2.2 Elements of making an effective request.
Sometimes people ponder over why their request are never fulfill, by listeners, in the way they really want. In order to make an effective request the speaker has to plan it and be prudent (Potts 2012). According to Pamela Potts (2012), “there are specific elements that, if present, will ensure that a request in effective.” The author later goes on to say; “effective means that if person accepts the request, the likelihood that they will deliver what was requested is high.” (Potts 2012). In order to improve clarity the speaker should apply six elements of making an effective request which include committed speaker, committed listener, future action and conditions of satisfaction, timeframe, mood of request and context (Brothers 2012).
Firstly, committed speaker- if the speaker wants his request to be fulfilled, he has to be committed. Chalmers Brothers (2012) claims that „a commited speaker does what is necessary to elicit a committed listener”. The speaker has to focus on conversation and the person (Brother 2012).
Secondly, committed listener- the listener should be focus on the speaker and actually listen to the requester (Potts 2012). Chalmers Brothers (2012) says that “A committed listener has solid eye contact, paying attention… and is not texting, on the phone, watching TV, eating pizza or filling out forms as he/she is listening to you”.
Thirdly, future actions and conditions of satisfaction which are connected with giving concrete detailed explanation “of the task including what standards to use tio determine if the task has been completed” (Potts 2012). It is significant to remember that what is self-evident for the speaker, may not be self-evident for his/her listener (...
... middle of paper ...
...nces”, which are called speech acts. This speech acts included “apology, complaint, compliment, invitation, promise, or request” (Yule 1996: 47). During creating an utterance the speaker may have different communicative intention, which can be applied by various sorts of speech acts. The sender of the message generally expects the addressee to encode the information correctly. According to Yule, “both speaker and hearer are usually helped in this process by the circumstances surrounding the utterances”, which are called the speech event (1996: 47).
2.4.1 Speech acts: locutionary, illocutionary and perlocutionary acts
Joan Cutting claims that “Austin (1962) defined speech acts as the actions performed in saying something. Speech act theory said that the action performed when an utterance is produced can be analysed on three different levels” (fig. 2) (2002: 16)
Drew, P. (1984). Speakers' reportings in invitation sequences. In J.M. Atkinson & J.C. Heritage (eds). Structures of Social Action: Studies in Conversation Analysis (pp. 129-151). Cambridge: Cambridge University Press
“Hearing is the sensory ability to receive sound” (Walker, R., 2015) and requires no effort while listening is a complex cognitive, affective, and behavioral process (Edwards, R., 2011). Thompson, Leintz, Nevers, and Witkowski define effective listening as the “dynamic, interactive process of integrating appropriate listening attitudes, knowledge, and behaviours to achieve the selected goals of a listening event” (Thompson, K., Leintz, P., Nevers, B. &Witkowski, S., 2004). Effective listening is more than just a cognitive practice, to be an effective listener one must “hear” what the listener is saying but also comprehend the message being conveyed. This can be achieved by practicing three frames of listening. Cognitive listening centers on how words and phrases are “comprehended, understood, interpreted, evaluated, remembered, and recalled” (Burleson, B.R., 2011). Affective listening is the focus of attention, and displays of acceptance and empathy toward the speaker. Behavioral listening characteristics show engagement through non-verbal cues like eye contact and nodding, along with verbal cues like inquiries or advice. Effective listening should not be taken for granted; there are several advantages to understanding and practicing effective listening. When you become a better listener you build stronger interpersonal relationships, you are perceived as having greater intelligence, and improved listening skill establish stronger overall communication skills. These are valuable benefits for me both personally and
A vital aspect of interpersonal communication is the style in which one listens. While every individual possesses their own preferred method of listening in communication, it can be enlightening to analyze our own strengths and weaknesses so as to maximize effectual communication. Within the confines of four main listening style categories, I have chosen those which best describe my own personal listening style.
At the beginning of the semester our class was introduced to a new term, listenability. The level of listenability is at the mercy of the speaker, not of the audience. During our semester, we were taught to harness the listenability keys of strategy, structure, support, and style in order to achieve a high level of listenability. Examples of listenability include when a speaker engages the audience by asking questions, using narratives or stories that people can relate to, and has stimulating visual support and content. These are only a couple of keys used to create a listener centered speech.
1. Become a Good Listener: We’ve all been told to be a good listener, and assume that “listening” requires a response. But we never stop to think that the speaker may wish to talk
...passive and active. While both types of listening are better than nothing, active listening tends to promote better relational outcomes. The primary difference between the two is that the goal of active listening is to understand what is being said, while the goal of passive listening is to merely hear what is being said. I choose to be an active listening by giving non-verbal cues to demonstrate that I am paying attention (nodding, making eye contact, making facial expressions appropriate to what is being said) and reflecting back the main points and summarizing what has been said. If we give the feedback, lecturer will know that he’s not talking alone in the classroom.
Giving the speaker your undivided attention can help you focus on the important key elements of the message being sent, it allows you to ask questions that will enhance the communication process. Active listing can enhance relationships because it shows you actually care about what the other person has to say; people feel cared for when someone cares enough to listen and pay attention to what they have to say. It can also help you calm a person who is feeling very upset about a situation. Active listening is an important part of customer service, people with great customer service listen to a customer, ask clarifying questions, empathize, and offer potential solutions. Thus, calming an upset customer or showing them their business is appreciated (Janasz, 2006,
The skill of listening according to Dr. Robert Bolton (1979) extends beyond simply hearing sound as a physiological sensory process but instead requires and involves interpreting and understanding the sensory experience or what is being heard (p 32). It also is an active experience wherein the listener is fully engaged and has absorbed the information of the speaker while showing interest and providing feedback all while demonstrating that they have heard and understand the message. It is a fair assertion that most people in varying relationships and environments listen in what is considered a passive capacity or only digesting and processing bits and pieces of the speaker’s message. This type of listening lends itself to frequent miscommunication, mixed messages and overall misunderstandings. Effective listening on the other hand provides concise communication, decreases interpersonal conflict and mistakes and also...
On this concern, one general classification system lists five types of functions performed by speech acts: declarations, representatives, expressives, directives and commissives. Declarations are those kinds of speech acts through which the speaker changes the world via words, as in the case of a priest uttering "I now pronounce you husband and wife." As for representatives, they are those which state what the speaker believes to be the case or not. In using them, he/she makes words fit the world as in "the Earth is flat." In contrast, expressives are used to state what the speaker feels. They express psychological states and can be statements of pleasure, like, dislikes, joy or sorrow; as in "I'm really sorry!". Regarding directives, they are those acts that speakers use to get someone else (the hearer) to do something. They express what the speakers and are commands, orders, requests or suggestions. An example of a directive speech act would be the utterance "would you lend me a pen, please?". Lastly, commissives are those speech acts that speakers use to commit themselves to some future action. They express what the speaker intends, are promises, threats, refusals or pledges and can be performed by the speaker alone or by the speaker as a member of a group as in "we will never do
While communicating with others, listening will enable you to keep away from perplexity, comprehend assignments all the more plainly and produce a general constructive association with the individual to whom you're talking. Moreover, in the event that you don't tune in to individuals, they won't hear you out. Listening reaches out a long way past hearing and understanding words. It includes offering positive non-verbal communication to speakers, so they know you are tuning in. These signs incorporate looking, gesturing in comprehension or assentation, standing or sitting in an inviting and receptive way, and not interfering. These components fall into the listening classification since they serve to guarantee the speaker that you comprehend and are intrigued. Utilizing these systems consistently will run far with your colleagues. Advantages incorporate a cheerful domain, individuals listening when you talk, and enhancing office
Speech act is actions performed via utterances (Yule, 1996: 47). Speech acts are divided into three acts, namely locutionary act, illocutionary act, and perlocutionary act (Austin, 1970). First, locutionary tells about what is said by people. The second, illocutionary act talks about what is the meaning behind an utterance. Illocutionary act is used to explain the real purpose of someone’s utterance. The third, perlocutionary tells about the effect of an utterance to the hearer.
“Speech act” is a term coined by Searle, who, being a disciple of Austin, perfected the theory, presented in his book How to do things with words, published in 1962. Speech acts are defined as what we do when we speak with words (Austin, 1962), such as performing a request, ordering or refusing. The concept of speech acts was first proposed by philosophers of language as Austin (1962) and Searle (1969, 1975, 1976), and subsequently, the concept was adapted to studies of sociology, psychology and applied linguistics. Austin notes that some statements are in their own right acts, which he called “performative” statements. By issuing a performative statement the speaker, rather than state or describe something actually performs an act. For example, statements like “I do” in a wedding ceremony said by the couple and “I name this ship Queen Elizabeth” (P. 49), the speaker explicitly performs a speech act. In light of this verbs such as to do and in this case to name, belong to the category of performative verbs as far as Austin is concerned. Austin believes that every speech act has three dimensions: locutionary, illocutionary and perlocutionary. Locution is where the literal meaning of the statement is taken as the overall meaning of what is being communicated. “I’m thirsty” is a statement that expresses that the speaker is thirsty. The illocution has to do with the value that speaker gives to the locutionary act. I’m thirsty can be expressed and understood as simple the physical state of the speaker but it can also refer to a request being made for something to drink. The speaker has added an illocutionary meaning or illocutionary force to his statement. The perlocutionary aspect deals with the effect the statement has on the listene...
One of the main aspects in communicating is listening. An effective listener is one who, not only comprehends how the speaker feels but, also understands what they are stating. Building a strong connection between the speaker and the listener is one of the first steps to become a good listener. By building this connection speakers should first be in an environment with open minded listeners, it makes them feel more comfortable to state their opinions, feelings and ideas. Listeners should avoid being judgmental. The individual does not have to agree with the ideas, values or opinions of the speaker; however, to fully understand them, one must put aside their criticism. Speakers will believe that they can trust the listeners with their information when they know that they will not be judged. Miscommunication happens frequently, listene...
For Effective listening ,we can focus on other people,what they think,what they feel etc.We should step away from our own concern to think about speaker.We should give our full attention to the speaker.
The first concept I used was responsive listening, responsive listening is giving your complete undivided attention, while letting the other person get a chance to speak freely and openly, while the person listening provides only small interjections and nonverbal listening cues while sometimes paraphrasing to show that you have fully been aware. I choose this concept because I felt like sometimes I dominate the conversation with my brother and I decided to just give him complete undivided attention and a chance to talk. I was picking up my brother from school, and from the start he seemed to be...