ORAL COM REVIWER MIDTERM EXAM.pdf

ORAL COM REVIWER MIDTERM EXAM WEEK 1 Communication from a Latin word "Communicare," meaning to impart, participate, or transmit, comes from the root "Communis," which means to make common or to share process of sharing and conveying messages THE ELEMENTS SPEAKER OR SPEAKER source or originat...

ORAL COM REVIWER MIDTERM EXAM WEEK 1 Communication from a Latin word "Communicare," meaning to impart, participate, or transmit, comes from the root "Communis," which means to make common or to share process of sharing and conveying messages THE ELEMENTS SPEAKER OR SPEAKER source or originator of the message ideating or creating,encoding, and transmitting the message Sender MESSAGE information, ideas, or thoughts conveyed by the speaker ENCODING process of converting the message into words or actions CHANNEL medium or the means we transmit the message Mai channels -spoken -non verbal RECEIVER recipient of the message in charge of decoding the message generate feedback DECODING process of interpreting the encoded by the receiver FEEDBACK reply of the receiver to the message sent by the sender KEY component in communication CONTEXT the environment where communication takes place NOISE OR BARRIER factors that may delay the process communication factors that may delay the process of sending or receiving a message TYPES OF NOISE BARRIER PHYSICAL most visible communication barrier environmental challenges due to thesurroundings (e.g. noise, physical obstructions, environmental noise) PSYCHOLOGICAL any internal noise physically present but mentally absent (e.g. anger, hatred, depression, happiness, etc.) SEMANTIC “language barrier” most noticeable communication barrier difference in language understanding (e.g. poor vocabulary and grammar, unclear graphics, verbolism) CULTURAL from different cultures have different perceptions, ideologies, and values (e.g. varying levels of proficiency in the primary language, differences in communication styles) PHYSIOLOGICAL/BIOLOGICAL from different cultures have different perceptions, ideologies, and values (e.g. varying levels of proficiency in thE primary language, differences in communication styles) ATTITUDINAL arise from attitudes, prejudices, or stereotypes result when people think and act based on false assumptions (e.g. prejudice and stereotypes, closed-mindedness, lack of empathy) NON-VERBAL COMMUNICATION “a process of generating meaning using behavior other than words” (Hermosa et., al 2019) “sending and receiving of messages in a variety of ways without the use of words” KINDS OF NON VERBAL KINESICS physical movement or action OCULESICS eye contact or movement HAPTICS touch or contact PROXEMICS space, distance, and physical arrangement CHRONEMICS Time VOCALICS accent, loudness, tempo, pitch, tone OLFACTICS smells or aromas and what they communicate COLOR meaning associated with colors or hues APPEARANCE physical features, accessories, grooming VERBAL COMMUNICATION “the use of language which is made up of symbols” (Hermosa et al., 2019) conventional representations of a single idea, object, or concept W2 THE MODELS OF COMMUNICATION BASIC MODEL OF COMMUNICATION most generic representation two way-process NOTE: Noise or barriers can be eradicated/REMOVE LINEAR MODEL OF COMMUNICATION transmission model one-way conversation conversations where the receiver chooses (consciously or unconsciously) to not respond or ignore the sender no feedback [PARTS Aristotelian Model Aristotle's view of communication: speaker-centered speaker controls the communication process speaker appeals to that audience in three different areas: Logos-LOGIC ETHOS-CREDIILITY PATHOS-EMOTION LASSWELL MODEL Harold Lasswell connotes: involves the transmission of information channel is an important component SHANNON AND WEAVER MODEL: Claude Shannon and Warren Weaver imply: speaker transmits information to a passive listener noise is an added element NOTE: “mother of all communication models” BERLO’S MODEL also known as SMCR model based on the SW (Shannon and Weaver) model human dimension as a method of decoding the message TRANSACTIONAL MODEL two-way conversation – a conversation in person communicators are likely in the same place easily interchange messages immediate interaction little to no time delay PARTS SCHRAMM,S MODEL modified version of the SW model emphasized the field of experience (person's background, experience, and knowledge) are factors that impact interpretation WHITE’S MODEL feedback as part of the communication a cyclical and sequential process a failure to consider the active role of the receiver INTERACTIONAL MODEL a remote conversation common in newer media sender and the receiver are (most likely) in different places take a little more time delayed interaction between sender and receiver WOOD’S MODEL ❖ dynamic process S and R labeled as communicators overlaps communicators' fields of experience changes over time W3 INFORMATION “the most basic function of communication” used in giving and getting information REGULATION “managing the behavior of others” influence one’s behavior SOCIAL INTERACTION create and sustain personal and professional relationships express desires, encouragement, needs, and decision EMOTIONAL EXPRESSION using expressions expressing emotions through spoken , written , and nonverbal media MOTIVATION gives various kinds of support encourages other person to change their opinion, attitude, and behavior ACTIVITIES CONVERSING simply talking to other people (either in a formal or an informal setting) SPEECH WRITING to write-up of what you want to deliver or say INTERVIEWING conversation between two parties: the interviewer and the interviewee PRESENTING FACT-BASED delivery of factual and empirical information based on facts or research is INDIVIDUAL ACTIVITIES emphasis on the individual ’s skills to do and present tasks GROUP PERFORMANCES tasks geared towards a group of persons or W4 SPEECH CONTEXT describes as... number of communicators setting or environment TYPES OF SC Intrapersonal Communication centers in one person speaker acts both sender anD receiver THREE ASPECT SELF CONCEPT beliefs abouT oneself oriented toward others PERCEPTION belief something through the senses Looks outward EXPECTATION belief in future occurrence Future-oriented INTERPERSONAL communication between and among people exchanging of information, feelings, and meaning KINDS Dyadic Direct Communication involves two persons Small Group Communication involves three or more persons but not more than ten PUBLIC COMMUNICATION speaker and audience one-way monologue SPEECH STYLE dictates and affects the way people communicate characterizes the degree of formality of the discourse TYPES INTIMATE private; may not be shared in public between or among close individuals CASUAL among peers and friends slang or vernacular language being used CONSULTATIVE standard one mutually acceptable language used FORMAL formal settings one-way communication FROZEN most formal style used in respectful situation or formal ceremony W5 SPEECH ACTS utterance a speaker makes to achieve an intended effect use speech acts in order to: say something meaningful inform about the reason why something is said prompt a person to act or respond\ LOCUTIONARY ACT act of making a meaningful utterance certain sentence with a certain meaning and reference EXAMPLES: "Our class will end in five minutes." (The teacher's actual utterance) "I am starving to death." (The speaker's actual utterance) ILLOCUTIONARY social function of what is said act of saying something with intention and making a prediction EXAMPLES: 1. Our class will end in five minutes. (The teacher wants the class to finish their task before the bell rings) 2. I am starving to death. (The speaker suggests to the listener that they should eat immediately.) PERLOCUTIONARY making effect as the basis of the particular context pertains acts in accord with the utterance of something to get a response EXAMPLES: 1. "Our class will end in five minutes."(The students respond by finishing their task right away.) 2. "I am starving to death." (The listener responds by agreeing that they should eat immediately.) TYPES OF ILLOC ASSERTIVE expresses belief about the truth of a proposition suggesting, putting forward, swearing, boasting, or concluding EXAMPLE: “No one makes better cakes than I do. ” (boasting) DIRECTIVE tries to make the addressee performCan action asking, ordering, requesting, inviting, advising, or begging EXAMPLE: “Please close the door.” (requesting) COMMISSIVE commits the speaker to doing something in the future promising, planning, vowing, or betting EXAMPLE: “From now on, I will participate in our group activity. ” (promising) EXPRESSIVE expresses his/her feelings or emotional reactions thanking, apologizing, welcoming, or deploring DECLARATION brings a change in the external situation blessing, firing, baptizing, bidding, or passing a sentence EXAMPLE: “You are fired!” (firing) W6 COMMUNICATION STRATEGIES Plans and methods of communicating information use to attain a specific social, linguistic, or psychological goal NOMINATION -INTRODUCES A TOPIC TO BE TALKED ABOUT -USES WHEN THEY WANT TO CONTINUE THE INTERACTION RESTRICTION -RESPONSES ARE LIMITED OR RESTRICTED ACCORDING TO A ST OF STANDARDS -PREVENTS THE CONVERSATION FROM GOING OFF TOPIC TURN TAKING -KNOWS WHEN TO STOP TALKING AND GIVES THE OTHER SPEAKER THE CHANCE TO TALK TOPIC CONTROL -LEADS THE CONVERSATION BY ASKING A QUESTION -KEEP THE COMMUNICATION WITHOUT FLOWING WITHOUT MOVING AWAY TO THE TOPIC TOPIC SHIFTING -INTRODUCES A NEW TOPIC FOLLOWED BY THE CONTINUATION OF THAT TOPIC REPAIR -REFERS TO THE COMING COMMUNICATION BREAKDOWN -RESOLVE WHAT HAS BEEN BROKE TERMINATOR -BOTH SPEAKERS AGREE TO CONCLUDE THE CONVERSATION WITH VERBAL OR NON VERBAL