The document discusses functions of communication. It describes several functions including regulation/control, social interaction, motivation, information, emotional expression, and expressing opinions. It provides examples of each function and notes that communication serves different purposes. The document also discusses verbal and non-verbal cues speakers can use including pauses, loudness, rhythm, repetition, tone, language, gestures, eye contact, posture, facial expressions, and proxemics. It provides activities for students to identify communication functions in video clips and evaluate speakers.
Subject: Oral Communication
Unit II - "Strategies in Various Speech Situation"
This unit focuses on the various ways and situations in which people communicate. It discusses how a communicator's style of speaking changes according to the context and how statements elicit various responses from listeners
Media and Information Literacy (MIL) - 1. Introduction to Media and Informati...Arniel Ping
Introduction to Media and Information Literacy (Part 1)
The learners will be able to…
1. describe the nature of communication and the concepts related to it (SSHS);
2. describe how communication is affected by media and information (MIL11/12IMIL-IIIa and
3. identify the similarities and differences of media literacy, information literacy, and technology literacy (MIL11/12IMIL-IIIa-2).
Topic Outline
I- Introduction to Media and Information Literacy
A- Communication
1. Definitions
2. Communication Models
3. How Media and Information affect Communication
4. Media Literacy, Information Literacy, Technology (Digital) Literacy
Subject: Oral Communication
Unit II - "Strategies in Various Speech Situation"
This unit focuses on the various ways and situations in which people communicate. It discusses how a communicator's style of speaking changes according to the context and how statements elicit various responses from listeners
Media and Information Literacy (MIL) - 1. Introduction to Media and Informati...Arniel Ping
Introduction to Media and Information Literacy (Part 1)
The learners will be able to…
1. describe the nature of communication and the concepts related to it (SSHS);
2. describe how communication is affected by media and information (MIL11/12IMIL-IIIa and
3. identify the similarities and differences of media literacy, information literacy, and technology literacy (MIL11/12IMIL-IIIa-2).
Topic Outline
I- Introduction to Media and Information Literacy
A- Communication
1. Definitions
2. Communication Models
3. How Media and Information affect Communication
4. Media Literacy, Information Literacy, Technology (Digital) Literacy
Communication is very important aspect of any type of expository writing. it is about the importance, types and measures to improve expository writing with improvement of reading skill,writing skill.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
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CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
Functions of communication
1. Motivational Activity
Group yourselves and
choose a song
Replace the lyrics of the
song to express your
emotions toward someone
or something
Perform the song in front of
the class
2. Functions of Communication
Communication as a human activity
always serves a function. Functions
of communication refer to how
humans use language for different
purposes. Theoretician such as
Roman Jakobson, Michael Halliday,
and Bronislaw Malinowsi have
categorized the different uses or
functions of communication.
4. Functions of Communication
Social Interaction – Communication
can be used to produced social
interaction. In their daily course of
living, human being develop and
maintain bonds, intimacy, relations
and associations.
5. Functions of Communication
Motivation - as a function of
communication refers to a person
using a language to express
desires, needs, wants, likes and
dislikes, inclinations, choices and
aspirations
6. Functions of Communication
Information – communication can
be used for giving and getting
information. Giving information
usually comes in the form of
statements of facts (grammatically
known as declaratives)
7. Functions of Communication
Emotional Expression – Human
always need to express their
emotions verbally and nonverbally.
Emotions are a central part of who
we are. Beyond thinking about the
things and people in our world, we
feel about them and about
ourselves.
8. Functions of Communication
The Special Case of Expressing
Opinions– The function to which
expressing an opinion belongs
depends on the purpose and setting
in which it is done. Expressing an
opinion has broad functions
covering every category of
communication functions.
9. Group Activity• In your group, identify the communication function in a given segment of the video clip.
• Use the table below.
• https://www.youtube.com/watch?v=bhuiJINpRww
A portion of what the characters are
saying and the time stamp in the
video
Specific description of communication
(Give the specific activity related to
the function, that is, what are the
characters engaging in?)
1.
2.
3.
4.
5.
6.
10. Functions of Communication
Verbal and Non-Verbal cues that each speaker uses to
achieve their purpose.
VerbalCommunication
In order to communicate properly,
speakers must not only communicate
using their words, but also their actions.
Their words and actions must match.
Otherwise, miscommunication can occur.
Communication using words is also called
Verbal communication.
11. Functions of Communication
Verbal and Non-Verbal cues that each speaker uses to
achieve their purpose.
VerbalCommunication
Pause– A speaker pauses between
utterances in order to allow listeners to
process what the speaker has spoken.
12. Functions of Communication
Verbal and Non-Verbal cues that each speaker uses to
achieve their purpose.
Loudness or Softness– depending on
the speaker’s style, emphasis can be
achieved by either speaking loudly or
softly. In addition, other emotions can
be expressed using the loudness or
softness of the voice.
13. Functions of Communication
Verbal and Non-Verbal cues that each speaker uses to
achieve their purpose.
Rhythm– The way a speaker talks
can be a powerful tool to engage
listeners. Rhythm refers to the speed
and flow of a speaker’s utterances.
14. Functions of Communication
Verbal and Non-Verbal cues that each speaker uses to
achieve their purpose.
Repetition and Rephrasing– Unlike in
reading, a listener cannot go back to
what a speaker has spoken if the
speaker did not understand that
particular utterance. As part of the
speakers’ effort to help the listener
understand, the speaker will do well
to repeat his or her utterances
specially if the content of the
utterance is difficult to understand.
15. Functions of Communication
Verbal and Non-Verbal cues that each speaker uses to
achieve their purpose.
Tone – Tone of voice is essential in
communicating effectively. The tone
of voice often shows the attitude of
the speaker toward the topic or the
listener.
16. Functions of Communication
Verbal and Non-Verbal cues that each speaker uses to
achieve their purpose.
Appropriate Form of Language – a
speaker must use the appropriate
form of language to be used in a
given setting. The technical term for
the form of language used is register.
17. Functions of Communication
Verbal and Non-Verbal cues that each speaker uses to
achieve their purpose.
Non-VerbalCommunication
Communication involves expressing
oneself without the use of words.
Because of its nature, non-verbal
communication is more prone to
misinterpretation than verbal
communication.
18. Functions of Communication
Verbal and Non-Verbal cues that each speaker uses to
achieve their purpose.
Gestures – play an important role in
communication. They can help express
a speaker’s point better.
19. Functions of Communication
Verbal and Non-Verbal cues that each speaker uses to
achieve their purpose.
Eye contact– when a speaker
maintains eye contact with his or her
listeners, he or she gives the
impression of being serious about
what is being discussed.
20. Functions of Communication
Verbal and Non-Verbal cues that each speaker uses to
achieve their purpose.
Posture– good posture is beneficial
not only for health reasons but also
for relating to others when speaking.
In general, standing with an erect
body and head makes for good
posture and is applicable in most
settings.
21. Functions of Communication
Verbal and Non-Verbal cues that each speaker uses to
achieve their purpose.
Facial Expression– a speaker’s facial
expression must match the topic of
discussion.
22. Functions of Communication
Verbal and Non-Verbal cues that each speaker uses to
achieve their purpose.
Proxemics– speakers must make
use of the space around them
properly. The use of space in the
communication called proxemics.
23. Individual activity
Write a 250-word essay of your
objective observation and
evaluation of the various
speakers watched and listened
to.
24. Individual activity
Video links for the Individual Activity.
Inspirational Valedictorian Speech
https://www.youtube.com/watch?v=kftac3d1eV0
Blonde and Blue Eyes by Patricia Evangelista
https://www.youtube.com/watch?v=jjwYW2ZdY04
Barack Obama Inspirational Speech
https://www.youtube.com/watch?v=CzII3W2MLYY
Hitler Speech To The World
https://www.youtube.com/watch?v=5z8bSZSHb88
25. QUIZZ TIME!!!
IDENTIFY the following.
1. It can be used to regulate the nature and amount of activities humans engage in.
2. Communication involves expressing oneself without the use of words.
3. It refers to the speed and flow of a speaker’s utterances.
4. It is the use of space in the communication.
5. A speaker cue between utterances in order to allow listeners to process what the speaker has
spoken.
6. Functions of communication that usually comes in the form of statements of facts
7. The function to which expressing an opinion belongs depends on the purpose and setting in
which it is done.
8. Depending on the speaker’s style, emphasis can be achieved by either speaking loudly or
softly.
9. Play an important role in communication. They can help express a speaker’s point better.
10. Human always need to express their emotions verbally and nonverbally.
26. QUIZZ TIME!!!
Multiple Choice: Choose the correct
answer.
1. Which of the following shows an example of Regulation/Control?
a. Doctor’s prescription
b. Friends giving advice on what course of action to take
c. Parent’s instruction to their children
d. All of the above.
2. "I love you" is an example of expression that produce what function of
communication?
a. Motivation
b. Social Interaction
c. Emotional Expression
d. Information
3. "I want to be a billionaire" is a form expressing what function of
communication?
a. Motivation
b. Social Interaction
c. Emotional Expression
d. Information
4. "Philippine Normal University was established in 1901" is an
example of giving information using what language form?
a. Rhetorical Question
b. Statement
c. Imperative
d. Question
5. "Really?" is a language form for expressing what function of
communication?
a. Social Interaction
b. Information
c. Emotional Expression
d. Rhetorical Question
27. QUIZZ TIME!!!
Multiple Choice: Choose the correct
answer.
6. When a teacher gives an opinion about a topic it is likely to be about
what function of communication?
a. Regulation/control
b. Emotional expression
c. Motivation
d. Information
7."I want to be alone" is an example of what language form for
Regulation/Control?
a. Rhetorical Question
b. Question
c. Imperative
d. Declarative
8. Marriage proposals is an example of what Functions of communication?
a. Social Interaction
b. Motivation
c. Information
d. Emotional Expression
9. "Did you know that some earphones can be used as
microphones?" is an expample of giving information using
what language form?
a. Rhetorical Question
b. Statement
c. Imperative
d. Question
10. When a teenage girl giving an opinion on who among the
current popular celebrities is the most handsome, that is likely
to be about what function of communication?
a. Emotional expression
b. Information
c. Regulation/Control
d. Motivation
28. QUIZZ TIME!!!
Direction: Write TRUE if the statement is correct but if it's false change
the underlined word or group of words to make the whole statement
true.
1. Social Interaction as a function of communication refers to a person using a language to
express desires, needs, wants, likes and dislikes, inclinations, choices and aspirations.
2. Communication using words is also called Verbal communication.
3. As part of the speakers’ effort to help the listener understand, the speaker will do well
to repeat his or her utterances specially if the content of the utterance is difficult to
understand.
4. The tone of voice often shows the attitude of the speaker toward the topic or the
listener.
5. A speaker must use the appropriate form of language to be used in a given
setting.
29. QUIZZ TIME!!!
Direction: Write TRUE if the statement is correct but if it's false
change the underlined word or group of words to make the whole
statement true.
1. When a speaker maintains gestures with his or her listeners, he or she gives the
impression of being serious about what is being discussed.
2. Good facial expression is beneficial not only for health reasons but also for
relating to others when speaking.
3. Posture play an important role in communication. They can help express a
speaker’s point better.
4. Communication can be used to produced motivation. In their daily course of
living, human being develop and maintain bonds, intimacy, relations and
associations.
5. A speaker’s facial expression must match the topic of discussion.
Editor's Notes
For what purpose do humans communicate?
Examples of Regulation/Control:
-Doctor’s prescription
-parent’s instruction to their children
-friends giving advice on what course of action to take
-employer’s orders to employee
-customers making orders.
*Language forms for Regulation/Control
Can come in the form of commands (grammatically known as IMPERATIVES)
Examples:
-Please come in.
-Get a chair.
-Run
*Another form would be questions that influence human behaviour or RHETORICAL QUESTIONS – because they are not intended to get information.
Examples:
-Why don’t we go to the dining room now?
-Do you have a pen?
Can you pass the salt?
*Statements (grammatically known as DECLARATIVES) – the idea is that when a person says something, he/she want to do something.
Examples:
-I want to be alone.
-It’s hot in here (Do something to deal with it)
-You need to hurry
- That’s not the right thing to do
*Give examples of commands or questions that influence people to do something?
Examples of Social Interaction:
Includes
-pick-up lines
-invitations
-greetings
-appreciation
-encouragement
-marriage proposals
-game plans and many other
Examples of expressions that produce social interaction
let’s be friends
Will you marry me?
Be my group partner
I like you
I love you
You mean so much to me
Hello!
*Give examples of things you say in order to be closer to people.
Inclinations (hilig)
Aspirations (hangarin)
Forms expressing motivation include the following:
I need …
I want …
Give me …
I dream of …
I like …
We pray for …
Do you have …?
Can I …?
*Give examples of polite ways of asking for something, saying what you like, or expressing your choice.
*Language form for sharing/obtaining information
Giving information
……using statements
I have three brothers.
Philippine Normal University was established in 1901.
For every action, there is a reaction.
……using a rhetorical questions
Did you know that some earphones can be used as microphones
…..using questions
-Where is Mount Halcon?
-Did it rain last night?
-It is windy outside?
…..using imperatives
- Tell me how much a can of corned beef costs.
Show me how to tie a knot.
Give me information regarding the weather.
……using declaratives
I don’t know where to find the city hall.
I need to understand how my bill was computed.
*Language form for Expressing Emotion
Examples:
Yes!
Oh no!
Ouch!
Really?
*Give an example of how you express strong emotion about something or someone.
Examples:
When a doctor or lawyer gives an opinion it is likely to be about regulation/control
When a teacher gives an opinion about a topic it is likely to be about information
When a teenage girl giving an opinion on who among the current popular celebrities is the most handsome, that is likely to be about motivation.
When a teenage guy expresses an opinion about what his life would be now that his girlfriend broke up with him, that is likely in the realm of emotional expression
*Form a group of three members
*Watch a video clip of a situational comedy (sitcom) about six to ten minutes long.
https://www.youtube.com/watch?v=bhuiJINpRww
Answer:
I did the weather in St. Paul 0:40 Morgan - Information (giving information to Ellen about his job)
Look at you TV reporter! 0: 56 Ellen - Social Interaction (showing appreciation)
Look at me? Look at you bookstore manager! 0:58 Morgan - Social interaction (Showing appreciation)
4. It's amazing! 1:03 Ellen - Emotional expression
5. Hi, Ellen 1:58 Ellen - Social Interaction (she introduced herself to Susan)
6. I've heard so much about you 2:00 Susan - Information (Informing Ellen that she knew her already)
7. I just want to tell you tomorrow's interviews been pushed up an hour 2:12 Susan - Information (Giving updates or informing him about his job)
8. So great meeting you 3:48 Susan - Social Interaction (She appreciate meeting Ellen)
9. Cliff was a poet 4:06 Ellen - Information (Informing Morgan about Cliff)
10. She has asthma 4:14 Morgan - Information (Informing Ellen about her)
1. are you coming out or not? (Mom) 0:21 – Rhetorical question
2. come out already! (Dad) 0:28 - Imperative
3. are you kidding? (Morgan) 1:33 - Rhetorical question
4. sit down have dessert (Ellen) 2:28 - Imperative
5. I haven't had dinner (Susan) 2:31 - Declarative
6. Just keep talking as you were before pretend I'm not here (Susan) 2:36 - Imperative
7. Tell me about the bookstore (Morgan) 2:37 - Imperative
8. How much rain are we talking about? (Morgan) 4:43 - Rhetorical question
A speaker pause for longer than usual after an important utterances in order to produce emphasis and to sink in among the listeners
Also a speakers signal to the audience whether they understood what was spoken or not. (Specially the word uttered was difficult to hear, comprehend or accept).
An adept speaker (Sanay) knows when to raise or lower his or her voice.
In some cultures, speaking loud is appropriate in emphasizing a point.
However, in other cultures speaking softly shows that a speaker is emphasizing a point.
*Other example, using soft voice can be a speaker’s way of showing that what is being expressed is something of intimacy or heartfelt.
A good rhythm catches and holds listener’s attention.
The rhythm employed by the speaker must be appropriate to the content and context of his/her message.
For example:
- A sing-song rhythm is not acceptable in academic discussion because academic discussion is intended to be devoid of emotion (walang emotion)
Other way to foster understanding of a complex or difficult idea is to rephrase.
For this purpose, the expressions “in other words”, “that is” are very useful.
Example of Rephrasing
-His kids click through Web sites = his children are surfing the Web
Listeners certainly do not appreciate an insolent (walang pakundangan) or impolite (bastos) tone.
Tone of voice must be matched to other elements of communication like the topic, degree of formality, and emotions associated with the situation or topic.
A speaker must know which register to use and the elements of that register when speaking to a specific audience.
For example:
-when a doctor speaks to an audience of doctor, he or she as a speaker may use medical jargon, which are words or terms specific to the field of medicine.
-However, when the doctor speaks to an audience not composed of doctors, he or she may not use medical jargon because this is unknown to the general public.
*Register may also change because of a shift in topic or setting.
For example:
-during a conference of doctors, a speaker must use formal language
-but during their entertainment night , the speaker must use informal language because the topic is not academic but about entertaining stuff.
This is especially true when there is a difference between the culture of the speaker and the listeners.
For example:
- In some cultures, gesturing using hand signals can mean that the speaker is being impolite (bastos).
For example:
When a speaker describes something as being tall, the speaker may raise his or her hand to add emphasis to what is being spoken.
In addition, a speaker may use hand gestures to try to visualize the physical appearance of what he or she is describing.
*A speaker must take extra care in his or her gestures
*must be sensitive enough to the reaction of his or her audience to the way he or she execute them.
-lack of eye contact on the part of the speaker can mean several things.
-it could mean that the speaker is unsure of what to say or that he or she does not clearly remember what to say.
-Worse, it could give the impression that he is inventing falsehood in speaking to his listeners.
In some cultures, there are postures that are unacceptable
Because they seem to be too relaxed when the setting calls for seriousness.
For example:
When the topic is something serious, the speaker must also maintain a grim (malupit) expression.
For discussing academic topics, a speaker may have a pleasant or smiling facial expression only to the extent that it does not distract the listener.
*In informal and non-academic situations, smiling, laughing, and other facial expressions can help develop rapport with an audience.
PROK-SIIII----MIKS
One indication of distance is the closeness of the speaker to his or her listeners.
A distance of 3 arms length - is used between people who do not now each other well.
A distance of 2 arms length – is used between people who have known each other for some time.
A distance of 1 arm strength – is used between people who are close to each other.
A distance shorter that 1 arm’s length – is used between people who are very close to each other.
Inspirational Valedictorian Speech
https://www.youtube.com/watch?v=kftac3d1eV0
Blonde and Blue Eyes by Patricia Evangelista
https://www.youtube.com/watch?v=jjwYW2ZdY04
Barack Obama Inspirational Speech
https://www.youtube.com/watch?v=CzII3W2MLYY
Hitler Speech To The World
https://www.youtube.com/watch?v=5z8bSZSHb88
Inspirational Valedictorian Speech
https://www.youtube.com/watch?v=kftac3d1eV0
Blonde and Blue Eyes by Patricia Evangelista
https://www.youtube.com/watch?v=jjwYW2ZdY04
Barack Obama Inspirational Speech
https://www.youtube.com/watch?v=CzII3W2MLYY
Hitler Speech To The World
https://www.youtube.com/watch?v=5z8bSZSHb88
1. Regulation/Control
2. Non-verbal Communication
3. Rhythm
4. Proxemics
5. Pause
6. Information
7. Special case of expressing an opinion
8. Loudness of Softness
9. Gesture
10. Emotional Expression
11. D
12. B
13. A
14. B
15. C
16. D
17. D
18. A
19. A
20. D
21. MOTIVATION
22. TRUE
23. TRUE
24. TRUE
25. TRUE
26. EYE CONTACT
27. POSTURE
28. GESTURE
29. SOCIAL INTERACTION
30. FACIAL EXPRESSION
1. Regulation/Control
2. Non-verbal Communication
3. Rhythm
4. Proxemics
5. Pause
6. Information
7. Special case of expressing an opinion
8. Loudness of Softness
9. Gesture
10. Emotional Expression
11. D
12. B
13. A
14. B
15. C
16. D
17. D
18. A
19. A
20. D
21. MOTIVATION
22. TRUE
23. TRUE
24. TRUE
25. TRUE
26. EYE CONTACT
27. POSTURE
28. GESTURE
29. SOCIAL INTERACTION
30. FACIAL EXPRESSION
1. Regulation/Control
2. Non-verbal Communication
3. Rhythm
4. Proxemics
5. Pause
6. Information
7. Special case of expressing an opinion
8. Loudness of Softness
9. Gesture
10. Emotional Expression
11. D
12. B
13. A
14. B
15. C
16. D
17. D
18. A
19. A
20. D
21. MOTIVATION
22. TRUE
23. TRUE
24. TRUE
25. TRUE
26. EYE CONTACT
27. POSTURE
28. GESTURE
29. SOCIAL INTERACTION
30. FACIAL EXPRESSION
1. Regulation/Control
2. Non-verbal Communication
3. Rhythm
4. Proxemics
5. Pause
6. Information
7. Special case of expressing an opinion
8. Loudness of Softness
9. Gesture
10. Emotional Expression
11. D
12. B
13. A
14. B
15. C
16. D
17. D
18. A
19. A
20. D
21. MOTIVATION
22. TRUE
23. TRUE
24. TRUE
25. TRUE
26. EYE CONTACT
27. POSTURE
28. GESTURE
29. SOCIAL INTERACTION
30. FACIAL EXPRESSION
1. Regulation/Control
2. Non-verbal Communication
3. Rhythm
4. Proxemics
5. Pause
6. Information
7. Special case of expressing an opinion
8. Loudness of Softness
9. Gesture
10. Emotional Expression
11. D
12. B
13. A
14. B
15. C
16. D
17. D
18. A
19. A
20. D
21. MOTIVATION
22. TRUE
23. TRUE
24. TRUE
25. TRUE
26. EYE CONTACT
27. POSTURE
28. GESTURE
29. SOCIAL INTERACTION
30. FACIAL EXPRESSION