gender.
Haptics
71
influences how people perceive us and vice-versa.
Physical appearance
72
We judge or evaluate others according to their physical characteristics such as skin color, height, weight, facial features, and attractiveness, among others. Some people determine trustworthiness,
introversion or extroversion, maturity, and friendliness, by just looking at one’s face, and
though these generalizations are often incorrect, these perceptions often influence an individual’s success in important aspects of our lives, including job search or dating.
Physical appearance
73
are **materials things** that we wear or attach to our bodies to express our identities.
Artifacts
74
refers to the use of **space or distance**.
Proxemics
75
Different cultures dictate what distance is acceptable in terms of distance in conversations and this often reflects the interlocutor’s relationship with each other.
Proxemics
76
uses **language** as a symbol to represent what we mean
Verbal Communication
77
(a statement have **more than one meaning**)
ambiguous
78
(**terms differ** as people assign them)
arbitrary
79
(non-tangible and nonspecific)
abstract
80
LANGUAGE is...
- ambiguous
- arbitrary
- abstract
- rule-governed
81
sounds
Phonological
82
structure
Syntactic
83
vocabulary meaning
Semantic
84
contextual meaning
Pragmatic
85
expressing ideas by means of symbols
other than words or spoken language
Non-Verbal Communication
86
PRINCIPLES OF NONVERBAL COMMUNICATION
* It is contextual (varies according to situation,
culture, and time)
* Nonverbal behaviors occur in groups.
* Nonverbal symbols also communicate
* Nonverbal communication is governed by rules
(bound by culture)
* Nonverbal communication is motivated (influenced by
emotions)
* Nonverbals appear to hold more credibility than verbal communication.
* Nonverbals reinforces or contradicts other forms of communication
87
FUNCTIONS OF NONVERBAL COMMUNICATION:
- ACCENTING
- CONTRADICTING
- DECEIVING
- REGULATING
- REPEATING
- SUBSTITUTING
88
the **foundation** of the physical message
Posture
89
the mirror of meaning
Facial Expressions
90
refer to the elements of a **surrounding or setting**.
Environmental factors
91
Colors, lighting, arrangement of furniture, and design, among many others, reflect our actions. Seats
arranged in a circle provide a more relaxed atmosphere and encourage interaction as
compared to chairs lined up in rows. Upbeat music in malls creates a happy atmosphere while relaxing music is often played in upscale restaurants.
Environmental factors
92
is the use of time to reflect personal and cultural identities. In some cultures where time is valued highly, being late for a meeting is considered disrespect for another person’s time.
Chronemics
93
involves vocal elements of communication such as pitch, vocal quality,
volume, intonation, accent, etc. Voice may be modulated to influence how others would
perceive us, express our emotions, and imply the importance or weight of our message.
Paralanguage
94
The **type of medium** used will determine the effectiveness of
the message
HAROLD LASSWELL’S MODEL (1948)
95
is also a **nonverbal symbol** associated with different meanings including anger, awkwardness, or contentment.
Silence
96
the **vocabulary** of body language
Gestures
97
reflects how a particular group **interprets meaning** or makes sense of the world.
Culture
98
Communication is something we do **with** others, not something we do to them.
Transactional model of communication
99
the attention monitor
Eye Contact
100
Message has
content, structure,
and style
CHANNEL
101
TYPES OF NOISE
- EXTERNAL
- PHYSIOLOGICAL
- PSYCHOLOGICAL
- SEMANTIC
102
Knowledge about intercultural communication can help adjust your communication style and language use to ensure understanding when you interact with people from other cultures.
Intercultural Communication
103
Give The 9 Categories of Non-Verbal Communication
- Kinesics
- Chronemics
- Proxemics
- Environmental Factors
- Silence
- Paralanguage
- Haptics
- Artifacts
- Physical Appearance
104
**all non-words sounds** like pitch, tone, volume, rate, weight of breath, groans, “oh’s” & “ah’s” that give meaning to the words that affect the meaning of words we say
PARALANGUAGE
105
changing your voice
Voice inflection
106
is a crucial factor that **affects the delivery of a
message**.
Noise
107
Listener’s **visual/verbal
response** causes speaker
to alter message
FEEDBACK
108
It occurs when two people belonging to different cultures communicate.
Intercultural Communication
109
is passed on to generations through
communication, and communication is influenced by culture.
Culture
110
is the ability to interact with members belonging to another culture.
Intercultural communication competence
111
This pertains to how one culture assigns social roles to men and women.
Gender identity
112
This involves behaving in a particular manner expected of one’s age.
Age identity
113
This is defined by **one’s social or economic status** which may be inherited or attained.
Class identity
114
This influences how one behaves (ethics, morals, standards) and what one believes.
Religious identity
115
This refers to one’s national citizenship or legal status in a country or nation.
National identity
116
is communication which involves interaction between people whose **cultural perceptions** and symbols are distinct enough to alter the communication event.
Intercultural communication
117
society-assigned
norms, behaviors,
and roles
Gender Identity
118
a particular manner expected of one’s age; may also be presented
in terms of appearance, clothing, language, and activities.
Age Identity
119
People with different backgrounds differ in lifestyles. Social class
affects the way people interact.
Social Class Identity
120
Some people may feel uncomfortable communicating to people with different beliefs.
Religious Identity
121
Give the 6 Intercultural Communication
- Intercultural Communication
- Gender Identity
- Age Identity
- Class Identity
- Religious Identity
- National Identity
122
4 Barriers to Intercultural Communication
- Ethnocentrism
- Stereo-typing
- Prejudice
- Discrimination
123
This is a **positive or negative feeling towards individuals** belonging to a particular race, social class, or sexual identity among others.
Prejudice
124
you prefer your own
culture over other’s culture
Positive Level
125
the belief that one’s
culture is superior than others
Negative level
126
**imposing your cultural beliefs** on other people
Extremely negative level
127
This refers to **negative behaviors that are re caused by prejudice or stereotyping**. Some examples include verbal insult, avoidance, physical violence, and genocide.
Discrimination
128
This refers to the belief that one’s own culture is better than others.
Ethnocentrism
129
For instance, prejudice may cause one to be fearful or resentful towards someone belonging to a particular group.
Ex. Racial or Ethnic Prejudice: You cannot trust Igorot people.
Ilokanos are stingy.
Prejudice
130
All beggars are lazy; Boys should not play with dolls; All Muslims are terrorists.
Negative Stereotypes
131
All asians are intelligent; All teachers are patient; All mothers are caring.
Positive Stereotypes
132
This is the **mental categorization or general**, often inaccurate, representation of a
particular group of people depending on one’s own observations and experiences in interacting with its members.
Stereotyping
133
Ethnocentric attitude is illustrated when people evaluate others based on their own cultural beliefs and practices.
Ethnocentrism
134
-may be interpersonal or collective
-may include verbal insult, avoidance, physical violence, and genocide
Discrimination
135
Trustworthiness, respect, and honor among others
Character
136
Components IN Intercultural Communication Competence
- Character
- Motivation
- Communication Skills
- Sensitivity
- Cultural Knowledge
137
Desire to communicate and understand culture of others
Motivation
138
Openness to other cultures, demonstrating empathy, and adapting to certain situations
Sensitivity
139
Awareness and understanding of another culture’s rules, traditions, and behavior
Cultural Knowledge
140
Ability to listen, observe, and comprehend nonverbal and verbal
symbols used in communication by people of different cultures
Communication Skills
141
Above all other skills, we use communication more often in all aspects of
our lives. Having competence in communication determines our success
not only in the academic and professional setting but also in the quality of
our interpersonal relationships.
COMMUNICATIVE COMPETENCE
142
aspect of our competence that enables us to convey and interpret messages and
negotiate meaning interpersonally within specific contexts
Communicative competence
143
Production and comprehension of
sentences that follow the rules of grammar
Linguistic
competence
144
Also called linguistic competence, grammatical competence refers to the knowledge of a particular language’s rules of grammar, such as how words and sentences are formed (morphology and syntax), the literal meaning associated with vocabulary (semantics), and how sounds are produced (phonology).
Grammatical competence
145
how words and sentences are formed
morphology and syntax
146
THECATISONTHEMAT
PLEASEGIVEMEAPENANDPAPER
ITISALMOSTLATEFORTHEFIRSTCLASS
PLEASEDONTSITONTHEFURNITURESONDISPLAY
MORPHOLOGY
147
are letters which we add to the beginning of a word to make a new word with a different meaning
Prefixes
148
a word or word element (in other words, a morpheme) from which other words grow, usually through the addition of prefixes and suffixes.
Roots
149
a letter or group of letters, for example '-ly' or '- ness', which is added to the end of a word in order to form a different word, often of a different word class.
Suffixes
150
HOW SENTENCES ARE FORMED
SYNTAX
151
a unique type of word that combines two or more other words in a shortened form, usually with an apostrophe.
WORD CONTRACTIONS
152
An expression, word or phrase that has a figurative meaning conventionally **understood by native speakers**.
Idiomatic Expressions
153
mastering the linguistic code of a language
Grammatical Competence
154
Termed pragmatic knowledge by Bachman and Palmer (1996), this involves the ability to interpret and produce an utterance that is **appropriate under various sociocultural contexts.**
Sociolinguistic competence
155
refers to a learner's ability to use language
to communicate successfully.
Communicative
Competence
156
refers to **knowledge and mastery of rules and conventions regarding how meanings can be combined to form different types of text** or discourse such as narratives, conversations, speeches, etc.
Discourse Competence
157
- transition markers (however, similarly, lastly, etc.)
- enables the combination of sentences for ease of
understanding
Cohesion devices
158
relevance, repetition, and consistency
Coherence devices
159
DELIVERY SHIFTS
impromptu
extemporaneous
manuscript
memorized
160
to use verbal and non-
verbal communicative strategies in **filling in language gaps** (communication breakdowns).
Strategic Competence Ability
161
simplifying what is said
Paraphrasing
162
making guesses
Predicting
163
for emphasis
Repeating
164
FAMILIARITY WITH GENRES
DISCOURSE COMPETENCE
165
FOUR ASPECTS OF
COMMUNICATIVE
COMPETENCE
- Grammatical
- SocioLinguistic
- Discourse
- Strategic
166
Grammatical Competence include...
- MORPHOLOGY
- ROOTS, PREFIXES,AND SUFFIXES
- SUBJECT-VERB AGREEMENT
- WORD CONTRACTIONS
- PUNCTUATIONS (in writing)
- PRONUNCIATION
- SEMANTICS
- IDIOMATIC EXPRESSIONS
- CONNOTATIONS
167
Discourse Competence include...
- ORGANIZATION OF WORDS AND PHRASES
- speech, interview, conversation, sales talk, email, articles,
report...
- DELIVERY SHIFTS
168
SOCIOLINGUISTIC COMPETENCE include..
- LANGUAGE APPROPRIATE TO SETTING, TOPIC,
RELATIONSHIP
- KNOWS CULTURAL TABOOS
- POLITICALLY CORRECT TERMS
- Specific attitudes such as authority,
friendliness, courtesy, humor, irony etc.
169
STRATEGIC COMPETENCE include..
- Paraphrasing/ Restructuring
for understanding
- code-switching
- comprehension
check
- using gestures to enhance meaning
- speaking slowly
- adjusting the volume of voice
- predicting and repeating
170
Martin Joos (1962) identified five communicative styles of speech that he called “clocks,” namely frozen, formal, consultative, casual, and intimate.
Speech styles
171
These five clocks are levels of formality in language use, which are determined by the situational context and degree of familiarity or intimacy between interlocutors. Each level determines what kind of language is appropriate to use in a specific
context.
Speech styles
172
Also known as fixed speech, the frozen style of speech is generally used in print media, rules, or declamation.
Frozen style
173
It is most the most formal communicative style that is often used in respectful situation or formal ceremony
Frozen style
174
This style discourages feedback or questions from the listeners, which is why it is important that words are precise and carefully chosen.
Frozen style
175
Examples of Frozen include..
- Pledge of Alliance
- Shakespear's Plays
- Weddings
- Introduction of each other between acquaintance
176
– It uses formal words and expressions
– Most often seen in writing than in speaking
– This speech style is expected to be presented in complete sentences with specific word usage
FORMAL STYLE
177
– Its usually elaborates complex sentences and noun phrases are well structured, logically sequenced, and strongly coherent
– It does not allow ellipsis (like omissions), contractions, qualifying modal adverbials (like probably, possibly,
evidently, surely, certainly and subjectively markers )
FORMAL STYLE
178
Examples of Formal..
- Job interview
- Business Trip
- Dinner Party
- Prestigious Ceremony
- Meeting
- Academic Papers
179
is mainly used in public speaking and in situations where there is uncertainty in terms of receiving a favorable response.
Formal
180
This level of communication makes use of cooperation but does not necessarily require involvement.
Consultative style
181
This means that the listeners are involved in meaning-making by being allowed to give feedback. Conversations between strangers, doctors, patients, students, and teachers make use of this style.
Consultative style
182
- Known as the Third Level of language
– It is unplanned speech
– This speech style uses listener participation and feedback
Consultative style
183
Examples of Consultative..
- When a student is talking to his or her teacher
- When a student recites in class
- When a patient talks to a doctor
184
This type of speech is commonly used among a circle of friends or acquaintances. It is characterized by slang meanings or expressions that are easily understood by the involved communicators. For instance, among friends, when one says “Hey saw you a while ago” in a teasing manner.
Casual Style
185
There is free and easy participation of both
speaker and listener
Casual Style
186
allows the use of slang, profanity, and unconventional English words
Ellipsis
187
This type of speech is used in communication between people in intimate or close relationships. It makes use of words at a minimum. For example, a child who often forgets to close the door may be told by a sibling to do so by just saying “door”.
Intimate Style
188
Examples of Intimate Speech...
- Telling your gf/bf that you love them
- Telling your best friend you deepest and darkest secrets
- Asking your family advice about serious matters
189
Give the Five Speech Acts
- Frozen
- Formal
- Consultative
- Casual
- Intimate
190
Refers to the environment in which communication occurs.
SPEECH CONTEXTS
191
Communication
within the self.
INTRAPERSONAL
192
labels about an individual’s personality or behavior
Direct Definition
193
also called identity scripts, are life rules assigned to us by significant others (i.e., adult family members)
Life Scripts
194
the kind of relationship
we have with our
parents and caregivers
Attachments
195
defining oneself by recognizing similarities and differences with other people in terms of age, nationality, social status, abilities, interests, and so on.
Social Comparisons
196
Communication between
two people (dyad) or
among a small group.
INTERPERSONAL
197
two people are involved in this communication.
Dyad communication
198
three but not more than twelve people are part of the conversation. This type of communication is present during brainstorming or collaborating with other people.
Small group
199
INTERPERSONAL CONFLICT
A. Conflict is a process.
B. Conflict reflects culture.
C. Conflict may be constructive.
D. Conflict may be overt (revealed) or covert(concealed).
200
This refers to a
communication
which makes use of
broadcast or print
media such as the
television, radio,
newspapers, books
and the internet.
MASS
201
This occurs in interactions
among people of different cultures.
INTERCULTURAL
202
Refers to communication within organization; governed by rules, policies, & procedures
Organizational
203
Also known as public speaking. This refers to communication in which
and individual communicates a message to a large audience, usually to
inform or persuade.
PUBLIC
204
(actual statement)
LOCUTIONARY
205
(social function)
ILLOCUTIONARY
206
(effect)
PERLOCUTIONARY
207
merely an answer to a question, to inform the other person in the conversation.
Illocutionary acts
208
on the other hand, bring about a consequence for the audience.
Perlocutionary acts
209
Three Speech Acts:
- Locutionary
- Illocutionary
- Prelocutionary
210
Five Speech Styles of Martin Joos:
1) Frozen style
2) Formal style
3) Consultative style
4) Casual style
5) Intimate style
211
Six Speech Contexts:
1.) Intrapersonal
2.) Interpersonal
3.) Mass
4.) Intercultural
5.) Organizational
6.) Public
212
Five Speech Acts of JOHN SEARLE, 1976
1.) ASSERTIVES
2.) DIRECTIVES
3.) COMMISSIVES
4.) DECLARATIONS
5.) EXPRESSIVES
213
acts that perform an action; changes the state or situation of people
DECLARATIONS
214
commands or requests
DIRECTIVES
215
Statement of belief
ASSERTIVES
216
a promise to do something
COMMISSIVES
217
Expresses how the speaker feel about the situation.
EXPRESSIVES
218
states the necessity of communicators to be conversationally cooperative to achieve the function of communication.
“COOPERATIVE PRINCIPLE”
219
- Say something
clearly and orderly
- avoid ambiguous or
confusing language
MAXIM OF MANNER
220
- say only what is true
- avoid lying or
deceiving
MAXIM OF QUALITY
221
- make the topic
relevant to the listener
- avoid monopolizing
the discussion
MAXIM OF RELATION
222
- provide the most helpful information
- avoid too much
information
MAXIM OF QUANTITY
223
7 Types of Communicative Strategies
- NOMINATION
- RESTRICTION
- TURN-TAKING
- TOPIC CONTROL
- TOPIC SHIFTING
- REPAIR
- TERMINATION
224
It is the act of suggesting a topic for conversation. Nomination takes place in order to jump start communication.
Topic Nomination
225
Limiting what will be talked about. It delimits the ideas expressed and
determines insignificant messages.
Topic Restriction
226
This refers to the **ability to maintain the focus of the conversation** and regulates the current topic.
The participants control the things they talk about (and do not talk about) based on understood contexts.
Topic Control
227
This is the movement
from one topic to a
related topic. The
participants shift to a
different topic once a
previous conversation has either ended or not.
Topic Shifting
228
This is a correction of an
utterance. Sometimes, people commit mistakes with the things they say or the ideas they express. Thus, a repair of these ideas is necessary.
Repair
229
This is the manner in which people engaged in a conversation and manage their turns to speak. This strategy orchestrates the
participants to speak
alternately in order to avoid misunderstanding.
Turn-taking
230
The conclusion of a
conversation. This part
somehow obliges the
participants to properly terminate an ongoing exchange of communication.
Termination
231
OTHER COMMUNICATION REPAIR STRATEGIES
1.CIRCUMLOCUTION
2.CODE-SWITCHING
3.FOREIGNIZING
4.RESTRUCTURING
5.APPROXIMATION
6.RETRIEVAL
7. MEANING NEGOTIATION
8. STALLING
9. COMPREHENSION CHECKS
10. WORD COINAGE
232
is a theory that appeared within the framework of pragmatic approach in linguistics. According to this theory the interlocutors use strategies to achieve successful communication. These strategies enable to create maximally comfortable environment for communication.
Politeness theory
233
People have a
universal desire to
be treated with
politeness.
POLITENESS THEORY
234
each individual has a
desired self-image; a way
he/she wants to be seen.
FACE
235
POWER
SOCIAL DISTANCE
RANK
“face-threatening act”
236
FIVE POLITENESS STRATEGIES
1. BALD ON-FACE THREATENING ACT
2. OFF-RECORD POLITENESS
3. FTA AVOIDANCE
4. POSITIVE POLITENESS
5. NEGATIVE POLITENESS
237
giving urgent commands in times of trouble, calamities, or emergency situations
BALD ON-FACE THREATENING ACT
238
uses implicatures so the listener can make inferences on the meaning; done to
avoid embarrassing or imposing on someone (irony, metaphor, ambiguous language, ellipsis, understatements)
OFF-RECORD POLITENESS
239
choosing to not say anything at all in order to avoid embarrassing the listener
FTA AVOIDANCE
240
preserving or enhancing the positive face of self image of the listener is a strategy used to preserve or enhance the self-image of both the communicators.
POSITIVE POLITENESS
241
being indirect, avoiding assumptions or impositions
NEGATIVE POLITENESS
