Download SYWTBAI Chapter 1: Communication PP

So You Want to Be An
Interpreter
Chapter 1: Communication
Outline
Communication Outline
 The Importance of Communication
 The Communication Process
 Communication in Action
 Message Construction
 Speaker/Signer Goal
 The Context of Message Conveyance
 Degree of Directness
 Powerful/Powerless Speech
 Responsible Language
 Linguistic Register
The Importance of Communication
 Why is communication important?
 What is the purpose of communication?
 Interpreters are professional communicators
therefore
 it is important for us to understand the
communication process
 Interpreters must understand the nature of
communication and their role as a mediator of
communication between two people.
The Communication Process
 How do we communicate?
 Communication is interactive and dynamic
 Multiple and overlapping messages are
simultaneously sent and received
 Fact: In English,
 only 6% of meaning is in words,
 39% in vocal intonations and
 55% in gestures, body language and facial
expressions.
Contextual Environment
 The physical location where the interaction is
taking place; and
 The personal history each participant brings to
the event
 Environmental noise can distract the
communicators:
External noise: flickering of overhead florescent light; a
person’s incessant coughing etc
Physiological noise: biological factors i.e., illness,
exhaustion, heat or hunger
Psychological noise: what one’s thinking i.e., internal
stress, personal judgments of the other, random
thoughts etc.
Communication in Action
 Communication is imprecise because of the
human element involved; communication is
done with other people
 No guarantee the receiver will decode the
message the sender intended
 Effective communicators must develop a variety
of interpersonal skills and sensitivities that
enable them to interact with other people in
satisfying ways
 What kind of pre-interpreting skills do you
think interpreters need to become effective?
Group Activity 1:
Group in 5’s. Create a circle facing each
other.
Discuss pre-requisite skills your group
think is required of interpreters. Your group
will have 10 minutes to discuss.
Each person in the group write down a
skill on post-it note (at least 5 skills).
Post your skill that is similar with others on
the board.
Prerequisite skills for interpreters:
1. To think analytically
2. Listen effectively
3. Express self clearly in signed, spoken and
written form
4. Have excellent “people skills”
5. Wide range of experience; knowledge and
language skills
6. Understand the meaning behind the
message and recognize if someone is
deliberately being vague
Pragmatic Rules:
 who made the statement
 The location in which it was said;
 The tone of voice and the accompanying nonverbal behaviors; and
 The relationship between the sender and
receiver
 Pragmatic rules are numerous and complex.
 * Watch video on nuances of language
utterance
Message Construction
Speaker goal
Context of the message conveyance
Degree of directness
Use of powerful/powerless speech
Responsible language and
Linguistic Register
Speaker/Signer Goal Activity 2:
Why do we speak? What kind of purpose
or goals are there for the speaker?
Each group have 10 minutes to discuss
and list at least 5 goals and write them on
the board.
If one group has a similar goal, just place
a mark next to the goal.
 *See Fig 1-1 p. 1:10 for list of Speaker Goals.
Context of Message Conveyance
The “Who” and “Where”
 Who:
Status may be obvious i.e., judge’s robe or invisible:
chief surgeon wearing street clothes
Social and cultural norms dictate how we speak i.e, how
would you as a tourist speak to a border patrol?
Cultural norms vary i.e., looking someone in the eye
 Where:
i.e., If the discussion was in private or public changes
the dynamics and influences the message
Degree of Directness: Clarity
 Factors that determine direct or implicit
communication:
Goals of the speaker
Context of the interaction
Cultural norms of politeness
 If it is impolite to ask for a specific gift directly, the
speaker will hint Ex: Girlfriend whose birthday is coming
up to boyfriend, “ Oh I would love to have a copy of this
music CD”
 or if someone broke the rules and asked outright, may
hedge. My sister asking my 2 year old nephew if he
threw the meatballs on the floor, He answered, Oh no, I
dropped them.”
Four Types of Implicit Language
1. Equivocal language: signs or phrases that can be
interpreted in more than one way to mislead someone
i.e, telling a friend that her hairdo is “different” rather
than it is weird.
2. Euphemistic language: socially acceptable phrases
instead of blunt, descriptive ones i.e., “rest room” rather
than bathroom
3. Abstract language: “verbal shorthand” i.e., “I have to
clean the house today” without listing what was done.
Also lexical jargon i.e, calling marijuana, weed,
maryjane, etc.
4. Passive voice: statement where the person or thing
performing the action is not overtly stated i.e., “The car
was wrecked” does not tell us who crashed the car
Powerful/Powerless Speech:
The credibility of a Message
 Powerless Speech: see Fig 1-2 p. 1.17
hedges
hesitations,
intensifiers
polite forms
tag questions and
Disclaimers
 Speakers who consistently incorporate these
features come across as uncertain and lacking
in confidence
 As a result, people view them as less credible
and believable.
Powerful Speech

Powerful
1. I need an appointment
with Mr. Choy, preferably
sometime today or
tomorrow.
2. I asked for this
appointment today
because I need to
discuss the terms of our
contract.

(From Fig 1-3 p. 1.19)

Powerless
1. I kinda need to see Mr.
Choy-umm… I don’t
want to impose
but…umm,, if it’s not too
much trouble, maybe I
could see him …er
soon?
2. Thank you so very much
for meeting with me
today. I really appreciate
it. I uh..sorta need to
discuss…uh.. the terms
of our contract… if that’s
okay with you.
Responsible Language: Accountability
 “I”, “YOU”, and “IT” statements:
If one uses “I” statement shows personal responsibility
i.e., “when our discussions become overly emotional, I
feel uncomfortable.”
It Statements are often used in an attempt to avoid
responsibility i.e., “It isn’t right to get so upset.”
“You” statements can place negative judgment on the
person addressed i.e., “You make me feel
uncomfortable when you get too emotional”
See Fig 1-4 p. 1.21
“But” Statements
 When the word “but” is used to join two statements, the
second statement cancels or limits the statement that
precedes it.
 It is a really good class, but I always get bored about halfway
through.
 You have been a good employee, but I am going to have to let
you go.
 She’s been a good neighbor, but I am glad to see her moving.
 “But” statements are frequently used as a strategy when
a person is trying to soften the actual message being
delivered and/or to avoid personal responsibility for the
content of the message.
Linguistic Registers: Degree of Formality
 All languages have registers to allow speakers to modify
language in order to convey levels of formality or degree
of familiarity between participants.
 Register determines:
 Turn-taking and interaction between sender and receiver of
message;
 Complexity and completeness of sentence structure;
 Choice of vocabulary;
 Use of contractions;
 Volume of speech or size of signs;
 Rate (speed) of speech or signs;
 Clarity (diction, enunciation etc) of signs or speech
 Speaker goals;
 Use of fillers and hesitations; and
 Allowable topics of discussion
 See English examples p. 1.23
Group Activity 3:


Arrange yourselves in 5 groups, each group in a circle facing each
other.
Each group will be given a register to discuss, you will have 25
minutes
1. Frozen
2. Formal
3. Consultative
4. Informal or Casual
5. Intimate
Discuss the following:
1. Kinds of setting,
2. Possible Vocabulary and Sentence structure-give 1 or 2
examples,
3. Turn-taking rules if any,
4. Rate and volume of speech/signs
5. Speaker goals
One person will write down what the group have discussed and
post it on the board.
Situations:
Formal
Consultative
Informal
Intimate
Sermons
MC
Panel
Party
Private
Court
Debate
Classroom
Dorm
2 person
Lecturer
Dr’s office
Home
Coded
secret
message
Frozen
Athletic events
Usually on
stage
Variety of
places
Various places
In private areas
Unchanging
Not frequent
Standing
or
sitting
Usually in public
places
Hidden
Limited
eye
contact
Less eye
contact
More eye
contact
More expressive
Smaller
sign
movements
Limited
variations
Signing is big
and clear
& slower
Signing is
usually at
regular
pace
Signing is faster
paced
Use of coded
messages
Usually no FS
Less FS
FS new words
More complex &
use of
slang
signs
More
More
More feelings
shared
Characteristics:
Usually
borrowed
from
English
Standing
Didactic signing
Standing
Use of honorific
Question
&
Answer
feelings
shared
abbreviatio
ns & NMS
Homework Assignment:
Read Chapter 1: Communication
Read thought questions and answer
questions 1 and 2 p. 1.41 Due next class
For extra credit (10 points):
With a partner, create a 5 minute dialogue on
videotape with both of you using two different
registers. Make a list of the things you notice
between the two “presentations” Share your
findings at the next class.