交际故障与人际语境认知失调

造成交际障碍的原因是多种多样的,而人际语境认知失调是其重要原因之一。在言语交际过程中,人际语境认知失调突出地表现在交际者对自我的认知失调、对交际对象的认知失调、对人际关系和角色关系的认知失调。正是因为这些人际语境认知偏差影响了言语交际的顺利进行,使话语表达和理解困难重重,难以实现交际目的和交际预期。     

Understanding Emotional Response Theory: The Role of Instructor Power and Justice Messages

Self‐efficacy is the belief or confidence people have in their ability to achieve their goals. This study tested a path model involving past communicative experience, situation difficulty, self‐efficacy, interpersonal communication competence, and interpersonal communication outcomes. We found that self‐efficacy mediated the effect of past experience and situation difficulty on interpersonal communication outcomes. Interpersonal communication competence directly effected rewarding, satisfying communication. The study also provided concurrent validity information on the Interpersonal Communication Competence Scale, a skills measure of competence that taps 10 dimensions of the construct.     

基于差序格局的居民人际交往对人际信任的影响研究——以人际交往满意度为中介变量

为了分析差序格局下居民人际交往对其人际信任的影响及路径,基于2017年北京市16区1 070名居民的实地调查数据,构建结构方程模型展开分析。结果显示,人际交往、交往满意度和人际信任均存在差序格局特征;人际交往通过人际交往满意度对人际信任产生影响;结合差序格局的特征,内层交往对其内层信任的影响和中层交往对其中层信任的影响,均需内层交往满意度或中层交往满意度作为中介变量。简言之,人际交往满意度在人际交往对人际信任的影响中发挥重要作用。     

浅论口才在人际交往中的功用

口才是人际交往的重要形式。人际交往的成功与否,在很大的程度上取决于口才。口才是一门交际的艺术,有着大学问。有了卓越的口才,就等于找到了成功的钥匙。     

《手机》的传播学解读——兼议电子对话式传播及其与真实交流的关系

电视剧《手机》以虚构叙事文本反映了手机对人和社会的巨大影响,描绘出当代社会媒介大发展和人际关系疏离、传统价值观念滑落之间的因果关系图谱。如果将新媒介的考察纳入到勒纳＂社会演进三阶段＂的谱系中就会发现,以手机为代表的电子媒介的应用的确表征着社会进步。但信息传播新技术的介入形成了一种有别于传统人际传播形态的电子对话式传播,而后者的显要特征是人际传播＂非在场性＂的出现和＂感觉上的可靠性＂的下降。这虽然影响着人际传播的效果,但判断人际传播能否达到理想效果的重要标准是个体间＂自我属性＂的相遇,而非传播媒介的应用及其先进与否。     

Delphi基于元数据开发管理信息系统的两种实现方式

基于元数据开发管理信息系统极大地提高了系统的开发效率。对以Delphi 7.0基于元数据开发管理信息系统的两种实现方式进行了论述和比较,探讨了基于元数据开发管理信息系统的主要优缺点。     

试论人际交往信任机制的完善

现今社会,随着经济的飞速发展,人际交往也日益频繁,良好的人际交往能力也成了人们社会生存所要具备的重要因素之一。面时复杂的社会现实,伴着形形色色的诱惑和欲望,人际交往过程中,出现了种种信任缺失的行为现象。因此,建立完善的信任机制,是人际交往面临的一大社会问题,也是社会发展中人际交往走向成熟的重要标签。     

Assessing the Interpersonal Communication Competence of Vocational Teachers: contemporary issues and dilemmas

In recent months, certain major policy documents have highlighted the importance of facilitating the development of interpersonal communication competence in vocational teachers. These documents include the provocative Australian Education Council Review Committee Report (Finn Report) which lists interpersonal and personal development as one of six key competency areas. As new vocational teacher education courses like the Bachelor of Teaching are beginning to be developed on a national scale within Australia, it is appropriate to cater for the development of interpersonal communication competence in vocational teacher education curricula. Among the more vexatious questions which need to be addressed is the determination of whether vocational teachers can demonstrate interpersonal communication competence, particularly in relation to their professional roles. This paper examines current scientific literature on communication competence. Since competence implies more than skill alone, consideration is also given in this paper to ways of identifying vocational teachers’ understanding of interpersonal communication processes and their importance in relation to the facilitation of learning in the post‐secondary vocational education sector. Such issues as assessing interpersonal communication competence in teacher‐learner relationships by means of direct observation, video‐based structured reflection, and self‐analysis are identified for further study. Finally, implications are drawn for vocational teacher education curricula currently being developed within Australia.     

浅析汉语歧义的语用价值

在现实中,汉语歧义是客观存在的,在信息交流和人际交往中发挥了双重作用。一方面,它具有明显的消极影响,会阻碍正常的信息交流和人际交往。但另一方面,它也具有显著的积极影响,在实践中显示了其强大的语用价值。     

析语用学中的语言力

通过对言语交际过程的整体阐释，可以发现整个言语交际过程其实可看作是一个力学系统，可以分析出语言力的作用过程以及决定语言力强弱的因素。在日常言语交际中，调整语言力，可以提高话语的切适性，促进人际关系的改善。     

Bringing action research to the curriculum development process

As new communication technologies enter the classroom, teachers must attend to how digital platforms impact the interpersonal practices of teaching and learning. In this article, I study email exchanges with three of my students – Jorge, Adriana, and Jason – over the course of one year in an 11th-grade English class at River High School, a struggling American school subject to intervention for failing to meet the federal No Child Left Behind requirements. I ask several questions: what role does email play in my relationships with students; what does email reveal about the ideological content of my communication with students; and how could I use email transformatively? When I studied these email exchanges, I found that while email has the potential to transform literacy instruction, it can also perpetuate a poor student/teacher relationship and reproduce neoliberal narratives that narrowly imagine students as test-takers, workers, and consumers.     

A culturally embedded model for effective intercultural communication

The goal of this paper is to outline a model of intercultural communication that provides a theoretically rigorous foundation for the training of intercultural workers. This model exists, as any does in a vast field of multiple spatial and temporal, social and political contexts. Primary among those is the increasing migration of people across and into new cultural settings. This can precipitate a range of results from increased interpersonal stress through to an awareness of an increase in the richness of experience with a culturally diverse context. The model presented in this article has been developed in response to what has been perceived as an urgent need to improve intercultural relations in various national and local institutions.     

论组织传播和人际传播的中介作用——兼介维果茨基的社会文化历史理论

中央文件精神的传播效果,关键不在于宣传声势的大小,而在于能否真正被广大人民群众内化为自己的认识,并转化为自己的行动。运用苏俄心理学家维果茨基的社会文化历史理论中的活动说、中介说、内化说来阐释组织传播和人际传播在连接大众传播与内向传播的中介作用,旨在说明在大众传播越来越发达的情况下,千万不可忽视人类最基本、最核心的传播方式:组织传播和人际传播。各级政府和基层党组织的领导者(即组织传播的控制者)和共产党员(贯彻党的方针政策的骨干力量)应着力联系本地实际去宣传、贯彻党的方针政策,而因之所建构的组织传播和人际传播氛围(或曰现实环境),对于民众自觉认同并实践党的方针政策有着不可估量的意义。     

网络交往行为:一项基于不周阶层的比较研究

通过对北京、上海、广州、南京和武汉五城市共3038个样本个体的抽样电话访谈以及对上述五城市以及深圳的100多位中产人士的个案访谈,发现人际交往与网络交往有着某种本质的不同。尽管社会阶层较高的社会群体上网的比例更高,但他们更为关注人际交往,而对于网络交往的态度却并不积极。原因是,他们认为网络交往无法带来更多社会资本。     

浅论网络环境下的人际沟通

网络交往为人们开展人际沟通搭建了一个全新的平台,由于网络的双面性,同时又存在和出现了弱化人们的现实人际交往能力的趋势和现象,本文在分析网络人际交往的特征和对人际沟通能力弱化表现的基础上,提出了建设性的对策。     

网络环境下的人际传播

网络技术的普及为人际传播提供了丰富多彩的传播媒介。文章以我国网络环境下的人际传播活动为研究对象,分别从传统人际传播、网络人际传播的新方式及特点,以及网络人际传播的现实作用和问题等几个方面进行了分析阐述。文章尝试性地将网络人际传播特点总结为：具有多媒体性质,以文字传播为主,以及匿名性、随机性、平等性。提出应在发展完善网络人际传播的同时解决其发展过程中出现的问题,以使网络人际传播发挥更大的作用。     

TRAINING FOR INTERPERSONAL COMMUNICATION: A TRANSACTIONAL PERSPECTIVE

Theorists argue that one's personal view of communication affects the actual communicative relationship. This paper explores the positive, growth‐promoting implications for communication between generations when the model that persons bring to the cross‐generational relationship is transactional, and discusses implications of the transactional model for trainers and educators in gerontology.

With the rising number of older persons in American society, the question for persons working on a consistent basis with the elderly (kin, social service provider, etc.) of how to relate most effectively on an interpersonal basis with an older person is an issue of great import. The authors suggest that the transactional perspective to interpersonal communication with older persons is the answer to most effectively dealing with factors affecting communication cross‐generationally and suggest that educators adopt this perspective. Factors that the transactional perspective addresses directly include negative stereotypes and fears of aging, crises encountered as the person ages, shifts during the later life cycle in exposure to interpersonal communication, and ability to negotiate relationships.     

高职生家庭环境与人际交往效能感的相关性研究

采用家庭环境量表、人际交往效能感量表,对连云港四所高职院校的700名高职生施测,表明高职生家庭环境与人际交往效能感之间的相互关系为：一是高职生人际交往效能感总体水平较高,不存在显著的性别、年级差异;二是高职生家庭环境总体水平较高,不存在显著的性别、年级差异,在家庭来源、家庭月收入等因素中,存在显著性差异;三是高职生家庭环境与人际交往效能感之间存在相关,在家庭来源、家庭月收入因素上,高职生人际交往效能感存在显著性差异,家庭环境与高职生人际交往效能感之间存在正相关。     

“空符号blank-sign”在人际交往中的价值再探

作为《空符号b lank-sign在人际交往中的价值初探》的姐妹篇,在前篇的基础上探析了＂个际交往＂中的空符号。个际交往是最普遍、最不可逃避的人际交往,它包括陌际交往、友际交往、恋际交往、亲际交往,其＂间隔＂、＂离别＂、＂代沟＂等空符号的价值更微妙、更需探究。机智启动＂物理距离＂、＂心理距离＂、＂价值判定距离＂等可操作性程序,有望提升人际交往的境界及效益,促进社会和谐。     

论教育沟通及其过程特性

教育沟通是指教育者与受教育者之间通过有效语言和其它方式 ,运用合理协调方式达成共识的一种人际沟通。与一般的人际沟通相比 ,它具有二分的确定性、目的的先在性、资源的倾斜性、方式的潜隐性和网络性等特点。从发生机制看 ,教育沟通具有伴生性、均衡性、转换性等过程特性