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GRADE 11 > ORAL COM Q1 > Flashcards

ORAL COM Q1 Flashcards

1
Q

a one-way communication which only focuses on the transmission of a message to a receiver who never responds or has no way of responding to the information conveyed

A

Linear Communication

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2
Q

Shannon-Weaver Model of Communication is what type of communication model

A

Linear

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3
Q

Shannon-Weaver Model of Communication Process

A
  1. Information Source
  2. Transmitter
  3. Channel
  4. Receiver
  5. Destination
  6. Noise Source
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4
Q

a two-way communication process where a response is given after a message is sent

A

Interactive

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5
Q

the recipient of the action intentionally or unintentionally gives feedback associated with the information received.

A

Interactive

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6
Q

Schramm Model of Communication is an example of ________ type of communication

A

Interactive

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7
Q

is when an idea or information is translated into words and expressed to others

A

Encoding

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8
Q

is when this idea or information is understood and interpreted by the receiver.

A

Decoding

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9
Q

The receiver must be able to send feedback to the sender in order to complete the process. Otherwise, the communication transaction fails. __________which is a two-way communication model revolves around these principles.

A

Schramm’s model

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10
Q

Communication is dynamic. It takes place among individuals at any given time with any given subject. However, there are tendencies that barriers would interfere which may create a sudden impact and change in the processing of information.

A

Transactional Model

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11
Q

The communicator (sender) encodes the message and transmits it through a channel. The message transmitted may be affected by the noise(barrier). The receiver (recipient of the message) decodes, processes, and filters the message for understanding and is now ready to give his own feedback to the sender.

A

Transactional Model

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12
Q

The ________________ shows a circular process of interaction between the persons involved in the communication, with each one actively participating and sharing ideas with one another. They are the communicators actively exchanging information and reaction.

A

transactional model

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13
Q

The elements involved in communication are important in the success or failure of this process. These very same elements can pose a threat to the ________________________ of the process.

A

efficiency or effectiveness

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14
Q

Recognizing the_____________ to effective communication is important in order to avoid communication breakdown.

A

barriers or obstacles

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15
Q

_____________presented key communication barriers that cause communication breakdowns

A

Rodgers (2017)

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16
Q

occurs across emails when the receiver perceives the message differently because of lack of tone

A

Lost of translation

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17
Q

refers to human attention span which accordingly, can only listen for 8 seconds

A

The attention span of an individual

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18
Q

if there is no efficient communication flow plus the problem of sharing information to wrong people, overload of information can result to chaos

A

Too much information

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19
Q

high-stress jobs or tasks mean there’s often no time to communicate properly

A

Under pressure

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20
Q

are the natural or environmental condition that act as a barrier in communication in sending the message from sender to receiver.

A

Physical Barriers

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21
Q

People talking too loud.
Noise from a construction site.
Loud sound of a karaoke. What Barrier?

A

Physical Barriers

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22
Q

are called as mental barriers
these refer to social and personal issues of a speaker towards communicating with others

Trauma
Shyness, lack of confidence
Depression

A

Psychological Barriers

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23
Q

pertain to communication problems encountered by people regarding their intrinsic values, beliefs, and traditions in conflict with others
people’s ______ affect the way they communicate and relate to others

A

Cultural Barriers; Culture

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24
Q

pertain to conflicts about language and word meanings
meaning of words and symbols also vary depending on culture

A

Linguistic Barriers

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25
Q

__________ gives a similar idea of barrier when he classifies noise into three kinds: External, Internal and Semantic noise.

A

Verderber (1991)

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26
Q

are the “sight, sound and other stimuli that draw people’s attention away from intended meaning

A

External Noises

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27
Q

Noise from vehicles
Dog barking
Singing at the neighborhood

A

External Noises

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28
Q

are the “thoughts and feelings that interfere with meaning.”

A

Internal noise

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29
Q

Confrontation with a friend
Fear of speaking in front of the class
Racial prejudice

A

Internal noise

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30
Q

are the “alternate meanings aroused by a speaker’s symbols. This idea means that a word may have another meaning in the minds of the students

A

Semantic noises

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31
Q

Incorrect grammar
Using excessive technical jargon
Using idiomatic expressions

A

Semantic noises

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32
Q

7Cs of Effective Communication

A

Completeness
Conciseness
Consideration
Concreteness
Courtesy
Clearness
Correctness

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33
Q

the receiver gets to hear everything

A

Completeness

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34
Q

getting straight to the point

A

Conciseness

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35
Q

a need for the speaker to consider the receiver’s mood, status

A

Consideration

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36
Q

supported by facts, figures, or real-life examples

A

Concreteness

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37
Q

respecting the culture and beliefs of the receiver

A

Courtesy

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38
Q

use of simple, specific word in expressing ideas

A

Clearness

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39
Q

implies the correctness of grammar

A

Correctness

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40
Q

This can range from moments punctuating a lecture, where students are asked to discuss or explain some question or problem with the person next to them, to formal student conferences with their instructor.

A

One-on-One Speaking (Student-Student or Student-Teacher)

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41
Q

Examples: Interviews, Confession, Telephone calls

A

One-on-One Speaking (Student-Student or Student-Teacher)

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42
Q

Smaller-scale settings for discussion, deliberation, and problem-solving.

A

Small-Group or Team-Based Oral Work

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43
Q

Appropriate for smaller classes and allows levels of participation.

A

Small-Group or Team-Based Oral Work

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44
Q

Small group or team based oral work encourages collaboration and participation among individuals within the group.

A

Small-Group or Team-Based Oral Work

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45
Q

Examples: Group reporting, Group activities, Role-playing in smaller groups

A

Small-Group or Team-Based Oral Work

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46
Q

Typically, less agonistic, argument-based, and competitive than debate and deliberation but still dialogic in character.

A

Full-Class Discussions (Teacher or Student-Led)

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47
Q

Often times has the quality of creating an atmosphere of collective, out-loud thinking about some question, idea, problem, text, event, or artifact.
A good way to encourage active learning.

A

Full-Class Discussions (Teacher or Student-Led)

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48
Q

Examples: Classroom setting either student led or teacher led and Meetings

A

Full-Class Discussions (Teacher or Student-Led)

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49
Q

A structured consideration of some issue from two or more points of view.

A

In-Class Debate and Deliberation

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50
Q

typically involve participants who argue one side throughout, while deliberation allows movement by individuals within the process.

A

Debates

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51
Q

Both feature reason-giving argument. Can be applied to issues of many kinds, from disputed scientific facts to theories, policy questions, the meaning of a text, or the quality of an artistic production.

A

In-Class Debate and Deliberation

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52
Q

Can range from two participants to a lecture hall.

A

In-Class Debate and Deliberation

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53
Q

Classically, the stand-up, podium speech delivered by an individual from an outline or script.

A

Speeches and Presentation

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54
Q

A strong element of monologue, not a dialogue can be built in with questions and answer or discussion with the audience afterward.
Examples: Impromptu speaking, Oration, etc

A

Speeches and Presentation

55
Q

Can take place in the instructor’s office, in small groups, or before a whole class.

A

Oral Examination

56
Q

Ranges from one oral question on an otherwise written exam to an oral defense of a written answer or paper to an entirely oral quiz or examination.

A

Oral Examination

57
Q

Difficult with very large groups, but an excellent way to determine the depth and range of student knowledge and to stimulate high levels of preparation.

A

Oral Examination

57
Q

Difficult with very large groups, but an excellent way to determine the depth and range of student knowledge and to stimulate high levels of preparation.

A

Oral Examination

58
Q

Context when referring to communication is the

A

Surroundings
Circumstances
Environment
Background or setting
that determine, specify, or clarify the meaning of an event

59
Q

It is important because it helps you communicate appropriately, understand the meaning of any message conveyed, and respond accordingly.

A

Speech Context

60
Q

refers to a type of communication that is focused on one person, where the speaker acts both as the sender and as the receiver of the message.

A

Intrapersonal

61
Q

The message is made up of thoughts and feelings while the medium is the brain that processes what you think and feel.

A

Intrapersonal

62
Q

refers to the type of communication that takes place between and among people and creates a personal relationship between and among them

A

Interpersonal

63
Q

communication that happens between two people

A

Dyad Communication

64
Q

interaction involving at least three but not more than twelve people engaged in face-to-face interactions to achieve the desired goal.

A

Small Group

65
Q

refers to communication that enables you to send or deliver a message before a crowd. The message can be transmitted for informative and persuasive purposes.

A

Public

66
Q

refers to communication through television, radio, newspapers, magazines, books, billboards, the internet, and other types of media

A

Mass Communication

67
Q

By performing this, it makes you think and reflect on the things you have done or are planning to do

A

When talking to yourself

68
Q

Some important reminders that you need to keep in mind when talking to yourself:

A

Use self-talk to your advantage
Don’t overdo it.

69
Q

This kind of communication implies that the conversation is being shared and there is exchange of ideas.

A

When talking to one person or a small group of people

70
Q

Small group involves different skills because unlike dyad, it consists of more than two people. In both cases, you can be as natural as yourself, however, unlike a running conversation in your head, you have to consider that there are others who are equally important in the conversation.

A

When talking to one person or a small group of people

71
Q

When talking to one person or a small group of people

A
  1. Listen Carefully
    - very basic foundation of effective communication
  2. Check your tone and body language
    - the vocabulary of the body is more revealing than the actual words you speak
    - your body language tells more about your emotions and thoughts than your actual words
  3. When talking to the public
    - speaking in front of the crowd requires many preparations; from planning and drafting your speech up to the rehearsing part
72
Q

Mainly performed for the purpose of educating the audience on new or relevant piece of information on a particular topic.

A

Informative or expository speech

73
Q

Is given solely for the purpose of convincing the audience to agree with the speaker’s opinion on a particular topic.

A

Persuasive speech

74
Q

Aims to share laughter and enjoyment to the audience through witty and humorous lines

A

Entertainment speech

75
Q

Example: lecture of a teacher

A

Informative or expository speech

76
Q

Example: speech of a lawyer

A

Persuasive speech

77
Q

Example: speech of a comedian

A

Entertainment speech

78
Q

Types of Speech Act According to Purpose

A
  1. Informative
  2. Persuasive
  3. Entertainment
79
Q

Types of Speech According to Delivery

A
  1. Manuscript
  2. Memorized
  3. Impromptu
  4. Extermporaneous
80
Q

Is the word-for-word iteration of a written message using visual aids

A

Manuscript speech

81
Q

Is the rote recitation of written message that the speaker has committed to memory.

A

Memorized speech

82
Q

Example: news anchor with a teleprompter

A

Manuscript speech

83
Q

Example: a doctor’s response to the question of a patient

A

Impromptu speech

83
Q

Example: a doctor’s response to the question of a patient

A

Impromptu speech

84
Q

Example: actor’s dialogue

A

Memorized speech

85
Q

Is the presentation of a carefully planned and rehearsed speech, spoken in a conversational manner using brief notes

A

Extemporaneous Speech

86
Q

Example: a campaign speech before a voting public

A

Extemporaneous Speech

87
Q

Is the presentation of a short message without advance preparation and is for people knowledgeable about the subject.

A

Impromptu speech

88
Q

Types of Speech Style

A
  1. Intimate
  2. Casual
  3. Consultative
  4. Formal
  5. Frozen
89
Q

Is used for very close relationships

A

Intimate

90
Q

Language used in this style may not be shared in public

A

Intimate

91
Q

Is an informal communication between groups and peers who have something to share and have shared background information but do not have close relations

A

Casual

92
Q

Jargon, slang, and vernacular language are used

A

Casual

93
Q

Is used in semi-formal and standard communication.

A

Consultative

94
Q

Professional or mutually acceptable language is a must in this style

A

Consultative

95
Q

Example: teacher and student

A

Consultative

96
Q

Is a one-way straightforward speech.

A

Formal

97
Q

Example: State of Nation Address

A

Formal

98
Q

What the speaker says is something that has been prepared beforehand.

A

Formal

99
Q

Is the most formal communication style that is usually used during solemn ceremonies and events.

A

Frozen

100
Q

It does not require any feedback from the audience

A

Frozen

101
Q

Communication happens effectively when the message is passed _______; it become_____________when both the sender and the receiver understand the idea being put across.

A

clearly; it become useful and meaningful

102
Q

An utterance that a speaker makes to achieve an intended effect

A

Speech Act

103
Q

Speech acts are performed when a person offers an \

A

apology, greeting, request, complaint, invitation, compliment, or refusal

104
Q

Is an act of communication.

A

Speech act

105
Q

As we communicate with others, we use language without minding whether to use complete sentence or not. The number of words in a single utterance does not matter so long as we can ________

A

get our message across.

106
Q

a philosopher of language and the developer of the Speech Act Theory

A

J. L. Austin (1962),

107
Q

The actual act of uttering or saying something
Happens with the utterances of a sound, a word or

A

Locutionary act

108
Q

Happens with the utterances of a sound, a word or even a phrase as a natural unit of speech

A

Locutionary act

109
Q

For the utterances to be Locutionary Act, consider the following:

A
  • Most importantly , it has sense for communication to take place.
  • It has the same meaning to both the speaker and the listener.
  • Utterances give rise to shared meaning when it is adjusted by the speaker for the listener.
110
Q

Functions of Locutionary Act

A

“Hi!” (greeting someone)
“I’m sorry” (apologizing)
“Thank you” (being grateful)
“Wow!” (When someone is amazed)

111
Q

Social function of what is said

A

Illocutionary Act

112
Q

It is not just saying something itself but with the act of saying something with the intention of Stating an opinion, conforming, or denying something;
Making a prediction, a promise, a request;
Issuing an order or a decision; or
Giving advice or permission

A

Illocutionary Act

113
Q

Functions of Illocutionary Act

A
  • Stating an opinion, conforming, or denying something;
  • Making a prediction, a promise, a request;
  • Issuing an order or a decision; or
  • Giving advice or permission
114
Q

It’s more fun in the Philippines. (opinion)
I’ll help you clean the house tomorrow. (promise)
I did not steal your things! (denying something)
I think you should divert your attention first. (giving advice)

A

Illocutionary Acts:

115
Q

the consequent effect of what was said

A

Perlocutionary Act

116
Q

Based on the particular context in which the speech act was mentioned

A

Perlocutionary Act

117
Q

a particular effect is sought from either the speaker or the listener, or both.

A

Perlocutionary Act

118
Q

The response may not be necessarily be physical or verbal and is elicited by:
- Inspiring or insulting
- Persuading/ convincing; or
- Deterring/scaring

A

Perlocutionary Speech Act

119
Q

Aim of Perlocutionary Act

A

to change feelings, thoughts, or actions.

120
Q

-“We can do this. We heal and win as one!” (inspiring)
“You must vote for me, I am the most qualified candidate.” (persuading)
Smoking destroys your health, certain as it brings diseases, it kills – you, your loved ones, and others!” (deterring)

A

Perlocutionary Speech Act

121
Q

As a response to Austin’s Speech Act Theory, _____________, a professor from the University of California, Berkeley, classified illocutionary acts into five distinct categories.

A

John Searle (1976)

122
Q

a type of illocutionary act in which the speaker expresses belief about the truth of a proposition.

A

Assertive

123
Q

Functions of Assertive I.A.

A

suggesting, putting forward, swearing, boasting and concluding.

124
Q

A type of illocutionary act in which the speaker tries to make the addressee perform an action.

A

Directive

125
Q

Some examples of a___________are asking, ordering, requesting, inviting, advising, and begging.

A

directive act

126
Q

A type of illocutionary act which commits the speaker to do something in the future. Examples of a _____________are promising, planning, vowing, and betting.

A

commissive act

127
Q

a type of illocutionary act in which the speaker expresses his/her feelings or emotional reactions

A

Expressive

128
Q

Functions of Expressive Act

A

some examples of an expressive act are thanking, apologizing, welcoming and deploring.

129
Q

A type of illocutionary act which brings a change in the external situations.

A

Declaration

130
Q

Simply put, __________bring into existence or cause the state of affairs to which they refer to.

A

declarations

131
Q

Some examples of declaration are

A

blessings, firing, baptizing, bidding, passing a sentence, and excommunicating.

GRADE 11 (29 decks)

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