1. Shannon and Weaver Communication Model 2. SMCR 3. Schramm Communication Model 4. Transactional Model

1. Context 2. Elements 3. Treatment 4. Structure 5. Codes

PURPOSIVE COMMUNICATION Flashcards by CASTAÑEDA, Kyle A.

-Is the source of the message, the one who encodes the message.
-The one who transforms thoughts into messages.
-Primary responsibility is to convey the message in the most comprehensible way.

Sender

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the recipient of the message.
The one who decodes and processes the information conveyed by the sender.

Receiver

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The body of information conveyed by the sender to the receiver.
- Refers to anything that is communicated.
- Encoded or decoded info.

Message

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Connects the sender to receiver
Means of accessing the message.

Channel

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2 Basic Channels

Sound(Verbal)
Light(non-verbal)

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responses of the receiver to the sender

Feedback

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is what impedes the communication process.
Anything that interferes with communication.

Interference/Noise

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Interrelated conditions in the communication process.
-setting in which communication occurs

Context

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Contextual Factors

Physcial
Social
Historical
Psychological
Cultural

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setting in which an event occurs, or a situation is experienced.
- where communication takes place

Physical Context

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Relationships that affect how people behave.
-relationship among the participants

Social Context

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-time period and historical events that shape and influence the communication of people.
-Is the background provided by the previous communication between the participants that influences understanding of the current encounter
- It’s essentially the details that surround an occurrence
- Basically, it’s all the details of the time and place in which a situation occurs, and those details are what enable us to interpret and
analyze works or events of the past, or even the future, rather than merely judge them by contemporary standards

Historical Context

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-The mental and emotional state of individuals that affects their behavior and reactions.
-Moods and feelings
each person brings
to communication
- How the audience is
feeling will have an
impact on how the
speaker’s messages
will be received,
and how they
should be delivered

Psychological Context

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Understanding among people based on their stand beliefs

Cultural Context

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Communication Models

Shannon and Weaver Communication Model
SMCR
Schramm Communication Model
Transactional Model

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The model was designed by Claude Shannon and Warren Weaver in 1949.
-First major model of communication.
-They also recognize that there could be interference or noise.

Shannon and Weaver Communication Model

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Elements of Shannon and Weaver

Information source - Producer of the message
Transmitter - Encodes the message into signals
Channel - Adapts signal for transmission.
Destination - Where destination arrives.

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-Designed by David Berlo in 1960.
-An expansion of the Shannon and Weaver model.
-Every element has governed factors.

SMCR (sender, message, channel, receiver)

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SMCR (sender and receiver)

Communication skills
Attitude
Knowledge
Social System
Culture

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SMCR (message)

Context
Elements
Treatment
Structure
Codes

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Designed by Wilbur Schramm in 1954.
The message has an impact on the receiver, either desirable or undesirable.
Shows that communication is a social interaction.

Schramm Communication Model

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Proposed by Barnlund in 1970.
Communicators simultaneously engage in the act of sending and receiving messages.
Both sender and receiver have their own personal filters (gender, age, culture, and value system).

Transactional Communication Model

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-the process of sharing meaning in any context
-a systemic process in which people interact
with and through symbols to create and interpret meanings (Wood, 2003)
-is a process whereby people
share their “thoughts, ideas, and feelings with each other in commonly understandable ways”
(Hamilton, 2014)

Communication

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the people communicating

PARTICIPANTS

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anything that interferes with communication

Noise

3 types of Noise

E- External I - Internal S- Semantic

sights, sounds and other stimuli in the environment

External Noise

thoughts and feelings

Internal Noise

responses to messages

FEEDBACK

FORMS OF COMMUNICATION

Verbal Non-Verbal

unintended meanings

Semantic Noise

-involves words -oral communication -written communication

Verbal

-includes body language (gestures, facial expressions, eye contact, posture) -paralinguistics -extralinguistics

Non-Verbal

Level of Formality

Formal Language Informal Language

academic, scientific, technical, business, legal, or official communication

Formal Language

family member, a friend, an acquaintance or to someone with whom you have established personal relationship.

Informal Language

Non-verbal (Paralanguage/Paralinguistics)

K -Kinesics H -Haptics P -Proxemics C -Chromatics C -Chronemics O -Oculesics G -Gustorics O -Olfactics/Olfactorics

LEVELS OF COMMUNICATION

I - Intrapersonal I - Interpersonal D - Dyad S - Small Group P - Public M - Mass

“A speaker who uses language that degrades or injures human personalities by exaggeration, pseudotruths, twisting of words and name calling is clearly acting unethically.”

(Berko 1995)

Believing that your culture is the benchmark of all cultures is called

Ethnocentric bias.

Generally compares the communication styles and patterns of people from very different cultural/social structures, such as nation-states.

Cross-cultural Communication

Deals with how people from these cultural/social structures speak to one another and what difficulties and differences they encounter, over and above the language they speak. (Gudykunst & Kim, 1984).

Intercultural Communication

Any group with shared meaning is considered as

culture.

- The common mistake learners make to identify culture with just what they see. - Culture is more than what meets the eye

Edward T. Hall’s Cultural Iceberg Model

- It is a community or population sufficiently large enough to be self-sustaining. - The totality of that group’s thought, experiences, and patterns of behavior and its concepts, values and assumptions about life that guide behavior and how those evolve with contact with other cultures.

Jandt’s (2010)

Hofstede (1994) classified four elements of culture:

S* Symbols R* Rituals V* Values H* Heroes

verbal and non-verbal language.

Symbols

socially essential collective activities within a culture

Rituals

feelings do not open for discussion within a culture about what is good or bad, beautiful or ugly, normal or abnormal, etc.

Values

real or imaginary people who serve as behavior models within a culture

Heroes

-The message itself is the meaning. -They place high value on having well-structured argument or a well-delivered presentation. -People try to separate their relationships from the messages and to focus on the details and logic. -Detailed info must be given to provide relevant context, and only info presented this way counts as relevant to the message

Low Context

Total environment or speech where interaction take place (Samovar & Porter, 2004).

Context

-It views spoken words as much less important for people to indicate relationships between the people communicating -Everything has meaning, a person’s societal status, attachments on a person’s religious beliefs, connections, etc. -In such societies, people give major priority to relationships between family, friends, and associates. (Padrino system may be existing among them.)

High context societies

-place greater emphasis on the whole group, stressing common concerns and acting for the common good. -Emphasis is on your role in a system rather than your unique qualities as individual. * Interest of the group over individual’s. * People are integrated into cohesive groups that usually last a lifetime with unquestioning loyalty. * Other group’s opinions matter when setting goals. * Emphasis on relationships among people. * Stress interdependent activities and suppressing individual aims for the group’s welfare. * Has indirect styles of communication.

Collectivist culture

-focus on the individual person and his/her personal dreams, goals, achievements, and right to make choices -Interest of the individual prevails over the interest of the group. * Ties between people are loose. * People look after themselves and their families. * Goals are set with minimal consideration given to groups outside a person’s family. * Individualist is more socially distant. * Has direct styles of communication.

Individualist cultures

-view is focused on punctuality and time is considered a commodity. -Time is gold (or money). * As time is precious, being late is offensive, not following through time tables is a sign of unprofessionalism, etc. * People usually do not multi-task as they find multi-tasking inefficient use of time (focus is divided.) * Answering phone calls during a face to face conversation is trait of these cultures, too.

Monochronic time

-cultures tend to be individualist, such as the United States. This is based on four assumptions (Martin and Nakayama, 2007): * Conflict is a normal, useful process. * All issues are subject to change through negotiation. * Direct confrontation and conciliation is valued. * Conflict is necessary renegotiation of an implied contract – a redistribution of opportunity, release of tensions, and renewal of relationship.

Conflict-as-opportunity

-view has a more relaxed attitude to time. -They see time as an open-ended or rotation of season. - ‘Fashionably late’ may be a way not to show huge enthusiasm in the event. -People tend to multi-task. - Adherence to time is considered as childish impatience (Calero, 2005)

Polychronic time

-cultures tend to be collectivist, such as many Asian cultures. This is also based on four assumptions (Martin and Nakayama, 2007): * Conflict is a destructive disturbance of peace. * The social system should not be adjusted to meet the needs of the members; rather, members should adapt to established values. * Confrontations are destructive and ineffective. * Disputants should be disciplined.

Conflict-as-destructive

How to address conflict?

D- Dominating Styles I- Integrating Styles C- Compromising Styles O- Obliging Styles A- Avoiding Styles

necessitate a great deal of open discussion about the conflict at hand to reach a solution that completely satisfies everyone involved. E.g. You and your friend differ on what pizza topping you would like, so you both openly discuss your positions and the options available until you reach a solution that fulfills both of your desire – perhaps getting half and half.

Integrating Syles

involve forcing one’s will on another to satisfy individual desires regardless of negative relational consequences. E.g. You and your friend decide to order a pizza, and as you call in the order, your friend mentions desire for pepperoni. You would rather have sausage and reply, “Too bad, I’m making the call and we are having sausage.”

Dominating Styles

are often confused with the integrating styles because a solution is reached through following discussion of the conflict. However, making a compromise demands that everyone must give something up to reach a solution, and as a result, people never feel fully satisfied.

Compromising styles

involve giving up one’s position to satisfy another’s. This style of conflict management emphasizes areas of agreement and deemphasizes areas of disagreement. On the pizza dilemma, you probably mention that the important thing is you both want pizza and then agree to order pepperoni instead of sausage.

Obliging styles

is just that people avoid conflict entirely either by failing to acknowledge its existence or by withdrawing from a situation when it arises. So, on the pizza dilemma, your friend expresses a desire for pepperoni on that pizza and even though you really want sausage, you indicate that pepperoni is find and place the order.

Avoidance Style

* Those that strive for maximal distinction between what women and men are expected to do. * They place high values on traits like assertiveness, competition and material success.

Masculine cultures

* e.g. Children are expected to display respect for those of higher status. * The extent where power, prestige, and wealth are distributed within a culture. * Concentrated power in the hand of a few. * Authoritarian nations

High Power Distance Cultures

* Those that permit more overlapping of social roles for sexes. * They place high value on traits like quality of life first, interpersonal relationships, and concern for the weak.

Feminine Cultures

the extent to which less powerful members of institutions and organizations within a country expect and accept that power is distributed unequally.

Power Distance

is the extent to which people in a culture feel threatened by uncertain or unknown situations. Hofstede (1997) explains that this feeling is expressed through nervous stress and in need for predictability or for written or unwritten rules

Uncertainty avoidance

* Active, aggressive, emotional, compulsive, security seeking, and intolerant * Students from this culture also expect their teachers to be experts who have all the answer (as they dislike researching on their own) * In the workplace, there is an inner need to work hard, need for rules precision and punctuality.

High/strong uncertainty avoidance cultures:

* Focus heavily on getting the job done. * Make team more competent by having up-to-date trainings. * Members are concerned about individual success

Task Orientation

* Contemplative, less aggressive, unemotional, relaxed, accepting of personal risks and relatively tolerant. * Students in this culture accept teachers who admit to not knowing all the answer. * In the workplace, employees only work hard when need. There are no rules more than necessary and precision and punctuality have to be learned

Low/weak uncertainty avoidance:

* Concerned about the members and their smooth functioning as a team. * Focus on more collective concerns: cooperative problem solving, a friendly atmosphere, a good physical working condition, etc.

Social Orientation:

* Focus heavily on getting the job done. * Make team more competent by having upto-date trainings. * Members are concerned about individual success

Task Orientation:

Two factors that distinguish spoken language from the written one

A- Actual situation or context P- Purpose

Characteristics of Spoken and Written Language

Presence of an Interlocutor Absence of an Interlocutor Form of DIALOGUE Form of MONOLOGUE Utilizes Human voice and Gestures Words are more deliberate Is SPONTANEOUS but MOMENTARY Is able to LIVE FOREVER Cannot be Detached Can be Detached, corrected and improved

- SOCIAL FUNCTIONS (DEVELOP RELATIONSHIPS) -INFORMAL

INTERACTIONAL

REFERRING TO OBJECT OR ABSTRACT CONCEPTS WITH PRIOR KNOWLEDGE

REFERENTIAL

SPEAKER'S JUDGEMENT OR FEELINGS

EXPRESSIVE

GETTING INFORMATION OR MAKING A DEAL (GIVE-AND-TAKE RELATIONSHIP

TRANSACTIONAL

- ENGAGING IN SMALL TALK (SOCIAL NOT FOR INQUIRY) ESTABLISHING MOOD OF SOCIABILITY RATHER THAN EXCHANGING INFORMATION

PHATIC

VARIETIES OF SPOKEN LANGUAGE

I- Interactional R- Referential E- Expressive T- Transactional P- Phatic