This Slideshare will attempt to uncover some of the practical and theoretical approaches to using an interpreter during field-based research in a country, community or culture that is not that of the researcher.
This slide corresponds with Wrench, McCroskey, and Richmond's (2008) Human Communication in Everyday Life: Explanations and Applications published by Allyn and Bacon.
Strategies in various speech situations unit 2Adonis Gonzales
This document discusses different types of speech contexts and styles. It identifies five main types of speech contexts: intrapersonal communication which occurs within one's own thoughts, interpersonal communication between two people (dyadic) or small groups of 3-12 people, public speaking to larger audiences, and mass communication through various media. The context affects the appropriate speech style, which can be intimate between close relations, casual among friends, consultative in professional settings, formal in one-directional settings, or frozen unchanged in ceremonies. The document provides examples to illustrate each context and style.
This document provides descriptions and examples of different types of speeches:
- Informative speeches aim to educate the audience on a particular topic. Examples include speeches about earthquakes, research, or new software.
- Persuasive speeches try to convince the audience to change their views or behaviors on an issue like becoming an organ donor or improving health.
- Argumentative speeches encourage audiences to change their opinions on controversial topics.
- Motivational speeches are meant to inspire the audience that they can succeed.
- Other speech types discussed include demonstrative, introductory, welcoming, award presenting, tribute, toasting, and farewell speeches.
This document provides tips and information for effective multicultural communication. It discusses how language and nonverbal behaviors vary across cultures and can lead to miscommunication if not properly understood. Specific examples of linguistic preferences and nonverbal gestures in different countries are given. The document also provides 11 tips for successful multicultural communication, such as simplifying messages, defining technical terms, being patient, and clarifying intentions across cultural differences.
8.communicating effectively in international businessYousuf Adil
This document discusses effective intercultural communication strategies for international business. It outlines intercultural differences in body language like distance, eye contact and facial expressions. It provides principles for written, oral and extra efforts in intercultural communication including preparing managers travelling abroad by providing intercultural training, planning negotiations and presentations abroad, and attending to important details. The overall focus is on understanding cultural norms and adapting communication styles to be most effective when conducting business internationally.
This document outlines a lesson on communication for various purposes. It discusses the purposes of communication like informative, persuasive, and argumentative presentations. It provides tips for each type of presentation. It also covers public speaking, the different ways to deliver a speech along with guidelines for writing and delivering a good speech. Lastly, it defines interviews, how to plan and conduct interviews, and guidelines for both interviewers and interviewees. The overall document provides information on different forms of communication, how to effectively present information to different audiences, and tips for speeches, presentations and interviews.
This slide corresponds with Wrench, McCroskey, and Richmond's (2008) Human Communication in Everyday Life: Explanations and Applications published by Allyn and Bacon.
Strategies in various speech situations unit 2Adonis Gonzales
This document discusses different types of speech contexts and styles. It identifies five main types of speech contexts: intrapersonal communication which occurs within one's own thoughts, interpersonal communication between two people (dyadic) or small groups of 3-12 people, public speaking to larger audiences, and mass communication through various media. The context affects the appropriate speech style, which can be intimate between close relations, casual among friends, consultative in professional settings, formal in one-directional settings, or frozen unchanged in ceremonies. The document provides examples to illustrate each context and style.
This document provides descriptions and examples of different types of speeches:
- Informative speeches aim to educate the audience on a particular topic. Examples include speeches about earthquakes, research, or new software.
- Persuasive speeches try to convince the audience to change their views or behaviors on an issue like becoming an organ donor or improving health.
- Argumentative speeches encourage audiences to change their opinions on controversial topics.
- Motivational speeches are meant to inspire the audience that they can succeed.
- Other speech types discussed include demonstrative, introductory, welcoming, award presenting, tribute, toasting, and farewell speeches.
This document provides tips and information for effective multicultural communication. It discusses how language and nonverbal behaviors vary across cultures and can lead to miscommunication if not properly understood. Specific examples of linguistic preferences and nonverbal gestures in different countries are given. The document also provides 11 tips for successful multicultural communication, such as simplifying messages, defining technical terms, being patient, and clarifying intentions across cultural differences.
8.communicating effectively in international businessYousuf Adil
This document discusses effective intercultural communication strategies for international business. It outlines intercultural differences in body language like distance, eye contact and facial expressions. It provides principles for written, oral and extra efforts in intercultural communication including preparing managers travelling abroad by providing intercultural training, planning negotiations and presentations abroad, and attending to important details. The overall focus is on understanding cultural norms and adapting communication styles to be most effective when conducting business internationally.
This document outlines a lesson on communication for various purposes. It discusses the purposes of communication like informative, persuasive, and argumentative presentations. It provides tips for each type of presentation. It also covers public speaking, the different ways to deliver a speech along with guidelines for writing and delivering a good speech. Lastly, it defines interviews, how to plan and conduct interviews, and guidelines for both interviewers and interviewees. The overall document provides information on different forms of communication, how to effectively present information to different audiences, and tips for speeches, presentations and interviews.
This document provides an outline for a 2-hour lesson on oral communication. The lesson defines communication and explains the communication process using Gronbeck's model. It discusses the importance of effective communication and identifies barriers. Students will define communication, discuss elements of effective communication, and perform a communication activity. They will analyze their ability to communicate effectively and receive feedback. An optional enrichment activity involves researching other communication models. The lesson evaluates students' understanding through communication-related tasks.
This document discusses various aspects of oral communication and public speaking. It covers topics such as the basic factors of delivery, developing self-confidence, different methods of speaking, types of speeches by purpose, parts of a program, roles of speakers, and techniques for introductions and conclusions. The document provides guidance on posture, volume, clarity, pronunciation, and grammar when delivering a speech. It also discusses how to reduce platform fright through preparation and experience.
The document provides instructions for an activity where students will be split into groups. Each group will create a 2 minute presentation comparing and contrasting the Shannon-Weaver and Transactional models of communication. Students are given 15 minutes to prepare their presentations which should demonstrate their understanding of the two models in a creative way. The presentation should focus on how each model can be observed in practice.
The document summarizes the key components of the rhetorical triangle and how they relate to improving scores on the English, Reading, and Writing sections of the ACT test. It outlines the essential elements of communication - speaker/ethos, message/logos, and audience/pathos - as well as context/occasion, purpose, genre, tone, and style. It then explains how each section of the ACT evaluates a test-taker's understanding of these components and their ability to analyze texts in terms of the rhetorical strategies used.
This document provides guidance for students taking a public speaking class. It outlines 5 objectives for the class, including extemporaneous delivery, poised platform presence, speech preparation and organization, effective listening, and critical thinking. It notes that grades are earned based on points from assignments, and missing class carries inherent risks. Several upcoming assignments are then outlined, including introductory speeches, chapter speeches on various topics, and exercises in visualization, plagiarism, research sources, outlining and formatting outlines. An upcoming class schedule is provided, noting upcoming deadlines and evaluations. In summary, the document provides an overview of assignments, objectives, and expectations for a public speaking course.
Interviews as a research method - Qualitative - A practical guide ELENA CHATZOPOULOU
This document provides information about qualitative research interviews and focus groups. It discusses the purposes and challenges of qualitative versus quantitative research. Key aspects of interviews are described, such as using open-ended questions to understand participants' perspectives and collecting textual, audio, and visual data. Ethical considerations for interviews are outlined, including obtaining consent, protecting privacy, and ensuring data is only used for research. Focus groups are defined as discussions with homogeneous groups, and tips are provided for developing questions, facilitating discussion, and transcribing recordings. Overall the document offers guidance on qualitative research methods, specifically interviews and focus groups.
The document provides guidance for an intercultural communication activity where students will work in groups to create a fictional country and its cultural behaviors. They will then participate in a simulated dinner party to practice interacting with people from other fictional cultures while adhering to cultural rules their group created. The goal is to have students experience and reflect on differences in cultural communication styles.
The document discusses key concepts from Chapter 2 of a communication course. It covers definitions of communication, perspectives on communication including psychological, social constructionist, and pragmatic views. Models of communication are examined in terms of their explanatory, predictive, and control functions as well as limitations. Cultural studies perspective is briefly introduced. The SPEAKING model elements are listed. A reading and note-taking schedule for the week is provided.
This document discusses different types and styles of speech. There are four types of speech contexts: 1) intrapersonal communication centered on one person, 2) interpersonal communication between people to establish relationships, 3) public communication delivered to a group, and 4) mass communication through various media. There are also five speech styles: 1) intimate between close individuals, 2) casual among peers using slang, 3) consultative as a standard, 4) formal in formal settings, and 5) frozen unchanged in ceremonies. The document provides examples of each type and style.
This document provides an introduction and overview of speech communication. It discusses several communication theories including Berlo's listening theory and the Shannon and Weaver model. It also addresses types of communication and introduces the topic of public speaking. The document emphasizes that public speaking is an important skill and outlines reasons why, including its relevance in employment. It acknowledges that public speaking anxiety is normal and provides tips for overcoming fears, such as preparing, visualizing success, understanding mistakes are inevitable, and realizing nerves may not be visible to others.
This document provides information on different types of communication and speech styles. It defines intrapersonal communication as communication with oneself, such as through journaling. It also discusses interpersonal communication as direct communication between two or more people. The document then describes various forms of public communication including lectures, panel discussions, debates, symposiums, and roundtable discussions. It provides details on the purpose and structure of each type of public communication.
The document provides an overview of key concepts from an interpersonal communication course, including:
- Introductions to the instructor and an icebreaker activity where students introduce themselves and a partner.
- Definitions of interpersonal communication and how it differs from intrapersonal communication.
- A discussion of why communication is necessary to meet physical, relational, identity, spiritual, and instrumental needs.
- Three models of communication - the action, interaction, and transactional models - and their components like encoding, decoding, feedback, and context.
This document provides an overview of a course called "Purposive Communication". The 3-sentence summary is:
The Purposive Communication course develops students' communication skills and cultural awareness through multimodal tasks that allow them to communicate effectively with a multicultural audience. It equips students with tools to critically analyze various texts and emphasizes conveying messages responsibly given the power of language and images. Students can apply what they learn in this course to their other academic work, chosen disciplines, and future careers as they produce relevant oral, written, audio-visual and web-based outputs for different purposes.
Social development club is a leading course content provider of India with a key focus on skilling courseware development. We deliver complete package required to deliver the Skill development program effectively. We develop NCVT and SSC aligned courses of all the domains and for all the schemes.
Contact: sdccourses@gmail.com, http://www.socialdevelopment.club
This document discusses organizational preferences and strategies for persuasion across cultures. It notes that in U.S. English, essays and speeches follow a linear structure with a clear thesis, while Japanese paragraphs connect ideas indirectly. It also describes three general persuasion styles - quasilogical using evidence, presentational appealing to emotion, and analogical using stories - and how cultural norms influence acceptable evidence and emotional appeals. The document then covers maintaining relationships across cultures, including dimensions of relationships, balancing autonomy/connection, and managing uncertainty through disclosure.
This document provides an overview of key concepts from Chapter 1 of the textbook "ENG 2013 COMMUNICATION SKILLS". It defines communication as the process of using messages to generate meaning. The components of communication include people, message, channel, feedback, code, encoding/decoding, situation, and noise. Different contexts of communication are discussed, including intrapersonal, interpersonal, public, mass, and digitally mediated communication. Principles of communication and characteristics of competent communicators are also outlined.
The document provides peer review guidelines for revising an essay. It lists 7 areas of focus for revision: 1) word choice and style, 2) visualization, 3) describing two forms of the message's medium, 4) avoiding cliches, 5) including a moment of tension, 6) properly introducing quotes, and 7) meeting formatting requirements. Reviewers are instructed to provide specific examples and suggestions for improvement in each area and submit their review as a typed response.
The document discusses the rhetorical triangle and how it applies to different communication contexts. The rhetorical triangle consists of three sides - the speaker, the audience, and the situation or problem. It is used in speeches/lectures, workshops/group activities, and discussions. For each communication type, the summary provides an example of how the rhetorical triangle would apply by identifying the speaker, audience, and situation.
This document discusses four types of communication: intrapersonal (communication within oneself), interpersonal (between two people or small groups), public (presenting to a larger audience), and mass communication (through media). Intrapersonal involves self-thoughts and reflection. Interpersonal includes dyadic communication between two people or small group discussion. Public communication requires delivering a message to a larger audience using amplified voice, gestures, and potentially visual aids. Mass communication transmits information to broad audiences via television, radio, newspapers and the internet. The document provides examples of each type and instructs students to compare and discuss the differences in a graphic organizer.
This workshop covered cross-cultural communication and competency. The goals were to increase awareness of how cultural differences affect communication and increase competence in communicating effectively across cultures. Various terms related to culture and communication were defined. Components of non-verbal communication were discussed. Bias-free discussion and developing competency were also covered. The workshop concluded that understanding communication styles and cultural influences is important for building relationships across cultures and using bias-free language promotes effective cross-cultural communication.
(1) The document contains a literature review on effective communication between students and student affairs departments. It discusses trends in the literature around providing helpful information to students and barriers to communication.
(2) The methodology section describes a survey given to 30 students, 15 local and 15 international, to understand their needs and experiences with the student affairs department. Quantitative data from the survey is presented in a table.
(3) Key findings from the survey include international students preferring to handle problems themselves rather than contact the school. The orientation program was rated as average quality, and students provided suggestions for improvement.
This document provides an outline for a 2-hour lesson on oral communication. The lesson defines communication and explains the communication process using Gronbeck's model. It discusses the importance of effective communication and identifies barriers. Students will define communication, discuss elements of effective communication, and perform a communication activity. They will analyze their ability to communicate effectively and receive feedback. An optional enrichment activity involves researching other communication models. The lesson evaluates students' understanding through communication-related tasks.
This document discusses various aspects of oral communication and public speaking. It covers topics such as the basic factors of delivery, developing self-confidence, different methods of speaking, types of speeches by purpose, parts of a program, roles of speakers, and techniques for introductions and conclusions. The document provides guidance on posture, volume, clarity, pronunciation, and grammar when delivering a speech. It also discusses how to reduce platform fright through preparation and experience.
The document provides instructions for an activity where students will be split into groups. Each group will create a 2 minute presentation comparing and contrasting the Shannon-Weaver and Transactional models of communication. Students are given 15 minutes to prepare their presentations which should demonstrate their understanding of the two models in a creative way. The presentation should focus on how each model can be observed in practice.
The document summarizes the key components of the rhetorical triangle and how they relate to improving scores on the English, Reading, and Writing sections of the ACT test. It outlines the essential elements of communication - speaker/ethos, message/logos, and audience/pathos - as well as context/occasion, purpose, genre, tone, and style. It then explains how each section of the ACT evaluates a test-taker's understanding of these components and their ability to analyze texts in terms of the rhetorical strategies used.
This document provides guidance for students taking a public speaking class. It outlines 5 objectives for the class, including extemporaneous delivery, poised platform presence, speech preparation and organization, effective listening, and critical thinking. It notes that grades are earned based on points from assignments, and missing class carries inherent risks. Several upcoming assignments are then outlined, including introductory speeches, chapter speeches on various topics, and exercises in visualization, plagiarism, research sources, outlining and formatting outlines. An upcoming class schedule is provided, noting upcoming deadlines and evaluations. In summary, the document provides an overview of assignments, objectives, and expectations for a public speaking course.
Interviews as a research method - Qualitative - A practical guide ELENA CHATZOPOULOU
This document provides information about qualitative research interviews and focus groups. It discusses the purposes and challenges of qualitative versus quantitative research. Key aspects of interviews are described, such as using open-ended questions to understand participants' perspectives and collecting textual, audio, and visual data. Ethical considerations for interviews are outlined, including obtaining consent, protecting privacy, and ensuring data is only used for research. Focus groups are defined as discussions with homogeneous groups, and tips are provided for developing questions, facilitating discussion, and transcribing recordings. Overall the document offers guidance on qualitative research methods, specifically interviews and focus groups.
The document provides guidance for an intercultural communication activity where students will work in groups to create a fictional country and its cultural behaviors. They will then participate in a simulated dinner party to practice interacting with people from other fictional cultures while adhering to cultural rules their group created. The goal is to have students experience and reflect on differences in cultural communication styles.
The document discusses key concepts from Chapter 2 of a communication course. It covers definitions of communication, perspectives on communication including psychological, social constructionist, and pragmatic views. Models of communication are examined in terms of their explanatory, predictive, and control functions as well as limitations. Cultural studies perspective is briefly introduced. The SPEAKING model elements are listed. A reading and note-taking schedule for the week is provided.
This document discusses different types and styles of speech. There are four types of speech contexts: 1) intrapersonal communication centered on one person, 2) interpersonal communication between people to establish relationships, 3) public communication delivered to a group, and 4) mass communication through various media. There are also five speech styles: 1) intimate between close individuals, 2) casual among peers using slang, 3) consultative as a standard, 4) formal in formal settings, and 5) frozen unchanged in ceremonies. The document provides examples of each type and style.
This document provides an introduction and overview of speech communication. It discusses several communication theories including Berlo's listening theory and the Shannon and Weaver model. It also addresses types of communication and introduces the topic of public speaking. The document emphasizes that public speaking is an important skill and outlines reasons why, including its relevance in employment. It acknowledges that public speaking anxiety is normal and provides tips for overcoming fears, such as preparing, visualizing success, understanding mistakes are inevitable, and realizing nerves may not be visible to others.
This document provides information on different types of communication and speech styles. It defines intrapersonal communication as communication with oneself, such as through journaling. It also discusses interpersonal communication as direct communication between two or more people. The document then describes various forms of public communication including lectures, panel discussions, debates, symposiums, and roundtable discussions. It provides details on the purpose and structure of each type of public communication.
The document provides an overview of key concepts from an interpersonal communication course, including:
- Introductions to the instructor and an icebreaker activity where students introduce themselves and a partner.
- Definitions of interpersonal communication and how it differs from intrapersonal communication.
- A discussion of why communication is necessary to meet physical, relational, identity, spiritual, and instrumental needs.
- Three models of communication - the action, interaction, and transactional models - and their components like encoding, decoding, feedback, and context.
This document provides an overview of a course called "Purposive Communication". The 3-sentence summary is:
The Purposive Communication course develops students' communication skills and cultural awareness through multimodal tasks that allow them to communicate effectively with a multicultural audience. It equips students with tools to critically analyze various texts and emphasizes conveying messages responsibly given the power of language and images. Students can apply what they learn in this course to their other academic work, chosen disciplines, and future careers as they produce relevant oral, written, audio-visual and web-based outputs for different purposes.
Social development club is a leading course content provider of India with a key focus on skilling courseware development. We deliver complete package required to deliver the Skill development program effectively. We develop NCVT and SSC aligned courses of all the domains and for all the schemes.
Contact: sdccourses@gmail.com, http://www.socialdevelopment.club
This document discusses organizational preferences and strategies for persuasion across cultures. It notes that in U.S. English, essays and speeches follow a linear structure with a clear thesis, while Japanese paragraphs connect ideas indirectly. It also describes three general persuasion styles - quasilogical using evidence, presentational appealing to emotion, and analogical using stories - and how cultural norms influence acceptable evidence and emotional appeals. The document then covers maintaining relationships across cultures, including dimensions of relationships, balancing autonomy/connection, and managing uncertainty through disclosure.
This document provides an overview of key concepts from Chapter 1 of the textbook "ENG 2013 COMMUNICATION SKILLS". It defines communication as the process of using messages to generate meaning. The components of communication include people, message, channel, feedback, code, encoding/decoding, situation, and noise. Different contexts of communication are discussed, including intrapersonal, interpersonal, public, mass, and digitally mediated communication. Principles of communication and characteristics of competent communicators are also outlined.
The document provides peer review guidelines for revising an essay. It lists 7 areas of focus for revision: 1) word choice and style, 2) visualization, 3) describing two forms of the message's medium, 4) avoiding cliches, 5) including a moment of tension, 6) properly introducing quotes, and 7) meeting formatting requirements. Reviewers are instructed to provide specific examples and suggestions for improvement in each area and submit their review as a typed response.
The document discusses the rhetorical triangle and how it applies to different communication contexts. The rhetorical triangle consists of three sides - the speaker, the audience, and the situation or problem. It is used in speeches/lectures, workshops/group activities, and discussions. For each communication type, the summary provides an example of how the rhetorical triangle would apply by identifying the speaker, audience, and situation.
This document discusses four types of communication: intrapersonal (communication within oneself), interpersonal (between two people or small groups), public (presenting to a larger audience), and mass communication (through media). Intrapersonal involves self-thoughts and reflection. Interpersonal includes dyadic communication between two people or small group discussion. Public communication requires delivering a message to a larger audience using amplified voice, gestures, and potentially visual aids. Mass communication transmits information to broad audiences via television, radio, newspapers and the internet. The document provides examples of each type and instructs students to compare and discuss the differences in a graphic organizer.
This workshop covered cross-cultural communication and competency. The goals were to increase awareness of how cultural differences affect communication and increase competence in communicating effectively across cultures. Various terms related to culture and communication were defined. Components of non-verbal communication were discussed. Bias-free discussion and developing competency were also covered. The workshop concluded that understanding communication styles and cultural influences is important for building relationships across cultures and using bias-free language promotes effective cross-cultural communication.
(1) The document contains a literature review on effective communication between students and student affairs departments. It discusses trends in the literature around providing helpful information to students and barriers to communication.
(2) The methodology section describes a survey given to 30 students, 15 local and 15 international, to understand their needs and experiences with the student affairs department. Quantitative data from the survey is presented in a table.
(3) Key findings from the survey include international students preferring to handle problems themselves rather than contact the school. The orientation program was rated as average quality, and students provided suggestions for improvement.
Pragmatics and Discourse , context & speech actsNaeemIqbal88
Pragmatics and Discourse
What is pragmatics?
An approach within DA which concentrates on the way language
acquires meaning in use. It has developed from the tradition of the
philosophy of language known as pragmatics.
Focus: The study of contextualised meaning and is concerned with
describing the principles that underlie how we interpret the meaning
behind words: how we get from what we say to what we mean.
Pragmatic approaches tend to be interested in the 'big picture': trying
to formulate generalisable principles about how people produce and
interpret discourse (eg’ the use of humour in business meetings’).
Context
Context is an important concept in DA. Language does not take place in a vacuum and we
need to consider the context in which it occurs in order to understand it.
However, this seemingly unproblematic statement masks the issues and debates that are
ongoing in discourse analysis around the concept of context and its significance.
Two types of context
The 'intrinsic' or 'linguistic' context which refers to information that can be found
within the text that surrounds the language that is being analysed at a particular
moment. It is generally agreed that this type of context is not only useful but essential.
The more problematic type of context lies outside the actual text: what is sometimes
called 'extrinsic' (Schegloff 1997) or 'experiential' context.
This refers to all sorts of information about setting, situation, social circumstances of the
participants such as age, gender, ethnicity and possibly also about the shared
background knowledge and assumptions of the participants.
So, in the example:
'Later, an item about vasectomy and the results of the do-it-yourself competition'
(from Cameron 2001:12)
 The issue with extrinsic context is moving from description to interpretation in
research. Along with describing 'what' is happening in the discourse , it is also
important to interpret 'why' it is happening.
 Extrinsic contextual evidence can be potentially very useful in discussing why
participants say a particular thing in a particular way at a particular time,
however, there is also a danger of 'reading too much into the text' and of
judging which out of many possible interpretations is the 'right' one.
For instance, if the analyst is aware of gender, age or ethic difference among
discourse participants, these variables may well appear to influence the
discourse but how do we know which of these particular variables are
important to the participants in an particular communicative event.
 This is not to say that we should ignore extrinsic context but to suggest that we
need to be cautious about what we select as significant and rigorous about how
we incorporate it into our analyses. Schegloff (1997) advises that the best
option is to use only what can be shown to be relevant to participants.
 Can you imagine a meaningful context for this text?
a. Which of you was the prawns?
This document provides an overview of qualitative research methods used in marketing research. It discusses research designs, the usefulness of qualitative research, common qualitative approaches like interviews and case studies. It then goes into detail about conducting interviews, transcription, translation, back-translation, analysis, and reporting findings. Exercises are also provided to help participants practice and refine skills in interviewing, transcribing, and translating qualitative research materials.
In house training 141114 qualitative researchHiram Ting
This document provides an overview of qualitative research methods and procedures. It discusses research designs, the usefulness and approaches of qualitative research including interviews, transcription, translation, analysis and inter-coder agreement. It also covers preliminary decisions, potential errors and biases, and recommendations for enumerators/coders. The document aims to guide researchers on how to properly conduct qualitative research through in-depth yet structured methods.
1 running head persuasive speech2persuasive speechabhi353063
This document summarizes Victor Villanueva's experience moving from the military to pursuing higher education. It describes how he was initially intimidated by college but decided to enroll at a community college using GI Bill benefits. There, he discovered he enjoyed his English courses, especially when analyzing poetry by Ishmael Reed. One writing instructor recognized his natural writing ability. This gave Villanueva confidence that he could succeed in college and continue pursuing his education.
Interpersonal communication essay sample from assignmentsupport.com essay wri...https://writeessayuk.com/
This document discusses interpersonal communication skills. It begins with an introduction that defines interpersonal communication as communication between individuals and groups, and how it is influenced by culture, gender, and personal experiences. It then reviews theoretical research on interpersonal communication that has studied how language barriers can impact workplace communication. A case study examines how a lack of interpersonal skills in an IT company caused global expansion issues. The conclusion states that interpersonal skills are essential for human interaction and are important for organizations to manage cultural diversity among teams.
Doing multilingual research and researching multilingually involves considering several issues. Researchers must question assumptions about differences in conceptual meaning between languages and consider strategies for handling potential linguistic or conceptual clashes. The translation process should be identified and translators/interpreters should be involved in the research process in a way that is fit for purpose. All communication involves translation and researchers have a responsibility to represent participants and languages appropriately, even when speaking the same language as participants.
ross-cultural communication is a field of study that looks at how people from differing cultural backgrounds communicate, in similar and different ways among themselves, and how they endeavor to communicate across cultures. Intercultural communication is a related field of study.
Marriage of speech, vision and natural language processingYaman Kumar
Speech generally is considered to have three parts to it: vision, aural, and the social construct. In recent years, although the field has been moving at a dramatic pace, progress is being made in silos. The primary reason for this being that speech is considered "spoken text" by practitioners and researchers alike. Most open-source datasets due to their distance from real-world conditions help in spreading this false impression. In this condition, it is not surprising that common and important features of speech like intonation and disfluency do not get captured by this intent. This tutorial aims to provide an appreciation of the "full-stack" of speech - aural, vision and the textual (or social construct) parts with a special emphasis on aspects that may have significance for current and future research.
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This document provides an agenda and notes for a literacy workshop. The agenda includes book discussion groups, sharing insights from research on national literacy trends, reviewing concepts around cueing systems and miscue analysis, and developing definitions of key terms. Book discussion topics include comprehension, questioning strategies, English language learners, and differentiated instruction. Key points from miscue analysis research are reviewed, such as how effective readers use multiple cueing systems and focus on meaning over individual words. Strategies for reading unfamiliar text are also discussed.
This document discusses how culture impacts communication styles, specifically looking at the dimension of collectivism vs individualism. It explains that more collectivist societies tend to use more indirect communication styles that protect relationships and rely more on context than direct words. Individualistic societies tend toward more direct communication that is less contextual and relies more on explicit words. It provides examples of how this dimension influences whether a culture has high-context or low-context communication styles.
This document summarizes key aspects of conducting qualitative fieldwork and interviews. It discusses gaining access to field sites, establishing rapport with subjects, negotiating permission, and issues that can arise from cultural differences between researchers and subjects. The document also provides tips for first visits to field sites, using covert or overt research approaches, structuring interviews, and dealing with politically charged settings. The overall goal of fieldwork is to immerse oneself in a site to understand subjects' perspectives through observation, conversation and rapport building.
This document discusses the challenges of conducting research in multilingual communities and presents three case studies of researchers working in China. It notes the paradigm shift in research from positivism to interpretivism due to the dynamics of language and culture. The case studies describe researchers with varying levels of language competence and their experiences dealing with translation, validity, rapport building, and other issues. While each researcher faces difficulties, they have all produced prominent work on trilingualism in China. The document suggests there is no single most effective approach and researchers must find ways to balance accuracy with local complexities.
The document discusses two models of communication: Berio's model and the Dance Helix model. Berio's model, also known as the SMRC model, outlines the linear process of communication including a source, message, channel, and receiver. It is widely cited but criticized for being too simplistic. The Dance Helix model provides a more novel perspective on communication theories. The document also examines examples that illustrate how differences in language proficiency or technical knowledge between parties can lead to breakdowns in communication.
·Final ProjectNow its your turn! Below is all the information.docxtawnyataylor528
·
Final Project
Now it's your turn! Below is all the information given on a training program needed, called Effective Communication. You are a trainer in the given situation. Please submit the following:
1.
Training Needs Assessment
(refer to part 1 of Week 2 assignment "DST Systems" for assessment template)
2.
Powerpoint
covering information provided and your own research, 10 slide minimum, bullet format
3.
700 word APA formatted paper
summarizing how this training will be effective and how it should be evaluated.
All three files must be submitted as attachments...three total.
(VERY IMPORTANT: READ MY WEEK 7 POST WITH MORE INFO AND TIPS ABOUT THIS PROJECT!!)
Situation:
Tim Smith the IT manager comes to you and says "My project coordinators are in a slump; they just are not producing their usual caliber of work. I need to find out what the problem is. No one on the project team knows what is going on. The communcation my project coordinators are giving is coming across as rude, which in turn keeps moral low and the teams are not doing the work. I was hoping you would be able to put together an Effective Communication training for them to help get everyone back on the right track." There are 10 project coordinators in the IT department. Two of the project coordinator's are in the organization's Bangkok office. Tim wants the training to last no longer than 4 hours and wants it to be face to face in a class room with you, the trainer. He does not want to fly the Bangkok assoicates in and would like you to set up a Skype session with them during your training. He also wants you to set up weekly coaching sessions with each project manager and himself for a month after the training is completed.
Training Purchased from USA Training: Effective Communication
You are to use this information, but are not limited to it. Tim wants to make sure this information is covered in the training as he went online and bought it from USA Training, however he is open to what research you find. He wants the training to be interactive and requested that you included at least 1 activity around communication in the training.
Effective Communcation:
Introduction
People in organizations typically spend over 75% of their time in an interpersonal situation; thus it is no surprise to find that at the root of a large number of organizational problems is poor communications. Effective communication is an essential component of organizational success whether it is at the interpersonal, inter-group, intra-group, organizational, or external levels.
In this chapter we will cover the basic process of communication and then we will cover some of the most difficult communication issues managers’ face-providing constructive and effective feedback and performance appraisal.
The Communication Process
Although all of us have been communicating with others since our infancy, the process of transmitting information from an individual (or group) to another is a very complex proces.
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Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
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2. INTRODUCTION
Using an interpreter in a community where you don‟t speak the language may be the only way
you are able to collect data. But what are some of the things to consider when doing so?
Here are some questions and assumptions to consider before we get started:
1. The interpreter I hired is a highly proficient English speaker as well as the language or
dialect where I will be researching, that’s all I need, right?
2. My research shows that the host culture has a really strong caste or social structure, but
that shouldn’t matter if I’m from abroad.
3. The translator seems professional and tells me what I need, so long as I write things down
accurately my data should be reliable.
4. My biases and power relation with the ‘participant’ is the most important thing to consider
when designing and conducting the interview.
What‟s the difference between an “interpreter” and a “translator”?
http://lrc.wfu.edu/community_interpreting/pages/translator-interpreter.htm
3. 1. The interpreter I hired is a highly proficient
English speaker as well as the language or dialect
where I will be researching, that’s all I need, right?
Wrong! Aside from the spoken language, other
elements for consideration during translation can
include:
Gender (how gender roles influence responses)
local culture/class/caste issues (how you, the
interpreter, and participant interact and interpret
each other)
social considerations (whether the interpreter is
protecting the community or otherwise biased
towards participants)
Just like you, your interpreter has a worldview or lens
that can influence the information they collect from
participants and how they choose to interpret it on your
behalf.
Unless you have extensive cultural experience in your
host community, the interpreter may need to be more
than just someone who can translate spoken word…
Berman, R. and Tyska, V. (2011)
Murray, C.D. and Wynne, J. (2001)
4. When thinking about hiring an interpreter, ask
yourself, what do you need in an interpreter? Have
you prepared an adequate interview and training plan
to ensure you and your interpreter are starting from
the same page?
Similar to the bias you need to recognize in yourself
as a researcher, the interpreter is a key means of
collecting information from participants, and they
carry the same elements of bias with them in the
field.
Like any job or position, it is a good idea to
thoroughly interview your interpreter to get a handle
on their outlook, their personal biases, and their
level of understanding and experience with the topic
or area that you will be researching.
Furthermore, research can be a very involved process
both emotionally and mentally. Ensure your training
process involves orientation into the project, and a
thorough debrief afterwards. This gives both parties
the opportunity to share, reflect, and take care of any
unfinished feelings or ideas that are a natural part of
the research process.
You’re
hired!
5. 2. My research shows that the host culture has a
really strong caste or social hierarchy, but that
shouldn’t matter if I’m from abroad.
Both you and the interpreter may be new to the community
where you are basing your research, so gaining the trust
and understanding of the participants may prove
challenging. This is where it may be necessary to employ
what Berman and Tyska call either an „insider‟ or “cultural
expert”. In this case, the researcher is not the expert– the
interpreter is. They achieve expert status by:
Offering insight into the community
Appropriately interpreting how people respond
Getting past the community “gatekeeper”
Facilitating the community‟s perception of you
and your research
The idea of a „cultural interpreter‟ deepens the
importance of finding the right interpreter for
your project.
Three!
Berman, R. and Tyska, V. (2011)
Edwards, R. (1998)
6. 3. The interpreter seems professional and tells me what I
need, so long as I write things down accurately my data
should be reliable.
To set yourself up for scientific rigor and data collection
success, consider the following:
Roles and responsibilities: What is the role of the
interpreter in your interviews? Consider your theoretical
paradigm:
Positivism views the interpreter as a mechanical medium
who is performing a technical act that requires you to
eliminate errors or changes to the data.
Social constructivism sees the interpreter as a key
informant who is part of the process and who translates
actively and mediates the message coming from a
participant. In this case, it is important to know their
history, skills, and geographical location.
A feminist approach is interested in reducing the power
hierarchies between individuals and moving towards
inclusivity during the research process.
Depending on your paradigm, the extent to which you
include your interpreter during the research design and
collection process will be effected.
Edwards, R. (1998)
Grossman, F.K et al, (1999)
7. Experience: does your interpreter understand the scientific
process you are attempting? Depending on how
participatory you wish the interview process to be you may
or may not consider this skillset to be of value.
Interview dynamics: During the interview it is important to
direct questions and responses to the individual whom you
are interviewing. This may mean the interpreter is a passive
part of the conversation (it may seem like you‟re ignoring
them!). Ensure you brief the interpreter on this ahead of
time, so as not to create hurt feelings or a sense of
disconnect. Focusing on the participant is of utmost
importance, to ensure they feel a sense of trust and comfort
in the process.
Is your interpreter really bilingual? This may seem like a
silly question, but it may be that the interpreter isn‟t quite
as bilingual as they have indicated, which will mean the
messages they are relaying to you aren‟t accurate. Hiring
from a reputable source, a university, from a personal
recommendation, or even a travel agency, could help you
find a really good interpreter.
Know
anyone?
8. Mitigating Action
DATA COLLECTION: THREATS TO VALIDITY
Threat Mitigating Action
No suitable word exists in the other language Translate for a response‟s meaning and not
literal or structural elements of the phrases.
Bias from cultural perspectives Researcher should acclimatize to the culture in
advance
Questions which are not „value free‟ The questions should also be culturally
translated for context accuracy
Interpreter takes „creative liberty‟ with responses Proper training will set appropriate expectations
for the interpreter
Note taking process is slow and cumbersome Consider recording interviews and translating
them, have more than one person translate the
interview
One on one interview elicits odd responses Consider a group setting where participants may
feel more free to share their real feelings and
thoughts
Do you translate the information then
transcribe, or the other way around?
The researcher must prepare the process of
translating information that best suits the
situation.
Grossman, F.K et al, (1999)
9. 4. My biases and power relation with the ‘participant’
is the most important thing to consider when
designing and conducting the interview.
Risk from the community: Translators who are
helping with research in their own community can be
put in a precarious position. It is important to
consider how you are viewed, how the interpreter is
viewed, and ensure your due-diligence includes
minimizing risk to those involved, particularly when
considering social dynamics of the community and
confidentiality.
Power in the middle: The interpreter is really the
medium through which a conversation is happening
between two people. They therefore can include,
omit, reword or further investigate what is being
said, but they are also put in the middle of the
issues being discussed which could be
uncomfortable or problematic for them
in the future. Berman, R. and Tyska, V. (2011)
Edwards, R. (1998)
10. It may help to consider…
Can I get along with this person
for weeks (months?)
Does this interpreter have
adequate cultural and language
bilingualism?
What gender is most
appropriate for this research?
What training, if any, should I
expect the interpreter to have
(experience abroad, language
training, graduate studies,
tourist guide)?
Have I researched an
appropriate level of
remuneration for the
interpreter?
Before you get started…
Have I adequately briefed my
interpreter to the goals and
objectives of the research?
Have we covered enough “what
ifs”? (What if the participant
seems uncomfortable, how can we
address that?)
If you are travelling around, what
is a reasonable work contract to
expect? (Hours per week,
remuneration, meals and lodging)
Is it practical to voice record the
interviews or write them down?
Have you ensured the interpreter
understands privacy implications?
What is the debrief process for
when the research is complete?
THE PRACTICAL SIDE OF THINGS
11. REFERENCE
S
Berman, R. and Tyska, V. (2011) A critical reflection on the use of translators
/interpreters in a qualitative cross language research project. International Journal
of Research Methods, 178-190.
Edwards, R. (1998) A critical examination of the use of interpreters in the
qualitative research process. Journal of Ethnic and Migration Studies, 24, 197-208.
Grossman, F.K et al, (1999) Reflections on a feminist research project: Subjectivity
and the wish for intimacy and equality. Innovations in feminist psychological
research, 117-136.
Kapborg, C. et. Al. (2002) Using an interpreter in qualitative interviews: Does it
threaten validity? Nursing Inquiry, 9, 52-56.
Murray, C.D. and Wynne, J. (2001) Using an interpreter to research community,
work and family. Community, Work and Family, 4(2), 157-170.