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Chapter 2
Sharing ideas
Relating experiences
Telling stories
Expressing needs
Instructing
Influencing
Establishing intimacy
Rules of Conversation
Agree to share one another’s interests
Ensure all share in talking
Participate in topic
Take turns talking
Relevant topic discussion
Succinct messages
Dr. Sam Trychin
Hearing Loss Characteristics
Facilitative Repair
instructing, structuring specific tactics
Reception of Messages
Talker
Message
Environment
Listener
Facilitative Strategies
Strategies that influence the talker
– instructional strategies
• the listener asks the talker to change the
delivery of the message (assertive)
– slow down
– it is difficult to lipread you when you cover
your mouth
– could you face me
Facilitative Strategies
Strategies that influence the message
– Message-tailoring strategies
• phrasing remarks to constrain a response of a
speaker
– Did you go fishing or boating?
– Are you afraid of snakes?
Facilitative Strategies
Strategies that influence the environment
– Constructive strategies
• tactic designed to optimize the listening
environment for communication
– Let’s go into the living room to talk
– Let’s sit where it is more quiet
– Let’s step over here where there is more
light
Facilitative Strategy
Strategies that influence reception
(listener)
– Adaptive strategies
• methods of counteracting maladaptive
behaviors that stem from hearing loss
– relax
– taking a deep breath
Facilitative Strategy
Strategies that influence reception
(listener)
– Attending strategies
• methods of counteracting maladaptive
behaviors that stem from hearing loss
– watch the speaker’s lips
– focus on the speaker
Facilitative Strategy
Strategies that influence reception
(listener)
– Anticipatory strategies
• methods of preparing for a communication
interaction
– observant of situation clues
– makes predictions about message
– predicts speakers style
Facilitative Strategies
Talker Message Environment Listener
Communication breakdown
– when one communication
partner speaks a message and
the communication partner
does not recognize the
message
Detecting Communication
Breakdown
Choose Course of
Action
What
Huh
Pardon
Six Basic Principles of
Conversational Repair
ONE: Use of requests for clarification improves understanding between
conversational partners (e.g., Tye-Murray, Purdy, Woodworth & Tyler,
1990).
TWO: Specific training in the use of repair strategies is effective (Tye-
Murray, 1991).
THREE: Some requests for clarification are considered specific, or
contingent (e.g., requests for confirmation) whereas others (e.g., neutral
queries) are considered non-specific, or non-contingent (see, Table 2).
FOUR: Contingent requests for clarification are more likely to sustain
interaction over multiple turns than non-contingent requests (Kenworthy,
1984).
FIVE: Strategies that elicit rephrasing by the speaker are more likely to
repair the communication breakdown (Gagne & Wyllie, 1989).
SIX: Requests for specific clarification are viewed more favorably by the
speaker than non-specific requests (Gagne, Stelmacovich, & Yovetich,
1991; Caissie & Gibson, 1997). In other words, both interactants
communicate more effectively when more specific, or contingent, repair
strategies are employed. (Kenworthy)
Bilingual Children and Repair