The communication which is spoken, read, heard, and written is

Which of the following is an example of nonverbal communications?

The communication which is spoken, read, heard, and written is

gestural communication is

Which one are type of VERBAL Business communication?

The use of gestures would be classified as

LANGUAGE AS COMMUNICATION: ORAL AND WRITTEN LANGUAGE. FACTORS THAT DEFINE A COMMUNICATIVE SITUATION: TRANSMITTER, RECEIVER, FUNCTIONS AND CONTEXT.

COMMUNICATION IN THE FOREIGN LANGUAGE CLASSROOM. VERBAL AND NON-VERBAL COMMUNICATION. NON-VERBAL REACTIONS TO MESSAGES IN DIFFERENT CONTEXTS.

DEVELOPMENT OF LINGUISTIC SKILLS. ORAL EXPRESSION AND COMPREHENSION AND WRITTEN EXPRESSION AND COMPREHENSION. COMMUNICATIVE COMPETENCE IN ENGLISH.

THE ORAL FOREIGN LANGUAGE. THE COMPLEXITY OF GENERAL MEANING COMPREHENSION IN ORAL INTERACTION: FROM HEARING TO ACTIVE AND SELECTIVE LISTENING.  ORAL EXPRESSION: FROM THE IMITATION TO THE FREE PRODUCTION STAGE.

WRITTEN FOREIGN LANGUAGE. APPROXIMATION, MATURING AND IMPROVEMENT OF THE READING AND WRITING PROCESS. READING COMPREHENSION: TECHNIQUES FOR THE GLOBAL AND SPECIFIC COMPREHENSION OF TEXTS. WRITTEN EXPRESION: FROM THE INTERPRETATION TO THE PRODUCTION OF TEXTS

VALUATION OF THE KNOWLEDGE OF FOREIGN LANGUAGES AS AN INSTRUMENT OF COMMUNICATION AMONG PEOPLE AND NATIONS. INTEREST IN LINGUISTIC DIVERSITY THROUGH THE KNOWLEGDE OF A NEW LANGUAGE AND ITS CULTURE.

GEOGRAPHICAL, HISTORICAL AND CULTURAL FRAMEWORK OF THE ENGLISH-SPEAKING COUNTRIES. DIDACTIC APPLICATION OF THE MOST RELEVANT GEOGRAPHICAL, HISTORICAL AND CULTURAL ASPECTS

PERIODS, AUTHORS AND GENRES SUITABLE FOR ITS DIDACTIC APPLICATION DURING EFL LESSONS. TYPOLOGY OF TEXTS.

CHILDREN’S LITERATURE IN ENGLISH. TECHNIQUES OF DIDACTIC APPLICATION TO ACCEDE TO ORAL COMPREHENSION, INITIATE AND BOOST THE READING HABITS AND SENSITIZE IN THE POETIC FUNCTION OF LANGUAGE

CONTRIBUTION OF LINGUISTICS TO FOREIGN LANGUAGE TEACHING. THE PROCESS OF LINGUISTIC LEARNING: SIMILARITIES AND DIFFERENCES BETWEEN THE ACQUISITION OF THE FIRST LANGUAGE AND THE SECOND LANGUAGE.

HISTORY AND EVOLUTION OF FOREIGN LANGUAGE TEACHING: FROM THE GRAMMAR-TRANSLATION METHOD TO THE PRESENT APPROACHES.

METHODS AND TECHNIQUES FOCUSED ON THE ACQUISITION OF COMMUNICATIVE COMPETENCES. SPECIFIC METHODOLOGICAL FUNDAMENTALS FOR THE ENGLISH TEACHING.

THE STUDENT-CENTERED TEACHING AND LEARNING PROCESS IN A FOREIGN LANGUAGE: FUNDAMENTALS AND APPLICATIONS. IDENTIFICATION OF MOTIVATIONS AND ATTITUDES TOWARDS ENGLISH LANGUAGE. PRACTICAL APPLICATIONS

DESCRIPTION OF THE PHONOLOGICAL SYSTEM OF THE ENGLISH LANGUAGE. MODELS AND TECHNIQUES OF LEARNING. PERCEPTION, DISCRIMINATION AND EMISION OF SOUNDS, INTONATIONS, RHYTHMS AND ACCENTS. PHONETIC CORRECTION

ORTHOGRAPHIC CODES OF THE ENGLISH LANGUAGE. SOUND-SPELLING CORRESPONDENCE. PROPOSALS FOR THE DIDACTIC OF THE WRITING SKILLS. APPLICATION OF ORTHOGRAPHY TO WRITTEN PRODUCTION.

LEXICAL AND SEMANTIC FIELDS OF ENGLISH. NECESSARY LEXICON FOR SOCIALIZATION, INFORMATION AND EXPRESSION OF ATTITUDES. TYPOLOGY OF ACTIVITIES LINKED TO THE TEACHING AND LEARNING OF LEXICON IN THE FOREIGN LANGUAGE CLASS.

ESSENTIAL MORPHOSYNTACTIC ELEMENTS OF THE ENGLISH LANGUAGE. ELEMENTARY COMMUNICATIVE STRUCTURES. PROGRESSIVE USE OF THE GRAMMATICAL CATEGORIES IN ORAL AND WRITTEN PRODUCTION TO IMPROVE COMMUNICATION.

SONGS AS POETIC VEHICLE AND LITERARY CREATION IN THE ENGLISH LANGUAGE CLASSROOM. TYPOLOGY OF SONGS. TECHNIQUES FOR THE USE OF SONGS TO PHONETICS, LEXICAL AND CULTURAL LEARNING

FUNCTIONS OF GAMES AND CREATIVITY IN FOREIGN LANGUAGE LEARNING. DEFINITION AND TYPOLOGY OF GAMES FOR THE LINGUISTIC LEARNING AND IMPROVEMENT. GAMES AS A CREATIVE TECHNIQUE TO ACCESS THE  COMMUNICATIVE COMPETENCE IN A FOREIGN LANGUAGE.

ANIMATION AND EXPRESSION TECHNIQUES AS A RESOURCE FOR THE FOREIGN LANGUAGE LEARNING. DRAMATIZATION OF DAILY LIFE SITUATIONS AND REPRESENTATION OF TALES, CHARACTERS OR COMICS. GROUP WORK FOR CREATIVE ACTIVITIES. THE ROLE OF THE TEACHER.

TECHNOLOGICAL AND PEDAGOGICAL RESOURCES FOR THE USE OF AUDIO-VISUAL MATERIALS (NEWSPAPER, TV, MAGNETOPHON, VIDEO). THE COMPUTER AS A RESOURCE FOR THE LEARNING AND IMPROVEMENT OF FOREIGN LANGUAGES.

THE FOREIGN LANGUAGE AREA IN THE SYLLABUS. CRITERIA THAT MUST BE REFLECTED ON THE EDUCATIVE PROJECT AND IN TH SYLLABUS' CONCRECTION

PROGRAMMING IN THE FOREIGN LANGUAGE AREA: PROGRAMMING UNITS. CRITERIA FORTHE SEQUENCING AND TEMPORALIZING OF CONTENTS AND OBJECTIVES. SELECTION OF THE METHODOLOGY THAT MUST BE USED IN THE LEARNING AND ASSESSMENT ACTIVITIES

VARIABLES TO TAKE INTO ACCOUNT IN THHE ORGANIZATION OF THE ENGLISH CLASS: GROUPINGS, SPACE DISTRIBUTION, METHODOLOGY CHOICE, ROLE OF THE TEACHER

CREATION OF MATERIALS FOR THE ENGLISH CLASS. CRITERIA FOR THE CHOOSING AND USING OF TEXTBOOKS. AUTHENTIC AND ADAPTED DOCUMENTS: LIMITATIONS OF ITS USE. COOPERATION OF STUDENTS IN MATERIALS DESIGN

It conveys the message by following the principles of delivery.

It is everything that has happened in someone's life.

It takes place when the message is imparted and received.

In Aristotle's Model of Communication, it dictates the type of message to be delivered.

Filipinos end up calling someone in authority with the terms Tito/Tita, Manong/Manang, or Kuya/Ate as a sign of respect.

In what dimensions of communication reflect this Filipino culture, in which they demand that there must be some distance between the young and the figures of authority.

Filipinos tend to sugar-coat and beat around the bush when communicating, whereas, Westerners are more direct to the point because they find longwinded letters and circuitous speeches tedious and boring.

In what dimensions of communication reflects this cultural difference between the Filipinos and the Westerners?

Gestures such as thumbs up can be interpreted differently in different cultures. It is taken as “OKAY” sign in many cultures, whereas is taken as a vulgarism in others like Latin American cultures. In Japan some even take it as money.

In what dimensions of communication reflects this cultural differences between Philippines and other countries?

This model of communication asserted that the message sent by the source is not necessarily the message received by the destination, because of the noise that hampers the communication process.

It is the most important element in the communication process, which is carefully crafted to achieve the speaker's purpose for communicating.

He contributed to the concept of feedback in the field of communication.

Communication takes place if the speaker's field of experience does not overlap with the listener's field of experience.

It is a verbal model composed only of words with no rectangles, circles, or arrows. All it says is:

Who?

To Whom?

Says What?

With What Effect?

In What Channel?

Physiological noise refers to the actual noise that comes from an external source which interferes with the communication process.

This component of a communicative situation is usually chosen for the purpose it will serve.

These are the means by which the message is sent and received.

Communication involves transaction.

This model is often called telephone model because it is based on the experience of having the message interfered by "noise" from the telephone switchboard.

The speaker can only receive feedback if the speaker is monitoring the listener.

This model of assumes that a person’s communication starts at birth, and continues as life progresses.

This model is cyclical to show that communication has no beginning or end and that it is always ongoing.

What kind of technology we use nowaday?

What is different object which not concern with technology?

What is meaning of internet?

What is not appilcation of internet?

What we use for communication?

In the past, we heard a music via which object?

What is picture of sending mail?

Please spell the correct word.

What is a computer?

Please give a picture of cell phone.