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Purposive Communication > Unit 1 > Flashcards

Unit 1 Flashcards

1
Q

is as mechanical as
breathing; essentially makes all human activities
possible (establish identity, create and maintain
relationships)

A

Human communication

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2
Q

allows people to convey their
thoughts and intended meanings to others
in a language they mutually understand

A

Sharing

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3
Q

Verb –” (makes all human
activities possible)

A

“communicare”

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4
Q

Noun –” (relational process of
creating and interpreting messages that
elicit response)

A

“communis”

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5
Q

‘It’s not JUST oral communication. It’s body
language, eye contact, the grinning, the little
signals that go on between people.’ – Keith
Richards

Process by which information is transmitted
& understood between two or more people

Involves paralinguistics (tone, pitch, pace),
and silence; all convey several meanings

A

Communication

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6
Q

(tone, pitch, pace),

A

paralinguistics

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7
Q

all convey several meanings

A

silence

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8
Q

Proficiency in phonetics and phonology,
morphology and syntax/grammar

A

Linguistic Competence

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9
Q

In which situations are supposed to call
people using their names or to call them with
honorifics (Sir/Ma’am)?

A

Communicative Competence (Dell Hymes)

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10
Q

Refers to our ability to use
appropriate language given a
specific context

A

Sociolinguistic Competence (Dell Hymes)

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11
Q

Pertains to our understanding of
anything beyond the sentence
structure
▪ Understanding silence
▪ Understanding simple smirk

A

Discourse/Pragmatic Competence (Dell
Hymes)

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12
Q

Compensatory strategies

A

Strategic Competence

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13
Q

[Helps us understand the complexities in the process of
communication and convince you to be more cognizant of the
message, the slightest emotion, the subtle non-verbal
gesture, the subdued tones, the context, the intentions, and
other factors because it is essentially our obligation to make
communication work according to its purpose.]

A

Purposive Communication

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14
Q

Ability of the sender and the receiver to
encode and decode the
messages/information

Extent to which both parties have similar
codebooks

Shared mental models about the topic’s
contexts

A

Communication effectiveness depends on the
following:

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15
Q

refers to the range of linguistic varieties

A

Linguistic repertoire

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16
Q

occurs in different levels – sounds, wordstructure, grammar

A

Linguistic variation

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17
Q

words, pronunciation, and methods of
combining them used and understood by a
community

A

Language

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18
Q

source/sender, receiver/listener, channels, feedback, barriers, message, & context

A

ELEMENTS OF COMMUNICATION

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19
Q

unidirectional
- proper planning of the message is crucial
- to be able to get across the message we wish
to convey to your audience
- we have been expecting even prior to the
delivering of the message

A

[Aristotle’s and Laswell’s models

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20
Q

bi- directional
- how interferences would affect our
conveyance of the message

A

Osgood’s and Barnlund’s models

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21
Q

WHOSE MODEL?- how other factors would affect the dynamics in
the communication elements]

A

Wood, Adler and Towne’s models

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22
Q

earliest model, even though simple message
has to be carefully crafted for it to be
effective

A

Aristotle’s linear model

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23
Q

3 types of Appeal (Rhetorical Appeals)

A

Pathos, Logos, & Ethos

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24
Q

emotional appeal;
audience’s emotions (heartwarming stories, personal
experiences, humorous jokes,
pitiful photographs)

A

Pathos

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25
Q

– logical appeal; reasoning
done through effective use of
message (statistics and facts)

A

Logos

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26
Q

ethical appeal; message’s
credibility (use of quotes from
experts, testimonies)

A

Ethos

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27
Q

WHOSE MODEL? Based on five questions; selecting the appropriate
communication channel
Who says?
What?
Through what channel?
To whom?
With what effect?

A

Laswell’s linear model

28
Q

✓ face-to-face conversation
✓ social media

A

Verbal

29
Q

Oculesics, Haptics, Proxemics, & Chronemics

A

Non-verbal

30
Q

eye movement/behavior

A

Oculesics

31
Q

using sense of touch;
handshakes, high-five

A

Haptics

32
Q

body language and space
created

A

Proxemics

33
Q

time

A

Chronemics

34
Q

Social acceptance & Media richness

A

Choosing the best channel

35
Q

– how well the
communication is approved /
supported

A

Social acceptance

36
Q

medium’s data
carrying capacity – the volume and the
variety of information that can be
transmitted during a specific time

A

Media richness

37
Q

circular in nature; interaction; two-way street
* taking turns; every message shape the next
* have individual fields of experience that likely
obstruct the process; find means to settle at
field of common experience

A

Osgood-Schramm’s model

38
Q

WHOSE MODEL?
Most transactional model
* Giving messages is reciprocal;simultaneously engaging in sending and
receiving messages
* Presence of noise that could lead to
miscommunication

A

Barnlund’s transactional model

39
Q

External Noise & Internal Noise

A

Two types of noise

40
Q

– unpleasant sound
in the environment

A

External Noise

41
Q

– communicator’s
state or feelings

A

Internal Noise

42
Q

people with different
linguistic backgrounds naturally don’t have
common language code; jargons

A

Linguistic barrier

43
Q

Detailed model
* Possible context that greatly influence the
flow of communication (situational, sociocultural, physical, interpersonal,
organizational)
* Communicator’s culture, education,
experiences, moods, emotions could either
interfere or facilitate with the process
* Highlights context i.e. circumstances that
encompass the communicative event that
affects communicator’s use of language,
mode and channel

A

Wood, Adler and Towne’s model

43
Q
  • challenges the communicator to strategically
    use a language that is understood, familiar,
    and accepted in a context, in order to
    communicate his/her specific intentions
  • communicator fails to consider context,
    there is a possibility of a communication
    breakdown
  • PURPOSE and CONTEXT are two important
    factors why language varies
A

Purposive Communication

44
Q

Factors that shape the way conversations begin:

A

Audience, Context, & Purpose

45
Q

It means anticipating and weighing the effects of
one’s message on an audience.
➢ It is also using information that come from credible,
verifiable, and relevant sources.
➢ It is communicating with no intent to harm others.
➢ It is being careful, attentive, and inclusive through
word choice and tone
➢ It is looking at differences as a way to understand
each other and what matters to us.
➢ It never silences, and welcome disagreements as
opportunities for knowing others in a more respectful
and thoughtful manner.

A

Ethical use of Language

46
Q

➢ It refers to the style and degrees of formality that we
use depending on our communication contexts.

A

Register

47
Q

Categories of Register:

A

FORMAL, INFORMAL, & Neutral

48
Q

It is more appropriate to
professional writing and letters to a boss or
a stranger

A

FORMAL

49
Q

It is also called casual or
intimate. It is more conversational and
appropriate when writing to friends and
people you know very well.

A

INFORMAL

50
Q

It is non-emotional and sticks to
facts. It is more appropriate for technical
writing.

A

Neutral

51
Q

Contribute to convey thoughts and emotions in a non-verbal manner

A

Body Language, Facial expressions, and Tone

52
Q

➢ Assert and/or hide one’s identity
➢ Stress and/or dismiss the importance of an idea
➢ Evoke a certain emotion or feeling
➢ Demonstrate one’s attitude
➢ Reveal one’s values
➢ Allow and/or control participation

A

Functions of Non-Verbal Elements:

53
Q

– is a way of life that is cultivated and
deepened in a community of people who share
similar beliefs, values, behaviors, and goals

A

CULTURE

54
Q

Five Characteristic Stages in the Spread of English:

A

Foundation, Exonormative Stabilization, Nativization, Endonormative Stabilization, & Differentiation

55
Q

WHOSE MODEL? The evolutionary cycle of postcolonial Englishes

A

Schneider’s Model

56
Q

Extralinguistic background, Identity constructions of the parties involved, Sociolinguistic determinants of the contact
settings, & Linguistic consequences

A

4 Parameter

57
Q

(history, politics)

A

Extralinguistic background

58
Q

(culture, history, politics)

A

Identity constructions of the parties involved

59
Q

(conditions of language contact
language use, language attitudes)

A

Sociolinguistic determinants of the contact
settings

60
Q

(changes in lexis,
grammar, phonology)

A

Linguistic consequences

61
Q

Other reasons why there are other Englishes:

A

➢ Bilingual Creativity
➢ Contact of the English speakers with multilingual
and multicultural contexts
➢ Long term contact

62
Q
  • the competencies in two (or more)
    languages resulted to creative linguistic
    processes
  • also refers to the designing of a text (or
    speech) which uses linguistic resources
    from two or more unrelated languages
A

Bilingual Creativity

63
Q

nativization and
acculturation

A

Long term contact

64
Q

So why use World Englishes?

A

➢ The term symbolizes functional and formal
variations
➢ Divergent sociolinguistic context
➢ Various types of acculturations are happening
all over the world
➢ Emphasizes ‘WE-ness’, not the dichotomy
between ‘us’ and ‘them’ (native and nonnative)

Purposive Communication (4 decks)

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