Stages of Relational Development

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Below you will briefly describe a previous, or current, relationship for each of the stages found in Knapp’s Model of Relational Development from Chapter 8 located in the “Modules Section”. The relationship you choose could be an acquaintance, co-worker, family member, friend, or romantic partner. You may also choose a different relationship for each stage; you don’t have to use the same one for all of them.

Your responses don’t need to be lengthy. They can be a few sentences or so. An example would be: “Stage 2: Experimenting – My wife and I were in the experimenting stage years ago when we first met. I remember getting to know each other and trying to find out what common interests we had. It was exciting and a bit nerve-racking, but in the end it was a good stage for us.”

You can write a bit more if you want, that is fine, just not necessary. You will have a week to complete the activity. It will close Sunday at 11:59pm.

Describe an example from a relationship you have experienced for each of the stages below (again, you can find descriptions for each stage in Chapter 8 in the Modules Section):

Stage 2: Experimenting

Stage 3: Intensifying

Stage 5: Bonding

Stage 8: Stagnating

Stage 9: Avoiding

Stage 10: Terminating

Sample Solution

The word knowledge also requires knowing the synonym of that word. This information allows you to know your word, other words that will be found in the conversation or in the text. In other words, the synonym is the presence of words that are normal to the natural speaker. Knowing the obvious synonyms gives you the comfort and power to use the student language. This information reduces both the chances of the student making mistakes and ensures that the language is closer to the natural speaker.
Because the use of fluent and correct language requires the correct use of these structures. Another point to mention here is the accumulative nature of word learning. Researchers advocate that in order to fully learn and understand a word, it is necessary to provide many encounters.

3.2 Words of Memory Recall Place and Priority

One of the biggest problems facing a learner who learns a word will be difficult to remember the words he or she later learns. In the case of an effective learning, learning is equivalent to remembering. Learning a word is a cumulative process. For example, while learning a certain amount of rules during grammar learning, word learning can be perceived more as a memory process that requires the ability to hold words in memory.
So, the important thing to keep in mind about keeping the words in memory is to examine how the memory works and to decide how the results will be reflected in word teaching (Thornbury, 2002: 23).

3.3 Don\’t forget

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