lesson 2 interactive exchanges

7/29/2019 Lesson 2 Interactive Exchanges

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LESSON 2:

Interactive Changes: Interpersonal and Transactional Talk


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Two person interacting

Examples:

- Husband and Wife

- Brother and Sister

- Teacher and Student

- Two best friends

- Shopper and Cashier

Group of persons intera

Examples:

- Team working on an as

- Family decision making

- Friends planning for a t

- Student council meetin

- Students working on a


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FEEDBACK

INFORMATION


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INFORMATION

FEEDBACK


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Initiator- Begins the discussion; calls attention to the topic or issue; ge

conversation underway

Clarifier- Elaborates or extends thoughts or ideas; ensure that the gro

the same frame of mind as to the topic being discussed.Energizer-Activates or empowers discussions by using controversial issjokes, sayings for the introductory


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Facilitator- Directs discussion; helps discussants feel at ease in using th

language

Process Observer

- Watches and listens to groups discussion; does not participaconversation

Recorder- takes note of what took place or what was said in the discuss

Time-keeper-Notes the time; warns the discussant of how much time left fdiscussion


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1. Analyze the problem by investigating its causes and

2. Think of possible solutions to the problem but do noon your own. Listen to what others suggest.

3. Weigh the advantages and disadvantages of each p

solution.4. Arrive at a consensus following the terms of accepta

the members.


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LESSON 2:



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Interpersonal Talk

Aims to establish and maintainsocial relationships and doesnot aim to transact business atall

Simply an exchange ofutterances expressing onesthoughts and feelings

Transactional Talk

Aims to get negotiationunderway so that someachieved in the end

More factual and objec


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Interpersonal Talk

Examples:

Calling your mom to ask about the menufor dinner

Chatting with your schoolmate about herbirthday celebration

Relating your first office interview to yourdad

Transactional Talk

Examples:

Discussing with the teacher progress in the course

Making an appointment for ajob interview

Consultation with a boss regpossible office or research p

Both are two-way tasks, which require interlocutors to work in pairs orsmall groups.


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LESSON 2:



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Wording of message

Skill in choice of words

Language forms

appropriate to thelanguage functions youwant to accomplish


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Speaker and Learner Variables

Matching language form to

type of given situation

Significance of context culture

The way we think, write, sayand our perspectives are

influenced by CULTURE


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Intended and receivedmeaning

Ability to organize logicallyand expand ideas

Coherence and cohesion inconnected sentences

Use of transitional devices


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How to respondcorrectly andadequately when

faced with any kindof situation


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LESSON 2:



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Ess

man


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Topic initiation

Topic maintenance

Topic change


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Find a common ground Listen with the interest of the person you are to talk with

NEVER MONOPOLIZE THE CONVERSATION

Maintain the conversation by talking about other topics that interestsyou

Consider the situation when talking about a certain topic Close the conversation if there is a need to do so

REMEMBER TO ALWAYS BE TACTFUL FROM THE BEGINNING TEND

Another important reminder if the conversation goes underway is theTAKING SYSTEM


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Turn-gettingsignals an attempt of one of the interactaget to the floor because he/she will have something to

Turn-keepingallows the speaker to retain control of thconversation and keep the floor by using connectors salso, moreoverand in addition.

Turn-yieldingallows the speaker to give the floor to otthe group.

Turn-acceptingallows the speakers to take the floor atime.


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Sacks, Schegloff and Jefferson (1974), noscholars in the field of conversational anaclaim that pre-allocated turn-taking systemused during formal ceremonies like debat

legal courtrooms, graduation rites, weddinforums and the like.


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The present speaker may choose the nexspeaker by stating a name. Eye contact mused by the present speaker to signal thathis/her turn to speak.

Self-selection. It means that anyone in thegroup could select himself/herself as the nspeaker.


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LESSON 2:



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In addition to all these variables isconsideration of the conversationagambits or expressions used in

accomplishing the intended languafunctions.


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Correct.Youre right.

Certainly so.

Uh-huh.

I agree with you.


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Sorry, but I have todisagree with you.

Youre right in thataspect, however

Thats ridiculous!

Youre wrong!

Ah-ah.


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Excuse me, may I saysomething important?

Sorry to stop you, but Ineed to say this

Wait a minute, listenfirst to what I have tosay


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Sorry, did I hearyou say?

Come again?

I beg your pardon.Could you say thatagain, please?


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Im almost done.

Oh, one last point.

I believe Ive stated

everything I need tosay.

Thats it! Thank you.


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LESSON 2:



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The objective of this principle is to gainformation from each other since eacone has information the other/s do nohave.

Example: students asking each othewhat work needs to be done


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This principle contains convertinginformation obtained in one modeanother.

Example: translating a foreignlanguage to English


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This indicates that some spoken things haveunderlying goal on why it was said like pushsomeone to take action, expressing agreemetc.

Example: By saying at a dinner table Whereketchup?, the speaker actually has the intenof obtaining the ketchup from the listener.


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This principle states that there arealternative ways to say a certain mess

Example: Describing an autistic perso

mentally challenged instead of labelhim an autistic.


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This principle indicates thatinformation exchange in an oracommunication should be cons


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LESSON 2:



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It is a form of global communication It seeks to understand how people from different countries and

act, communicate and perceive the world around them.

English global language

Multiculturalism communities containing multiple cultures

There are subgroups within a large culture that share the langustill use the language differently in some aspects

Field or context plays an important role in decoding the meaninsentence


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British English

American English

Canadian English

Australian English

Indian English

Philippine English


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phonology

lexicon

syntaxsemantic


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American English British Englishelevator lift

round-trip ticket return-ticketmail post

railroad railwaysidewalk pavement

store shopcrazy madbus check

check tickrestroom toilet


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Filipino English (Llamzon, 1969) type of English spoken beducated Filipinos

Philippine English (Bautista, 2000)

Phonology

Grammar

Lexicon

Syntax

Semantics

Pragmatics


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Pronunciation:Hard th /d/is used instead

Heel and hill; pool and pull sound the same

Vocabulary:salvage

bottomless


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Intercultural communication as the sharinginformation on different levels of awarenesand control between people with differentcultural backgrounds, where different cultu

backgrounds include both national culturadifferences and differences which areconnected with participation in the differenactivities that exist within a national unit.


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Communication sharedmeaning SHARING

Intercultural variety ofcultures UNIQUENESS

UNITY in DIVERSITY

Source: http://sskkii.gu.se/jens/publications/docs001-050/041E.pdf

LEADER: Patricia Isabel Tayag
http://sskkii.gu.se/jens/publications/docs001-050/041E.pdfhttp://sskkii.gu.se/jens/publications/docs001-050/041E.pdfhttp://sskkii.gu.se/jens/publications/docs001-050/041E.pdfhttp://sskkii.gu.se/jens/publications/docs001-050/041E.pdfhttp://sskkii.gu.se/jens/publications/docs001-050/041E.pdf


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MEMBERS:

Charise Jastine HernandezRalph Marvin IzquierdoDean Averill Mercado

Justin Andrew SilvaMary Grace SubijanoEden Jean SupanChriesta Marielle TanEmmanuel Sixto Vibandor IIIAedrick Yanga

WITH SPECIAL PARTICIPATION OF:

Arielle Katreena Tuason

2G Medical Technology

lesson 2 interactive exchanges

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