We All are Europe - AESAEC

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Max Reisinger / Katrin Meister (VHS Graz/AT) /Michael Schwaiger (Auxilium/AT) Module 5: Unit 5.1. Unit in a nutshell The Art of Successful Project Proposal Writing II: Linguistic part General considerations concerning communication Participants become acquainted with the different levels and areas of communication Consideration of the difference between verbal and non-verbal communication Understanding essential features of intercultural communication Achievements After this unit you will be able to: understand why sometimes misunderstandings between two communication partners can occur and what they should pay attention to in order to avoid these be aware of non-verbal signs, with regard to others as well as to oneself. If there is any one secret of success, it lies in the ability to get the other person's point of view and see things from that person's angle as well as from your own. (Henry Ford) Warming up: Two old friends, Mr. Red and Mr. Blue, meet after not having heard from each other for some months: Mr. Blue: Hi, how are you Mr. Red: Great – I was on vacation for the last two weeks; it was prefect: Mr. Blue: Oh, how I envy you – I can imagine exactly how it was: What can we deduct from this story, particularly in connection with an EU project proposal 5.1.1. Means of communication Listen / Read / Discuss / Exercise Communication consists of an exchange of many individual messages. These messages are conveyed from one person (the sender) to another person (the receiver). A message must not necessarily consist of words and language. We can also communicate when we do not speak: 84
Module 5 – The Art of Successful Project Proposal Writing II: Linguistic Part non-verbal (mimicking, gestures, silence) verbal (all forms that are expressed with the help of words) Communication paraverbal (flow of words, speed of speech, length of pauses) extraverbal (clothing, smell, external characteristics) A person can express himself / herself non-verbally as well as verbally. Verbal signals must first be learnt in order to understand them and to be able to use them. This takes place in the first years of life. Our environment determines not only the accent and tone of our speech, but also the content which we connect with individual words. Thus when a mother in Sweden asks her child to think of a large animal the child would very likely think of a reindeer whereas a child in Africa might have an elephant in mind. However, our messages are not only be transported by different means, they can also include different information, background knowledge etc. Some linguists say that each message consists of up to four different aspects, which are: • the direct message, in which I pass on information • the self-disclosure message gives information about what is happening with me and what I want to be made known about me • the appeal states what I want of the other person • the indirect message, with which the sender conveys the relationship to the receiver For example, a person says to another person: “Can you lend me 20 Euros please” The direct message reads: I would like to borrow 20 Euros. The self-disclosure message says: I urgently need 20 Euros and I do not have them myself. The indirect message conveys: We have a close relationship and I would not borrow money from just any person. The appeal means: I would very much appreciate to be lent 20 Euros. Of course, it not always easy to differentiate between these four messages. However, usually the sender gives a message with these four aspects, which the receiver picks up. It can happen that the receiver does not pick up all four aspects of the message at the same level of intensity as that intended by the sender. It can also occur that the receiver does not understand or wrongly interprets one, more or even all aspects of the message – this is also called a misunderstanding! Persons, due to their life experience, apply their own ideas in a communication situation. Remember the short story above: Although the good friends both speak about a holiday they have a totally 85
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We All We All are Europe Participat
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Publisher/Editor: AESAEC Project Gr
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Contents Part A: The Pedagogical Co
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Module 7 - How to implement a proje
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The conceptual framework I. The con
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The conceptual framework closed one
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The conceptual framework c) The urg
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The conceptual framework Kroehnert,
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Findings of the IANUS project Stru
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Authentic Location Learning, Multi-
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Module 1 - The European Union and i
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Module 7 - How to Implement a Proje
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AESAEC - Glossary AESAEC - Glossary
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AESAEC - Glossary European Economic
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AESAEC - Glossary mostly operating
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AESAEC - Glossary Think tanks Valor
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We All are Europe - AESAEC

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