POC

Question 1

Rhetoric

Answer 1

persuasive and convincing communication

Question 2

Inventio

Answer 2

finding the material / • Inventio: contents, substance and argumentation. – reason why you are doing the speech act

Question 3

Dispositio

Answer 3

How you are going to structure and organize your speech act

Question 4

Elocution

Answer 4

the style and language, form of appeal

Question 5

memoria

Answer 5

rehearsing the speech

Question 6

actio

Answer 6

delivering the speech

Question 7

the rhetorical situation

Answer 7

the speaker, the audience, the circumstances, the purpose, the rhetorical problem

Question 8

Rhetorical problem

Answer 8

what motivates the speaker to speak

Question 9

An argument

Answer 9

a claim supported by a proof

Question 10

Linguistic competence:

Answer 10

to understand, explain and use a language correctly.

Question 11

Discourse and text competences:

Answer 11

to understand, explain and use language in a certain context – MAKING A CONVO WORK. Ex when shopping or in class

Question 12

Pragmatic competence:

Answer 12

to understand and use the rules and norms in a given situation. Ex are you talking to a friend or a teacher.

Question 13

Cultural competence:

Answer 13

to understand your counterpart – to show that you have cultural intelligence

Question 14

Strategic competence:

Answer 14

to be able to understand, explain and solve communication problems and reach communicative goals.

Question 15

Auditive elements - The speakers auditory tools

Answer 15

Articulation - Pronounciation

Pace - Not to fast not to slow. Can create climax

Pause - Make sure the audience is following, show that a new point is coming, can create intensity.

Emphasis - Which sylabells to stress.

Volume - Depends on room size and spirit of the conversation

pitch

Question 16

Visual elements

Answer 16

facial expression, gestures and body language, use of audiovisuals

Question 17

• Exigence

Answer 17

an issue or situation that needs to be dealt with or addressed in a speech – reason why

Question 18

• Constraints

Answer 18

the circumstances – physical and psychological opportunities and limitation of the situation

Question 19

face wants

Answer 19

Saving face, its individual self-image.

Positive face:
A person’s positive face is the need to be accepted, even liked, by others
(happy face, wants to be accepted)
(need to be connected)

Negative face:
A person’s negative face is the need to be independent, to have freedom of action and not to be imposed on by others
(go away) (need to be independent)

Question 20

FTA – face threatening acts:

Answer 20

insults and criticism will assault your positive face. Offering help or will assault your negative face. “The assignments you handed in were rubbish”. A threat to somebody’s self-image and self-esteem

Question 21

Face saving act FSA

Answer 21

an act that softens the threat to somebody’s self-esteem and self-image. “I have some suggestions for how you could further improve your assignments”

Question 22

Speech acts:

Answer 22

Central to the understanding of a speaker’s pragmatic competence. Performing actions through speech of conveying communicative intention. Ex apologies, invitations, thanks. Formidle et budskab bedst muligt så din modtager budskab på den bedst mulige made.

” By uttering something we are able to make others act”

Question 23

Off record statements:

Answer 23

No direct receiver. Not necessarily intended to be heard. “Hmmm, I wonder where I put my pen”

Question 24

On record statement

Answer 24

: direct address to receiver. “Give me a pen, Lend me your pen”

Question 25

Double voiced discource

Answer 25

Double orientation in how you communicate – you include your perspective and the perspective of the audience. Ex insects in a glass – using your cultural intelligence.

Question 26

L1

Answer 26

Languages for identification

Question 27

L2

Answer 27

Languages for communication

Question 28

EFL

Answer 28

(English as a Foreign Language) | English as it is taught and learnt in countries where it is a foreign language, with ENL as the learning model

Question 29

EIL

Answer 29

(English as an International Language) | English as it is being used around the world, for international communication

Question 30

ELF

Answer 30

(English as a Lingua Franca) Related to EIL, but with a specific focus on English as a communicative tool, successfully used between non-native speakers and seen as emerging independently from native speaker norms - A language that serves as a basic tool of communication between speakers with different L1. - Basic terminology, lacks complexity

Question 31

ENL

Answer 31

(English as a Native Language) ‘Standard’ English, conforms to native speaker norms, as it is spoken in countries with English as a first or second language

Question 32

The circles by Brian Block and Donna Starks

Answer 32

* Inner: People speaking English within their country * Outer: People speaking English because of colonies * Dual: Netherlands and Germany. Where english serves as a medium of communication * Expanding: China, Russia and Brazil – no colonies, but the nr of english users is increasing * Business English: occur when a Finn is talking to an Italian

Question 33

Cultural intelligence

Answer 33

* CQ drive: increase your motivation for the challenges that can appear when accompany multicultural relationships * CQ knowledge: Grow your understanding about cultures gather creative ideas and learning cultural differences. * CQ strategy: improve your ability to aware of what’s going on in a multicultural situation and learn how to plan accordingly * CQ action: increase your repertoire of behaviors for use in a variety of multicultural social and work settings.

Question 34

pragmatic definition

Answer 34

The study of meaning as communicated by a speaker and interpreted by a listener. What did the sender mean? Why did the sender say it in this way? Shared knowledge of how language is used in real life.

Question 35

pragmatic competence

Answer 35

Basic communicative (in)competence: communicating without grammatical structure Enhanced communicative competence: using language ‘correctly’ according to ‘rules’ thanks to increased grammatical competence Pragmatic competence: using language in a sociocultural appropriate thanks to increased awareness of linguistic structures and social norms

Question 36

Declaration (speech act)

Answer 36

a statement that causes something, changes in the world – something official: “I declare war on Egypt”

Question 37

Representative (speech act)

Answer 37

a statement of what the sender truly believes is a fact, description etc. “I’m sure that the crime rates have been reduced in parts of Copenhagen”

Question 38

Expressive (speech act)

Answer 38

a statement of what the sender feels or what the sender personally thinks is right (personal opinion) Opinionated – “I’m strongly in favor of an independent Scotland”

Question 39

Directive (speech act)

Answer 39

orders, suggestions. A statement that should make receiver do something – “stay clear of the doors”

Question 40

Commissive (speech act)

Answer 40

commits the sender to the truth of what is said – “we promise to listen more to the needs of the unemployed in future”

Question 41

Speech acts and sentence types:

Answer 41

* Declarative sentence: making a statement * Interrogative sentence: used for asking questions – will you braid my hair * Imperative sentence: used for giving orders – braid my hair! * Exclamative sentence: Used for making exclamations. Get out of here!

Question 42

3 elements of argumentation

Answer 42

* Claim – it’s hot outside * Proof (support) – look its hot outside * Warrant – they said it would be hot today

Question 43

Thematic Topoi

Answer 43

Could be economy, environment, health, work, well-being, time By using this topoi you are less likely to approach the case in a one-sided manner

Question 44

Contrasting (Oppositional) Topoi

Answer 44

* The individual vs. society * Change vs. tradition * Quality vs. quantity

Question 45

Corbett & Connors categories:

Answer 45

* Sign (symptom) * Cause * Classification * Generalization * Example * Comparison * Authority * Motivation

Question 46

Hedging vs categorical statements:

Answer 46

Hedging: is likely/may – to cover your ass  Categorical: Will – you are sure

Question 47

Persuasion proofs by Aristotle

Answer 47

* Ethos: Credibility of the speaker. You must appear likeable, worth listening to and an authority on the subject. Personal proofs, legitimate, reward, information, expert, trust authority * Logos: Persuading by the use of reasoning. Logical proofs, case study * Pathos: Emotional proofs, threat/fear, moral appeals

Question 48

how to strengthen your ethos

Answer 48

You can strengthen your ethos by thinking about the content of your speech, the language style, your body language and voice. • Show your competences (phronesis) Direct ethos appeal about your background, let other people preframe you - refer to relevant research, be competent, use good specific examples Body language: Calm, secure • Show who you are (arete) Show the audience that you have good values (same values as the audience). Body language: Open, friendly, authentic • Show your goodwill towards the audience (eunoia) Acknowledge the audience, answer questions, communicate in an equal way, give examples from the everyday life of the audience (their job, kids etc.). Body language: Presence, smiling, listening

Question 49

the 5 stages of persuasion

Answer 49

* Attention: direct relevance for receiver to have impact * Comprehension: delivery must be clear and powerful * Yielding: the receiver must accept the message * Retention: the receiver must be able to remember the message * Action: will the receiver take any action: the acid test of persuasion

Question 50

verbal language

Answer 50

words and phrases

Question 51

paralanguage

Answer 51

lies between verbal and non-verbal communication. Ex. Pitch, pace, pause, volume and sound. “melody” of the spoken word o Nonword noises: ah, uhm, argh o Fillers: you know what I mean, like

Question 52

Non-verbal language / The speaker's visual tools:

Answer 52

posture - bodily readiness gestures - how to use arms and hands facial expression - as natural as possible and good eye contact Stage use - One must have a firm and well-defined base "Take root"

Question 53

phronesis

Answer 53

(competence) appear knowledgeable and insightful to the subject matter

Question 54

Arête

Answer 54

(sympathy) values, appeal to the values of your audience

Question 55

Eunia

Answer 55

(benevolence) the speaker’s attitude to the audience, that the speaker wants the best for the audience

Question 56

Anaphor

Answer 56

Repeat the first parts. | It's a great meal, it's a sunny day, it's a good life

Question 57

Epiphora:

Answer 57

Repetition of the last part

Question 58

Antithesis:

Answer 58

ex: “join us, or leave us”, “are you with us or against us” | simplifies the matter in a useful way

Question 59

The space of speech

Answer 59

- Physical meeting between the speaker and the audience. - Planning for the expected and prepared for the unexpected. - Being present and respond to the actions of the audience

Question 60

What did Walter J. Ong study?

Answer 60

The difference between oral and written cultures. Written culture - Base reasoning on concepts and categories. Understand world via abstract concepts and categories. Oral culture - Base reasoning on people and stories. Understand world via concrete actions and specific situations

Question 61

Topoi of Evidence

Answer 61

We have different types of evidence: 1. Investigations Factual information like calculations, serveys, analysis.. Numbers and figures 2. Experience Own or others 3. General assumption Saying, ideals, standards of a given culture Shows peoples everyday reasoning

Question 62

"The art of making things concrete" | What is then "the abstraction ladder"

Answer 62

At the top of the ladder: Abstract | For every step down the example/topic becomes more concrete

Question 63

Why do we use examples and what kind of examples exist?

Answer 63

- To explain - To shape - To create emphaty (the more specific the easier it is to become emotionally involved) Typer: - Familiar = Recognizable and easy to relate to - That appeal to the senses = Makes the audience "see it", "smell it", "taste it" (add adjectives to achieve this)

Question 64

Ludwig Wittgenstein stated:

Answer 64

Language is a tool box

Question 65

What are personal pronouns

Answer 65

``` I = acting on your own We = Representing a group ``` Personal pronouns show the perception of the relationship

Question 66

What is a three-part phrase?

Answer 66

Separate parts that are bound together rythmically | Broadened focus

Question 67

Types of rhyme

Answer 67

Rhyming words = "Shake and bake" Rhyming alliterations = "right as rain" "forty, fat, finished" Rhymes must be simple and easy to remember

Question 68

David Kolb's learning circle includes:

Answer 68

1. Experience 2. Reflection 3. Conclusion 4. Experementation

Question 69

What does Larry Selinker mean with "interlanguage"

Answer 69

Lingustic system developed by L2 learners, who is not fully proficient yet. Preserve features of L1, and uses them in L2, creating innovations

Question 70

What are the to lingustic concepts made my Juliane House?

Answer 70

Language for communication (ELF) and language for identification

Question 71

LSP

Answer 71

Language for special purposes

Question 72

Stephen Toulmin about argumentation

Answer 72

Argumentation = Claim, support, warrant

Question 73

Trompenaars on Intercultural Oral Communication

Answer 73

Culture is the way in which people solve problems Distinction between people from an individualist-culture or a collectivist-culture

Question 74

Hall on Intercultural Oral Communication

Answer 74

High context and low context cultures Low: Clear and precise messages. People hear put thoughts into words High: Multi-level and implicit messages. Rely on context

Question 75

Hofstede on Intercultural Oral Communication

Answer 75

Power-distance, masculinity/femininity, uncertainty-avoidance, collectivism/individualism, and indulgence/restraint

Question 76

Inglehart on Intercultural Oral Communication

Answer 76

WVS = World Values Survey | Grouping according to countries differences and similarities

Question 77

What is Socio-Cultural Competence ?

Answer 77

Social skills and behaviour within communication with others from other cultures

Question 78

What is Social Competence?

Answer 78

Behavioural skills that make a person acceptable by others Verbal: Small talk Non verbal: Polite behaviour

Question 79

Negative and positive politness:

Answer 79

A positive politeness strategy leads the requester to appeal to a common goal, and even friendship, via expressions Negative politeness strategy – using this strategy also results in forms which contain expressions of apology for the imposition – by fx saying “I’m sorry to bother you” or “I now you’re busy, but..” Negative politeness is typically expressed via questions, even questions that seem to ask for permission to ask a question fx “might I ask..”

Question 80

Batna

Answer 80

best alternative to a negotiated agreement) best course of action if a deal cannot be obtained. Consider weak and strong BATNAs

Question 81

Reservation price

Answer 81

least favourable point at which one will accept a deal

Question 82

Zopa

Answer 82

(zone of possible agreement) The area or range in which a deal that satisfies both parties can take place.