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  • Oh, poor E. Hi. James, from EngVid. You know, people see the world differently. We all do.

  • I mean, what sounds good to you may not feel right for other people. And we also learn

  • differently. What I want to do in this lesson today is teach you how to communicate more

  • effectively. I want to teach you the three styles that people have when they communicate,

  • how they communicate, and how you can use these styles -- understanding your own -- to

  • learn English more effectively. Let's go to the board and take a look, shall we?

  • We've got Mr. E. He doesn't seem to be so good today. Professor E, or whoever this guy

  • is with the funky glasses, right? Like a doctor. Like Freud. "So how do you feel about it,

  • Mr. E?" Mr. E says, "I don't like how it sounds. It just feels wrong." I can't see myself doing

  • it.

  • Now, each one of these things, they're different styles. There's a word called "modalities",

  • which is a way of seeing or learning things, right? Modes, models. Now, he's talking about

  • different ones. Sounding is for hearing. Feeling could be your hands or your body -- how does

  • it feel? And seeing -- your eyes. We're going to look over here, now. And I'm going to give

  • you the titles or the proper names we say when we talk about these things, okay?

  • So when we talk about a person who is "visual", we mean they see -- with their eyes, of course.

  • But what we're talking about is when they're thinking, they see pictures or movies. When

  • you ask them a question, a picture appears in their eyes right away. When you say "the

  • large, black dog", they see a dog, a large, black one. They tend to be like me -- they

  • speak quickly. That's why I'm slowing down now. But you say something to me -- I see

  • a picture, and I want to get it out of my head as quickly as possible because pictures

  • are like a thousand words. Okay?

  • Now, they like things to look good. Why am I telling you this? Well, if you understand

  • how these people think, you'll understand how to communicate with them, right? So a

  • visual person likes things looking good. They speak quickly, and they see pictures when

  • they're speaking. That's why they speak so quickly to you or rapidly. Okay?

  • What about an auditory person? "Auditory" comes from "audio". You know, your MP3 player?

  • You like music? That's auditory -- with your ears. These people need clear speech. What

  • that means is what I'm doing now is best for an auditory person. They need to hear clearly

  • what you're saying or they don't understand you. It's not such a bad thing. We should

  • all be a little bit more clear in our speech, especially when learning a language. They

  • also need to manage sound level. What would happen is if I'm talking and they're talking

  • and several people are talking, they're the people most likely to say, "Hey, guys. Shh!

  • Calm down. Lower the volume." Because they can't concentrate because they need that clear

  • speech. Okay?

  • And what's the third thing we're going to talk about? Well, body. It's called "kinesthetic".

  • Sometimes, that includes taste -- delicious! -- and smell. Okay? These people need really

  • slow speech because they feel with their body. So the slow speech helps them to process the

  • information, okay? They like to do things. They are what we call "hands on". They want

  • to touch something or move something. They understand things when they're doing it. If

  • you draw a picture like you would for the visual person, it won't make as much sense.

  • And even if you just speak to them, they won't get it. But as soon as they touch it, they

  • understand it. Okay? They like comfortable environments, something that makes them feel

  • comfortable.

  • So in each category or sense, these people like things to look good -- the visual ones.

  • These people like to make the sounds nice for them. And these people like to be comfortable

  • in their environment. The nice heat. The right chair. Okay?

  • How does this help you with your English? Well, this isn't a beginner lesson. What we

  • want to look at is how people learn and how we can speak to them so that your messages

  • are understood more readily. Also, I'm going to show you how you can use it to help yourself

  • learn. Are you ready?

  • Okay. So as I was saying, it's important to learn your style as well as someone else's.

  • How does it work for you? Well, look at Mr. E. He's saying all of these things. It "sounds",

  • "feels", and "see". What the doctor really understands is "feel". So this is appropriate

  • speech for him. "Feel", "to feel". How does it work for you in a classroom? Well, if you

  • have an option, or if you're watching videos, you want to have someone who matches your

  • style. When Dr. E and Mr. E are speaking, "feel" and "feel" match.

  • Does your teacher speak quickly? If you're a visual person, this is good because if they

  • speak slowly, you're going to get bored because you're seeing pictures, and the pictures are

  • disappearing, and they're still speaking. So you'll be like, "Come on! Come on!" Right?

  • Now, if they speak too quickly and speak like me all the time like this, too rapidly, and

  • you're kinesthetic or auditory -- or they're not clear -- you're not going to get the information

  • you need. So why am I telling you this? Pick the style you need. When you're studying,

  • look at your environment. If you're an auditory person, pick something that has a neutral

  • sound so the sounds aren't bothering you, and someone who speaks clearly. Okay? So someone

  • who's got a lot of stuff going on in the background may not be the best teacher, especially on

  • the Internet, to watch, right? If you're visual, if they use pictures to show things, this

  • is good. They speak fast, right? You can keep up with them. That's good for you. And kinesthetic,

  • the environment. They don't like a lot of mess or stuff around. So they have to be comfortable,

  • pick someone who speaks very slowly. And you should be comfortable in your environment.

  • Nice comfy seat. Warm cocoa in your hand, and you're just relaxed. Those are the best

  • ways for you to learn.

  • Now, moving on from your learning style, why don't we go back to why we're here -- communicating

  • with others. Now, here's how this works. People -- we're all different. So don't think one

  • person thinks in one style. That's just silly. No one's all of everything, you know, 100

  • percent. But what we're looking at is what words do you hear them use very regularly.

  • If you want them to understand you better, it's best you use those same words when you're

  • speaking to them. If I'm always saying, "It doesn't look good to me. I mean, you haven't

  • really shown me anything, and I just don't see it", I'm a visual person. Speak faster,

  • and use visual words. That will communicate to me we understand each other. If you use

  • auditory words like, "Doesn't sound right. I'm not hearing it. Doesn't ring a bell",

  • it's like we're speaking different languages. And you don't want that, especially if you're

  • learning a new language. All right?

  • So I didn't make the words too complicated because I want you to use vocabulary you already

  • know. But listen for, you know, "see", "hear", "feel". These are common words. And I'm going

  • to teach you a few more on the board in a second.

  • But let's look at some useful phrases, okay? Now, when you want to give an idea when you're

  • teaching, it's a very good thing to try to use as many of the styles as possible because

  • you have different students. So right now, I'm going to speak a little faster because

  • I don't want to make you visual people bored. But then, I'm going to slow down a bit to

  • make sure the auditory and kinesthetic people understand what I'm getting at. All right?

  • So when you're giving ideas or teaching, you could say something like this, "I'm going

  • to demonstrate how to do it." And you're telling someone, "I'm going to do this physically."

  • So for the people who are kinesthetic, they will go, "Okay." And they will be ready to

  • go, "Okay. Now, grab the bottle. Pick it up. Pull it. Okay." They understand. All right?

  • Now, if you're talking to a visual person, you're going to say something like, "I want

  • to illustrate", because that tells my brain -- "illustrate" is drawing. And my brain will

  • get ready to take a picture and draw. Okay?

  • And what about "articulates clearly"? "Articulate" in English means "to speak". "Articulate"

  • is to show through speech. So, "I want to articulate these points to you" -- "I'm going

  • to tell you." Speech. That's part of the listening set. Okay?

  • So when we're talking about giving ideas or teaching, here are some handy phrases to use.

  • So you can use all of them, but at different points. "I'd like to demonstrate how we're

  • going to do this. Now, before I do that, I want to clearly articulate that you should

  • have all the things with you. Okay? And you know, just to illustrate my point, when you

  • don't have these things, you can't do the job." I've used all three to communicate to

  • all three styles of people. Nice, huh? Let's move on. What's the next one?

  • How do you say you like it? When I say to you, "You know what? It doesn't really feel

  • good." You can say, "It feels right to me." You're communicating -- even though you don't

  • agree, you're telling them, "I have the same kind of idea you have on this situation."

  • All right? So I can say, "It feels right to me", "It sounds right to me", or "sounds good

  • to me" or, "It looks good." In each one, I'm communicating to each style, and I'm telling

  • them, "I understand you. Because you said 'feel', I'm saying 'feel'." Right? "How do

  • you feel about it?" "I feel pretty good." Proper response to proper question. "How does

  • it look to you?" "Well, the way I see it" -- proper response to proper question. Okay?

  • Cool.

  • And the last one, "being careful". When you want someone to be careful or to take their

  • time when they're doing something, here are some useful phrases. "Take one step at a time"

  • -- literally one step. Steps are small, and you're saying, "Be careful. Don't run. Take

  • steps." That's a physical thing. So if you've got a physical guy who's like, "Yeah, yeah."

  • You go, "Hey, let's just take it one step at a time." All right?

  • How about this, "word for word". That's auditory. "Listen, let's go over this word for word."

  • You could be reading a book or something, right? You could be reading a book or a paper

  • or even saying -- someone says something, and you go, "Hey, what did he say? I want

  • word for word." Once again, they're telling you -- remember, auditory? -- they're saying,

  • "Be clear. I need to hear each word, or I need to see each word or I won't understand."

  • And finally, the visual. "Look closely." Now, to be honest with you, 60 of people in North

  • America and 60 percent of English speakers are visual. Partly in the First World, I would

  • say, it's because we are hit all the time with television and Internet. So the visual

  • ones you're going to see are maybe a little bit more helpful. But they're useful because

  • each of us change modes or styles depending on the situation we're in. So you should learn

  • all of them. All right?

  • Now, here are some words for vocabulary you may not know. "Dim." When there's a lot of

  • light, we say it's very "bright". But when there's not a lot of light and you're in a

  • dark room, you say it's "dim" because there's not a lot of light. When you have a "dim"

  • view of something or someone, it means you don't have a good view of them; you don't

  • really like them necessarily. "I have a dim view of drugs." It means I don't like them.

  • I don't like how they seem to me. "Dim" -- not a lot of light, not clear.

  • "Clear" -- almost the exact opposite. "Clear" means it's easily understood. So when someone

  • says to you, "I have a dim view of you" -- "I have a bad view of you. I don't necessarily

  • like you. The light isn't good on you." When they say, "It's clear", it means, "I understand."

  • "Is that clear?" "I understand, sir. Got it." "Great." Clear. Easy. Like a good picture.

  • An "insight". See the word "in"? "In", you know -- and "sight" is the ability to see.

  • When you have "insight", you have an understanding. "John, what's your insight on this particular

  • problem?" "Well, boss, I think --." He's saying, "What understanding do you have of this situation?"

  • "He has no insight" -- no understanding.

  • How about this one? "Vocal". You'll hear vocal -- [sings]. You think it's speech. It kind

  • of is, but we use it for people who speak their mind a lot. "He's not very vocal" or,

  • "He's very vocal" means they speak their mind. They tell you what they're thinking. "Is he

  • vocal?" "Not really." Okay? I'm very vocal. That's why I'm doing this. Otherwise, there

  • would be no lesson.

  • "Tone" -- it's for music. But we usually use it to say something like this, "I don't like

  • your tone. I don't like the way you're speaking to me." In other words, "I don't get a good

  • feeling about how you're saying words." "I like his tone" -- I'm happy about the way

  • they're speaking or what they're saying. Cool?

  • And the last one, "hear". You're going to go, "James, hear." My hearing. Hear is similar

  • to "understanding" or "insight". You go, "I hear you." "I understand you." Right? No one

  • says, "I don't hear you" because it means, "I physically have no ears, and I can't hear

  • what you're doing." When I say, "He doesn't hear you", it means, "He doesn't understand

  • you." Or, "yeah, yeah, you can stop. I hear you. I understand you." Cool?

  • Now, the last one is -- remember, kinesthetic, we were talking about -- "firm". "Firm" means

  • "strong" or a good hold. When I have a "firm" understanding, it means I really understand

  • it; I have a good understanding. All right? "Cold" -- "He's just cold." It means they're

  • not nice; they're not receptive; they're not friendly. Okay? And "grasp" is to understand.

  • See, we have "grasp" here, here, here, and "insight", and they're all about understanding.

  • "Did you grasp what I'm saying? Can you grasp what I'm saying?" Did you have any insight?

  • Are you hearing me?" Okay. Three different ways of saying same thing. You like that?

  • Good.

  • So I just want to say this before we disappear because I'm feeling sorry for my Mr. E. No.

  • 1, everybody has a different way of using their style. It won't be one style all the

  • time. Please remember that. We switch styles depending on situations. No. 2, no style is

  • better than any other style. People usually think visual people think faster because they

  • see pictures, but they also can make mistakes because they're quickly going through things,

  • while the kinesthetic person takes the time to take it in and understand it. Right? Cool.

  • Now, if you can take these hints and remember, listen for the words people are saying, and

  • then try to match the words. That will give you what we call a "bonding". There's another

  • word, but that's for another time. Try to use these phrases to get your ideas across.

  • Okay? And you know, see how it works for you. Anyway, I've got a good feeling you're going

  • to use these just right. But hear me out before I disappear. I want you to go somewhere, okay?

  • Because I want to finish off the lesson. Unfortunately, I've got to go. All right, E, are you ready?

  • So I want you to go to www.engvid.com, "eng" as in "English", "vid" as in "video", where

  • you can learn about conversation skills, vocabulary, and many other interesting topics. Cool. I

  • know you hear what I'm saying. Anyway, I see it's time to go. I've got to jet. Take it

  • one step at a time. Anyway. Have a good one.

Oh, poor E. Hi. James, from EngVid. You know, people see the world differently. We all do.

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