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1st Quarter STEM > Communication: Nature And Misconceptions, Models, Verbal Communication, Nonverbal Communication > Flashcards

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

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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
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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

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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.

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5
Q

Thoughts and ideas, once transferred, may not be reversed.

A

Communication is irreversible

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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

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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

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8
Q

Verbal 35% or NonVerbal? 65%

  • Facial expressions
  • Tone of Voice
  • Movement
  • Appearance
  • Eye Contact
  • Gestures
  • Posture
A

NonVerbal

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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

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10
Q

According to Frank Dance (1967), “Communication is in constant flux and motion.”

A

Communication is a process

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11
Q

The consequences of statements being uttered will leave an impression on the listener.

A

Communication is irreversible

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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

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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

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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.

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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

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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

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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

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18
Q

There are many factors that influence one’s response to a message.

A

No single person or event causes another’s reaction.

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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

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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

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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

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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

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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

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24
Q

Personal character or credibility

A

Ethos

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25
Q

Logical appeal based on reasoning

A

Logos

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26
Q

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).

A

Intercultural Communication

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27
Q

Appeal to emotions of the audience

A

Pathos

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28
Q

It was initially designed a model for telephone or radio communication.

A

Shannon-Weaver Model

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29
Q

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”.

A

Laswells Model

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30
Q

The model portrays the process of communication in which the speaker transmits information to a passive listener.

A

Shannon-Weaver Model

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31
Q

It is comprised of four basic elements: source, message, channel, and receiver-each of which has five components.

A

Shannon-Weaver Model

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32
Q

He added a human dimension by representing the channel as a method of decoding the messages through the five senses.

A

Berlo

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33
Q

It represents the process of communication in its simplest form

A

Berlo’s Model

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34
Q

The acronym SMCR stands for Sender, Message, Channel, and Receiver.

A

Berlo’s Model

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35
Q

The model of communication which describes the different components that form the basic process of communication.

A

Berlo’s Model

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36
Q

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.

A

Interactive Models of Communication

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37
Q

It is a two-way process of communication

A

Interactive Models of Communication

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38
Q

He developed a model in which each of the communicators takes on the roles of encoder, interpreter, and decoder in the communication process.

A

Wilbur Schramm (1955)

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39
Q

Feedback is also a form of communication; the process is illustrated as interactive and cyclical instead of sequential.

A

Wilbur Schramm

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40
Q

He emphasized the importance of people’s field of experience in the interpretation of meaning.

A

Wilbur Schramm

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41
Q

According to him, there must be an overlap in both communicator’s field of experience.

A

Wilbur Schramm

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42
Q

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.

A

Wilbur Schramm

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43
Q

Cultural differences and the lack of shared experiences of often result in misunderstanding.

A

Wilbur Schramm’s Model

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44
Q

He recognizes feedback as part of the communication process.

A

Eugene White’s Model

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45
Q

He focused on the eight stages of oral communication: thinking, symbolizing, expressing, transmitting, receiving, decoding, feedbacking, and monitoring.

A

Eugene White’s Model

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46
Q

This model of communication is considered the most accurate representation of the communication process.

A

Transactional Model of Communication

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47
Q

It illustrates the dynamic and simultaneous nature of communication, showing that both communicators can send and receive information at the same time.

A

Transactional Model of Communication

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48
Q

Her model portrayed communication as a dynamic process which continually changes over time depending on previous interactions.

A

Julia Wood’s Model

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49
Q

How one communicates to his/her parents, teachers, peers is influenced by the history of relationship and past communication.

A

Julia Wood’s Model

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50
Q

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.

A

Julia Wood’s Model

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51
Q

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.

A

Julia Wood’s Model

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52
Q

It is also illustrated through the overlapping of the communicators field of experience, which she pointed out as also changing over time.

A

Julia Wood’s Model

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53
Q

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.

A

Julia Wood’s Model

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54
Q

Raymie E. McKerrow, Bruce E. Gronbeck, Douglas Ehninger, and Alan H. Monroe, designed a communication model to represent public communication

A

Speech Communication Transaction Model

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55
Q

Speech Communication Transaction Model is composed of the following elements:

A

Speaker - Listeners - Feedback - Message - Channel - Situation - Cultural Context

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56
Q

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.

A

Speech Communication Transaction Model

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57
Q

Effective verbal communication must use language that is grammatically correct to avoid confusion. This also requires avoiding the use of abstract words.

A

Clarity

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58
Q

In contrast to writing, oral communication such as friendly conversations requires that language be direct and informal.

A

Directness

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59
Q

Personal pronouns, idiomatic expressions, and repetitions also aid in listening comprehension.

A

Directness

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60
Q

Language use must be appropriate to the audience, the situational context, the purpose of communication, and the personality of the speaker.

A

Appropriateness

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61
Q

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.

A

Appropriateness

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62
Q

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.

A

Appropriateness

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63
Q

Effective language makes use of vivid descriptions and helps your listeners create mental images and picture what you want to express.

A

Vividness

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64
Q

Use figurative language such as imagery to allow your audience to imagine the scene and manage to relate to what you are talking about.

A

Vividness

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65
Q

By doing so, the listeners can actively participate in meaning-making instead of passively relying on the information you present.

A

Vividness

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66
Q

Give the 4 Effective Verbal Communication

A
  • Clarity
  • Directness
  • Appropriateness
  • Vividness
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67
Q

May be unintentional, is more ambiguous, and thus, more likely to cause confusion.

A

NONVERBAL COMMUNICATION

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68
Q

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.

A

EFFECTIVE NONVERBAL COMMUNICATION

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69
Q

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.

A

Kinesics

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70
Q

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.

A

Haptics

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71
Q

influences how people perceive us and vice-versa.

A

Physical appearance

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72
Q

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.

A

Physical appearance

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73
Q

are materials things that we wear or attach to our bodies to express our identities.

A

Artifacts

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74
Q

refers to the use of space or distance.

A

Proxemics

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75
Q

Different cultures dictate what distance is acceptable in terms of distance in conversations and this often reflects the interlocutor’s relationship with each other.

A

Proxemics

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76
Q

uses language as a symbol to represent what we mean

A

Verbal Communication

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77
Q

(a statement have more than one meaning)

A

ambiguous

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78
Q

(terms differ as people assign them)

A

arbitrary

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79
Q

(non-tangible and nonspecific)

A

abstract

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80
Q

LANGUAGE is…

A
  • ambiguous
  • arbitrary
  • abstract
  • rule-governed
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81
Q

sounds

A

Phonological

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82
Q

structure

A

Syntactic

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83
Q

vocabulary meaning

A

Semantic

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84
Q

contextual meaning

A

Pragmatic

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85
Q

expressing ideas by means of symbols
other than words or spoken language

A

Non-Verbal Communication

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86
Q

PRINCIPLES OF NONVERBAL COMMUNICATION

A
  • 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
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87
Q

FUNCTIONS OF NONVERBAL COMMUNICATION:

A
  • ACCENTING
  • CONTRADICTING
  • DECEIVING
  • REGULATING
  • REPEATING
  • SUBSTITUTING
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88
Q

the foundation of the physical message

A

Posture

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89
Q

the mirror of meaning

A

Facial Expressions

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90
Q

refer to the elements of a surrounding or setting.

A

Environmental factors

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91
Q

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.

A

Environmental factors

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92
Q

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.

A

Chronemics

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93
Q

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.

A

Paralanguage

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94
Q

The type of medium used will determine the effectiveness of
the message

A

HAROLD LASSWELL’S MODEL (1948)

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95
Q

is also a nonverbal symbol associated with different meanings including anger, awkwardness, or contentment.

A

Silence

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96
Q

the vocabulary of body language

A

Gestures

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97
Q

reflects how a particular group interprets meaning or makes sense of the world.

A

Culture

98
Q

Communication is something we do with others, not something we do to them.

A

Transactional model of communication

99
Q

the attention monitor

A

Eye Contact

100
Q

Message has
content, structure,
and style

A

CHANNEL

101
Q

TYPES OF NOISE

A
  • EXTERNAL
  • PHYSIOLOGICAL
  • PSYCHOLOGICAL
  • SEMANTIC
102
Q

Knowledge about intercultural communication can help adjust your communication style and language use to ensure understanding when you interact with people from other cultures.

A

Intercultural Communication

103
Q

Give The 9 Categories of Non-Verbal Communication

A
  • Kinesics
  • Chronemics
  • Proxemics
  • Environmental Factors
  • Silence
  • Paralanguage
  • Haptics
  • Artifacts
  • Physical Appearance
104
Q

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

A

PARALANGUAGE

105
Q

changing your voice

A

Voice inflection

106
Q

is a crucial factor that affects the delivery of a
message.

A

Noise

107
Q

Listener’s visual/verbal
response causes speaker
to alter message

A

FEEDBACK

108
Q

It occurs when two people belonging to different cultures communicate.

A

Intercultural Communication

109
Q

is passed on to generations through
communication, and communication is influenced by culture.

A

Culture

110
Q

is the ability to interact with members belonging to another culture.

A

Intercultural communication competence

111
Q

This pertains to how one culture assigns social roles to men and women.

A

Gender identity

112
Q

This involves behaving in a particular manner expected of one’s age.

A

Age identity

113
Q

This is defined by one’s social or economic status which may be inherited or attained.

A

Class identity

114
Q

This influences how one behaves (ethics, morals, standards) and what one believes.

A

Religious identity

115
Q

This refers to one’s national citizenship or legal status in a country or nation.

A

National identity

116
Q

is communication which involves interaction between people whose cultural perceptions and symbols are distinct enough to alter the communication event.

A

Intercultural communication

117
Q

society-assigned
norms, behaviors,
and roles

A

Gender Identity

118
Q

a particular manner expected of one’s age; may also be presented
in terms of appearance, clothing, language, and activities.

A

Age Identity

119
Q

People with different backgrounds differ in lifestyles. Social class
affects the way people interact.

A

Social Class Identity

120
Q

Some people may feel uncomfortable communicating to people with different beliefs.

A

Religious Identity

121
Q

Give the 6 Intercultural Communication

A
  • Intercultural Communication
  • Gender Identity
  • Age Identity
  • Class Identity
  • Religious Identity
  • National Identity
122
Q

4 Barriers to Intercultural Communication

A
  • Ethnocentrism
  • Stereo-typing
  • Prejudice
  • Discrimination
123
Q

This is a positive or negative feeling towards individuals belonging to a particular race, social class, or sexual identity among others.

A

Prejudice

124
Q

you prefer your own
culture over other’s culture

A

Positive Level

125
Q

the belief that one’s
culture is superior than others

A

Negative level

126
Q

imposing your cultural beliefs on other people

A

Extremely negative level

127
Q

This refers to negative behaviors that are re caused by prejudice or stereotyping. Some examples include verbal insult, avoidance, physical violence, and genocide.

A

Discrimination

128
Q

This refers to the belief that one’s own culture is better than others.

A

Ethnocentrism

129
Q

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.

A

Prejudice

130
Q

All beggars are lazy; Boys should not play with dolls; All Muslims are terrorists.

A

Negative Stereotypes

131
Q

All asians are intelligent; All teachers are patient; All mothers are caring.

A

Positive Stereotypes

132
Q

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.

A

Stereotyping

133
Q

Ethnocentric attitude is illustrated when people evaluate others based on their own cultural beliefs and practices.

A

Ethnocentrism

134
Q

-may be interpersonal or collective
-may include verbal insult, avoidance, physical violence, and genocide

A

Discrimination

135
Q

Trustworthiness, respect, and honor among others

A

Character

136
Q

Components IN Intercultural Communication Competence

A
  • Character
  • Motivation
  • Communication Skills
  • Sensitivity
  • Cultural Knowledge
137
Q

Desire to communicate and understand culture of others

A

Motivation

138
Q

Openness to other cultures, demonstrating empathy, and adapting to certain situations

A

Sensitivity

139
Q

Awareness and understanding of another culture’s rules, traditions, and behavior

A

Cultural Knowledge

140
Q

Ability to listen, observe, and comprehend nonverbal and verbal
symbols used in communication by people of different cultures

A

Communication Skills

141
Q

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.

A

COMMUNICATIVE COMPETENCE

142
Q

aspect of our competence that enables us to convey and interpret messages and
negotiate meaning interpersonally within specific contexts

A

Communicative competence

143
Q

Production and comprehension of
sentences that follow the rules of grammar

A

Linguistic
competence

144
Q

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).

A

Grammatical competence

145
Q

how words and sentences are formed

A

morphology and syntax

146
Q

THECATISONTHEMAT
PLEASEGIVEMEAPENANDPAPER
ITISALMOSTLATEFORTHEFIRSTCLASS
PLEASEDONTSITONTHEFURNITURESONDISPLAY

A

MORPHOLOGY

147
Q

are letters which we add to the beginning of a word to make a new word with a different meaning

A

Prefixes

148
Q

a word or word element (in other words, a morpheme) from which other words grow, usually through the addition of prefixes and suffixes.

A

Roots

149
Q

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.

A

Suffixes

150
Q

HOW SENTENCES ARE FORMED

A

SYNTAX

151
Q

a unique type of word that combines two or more other words in a shortened form, usually with an apostrophe.

A

WORD CONTRACTIONS

152
Q

An expression, word or phrase that has a figurative meaning conventionally understood by native speakers.

A

Idiomatic Expressions

153
Q

mastering the linguistic code of a language

A

Grammatical Competence

154
Q

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.

A

Sociolinguistic competence

155
Q

refers to a learner’s ability to use language
to communicate successfully.

A

Communicative
Competence

156
Q

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.

A

Discourse Competence

157
Q
  • transition markers (however, similarly, lastly, etc.)
  • enables the combination of sentences for ease of
    understanding
A

Cohesion devices

158
Q

relevance, repetition, and consistency

A

Coherence devices

159
Q

DELIVERY SHIFTS

A

impromptu
extemporaneous
manuscript
memorized

160
Q

to use verbal and non-
verbal communicative strategies in filling in language gaps (communication breakdowns).

A

Strategic Competence Ability

161
Q

simplifying what is said

A

Paraphrasing

162
Q

making guesses

A

Predicting

163
Q

for emphasis

A

Repeating

164
Q

FAMILIARITY WITH GENRES

A

DISCOURSE COMPETENCE

165
Q

FOUR ASPECTS OF
COMMUNICATIVE
COMPETENCE

A
  • Grammatical
  • SocioLinguistic
  • Discourse
  • Strategic
166
Q

Grammatical Competence include…

A
  • MORPHOLOGY
  • ROOTS, PREFIXES,AND SUFFIXES
  • SUBJECT-VERB AGREEMENT
  • WORD CONTRACTIONS
  • PUNCTUATIONS (in writing)
  • PRONUNCIATION
  • SEMANTICS
  • IDIOMATIC EXPRESSIONS
  • CONNOTATIONS
167
Q

Discourse Competence include…

A
  • ORGANIZATION OF WORDS AND PHRASES
  • speech, interview, conversation, sales talk, email, articles,
    report…
  • DELIVERY SHIFTS
168
Q

SOCIOLINGUISTIC COMPETENCE include..

A
  • LANGUAGE APPROPRIATE TO SETTING, TOPIC,
    RELATIONSHIP
  • KNOWS CULTURAL TABOOS
  • POLITICALLY CORRECT TERMS
  • Specific attitudes such as authority,
    friendliness, courtesy, humor, irony etc.
169
Q

STRATEGIC COMPETENCE include..

A
  • Paraphrasing/ Restructuring
    for understanding
  • code-switching
  • comprehension
    check
  • using gestures to enhance meaning
  • speaking slowly
  • adjusting the volume of voice
  • predicting and repeating
170
Q

Martin Joos (1962) identified five communicative styles of speech that he called “clocks,” namely frozen, formal, consultative, casual, and intimate.

A

Speech styles

171
Q

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.

A

Speech styles

172
Q

Also known as fixed speech, the frozen style of speech is generally used in print media, rules, or declamation.

A

Frozen style

173
Q

It is most the most formal communicative style that is often used in respectful situation or formal ceremony

A

Frozen style

174
Q

This style discourages feedback or questions from the listeners, which is why it is important that words are precise and carefully chosen.

A

Frozen style

175
Q

Examples of Frozen include..
- Pledge of Alliance
- Shakespear’s Plays
- Weddings
- Introduction of each other between acquaintance

A
176
Q

– 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

A

FORMAL STYLE

177
Q

– 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 )

A

FORMAL STYLE

178
Q

Examples of Formal..
- Job interview
- Business Trip
- Dinner Party
- Prestigious Ceremony
- Meeting
- Academic Papers

A
179
Q

is mainly used in public speaking and in situations where there is uncertainty in terms of receiving a favorable response.

A

Formal

180
Q

This level of communication makes use of cooperation but does not necessarily require involvement.

A

Consultative style

181
Q

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.

A

Consultative style

182
Q
  • Known as the Third Level of language
    – It is unplanned speech
    – This speech style uses listener participation and feedback
A

Consultative style

183
Q

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

A
184
Q

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.

A

Casual Style

185
Q

There is free and easy participation of both
speaker and listener

A

Casual Style

186
Q

allows the use of slang, profanity, and unconventional English words

A

Ellipsis

187
Q

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”.

A

Intimate Style

188
Q

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

A
189
Q

Give the Five Speech Acts

A
  • Frozen
  • Formal
  • Consultative
  • Casual
  • Intimate
190
Q

Refers to the environment in which communication occurs.

A

SPEECH CONTEXTS

191
Q

Communication
within the self.

A

INTRAPERSONAL

192
Q

labels about an individual’s personality or behavior

A

Direct Definition

193
Q

also called identity scripts, are life rules assigned to us by significant others (i.e., adult family members)

A

Life Scripts

194
Q

the kind of relationship
we have with our
parents and caregivers

A

Attachments

195
Q

defining oneself by recognizing similarities and differences with other people in terms of age, nationality, social status, abilities, interests, and so on.

A

Social Comparisons

196
Q

Communication between
two people (dyad) or
among a small group.

A

INTERPERSONAL

197
Q

two people are involved in this communication.

A

Dyad communication

198
Q

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.

A

Small group

199
Q

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).

A
200
Q

This refers to a
communication
which makes use of
broadcast or print
media such as the
television, radio,
newspapers, books
and the internet.

A

MASS

201
Q

This occurs in interactions
among people of different cultures.

A

INTERCULTURAL

202
Q

Refers to communication within organization; governed by rules, policies, & procedures

A

Organizational

203
Q

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.

A

PUBLIC

204
Q

(actual statement)

A

LOCUTIONARY

205
Q

(social function)

A

ILLOCUTIONARY

206
Q

(effect)

A

PERLOCUTIONARY

207
Q

merely an answer to a question, to inform the other person in the conversation.

A

Illocutionary acts

208
Q

on the other hand, bring about a consequence for the audience.

A

Perlocutionary acts

209
Q

Three Speech Acts:

A
  • Locutionary
  • Illocutionary
  • Prelocutionary
210
Q

Five Speech Styles of Martin Joos:

A

1) Frozen style
2) Formal style
3) Consultative style
4) Casual style
5) Intimate style

211
Q

Six Speech Contexts:

A

1.) Intrapersonal
2.) Interpersonal
3.) Mass
4.) Intercultural
5.) Organizational
6.) Public

212
Q

Five Speech Acts of JOHN SEARLE, 1976

A

1.) ASSERTIVES
2.) DIRECTIVES
3.) COMMISSIVES
4.) DECLARATIONS
5.) EXPRESSIVES

213
Q

acts that perform an action; changes the state or situation of people

A

DECLARATIONS

214
Q

commands or requests

A

DIRECTIVES

215
Q

Statement of belief

A

ASSERTIVES

216
Q

a promise to do something

A

COMMISSIVES

217
Q

Expresses how the speaker feel about the situation.

A

EXPRESSIVES

218
Q

states the necessity of communicators to be conversationally cooperative to achieve the function of communication.

A

“COOPERATIVE PRINCIPLE”

219
Q
  • Say something
    clearly and orderly
  • avoid ambiguous or
    confusing language
A

MAXIM OF MANNER

220
Q
  • say only what is true
  • avoid lying or
    deceiving
A

MAXIM OF QUALITY

221
Q
  • make the topic
    relevant to the listener
  • avoid monopolizing
    the discussion
A

MAXIM OF RELATION

222
Q
  • provide the most helpful information
  • avoid too much
    information
A

MAXIM OF QUANTITY

223
Q

7 Types of Communicative Strategies

A
  • NOMINATION
  • RESTRICTION
  • TURN-TAKING
  • TOPIC CONTROL
  • TOPIC SHIFTING
  • REPAIR
  • TERMINATION
224
Q

It is the act of suggesting a topic for conversation. Nomination takes place in order to jump start communication.

A

Topic Nomination

225
Q

Limiting what will be talked about. It delimits the ideas expressed and
determines insignificant messages.

A

Topic Restriction

226
Q

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.

A

Topic Control

227
Q

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.

A

Topic Shifting

228
Q

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.

A

Repair

229
Q

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.

A

Turn-taking

230
Q

The conclusion of a
conversation. This part
somehow obliges the
participants to properly terminate an ongoing exchange of communication.

A

Termination

231
Q

OTHER COMMUNICATION REPAIR STRATEGIES

A

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
Q

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.

A

Politeness theory

233
Q

People have a
universal desire to
be treated with
politeness.

A

POLITENESS THEORY

234
Q

each individual has a
desired self-image; a way
he/she wants to be seen.

A

FACE

235
Q

POWER

SOCIAL DISTANCE

RANK

A

“face-threatening act”

236
Q

FIVE POLITENESS STRATEGIES

A
  1. BALD ON-FACE THREATENING ACT
  2. OFF-RECORD POLITENESS
  3. FTA AVOIDANCE
  4. POSITIVE POLITENESS
  5. NEGATIVE POLITENESS
237
Q

giving urgent commands in times of trouble, calamities, or emergency situations

A

BALD ON-FACE THREATENING ACT

238
Q

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)

A

OFF-RECORD POLITENESS

239
Q

choosing to not say anything at all in order to avoid embarrassing the listener

A

FTA AVOIDANCE

240
Q

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.

A

POSITIVE POLITENESS

241
Q

being indirect, avoiding assumptions or impositions

A

NEGATIVE POLITENESS

1st Quarter STEM (5 decks)

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