Situation: A British student raises his hand in class and asks his American teacher, ‘May I go to the loo?’ The American teacher doesn’t understand the word ‘loo’ but the student looks uncomfortable, so he makes a quick guess that ‘loo’ means the same as ‘toilet’ -and says ‘OK’. Describe the process the teacher used to understand the student’s message. Write a paragraph of about 100 words. Situation: A teacher is grading Final Exam papers that must be finished quickly and accurately. He is focusing on his work. Suddenly, he hears the sound of breaking glass from the kitchen, and runs to see what happened. The cat knocked a dish onto the floor. Explain the teacher’s thought process and actions. Write about 100 words. please use the chapters to answer the question and use the vocabularies that are in the chapter’s Guide in your answer. thanks 5 attachments Slide 1 of 5 attachment_1 attachment_1 attachment_2 attachment_2 attachment_3 attachment_3 attachment_4 attachment_4 attachment_5 attachment_5 Your Name/ ID/ Section (This is kind of a funny one — Mr. Rennie didn’t like it, but I think it’s a good one ?) Use your book. Identify the main communication issue. I will not tell you where to look, because this is part of your task. More than one chapter may be useful in some cases. 4-5 Marks Answer shows both accurate recall and ability to interpret and apply the concept(s) and vocabulary – evidenced by originality,examples and paraphrasing 2-3 Marks Answer shows accurate recall of information, but little or no interpretation is made -answer appears to be memorized or copied, vocabulary too general 1 Mark Answer shows partial recall or partial understanding – answer is incomplete or not focused on the right area – Shotgun approach may be seen 0 Marks Answer does not reflect understanding of the concept or the vocabulary needed to discuss the question Situation: A British student raises his hand in class and asks his American teacher, ‘May I go to the loo?’ The American teacher doesn’t understand the word ‘loo’ but the student looks uncomfortable, so he makes a quick guess that ‘loo’ means the same as ‘toilet’ -and says ‘OK’. Describe the process the teacher used to understand the student’s message. Write a paragraph of about 100 words. Your Name/ ID/ Section Use your book. Identify the main communication issue. I will not tell you where to look, because this is part of your task. More than one chapter may be useful in some cases. 4-5 Marks Answer shows both accurate recall and ability to interpret and apply the concept(s) and vocabulary – evidenced by originality,examples and paraphrasing 2-3 Marks Answer shows accurate recall of information, but little or no interpretation is made -answer appears to be memorized or copied, vocabulary too general 1 Mark Answer shows partial recall or partial understanding – answer is incomplete or not focused on the right area – Shotgun approach may be seen 0 Marks Answer does not reflect understanding of the concept or the vocabulary needed to discuss the question Situation: A teacher is grading Final Exam papers that must be finished quickly and accurately. He is focusing on his work. Suddenly, he hears the sound of breaking glass from the kitchen, and runs to see what happened. The cat knocked a dish onto the floor. Explain the teacher’s thought process and actions. Write about 100 words. Chapter 3 Language and Meaning • Distribute study guide • Textbook and notebook ? Introduction • Language- A collection of symbols, letters, or words with arbitrary meanings — governed by rules — used to communicate (arbitrary = not fixed — random) • Language has rules • 1. Semantics — the study of how words evoke meaning in others • 2. Syntax — the way in which words are arranged to form phrases and sentences . • 3. Pragmatics — The study of language as it is used in social contexts, including its effect on the communicators • Within pragmatics, Phatic Communication (or small talk) is used to be sociable — • but not to communicate real or important information. • ‘What’s up?’ ‘How’s it going?’ ‘How are you?’ — What is the purpose of these ?s ?? Language and Culture are Intertwined • Culture — the socially transmitted behavior patterns, beliefs, attitudes and values of a particular population, community, class or time period • We learn our culture largely through language • Language develops to meet the needs of our culture or our perceptions of the world (= our reality) -The Sapir-Whorf Hypothesis — Read the article on the LMS Language organizes and classifies reality • As with perception, we use words to organize, classify and specify … For example: • ‘See that man over there?’ • ‘Which one?’ • ‘The tall one.’ • ‘The one with short, brown hair?’ • ‘No, the one with longer hair and glasses.’ In this case, language classifies by gender, height, hair color and adornment. Language is Arbitrary • Words mean only what we decide they mean. • Denotative Meaning = the usual, agreed-upon meaning such as you find in a dictionary • Connotative Meaning = an individualized or personalized meaning which may have emotional elements — for example: • I love pizza / I love you (what is the difference?) Language is Abstract • Words are abstractions — they stand for ideas and things, but they are NOT those things • See the ‘ladder of abstraction’ on p. 54 Language to Avoid 1 • Grammatical Errors — they make a speaker look foolish or uneducated • Slang — informal language– OK for some situations, but not all — and using it is a habit • Clichés — overused ‘tired’ expressions which are less effective than new or fresh ones • Euphemisms — can confuse people unfamiliar with their meanings — ‘nicer’ ways of mentioning unpleasant realities. Can be fun. Language to Avoid 2 • Profanity — indecent words, very impolite words — offends many listeners, inappropriate in most social situations — Can become a habit • Jargon — Language specific to a particular profession which might not be understood by outsiders — might be used to impress • Regionalisms — words specific to a particular region (area) and not generally used (or understood)outside that area Improving Language Skills • Descriptiveness — describing observed behavior (observations) — instead of reacting or judging • Check your perceptions — does the other person perceive the same thing you do? • Paraphrase — restate received message content using your own words — very effective -continued• Use Operational Definitions — Define something by describing how it works, how it is made, what it looks like… (see p. 59) • Ex: A job can be defined by listing its duties • Define Your Terms — Unusual terms, acronyms or abbreviations need to be defined to ensure the listener (or reader)understands • Ex: 4WD/ AWD (vehicles) • GMO/non-GMO (foods) Observations VS Inferences • Observation — description of what is sensed • Ex: In class: some students are yawning • Inference — A conclusion (judgment) based on what is observed • Ex: The students are bored … or maybe… • Ex: The students are just tired (maybe I should check my perception or change to a different activity…) Conclusion • In this chapter you learned: • Language is a collection of symbols, letters, and words with arbitrary meanings • Governed by rules • Used to communicate (transmit and generate meaning) • Language is arbitrary • Language organizes and classifies reality • Language is abstract • Language shapes our perceptions (what we understand as reality) • People sometimes use language poorly — and this can be a barrier to communication • Examples include: grammatical errors, slang, cliché, euphemisms, profanity, jargon, and regionalisms • You can change and improve your use of language by: • Being more descriptive • Being more concrete (less abstract) • Differentiating between Observations and Inferences . • END • Reminder: • Be sure you have read the article on the SapirWhorf Hypothesis — found on the LMS Human Communications Language is… COM 201 Chapter 3 Language and Meaning a collection of words, symbols, or letters — with arbitrary meanings, governed by rules, used to communicate (All languages are Codes) Arbitrary — the word or symbol has no real meaning — only the meaning we decide to give it Language Has Rules 1. Semantics _________________________________________________ 2. Syntax _________________________________________________ 3. Pragmatics __________________________________________________ Phatic communication to establish mood of sociability… (without deep meaning) Language and Culture are Intertwined (wrapped around each other) If the culture changes, the language also changes. Ex: Do you think the culture in England is the same as in Shakespeare’s time? What about the language? How about Arabic? Language Organizes and Classifies Reality Ex: The tribe in Brazil that has no words for numbers and its members don’t have the ability to count… Ex: Eskimo people in the far north with 50 different words for snow… Ex: Artists (painters and designers or photographers) with many names for different shades of color… Language is Arbitrary Language is Abstract denotative meaning = _____________________________________ connotative meaning = _____________________________________ words ‘stand for’ things, but they are not the same as those thing Language to Avoid When Speaking • Grammatical Errors ‘these make the speaker look and sound less intelligent’ • Slang too casual or inappropriate language • Clichés no pain, no gain… better safe than sorry… • Euphemisms* (restroom-toilet / passed away-died / has a screw loose-crazy …) • Profanity (curses, bad words…) • Jargon (medical terms, computer terms…) –every profession has its jargon • Regionalisms (similar to slang — local names for things… (soda, pop, tonic) • Figures of speech — (…I had butterflies in my stomach… – I had not really eaten insects!) Discriminatory Language * language used to tease or insult people because of a personal characteristic *(against individuals or groups based on their gender, race, nation of origin, lifestyle, age…) How Can Language Skills be Improved? Descriptiveness Describing observed behavior … ‘You look upset.’ Paraphrasing Restating the message you receive in your own words as feedback Operational Definitions How it’s made / what it does / how it works… Define your Terms Ex. What’s the difference between 4WD and All-Wheel Drive? Concrete Language words/statements that are specific (not vague or too abstract) Indexing (Stereotyping: First-born children are more responsible than their younger brothers or sisters.) (Indexing: My younger brother is so unreliable! How about in your family? (Toyota cars are very reliable.) (I really like my Toyota. What do you think of yours?) Differentiate Between Observations and Inferences Observations are _____________________________________________________________________ Inferences are _______________________________________________________________________ Although we usually identify communication with speaking, communication is composed of two dimensions — verbal and nonverbal NON-VERBAL COMMUNICATION …. messages to • The use of WORDLESS generate meaning • NonverbalCommunication is communication without words. • It includes behaviors like facial expressions, eyes, touching, and tone of voice, and less obvious messages like dress, posture and the spacial distance between two or more people. Although verbal output can be turned off, NONVERBAL CANNOT! Even silence speaks. NON-WORD SOUNDS … • AAHHHHH… • OOOOUUUHHHH…. • HUMMMMMMM ARE ALSO FORMS OF NON VERBAL COMMUNICATION NON VERBAL COMMUNICATION IS…. • COMPLEX BUT PROBABLY MORE REALIABLE THAN VERBAL COMMUNICATION. NONVERBAL COMMUNICATION IS THE WAY WE COMMUNICATE OUR FEELINGS AND ATTITUDES. AMBIGUOUS ONE CODE = VARIOUS MEANINGS OR VARIOUS CODES = THE SAME MEANING 6 WAYS WE USE NON VERBAL COMMUNICATION REPEATING EMPHASIZING COMPLEMENTING CONTRADICTING SUBSTITUTING REGULATING THE MESSAGE REPEATING… • SPEAK AND FROWN • SPEAK AND POINT EMPHASIZING…. • TO STRENGTHEN THE MESSAGE COMPLEMENTING IS NOT THE SAME AS REPEATING, OR…. EMPHASIZING.THE NON-VERBAL AND VERBAL TOGETHER GIVE GREATER MEANING THAN…EITHER MESSAGE COULD DO ALONE CONTRADICTING…. • VERBAL AND NON-VERBAL CONFLICTING MEANINGS HAPPY TO MEET YOU/ SUBSTITUTING…. • NON-VERBAL COMMUNICATION TAKES THE PLACE OF VERBAL REGULATING… NON-VERBAL CODES ARE USED TO MONITOR AND CONTROL INTERACTIONS WITH OTHERS. KINESICS • BODILY MOVEMENT ….. • FACIAL EXPRESSION TO DECIDE MEANING, WE…. OBSERVE…. ANALYSE…. INTERPRET WE MUST CONSIDER… • PERSON’S NORMAL BEHAVIOUR • THE SITUATION (CONTEXT) • LIKING IS EXPRESSED NONVERBALLY BY LEANING FORWARD MOVEMENT DIRECT BODY ORIENTATION AND DIRECT EYE CONTACT STATUS: • BIG GESTURES… RELAXED POSTURE… LESS EYE CONTACT RESPONSIVENESS: MOVEMENT TOWARDS… SPONTANEOUS GESTURES… FACIAL EXPRESSIVENESS EMBLEMS • A SUBSTITUTE FOR WORDS.. OPEN HAND —- STOP ILLUSTRATORS… • REINFORCEMENT OF VERBAL MESSAGES…POINTING TO THE DOOR AFFECT DISPLAYS • FACIAL AND BODY MOVEMENTS THAT SHOW EMOTION REGULATORS MOVEMENTS THAT CONTROL THE PACE OF COMMUNICATION STARTING TO MOVE AWAY… LOOKING AT YOUR WATCH ADAPTORS • PARTIAL MOVEMENTS PERFORMED IN PUBLIC PHYSICAL ATTRACTION AFFECTS…. CREDIBILITY ABILITY TO PERSUADE OTHERS SPACE…. • TERRITORIALITY… • ESTABLISH AND MAINTAIN SPACE AS YOUR OWN, • The Four Distances from closest to farthest… • 1. Intimate (close enough to touch) • 2. Personal (conversational distance) • 3. Social (workplaces…) • 4. Public (large spaces – auditorium…) PERSONAL SPACE THE DISTANCE WE PREFER TO KEEP BETWEEN OURSELVES AND OTHER PEOPLE. INTIMATE • OUTWARDS TO 18 INCHES PERSONAL DISTANCE… • 18 INCHES TO 4 FEET….. • DISTANCE USED BY MOST AMERICANS FOR CONVERSATION AND NON-INTIMATE EXCHANGES SOCIAL DISTANCE • 4-12 FEET…. • TO CARRY OUT BUSINESS IN THE WORKPLACE PUBLIC DISTANCE • 12 FEET… (don’t worry about the exact measurement !) • LECTURES, TALKS, MEETINGS,TRIALS ETC.. WHY IS THIS IMPORTANT…. • RELATIONSHIPS ARE RELATED TO USE OF SPACE… • WE TEND TO STAND CLOSER TO PEOPLE WE LIKE AND IDENTIFY WITH….AND FARTHER FROM PEOPLE WE IDENTIFY AS ENEMIES. CULTURAL BACKGROUND • TOO CLOSE….. • BACK AWAY…. • IMPRESSION OF UNFRIENDLINESS ORGANIZING AND USING TIME…. • CHRONEMICS (the way people organize and use time.) • MONOCHRONIC…. • POLYCHRONIC… MONOCHRONIC PEOPLE… • THINK ORGANIZING TIME IS VERY IMPORTANT…. • STAY ON TIME • DO ONE TASK AT A TIME. • Switzerland Germany UK USA Canada POLYCHRONIC PEOPLE… PERFORM SEVERAL TASKS AT A TIME THINK RELATIONSHIPS CAN BE MORE IMPORTANT THAN TIME — in some cases IT IS IMPORTANT TO RECOGNIZE THAT MONOCHRONIC PEOPLE …. VIEW PRIVACY AS IMPORTANT …. THINK WORK IS VERY IMPORTANT… ARE INDPENDENT POLYCHRONIC PEOPLE .. THINK INTERPERSONAL RELATIONS ARE MORE IMPORTANT THAN WORK. OFTEN DO MORE THAN ONE TASK AT A TIME. EGYPT MEXICO SAUDI ARABIA INDIA TOUCH (TACTILE COMMUNICATIONS) DANGEROUS INAPPROPRIATE UNWELCOMED OR POWERFUL PLEASURABLE REINFORCING INTERPRETATION WILL DEPEND ON CULTURE OR RELATIONSHIPS PITCH…. • HIGH OT LOW RATE…. • SPEED INFLECTION… • VARIETY OF CHANGES IN PITCH VOLUME • LOUDNESS QUALITY HUSKINESS NASALITY RASPINESS WHININESS NON-WORD SOUNDS INCLUDING PAUSES OR ABSENCE OF SOUND USED FOR EFFECT ARTICULATION • MOUTH, TONGUE AND TEETH COORDINATE TO MAKE A WORD UNDERSTANDABLE TO OTHERS • Speech defects…lisps stuttering slurring ENUNCIATION…. NOT MUMBLING SPEAKING CLEARLY SILENCE… DRAMATIC BETTER THAN VOCALIZED PAUSES CLOTHING/ARTIFACTS • HOLD COMMUNICATIVE POTENTIAL….. • SHOW THE TYPE OF PERSON YOU BELIEVE YOU ARE FOR EXAMPLE…. • • • • • • • JEWELRY HAIRSTYLE COSMETICS CARS WATCHES SHOES TATTOOS THESE ALSO….. • AFFECT OTHER’S PERCEPTION OF WHO SOMEONE IS… IMPROVING NON-VERBAL COMMUNICATION BE SENSITIVE TO…. • CONTEXT • AUDIENCE • FEEDBACK CONTEXT… • PHYSICAL SETTING • OCCASION • SITUATION AUDIENCE.. • YOUNG… • OLD …. • FORMAL…. • CONSERVATIVE… FEEDBACK.. ALWAYS IMPORTANT…. • IF THERE IS NONE GIVEN, CREATE SOME BY ASKING QUESTIONS. PROBLEMS…. • ONE CODE CAN HAVE A VARIETY OF MEANINGS… OR A VARIETY OF CODES CAN EXPRESS THE SAME MEANING…. MUCH DEPENDS ON CULTURE… Nonverbal communication is often used to convey emotions and the relationship of the PEOPLE delivering the message. COM 201 Chapter 4 Nonverbal Communication Rev 162 When you have read and thought about this chapter, you will be able to: • • • • • • • • 1. Define Nonverbal Communication Describe how verbal and nonverbal codes work together Identify two problems people have when interpreting nonverbal codes Define and identify nonverbal codes Recognize the types of bodily movement in nonverbal communication State the factors that determine the amount of personal space people use Understand how objects are used in nonverbal communication Utilize strategies for improving your nonverbal communication and your awareness Define Nonverbal Communication (using wordless messages to make meaning) ? Emoticons… 2. Verbal and Nonverbal codes work together • • • • • • in SIX ways Repeating — same message sent verbally and nonverbally Emphasizing — use of the nonverbal code strengthens the verbal message Complementing — the verbal and nonverbal codes add meaning to each other… the meaning is more than the sum of the two parts… A great actor sounds better than your teacher… Contradicting — the verbal and nonverbal messages conflict with each other — often with the opposite message. — Focus on the nonverbal message, because it’s usually the true one. Substituting – occurs when a nonverbal code is used INSTEAD OF a verbal one. You make a fist and wave it in someone’s face while looking him hard in the eye… but don’t say anything… Regulating — nonverbal codes used to monitor and control interaction with others — for example, -nod your head when you want the other person to continue talking, move away or break eye contact when you want the other person to stop… 3. 2 problems people have in INTERPRETING nonverbal codes 1. Same code for a variety of meanings 2. Variety of codes for the same meaning 4. Define and Identify Nonverbal Codes (symbols, non-word vocalizations, bodily movement, facial expressions, physical attraction, use of space, time, touch, clothing & other objects…) 5. Body Movement in Nonverbal Communication (Kinesics — the study of bodily movements) -but you don’t just ‘read’ another person’s body language — you observe, analyze and interpret before deciding the ‘probable’ meaning… and you need to know the other person’s normal behavior well… 6. Space and Distance (Proxemics) (the 4 distances pp. 72-73) 1. Intimate 2. Personal 3. Social 4. Public 7. Time (Chronemics) = the way people use and organize time and messages so-created (p. 74) * Monochronic – very serious about time / jobs more important than most other things — even family / like privacy, like to work independently, one task at a time, rarely borrow or lend possessions or money ‘typical’ of many ‘Western’ especially northern-European and American cultures * Polychronic — not as serious about time / personal relationships more important than work / highly involved with other people / often have several tasks going at one time / ‘typical’ of many Latin and middle-Eastern cultures 8. Clothing and Other Artifacts (Objectics) Clothing and other objects may be used as nonverbal codes. Consider a student who drives a Ferrari to school every day (and makes sure people are watching…) What message is he ‘sending’ and what message do you perceive? (And consider… – is it the same message?) Can you think of other examples? 9. Ways to Improve Your N-V Communication • • • • • • Be sensitive to others and to your surroundings Be aware of the context Demonstrate interest (in others) by making eye contact (and other N-V signals…) Recognize that everyone DOES NOT use time or space the same way that YOU do Manage your time in the same way your professors or your employers do Dress appropriately — your personal appearance is important and people DO notice SPACE FOR YOUR NOTES Key Vocabulary — • • • • • • • • • • • • • • • • • • • Artifacts Chronemics Complementing Contradicting Cues Emphasizing Kinesics Monochronic Nonverbal codes Nonverbal communication Non-word sounds Objectics Polychronic Proxemics Regulating Repeating Silence Substituting Vocal cues + Intimate distance Personal distance Social distance Public distance Purchase answer to see full attachment Tags: non verbal communication thought process requesting permission student was uncomfortable action to rush User generated content is uploaded by users for the purposes of learning and should be used following Studypool’s honor code & terms of service.