PCM Midterm Exam Reviewer PDF

ELISE LACANLALE INF-248 MIDTERM EXAM REVIEWER PURPOSIVE COMMUNICATION 1. LANGUAGE PHILIPPINE LANGUAGES  There are 183 languages in the Phil...

ELISE LACANLALE INF-248 MIDTERM EXAM REVIEWER PURPOSIVE COMMUNICATION 1. LANGUAGE PHILIPPINE LANGUAGES  There are 183 languages in the Philippines DEFINITION OF LANGUAGE  One national language Language can be considered as one if it has a:  2 official languages or lingua franca  12 official auxiliary languages  System of rules (grammar)  35 are as considered endangered  Sound system (phonology) languages (31 threatened, 4 shifting),  Vocabulary (lexicon)  11 are on the brink of extinction Sapir, 1921  2 are extinct. Language is purely human and non-instinctive LANGUAGE VARIETY OR DIALECT method of communicating ideas, emotions, and  A regional, stylistic, or social variety of a desires by means of voluntarily produced symbols. language characterized by its Finocchiaro, 1965 own phonological, syntactic, and lexical properties. Language is a system of arbitrary, vocal symbols  Also called “lects”, these refer to the different which permit all people in a given culture, or other variants of a language that can be people who have learned the system of that culture sufficiently delimited from one another in to communicate or to interact. terms of social, historical, or geo-spatial 5 DOMAINS OF LANGUAGE factors, thus forming language clusters.  Phonology – rules of speech sounds; how Language varieties may also be grouped in the phonemes are used following classifications:  Morphology – rules of word structure; how Pidgin morphemes are used  Syntax – rules of sentence structure Refers to a new language that develops into  Semantics – rules relating to the meaning of situations where speakers of different languages language need to communicate but do not share a common  Pragmatics – rules that occur within social language. situations Example: Chavacano in the Philippines and There are more than 7,100 languages in the world Bislama, a language spoken in Vanuatu. today. Creole It is a pidgin that becomes the first language of the children, or the mother tongue of a certain community. Example: Gullah and the Patwa, a creole in Jamaica. AUXILIARY LANGUAGES Consultative Refers to a particular language, spoken in certain  Used in conversations when people are places, which supports or helps the national and/or speaking with someone who has official languages in their assigned functions. specialized knowledge or is offering advice. Examples:  Tone is often respectful, such as the use of  Ilokano honorifics or courtesy titles, but may be more  Pangasinan casual if the relationship between or among  Tagalog the communicators is friendly.  Kapampangan Casual  Bikol  Waray  Used when communicating with friends,  Cebuano close acquaintances, colleagues, and  Hiligaynon family members.  Chavacano Intimate  Maranao  Are reserved for special occasions, usually Dialect between only two people and often in private. It is not a language that is not distinct from a national language, but rather a variety of a language spoken in a particular area of a country. Minority Dialect 2. COMMUNICATION PRINCIPLES AND ETHICS This is a variety used as a marker of identity, usually alongside a standard variety, by the Simply put, communication is the art of creating and members of a particular minority ethnic group. sharing ideas for a specific purpose. LANGUAGE REGISTER It comes in many forms: A language register is characterized by the way a  Verbal communication - the use of speaker uses language differently in different language, sounds, and tone of voice social circumstances.  Non-verbal communication - body These are determined by such factors as social language and facial expressions atmosphere, purpose of communication, audience,  Written communication - through journals, and the general context of the discourse. emails, blogs, and text messages  Visual communication - involves signs, Formal symbols, pictures, graphics, and emojis  Are used in professional, academic, or Effective Communication legal settings where communication is expected to be respectful, uninterrupted, and Dependent on how rich the ideas are, and how much restrained to specific rules. of those ideas are retained in the process. In order  Slang is never used, and contractions are to be an effective communicator, a number of skills rare. have to be utilized. Frozen Communication Barriers  Refers to historic language that is intended Communication barriers are not confined to physical to remain unchanged. and physiological issues, but could also include cultural difference, varying levels of expectations  Examples are the registers used in the and experiences, and difference in perspectives and Philippine Constitution and the Holy Bible communication styles. PRINCIPLES OF EFFECTIVE IMPROVING ONE’S ABILITY IN COMMUNICATION COMMUNICATING IN A MULTICULTURAL Effective communication requires a certain level of SETTING connection between and among people, allowing a Refrain from forming expectations based solely series of exchanges of thoughts and emotions, on your culture. eventually leading to mutual understanding. Knowing and accepting the validity of cultural In order for that to happen, the following principles differences are key in communicating with people must be observed: having diverse communication styles. Being an  Clarity. This pertains to both the message effective communicator requires allowing yourself to and the purpose why the message has to be be immersed in the multicultural society and sent. embracing diversity.  Conciseness. The message should be as Remove personal biases or any stereotype that brief as may be required depending on one’s may impede understanding. purpose. You don’t want people avoiding you just because of  Completeness. Despite its conciseness, the how they see other members of your group or message should still be complete and culture. Determine how much your family, friends accurate. Whenever necessary, background and colleagues have ‘dictated’ how you view or feel information should be given to provide better about other people or other groups, and identify context; facts and observations may also be which among these pre-judgments are stereotypes helpful. that can damage relationships.  Organization. Effective communication is Make a personal commitment to develop usually planned in order to ensure the communication skills appropriate in systematic flow of ideas and transition from multicultural settings. one point to another.  Empathy. The sender of the message should be sensitive to the needs and 3. INTERCULTURAL interests of the receiver. COMMUNICATION  Flexibility. Effective communicators know how to adapt to the varying needs and CULTURE expectations of their audience, and modify Learned patterns of perception, values, and the message or the way the message is sent behaviors, shared by a group of people, that are to avoid misunderstanding or dynamic and heterogeneous. misinterpretation.  In multicultural communities, we live alongside each other COMMUNICATION AND GLOBALIZATION  In cross-cultural communities, there is some reaching across boundaries [REFER TO LESSON-2 PPT SLIDES 14-32]  In intercultural communities, there is a comprehensive mutuality, reciprocity, and equality. Multicultural  Collectivism: In a collective culture, the group interest takes precedence over the  Refers to a society that contains several individual, and people rely on their groups cultural or ethnic groups. for all matter of support.  People live alongside on another, but each  Fostering interdependence and cultural group does not necessarily have group success engaging interactions with each other.  Promoting adherence to norms, Cross-cultural respect for authority/elders, group consensus  Deals with the comparison of different  Associated with stable. hierarchical cultures. In cross-cultural communication, roles (dependent on gender, family differences are understood and background, age) acknowledged, and can bring about  Associated with shared property, individual change, but not collective group ownership transformations.  In cross-cultural societies, one culture is High Context vs. Low Context often considered “the norm” and all other  High Context: Communication is mostly cultures are compared or contrasted to the non-verbal and there are well-defined dominant culture. social protocols. High context culture Intercultural leaves much of the message unspecified to be understood through context, non-verbal  Describes communities in which there is a cues, and between-the-lines interpretation of deep understanding and respect for all what is actually said. cultures. Intercultural communication  Tend to prefer direct verbal focuses on the mutual exchange of ideas and interaction cultural norms and the development of deep  Tend to understand meanings relationships. embedded at many sociocultural  In an intercultural society, no one is left levels unchanged because everyone learns from  Are generally more proficient in one another and grows together. reading non-verbal cues  Value group membership CROSS-CULTURAL COMMUNICATION  Rely more on context and feeling TYPES  Employ spiral logic Individualism vs. Collectivism  Talk around point; avoid saying no  Communication is simple, sometimes  Individualism: In an individualistic culture, ambiguous, messages; understand the individual is the most important unit of visual messages readily society and a person’s right to privacy  Low Context: The verbal messaging prevails over group consideration. contains most of the information. There is  Fostering independence and an admiration for people that can speak up individual achievement and express themselves.  Promoting self-expression, individual  Tend to prefer direct verbal thinking, personal choice interaction  Associated with egalitarian  Tend to understand meaning at one relationships and flexibility in roles level only  Associated with private property,  Are generally less proficient in individual ownership reading non-verbal cues  Value individualism  Rely more on logic   Employ liner logic  Say ‘no’ directly  Communication is highly structured messages, provide details, stress  Verbal Communication: literal meaning  Indirect Communication: They rely Sequential vs. Synchronic less on words and are more attentive to posture, expression, and tone of  Sequential: Businesspeople give full voice to draw meaning. attention to one agenda item after another.  Refusals: They will seldom give a  North America, English, German, direct ‘no’ or a negative response, Swedish, and Dutch even when they do not agree with  Synchronic: The flow of time is viewed as you. sort of a circle, with the past, present, and  Laughter: A Chinese person may future all interrelated. The viewpoint smile and laugh to diffuse the influences how organizations in those culture uncomfortable situation. approach deadlines, strategic thinking,  Non-Verbal Communication investments, developing talent from within,  Physical Contact: Does not and with the concept of “long term planning”. generally touch people that are  South America, Southern Europe, stranger to them unless it is and Asia unavoidable.  Eye Contact: Indirect eye contact is Affective vs. Neutral considered as a sign of politeness;  Affective: In cultures with high effect, Direct eye contact is more common in people show their feelings plainly by casual conversations, as well as laughing, smiling, grimacing, scowling, and arguments. sometimes crying, shouting, or walking out of  Whistling: Considered rude. the room. United States of America  If our approach is highly emotional, we are seeking a “direct emotional  Core Concepts: response” “I feel the same way”.  Independence  Neutral: Members of neutral cultures do not  Individualism telegraph their feelings but keep them  Freedom carefully controlled and subdued. This does  Diversity not mean that people in neutral cultures are  Equality cold or unfeeling, but in the course of normal business activities, neutral cultures are more  Verbal Communication: careful to monitor the amount of emotion  Direct Communication: Americans they display. are typically direct communicators,  If approach is highly neutral, we want speaking honestly, clearly, and an “indirect response” “I agree with explicitly to arrive straight to the point. your thoughts on this”.  Informality: Americans are generally informal in their communication, CULTURAL COMMUNICATION IN OTHER using first names and slang with COUNTRIES those they do not know well. China  Confidence: Americans are generally quite enthusiastic,  Core Concepts: assertive, and confident  Modesty communicators.  Filial piety  Guanxi  Interdependence   Non-Verbal Communication DEVELOPING INTERCULTURAL  Eye Contact: Americans tend to COMMUNICATIVE COMPETENCE maintain direct eye contact with the person they are talking to. This Improving one’s ability in communicating in a demonstrates warmth, openness, multicultural setting honesty, and approachability.  Everything should start with a personal  Physical Contact: Americans are desire and strong conviction to relate more generally comfortable with public effectively with people having different physical affection and contact cultural backgrounds. This will not only between friends and family. create positive personal relationships, but  Gestures: It is polite to nod to signal also open more opportunities for that you are listening and interested professional growth. throughout a conversation.  Limiting one’s reliance on preconceived Philippines notions and established stereotypes is also a major leap towards effective intercultural  Core Concepts: communication.  Hiya  Respect Refrain from forming expectations based solely  Courtesy on your culture  Modesty  Knowing and accepting the validity of cultural  Kapwa differences are key in communicating with  Hospitality people having diverse communication styles.  Verbal Communication:  Being an effective communicator requires  Communication Style: Filipinos will allowing yourself to be immersed in the multicultural society and embracing diversity. try to express their opinions and ideas diplomatically and with humility Seek Commonalities to avoid appearing arrogant.  Indirect Communication: Filipinos  Build mutual understanding with the other often communicate indirectly in order person. to prevent a loss of face and evoking  As Morris (1994: 6) describes: ‘We may wear hiya on either side of an exchange. different hats, but we all show the same  Respect: When speaking to those smile; we may speak different languages, but who are older or of higher status, they are all rooted in the same basic Filipinos tend to use the polite forms grammar; we may have different marriage of speech. customs, but we all fall in love,’.  Non-Verbal Communication Overcome Stereotype and Prejudice  Physical Contact: Among relatives or friends of the same gender, it is  The belief in the superiority of one’s own common for Filipinos to walk hand in culture creates barriers to intercultural hand or arm in arm. understanding.  Laughter: At times, laughing may  Unfounded assumptions about outgroup indicate happiness or pleasure, while members compared to our ingroup hinder other times it may be used to relieve our ability to appreciate diverse perspectives. tension.  Adopting cultural relativism allows us to  Pointing: Filipinos may point to comprehend others’ actions from their objects by puckering their lips and cultural perspectives. moving their mouths in the direction they are pointing to. Developing flexibility and openness  Although American and British English have historically dictated the norms of “correct,” or  Cultural rules govern the distance that is “good,” or “proper” English, varieties of perceived as appropriate between speakers, English are equally valid. the loudness at which a person should speak during an interaction, the appropriate amount of gestures, and the appropriate information to be shared between speakers based on their relationship.  We must keep an open mind and be aware that what we practice in our culture may be neither the only correct way nor the best way of doing things, and we must be flexible in adapting our communication as the situation requires.  Examples of Work Englishes are Indian  Our knowledge of cultural dimensions and English, West African English, Singapore values will go a long way to help us adapt to English, and Filipino English. new situations.  One major issue that has been raised with respect to these established varieties is that they are often not fully intelligible to users 4. EVALUATING MESSAGES of other varieties of English. AND IMAGES OF DIFFERENT Kirkpatrick (2007) TEXT TYPES He proposed a scale with two extremes that characterized this problem: the goal of national or EVALUATING MESSAGES AND/OR IMAGES regional identity and the goal of intelligibility. OF DIFFERENT TYPES OF TEXTS REFLECTING DIFFERENT CULTURES  Extreme 1: The Goal of National and Regional Identity  Since English is subjected to modifications  People use a regional variety of by users in different cultures, it has become English with its specific grammar, unique in a sense by way of adoption. Hence structure, and vocabulary to affirm there is need to grapple with its intelligibility. their own national and ethnic identity.  This has highlighted the concept of World Englishes, or as defined by Celce Murcia (2014), the regionally distinct varieties of English that have arisen in parts of the world where there is a long and often colonial history of English being used in education, commerce, and government.  Extreme 2: The Goal of Intelligibility Word Englishes (WE)  Users of regional variety should ideally still be understood by users of  A concept introduced by Braj Kachru English everywhere else in the world including the Three Concentric Circles of to fully participate in the use of Asian Englishes. English as an international language.  Refers to the different ways by which users from around the world communicate in English.  Centrals the idea that no single variety of English prevails as the standard.   A new concept in the general academic setting but can be a very powerful tool in light of digital and multicultural communication.  A text or output is considered multimodal if it uses two or more communication modes.  Multimodality highlights the significance of  Every text conveys a message, and each interaction and integration in constructing a message contains a meaning that can be coherent text. either true or false. A multimodal text can either be one of the  As a consumer of information, it is essential following: to be vigilant and discerning about what you accept as truth or fact.  Paper (books, comics, posters, brochures)  Digital (slide presentations, blogs, web pages, social media, animation, film, video games)  Live (performance or events)  Transmedia (a story is told using multiple delivery channels) Infographics  Uses words and images to communicate a clear message.  A powerful way to illustrate complex topics, making it more appealing and effective for communication than a dense written report. Semiotics  The study of signs and symbols and their use or interpretation. MULTIMODALITY EVALUATING THE EFFECTIVENESS OF A MESSAGE Multimodal Text There are four main qualities for an effective  Refers to any form of communication or text message: that combines multiple modes or methods to convey information. These Simplicity modes include:  Visual: images, diagrams, charts,  In order to ensure that our message have colors, layout simplicity, we should ask ourselves:  Written: printed or digital text  Is my purpose evident?  Audio: spoken language, sound  Is my core message clear? effects, music  The purpose of a message will be either to  Gestural: body language, facial inform, to persuade, or to entertain. expressions, movement  Informative speaking relies heavily  Spatial: organization of elements on data within a space  Persuasive speaking employs  Tactile: physical feel of a material or emotional appeals, data, and object requires a different structure.  Entertainment has a very unique focus.   Awareness of purpose is crucial as it lets Stickiness the audience know the purpose of the  Refers to how much an idea stays around message and enable them to respond in our culture and commands our attention. appropriately.  A core message must have a clear and  Combines the idea of being memorable and staying near the front of our mind. simple focus. One strategy to ensure clarity and simplicity is to express the core message  Sticky messages win our attention by holding in a single sentence, making it easier to our focus despite the incursions of new eliminate unnecessary ideas. messages. Specificity  Refers to our choices of language and its usage. In order to ensure that the language is specific, we may ask ourselves:  Is my language specific?  Is my language concrete rather than abstract?  Are there connotative meanings to the words I have chosen? If so, do these emotional associations serve or go against my purpose?  Am I using words which have additional meanings and could perhaps be misconstrued?  One way to avoid vague or confusing messages is to avoid abstractions.  If you mean “poodle” avoid only saying the word “dog”.  There are certain words that carry hidden emotional meanings. Be cautious of words with multiple meanings or interpretations.  House = physical structure  Home = connotes warmth, family Structure  Refers to how ideas should be logically organized and easy to follow. When analyzing your message’s structure, ask yourself the following:  Does my message have structure?  Is there a more effective way to arrange my ideas?  Messages must include an introduction, body, and conclusion.  Introductions should introduce the topic, core idea, relate the topic to the audience, and preview main ideas.  Conclusions should briefly summarize main ideas, re-state the core message, and specify a call to action.