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Three Modes of Communication PDF

The document outlines three modes of communication: interpersonal, interpretive, and presentational. Interpersonal communication involves two-way negotiation of meaning between individuals through speaking and listening. Interpretive communication is one-way with no negotiation, involving reading, listening, or viewing to understand the author/speaker's intended message. Presentational communication is also one-way, intended for an audience, and involves presenting information without direct feedback through writing, speaking, or multimedia. The modes differ in their level of interaction and opportunity for clarification.

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Roger Montero Jr.
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1K views2 pages

Three Modes of Communication PDF

The document outlines three modes of communication: interpersonal, interpretive, and presentational. Interpersonal communication involves two-way negotiation of meaning between individuals through speaking and listening. Interpretive communication is one-way with no negotiation, involving reading, listening, or viewing to understand the author/speaker's intended message. Presentational communication is also one-way, intended for an audience, and involves presenting information without direct feedback through writing, speaking, or multimedia. The modes differ in their level of interaction and opportunity for clarification.

Uploaded by

Roger Montero Jr.
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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THREE MODES OF COMMUNICATION

Interpersonal Interpretive Presentational

 Two-way communication  One-way communication  One-way communication


with active negotiation of with no recourse to the intended for an audience of
meaning among individuals active negotiation of readers, listeners, or
meaning with the writer, viewers
speaker, or producer

 Spontaneous  Reader, listener or viewer  Presentation of


interprets what the author, information; not exchange
 Usually involves exchange speaker, or producer wants
of information the receiver of the message  No direct opportunity for
to understand the active negotiation of
 Meaningful meaning exists

 Participants observe and  Interpretation differs from  To ensure the intended


monitor one another to see comprehension and audience is successful in its
how their meanings and translation in that it implies interpretation, the
intentions are being the ability to read, listen or “presenter” needs
communicated and make view “between the lines,” knowledge of the
adjustments and including understanding audience’s language and
clarifications accordingly from within the cultural culture
mindset or perspective

 Speaking and listening  Reading of authentic texts  Writing (messages, articles,


(conversation) (websites, stories and other advertisements, flyers,
literature, articles, signs) brochures, short stories,
 Reading and writing (text reports, scripts, Power
messages, messages on  Listening to authentic texts Point presentations);
social media, letters) (speeches, messages, songs,
radio news, ads)  Speaking (telling a story,
giving a speech, TV or radio
 Viewing of authentic news, drama presentations
materials (videos, movies, including skits, presentation
presentations, TV shows, to jury)
commercials, news, plays)

adapted from ACTFL:


https://www.actfl.org/sites/default/files/pdfs/PerformanceDescriptorsLanguageLearners.pdf
Objectives of a communicative approach:

 to provide activities that require students to go beyond their traditional role as responder to
the teacher’s questions;
 to provide opportunities for students to use the language in meaningful interaction with
others, and to negotiate meaning in authentic contexts in interpersonal communication;
 to provide opportunities for students to engage in self-expression in interpersonal and
presentational communication;
 to provide opportunities for students to hear and read a great deal of comprehensible and
authentic language in interpersonal and interpretive communication;
 to provide opportunities for students to engage in real-life tasks
 to provide a nonthreatening environment in which students’ affective filter is lowered

adapted from:
Shrum, Judith L., and Eileen W. Glisan. Teacher's Handbook: Contextualized Language Instruction. 4th ed. Boston:
Heinle and Heinle, 2010.

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