What is Dialogic Communication

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What is Dialogic Communication?

A dialogic communication refers to an interaction where all parties involved act as both a listener and a speaker (Gilmore 2). This is done by giving each person a chance to speak and present his or her point of view. During dialogue, when a person is talking, he or she is not interrupted by the others in any way. The main aim of dialogic communication is to listen and understand other people’s views for mutual understanding. The hallmarks of dialogic communication are empathy and mutual understanding. Usually, dialogic communication is not a debate and does not involve back and forth discussions; it provides each person with the opportunity to express his or her ideas. A student sample: Click here to ORDER NOW

Can you identify dialogic behaviors exhibited by either candidate that contributed to a successful debate?

Successful dialogues call for each party’s ability to listen, have empathy, and the ability to understand the ideas and opinions of the other party (Robert 12). In most times, people engage in dialogues. But whether the dialogue succeeds or not depends on the candidates’ behavior while in the communication. A candidate needs to know the subject, mind his or actions, and also to hold a composed gesture in order to ensure successful dialogic communication.

For example, in a couple dialogue, I noted the man’s polite, composed, and emotionally thrilling tone and behavior while speaking to his wife. The speaker followed the appropriate tone as per the setting, in a tone that was convincing to the woman. In his dialogic behavior, there were no hedges and fences, but this entailed pure expression of his ideas leaving room for the other party to respond upon her understanding. Nevertheless, there were no interruptions to the other party while she was talking and expressing her ideas and opinions, and this created a rapport for mutual understanding as well as great empathy. A student sample: Click here to ORDER NOW

Direct expositions were minimized by the candidate as he tried to avoid tired clichés. Every detail voiced by the candidate related to the subject. Also, the candidate was welcoming the ideas of the other party with no opposition, and this resulted to proper dialogue. Additionally, the candidate was mindful of the actions he took like looking at the other’s eyes while talking, and this was presented in a way that the other party judged positively. Also, the non-verbal reactions to the other party’s responses and ideas were positive and done in a composed approach by the candidate. As a result, this dialogic communication was successful.

Did you find defensive behaviors that may have diminished the ability for a dialogue in the debate?

Defensive behavior is a certain behavior which occurs when a person tries to threaten another individual or a group of people during dialogue (Lane 7). The individual who acts defensively diverts the intention of the dialogue. In the above described dialogic communication case, I found defensive behavior on the part of the lady as she tried to defend herself rather than acting impartially and politely in the course of the dialogue. If it was not for the man, this dialogue would have been a mess and unsuccessful. For instance, she kept saying, “I do not see it that way”…. “Don’t you think about it”? This behavior was directly opposed to the motive of the dialogue, and thus derailed it prompt effectiveness. All these defensive behaviors can be avoided by expressing ones concerns in a more planned way and focusing on the goals of the dialogue. A student sample: Click here to ORDER NOW

Work Cited

Gilmore, James. “10 CHARACTERISTICS OF GOOD DIALOGUE.” Story Science (2016): 1-10. <https://storysci.com/2016/10/12/10-characteristics-of-good-dialogue/>.

Lane, Anne B. “Modelling the process of dialogic communication in public relations: a role-based approach.” In Media, Democracy & Change : Australia and New Zealand Communication Association (ANZCA) (2010): 7-9.

Robert, Innes B. “Dialogic Communication in Collaborative Problem Solving Groups.” International Journal for the Scholarship of Teaching and Learning (2007): 1-21. <https://digitalcommons.georgiasouthern.edu/cgi/viewcontent.cgi?article=1019&context=ij-sotl>.


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