While studying communication,researchers and practitioners may use different theoretical approaches or models representative of the process.Dependent on the definition of communication and the use of a linear,interact...While studying communication,researchers and practitioners may use different theoretical approaches or models representative of the process.Dependent on the definition of communication and the use of a linear,interactional or transactional model of communication,the philosophical inclination will change,as well as the questions,hypothesis,and explanations formulated by the professional.Communication takes place in diverse contexts;this text focuses on interpersonal communication settings.Interpersonal communication may become atypical when one of the parties in the exchange communicates mainly through pre-verbal,unconventional and,sometimes,peculiar behaviours.Atypical communication is common in case of a disability or neurodevelopmental condition is present.In the present research,the Complex of Continuous Communication(CCC)is formulated as a theoretical model to analyse and explain atypical interpersonal communication as a co-creative process,emphasizing the way the communication relationship is developed within the dyads.The model is based on a thorough narrative review of relevant literature in the field to determine the components of the model,clarify the relationships among them,and explain how the communicative dynamic may grow in terms of diversity and complexity.The new model is articulated with a conscious influence from the transactional conceptualization and the dialogical perspective of communication,acknowledging the need for further experimentation in order to be validated.展开更多
The current study applied classic communication models to investigating 34 laureate impromptu speeches at the 2010 and 2011 ＂FLTRP （Foreign Language Teaching and Research Press） Cup＂ English Speaking Contest, one ...The current study applied classic communication models to investigating 34 laureate impromptu speeches at the 2010 and 2011 ＂FLTRP （Foreign Language Teaching and Research Press） Cup＂ English Speaking Contest, one of the most influential of its kind in China, to identify the features of public speaking skills of Advanced Chinese EFL learners. The speech scripts and video excerpts from the subsequent manuscript collection with the CD-Rom published by FLTRP were studied. Lucas＇ framework of speech communication process was borrowed to bridge elements of the communication models and speech delivery process. Three key aspects of the speakers＇ encoding endeavors were under close examination： the verbal preferences, the non-verbal preferences, and the topic selection for exemplification. It was found that successful speakers demonstrated a clear and strong audience orientation. They chose more first person pronouns, fewer abstract words, a controlled number of dependent clauses, clear transition words, and limited figures of speech. They used very few verbal fillers, slips of tongue, a moderate speech rate and varied tone inflections. The speakers also showed distinctive features in gestures, eye contact and facial expressions. They employed anecdotes which shared a common field of experience. Pedagogical implications on the teaching of public speaking were discussed.展开更多
基金financially supported by National Funds through Fundação para a Ciência e a Tecnologia(FCT),I.P.,under the project UIDB/04279/2020.
文摘While studying communication,researchers and practitioners may use different theoretical approaches or models representative of the process.Dependent on the definition of communication and the use of a linear,interactional or transactional model of communication,the philosophical inclination will change,as well as the questions,hypothesis,and explanations formulated by the professional.Communication takes place in diverse contexts;this text focuses on interpersonal communication settings.Interpersonal communication may become atypical when one of the parties in the exchange communicates mainly through pre-verbal,unconventional and,sometimes,peculiar behaviours.Atypical communication is common in case of a disability or neurodevelopmental condition is present.In the present research,the Complex of Continuous Communication(CCC)is formulated as a theoretical model to analyse and explain atypical interpersonal communication as a co-creative process,emphasizing the way the communication relationship is developed within the dyads.The model is based on a thorough narrative review of relevant literature in the field to determine the components of the model,clarify the relationships among them,and explain how the communicative dynamic may grow in terms of diversity and complexity.The new model is articulated with a conscious influence from the transactional conceptualization and the dialogical perspective of communication,acknowledging the need for further experimentation in order to be validated.
基金supported by the Fundamental Research Funds for the Central Universities(2011WC033)the High Level Fundamental Research Funds for the Development of Foreign Language Discipline of HUST(Huazhong University of Science and Technology)
文摘The current study applied classic communication models to investigating 34 laureate impromptu speeches at the 2010 and 2011 ＂FLTRP （Foreign Language Teaching and Research Press） Cup＂ English Speaking Contest, one of the most influential of its kind in China, to identify the features of public speaking skills of Advanced Chinese EFL learners. The speech scripts and video excerpts from the subsequent manuscript collection with the CD-Rom published by FLTRP were studied. Lucas＇ framework of speech communication process was borrowed to bridge elements of the communication models and speech delivery process. Three key aspects of the speakers＇ encoding endeavors were under close examination： the verbal preferences, the non-verbal preferences, and the topic selection for exemplification. It was found that successful speakers demonstrated a clear and strong audience orientation. They chose more first person pronouns, fewer abstract words, a controlled number of dependent clauses, clear transition words, and limited figures of speech. They used very few verbal fillers, slips of tongue, a moderate speech rate and varied tone inflections. The speakers also showed distinctive features in gestures, eye contact and facial expressions. They employed anecdotes which shared a common field of experience. Pedagogical implications on the teaching of public speaking were discussed.
