Lesson 2 Interactive Exchanges
Transcript of 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:
Interactive Changes: Interpersonal and Transactional Talk
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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:
Interactive Changes: Interpersonal and Transactional Talk
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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:
Interactive Changes: Interpersonal and Transactional Talk
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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:
Interactive Changes: Interpersonal and Transactional Talk
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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:
Interactive Changes: Interpersonal and Transactional Talk
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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:
Interactive Changes: Interpersonal and Transactional Talk
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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