Communication drill과 영어교육

김임득 단국대학교 대학원 1981 국내석사

There are two major theories of language learning: one, based on behavioral psychology, emphasizes pattern practice and memorization and the other, the rationalist approach, attempts to give students the reasons for grammatical phenomena, relating facts about the second language to those about the student's native language. Basic to the theory on which the structural oral approach to language teaching rests is the the idea of language as patterned behavior. The pattern practice plays a key role on the audiolingual approach. Theachers primarily relies on this pattern practice to establish automatic habits powerful enough to overcome interference from the student's native language. The linguistic analyses upon which this approach is founded have revolutionized the teaching of phonology and have greatly contributed to more effective teaching of listening and speaking skills. But the structural approach has perhaps placed too much stress on the mere surface structure of patterns, neglecting the deeper layers of meaning that may underlie them. Let me take an example illustrated by R. Lakoff. (5)? If he eats some candy, I'll punish him severely. (6)? If he eats any candy, I'll give him ten dollars as a reward. The oddness of these sentences cannot ascribed to anything overtly in the sentences themselves, nor even necessarily to anything in the speaker's or the hearer's knowledge of the world. The use of some or any can be properly taught not by a pattern practice but by a cognitive process. Therefore one can not give a rule for the distribution of some and any in sentences of this type. The learner must be informed as to which to use according to his state of mind or his beliefs about things. In language teaching, we should take into consideration the creative aspect of language use, which pattern drill can not cope with. We must also take into account the fact that in real situation what a person says is determined by that situation. In the pattern practice class, the student is not saying what he might want to say but what the teacher requires him to say. Therefore there is a danger that the student will unconscionsly dissociate a practice material from reality, even though he understands its meaning and performs effortlessly. The classroom work could easily develop into a meaningless routine bearing no relationship to the use of English as a means of communication. The communication drill is a method that will adequately bridge the gap between drill situations in the classroom and actual communication situations outside the classroom. The drill is composed of three different stages which will enable the student to communicate in given socio-linguistic situations in an appropriate menner and with acceptable language competence. 1. The manipulative stage consists largely of conventional audio-lingual pattern drills. This stage focuses on the form of the structural features which is being loarned-whether phonological, morphological, or syntactic, or a combination of these. At this stage, the student is not required to struggle with the meaning. He is primarily concerned with gaining the ability to produce in an acceptable manner the structural features being drilled. 2. The cogntive stage, which is also based on a cue-response drill, emphasized on the student's gaining a concept of the underlying semantic choices in using various structures. The contrast drill, at this stage, will help the student to gain a perception of cognitive dimensions of English structures by contrasting new forms with forms that have already been learned. If the teacher uses a variety of contrast drills of different types, then he can better insure the student's ability to choose the appropriate form in a given conversation situation outside of the classroom. The basic idea of this stage has connection with that of R. Lakoff, saying that the process of second language learning appeals to the learner's general ability to "reason, compare data, and generalize". This stage is also concerned with the creativity on which Wilga, M. Rivers emphasized in language learning. 3. The communicative stage aims at bringing the students to the point where they can use in less controlled situations the sentence patterns they have already learned at the manipulative or cognitive stage. This thesis has described and illustrated with examples some typical communication drills of this nature. This study made a model for classroom activity based on communication drill and applied it to the field work. The following points were recognized in this research to verify the effectiveness of communication drill. 1. As shown in the oral test, the students in the research group came to have interest in English and even the students who have comparatively low intelligence quality came to have confidence in learning English. Especially, they began to listen and speak English even though their English is partially incorrect. 2. From an integrative point of view, there was not so much difference between reseach group and comparative group, but communication drill in the research group has a great role in writing, dictation and applied sentence patterns. 3. As shown in the composition test, there are considerably a lot of students who have difficulity in word order and expression caused by interference of their mother tongue. This phenomena seemed to be caused by the shortage of drills in the particular English sentence patterns. Oral practice should precede reading and writing practice in order to prevent trasfer effect from the student's mother tongue. 4. In the process of chain dialogue the students made progress in writing ability when they were given the opportunity to understand the structures of the linguistic data and to make their own sentences in English. 5. The comparative group which was processed with heavy stress on question-answer drill brought about better record than in research group. This means that teaching methodology has a great effect on the record of the students. 6. In the earlier stage, the pronunciation should be put heavy stress on and drilled repeatedly, whenever it makes trouble in their comrehension. It is desirable that vocabulary should be taught in the connected context, not sparately. The profit of communication drill is relief from monotony and boredom. Endliess pettern drills can lose much of their effectiveness as the students begin to learn the pattern. Another feature of communication drill is the possibility of integrating muliple language skill. This approach requires more than speaking and listening ability. It also requires the student to read. Writhing can be built into the technique by requiring, before or after the question-answer and discussion periods, a homework assignment on the structure being taught. Above all, the real value of this drill is still the potential it has to assist the student in transferring the knowledge and skills learned in the classroom to real-life situations. Under the present situation in Korea, there are some problems, of large classes and English teacher's quality. We have no real-life situation in which the students can use the sentence pattern being learned in their classroom activity. But the present situation in Korea needs to put heavy stress on speaking and listening skills of English teaching. I insist that communication drill could be a major methodology in teaching English at the secondary education in Korea.

Communicating identity: Communication processes in the development of group identity through congregational worship rituals

Pogue, Alan Lewis The University of Oklahoma 2002 해외박사(DDOD)

How does communication work in the process of group identity creation and maintenance? This dissertation uses a social construction of reality orientation to seek the verbal, nonverbal, and ritual communication elements that work in the process of identity development in distinct communities. Ethnography and focus groups were used to collect data on two congregations of the Churches of Christ, one in the Midwest, and one in the South. The specific communication activities observed were those occurring in the context of the weekly worship assemblies. A complete ethnographic account of representative assemblies in each congregation is presented. This account provides the material for analysis of verbal, nonverbal, and ritual elements of communication. Verbal elements identified that relate to identity creation and maintenance are: terms, stories and reframes. Nonverbal elements identified are: proxemics, haptics, kinesics, chronemics, artifacts, environment, facial expressions, and physical appearance. Seating behaviors were found to be a powerful indicator of member identification with the group. Ritual elements consist of the verbal and nonverbal elements organized in a meaning-rich context of repetitive behaviors that serve to shared by the worshippers appears to reinforce their concept of community. The traditions that develop in repetitive worship rituals are important to the maintenance of group identity. The last chapter of this dissertation compared the observations to existing theories of the ways identity develops in groups. The theories include Giles' Communication Accommodation Theory, Tajfel's Social Identity Theory, and Turner's Self-Categorization Theory. A model of a communication system operating in the weekly worship assemblies was described. The system is theorized to consist of the basic verbal element “terms” existing with a positive or negative value. These terms often occur within the text of a narrative or “story.” These verbal elements occur within the context of nonverbal elements that add positive or negative values. These elements, organized into repetitive ritual acts with specific meanings, enable the process of group or collective identity creation and maintenance. This system exists in one of two states: stable or unstable. The stable state is characterized by meaningful traditions. The unstable state is characterized by changing traditions. This model should be applicable to other religious groups in addition to the congregations of the Churches of Christ. Prescriptions for church leaders apply the model to specific ways of developing a common group identity. A Glossary of terms with connotations specific to the religious group Churches of Christ is included in Appendix C.

Sexual Communication: An Exploration of How Couples Communicate and Consent to Sexual Behaviors

Newstrom, Nicholas Prakash ProQuest Dissertations & Theses University of Minn 2017 해외박사(DDOD)

Communication is an important aspect of sexual relationships. As relationships change over the course of the lifespan, life events (e.g., birth of a child) and sexual problems (e.g., low sexual desire; erectile dysfunction) affect couple sexuality. Moreover, sexual miscommunication between couples can lead to unhealthy, frustrating and unsatisfying exchanges between partners and in some cases is one potential pathway to sexual assault. Examining how couples communicate and negotiate sexual behaviors may contribute to more effective sex therapy interventions and even sexual assault prevention strategies. The present research examines how couples communicate about sex and aims to understand the cues couples use to signal consent when engaging in sexual intercourse. In order to investigate sexual communication, I first conducted a critical review of the existing empirical literature on how couples communicate and negotiate sexual behaviors. Through this review I found that sex researchers have investigated how anxiety, types of sexual language, and sexual attitudes affect sexual communication. A major finding is that sexual self-disclosure (i.e., sharing one's sexual likes and dislikes with their partner) is highly important for relationship and sexual satisfaction. However, few statements can be made to describe the specific communication patterns that couples use to discuss sexual topics. Based on the review I suggest that this finding may be attributed to the limitations of sexual script theory (one commonly used theory with which to view sexual communication) and the research's historical emphasis on individual, rather than couple-oriented interventions for sexual problems. To identify how individuals use and interpret cues to engage in sexual intercourse, I conducted a cross-sectional study. Using Amazon Mechanical Turk, I surveyed individuals on how they indicate and interpret verbal and nonverbal cues to engage in sexual consent. Given that individuals in relationships may be more effective at signaling and reading their partner's sexual cues, analysis of variance and regression equations were used to investigate how relationship length, sexual self-disclosure, and the interaction of the two affected their verbal and nonverbal communication patterns. The models suggest that gender, and not relationship satisfaction affect how individuals communicate consent. Surprisingly, statements about intoxication were also forms of communication that males and females used to signal consent to their partners. Currently, efforts to prevent sexual miscommunication have centered on affirmative sexual consent policies and dating education programs for children in middle school. The results of this study suggest that psychoeducation programs developed to prevent sexual communication should include information about how alcohol is used to signal consent and take into account gender differences that exist for how individuals signal and interpret communication cues. Implications of these two studies highlight the importance for understanding how couples communicate about sexual behaviors. Identifying specific combinations of verbal and nonverbal cues will address the limitations of sexual script theory and may classify patterns of sexual communication that reduce the chance of sexual assault. Future studies may benefit from diary study designs or the infusion of technology, such as virtual reality, in research designs to answer these questions.

상사?부하 간 디지털 업무 상황에서 소통 매체와 메시지의 반복이 상사 호감도에 미치는 영향: 응답압박과 심리적 반발의 매개효과

손우정 연세대학교 언론홍보대학원 2026 국내석사

Communication Channels and Repeated Supervisory Messages in Digital Work Communication: Mediation Effects of Telepressure and Psychological Reactance As organizational communication environments transition from email-based asynchronous exchanges to real-time interactions via mobile messengers, employees are increasingly exposed to expectations for rapid replies and repeated supervisory instructions. While such communication may enhance work efficiency, it simultaneously creates psychological burden by pressuring employees to respond immediately. This study investigates how, within supervisor–subordinate digital work contexts, communication channels and message repetition shape employee responses, and tests whether telepressure and psychological reactance function as mediating mechanisms. Using the Stressor–Strain–Outcome (SSO) model as the primary analytical framework, we examine how different channels (email vs. mobile messenger) and repeated message exposure influence psychological strain and relational outcomes. Psychological reactance theory is additionally employed to explain how perceived autonomy threat operates as an underlying mechanism in digital communication. A 2 (communication channel: email vs. messenger) × 2 (message repetition: single vs. repeated) experimental design was conducted, and structural equation modeling (SEM) was used to analyze the hypothesized paths. Results indicate that message repetition produced the most distinctive effects. Repeated exposure to the same work instruction (three exposures) significantly elevated telepressure and psychological reactance relative to a single exposure. Moreover, psychological reactance was negatively associated with supervisor liking, demonstrating a detrimental effect on the supervisor–subordinate relationship. In contrast, the effect of communication channel itself was limited. Mobile messenger use produced higher telepressure than email, but did not significantly increase psychological reactance, suggesting that perceived pressure and autonomy threat stem primarily from repeated exposures rather than channel characteristics. Mediation analysis confirmed a negative indirect effect whereby repeated messages reduced supervisor liking via increased psychological reactance, demonstrating that excessive repetition of supervisory instructions can undermine relational quality. Theoretically, this study extends prior research that has focused mainly on media attributes or channel characteristics by emphasizing employees’ psychological strain—telepressure and perceived autonomy violation—as key explanatory mechanisms. The findings highlight that it is not the channel itself, but the psychological reactance triggered by repeated messages that leads to relational deterioration. Practically, while repeated communication may convey urgency, it can simultaneously heighten perceived autonomy intrusion and weaken supervisor–subordinate relationships. Given the close association between relational quality, communication satisfaction, and organizational outcomes, digital communication norms in the workplace should balance efficiency and responsiveness with employees’ need for psychological well-being and autonomy preservation. 상사–부하 간 디지털 업무 상황에서 소통 매체와 메시지의 반복이 상사 호감도에 미치는 영향: 응답압박과 심리적 반발의 매개효과 조직의 커뮤니케이션 환경이 이메일 중심의 비동시적 방식에서 모바일 메신저 기반의 실시간 상호작용 소통으로 전환되면서, 조직구성원들은 빠른 회신과 반복적 업무 지시에 상시적으로 노출되고 있다. 이러한 변화는 업무 효율성을 높이는 동시에 조직구성원에게 즉각적인 반응을 요구하는 심리적 부담을 초래하고 있다. 본 연구는 상사–부하 간 디지털 업무 상황에서 소통 매체와 메시지 반복이 구성원에게 미치는 영향을 분석하고, 이 과정에서 즉시 응답압박과 심리적 반발이 어떠한 매개적 역할을 수행하는지를 검증하고자 하였다. 이를 위해 SSO(Stressor–Strain–Outcome) 모델을 분석틀로 활용하여, 소통 매체(이메일/메신저)와 반복 메시지 수신이 구성원의 심리적 긴장과 관계 평가에 어떠한 경로로 작용하는지를 실험 연구를 통해 확인하였다. 아울러 심리적 반발이론을 긴장요인의 작동 원리를 설명하는 이론적 배경으로 활용함으로써 디지털 커뮤니케이션 맥락에서 나타나는 심리적 반응을 보다 정교하게 해석하고자 하였다. 이를 위해 2(소통 매체: 이메일/메신저) × 2(메시지 반복: 단발/반복) 요인설계에 따른 실험을 실시하고, 구조방정식모형(SEM)을 활용하여 변인 간의 경로를 분석하였다. 분석 결과, 가장 뚜렷한 차이는 반복된 지시 조건에서 나타났다. 동일한 메시지가 반복적으로 수신될 때(3회 조건) 조직구성원이 느끼는 응답압박과 심리적 반발 수준이 단발 조건(1회)보다 유의하게 높게 나타났다. 특히 심리적 반발이 높을수록 상사에 대한 호감도 역시 낮아지는 부정적 영향의 경로가 확인되었다. 반면, 소통 매체의 영향은 제한적이었다. 모바일 메신저는 이메일보다 즉시 응답압박을 유의하게 높였으나, 심리적 반발에는 유의한 차이를 보이지 않아, 이는 단순한 매체의 속성보다 메시지의 반복 수신이 구성원이 느끼는 압박감과 자율성 침해 인식이라는 심리적 긴장을 유발함을 시사한다. 매개효과 분석에서는 반복된 업무 메시지 수신이 심리적 반발을 매개로 상사에 대한 호감도를 낮추는 부(–)의 간접효과를 보여, 지나친 메시지 반복이 상사–부하 관계를 손상시키는 주요 원인으로 작용함을 확인하였다. 본 연구는 상사의 커뮤니케이션이 구성원에게 미치는 영향을 응답압박과 심리적 반발이라는 이중 경로로 분리하여 설명함으로써, 이메일에 비해 메신저로 수신되는 업무 메시지가 응답에 대한 압박은 높지만 상사에 대한 호감도에 미치는 영향은 유의미하지 않다는 점을 확인하였으며, 반복된 메시지 수신으로 인한 심리적 반발이 상사에 대한 호감도를 낮추는 원인임을 밝혔다. 본 연구의 이론적 의의는 기존 연구들이 주로 매체 자체의 특성에 초점을 맞추어 디지털 커뮤니케이션 효과를 설명해 온 관점을 보완하여, 구성원이 지각하는 응답압박과 자율성 침해라는 심리적 긴장 요인에 주목하고, 관계를 악화시키는 핵심 요인이 매체의 속성이 아니라 반복적 메시지가 야기하는 심리적 반발임을 확인했다는 점에서 의미가 있다. 실무적으로는, 반복된 메시지 발신이 업무의 긴급성을 전달할 수 있지만 동시에 구성원의 자율성 침해 인식을 높여 발신자와의 관계를 악화시킬 수 있음을 보여준다. 상사–구성원 관계와 소통 만족도가 조직 성과와 밀접하게 연관된다는 점을 고려할 때, 조직의 소통 방식과 문화는 즉각적 응답과 업무 효율성뿐 아니라 구성원의 심리적 긴장 완화와 자율성 보존 또한 함께 고려될 필요가 있다.

Understanding the Effects of Aggressive and Polite Communication Styles in the Context of Risk Communication

Yuan, Shupei Michigan State University ProQuest Dissertations & 2017 해외박사(DDOD)

Based on expectancy violation theory, two experiments examine the effects of two communication styles---aggressive and polite communication---in the contexts of child vaccination and GMO debates. The first study tests the effects of aggressive, neutral and polite communication styles with the consideration of parents' attitudes toward the issue. The second study further considers the effect of communication source, which employs a 3 (aggressive, neutral, polite message) x 2 (scientist, non-scientist) between-subject experiment. The results show that expectancy violation significantly mediates the relationship between message style and outcomes, attitude toward the communication issue as well as the source affect how individuals process the message. The results provide a novel way to understand the effect of communication style and practical implications for communicators to operate communication style during interactions in risk, science or health contexts.

Organizational structure and internal communication as antecedents of employee-organization relationships in the context of organizational justice : a multilevel analysis

김효숙 Graduate School of the University of Maryland, Col 2005 해외박사

One research direction that is needed but has not been fully exploited in studies of organization-public relationships is research on the antecedents of relationships. The antecedents of relationships are the first stage of the relationship framework, for they are what cause specific relationships between an organization and its publics to develop. The purpose of this study was to explore possible antecedents of internal relationships in organizations. I examined the direct and indirect influences of organizational structure and internal communication on employee-organization relationships using organizational justice as a mediating factor. Organizational justice is a relatively recently developed but widely used concept in organizational studies that refers to the extent to which people perceive organizational events as being fair. This study was a typical example of multilevel research in that it gathered and summarized individual-level data to operationalize organizational-level constructs such as organizational structure and internal communication. The multilevel nature of the main constructs of this study was addressed by using the multilevel analysis method. Data were collected by conducting a survey of about 1,200 employees in 31 Korean organizations. I used hierarchical linear modeling (HLM), which is a type of random coefficient model and is specifically designed to accommodate nested or multilevel data structure, to test the cross-level hypotheses of this study. The findings suggested that organizational structure and the system of internal communication were associated with employee-organization relationships, playing the role of antecedents of internal relationships. More specifically, asymmetrical communication was negatively related to employees’ commitment, trust, and satisfaction. Also it was shown that symmetrical communication was associated positively with communal relationships. Lastly, organic structure was negatively related to exchange relationships and positively related to trust and control mutuality. On the other hand, organizational justice was associated with organizational structure and internal communication as well as with employee-organization relationships. Organizational justice also mediated the effects of symmetrical communication and organizational structure on communal relationships and four relationship outcomes (control mutuality, trust, commitment, and satisfaction), implying that symmetrical communication and organic structure can contribute to building quality relationships when they are combined with fair behavior by management

End-of-Life Communication in Veterinary Medicine

McCracken, Bonnie Joy State University of New York at Buffalo 2016 해외박사(DDOD)

Veterinary medicine is unique in that end-of-life procedures are typically owner-witnessed and often include the administration of euthanasia. Euthanizing an owner's pet requires veterinarians to be equipped with technical communication skills when interacting with owners and administering the procedure. Research indicates practicing veterinarians have received little to no end-of-life communication skills training in their formal education. In addition, scholars and professionals have often relied on anecdotal evidence based on experience when outlining communication strategies appropriate for use by veterinarians in the end-of-life setting. The present study details the communication strategies of veterinarians in the context of end-of-life interactions (e.g., bad news delivery, euthanasia procedures, grief support). Forty-four interviews were conducted with practicing veterinarians to gain an understanding of their experience and training in difficult communication. Participants include experienced small animal practitioners, emergency care specialists, palliative care and hospice providers, and novice practitioners recently out of veterinary school. General themes emerged regarding the type of communication training received, end-of-life communication strategies, and supportive communication strategies. Findings indicate veterinarians receive three forms of communication training: formal, informal, and experiential, with the majority receiving experiential training and informal training being the second most frequently endorsed method of learning. Nineteen end-of-life communication strategies were grouped into three categories: bad news delivery, euthanasia, and general strategies that can be applied to either bad news delivery and/or euthanasia. The most prominent end-of-life communication strategies utilized by veterinarians include references to the pet's overall quality of life and acknowledgment of whether the pet is suffering. Four supportive strategies were identified: provision of tangible support, informational support, emotional support, and the use of immediacy behaviors to communicate empathy and comfort. Tangible support in the form of sympathy cards and sentimental gifts was the most prominent supportive strategy utilized by veterinarians. This study contributes to the field of veterinary medicine by increasing understanding of end-of-life communication during veterinary-client-patient interactions and by providing strategies currently utilized for practical application within the Doctor of Veterinary Medicine (DVM) curriculum.

Communication et metacommunication : Le plaisir theatral

Suh, Myung Soo Universite Lumiere Lyon II 1992 해외박사

본 연구는 연극작품의 창조(그의 수용을 동시에 포함하는)가 주어진 컨텍스트 아래서 다양한 참여자들에 의한 집단적 활동의 결과라는 점에서 커뮤니케이션(메타커뮤니케이션)의 과정이고, 바로 이 사실에 관심을 가지고 출발하였다. 논문은 크게 이론(연극 커뮤니케이션에 대한 이론화 작업)과 분석(이론의 타당성과 그 유효성을 희곡의 분석을 통해 증명)의 두 단계로 구성되어 있다. 이론의 단계는 다시 세 부분으로 나뉘어 진다. 그 첫 부분에서 우리는 인간상호간의 커뮤니케이션(communication interpersonnelle)관한 일반 이론을 검토하고 비판하여 연극의 커뮤니케이션에서 중요한 조작적 개념들(concepts operatifs)을 추출해 내었다. 두번째 부분에서는 연극(특히 희곡)의 기원, 희곡이 가지고 있는 상연잠재성, 연극작품 창조의 주체자들과 연극이 주는 즐거움에 관해 논의 하면서 앞의 조작적 개념들의 타당성 여부를 재검토하고 연극은 커뮤니케이션의 과정임을 밝힌다. 첫째로 희곡은 커뮤니케이션에 있어서 두 층위를 내포하고 있다. 하나는 등장인물들 사이에서 이루어지는 작품 내부적인 층위와 다른 하나는 작품(상연된 또는 읽혀진)과 독자(관객) 사이에서 이루어지는 작품 외부적인 층위이다. 그러나 연극의 커뮤니케이션은 허구적인 이야기를 전제로 이루어지기 때문에 그렇게 간단한 도식으로 설명되지는 않는다. 각각의 층위는 극성(허구성)의 인식이라는 메타의 층위(메타커뮤니케이션)로 또 싸여있다. 희곡은 바로 이렇게 겹겹이 싸인 커뮤니케이션의 층위들이 글쓰기ecriture로 구체화된 것이다. 첫 단계의 마지막 부분은 커뮤니케이션의 도구가 되는 언어와 그 언어를 분석하는 방법에 대해 이론적으로 탐구하였다. 전통미학적이고 문학적인 접근방법에 대한 검증과 함께 최근의 인문사회과학의 여러 업적들 중에서 특히 기호학, 화용론(언어학), 상징적 상호주의 ·미시사회학 ·민속지학(사회학), 팔로알토학파(심리학)의 이론들을 총 망라하여 극텍스트의 분석에 필요한 새로운 방법을 찾아내었다. 두번째 분석의 단계에서는 우리가 첫 이론의 단계에서 도출해낸 개념들과 방법들을 이용하여 실제로 극텍스트를 분석하였다. 극텍스트가 내포하는 내적 ·외적 커뮤니케이션의 층위에 대한 분석과 함께 또 각각의 층위에 동반된 메타커뮤니케이션의 층위를 분석하였다. 이런 분석을 통해 우리는 쟝 아누이 외에도 프랑스의 여러 극작가들의 극작술을 논리적이고 체계적으로 드러내었을 뿐만 아니라, 우리의 연극적 커뮤니케이션 이론이 실제적이고 관여적이며 또 효과적이라는 사실을 증명하였다. 연극을 커뮤니케이션이라는 관점에서 연구하는 것은 연극이라는 현상을 통시-공시적으로 이해하고 나아가 작품의 창조에도 직접적으로 이용할 수 있는 가능성을 제시해준다.

"They Don't Get the Respect they Should": An examination of visual communication disciplinary practices in composition and the biological sciences

Zimmerman, Erin Bethany Iowa State University ProQuest Dissertations & The 2016 해외박사(DDOD)

This study investigates the similarities and differences of visual communication practices and conventions in the composition and biological sciences disciplines. Although scholars and instructors in Writing across the Curriculum (WAC) and composition have examined disciplinary differences in written communication, little is known about disciplinary differences of visual communication. While writing has been the central focus of composition classes, visuals are often key components of the composing process for individuals working in natural sciences fields like the biological sciences. This dissertation reports the results from a two-part qualitative analysis research project: 1) an examination of how composition and general science-writing textbooks discuss visual communication conventions and 2) an evaluation of interviews with six instructors, three from composition and three from the biological sciences, who discuss their professional use of visuals. Specifically, the terms used to describe visuals, the pedagogical topics covered when teaching visual communication, and the participants' processes for composing and reading visuals were examined. The results indicate that some visual communication practices and conventions appear similarly in both the biological sciences and composition disciplines. These similarities center on instructional goals, practices, and concerns. For instance, the participants recognized the importance of visual communication to effective communication in the disciplines, even though they found gaps in their own instruction, and also observe students struggling with visuals and textbooks lacking strong visuals and visual communication instruction. Meanwhile, differences between and within these two disciplines do appear, which center on reading and composing processes and the instruction of those practices. Because these disciplinary distinctions exist, instruction of visual communication practices also differs across these two disciplines. Notably, though, visuals are crucial components of communication in both disciplines, yet participants in composition and the biological sciences agree that they find a lack of effective visual communication instruction. This examination suggests that as WAC and composition instructors clarify their understanding of the use of visuals in a variety of academic writing contexts, they might enhance students' awareness of visual communication conventions in composition and potentially aid their transfer of visual communication skills from composition courses to those in the biological sciences and other disciplines.

Understanding Intercultural Communication on Global Virtual Teams: Exploring Challenges of Language, Culture, Technology, and Collaboration

Goettsch, Karin L University of Minnesota 2014 해외박사(DDOD)

This study investigates differences in communication that exist among native English speakers (NSs) and non-native English speakers (NNSs) on global virtual teams (GVTs) where English is the lingua franca, or common working language. Four communication influences---language, culture, technology, and collaboration---are at the center of this inquiry. A hybrid theoretical framework is proposed, comprised of a dichotomy of virtual Communities of Practice (VCoPs) and intercultural communication (emphasizing national cultures), aligning with the shifting nature of GVTs that increasingly resemble CoPs. Three key findings emerged from interviews with 21 NS and 29 NNS professionals about their memorable experiences on GVTs. First, while NSs and NNSs had many similar and different experiences on GVTs, NNSs had more challenges overall than NSs in the four categories of language, culture, technology and collaboration. Second, language was a critical factor overwhelmingly noted by NNSs, as compared to NSs, that deserves additional attention beyond its link to cultural differences in general. Third, belongingness was a critical factor noted by both NSs and NNSs that should be leveraged for greater collaboration in GVTs. Three key implications relating to these findings are discussed. First, encouraging and creating wider awareness of the nature and dynamics of GVTs will promote better team collaboration through understanding communication challenges for NSs and NNSs. Second, designing a foundational blueprint for professional learning and development opportunities will help workplace practitioners increase knowledge and build competencies for successful participation on GVTs. Third, building on this study's findings will spur future contributions in GVT scholarship for technical and professional communication and business communication. In particular, integrating a hybrid framework of VCoPs and intercultural communication will serve as a valuable mechanism through which to view communication differences on GVTs. Given that the nature of GVTs continues to evolve based on the shifting global work environment, future collaborative partnerships between researchers and practitioners will benefit communication-related academic disciplines and industries.