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Oral Communication in Context > OCC - 2nd Semester: 1st Grading Assessment > Flashcards

OCC - 2nd Semester: 1st Grading Assessment Flashcards

1
Q

The simple sending and receiving of messages

A

Communication

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2
Q

Ways in which communication can be done

A

Verbally, non-verbally, visually

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2
Q

Aim of communication

A

shared understanding

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2
Q

Any process in which people generate shared meanings using symbols

A

Communication

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2
Q

Elements of communication

A

Sender
Receiver
Channel
Message
Feedback
Noise
Setting

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2
Q

The people involved in the communication process

A

Sender-receivers

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2
Q

they have information they want to share

A

sender-receivers

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2
Q

the ideas or information that the sender-receivers want to share

A

messages

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3
Q

the route travelled by a message or the means a message uses to reach the sender-receiver

A

channel

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3
Q

the response of the sender-receivers to each other

A

feedback

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3
Q

types of feedback that you may receive

A

positive, negative, constructive, nonverbal, verbal

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3
Q

interference that keeps a message from being clearly understood or interpreted

A

noise

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4
Q

types of noise

A

external
internal
semantic

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5
Q

physical or environmental noise

A

external noise

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5
Q

the communication models

A

Aristotles (5 BC) model
Shannon-Weaver Model (1948)
Schramm’s Model (1955)

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5
Q

from the mind; thoughts or feelings are focused on something other than the conversation at hand

A

internal noise

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6
Q

people’s emotional reactions to words

A

semantic nosie

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6
Q

the context or environment in which the communication occurs

A

setting

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7
Q

First and earliest model consisting of 3 elements

A

Aristotle’s model

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7
Q

3 elements of Aristotle’s model

A

Sender (speaker)
Message (speech)
Receiver (listener)

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8
Q

3 settings of Aristotle’s model

A

Legal
Deliberative
Ceremonial

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9
Q

Occurs in courts where ordinary people defended themselves

A

Legal setting

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9
Q

Occurs in political assemblies

A

Deliberative

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10
Q

Occurs in celebrations held

A

Ceremonial

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11
Q

Gave the concept of noise; also called the telephone model

A

Shannon-Weaver Model (1948)

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12
Q

Elements of the Shannon-Weaver Model

A

Sender (Source)
Transmitter / Encoder
Channel + Noise
Reception / Decoder
Receiver
Feedback

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13
Q

Father of Mass Communication

A

Wilbur Schramm

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14
Q

Concerned with the concept that explains why communication breakdown occurs

A

Schramm Model (1955)

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15
Q

Asserts that communication can take place only if there is an overlap between the sender and receiver’s Field of Experience

A

Schramm’s Model (1955)

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16
Q

Everything that makes a person unique

A

Field of Experience

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17
Q

Modern models of communication

A

Linear
Interactive
Transactional

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17
Q

Proposed the modern models of communication

A

Adler and Rodman (2011)

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18
Q

One-way communication

A

Linear model

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19
Q

Absence of feedback - receiver is not able to immediately respond or it does not require feedback

A

Linear model

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19
Q

Also called the convergence model

A

Interactive model

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20
Q

The exchange of ideas take place from sender to receiver and vice-versa (alternate roles)

A

Interactive model

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21
Q

It is clear who the sender and receiver is in this model

A

Interactive model

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22
Q

More systematic model = lesser room for noise (can be rectified) and is more formal

A

Interactive model

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23
Q

Model that crates relationships and communities

A

Transactional Model

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24
Q

The roles reverse each time and the sender-receivers are called communicators

More dynamic and is the most general model of communication

  • there can be 2 or more communicators involved
A

Transactional model

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25
Q

The only way noise can be determined

A

There is feedback

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26
Q

Types of non-verbal communication

A

Paralanguage
Colors
Symbols
Chronemics
Proxemics
Gestures
Oculesics
Posture and appearance
Facial expressions
Haptics

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27
Q

“HOW” something is said
- speechlessness
- tone
- filler words
- saying “I love you” in an angry tone

A

Paralanguage

28
Q

The use of things to convey a message or feeling
- flowers = admiration
- medals = recognition

A

Symbols

29
Q

The use of colors based on the meanings ascribed the the color

Signify concepts
- red = love, passion, danger

A

Colors

30
Q

Chronemics

A

Language of time

31
Q

Language of touch

A

Haptics

32
Q

Proxemics

A

Language of space

33
Q

Movement or position of the hands, arms, etc.

A

Gestures

34
Q

one or more motions or positions of the muscles beneath the skin of the face

A

Facial expressions

35
Q

How one presents or carries oneself

A

posture and appearance

36
Q

language and movement of the eyes

A

oculesics

37
Q

Form of communication that aims to share info across different cultures and social groups

A

Intercultural communication

38
Q

This describes the range of communication processes and problems that naturally occur within social contexts made up of individuals from different background

A

intercultural communication

39
Q

Seeks to understand how people from and with different backgrounds interact, communicate, and perceive the world

A

Intercultural communation

40
Q

_ determines how individuals encode message, choice of medium, and way messages are interpreted

A

Culture

41
Q

Happens when individuals interpret/negotiate/create meanings while bringing in their cultural backgrounds

A

Intercultural communication

42
Q

Focuses on social attributes, thought patterns, and cultures of differnet groups of people

A

Intercultural communication

42
Q

Ability of a communicator to understand and interact with other cultures by applying attitudes and values and understanding interaction skills

A

Intercultural competence

43
Q

Entails the acceptance and respect for one’s cultural identity and open-mindedness, as well as sensitivity to others

A

Intercultural Competence

43
Q

The 5 Intercultural Competence

A

Empathy
Orientation of Knowledge
Display of Respect
Interaction Management
Tolerance of Ambiguity

44
Q

Seeing the value of other cultures, regardless of their difference from your own

A

Display of respect

45
Q

Showing regard for people who are different than you
- being mindful, polite, and patient

A

Display of respect

46
Q

Awareness of different cultural rules and knowlede of acceptable norms/standards of behavior
- responding without judgement
- avoiding actions that may be negatively interpreted

A

Display of respect

47
Q

focuses on “Knowing”
- researching, the do’s and don’ts, etc.

A

Orientation of knowledge

48
Q

Considering the context behind someone’s message
- how someone was raised

A

Orientation of knowledge

49
Q

Placing yourself in another person’s shoes
- seeing from their perspective
- leads to trust and connections
- being open-minded

A

Empathy

49
Q

Openness to confusion/confusing situations

A

Tolerance of ambiguity

50
Q

When you may not see the value of something but tolerate it anyway

A

Tolerance of ambiguity

51
Q

Avoiding anger and hostility

Showing acceptance, respect, and appreciation for diversity and differences of others culture and your own

A

Tolerance of ambiguity

52
Q

focuses on behavior
- knowing when and how to talk appropriately
- how you act

A

Interaction management

53
Q

Characteristics of culture

A

Individualistic vs Collectivist

Monochronic vs Polychronic

Uncertainty Accepting vs Rejecting

54
Q

“I” before “We”
- individual actions and beliefs should be independent of collective thought and action
- promotes independence, self-sufficiency

A

Individualistic

55
Q

Belief that people should integrate their thoughts and actions with those of a group

A

Collectivist

56
Q

A society feels threatened by ambiguous (confusing) situations and tries to avoid them by formulating rules and refusing to tolerate deviance

A

Uncertainty Avoidance

57
Q

Allow for the coexistence of varied beliefs
- fewer rules, more adaptive
- “bahala na” culture
- tendency to forget your own culture because it is very open

A

Uncertainty accepting

58
Q

Highly structured working environments

A

Uncertainty Rejecting

59
Q

Resistant to change and reluctant of risks

A

Uncertainty Rejecting

60
Q

On-time culture

A

Monochronic

61
Q

Time concepts for differentiating among cultures

A

Monochronic
Polychronic

62
Q

Value schedules - compartmentalizes time to meet personal needs, separates tasks, and social dimensions

  • one thing at a time
A

Monochronic

63
Q

Value interpersonal relationships
- multitasking
- blends personal and work time
- flexible
- contextually and relationally oriented

A

Polychronic (sometimes)

64
Q

Barriers to intercultural communication

A

Bias
Prejudice
Ethnocentrism

65
Q

The belief that your culture is superior to others
- using your culture as a measure that other cultures must attain

A

Ethnocentrism

66
Q

How we can combat ethnocentrism

A

Cultural relativism

67
Q

Another culture should be judged by its own context rather than measured against another culture

A

Cultural relativism

68
Q

Expectations or generalizations that oversimplify a culture

A

Stereotyping

69
Q

Negative attitude, discrimination, or pre-conceived notions about a culture

A

Prejudice

70
Q

Stereotyping + negative attitude

A

Prejudice

71
Q

Focus on the purpose and adjust accordingly

A

Functions of communication

72
Q

Using language/gestures/emotions to MANAGE individuals

A

regulation and control

73
Q

words are usually directive, orders, or request

A

regulation and control

74
Q

The 5 Functions of Communication

A

Regulation and Control
Motivation
Social Interaction
Emotional Expression
Information

75
Q

authorative and firm tone/bodily action with direct eye contact

A

regulation and control

76
Q

more casual and informal in terms of delivery

A

social interaction

77
Q

friendly tone, teasing, relaxed bodily action

A

social interaction

78
Q

clarifies what is to be done, how well they are doing, and what can be done to improve the performance

A

motivation

79
Q

fosters encouragement and willingness

creates an environment of unity and teamwork

A

motivation

80
Q

more formal - request = fosters initiative
*there is a choice to do or not to do

A

motivation

81
Q

there is a healthy and balanced boundary between sender-receiver and respect is given and earned

  • professional tone and body language
A

motivation

82
Q

shows frustrations or satisfactions = fulfillment of personal and social needs

A

emotional expression

83
Q

sense of openness and ease
- fosters friendship and confidence
- whatever facial exp/paralanguage is applied and accepted

A

emotional expression

84
Q

the goal is to inform and be informed

A

information function

85
Q

facilitates understanding and decision-making
- provides facts and data

A

information

86
Q
  • formal
  • attention and sincerity
  • uses necessary body language and hand signals
A

information

87
Q

helps identify and evaluate alternative choices

A

Information

Oral Communication in Context (3 decks)

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