Globalization Communication & Globalization PDF

**GROUP 1** **COMMUNICATION AND GLOBALIZATION** **Globalization** Globalization, as defined by the business dictionary, is the worldwide movement toward economic, financial, trade, and communications integration. This movement resulted to the formation of the global village. The global village a...

**GROUP 1** **COMMUNICATION AND GLOBALIZATION** **Globalization** Globalization, as defined by the business dictionary, is the worldwide movement toward economic, financial, trade, and communications integration. This movement resulted to the formation of the global village. The global village as described by McLuhan is the shrinking of the world into a village by electronic technology and the speedy movement of information to different places. Globalization has affected us in numerous ways. Airfare has become cheaper, and one can travel internationally more than one could in the past. Many Filipinos have decided to work or live abroad, with some of them migrating to other countries. The free trade of goods and services all over the world has brought multinational companies and foreign investors to our shores. Because of all these factors. It is imperative to be aware of the differences between our culture and the rest of the world's cultures. Because the advent of the internet, the world seems to be shrinking continually. One can communicate internationally in a matter of seconds, whether one is sending an email, chatting in social media, or sending a text message. One can read about different cultures and have access to firms, academic papers, and the like from countries around the world, and vice-versa. Given this increasingly shrinking world, one should know the difference between the kinds of Englishes that exist outside of the Philippines. **World Englishes** David Crystal (2003) begins the first chapter of the book English as a Global Language with the assertion that English is, in fact, the global language. After giving various examples to support this statement, he questions the assertion by asking: "What does it mean to say that a language is global?" (Crystal 2003). In asking this, he considers the implications of English having this status, especially for its many users who speak different mother tongues. The emergence of English as a global phenomenon- as either a first, second or foreign language- has recently inspired the idea (undermining the above claims) that we should talk not of English but of many Englishes, especially in the Third World countries where use of English is no longer part of the colonial legacy but the result of decisions made since their independence. Throughout the history of English there has been a contest between the forces of standardization and the forces of localization, at both the written and spoken levels. The appearance of the first substantial English dictionaries in the 18th century was a move towards written standardization. It was Victorian England that realized the idea of the "Queen's English," a spoken standard to which the "lesser breeds" could aspire. The industrial revolution meant roads, canals and above all, trains; people travelled more, both geographically and socially. The pressures of class ambition speeded the emergence of standard form of English speech. It is now a more widely accepted fact that there are many world Englishes, sometimes referred to as "varieties of English" used in the world. All are equal in the sense that each is best suited to the communication needs of the speakers. However, not all are equal in prestige. Some vanities are more prestigious than others because of social attitudes about the speakers of these varieties. For example, in the social varieties of English called African American English (AAE) used by many African Americans in different regions of the USA, certain features such as "g-dropping" in words like readin' (reading), walkin' (walking), and singin. (singing) are stigmatized. This process of stigmatization follows a regular pattern whereby the social practices, especially speech of dominated groups who are in charge of defining normal. Some scholars, like Ruanni Tupas and Rabdy (2015) use the term "unequal Englishes to focus discussions of the unequal ways and situations in which Englishes are arranged, configured, and contested. It is important for writers from a postcolonial context such as the Philippines, which has a conflicted historical relationship with English, to be aware of the political forces- not just economic ones- guiding their use of the language. **Varieties of English** Varieties of English refer to the different kinds of English used around the world based on geographical locations. Several major varieties are American, British, Australian, New Zealand, and Black. Other varieties have already been identified like Singapore English and Philippine English which are identified as variations based on the phonological and lexical levels of use. In the Philippines, the Philippine English has already been recognized as the kind of English used by Filipino speakers; however, in terms of writing, the American English is prescribed to be used in the academe, in religious affairs, business, as well as print and broadcast media. Although, American English seems the standard English used in the Philippine scene, the British English also needs to be learned for international business transactions. Hence, for English as second language learners, the two kinds of English varieties must be recognized in terms of spelling, vocabulary, and pronunciation. The native-like sound of the English language is difficult to achieve by Filipino speakers due to the dominance of Philippine English pronunciation. There are over a hundred varieties of the English language, but the two most prevalent varieties of the English language are British (BrE) and American (AmE) English. Following are the major varieties of the English language which were taken from ICALTEFL (1998). 1. **American English (AmE).** It is a variant of the English language which is spoken mainly in the United States. About two-thirds of the world's native speakers of English live in America and speak this variant. 2. **British English (BrE).** It is a variant of the English language which is spoken in the United Kingdom. Along with the American English, British English is one of the main variants taught in English as a second language or English as foreign language. 3. **Australian English (AuE).** It is another variant of the English language which is spoken in the Australia. Australian English began to diverge from the British English shortly after Australia was settled in the late 18^th^ century. This variety is similar to New Zealand English and bears resemblance to certain dialects of South East England. Its spelling corresponds to British English spellings. 4. **New Zealand English (NZE).** It is the variant of the English language spoken as the first language by most people in New Zealand. New Zealand English is most similar to Australian English in pronunciation, with some key differences. 5. **Black English.** It is also called African American Vernacular English. It is a broad term used to refer to American English and British English as spoken by the black communities in the United States and United Kingdom. It is also used to refer to black communities in Carribean and Africa. 6. **Singapore English.** The English of Singapore is SingEng or Singlish. There are two main forms of this variant: standard Singapore English and Singapore colloquial English or Singlish. The former generally resembles British English and is used by educated Singaporeans in more formal contexts. The latter, on the other hand, is spoken by typically less-educated and includes many discourse particles and loan words from Malay, Mandarin, Chinese, Hokkien, and Tamil. Most of the Singlish words originated from Chinese language. 7. **Philippine English.** It is another variety of the English language related to American English in terms of spelling and grammar. Besides the Filipino language, the English language is native to the Philippines and is considered an official language. Non-native pronunciations abound in the spoken language, and grammatical flaws are oftentimes inevitable. Hence, code-switching is prevalent in formal and more likely in informal situations. **Varieties of English Vocabulary** The first part of this section shows major differences in vocabulary among the three different varieties of English. This is a type of English variety at the lexical level, which means that the difference lies on the vocabulary or words. Lexical variety is more than a vocabulary range. You can see below that a word may be used in three English varieties. **American English** **British English** **Australian English** ---------------------- --------------------- ------------------------ Drugstore Chemist's Chemist/pharmacy afternoon afternoon arvo apartment flat Apartment/flat corn maize corn Potato chips crisps chips Given the examples above, American English and British English have major differences in vocabulary. Study the examples below. **American English** **British English** ---------------------- --------------------- automobile car cab taxi gas petrol highway Main road elevator lift wreck crash diaper nappy pants trouser bar pub can tin cookie biscuit garbage rubbish flyover overpass store shop vacation holiday Besides American English and British English, New Zealand, Black English, Singapore English, and Philippine English have their main list of vocabulary unique in the country. Some of these words and their meanings are given below. New Zealand English: **New Zealand Word** **Meaning** ---------------------- ---------------------- chunder vomit footpath Sidewalk or pavement lolly candy wagon car scarfie A university student Hard case A comedian Black English: **Black English Word** **Meaning** ------------------------ ---------------------------------------------------------------------------- bogus fake buckra White man tote To carry goober peanut homies Close friends rednecks Poor southern whites hip knowledgeable dude male bae An abbreviation of the word "babe" and basically means a significant other **Singapore English:** **Singapore English Word** **Meaning** ---------------------------- -------------------------------------------------------------------------------------------- shiok Similar to "cool" and "great" blur Slow in understanding; unaware, ignorant, confused lah It means "nothing" and is put at the end of a sentence to indicate exclamation or emphasis Talk cock Describes an untrue story paiseh Embarrassed or shy havoc Wild and uncontrollable kayu Dumb or stupid **Philippine English:** **Philippine English Word** **Meaning** ----------------------------- ------------------------------------------------------------- holdup A forcible robbing of a person presidentiable A candidate for presidency Nose bleed Overwhelmed by having to speak or think too much in English gimmick A night out with friends brownout Similar to blackout, a complete failure if electrical power Bad shot To express frustration chancing To make sexual advances to someone who is not interested frigidaire refrigerator High blood Hypertension; angry or stressed Live-in Unmarried couple living together Eat-all-you-can Version of buffet which offers unlimited food bedspace A limited space rented for use by bed spacers Boodle fight A gathering where food is eaten using bare hands videoke Compounding word of video and karaoke; used for singing Overpass A bridge used to get to the other side of the street underpass A way going underground carnap to steal a car **Varieties of English Spelling** **In terms of spelling, British English and American English have a few rules which cover the majority of spelling differences in terms of usage. Writers, however, must observe consistency whenever they write. When using the American English, writers are required to use the variant consistently. Following are the guides to achieve efficiency in spelling in American English and British English.** 1. **Most American English words ending in *-or* change to *-our* in British English.** **American English** **British English** ---------------------- --------------------- favor favour behavior behaviour labor labour humor humour honor honour neighbor neighbour savior saviour harbor harbour color colour favorite favourite 2. **Many American words ending in *-er* change to *-re* in British English.** **American English** **British English** ---------------------- --------------------- center centre theater theatre meter metre caliber calibre fiber fibre sepulcher sepulchre luster lustre maneuver manoeuvre saber sabre liter litre 3. **There are pairs of words which are nouns and verbs.** **American English** **British English** ---------------------- --------------------- advice advise defense defence offense offence pretense pretence **American English** **British English** ---------------------- --------------------- license license practice practice 4. **Most American spellings use -*ize* at the end of the words while British spellings use -*ise.*** **American English** **British English** ---------------------- --------------------- criticize criticise organize organise realize realise centralize centralise operationalize operationalise conceptualize conceptualise analyze analyse apologize apologise 5. **This variant: *-ogue/-og* occurs in a number of Greek origin.** **American English** **British English** ---------------------- --------------------- catalogue catalog analogue analog dialogue dialog monologue monolog 6. **A number of verbs which make their participle with *-ed* in American English use *-t* in American English.** **American English** **British English** ---------------------- --------------------- dreamed dreamt leaped leapt spelled spelt learned learnt **THREE CONCENTRIC CIRCLES** ***Braj Kachru*** was a Professor of Linguistics who coined the term *\'World English\'*. \'World English\' refers to the fact that the English language has been used as a global means of communication in numerous dialects worldwide. It also refers to the movement towards an \'international standard\' of the English language. Kachru constructed a model of the different uses of English around the world. This model is comprised of three concentric circles, which he labelled: the inner circle, the outer circle and the expanding circle. C:\\Users\\User\\AppData\\Local\\Temp\\{BF6F9C54-D8A9-46D8-9727-94BED8527459}.tmp 1. **The Inner Circle.** The inner circle is comprised of those countries who are considered the \'traditional bases\' of English, such as the U.K., U.S.A, Australia, New Zealand, Ireland and anglophone Canada. English in these countries are classed as a \'first\' language. Kachru labels the inner circle countries as \'norm-providing\' - the norms of the English language are produced there. 2. **The Outer Circle.** The outer circle is comprised of countries where English is not spoken natively but is still maintained as an important language for communication (e.g. as an official \'second\' language or as the nation\'s official language for business and commerce) largely due to historical reasons. These countries include: India, Nigeria, the Philippines, Bangladesh, Pakistan, Malaysia, Tanzania, Kenya, non-anglophone South Africa and Canada. Kachru labels these countries as \'norm-developing\' - the norms prodcued by the inner circle are further developed and reproduced in the outer circle. 3. **The Expanding Circle.** The expanding circle includes much of the rest of the world\'s population - countries that do not hold historical or governmental importance towards English, but class it as a foreign language or lingua franca. Main examples of such countries include: most of Europe, China, Russia, Japan, Korea, Egypt and Indonesia. These countries are \'norm-dependent\' - they fully depend on the norms originally produced by the native speakers of the inner circle. They generally do not develop or reproduce \'Englishes\'. **TYPES OF LANGUAGE REGISTERS** **The word "register" was described by Halliday et al. (1964, 770 as a "variety according to use in the sense that each speaker has a range of varieties and chooses between them at different times." Register is bound to a particular discursive situation, which means that when we observe a language activity in the various contexts in which it takes place, we find differences in the type of language selected as appropriate to different types of situation. This is because the register of the language is set primarily on the level of formality of the speech. Register is also the set of meanings that can easily become identified with particular groups.** 1. **Frozen or \"static\" register**. Its language is literally \"frozen\" in time and form Frost nor change. This type of written language is often learned and repeated by rote such as biblical verse, prayers, the Pledge of Allegiance, etc. These activities are not changeable in nature. These are routinely done and may only be changed once amended in the Philippine constitution. Frozen communication is set and is very rarely or almost never altered. 2. **Formal register**. This type of communication is well-planned in terms of structure, sequence, and coherence of ideas. The speaker or writer uses complete sentences; avoids slang; and usually uses technical or academic vocabulary. It uses fewer contractions rather complete words. (Example: \"have not instead of \"haven\'t). This is the register used for most academic and scientific publishing. 3. **Consultative register**. It is used as a spoken language usually when consulting an expert, such as a doctor, professor, higher official, etc. The language used is more precise. The speaker is likely to address the expert by a title such as \"Doctor\", \"Professor, \"Honorable\", etc. 4. **Casual register**. This register is conversational in tone. It is the spoken language used among and between friends. They feel comfortable and at ease with one another. They have no inhibitions to share their feelings because they consider their friends next to their family. Words are general, rather than technical. This register may include more slang and colloquialisms. The audience of a speaker using casual register is most likely to be an acquaintance, friend, or peer. These audience members are likely to contribute to the conversation using casual register as well. The topics of discussion for casual register are those that are informal but not too personal. 5. **Intimate register**. This communication happens between or among family members because they are bound by close affinity. There are things that are kept only within themselves which other people do not or cannot know. Intimate communication may be private or confidential. It is the spoken or written language about personal topics used by lovers, within family members and close friends. It is also the language used in sexual harassment. This is the most intimate form of language. It is best avoided in public and professional situations. **GROUP 2** **CULTURALLY SENSITIVE AND BIAS-FREE LANGUAGE** Bias-free language means using terms that treat people with respect. Most of us have no desire to offend anyone, but we occasionally do it unintentionally. Whenever we communicate, our language should be sensitive and bias-free. This is one way of adapting a message to its audience. Sometimes, communicators become offensive may be because the words that they used were not thought of carefully prior to their production. This is the real problem in communication. Therefore, we should be cautious about expressions that might be biased regarding gender, race, ethnicity, age, and disability. 1. **Avoiding Gender Bias.** Sexist or gender-bias language often times abound in our speeches or writings. This kind of language should be avoided. You can defuse gender-biased language by replacing words that exclude or stereotype women. For instance, the words man or woman are simply gender based, but you may improve these words by changing these words to a gender-free word like person or representative. Likewise, avoid the use of her or his option whenever possible because it is wordy and conspicuous. It would be better if you will find a little effort to construct your sentence in a manner that is graceful, grammatical, and unself-conscious. **Gender Biased** **Improved** ----------------------------------------------------- ---------------------------------------------------- Female dentist, media man Dentist, media representative Businessman, salesman Businessperson, sales representative chairman chairperson manpower Workforce, labor Man-made artificial Foreman, flagman, workman Lead worker, flagger, worker When a teacher talks, he must... When teachers talk, they must... Each contributor must submit his abstract by March. Each contributor must submit an abstract by March. 2. **Avoiding Racial and Ethnic Bias.** Racial or ethnic identification should only be indicated if the context demands it. Clearly, ethnic and racial insults are unacceptable in professional writing. However, less and clear-cut labels are most acceptable for identifying specific ethnic and racial groups. **Racially or Ethnically Biased** **Improved** -------------------------------------------------- ----------------------------------------- A negro lawyer won the case. The black American lawyer won the case. An Asian writer was hired. A writer was hired. Jona Chan, an African American, was interviewed. Jona Chan was interviewed. As Hult and Huckin state: \"The best rule of thumb is to call people by whatever term they prefer, just as you should pronounce their personal name however they want it pronounced. If you are unsure of what to use to describe a certain group of people, just ask members of that group\" (725-726). 3. **Avoiding Age Bias.** Age should only be specified if it is relevant. Avoid expressions that are demeaning or subjective. **Age Biased** **Improved** -------------------------------------------------------- -------------------------------------------- The senior citizens are to be helped. People over 59 should be helped. Architect Roby Tan, 65, was a loyalty awardee. Architect Roby Tan was a loyalty awardee. The poor, old woman was not allowed to enter the room. The man was not allowed to enter the room. The weak, old woman sat on a rocking chair. The woman sat on a rocking chair. 4. **Avoiding Disability Bias.** Do not refer to an individual's disability unless relevant. When necessary, use terms that do not offend disabled individuals. **Disability Biased** **Improved** ----------------------------------------------- ------------------- Suffering from, stricken with, afflicted with has Confined to a wheelchair Uses a wheelchair Disease, defect condition **Jargons in the Workplace** Jargon refers to technical or specialized terms within a field. These are words and phrases that are used in a profession or a particular occupation or any in group or social group to which a person is identified a member. It is mostly occupational; hence, these terms enable insiders to communicate complex ideas briefly and comprehensibly. For the outsiders, jargons mean little or nothing. Study the following familiar words that denote another meaning in various fields: **Word** **Field** **Meaning** ----------- --------------------------------- ------------------------------------------------------------------------------------------------------- Mouse agriculture A small rodent Information technology A hand-held pointing device Plate Engineering/architecture A vertical component used in building construction Hotel and restaurant management Dishware science Any of the rigid layers of the earth's lithosphere driving A sign attached to a vehicle in order to identify it sports A flat, heavy object used in weightlifting Motion law The request made by either side to the court requesting the court rule to take action on their behalf science A change in position of an object Operation Law enforcement a highly organized activity or a mission Business The action of functioning or in effect Medicine An act of surgery performed on a patient engineering Mathematical symbols for computations The given examples show that no matter how familiar a word is, it would mislead one's understanding because of the variations of meanings from one field to another. Thus, vocabulary awareness is crucial in understanding one's language. If these words are misleading to average communicators, you can just imagine how technical words or jargons in various fields can create difficulty in comprehension. **INFORMATION TECHNOLOGY JARGON** ----------------------------------- ----------------- ----------------------- Broadband encryption ethernet Cache domain cybercrime Spam cybersecurity malware **MEDICAL JARGON** Analgesic metastasis biopsy Carcinoma Lymph nodes prognosis Catheter intravenous platelets **EDUCATION JARGON** Differentiated instruction pedagogy realia Rubric scaffolding Higher-order thinking Lower-order thinking Blended program Graphic organizer **BUSINESS AND MARKETING JARGON** leverage robust bandwidth Laser focus roadmap synergy **FORMS OF INTERCULTURAL COMMUNICATION** Intercultural Communication is the sharing of meanings with and receiving and interpreting ideas from people whose cultural background is different from yours. In an intercultural society, you grow and learn from one another. A deep understanding of each other's culture can lead to earning the respect of the members of the society. **What are the variations of intercultural communication?** Samovar and Porter (2001) enumerated some of the variations of intercultural communications as follows: Interracial communication, inter-ethnic communication, international communication, and intra-cultural communication. Let us try to understand them better: 1. ***Interracial communication*** is the interaction among people of different races. Example: a. a tourist guide conducting a tour for a group f people with different nationalities b. an owner of an international company having a teleconference with his manager from different countries 2. ***Inter-ethnic communication*** is the interaction among people who have different ethnic groups. a. An international correspondent interviewing the aborigines of Australia for a television documentary b. A group of social workers educating the members of the tribes from Baguio about the benefits that the government allotted to them 3. ***International communication*** is the interaction between persons representing different political structures. a. The president of a parliamentary government meeting the president of a democratic government b. The queen of England talking to the president of the Philippines 4. ***Intra-cultural communication*** is the interaction that includes all forms of communication among members of the same racial, ethnic, and subculture groups. a. The head of the Manobo tribe meeting his constituents b. Members of the same organization having an acquaintance party According to Gamble and Gamble (2008), communication style among cultures differs, it may be high context or low-context communication. ***High-context communication*** is a tradition-linked communication system which adheres strongly to being indirect. ***Low-context communication*** is a system that works on straightforward communication. High-context cultures (Meditteranean, Slav, Central European, Latin American, African, Arab, Asian, American-Indian) leave much of the message unspecified, to be understood through context, nonverbal cues, and between the lines interpretation of what is actually said. By contrast, low context cultures (most Germanic and English-speaking countries) expect messages to be explicit and specific. **IMPROVING INTERCULTURAL COMMUNICATION COMPETENCE** The following guidelines may help you enhance your ability to communicate effectively across cultures (Gamble & Gamble, 2008): 1. Recognize the validity and differences of communication styles among people. 2. Learn to eliminate personal biases and prejudices. 3. Strive to acquire communication skills necessary in a multicultural world **Communication context** Communication context refers to the environment in which communication occurs. Why should context be considered when communicating with other people? Speech is essential to our being human. It affects who we are and how we develop as individuals, how we learn and share what we know, and how we interact with others in our world. Speech does not take place in a vacuum but is always contextualized. This means that when we speak, there is always a reason, which includes the purpose, audience and the situation, or event. 1. **Intrapersonal** **Communication**-- as the name implies, takes place within a single person. This is the type of speech used when we talk to ourselves. Most of the time, we do this silently in our head (internal discourse) so we can understand, clarify, or analyze a situation we find ourselves in. This can also be said out loud (solo vocal communication) to admire or appreciate something unexpected, clarify our thoughts, rehearse a message intended for others, or simply let off steam. Prayer and contemplation are also part of intrapersonal speech, even though prayer may not solely be internal. In our everyday life, we consciously or unconsciously do intrapersonal communication. We process symbolic messages internally and act as both the sender and the receiver of these messages. The list below shows examples of intrapersonal communication: a. Preparing ourselves before facing an audience b. Speaking loudly to remind ourselves of something, repeat what we just heard, or to console ourselves c. Daydreaming d. Making body movements while thinking e. Deciding on something f. Understanding communication between body parts g. Writing our thoughts 2. **Interpersonal Communication**---This refers to the type of communication that takes place between and among people and creates a personal relationship between and among them. Normally, it includes two individuals, and it can vary from casual and very personal to formal and impersonal. It involves both verbal and non-verbal communication channels. **Types of Interpersonal Communication** a. ***[Dyad Communication]*** - communication that happens between two people. Examples: - You consoled your brother who was feeling down. - A conversation between your father and mother about the latest announcement of your Barangay Chairman. b. ***[Small Group Communication]***- This applies to interactions involving at least three but not more than twelve people engaged in face-to-face interactions to achieve the desired goal. In this type of conversation, all participants can freely express their ideas throughout the discussion. Examples: - You are having a discussion with your two brothers about the surprise party you are planning for your Mom\'s birthday. - Kathlyn who came back from the United States called her three brothers and four sisters and announced that she is getting married. a. Immediate family b. Immediate relatives c. Friends (neighborhood, local, abroad, social media networks) d. Organizations (school, community, church, hobby, or shared interest) 3. **Public Communication**- This type refers to a communication that enables you to send or deliver a message before a crowd. The speech delivered has preset intention that usually affects the audience. The sender in this level of communication is the speaker. The receivers are the audience. There are three reasons why a speaker would deliver a speech in public: a. ***To entertain***---to have the audience appreciate the event b. ***To inform***---to aid the audience to grasp and remember what it is you are presenting c. ***To persuade***---to convince the audience to believe the things you are presenting 4. **Mass Communication** - This refers to communication through television, radio, newspapers, magazines, books, billboards, the internet, and other types of media. **GROUP 3** **PUBLIC SPEAKING** This lesson will help you learn the fundamentals of giving talks and speeches in front of a large audience as well as the short background and techniques in doing public speaking. What is public speaking? ------------------------ THE NATURE OF PUBLIC SPEAKING ============================= The Essence of Public Speaking ------------------------------ THE ART OF COMMUNICATION. ========================= 2. **THE MENTAL RELATIONSHIP BETWEEN SPEAKER AND AUDIENCE**. The timid and nervous speaker views the audience as a terrifying presence rather than as an essential factor in the purpose of a speech. For example, a speaker preparing a speech should not aim *\"To tell about the United Nations.\"* Instead, he should bear in mind that his aim is \"*To tell his audience something about the United Nations.\"* The speaker should think of his audience, not merely about his subject---and certainly not about himself. The relationship between the speaker and the audience should be: ---------------------------------------------------------------- A. **Direct.** There should be no barrier of distance or remoteness between the speaker and the audience, no dreamy look on the speaker\'s face, no faraway tone in his voice. In other words, the speaker should be in mental contact with the audience. B. **Reciprocal.** The response from the audience as expected and given is not necessarily revealed in words or laughter or applause. It may be more clearly revealed in active attention and clear understanding. For this reason, the speaker should anticipate the unspoken objections of the audience or the blocks to his communication with them. C. **Sincere.** The speaker should have a topic that is morally and intellectually sound. His purpose must be natural, genuine, and honest. This usually removes the barrier between the speaker and the audience. The Purpose of Public Speaking ------------------------------ The speaker\'s most common and valid purposes are: -------------------------------------------------- 1. **To [INFORM THE AUDIENCE]** To [ENLIGHTEN] -------------------------- To [PERSUADE] ------------------------- To [IMPRESS]. ------------------------- To [ACTUATE] ------------------------ To [ENTERTAIN] -------------------------- THE TYPES OF SPEECHES ===================== speech making. The style required for different occasions varies with the formality and degree of intimacy THE INFORMATIVE SPEECH. ======================= THE EVOCATIVE SPEECH. ===================== THE ENTERTAINMENT SPEECH. ========================= 4. **THE ARGUMENTATIVE SPEECH**. The aim of the argumentative speech is to persuade the audience to assent to the plausibility of the speaker\'s side of a debatable question. THE PERSUASIVE SPEECH. ====================== EVOLUTION OF PUBLIC SPEAKING ============================ - Development of democracy in Athens gave birth to Sophism - Sophism lead to logical reasoning that leads to Arguments - In order to persuade people the art of rhetoric or oratory developed THREE IMPORTANT FACTORS OF PUBLIC SPEAKING: =========================================== 1. Ethos- credibility of the speaker 2. Logos- logical arrangement of words or sentences. 3. Pathos- ability to create connection between speaker and the audience. CICERO'S FIVE CANONS RHETORIC: ============================== 1. **Invention**- developing the ideas 2. **Arrangement**- creations of the structure 3. **Style**- the process of determining how to present an argument 4. **Memory**- the process of learning and memorising the speech and making it natural 5. **Delivery**- effective use of the voice and body language. MODERN ELEMENTS OF PUBLIC SPEAKING ============================================================================= Generally speaking, people communicate to inform, persuade or argue. Having an aim is what defines communicating with a purpose. While this might sound simple enough in theory, it is the application that becomes rather complex since there are many considerations that can come into play. **West (2015)** 1. **Purpose:** Many people find it difficult to communicate well because the first thing they think about is what they are supposed to say. A better strategy however is to determine your purpose: why do you want or need to communicate? 2. **Audience**: After identifying your purpose, what you need to identify next is your audience or who is going to receive your message. It is vital that your message is specifically tailored to your audience so as to ensure effective communication. 3. **Message structure:** How are you going to convey your message? There are two ways you can use: the **direct and indirect approach**. The direct approach is deductive. 4. C**hannel:** After creating the message, you now have to choose an appropriate channel to send it through. Will it be a written communication or a verbal one? If it is verbal, will it be done face-to-face or through the telephone? Remember, the channel you choose has a large impact on the effectiveness of your message that is why it Is important to consider its appropriateness. - **INTRODUCTION** - **BODY** - **CONCLUSION** Body ---- - Division of the subject - Emphasis the changes between the divisions - Put relevant examples to support your stand Conclusion ---------- EFFECTIVE SPEECH COMPONENTS =========================== a. **Content.** Content comprises the information and ideas you present. It includes your speech\'s purpose and main points as well as the evidence and reasoning used to develop each main idea. Evidence consists of all the facts, examples, and other supporting material you include to help explain your main ideas. Evidence can come from your own experiences as well as from research materials you collect. Effective evidence has sufficient breadth and depth. Breadth refers to the amount and types of evidence you use. Depth is the level of detail you provide from each piece of evidence. Evidence is effective when it is logically linked to the main idea it supports. The ideas you choose to present depend on what is appropriate for relevance links, which are statements alerting listeners about how a main point or subpoint is relevant to them. Doing so makes the exigence of your ideas transparent. b. **Structure.** Structure is the framework that organizes the speech content. Clear structure helps listeners follow your ideas as they listen. Effective structure consists of both macrostructure and microstructure elements. c. **Delivery.** How you use your voice and body to convey your message-can dramatically affect your audience\'s ability to understand, remember, and possibly act on your message. Effective speakers are conversational, intelligible, poised, and expressive in their delivery. Being conversational means sounding as though you are having a spontaneous conversation with your audience, rather than simply reading to or performing in front of them. Intelligible speakers use a rate, volume, and pitch that are easily understood. If you are speaking in a second language or have a pronounced accent or a speech impediment, you might find that speaking somewhat slower improves your intelligibility. Poised speakers stand confidently without fidgeting, swaying, or using any other potentially distracting bodily action. Being poised also means making eye contact with your audience members in face-to-face settings, or with the camera when delivering ideas via mass media, rather than focusing solely on your notes. Being expressive means changing your pitch, volume, rate, and so forth to emphasize the emotional intent of your ideas. In presenting a speech intended to the public, it is essential to apply the seven (7) elements of speech delivery: ------------------------------------------------------------------------------------------------------------------ 1. **Voice and Articulation** Gestures -------- Posture ------- Body Movement ------------- Facial Expressions ------------------ Eye Contact ----------- Diction ------- MUST DO'S IN A PUBLIC SPEAKING ============================== 1. Smile and have fun 2. Speak loud 3. Relax 4. Br yourself 5. Know your audience 6. Be confident 7. Claim attention 8. Wrap up your speech on time 9. Be flexible 10. Connect with your people during the presentation 11. Face your Audience 12. Use more gestures 13. Use simple and understandable language DON'T'S IN A PUBLIC SPEAKING ============================ 1. Do not fear 2. Do not rush through your presentation 3. Do not stick your hands in your pockets 4. Do not underestimate your audience 5. Do not point fingers 6. Do not hurt other people's feelings 7. Do not dictate 8. Avoid unbecoming language 9. Avoid repetition of words or phrase 10. Do not put up an aggressive face 11. Do not make things which you are not sure about. FACTORS AFFECTING A PUBLIC SPEAKING =================================== - The topic of the presentation - The attitude of the audience - The quality of material - Thorough knowledge about the matter - The length of the speech - Body language - Supporting pictograms, diagrams, etc. - Pitch variation and so on... PUBLIC SPEAKING IN THE BUSINESS WORLD ===================================== Group 4 ======= Communication Aids Strategies Using Tools of Technology ------------------------------------------------------- What are Communication Strategies? ---------------------------------- Types of Communication Strategies --------------------------------- Presentation Media ------------------ Using Traditional Visual and Audio Media ---------------------------------------- - ***Overhead Transparencies*** - Transparencies are clear acetate pages displayed by an overhead projector during a speech. - ***Flip Chart***- a large pad paper that rest on an easel allowing the speaker to record. - ***White board/chalk board***- these materials can also help you achieve the same outcome. - ***Document Camera***- is a projector device. - ***Video***- showing a video clip can elicit an emotional response from the audience. - ***Handouts***- are sheet of paper containing relevant information that some speakers use in conjunction with other presentation media. - ***Sound recordings***- sounds, like visual images can stimulate mental images triggering the imagination and setting mood. Using Computer Technology ------------------------- What is a Pecha Kucha Presentation? ----------------------------------- How Pecha Kucha Works --------------------- 1. ***The topic***: Presenters at a Pecha Kucha must deliver a speech on a predetermined topic. The format may relate to their work or interests, and the presenter must use twenty slides to support their presentation. 2. ***The images***: Pecha Kucha slides must feature an image that is predominately free of text, though presenters may use captions. However, any infographic must be brief to allow the audience to read it before the next slide advances. Some Pecha Kucha Nights allow video art. 3. ***The rules***: Pecha Kucha has specific rules regarding the length of the presentation, garnering comparisons to the strict regulations of haiku. Speakers must complete their entire presentation in exactly six minutes and forty seconds. To meet that time limit, they can only speak for twenty seconds per slide. They also can't halt the presentation, return to a previously shown image, or skip ahead to a later image. Here are some tips on how to create a Pecha Kucha presentation: --------------------------------------------------------------- Strategies in using Tools of Technology: ---------------------------------------- - Keep it simple - Emphasize your key ideas - Show what you can\'t say - Use close up shots and other images - Keep the number of images you present manageable - Combine variety with coherence - Use large lettering PowerPoint Presentation Tips: ----------------------------- - Go for creativity- create your own design, try different combination and let your creativity flow. - Colors are nice - flat colors are beautiful and contrast is your friend. - Use good fonts - Comic Sans and Georgia will do. - Text is evil- use the 10-20-30 rule, too many text will catch the attention of the audience from you. - Images say more than a thousand words- make the images more powerful. - Big is beautiful- think big, think bold. - Info graphics are amazing- use simple info graphics. - Get inspired- remember your ultimate goal. - Tips in using Presentation Media: - Practice with your Media. - Consider your room and audience. - Speak to your audience not your media. - 10 - 20 - 30 - 10 Slides, 20 Minutes, 30 Font Size - 1 - 6 - 6 - 1 Main Idea, 6 Bullets point, 6 Words per Bullet. - 7 - 7 - 7 Lines , 7 Words. - 9Ps - Prior Proper Preparation Prevents Poor Performance of the Person Putting on the Presentation. Group 5 ------- Communication for Work Purposes ------------------------------- What is workplace communication? -------------------------------- Innovation --------------------------------- Growth ------ Effective Communication ----------------------- How can you improve the communication of your workplace? -------------------------------------------------------- - ***Include every*one**: make sure that the communication lines are always open. Search and actively promote progress reports and project updates. This is especially important when it comes to remote personnel. - ***Listen and show empathy*** -- Communication is a two-way process and if you don't listen and don't encourage dialogue with the other party, no job or person can survive for a long time. Listening shows respect and allows you to become familiar with extraordinary problems that you may have to solve as an employer. - ***Define Objectives and Expectations*** -- Managers should provide clear and accessible goals for teams and individuals that define exactly what is required for a particular project and that all of the team is aware of the objectives of the project, the department and the workplace as a whole. - ***Send your message clearly*** -- Make sure your message is clear and accessible to the intended audience. To do this, it is important that you speak clearly and politely -- to convey your message clearly without confusion or offence. - ***Choose your medium carefully*** -- Once you've created your message, you need to make sure it's in the best possible format. While face-to-face communication is the best way to build trust with employees, it is not always an option. Take time to decide if the information provided on a printed copy works better than an email or whether a general note is sufficient. Principles of Communication in the Workplace -------------------------------------------- 1. Efficiency and promptness 2. Truth and validity 3. Reliability and confidentiality 4. Conciseness and clarity Types of Communication in the Workplace --------------------------------------- A. **Internal** 1. **Vertical** (Communication between employees with different hierarchical positions) Downward (From employees of higher positions going to employees with lower positions) Upward (From employees of lower positions going to employees with higher positions) 2. **Horizontal** (Communication between individuals having the same hierarchical positions) B. External COMMON COMMUNICATION MATERIALS IN THE WORKPLACE =============================================== Minutes of a Meeting -------------------- 1. Participants\' names 2. Agenda 3. Decisions made by the participants 4. Follow-up actions committed to by the participants 5. Any other discussions worthy of documentation Memorandum ---------- 6. Header 7. Date 8. Subject line 9. Message (Declaration, Discussion and Summary) Letters ------- 10. **Return address:** This is usually indicated in the letterhead or the footer and it indicates where someone could send a reply. 11. **Dateline**: Placed on top of the page, five lines from the top of the page or the letterhead. 12. **Inside Address:** This indicates the name of the person you are sending the letter to. Include the title or position of the person as well as the name of his/her organization. 13. **Salutation**: This must always be formal. Do not use the word \"Dear\", instead, address it Sir or Madam depending on your need. 14. **Body**: Written in text form, the paragraphs must be separated by a line in between. 15. **Complimentary Close**: This should be formal and the most appropriate is \"Respectfully yours\". 16. **Signature line**: Skip two lines after the complementary close and indicate your complete name Reports ------- - Examine possible solutions to a problem. situation or issue - Apply business and management theories to practical situations - Demonstrate analytical reasoning and evaluation skills in formulating possible solutions and outcomes - Identify conclusions to a problem or issue - Provide recommendations for future actions - Demonstrate concise and clear communication skills More or less, the report generally contains the following elements: ------------------------------------------------------------------- 17. **Title**: In formulating your title, you can simply base on the essentials of what your report is all about. 18. **Summary/Abstract**: This is a paragraph that sums up the main points of your report. This part is not always obligatory however and it is usually reserved for long reports. 19. **Introduction**: In this part, you can describe the details of your report and state the rationale. 20. **Procedure**: Here, you must describe the method of information-gathering you used. 21. **Findings**: This is the presentation of your data in a concise and logical way. You can present opinions and statements from relevant people or sources and include graphics if appropriate. 22. **Conclusions**: This part sums up your assessment of what you have found out. 23. **Recommendations**: You may give suggestions or call to action for the future based on your conclusions. 24. **Bibliography**: This should be listed in alphabetical order in a referencing style recommended by your organization. - Group meetings, workshops and conferences - Webinars - Mobile technology (e.g. SMS and mobile applications) - Websites - Film/Animation - Media coverage (professional and consumer media) - Social media What Are Academic Communications? --------------------------------- - Academic communication involves presenting ideas effectively and formally in a scholastic environment. If you attend an institution of higher education, you can use these skills to contribute to the academic conversation with your teachers and peers. - Many people intuitively know the proper way to communicate in different settings; for instance, the way you speak to your friends is usually different than the way you speak to your parents. Academic communication, also called scholarly communication, refers to methods of communication that are highly structured and generally only used in pedagogical settings. Academic communication can include the words and structures used to express ideas, as well as the methods by which ideas are disseminated.