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Purposive Communication > prelims > Flashcards

prelims Flashcards

1
Q

What are the different elements of communication?

A

Source, Message, Channel, Receiver, Feedback, Environment, Context, Interference

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2
Q

A message is crafted through a ______ who initiates the communication process. It can be an author of a book, a public speaker, or a teacher who discusses a lesson.

A

sender

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3
Q

Communication is delivered through a _________ sent by the speaker to the receiver.

A

message

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4
Q

________ is the means of communication. Examples are phone in calls and letters sent in business transactions. To have an effective communication, communicators should select the best means of communication.

A

Channel

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5
Q

When the message is sent by the sender it is received by the recipient. A ________ can be an audience in a symposium, a reader who receives the letter or a pedestrian who reads road signs.

A

receiver

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6
Q

An understood message is confirmed through the response of the receiver. ___________ may be written, spoken or acted out such as thumbs up given by a listener.

A

Feedback

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7
Q

The sender and receiver’s feelings, mood, place and mindset are called __________. Both sender and receiver have to consider the setting where communication takes place. This factor may also hinder effective communication where barriers may interfere such as noise from the buses or poor signal in phone calls.

A

environment

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8
Q

The meaning conveyed from the message sent by the sender to the receiver is called __________. It is necessary that both the encoder and decoder share common understanding to achieve effective communication.

A

context

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9
Q

_________ or _________ prevent effective communication. These are factors that hinder the communication process.

A

Interferences, barriers

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10
Q

Types of Barriers in Communication

A

Psychological Barriers
Physical Barriers
Linguistic and Cultural Barriers
Mechanical Barriers

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11
Q

These are thoughts that hamper the interpreted message received by the receiver such as dizziness of the listener while the teacher lectures or when the listener is preoccupied by some other things while listening to the speaker.

A

Psychological Barriers

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12
Q

These are stimuli from the environment which disrupt communication, weather or climate conditions and physical health of the communicator.

A

Physical Barriers

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13
Q

Word differences are present in different cultures which may result to ineffective communication. Which barrier is being described?

A

Linguistic and Cultural Barriers

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14
Q

These are interferences which affect channels to transmit the message such as poor signal or low battery consumption of mobile phones while calling.

A

Mechanical Barriers

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15
Q

The earliest model that structures how public speaking is undergone is explained through _____________________.

A

Aristotle’s Model of Communication

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16
Q

This model is where the five elements which compose the communication process which are the speaker, speech
occasion, audience, and effect are identified.

A

Aristotle’s Model of Communication

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17
Q

Based on Aristotle’s Model of Communication, what are the five elements that compose the communication process?

A

Speaker
Speech
Occasion
Audience
Effect

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18
Q

Aristotle’s model of communication is speaker-centered which results the audience as ________. The effect of the speech delivered by the speaker to the audience in an occasion is that either the listeners be persuaded or not; in this case the communication becomes one-way delivery because feedback from the audience is not expected.

A

passive

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19
Q

Technological model of communication process is explained by the proponents ___________ and __________ known as ___________________________ (Flores, 2016).

A

Claude Shannon, Warren Weaver
Shannon-Weaver’s Model of
Communication

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20
Q

This model was developed because of the technological invention of telephone. Six elements of communication are identified in this model: sender, encoder, channel, noise, decoder, receiver, and feedback.

A

Shannon-Weaver’s Model of
Communication

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21
Q

Six elements of communication that were identified in Shannon-Weaver’s Model of Communication

A

sender, encoder, channel, noise, decoder, receiver, and feedback

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22
Q

In Shannon-Weaver’s model of communication, the __________ works as channel and the ________ which the receiver uses to receive the message becomes the decoder and the destination of the call is the receiver. The noise present in the channel may interrupt the communication process which results to poor communication. With this, the receiver may respond that he/she wasn’t able to understand what the caller had sent.

A

telephone wire
telephone

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23
Q

Complete the analogy based on the Shannon-Weaver’s Model of communication:

Caller: Sender :: ________:Encoder

A

Telephone

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24
Q

The two-way street flow of communication in which a sender and a receiver send back and forth messages was popularized by __________________.

A

Charles Egerton Osgood

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25
Q

This model considers communication as circular because both the encoder and decoder take turn in sending the message. Along the process of communication, the recipients filter to interpret the meaning of the words sent to them.

A

Osgood-Schramm’s Model of Communication

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26
Q

The different meanings applied to send messages could become interference in communication known as _____________.

A

semantic noise

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27
Q

In the latter years, ____________ adapted Osgood’s model and added another element in communication called field of experience. Sneha Mishra (2017) identified culture, social background, beliefs, experiences, values and rules that correspond to this element. With great similarity of the recipients’ field of experience, the greater effective
communication is expected.

A

Wilbur Schramm

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28
Q

Another circular model that explains communication as a continuous process with no real beginning or end is ____________________.

A

Eugene White’s Stages of Communication

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29
Q

The elements in Eugene White’s Model of Communication are:

A

thinking, symbolizing, expressing, transmitting, receiving, decoding, feed backing, and monitoring

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30
Q

What are the three parts that must be considered for communication to be effective?

A

Listening
Responding
Understanding

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31
Q

This entails accepting of words and ideas. This is also taking nonverbal cues such as facial expression and body language.

A

Listening

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32
Q

This is evaluating the worth of message. It requires a psychological processing which leads to understanding.

A

Responding

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33
Q

Means giving meaning to the words or expressions uttered.

A

Understanding

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34
Q

What are the basic principles of effective communication?

A

Clarity
Concreteness
Courtesy
Correctness
Consideration
Creativity
Conciseness
Cultural Sensitivity
Captivating

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35
Q

__________ makes speeches understandable. Fuzzy language is absolutely forbidden, as are jargons, cliché expressions, euphemisms, and double speak language.

A

Clarity

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36
Q

_____________ reduces misunderstandings. Messages must be supported by facts such as research data, statistics or figures. To achieve this, abstract words must be avoided

A

Concreteness

37
Q

___________ builds goodwill. It involves being polite in terms of approach and manner of addressing an individual.

A

Courtesy

38
Q

Glaring mistakes in grammar obscures the meaning of the sentence. Also, the misuse of language can damage your credibility. Which principle of effective communication is being described?

A

Correctness

39
Q

Messages must be geared towards the audience. The sender of the message must consider the recipient’s profession, level of education, race, ethnicity, hobbies, interests, passions, advocacies, and age when drafting or delivering a message. Which principle of effective communication is being described?

A

Consideration

40
Q

____________ in communication means having the ability to craft interesting messages in terms of sentence structure and word choice.

A

Creativity

41
Q

Simplicity and directness help you achieve this. Also, avoid using lengthy expressions and words that may confuse the recipient.

A

Conciseness

42
Q

Today, with the increasing emphasis on empowering diverse cultures, lifestyles, and races and the pursuit for gender equality, this becomes an important standard for effective communication.

A

Cultural Sensitivity

43
Q

You must strive to make messages interesting to command more attention and better responses. Which principle of effective communication is being described?

A

Captivating

44
Q

_________ is the discussion of the judgments we make about the appropriateness, the right or wrong, of our actions and policies be those actions communicative, political, social, personal, or a mixture of areas (Johnessen, 1990).

A

Ethics

45
Q

Factors to be considered in communication ethics:

A

audience, context, and purpose

46
Q

Guidelines for ethical communication which should shape communication practice:

A

a. Ethical Communicators are Respectful of Their Audiences
b. Ethical Communicators Consider the Consequences of Their Communication.
c. Ethical Communicators Respect Truth.
d. Ethical Communicators Use Information Properly.
e. Ethical Communicators Do Not Falsify Information.
f. Ethical Communicators Respect the Rights of Others to Information.

47
Q

_________________ is fundamental to responsible thinking, decision making, and the development of relationships and communities within and across contexts, cultures, channels, and media. Moreover, it enhances human worth and dignity by fostering truthfulness, fairness, responsibility, personal integrity, and respect for self and others.

A

Ethical communication

48
Q

________ is the discipline that examines one’s moral standards of a society.

A

Ethics

49
Q

_____________ is the process of exchanging ideas, opinions, and information between two or more interlocutors.

A

Communication

50
Q

What are the forms of intercultural communication?

A

a. Interracial communication
b. Interethnic communication
c. International communication
d. Intracultural communication

51
Q

communicating with people from different races

A

Interracial Communication

52
Q

interacting with people of different ethnic origin

A

Interethnic Communication

53
Q

communicating between representatives from different nations

A

International Communication

54
Q

interacting with members of the same racial or ethnic group or co-culture

A

Intracultural Communication

55
Q

According to _________________ (2008), communication style among cultures differs, it may be high context or low-context communication.

A

Gamble and Gamble

56
Q

____________________ is a tradition-linked communication system which adheres strongly to being indirect.

A

High-context communication

57
Q

__________________ is a system that works on straightforward communication.

A

Low-context communication

58
Q

______________________ (Meditteranean, Slav, Central European, Latin American, African, Arab, Asian, American-Indian) leave much of the message unspecified, to be understood through context, nonverbal cues, and between the lines interpretation of what is actually said.

A

High-context cultures

59
Q

___________________ (most Germanic and English-speaking countries) expect messages to be explicit and specific.

A

Low-context cultures

60
Q

The following guidelines may help you enhance your ability to communicate effectively across cultures (Gamble & Gamble, 2008):

A
  1. Recognize the validity and differences of communication styles among people.
  2. Learn to eliminate personal biases and prejudices.
  3. Strive to acquire communication skills necessary in a multicultural world.
61
Q

Lin (2016) presents the following nature of language variation as prescribed by most linguists based on the ideas of Mahboob (2014).

A
  1. Language varies when communicating with people within (local) and outside (global)
    our community.
  2. Language varies in speaking and in writing.
  3. Language varies in everyday and specialized discourses.
62
Q

Mahboob (2014) identifies eight different domains in which language varies depending on the combinations (field, tenor and mode) of the context of communication. The first domains include language variations that reflect local usage done in one local language or multiple local languages depending on the context. They vary in the following ways:

A
  1. Local everyday written
  2. Local everyday oral
  3. Local specialized written
  4. Local specialized oral
  5. Global everyday written
  6. Global everyday oral
  7. Global specialized written
  8. Global specialized oral
63
Q

This may include instances of usage found in the neighborhood posters (e.g. a poster looking for transient/bed spacers).

A

Local everyday written

64
Q

May occur in local communications among neighbors in everyday, informal and local varieties of languages.

A

Local everyday oral

65
Q

An example of this can be found in the publication and web sites of local societies such as the Baguio Midland Courier.

A

Local specialized written

66
Q

This involves specialized discourses. For example, in a computer shop in the neighborhood, specialized local usage can be found (e.g. specialized computer game-related vocabulary is used).

A

Local specialized oral

67
Q

This avoids local colloquialisms to make the text accessible to wider communities of readers. This can be found in international editions of newspapers and magazines.

A

Global everyday written

68
Q

This may occur in interactions between people coming from different parts of the world when they talk about everyday casual topics.

A

Global everyday oral

69
Q

This expands to as many readers internationally, hence the non-usage of local colloquial expressions (e.g. international research journal articles)

A

Global specialized written

70
Q

This occurs when people from different parts of the world discuss specialized topics in spoken form (e.g. paper presentation sessions in an international academic conference).

A

Global specialized oral

71
Q

What are the five language registers?

A

a. Frozen
b. Formal/Academic
c. Consultative
d. Casual/Informal
e. Intimate

72
Q

This style of communication rarely or never changes. It is frozen in time and content. This is official business and educational language which features complete sentences and specific
word choice, which often contains archaisms.

A

Frozen

73
Q

This language is used in formal setting and is one-way. This use of language usually follows a commonly accepted format. It is generally impersonal and formal. It is often used to show respect. Word selection is more sophisticated, and certain words are always or never used depending on the situation. In a formal register, the story structure focuses on the plot: It has a beginning and ending, and it weaves sequence, cause and effect, characters, and consequences into the plot.

A

Formal/Academic

74
Q

It is a standard form of communications. Users engage in a mutually accepted structure of interfaces. It is formal and societal expectations accompany the users of speech. This register can be described as two-way participation, professional setting, background information is provided (prior knowledge is not assumed), interruptions and feedback fillers allowed (“uh-huh,” “I see”), more complex syntax, and longer phrases. Sentence structure need not be complete, since non-verbal assists, hand movements and body language, are often used to convey meaning.

A

Consultative

75
Q

The language used in conversation with friends. This is characterized by 400- to 500- word vocabulary, broken sentences, and interruptions are common. Very informal language, idioms, ellipsis, and slang are common. No background information is provided, “group” language – must be a member to use, interruptions are common, and context and non-verbal communication are important. General word choice and conversation are dependent upon non-verbal assists. The focus of the story is characterization. It is an indirect, random approach with many omissions and does not have a sequence, cause, and effect, or consequence.

A

Casual/Informal

76
Q

This communication is private. It is reserved for close family members or intimate relations. It is non-public, the intonation is as crucial as wording and grammar, and often a special vocabulary full of coded words is used.

A

Intimate

77
Q

__________ can help you communicate effectively. Nevertheless, appropriate use of this depends on the situation and the tone of voice you use. It is vital to grasp the fundamentals of correct usage of this to communicate well in English. If one register is expected and another is presented, the result can either be that offense is taken (or intended) or a comic response.

A

Register use

78
Q

Academic and professional writings are characterized by _____________. Students, scholars, professionals, and anyone wishing to maintain harmonious communicative relations should be careful in using words and phrases that do not discriminate against particular groups, whether in terms of race, ethnicity, gender, social class, age, and disability. The essential point in a way that is respectful of diversity.

A

bias-free language

79
Q

___________ is a form of discrimination against a person or persons of a different race. In general, it is best to avoid identifying people by race or ethnic group.

A

Racism

80
Q

___________ refers to the prejudice and discrimination based on sex or gender. To be inclusive of all people in general references, one should favor gender-neutral words and phrases over gender-biased words.

A

Sexism

81
Q

Gender-biased pronouns can be avoided by:

A

(a) dropping pronouns that signify gender and restating the sentence
(b) changing to plural construction
(c) replacing masculine or feminine pronouns with “one” or “you”

82
Q

__________________ is a form of prejudice against a person or people because of their social class.

A

Class discrimination or classism

83
Q

_________ is a form of discrimination against other people because of their age, or assuming that older people are less physically, intellectually, or emotionally able than other age groups.

A

Ageism

84
Q

__________ often arises because of lack of understanding and
awareness. Therefore, first, it is important to distinguish some terms that are mistakenly understood to be synonymous.

A

Discrimination

85
Q

a physiological condition

A

impairment

86
Q

the consequence of an impairment, which may or may not be handicapping

A

disability

87
Q

the social implication of a disability; a condition or barrier imposed by society, the environment or oneself

A

handicap

88
Q

an impairment in which a leg or foot is damaged or stiff

A

limp

Purposive Communication (1 decks)

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