-You are "sending" a message that explains the interpersonal communication model as if you (as an adult) are talking to a fourth grade student. (Your partner will "act" as the fourth grade student, approximately nine years old.)
-You are "sending" a message that explains the importance of the abstraction ladder to a co-worker. (Your partner will "act" as the co-worker.)
-You are "sending" a message explaining the importance of interpersonal communication to the President of a college, or the CEO of a large corporation. (Your partner will "act" as this executive.)
Write the answers to the following questions for Assignment 4A, if that is the assignment choice you selected, based on your completion of the above activity, and submit your answers to your instructor.
1. What kinds of decisions regarding encoding and language adaptation did you make? Why?
2. What kind of language choices did you make when speaking in each dyad? Discuss specific words and phrases that you used that were especially appropriate for each situation? Were adaptations made to accommodate gender and/or culture? Did you use denotation, connotation, direct language, facts, inferences? Why or why not?
3. When you were actually communicating in each dyad, did you make changes from your planned messages? Why? Were these changes consciously decided? Give a specific example.
4. You were the sender/source in these dyads. How was the concept "meanings are in people" reflected in your messages? Give a specific example.
5. Describe a situation you were recently in where you changed your language because of the context or the receiver/listener? What was your encoding and language adaptation? Were you aware of the language adaptation that you were making? How would it help us be better communicators if we were more aware of language adaptation? Was gender or culture a factor in your language adaptation?
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The main purpose of this assignment is for you to review what you've learned.
In each scenario, you must have a partner. For the first one, imagine that your partner is in 4th grade. Then explain the interpersonal communication model to the child. Use language and examples that the child will understand.
Do the same for the other two scenarios. One is to explain the abstraction ladder to a coworker. The other is to explain the importance of interpersonal communication to a college or business executive.
After you've completed these dyads, answer the five questions.
1. In the communication with the fourth-grade student, I made decisions regarding encoding and language adaptation by simplifying complex concepts and using age-appropriate language. I used simple sentences and avoided using jargon or technical terms that a fourth-grader might not understand. I also used examples and analogies that children of that age can relate to.
2. When speaking with the fourth-grade student, I used words and phrases that were especially appropriate for their level of understanding. For example, instead of using "interpersonal communication," I explained it as "how people talk and interact with each other." I made sure to use denotation, or the literal meaning of words, to ensure clarity. I also used direct language and facts to avoid confusion.
3. During the communication, I made some changes from my planned message based on the student's responses and level of engagement. For example, if they seemed confused or if they asked specific questions, I adapted my explanations accordingly to provide further clarification. These changes were consciously decided to ensure that the student could understand the concept.
4. The concept "meanings are in people" was reflected in my messages by considering the student's understanding and perspective. I made sure to explain concepts in a way that would make sense to them, using examples and analogies that would resonate with their experiences. For example, when explaining the abstraction ladder, I used the analogy of a ladder with different steps to represent different levels of detail in communication.
5. Recently, I was in a situation where I had to change my language because of the receiver. I was explaining a complex project to a colleague who was not familiar with the technical jargon. I had to adapt my language by simplifying the terms and providing more context to help them understand. I was aware of the language adaptation I was making, as I wanted to ensure effective communication and avoid confusion. Gender and culture were not factors in this particular situation, as the adaptation was mainly based on the receiver's level of knowledge in the subject matter. Being aware of language adaptations helps us become better communicators because it allows us to tailor our messages to the specific needs and understanding of the receiver, increasing the chances of effective communication.