The Relationship among the Golf Coach's Verbal Communication and Trust of Coach, Fellowship and Loyalty of Attendees'

2020 ◽  
Vol 14 (3) ◽  
pp. 37-50
Author(s):  
Jung-Hoon Ha ◽  
◽  
Jong-In Kim
Keyword(s):  
Verbal Communication ◽  
The Relationship

The Impact of Ability and Participation on Trustworthiness and Task Performance in Virtual Teams

2012 ◽  
Vol 2 (2) ◽  
pp. 1-17 ◽  
Author(s):  
Christie M. Fuller ◽  
Douglas P. Twitchell ◽  
Kent Marett ◽  
A. J. Burns
Keyword(s):  
Task Performance ◽  
Virtual Teams ◽  
Computer Mediated Communication ◽  
Verbal Communication ◽  
Mediated Communication ◽  
Perceived Ability ◽  
Study Teams ◽  
The Impact ◽  
The Relationship ◽  
And Task

The relationship between trust and task performance in virtual teams is well established. Currently, studies examine key antecedent to trust in groups, the perceived ability of other group members. While it has been shown that perceived ability of teammates contributes to trust, little is known about how the perceptions of ability are formed in virtual teams. In this study, teams performed a decision-making task in a synchronous computer-mediated communication environment. As teams were limited to verbal communication, the authors examined the relationship between participant ability and verbal communication amount, as well as team member perceptions of their partners’ ability based on the amount of participation. The results show that participants who perceive themselves to have higher ability communicate more, whereas those who speak more are rated by their teammates to have lower ability. Based on the results, post hoc analysis explored the relationship between reduced participation and perceived ability.

scholarly journals Verbal and Visual Communication in the Movie The Hunger Games

HUMANIS ◽  
2018 ◽  
pp. 604
Author(s):  
Ayu Putu Fridayanti ◽  
Ni Wayan Sukarini ◽  
Putu Weddha Savitri
Keyword(s):  
Visual Communication ◽  
Communication Theory ◽  
Lower Class ◽  
Verbal Communication ◽  
Upper Class ◽  
Communication Analysis ◽  
Hunger Games ◽  
The Hunger Games ◽  
Communication Modes ◽  
The Relationship

Communication can be made by using two kinds of mode; they are verbal and visual communication modes. Nowadays, people tend to focus on the verbal communication and ignore the visual communication itself, even though they have the same important part of communication by using language. This study entitled “Verbal and Visual Communication in the Movie The Hunger Games” is trying to reveal and find out the sentence forms of the characters’ verbal utterances, the visual signs of the scene among the characters and the relationship between those communications. In the study, The Hunger Games movie is used as the data source. It tells about a death game that was held by a capitol city which was inhabited by people of the upper class and the people of the lower class who live in the districts as the tribute of the game. The method used to analyze the movie is Qualitative method. The main theory used is proposed by Dyer (1986) with his Verbal and Visual Communication theory and helped by using a theory from Timothy Shopen (2007) describing the types of sentence in form of verbal utterance. Based on the analysis, all of the sentence types as the verbal communication analysis and almost all of the visual sign elements in the movie were found, except for the national and racial element in appearance category. The verbal and visual communications represented in the movie supports each other to convey the meaning. It shows the differences between two different social classes; they are upper and lower classes. How the characters of the upper class speak, act, and look, tend to be more polite, prestigious, classy, colorful, and more educated than the characters of the lower class. It shows the relationship of visual and verbal communication itself. 

The Relationship Between Teacher Non-Verbal Communication and Student Behavior: A Cross-National Perspective

2020 ◽  
pp. 019685992097712
Author(s):  
Maja Šerić
Keyword(s):  
Student Behavior ◽  
Verbal Communication ◽  
Self Concept ◽  
Self Image ◽  
Personal Appearance ◽  
Image Congruence ◽  
National Perspective ◽  
The Relationship ◽  
Cross National

This paper aims at providing insights on the role of non-verbal communication (NVC) in classroom by examining the relationship between teacher NVC cues and student behavior. Student behavior is considered in terms of perceptions of the match between the teacher and the student self-concept (i.e. self-image congruence), attention, and learning. Hypotheses are tested on a sample of students coming from Spain and Italy. Findings indicate that the student self-concept has the strongest relationship with teacher personal appearance, attention with paralinguistics, and learning with kinesics. Some differences are found in the strength of the examined relationships between Spanish and Italian students.

scholarly journals Metaphor as Discourse Main Element

2020 ◽  
pp. 109-125
Author(s):  
Luiza Oliander
Keyword(s):  
Verbal Communication ◽  
Main Element ◽  
Philosophical Thinking ◽  
The Relationship

The article deals with the relationship between metaphor and discourse. The metaphor is characterized as the main element of discourse. In the analysis, the emphasis is on its understanding by Bakhtin, when the discourse appears as a “whole utterance”, as a “unit of verbal communication”, which has not meaning, but “meaning related to value – truth, beauty, etc. – and requires a reciprocal understanding which includes an assessment.” According to these positions, on the material of Pushkin’s “The Bronze Horseman”, the works of S. Dovlatov, the works of P. Florensky and others it is proved that the metaphor is a living phenomenon, that “metaphor is a paradigm,” it, “like rapids on a river, makes the recipient's mind boil” (P. Ricoeur). A metaphor is examined as a means of enriching the productivity of philosophical thinking, and it can be a “body of philosophy” (T. Adorno).

scholarly journals Verbal, non-verbal and paraverbal skills in the patient-kinetotherapist relationship

2017 ◽  
Vol 10 (19) ◽  
pp. 39-45 ◽  
Author(s):  
Oana Rusu ◽  
Maria Chiriță
Keyword(s):  
Therapeutic Relationship ◽  
Communication Skills ◽  
Physical Therapist ◽  
Patient Adherence ◽  
Verbal Communication ◽  
Verbal Skills ◽  
Therapeutic Program ◽  
Communication Partner ◽  
The Individual ◽  
The Relationship

Abstract Human being's existence is closely related to communication, how the individual interacts and interacts with others. By communicating, an individual conveys information and interests, attitudes, values, beliefs and feelings, sharing them with others, thus creating a contexture of relationships. Communication means not only speaking, writing, but also silencing, listening or acting. Both the patient and the physiotherapist communicate verbally, non-verbal and paraverbal to respond to and understand the behavior of the communication partner. In addition to professional skills, acquiring communication skills by physiotherapist can lead to patient adherence and satisfaction to the therapeutic program. Aim: In this paper, we aim to highlight the important aspects of the verbal, non-verbal and paraverbal skills of the physical therapist to promote communication with the patient in the therapeutic relationship. Methods: Literature review was the method of this study and were considered eligible only articles with statistically significant data. Results: Verbal communication essentially validates the message transmitted, non-verbal skills confirm and at the same time strongly influence communication partners. By form, paraverbal and non-verbal communication are concurrent with the verbal, respectively confirming it, but by content and interpretation, they can give other meanings to the relationship.

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