Q. What is the process of communication?

Vertical Communication: Vertical Communications as the name suggests flows vertically

Ans. Communications is a continuous process which mainly involves three elements viz. sender,
upwards or downwards through formal channels. Upward communication refers to the flow of
message, and receiver. The elements involved in the communication process are explained below
communication from a subordinate to a superior whereas downward communication flows from a
in detail: Sender: The sender or the communicator generates the message and conveys it to the
superior to a subordinate. Application for grant of leave, submission of a progress report, request for
receiver. He is the source and the one who starts the communication
loans etc. are some of the examples of upward communication. Sending notice to employees to attend
Message: It is the idea, information, view, fact, feeling, etc. that is generated by the sender and is then
a meeting, delegating work to the subordinates, informing them about the company policies, etc. are
intended to be communicated further.
some examples of downward communication.
Encoding: The message generated by the sender is encoded symbolically such as in the form of
Horizontal Communication: Horizontal or lateral communication takes place between one
words, pictures, gestures, etc. before it is being conveyed.
division and another. For example, a production manager may contact the finance manager to discuss
Media: It is the manner in which the encoded message is transmitted. The message may be
the delivery of raw material or its purchase. Types of communication networks in formal
transmitted orally or in writing. The medium of communication includes telephone, internet, post,
communication:Single chain: In this type of network communications flows from every superior to
fax, e-mail, etc. The choice of medium is decided by the sender. Learn more about Types of
his subordinate through a single chain. Wheel: In this network, all subordinates under one superior
Communication here in detail. Decoding: It is the process of converting the symbols encoded by the
communicate through him only. They are not allowed to talk among themselves. Circular: In this type
sender. After decoding the message is received by the receiver.
of network, the communication moves in a circle. Each person is able to communicate with his
Receiver: He is the person who is last in the chain and for whom the message was sent by the sender.
adjoining two persons only. Free flow: In this network, each person can communicate with any other
Once the receiver receives the message and understands it in proper perspective and acts according
person freely. There is no restriction. Inverted V: In this type of network, a subordinate is allowed to
to the message, only then the purpose of communication is successful.
communicate with his immediate superior as well as his superior’s superior also. However, in the
Feedback: Once the receiver confirms to the sender that he has received the message and
latter case, only ordained communication takes place.
understood it, the process of communication is complete.
Informal Communication: Any communication that takes place without following the formal
Noise: It refers to any obstruction that is caused by the sender, message or receiver during the
channels of communication is said to be informal communication. The Informal communication is
process of communication. For example, bad telephone connection, faulty encoding, faulty decoding,
often referred to as the ‘grapevine’ as it spreads throughout the organization and in all directions
inattentive receiver, poor understanding of message due to prejudice or inappropriate gestures, etc.
without any regard to the levels of authority. The informal communication spreads rapidly, often gets
Communications in Directing: (Source: business jargons) Importance of Communication
distorted and it is very difficult to detect the source of such communication. It also leads to rumors
The Basis of Co-ordination: The manager explains to the employees the organizational goals,
which are not true. People’s behavior is often affected by the rumors and informal discussions which
modes of their achievement and also the interpersonal relationships amongst them. This provides
sometimes may hamper the work environment. However, sometimes these channels may be helpful
coordination between various employees and also departments. Thus, communications act as a basis
as they carry information rapidly and, therefore, may be useful to the manager at times. Informal
for coordination in the organization.
channels are also used by the managers to transmit information in order to know the reactions of
Fluent Working: A manager coordinates the human and physical elements of an organization to
his/her subordinates. Learn more about 7 C’s of Communication here in detail.
run it smoothly and efficiently. This coordination is not possible without proper communication.
The Basis of Decision Making: Proper communication provides information to the manager that
Types of Grapevine network: Single strand: In this network, each person communicates with the
is useful for decision making. No decisions could be taken in the absence of information. Thus,
other in a sequence. Gossip network: In this type of network, each person communicates with all
communication is the basis for taking the right decisions. Learn more about Barriers of
other persons on a non-selective basis. Probability network: In this network, the individual
Communication here in detail.
communicates randomly with other individuals. Cluster Network: In this network, the individual
Increases Managerial Efficiency: The manager conveys the targets and issues instructions and
communicates with only those people whom he trusts. Out of these four types of networks, the
allocates jobs to the subordinates. All of these aspects involve communication. Thus, communication
Cluster network is the most popular in organizations.
is essential for the quick and effective performance of the managers and the entire organization.
Barriers to Communication: The communication barriers may prevent communication or carry
Increases Cooperation and Organizational Peace: The two-way communication process
incorrect meaning due to which misunderstandings may be created. Therefore, it is essential for a
promotes co-operation and mutual understanding amongst the workers and also between them and
manager to identify such barriers and take appropriate measures to overcome them. The barriers to
the management. This leads to less friction and thus leads to industrial peace in the factory and
communication in organizations can be broadly grouped as follows:
efficient operations.
Semantic Barriers: These are concerned with the problems and obstructions in the process of
Boosts Morale of the Employees: Good communication helps the workers to adjust to the
encoding and decoding of a message into words or impressions. Normally, such barriers result due
physical and social aspect of work. It also improves good human relations in the industry. An efficient
to use of wrong words, faulty translations, different interpretations, etc. For example, a manager has
system of communication enables the management to motivate, influence and satisfies the
to communicate with workers who have no knowledge of the English language and on the other side;
subordinates who in turn boost their morale and keeps them motivated.
he is not well conversant with the Hindi language. Here, language is a barrier to communication as
Types of Communication the manager may not be able to communicate properly with the workers.
Psychological Barriers: Emotional or psychological factors also act as barriers to communication.
Formal Communication: Formal communications are the one which flows through the official
The state of mind of both sender and receiver of communication reflects in effective communication.
channels designed in the organizational chart. It may take place between a superior and a
A worried person cannot communicate properly and an angry recipient cannot understand the
subordinate, a subordinate and a superior or among the same cadre employees or managers. These
message properly. Thus, at the time of communication, both the sender and the receiver need to be
communications can be oral or in writing and are generally recorded and filed in the office. Formal
psychologically sound. Also, they should trust each other. If they do not believe each other, they
communication may be further classified as Vertical communication and Horizontal communication.
cannot understand each other’s message in its original sense.
 Organizational Barriers: The factors related to organizational structure, rules and regulations
authority relationships, etc. may sometimes act as barriers to effective communication. In an
organization with a highly centralized pattern, people may not be encouraged to have free
communication. Also, rigid rules and regulations and cumbersome procedures may also become a
hurdle to communication.
Personal Barriers: The personal factors of both sender and receiver may act as a barrier to effective
communication. If a superior thinks that a particular communication may adversely affect his authority,
he may suppress such communication. Also, if the superiors do not have confidence in the competency of
their subordinates, they may not ask for their advice. The subordinates may not be willing to offer useful
suggestions in the absence of any reward or appreciation for a good suggestion
Q. What is the significance of language and new technologies?
Ans. Coming to writing, today the “short messaging service” or sms is reshaping written English
(because of the time and space requirements imposed by this medium) in ways that some of us find
strange. But we should remember that the medium has always shaped the message. Writing systems
have arisen in response to the need of communication (on the one hand), and of the materials
available for writing (on the other). Thus we find parallels to the sms strategies in the “story of
writing”, of how writing began and changed to the system we know today. Early writing systems had
a primitive writing technology (the material on which they wrote, and the stylus with which they
wrote). So it was important to them that the written message be brief and economical, just as it is to
the sms message writer today. The Semitic languages left out vowels in their writing, because these
were predictable from the context; we now find sms messages doing the same. Pls for please, bk for
back, snd for send, are examples where the vowel sound has been left out: Pls snd bk immdtly. Before
the invention of the “alphabet,” which assigned sounds to symbols uniquely (that is, there is
approximately one spelling for each sound), there was a stage of writing called “rebus writing. ” Rebus
writing made use of “homophony” in language, that is, words that sound similar but mean different
things. (For example, sun and son in English; also knot, not, nought; be and bee, and so on. ) The
Sumerians, who invented writing, used the symbol of an arrow, the word for which was pronounced
“ti,” to denote a word “ti” with the same sound but a very different meaning. As we can now see, the
use of ‘2’ for ‘to’, or ‘be4’ for ‘before,’ is a kind of rebus writing. So the sms messenger of today is
actually falling back on strategies for making a message short and easy to write that were used by her
forebears, the inventors of writing, some millennia earlier. Indeed, linguists say each generation re-
invents language, although adults think children “imitate” or “copy” them. Language is one of the
significant elements that affect international communication activities. Students utilize different
parts of English language skills such as listening, speaking, reading, and writing for their proficiency
and communication (Grabe & Stoller, 2002). In addition, Ahmadi (2017) stated that one of the
important elements for learning is the method that instructors use in their classes to facilitate
language learning process. According to Becker (2000), computers are regarded as an important
instructional instrument in language classes in which teachers have convenient access, are sufficiently
prepared, and have some freedom in the curriculum. Computer technology is regarded by a lot of
teachers to be a significant part of providing a high-quality education. According to Bull and Ma
(2001), technology provides offers unlimited resources to language learners. Harmer (2007) and
Genç lter (2015) emphasized and teachers should encourage learners to find appropriate activities
through using computer technology in order to be successful in language learning. Clements and
Sarama (2003) declare that the use of suitable technological materials can be useful for learners.
According to Harmer (2007), using computer-based language activities improve cooperative
learning in learners. Furthermore, Tomlison (2009) and Genç lter (2015) say that computer-based
activities provide learners rapid information and appropriate materials. They continue that internet
materials motivate learners to learn more. In addition, Larsen-Freeman and Anderson (2011)
supported the view that technology provides teaching resources and brings learning experience to the
learners’ world. Through using technology, many authentic materials can be provided to learners and
they can be motivated in learning language. Technology has always been an important part of
teaching and learning environment. It is an essential part of the teachers’ profession through which
they can use it to facilitate learners’ learning. When we talk about technology in teaching and learning,
the word ‘integration’ is used. With technology being part of our everyday lives, it is time to rethink
the idea of integrating technology into the curriculum and aim to embed technology into teaching to
support the learning process. That is to say, technology becomes an integral part of the learning
experience and a significant issue for teachers, from the beginning of preparing learning experiences
through to teaching and learning process (Eady & Lockyer, 2013). Solanki and Shyamlee1 (2012) and
Pourhosein Gilakjani (2017) supported the view that language teaching method has been changed
due to technology. The researchers continued that the application of technology helps learners learn
on the basis of their interests. It also satisfies both visual and auditory senses of the learners.
According to Lam and Lawrence (2002) and Pourhosein Gilakjani (2017), technology assists learners
in adjusting their own learning process and they can have access to a lot of information that their
teachers are not able to provide. According to Pourhosein Gilakjani (2013), the use of technologies
has the great potential to change the existing language teaching methods. Pourhosein Gilakjani and
Sabouri (2014) emphasized that Downloaded from ijreeonline. com at 13:02 +0330 on Saturday
January 18th 2020 [DOI: 10. 29252/ijree.
3. 2. 115] Ahmadi International Journal of Research in English Education (2018) 3:2 117 Website:
www. ijreeonline. com, Email: info@ijreeonline. com Volume 3, Number 2, June 2018 through using
technology, learners can control their own learning process and have access to many information over
which their teachers cannot control. Technology has an important role in promoting activities for
learners and has a significant effect on teachers’ teaching methods. If teachers do not use technologies
in their teaching they will never be able to keep up with these technologies. Thus, it is very important
for teachers to have a full knowledge of these technologies in teaching language skills (Pourhosein
Gilakjani, 2017; Solanki & Shyamlee1, 2012). Developing learners’ knowledge and skills pertinent to
computer technology provides equity of opportunity, regardless of learners’ background. Although
learners have been born into a technologically rich world, they may not be skilful users of technology
(Bennett, Maton & Kervin, 2008). In addition, just providing access to technology is not adequate.
Meaningful development of technology- based knowledge is significant for all learners in order to
maximize their learning (OECD, 2010). In this review paper, the researcher will review some of the
significant issues pertinent to the use of technology in the learning and teaching of English language
skills. These issues are as follows: definition of technology, the use of technology in the classroom,
previous studies on using technologies in improving English language learning skills, and
recommendations for using technologies. 2. Definition of Technology and Technology Integration
Technology has been defined by different researchers. According to İŞMAN (2012), it is the practical
use of knowledge particularly in a specific area and is a way of doing a task especially using technical
processes, methods, or knowledge. The usage of technology includes not only machines (computer
hardware) and instruments, but also involves structured relations with other humans, machines, and
the environment (İŞMAN, 2012). According to Hennessy, Ruthven, and Brindley (2005) and
Pourhosein Gilakjani (2017), technology integration is defined in terms of how teachers use
technology to perform familiar activities more effectively and how this usage can re-shape these
activities. Dockstader (2008) defined technology integration as the use of technology to improve the
educational environment. It supports the classroom teaching through creating opportunities for
learners to complete assignments on the computer rather than the normal pencil and paper. 3. Use
of Technology in English Language Class Technology is an effective tool for learners. Learners must
use technology as a significant part of their learning process. Teachers should model the use of
technology to support the curriculum so that learners can increase the true use of technology in
learning their language skills (Costley, 2014; Murphy, DePasquale, & McNamara, 2003). Learners’
cooperation can be increased through technology. Cooperation is one of the important tools for
learning. Learners cooperatively work together to create tasks and learn from each other through
reading their peers’ work (Keser, Huseyin, & Ozdamli, 2011). Downloaded from ijreeonline. com at
13:02 +0330 on Saturday January 18th 2020 Number 2, June 2018 Bennett, Culp, Honey, Tally, and
Spielvogel (2000) asserted that the use of computer technology leads to the improvement of teachers’
teaching and learners’ learn in the classes. The use of computer technology helps teachers meet their
learners’ educational needs. According to Branford, Brown, and Cocking (2000), the application
of computer technology enables teachers and learners to make local and global societies that connect
them with the people and expand opportunities for their learning. They continued that the positive
effect of computer technology does not come automatically; it depends on how teachers use it in their
language classrooms. According to Susikaran (2013), basic changes have come in classes beside the
teaching methods because chalk and talk teaching method is not sufficient to effectively teach
English. Raihan and Lock (2012) state that with a well-planned classroom setting, learners learn how
to learn efficiently. Technology-enhanced teaching environment is more effective than lecture-based
class. Teachers should find methods of applying technology as a useful learning instrument for their
learners although they have not learnt technology and are not able to use it like a computer expert.
The application of technology has considerably changed English teaching methods. It provides so
many alternatives as making teaching interesting and more productive in terms of advancement
(Patel, 2013). In traditional classrooms, teachers stand in front of learners and give lecture,
explanation, and instruction through using blackboard or whiteboard. These method must be
changed concerning the development of technology. The usage of multimedia texts in classroom
assists learners in become familiar with vocabulary and language structures. The application of
multimedia also makes use of print texts, film, and internet to enhance learners’ linguistic knowledge.
The use of print, film, and internet gives learners the chance to collect information and offers them
different materials for the analysis and interpretation of both language and contexts (Arifah, 2014).
Dawson, Cavanaugh, and Ritzhaupt (2008) and Pourhosein Gilakjani (2014) maintained that using
technology can create a learning atmosphere centered on the learner rather than the teacher that in
turn creates positive changes. They emphasized that by using computer technology, language class
becomes an active place full of meaningful tasks where the learners are responsible for their learning.
Drayton, Falk, Stroud, Hobbs, and Hammer man (2010) argued that using computer technology
indicates a true learning experience that enhances learners’ responsibilities. Technology encourages
learners to learn individually and to acquire responsible behaviors. The independent use of
technologies gives learners self-direction. According to Arifah (2014), the use of internet increases
learners’ motivation. The use of film in teaching helps learners to realize the topic with enthusiasm
and develop their knowledge. Learners can learn meaningfully when technology is used in the process
of learning through using computer and internet. When learners learn with technology, it assists
them in developing their higher order thinking skills. It can be concluded that the true combination
of multimedia and teaching methodology is very important to attract learners’ attention towards
English language learning. Downloaded from ijreeonline. com at 13:02 +0330 on Saturday January
18th 2020 Number 2, June 2018 4. Previous Studies on the Benefits of Technology in Improving
Language Skills Some studies have been done on the advantages of using technology in English
language teaching and learning. Hennessy (2005) stated the use of ICT acts as a catalyst in motivating
teachers and learners to work in new ways. The researcher understood that as learners become more
autonomous, teachers feel that they should urge and support their learners to act and think
independently. The application of Computer Assisted Language Learning (CALL) changes learners’
learning attitudes and enhances their self-confidence (Lee, 2001). Information and communication
technologies (ICTs) have some benefits for teaching and learning. First, learners play an active role,
which can help them retain more information. Next, follow-up discussions involve more information
where learners can become more independent. Finally, learners can process new learner-based
educational materials and their language learning skills can increase (Costley, 2014; Tutkun, 2011).
The use of technology has changed the methods from teacher- centered to learner-centered ones.
Teachers should be facilitators and guide their learners’ learning and this change is very useful for
learners to increase their learning (Riasati, Allahyar, & Tan, 2012). Gillespie (2006) said that the use
of technology increases learners’ cooperation in learning tasks. It assists them in gathering
information and interacting with resources such as videos. Warschauer (2000a) described two
different views about how to integrate technology into the class. First, in the cognitive approach,
learners get the opportunity to increase their exposure to language meaningfully and make their own
knowledge. Second, in the social approach, learners must be given opportunities for authentic social
interactions to practice real life skills. This objective can be obtained through the collaboration of
learners in real activities. Eaton (2010) told that computer-based communication is a useful feature
for language learning. Computer-assisted discussion features more equal participation than face to-
face discussion. Zhao (2013) supported the above view and said that access to authentic materials in
the target language is critical for successful language learning. According to Rodinadze and Zarbazoia
(2012), technology helps learners and teachers in studying the course materials owing to its fast
access. Advancements in technology have a key role in preparing learners to use what they learn in
any subject matter to finding their place in the world labor-force. Technology facilitates learners’
learning and serves as a real educational tool that allows learning to occur. Baytak, Tarman, and
Ayas (2011) carried out a on the role of technology in language learning. The results revealed learners’
learning was improved by integrating technology into the classroom. Learners stated that the use of
technology in school makes learning enjoyable and helps them learn more. Learners also said that
technology makes learning interesting, enjoyable, and interactive. The other outcome of this research
was that the use of technology increases learners’ motivation, social interactions, learning and
engagement. Downloaded from ijreeonline. com at 13:02 +0330 on Saturday January 18th 2020
Number 2, June 2018 Mouza (2008) and Sabzian, Pourhossein Gilakjani, and Sodouri (2013)
asserted that one of the impacts of using technology in the language classes is the increase in
cooperation among teachers and learners. When teachers allow learners to become assistants in the
teaching process, this can increase learners’ confidence. Learners are granted the chance to reinforce
opinions and abilities already learnt. Learners can help teachers in technology integration because
learners have had abundant time to master technology while teachers work on directing the
instruction. Drayton, Falk, Hobbs, Hammerman, and Stroud (2010) also emphasized that the use of
computerbased classroom shows a real learning experience that increases learners’ responsibility.
Teachers said that the use of Internet and e-mail urges learner-centered learning. Warschauer (2000)
and Parvin and Salam (2015) carried out a study and declared that by using technology, learners get
the chance to increase their exposure to language in a meaningful context and make their own
knowledge. Learners should have opportunities for social interactions to practice real life skills. This
is achieved through learners’ cooperation in real activities.
Q. Explain greetings.
Ans. Let us first look at a sample taken from a novel of a conversation between two old friends
meeting after a long interval of time: 'Hello!' is a common form of greeting among friends. There can
be variations in the tone in which it is said, depending upon the emotional state of the speaker and
the degree of intimacy between the people eniaged in the conversation. In this case we can see that
the two friends are overjoyed at meeting each other. The comment on physical appearance reflects
the degree of intimacy bemdn the two. There is also a reference to Raj's feelings of nostalgia about
the days he spent in Mumbai. The next move in the conversation is the offering of a drink. Notice &at
thick is not a full sentence: "but first, tea or coffee?” Expanded it means "will you have d tea or coffee?'
Informal speech usually has half- sentences and phrases but because the speaker and the listener are
face-to-face, much of the conversation is understood through facial expression and gestures. Here is
an exchange of greetings between a librarian and a library member: Notice the respectful tone of the
librarian and the politeness of the member's response to it without being overfriendly. "How are you?"
is responded to with "All right thank you". Or more commonly, "Fine, thank you". This could be
followed by "and how are you?' Let’s now look at a slightly more formal exchange of greetings between
two r' ' neighbours, a "How do you do?' is a common greeting, especially among the British. "How do
you do?' is not a question. It is a greeting. The response to "How do you do?' is "How do you do?"
example shows the kind of exchange that could take place between two neighbours used to seeing
each other regularly. It also reflects concern felt by one for the other. a Notice how the effusive
greeting "Hi!" by the first speaker is responded to with a stiff
• "Hello" by the second. Notice that the exchange is not open. The second speaker
obviously is not in a mood to talk okay.
 • A "Hello" is less informal than "Hi!. ” We use "Hi" with very close friends, not generally
with older people or people who are superiors at work.
• A word "Hello" is also the most frequent greeting with which one receives a telephone call.
• A "Hello", "Hullo", "Hallow, are
variations of the same word. Other ways of
greeting are:
• "Good Morning" "Morning!" In the second instance the word 'good' is not uttered
aloud but is, understood.
• "Good Evening"
• "Nice to see you!"
• "Hello, seeing you after a long time. ”
• "Nice to see you after so long"
• "Hi, it seems ages since we met! How are you?"
• "Delighted to see you!"
Q. What do understand short conversation?
Ans. In the sections below we will discuss how conversation is carried on about topics like the
weather, food, entertainment etc. Weather is a very easy subject with which to start a conversation.
This is because all participants in a conversation share knowledge about the weather. The weather is
ever-changing, and so can direct the course of the conversation for a brief while at least. The topic is,
moreover, neutral in nature - there is no danger of getting too personal, or of holding offensively
strong opinions about this topic. The British are legendary for making remarks about the weather,
and are the subject of many jokes in this regard! Now read . this sample of a conversation about the
weather:
'Tumble hot isn't it?"
• "The temperature has touched 42 degrees according to the weather report today. "
• 'We are just in the middle of May. More than a month to go. "
• "But the news reports say the monsoon will be early this year. It's expected to hit the
Kerala coast around the 28" of May. "
• "Hope that's true!"
Notice that the shared information of the two interrupters makes it easy for them to take turns. A
Turn- taking is very important for the smooth flow of conversation. As a response to what one speaker
has said the second speaker continues or adds i information. This implies that good listening is
important to maintain the flow of 1 conversation. If one of the participants is abstracted - if (s)he
is not listening, the flow of conversation will be disturbed and uneven, because (s)he will not be able
to respond. Similarly, a person who doesn't allow the others to "get in a word 1 edgeways" in a
conversation is a bore! Here are some of the common words used to talk about the weather: People
and what they do are interesting topics for conversation too. While the word 'gossip' does have a
derogatory sense, it would be a very drab life indeed if we didn't talk about others and ourselves. Most
encounters begin with enquiring about the welfare of one's family members. If we are among friends,
it is also quite usual to talk about the activities of other common friends. This is also one way in which
people keep up with others who have moved away. We might also happen to meet strangers. While
some people may find personal questions embarrassing, they often serve to forge a friendly bond
between two human beings: Read this conversation from a short story. Here we see two strangers
exchanging not only personal information, but also their views on life, and the changing ti. mes:
• "You seem sad. What's the matter?"
• I hesitated. Should I confess to a stranger?
• The exaltation about the environment compelled me to drop my guard.
• "I lost my job. Three weeks ago. "
• "Ha!" he snorted, as if he had heard a joke.
"So that's the problem? Don't worry. After the war, I thought I had lost everythmg. A couple of years
later, I was back on my feet, hale and hearty* When my wife Rose . . . Rosemary died, I thought I was
a goner. I roamed here and there. But I am okay now. Thyme is the greatest healer. Thyme will pass
you will get a new job and you will. Forget you were out of one. " "None of my business, but why did
you lose your job?" he continued, slurping the lemonade. Shrugged “They told me I couldn't relate to
the youngsters. The new generation. I was a disciplinarian, an ogre to-this generation's junkies. I
couldn't stand their corning late, their Clothes, their flirtations. So I got tough. It was a question of
them or me. The management decided to gets rid of me. " "Ha!" he snorted again. Much to my
consternation. I could see no humour here. "The thymes, they are a changin7? He sang merrily.
"Mister, you got a change too. Can't remain the same. Don't worry. You will, you will. It will just take
some thyme. " "What do I do till I get a new job?" He scratched his beard. "You know what?
Confronting thyme - pure, uncommitted, unoccupied thyme - is a defying experience for a human
being. But once you learn it, it does well for the soul. Imagine no TV, no movies, no pubs, no theatre,
no distractions at all. For example, being out in a place like this. What can you do but stand and stare?
At the water, at the geese and the ducks. Sometimes nothing moves for hours. That's what I am trying
to do. Confront thyme. It does well for the soul. It tells us worrying isn't any good. " Another favourite
topic that lends itself to small talk is food, whether it be took about -the new or popular eating places
in town or the fruits of the season. In the following piece of conversation, an offer of fruit leads to a
conversation about personal tastes and nostalgic memories that the fruit evokes in the participants
"Fresh guavas from our orchard. " "Really! They seem to be just ripe". "Yes with guavas you want
them just right; not too raw nor too ripe. " "Here's some salt and pepper. Sprinkle some. " "Reminds
mi of times back in the village. We would perch ourselves on the, branches and merrily munch away,
story book in one hand. " Listening and Speaking in Informal Contexts “Glorious days. You don't
really get that natural taste now, with all these artificial manures and pesticide sprays". "Mmm
Anyway from your orchard . . . That makes it special. " Notice the turns in comment and response.
Each comment links itself up to the next in a chain generating a cluster of ideas triggered off by the
first offer of fruit. z, The subject of the first sentence: is guavas. The exclamation "Really" is a response
to the first statement, an expression of wonder and acknowledgement. "They" is a pronoun
substituting 'guavas' in the first statement. The last word 'just ripe' is taken on for comment in
sentence 3. Sentence 6 "glorious days' refers to the times .back in the village" The last utterance links
up with the first rounding up the exchange. The word that links it to the first is "orchard". The
conversation might have ended in two utterances, if the second speaker had accepted the fruit with
just a "Thank you". It is part of the art of conversation to find something to say that pleases the other
person, here, a comment on the fruits being just ripe enough to be at their most tasty. Again, the other
person keeps the conversation going by agreeing. If learning to disagree and to pick weaknesses in
the opposition's argument is the art of debate, the art of conversation would appear to be learning to
be pleasant and agreeable.
Q. What is the importance of group discussions and meetings?
Ans. A group, in the context of organizational communication, is defined as a collection of
individuals who interact with each other, accept expectations and obligations as members of the
group and share a common identity. Group activities have certain advantages and disadvantages.
What Is a Discussion? A discussion is understood as an activity of sitting and talking about a specific
subject. The word ‘discuss’ has been derived from the latin root ‘discutere’, which means to shake or
strike. Thus ‘discussion’ refers to thoroughly shaking up the subject, that is, examining it thoroughly to
reach a conclusion.
What is a Group Discussion?
 Group discussions are a very important aspect of group communication. Group discussions are a
creative and dynamic activity which stimulates reflective thinking among the members. Group
discussions may be defined as an activity in which a small number of persons meet face to face and
exchange and share ideas freely or attempt to reach a decision on a common issue. Group discussions
are unstructured and less formal compared to meetings or conferences wherein specific roles are
assigned to the participants. In a group discussion, an individual’s thought process is influenced by
the views and opinions of the other members. It also depends on where and in which direction the
mood of the discussion moves. In a group discussion, each participant is free to speak his views. A
successful discussion involves both listening and speaking
Characteristics of Group Discussions: Some of the salient features common to all group
discussions are as follows:
Interface: A basic feature of group discussions is the interaction among the various members of the
group. They see, hear and communicate with each other orally by paying attention to each other.
Leader and Members: Group discussions are effective only when there is a group of members and
a leader. The leader has to summarize facts and information, integrate them, stimulate thinking and
agree to a unanimous solution of the problem. The members of the group become actively related to
each other in their respective roles.
Participation: The effectiveness and efficiency of a group discussion depend, to a large extent, upon
the active participation of the members.
Interpersonal Attraction: Another characteristic feature of a group discussion is interpersonal
attraction. As long as interaction continues, the likes, dislikes, behavior and temperament of
members are known to each other. Among them, empathy develops and as such they share each
other’s problems.
Pressure to Conform: In a group discussion, there is always an element of pressure to conform to
norms. The pre-defined and established standards are always enforced and followed.
Conflict: A conflict is a difference or disagreement among the members of the group, which often
arise during deliberations and discussions. A conflict is inevitable and usually develops when
alternative solutions are present. It can stimulate the members to find new solutions to the problem.
Thus, conflict is not necessarily bad. But if it arises due to the political behavior of the members it
will have dysfunctional consequences.
Purpose of Group Discussions: Group discussions may serve various purposes. Some of them are:
• To reach a solution on an issue of concern
• To generate new ideas or new approaches to solving a problem
• For selecting candidates after the written test for employment or for admission to
educational institutes
• To provide us with an avenue to train ourselves in various interpersonal skills
Advantages of Group Discussions: The advantages of group discussions are as follows:
• It provides a deeper understanding of the subject.
• It improves the ability to think critically.
• It provides different approaches to solving a problem.
• It helps the group in taking a decision.
• It gives an opportunity to hear the opinions of other persons.
• It enables a participant to put across his/her viewpoint.
• It enhances confidence in speaking.
It can change your opinion and show you things from a different perspective.
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