Oral Communication Summary PDF

MODULE 1 MESSAGE: info, ideas, or thoughts conveyed by the speaker through words or actions ○ May include verbal or non-verbal...

MODULE 1 MESSAGE: info, ideas, or thoughts conveyed by the speaker through words or actions ○ May include verbal or non-verbal content ○ Three factors to consider in sending a message: MESSAGE CODE: how symbols TING are structured CONTENT: selection of material Chinese character for LISTEN expressing the purpose 6 different components, showing different TREATMENT: how the message listening skills: is presented ○ BE PRESENT: what you do before and ○ Three dimensions of Message: during the convo, ELEMENTS: refers to ideas ○ BE RESPECTFUL: having reverence and presented in it speak as if you were facing royalty STRUCTURE: how it is organized ○ FOCUS: have complete attention to PRODUCTION: length & the discussion & the speaker placement ○ FEEL: listen with your heart, bring ENCODING: process of converting the empathy to the space, & compassion message into words, actions, or other forms and care for the person & situation that the speaker understands ○ HEAR: your ability to get your CHANNEL: medium or means in which the hearing back from distraction and encoded message is conveyed focus on the convo ○ Dimensions: ○ SEE: natural counter-balance to our CHANNEL CREDIBILITY: refers to ears and hearing its expertness and trustworthiness as to how the COMMUNICATION receiver perceived it (print Originated from two latin words: media, tv) ○ COMMUNIS: “to make common” CHANNEL FEEDBACK: how it ○ COMMUNICARE: “to make common provides a response for the to many, to share” receiver Systemic process where people interact CHANNEL INVOLVEMENT: through the exchange of verbal and participation of the senses in non-verbal symbols to create and interpret receiving info from meanings communication channel CHANNEL AVAILABILITY: extent and frequency of the availability ELEMENTS OF of a channel for use (some areas COMMUNICATION may not have access to tv or print media) SENDER: source of info or message CHANNEL PERMANENCY: it’s RECEIVER: recipient of message/one who ability to preserve and carry the decodes the message message (print media) ○ These affect both sender and CHANNEL MULTIPLICATIVE receiver: POWER: speed and timeliness of Communication skills a channel in covering areas of Attitude communication Knowledge level Socio-cultural system  CHANNEL COMPLEMENTARY: SEMANTIC NOISE: when words supplements the themselves are not mutually communicative work of another understood channel DECODING: process of interpreting the encoded message of the speaker by receiver FEEDBACK: reactions, responses or info provided by the receiver ○ KINDS OF FEEDBACK: POSITIVE FEEDBACK: occurs when intended message is achieved LINEAR NEGATIVE FEEDBACK: occurs when intended message is NOT achieved CONTEXT: environment where communication takes place BARRIER/NOISE: factors that affect the flow of communication ○ TWO CATEGORIES OF NOISE: EXTERNAL NOISE: external sources Sender sends a message to the receiver in a Atmospheric noise one way format Extraterrestrial noise Viewed as a target or end point rather than Man-made/industrial an ongoing process noise ARISTOTLE’S MODEL INTERNAL NOISE: noise ○ ETHOS (speaker, character, ethics) generated within receiver or -> LOGOS (message, logic and communication system reason) -> PATHOS (inheres in the Thermal/Johnson/white audience, appeals emotion) noise SHANNON AND WEAVER MODEL Shot noise Transit time noise Miscellaneous internal noise ○ FOUR KINDS OF NOISE: PHYSIOLOGICAL NOISE: distraction from factors that affect how we feel and think ○ (hunger, fatigue, medication..) Source (produces message) PHYSICAL NOISE: interference Transmitter (encodes message) from our environment Channel (where it is PSYCHOLOGICAL NOISE: qualities transmitted) that affect how we Receiver (decodes the message) communicate and interpret Destination (where message others (prejudice, defensive arrives) feelings….) Noise (what interferes between communication)  Its not known how effective the ○ received message was and if it had an INTERACTION/INTERACTIVE effect on the behavior or action or MODEL recipient LASSWELL MODEL ○ ○ Based on effect of the sender’s message on receiver ○ Presents communication as persuasive than informative process BERLO’S S-M-C-R MODEL Describes communication as a process where they alternate positions as sender and receiver Incorporates feedback, making it a more ○ interactive, two-way process ○ Important elements were: Takes physical and psychological Communication skills: if the context into account: individual has good ○ PHYSICAL CONTEXT: includes the communication skills, the environmental factors in a communication is better communicational encounter because the receiver can grasp ○ PSYCHOLOGICAL CONTEXT: includes the message quickly the mental and emotional factors in a Attitude: it is as of equal communication encounter importance as the recipient’s OSGOOD-SCHRAMM’S MODEL message to create the impact of the message Knowledge: knowledge of the subject of the convo is important Social Systems: every recipient receives and interprets messages differently based on ○ our social systems ○ COMPONENTS: Culture: you must understand Sender the recipient and their cultural Message background even before Receiver message is spoken Semantic barriers: backgrounds, ○ No concept of noise or barrier beliefs, experiences and values ○ Lack of sixth sense or feelings that that influence how the sender can affect communication and receiver communicate ○ Schramm says message can either be:  DENOTATIVE: based on Simultaneous message sending, dictionary meaning noise and feedback CONNOTATIVE: based on one’s Most systematic model emotional or personal ○ DISADVANTAGES: experiences Very complex ○ Takes communication as a never Both sender and receiver must ending process understand the codes sent by ○ Feedback is also important as it lets the other the sender know if receiver has interpreted the message or not TRANSACTIONAL MODEL Messages transmitted by vocal means that do not involve language 60% of all communication is non-verbal Professor Mehrabian believed that there are three core elements in the effective face-to-face communication: ○ 38% tone of voice More complex understanding of context ○ 55% non-verbal behavior Portrays context as physical and ○ 7% literal meaning of the spoken psychological influences that word enhance/impede communication Knapp (1972) seven dimensions: focus on message transmission and ○ PROXEMICS: distance reception There are four levels of DEAN BARLUND’S MODEL distance: ○ Multilayered feedback system Intimate: 0-18 inches ○ Continuous process where sender Personal: 18 inches to 4 ft and receiver interchange and are Social: 4 to 10 ft equally important Public: 10 ft to infinity ○ Constant feedback provided from ○ HAPTICS: touch both parties ○ CHRONEMICS: time ○ Takes these into account: Waiting time PUBLIC CUES (Cpu): Physical, Talk time environmental or artificial and Work time natural or man-made ○ KINESICS: behavior PRIVATE CUES (Cpr): private Facial expressions objects of orientation, like the Eye contact senses of a person Body language BEHAVIORAL CUES: can be Mirroring: building verbal or non-verbal rapport by mimicking ○ ADVANTAGES: non-verbal cues Shows shared field experienced People like those who are by sender and receiver similar or equal to them Gestures  Physical appearance: the picture ○ WORLD VIEW: purpose, meaning. you present to the world Cosmology, interpretation, theories, ○ ARTIFACTS: material objects as an why, extension of oneself ○ THE WHAT (above the water): ○ VOCALICS: Paralanguage, use of behaviors, artifacts, accessible to the elements such as pitch, rate, pauses, senses volume, etc ○ THE WHY: attitudes, beliefs, ○ ENVIRONMENT: what we surround expectations, values ourselves with DMIS (Developmental Model of FUNCTIONS OF NON-VERBAL Intercultural Sensitivity): COMMUNICATION: ○ Develops from: ○ REPEATING: use of nonverbal ETHNOCENTRISM: assumes behavior to say what you’re saying in that the worldview of one’s own words culture is central to all reality Emblems: NVB that we use to To ETHNORELATIVISM: display what we mean supposes that cultures can only ○ SUBSTITUTING: say things w NVB be understood relative to one rather than words another and that particular ○ COMPLEMENTING: to strengthen behavior can only be what is being said with words understood within cultural Illustrators: NVB that support context what is being said verbally ○ 6 STAGES: ○ ACCENTING: emphasizing certain DENIAL: words tot clarify what we mean Individual doesnot ○ REGULATING: NVB that control the recognize cultural flow of the convo, tells us when it’s differences, sticks with our turn to talk or when the other is the familiar finished talking Primary emotion: ○ CONTRADICTING: when people say indifference one thing but their NVB tells us DEFENSE: something different Individual recognizes ○ DECEIVING: when we use deception cultural differences but is detection sills to determine if a intimidated by them so person’s behavior contradicts his or they either have a her words superior complex on their culture or has an unjustified high regard for the other Primary emotion: fear/anger when we think we are the better, shame when we think it is the latter Sending and receiving of messages MINIMIZATION: across languages and cultures Even if the individual sees LAYERS OF CULTURE: cultural differences, they ○ LIFE WAYS: dress, food, housing, bank more on universality artifacts of ideas rather than ○ LANGUAGE: words, frames, meaning cultural differences  Primary emotion: ○ Flexibility tolerance ○ Courage ACCEPTANCE: ○ Resilience They appreciate the PLATINUM RULE: do unto others as they cultural differences in would have done unto themselves behaviors then eventually in values Primary emotion: curiosity ADAPTATION: They are very open to world views when accepting new perspectives Primary emotion: Flexibility/tolerance for ambiguity INTEGRATION: They are able to have other cultural experience move in and out of their worldview and are able to help others understand different cultures and promote unity between two cultures Third culture kids are a product of this as they are raised in a different culture from their parents’, may lead to encapsulated marginality (losing their sense of self, their identity) or constructive marginality (feeling connected to every culture) INTERCULTURAL COMPETENCE: ○ Ability to create and maintain relationships across cultural difference ○ Communicate with minimal loss or distortion ○ Collaborate in order to accomplish something of mutual interest or need KEY INTERCULTURAL SKILLS: ○ Cultural self-awareness ○ Empathy ○ Curiosity