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G11 STEM - 1ST SEM > ORAL COMM LESSON 1-4 > Flashcards

ORAL COMM LESSON 1-4 Flashcards

1
Q

is a two-way process of
connecting to both living and nonliving things.

A

COMMUNICATION

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2
Q

According to him, communication is also a means of sharing and
exchanging messages, information,
ideas, and feelings for mutual
understanding

A

GREGORIOM J.C., 2015

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3
Q

connects people and the world they live in. Through this, people are able to express their thoughts and ideas or convey information and messages through word of mouth, gestures and signals, signs, and others.

A

COMMUNICATION

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4
Q

Communication cannot take place if a message is not understood.

A

COMMUNICATION IS A MESSAGE UNDERSTOOD

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5
Q

“Communication is a sharing of
experience.” In our society, we all interact with messages. Without interactions, a society cannot survive. Social interaction is
always through message.

A

COMMUNICATION IS A SOCIAL INTERACTION THROUGH MESSAGES

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6
Q

Process of communication (illustration)

A

Understanding > Encoding > Communication Channel > Encoding > Understanding

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7
Q

Process of communication (explanation)

A

stimuli > encoding > communication channel > decoding > feedback

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8
Q

triggers the five senses

A

STIMULUS

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9
Q

transmit it in the form of a
message (or a “code”) through a
particular channel or means of
communication.

A

ENCODING

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10
Q

message sent by the speaker

A

CODE

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11
Q

mediums through which you can send a message to its intended audience

A

COMMUNICATION CHANNEL

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12
Q

interprets the message sent and responds accordingly based on his interpretation of the message.

A

DECODING

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13
Q

process of ensuring that the receiver has received the message and understood in the same sense as sender meant it.

A

FEEDBACK

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14
Q

This could be a response, reaction or information given by the recipient.

A

FEEDBACK

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15
Q

Functions of Communication (1st column)

A

Inform, clarify, buy, teach, accept, criticize

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16
Q

Functions of communication (2nd column)

A

Misinform, question, confuse, learn, affirm, deny

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17
Q

Functions of communication (3rd column)

A

Counsel, express, confirm, persuade, clarify, conceal

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18
Q

Functions of communication (4th column)

A

sell, promote, advise, reveal, motivate, and many others

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19
Q

Types of Communication Models

A

LINEAR COMMUNICATION
INTERACTIVE COMMUNICATION
TRANSACTIONAL MODEL

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20
Q

One way, focusing 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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21
Q

mechanics, SONA, poem recitation, email, reading a blog, traditional way of having letters sent

A

LINEAR COMMUNICATION

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22
Q

type of linear model

A

SHANNON-WEAVER MODEL

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23
Q

considered as the mother of all communication models

A

SHANNON-WEAVER MODEL

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24
Q

Shannon-Weaver Model of Communication

A

Source > Message > Transmitter > Signal > Channel + Noise > Perceived Signal > Receiver > Message > Destination

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25
Q

a two-way communication process
where a response is given after a
message is sent. The recipient of the action intentionally or unintentionally gives a feedback associated with the information received.

A

INTERACTIVE COMMUNICATION

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26
Q

Criselda: Nanay, I can smell the aroma of your best delicacy, adobo.
Aling Terie: Yeah, I know. It is the favorite of the family so adobo is
what I prepared today.
Criselda: I can’t wait to taste it!

A

INTERACTIVE COMMUNICATION

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27
Q

visualized the process of communication as an exchange
of thoughts and ideas. Feedback was added to the Shannon-Weaver Model. The recipient of the message decodes it and creates a feedback based on his understanding of the information sent and vice versa.

A

SCHRAMM (1954)/SCHRAMM MODEL

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28
Q

6 elements of communication in Schramm Model

A

sender
message
receiver
feedback
encoding
decoding

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29
Q

Communication is dynamic. It has a complex nature.

A

TRANSACTIONAL MODEL

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30
Q

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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31
Q

Transactional Model

A

(Noise) Communicator Sends and Receives > Responds & Decodes > Feedback Channels (s) > (Noise) Message > Feedback channel (s) > Decodes & Responds > Communicator Sends and Receives > Noise

32
Q

In a classroom setting, for example, you are being grouped into five or six members for an activity. Your task is to give an opinion or reaction to the closure of the biggest television network in the Philippines. Each of you expresses your thoughts regarding the matter. While having that activity, you also heard the JHS graders having their dance practice for the upcoming event. That noise did not
interrupt your discussion as you give your own views.

A

TRANSACTIONAL MODEL

33
Q

when the intended message of the sender is not understood exactly by the receiver and barriers to communication are present.

A

COMMUNICATION BREAKDOWN

34
Q

4 types of communication barrier

A

Physical, Psychological, Cultural, Linguistic

35
Q

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

A

PHYSICAL BARRIER

36
Q

Examples
1. People talking too loud
2. Noise from a construction site
3. Loud sound of a karaoke
4. Blaring of jeepney horns

A

PHYSICAL BARRIER

37
Q

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

A

PSYCHOLOGICAL BARRIER

38
Q
  1. Trauma
  2. Shyness, lack of confidence
  3. Depression
  4. Fear, stage fright
A

PSYCHOLOGICAL BARRIER

39
Q

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

A

CULTURAL BARRIER

40
Q
  1. different beliefs
  2. traditions, and customs
  3. manners of dressing
  4. speaking
A

CULTURAL BARRIER

41
Q

pertain conflicts with regard to language and word meanings. Because words carry denotative and connotative meanings, they can sometimes cause confusion and misunderstanding. Meaning of words and symbols also vary depending on culture.

A

LINGUISTIC BARRIER

42
Q
  1. difference in language
  2. accent and dialect
  3. use of jargon and slang
  4. speech defects or language impairments
A

LINGUISTIC BARRIER

43
Q

gives a similar idea of barrier when he classifies noise into three kinds

A

VERDERBER (1991)

44
Q

three classifications of noise according to Verderber 1991

A

External, Internal, Semantic Noise

45
Q

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

A

EXTERNAL NOISES

46
Q
  1. noise from vehicles
  2. singing at the neighborhood
  3. visual aids in front of the classroom
  4. the dog barking
  5. the sound of airplane
A

EXTERNAL NOISES

47
Q

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

A

INTERNAL NOISES

48
Q
  1. confrontation with a friend
  2. fear of speaking in front of the class.
  3. racial prejudice
A

INTERNAL NOISES

49
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. This is affected by the language in which they grew and the culture in which they are exposed.

A

SEMANTIC NOISES

50
Q
  1. incorrect grammar
  2. using excessive technical jargon
  3. using idiomatic expressions
A

SEMANTIC NOISES

51
Q

he constructed the 5 ways to avoid communication breakdown

A

RONNIE PETERSON

52
Q

5 WAYS TO AVOID COMMUNICATION BREAKDOWN BY RONNIE PETERSON

A
  1. Have clarity of thought before speaking
  2. Learn to listen
  3. Take care of your body language and tone
  4. Build up your confidence by asking for feedback and observing others
  5. Communicate face to face on the important issues
53
Q

Arrange your thoughts before verbalizing them. This can help you communicate much more clearly and succinctly.

A

HAVE CLARITY OF THOUGHT BEFORE SPEAKING

54
Q

As simple as it sounds, you’ll be surprised how many people out there don’t know how to listen well. Don’t be afraid to ask them to repeat or explain further in polite manner once you don’t understand the point.

A

LEARN TO LISTEN

55
Q

Keep your emotions in check, try to maintain eye contact, and adopt a relaxed tone when conversing with others.

A

TAKE CARE OF YOUR BODY LANGUAGE AND TONE

56
Q

Focus on improving your skills by practicing in front of those who you may feel more comfortable with. You can also ask those whose advice you value to give you feedback and critique your communication style after a discussion.

A

BUILD UP YOUR CONFIDENCE BY ASKING FOR FEEDBACK AND OBSERVING OTHERS

57
Q

Having that face to face dialogue means you can convey your point more clearly, with your body language as well as your tone of voice.

A

COMMUNICATE FACE TO FACE ON THE IMPORTANT ISSUES

58
Q

can also help to clear up any misunderstandings or distortion of the message that could occur through other mediums.

A

COMMUNICATE FACE TO FACE ON THE IMPORTANT ISSUES

59
Q

STRATEGIES TO AVOID COMMUNICATION BREAKDOWN

A
  1. KEEP FOCUSED
  2. SPEAK INTELLIGIBLY
  3. LISTEN WITH YOUR EARS AND EYES
  4. MINIMIZE DISTRACTIONS
  5. BE SPECIFIC
  6. DO NOT JUMP TO CONCLUSIONS
60
Q

One way of being focused is to put in mind the purpose communication.

A

KEEP FOCUSED

61
Q

using the appropriate speaking volume, pitch rate, proper enunciation, stress, and acceptable pronunciation. We speak in order to be understood.

A

SPEAK INTELLIGIBLY

62
Q

Pay attention to verbal and non-verbal message. Effective communication depends on what people say and how they say it.

A

LISTEN WITH YOUR EARS AND EYES

63
Q

Look for a place where you can minimize distractions or noise like closed area, empty room, or quiet places. Lessening the cause for confusion means giving more room to focus and concentrate.

A

MINIMIZE DISTRACTIONS

64
Q

Use simple and concise words as much as possible in delivering a message. being particular and direct to the point.

A

BE SPECIFIC

65
Q

Before you give your comments and judgement, be sure that you have listened attentively to the speaker.

A

DO NOT JUMP TO CONCLUSIONS

66
Q

should be drawn after a thorough analysis

A

CONCLUSIONS

67
Q

They crafted the tips on how to avoid communication breadkown

A

BROOM, CUTLIP AND CENTER (2012)

68
Q

TIPS ON HOW TO AVOID COMMUNICATION BREAKDOWN BY BROOM, CUTLIP AND CENTER (2012)

A
  1. COMPLETENESS
  2. CONCISENESS
  3. CONSIDERATION
  4. CONCRETENESS
  5. COURTESY
  6. CLEARNESS
  7. CORRECTNESS
69
Q

The speaker should include everything that the receiver needs to hear, respond, react, or evaluate properly.

A

COMPLETENESS

70
Q

The message should be direct or straight to the point and should be expressed in the least possible number of words. Irrelevant information should not be included.

A

CONCISENESS

71
Q

In order to be effective, the speaker should give high regard and courtesy to audience’s background information

A

CONSIDERATION

72
Q

Effective communication is backed up by facts, figures, and real-life examples or situations. This will make the receiver to understand the message better.

A

CONCRETENESS

73
Q

The speaker can show respect to his/her receivers through understanding their culture, values, and beliefs. This implies good choice of words and language and a consideration of the audience’s perspectives and feelings on the part of the sender.

A

COURTESY

74
Q

implies the use of simple and specific words to express ideas. When the speaker focuses on specific ideas, it will not confuse the audience.

A

CLEARNESS

75
Q

Avoiding mistakes in grammar helps to boost the credibility and effectiveness of the message, and at the same time it eliminates negative impact on the audience.

A

CORRECTNESS

G11 STEM - 1ST SEM (15 decks)

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