PRPCOM1 Course Overview (Lesson 1) PDF

PURPOSIVE COMMUNICATION Course Description Purposive Communication is about writing, speaking, and presenting to different audiences and for various purposes. (CMO 20 s2013) develops students’ communicative competence and enhances their cultural and intercultural awareness through multimo...

PURPOSIVE COMMUNICATION Course Description Purposive Communication is about writing, speaking, and presenting to different audiences and for various purposes. (CMO 20 s2013) develops students’ communicative competence and enhances their cultural and intercultural awareness through multimodal tasks that provide them opportunities for communicating effectively and appropriately to a multicultural audience in a local and global context. It equips students with tools for critical evaluation of a variety of texts and focuses on the power of language and the impact of images to emphasize the importance of conveying messages responsibly. The knowledge, skills and insights that students gain from this course may be used in their academic endeavors, their chosen disciplines, and their future careers as they compose and produce relevant oral, written, audio- visual and/or web-based output for various purposes. Course Requirements Assessment Tasks Advocacy campaign on a topic related to their field of specialization Quizzes Exams Course Outline First Grading Period Unit 1:Communication Processes, Principles, and Ethics Unit 2:Communication and Globalization Unit 3:Local, Global and Glocal Communication in Multicultural Settings Course Outline Midterm Period Unit 4: Varieties and Registers of Spoken and Written Language Unit 5: The Receptive Skills Unit 6: Communication Aids and Strategies Using Tools of Technology Course Outline Final Period Unit 7: Communication for Work Purposes Unit 8: Communication for Academic Purposes  Mapping the TOEIC READING Test on the CEFR Introduction: WHAT IS THE CEFR The Common European Framework of Reference for Languages (CEFR) is a standardized guideline used to assess proficiency in languages, providing a common basis for the description of language proficiency levels.  WHAT IS THE CEFR? The Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR) was created by the Council of Europe to provide ‘a common basis for the elaboration of language syllabuses, curriculum guidelines, examinations, textbooks, etc. across Europe’ (2001a:1). It was envisaged primarily as a planning tool whose aim was to promote ‘transparency and coherence’ in language education. Using the CEFR: Principles of Good Practice (p.4)  It describes in a comprehensive way what language learners have to learn to do in order to use a language for communication and what knowledge and skills they have to develop so as to be able to act effectively. The description also covers the cultural context in which language is set. The Framework also defines levels of proficiency which allow learners’ progress to be measured at each stage of learning and on a life-long basis. Common European Framework Of Reference For Languages: Learning, Teaching, Assessment (P.10)  IT DESCRIBES LANGUAGE LEARNERS’ ABILITY IN TERMS OF SPEAKING, READING, LISTENING AND WRITING AT SIX REFERENCE LEVELS. These six levels are named as follows: C2 Mastery C1 Effective Operational Proficiency } PROFICIENT USER B2 Vantage B1 Threshold } INDEPENDENT USER A2 Waystage A1 Breakthrough } BASIC USER  LEVELS Description C2 The capacity to deal with material which is academic or cognitively demanding, and to use language to good effect at a level of performance which may in certain respects be more Mastery advanced than that of an average native speaker. Example: CAN scan texts for relevant information, and grasp main topic of text, reading almost as quickly as a native speaker. C1 The ability to communicate with the emphasis on how well it is done, in terms of appropriacy, sensitivity and the capacity to deal with unfamiliar topics. Effective Example: CAN deal with hostile questioning confidently. CAN get and hold onto his/her turn to Operational speak. Proficiency B2 The capacity to achieve most goals and express oneself on a range of topics. Example: CAN show visitors around and give a detailed description of a place. Vantage B1 The ability to express oneself in a limited way in familiar situations and to deal in a general way with nonroutine information. Threshold Example: CAN ask to open an account at a bank, provided that the procedure is straightforward. A2 An ability to deal with simple, straightforward information and begin to express oneself in familiar contexts. Waystage Example: CAN take part in a routine conversation on simple predictable topics. A1 A basic ability to communicate and exchange information in a simple way. Example: CAN ask simple questions about a menu and understand simple answers. Breakthrough THE COMMON REFERENCE LEVELS  The text of the CEFR emphasises learners’ ‘communicative needs’, including dealing with the business of everyday life, exchanging information and ideas, and achieving wider and deeper intercultural understanding. This is to be achieved by ‘basing language teaching and learning on the needs, motivations, characteristics and resources of learners.’ (2001a:3) This conveys the CEFR’s communicative, action-oriented approach COMMUNICATION PROCESS, PRINCIPLES AND ETHICS  Simple Recall 1. Communication involving no words is called ____________________________________  Simple Recall 2. Verbal communication is communication that ____________________________________________  Simple Recall 3. The person who sends out a message is the ____________________________________________  Simple Recall 4. The mode of transmitting the message is called____________________________________________  Simple Recall 5. This is transmitting a message in one direction  Simple Recall 6. Anything that disrupts communication  Simple Recall 7. A return message from someone you sent a message to is called ____________________________________________  Simple Recall 8. The person who receives a message is called the ____________________________________________  Simple Recall 9. The way you use your voice and body to send messages is called _______________________________________________  Simple Recall 10. Which of the following is an example of audience’s feedback? a. Laughter b. Silence c. half-closed eyelids d. all of the above  Lesson1: Elements of Communication Communication is a systemic process in which people interact with and through symbols to create and interpret meanings (Wood, 2017). As a process- it is ongoing and dynamic. Systematic- consists of interrelated parts that affect one another.  Lesson1: Elements of Communication Communication is also affected by the larger systems within which it takes place different cultures have distinct understandings of appropriate verbal and nonverbal behaviors.  Lesson1: Elements of Communication SENDER 2 Major Parties RECEIVER 2 Major MESSAGE Representation MEDIA Tools Figure 1. Elements in the Communication Process  Lesson1: Elements of Communication Components of communication (Gamble and Gamble, 2010) People human communication involves people. Interpersonal, small-group, and public communication Senders and receivers IMPORTANT: the role of sender does not belong exclusively to one person and the role of receiver to another. Instead, the processes of sending and receiving are constantly being reversed.  Lesson1: Elements of Communication Messages verbal nonverbal messages.  Lesson1: Elements of Communication Channels We can classify channels according to (1) which of our senses carries or receives the message, (2) whether the message is being delivered verbally, nonverbally, or both, and (3) the primary means of communication we use to deliver the message ✓ face-to-face interaction ✓ e-mail and instant messaging, ✓ telephone communication ✓ text messaging, ✓ mass medium such as television or film.  Lesson1: Elements of Communication Channels In an organization these channels of communication may be used: 1. Face-to-Face or Personal Communication 2. Broadcast Media Communications 3. Mobile Communications Channels 4. Electronic Communications Channels 5. Written Methods of Communication  Lesson1: Elements of Communication Noise Noise is anything that interferes with or distorts our ability to send or receive messages. ✓Internal noise ✓External noise ✓personal factors  Lesson1: Elements of Communication Context Communication always takes place in a context, or setting. Consider the extent to which your present environment influences the way you act toward others or determines the nature of the communication encounters you share with them. Consider as well the extent to which certain environments might cause you to alter your posture, manner of speaking, attire, or means of interacting.  Lesson1: Elements of Communication Feedback Both positive and negative feedback can emanate from internal or external sources. Internal feedback is feedback you give yourself as you monitor your own behavior or performance during a transaction. External feedback is feedback from others who are involved in the communication event. To be an effective communicator, you must be sensitive to both types of feedback. You must pay attention to your own reactions as well as the reactions of others.  Lesson1: Elements of Communication Effect As people communicate, they are changed in some way by the interaction, which in turn influences what follows. An effect can be emotional, physical, cognitive, or any combination of the three. The result of a communication encounter can also be any combination of the three effects just mentioned. Since effects are not always visible or immediately observable, there is obviously more to a communication reaction than meets the eye, or the ear.  Lesson1: Elements of Communication Functions of Communication 1. Understanding and Insight 2. Meaningful Relationships 3. Influence and Persuasion 4. Career Development  Lesson1: Elements of Communication ASSESSMENT 1 A. Suggest the best communication channels for the following messages. Assume that all channels shown are available. Write your reason for your choice. ASSESSMENT 2 B. Watch the video on ‘Communication in the 21st Century: Is it What You Say, Not How You say It?’ by Vivian Ta from this link https://www.youtube.com/watch?v=laDnZ_FWyhM and observe the talk considering the types of communication and elements of communication shown in the video. Lesson 2: Types of Communication Michelle Ranges PRP COM1 Lesson1: Elements of Communication Functions of Communication 1. Understanding and Insight 2. Meaningful Relationships 3. Influence and Persuasion 4. Career Development Lesson 2: Types of Communication 1. Intrapersonal Communication 2. Interpersonal Communication 3. Small Group Communication 4. Public Communication 5. Mass communication Lesson 2: Types of Communication Verbal Communication Verbal communication takes place over the phone or in person. The medium of the message is oral. Written Communication printed messages. Written communication, by contrast, can be constructed over a longer period of time. Written communication is often asynchronous (occurring at different times). It’s a “one-to-many” communication Lesson 2: Types of Communication Nonverbal Communication What you say is a vital part of any communication. But what you don’t say can be even more important. Research also shows that 55% of in-person communication comes from nonverbal cues like facial expressions, body stance, and tone of voice. According to one study, only 7% of a Receiver’s comprehension of a Message is based on the Sender’s actual words; 38% is based on paralanguage (the tone, pace, and volume of speech), and 55% is based on nonverbal cues (body language) (Mehrabian, 1981). Lesson 2: Types of Communication Nonverbal Communication To be effective communicators, we need to align our body language, appearance, and tone with the words we’re trying to convey. Research shows that when individuals are lying, they are more likely to blink more frequently, shift their weight, and shrug (Siegman, 1985). Tone A different tone can change the perceived meaning of a message demonstrates how clearly this can be true, whether in verbal or written communication Lesson 2: Types of Communication Aspects of Nonverbal Communication 1. Kinesics 2. Haptics 3. Proxemics  Lesson 2: Types of Communication Space Anthropologist Edward T. Hall image coined the term proxemics to denote the different kinds of distance that occur between people. These distances vary between cultures. Lesson 2: Types of Communication Here are a few examples of nonverbal cues that can support or detract from a sender’s message. 1. Body Language 2. Eye Contact 3. Facial Expressions 4. Posture 5. Touch 6. Space  Lesson 3: Principles of Communication Michelle Ranges PRP COM1 Lesson 3: Principles of Communication Gamble and Gamble (2010) stated several core communication principles. ✓Communication is dynamic. ✓Communication is unrepeatable and irreversible. ✓Communication is culturally linked. ✓Communication is influenced by Ethics. ✓Communication is competence-based. ✓Communication is being transformed by media and technology. Lesson 3: Principles of Communication Angell (1997) also stresses on these communication principles. These principles will help you understand how communication is done and the aspects involved when we communicate with others. ❑Communication is a process. ❑Communication is contextual. ❑Communication is continuous. ❑Communication is symbolic. ❑Communication is culturally linked. ❑Communication is collaborative. ❑Communication is ethical. Lesson 3: Principles of Communication Communication can be oral or written. Lesson 4:Communication Ethics Ethics is the discussion of the judgments we make about the appropriateness, the right or wrong, of our actions and policies be those actions communicative, political, social, personal, or a mixture of areas (Johannensen,1990). Ethics will help us determine whether what we say or do is suitable or proper considering its effects on society. Lesson 4:Communication Ethics As a whole, for us to be guided in our decisions in our communication with others, it is best to consider suggestions on ethical communication (Johannensen,1990). 1. Ethical communicators are respectful of their audiences. 2. Ethical communicators consider the consequences of their communication. 3. Ethical communicators respect truth. 4. Ethical communicators use information properly. 5. Ethical communicators do not falsify information. 6. Ethical communicators respect the rights of others to information. Lesson 4:Communication Ethics Communication ethics emphasizes that morals influence the behavior of an individual, group, or organization thereby affecting their communication. Be guided by the following to achieve ethical communication: 1. Establish an effective value system that will pave the way for the development of your integrity as a person. One’s behavior and decision- making style affect, in turn, the operations of an organization. 2. Provide complete and accurate information. Whether it is needed or not, the data you provide should always be contextualized and correct. 3. Disclose vital information adequately and appropriately. Never conceal or hide information that are necessary for purposes of transparency. Lesson 4:Communication Ethics Observing a code of ethics is essential as it determines the kind of behavior that is proper and desirable over one that is displeasing and offensive. A code of ethics sets the standards to be observed by a person or a company that will create a good reputation or a positive image not only for an individual but also for the organization.  UNIT II: Intercultural Communication Michelle Ranges PRP COM1 Lesson 1:Globalization Lesson 1:Globalization Globalization represents a new, post-traditional order, forging new identities, institutions and ways of life. It is ‘the way we live now’, in a worldwide network of social relations, seemingly unfettered by the constraints of geography (Ledbetter, 2015). Globalization has increased the economic, political, and cultural interdependence of diverse cultures.  Lesson 1:Globalization Globalization is related to two other concepts ✓ Diversity is the recognition and valuing of difference, encompassing such factors as age, ethnicity, ability, religion, education, marital status, sexual orientation, and income.  GLOCALIZATION Lesson 1:Globalization ✓ Glocalization is a newer concept describing how globalization affects and merges with local interests and environments. Garret (2000) mentions that the causes of globalization are technological innovations lowering the costs of moving goods and more notably information around the world, growing international economic activity, and the liberalization of foreign economic policies.  Lesson 1:Globalization Economic Globalization  Lesson 1:Globalization Globalization and Its Impacts on Business Communication ✓The Impact of globalization on Cross-Cultural Communication  Lesson 1:Globalization Globalization and Its Impacts on Business Communication ✓The Impact of globalization on Cross-Cultural Communication ❑ Global businesses must understand how to communicate with employees and customers from different cultures in order to fulfil the organization’s mission and build value for stakeholders. The use of technology has had a profound impact on how businesses communicate globally and market their products and services.  Lesson 1:Globalization Globalization and Its Impacts on Business Communication ✓The Impact of globalization on Cross-Cultural Communication ❑ with the advancements in technology, organizations must still be discerning of the culture nuisances that can potentially present obstacles in trying to increase profits and market share.  Lesson 1:Globalization Globalization and Its Impacts on Business Communication Cross-cultural Communication the communication between people who have differences in any one of the following: styles of working, age, nationality, ethnicity, race, gender, sexual orientation, etc. can also refer to the attempts that are made to exchange, negotiate and mediate cultural differences by means of language, gestures and body language. It is how people belonging to different cultures communicate with each other.  Lesson 1:Globalization Globalization and Its Impacts on Business Communication Cross-cultural Communication Matthews and Thakkar, (2012) suggest a cross-cultural model of communication in organizations or in the workplace. Their model shows that communication barriers can be eliminated for companies to be successful  ADD_ON: VOCABULARY COLLOCATIONS - collocation refers to a natural combination of words that are closely affiliated with each other. Some examples are "pay attention", "fast food", "make an effort", and "powerful engine". ASSESSMENT : CONCEPT MAP/ INFOGRAPHIC/ POSTER on Globalization TASK 3 How close is the world to me? Create an image showing your connections to the rest of the world based on the music you listen to, the food you eat, the fashion you wear, the gadgets you use, and or the films you watch. Write a 150- 200 words essay to explain your illustration, Use collocations in your essay (Underline these collocations). Lesson 2: Local, Global, and Glocal communication Local Communication *** Lesson 2: Local, Global, and Glocal communication Local Communication ❑ways of communicating with other people in the community. ❑own ways of exchanging information, conversation, ideas or messages with other people using words, signs, writings, verbal or non-verbal means of communication. ❑own terms depending on their environment and the social context. ❑People identify themselves with a group or community with members of the same language and culture. Lesson 2: Local, Global, and Glocal communication Global Communication *** Lesson 2: Local, Global, and Glocal communication Global Communication Global communication today is a crucial source for our perceptions of the world and for our sense of belonging to this world. ✓Global communication is a key player in the global economy. ✓Global communication is essential to global politics. ✓Military operations depend upon global communication. ✓Global communication is a carrier of cultural expressions. Lesson 2: Local, Global, and Glocal communication Glocal Communication *** Lesson 2: Local, Global, and Glocal communication Glocal Communication communication globalizes but it also remains local- Mattelart (2014), ✓We are global and local citizens, and our communication could possibly best be termed “glocal”. ✓This notion connects the global (e.g. a product for global marketing) with the local (e.g. local tastes and experiences). Glocalization in business = brand globally + local level of regional markets. QUESTIONS???? Lesson 3: Intercultural Communication Lesson 3: Intercultural Communication Intercultural communication is the exchange of information between individuals who are unalike culturally. Intercultural communication is essential because of our increasing exposure to people of other cultures and co-cultures. Being an effective communicator means interacting positively with people from various racial, ethnic, and cultural backgrounds. You can communicate better with people from other cultures if you know something about theirs. Lesson 3: Intercultural Communication CULTURE The ever-changing values, traditions, social and political relationships, and worldview created and shared by a group of people bound together by a combination of factors (which can include a common history, geographic location, language, social class, and/or religion) Lesson 3: Intercultural Communication Culture What are some intercultural communication problems? 1. Ethnocentrism 2. Stereotyping 3. Prejudice Lesson 3: Intercultural Communication Characteristics of Different Cultures 1. Individualistic Versus Collectivist Culture 2. M-Time Versus P-Time 3. High-Context vs. Low-Context 4. Affective vs. Neutral 5. Non-verbal Cultural Differences in Communication Communicating Across Cultures Carol Kinsey Goman (2011) High-Context vs. Low-Context A high-context culture relies on implicit communication and nonverbal cues. - a message cannot be understood without a great deal of background information. High-context cultures often display the following tendencies, according to C.B. Halverson’s book Cultural Context Inventory. Association: Relationships build slowly and depend on trust. Productivity depends on relationships and the group process. An individual’s identity is rooted in groups (family, culture, work). Interaction: Nonverbal elements are significant. Disagreement is personalized, and a person is sensitive to conflict expressed in someone else’s nonverbal communication. Territoriality: Space is communal. People stand close to each other and share the same space. Temporality: Everything has its own time, and time is not easily scheduled. Change is slow. A low-context culture relies on explicit communication. -more of the information in a message is spelled out and defined. Low-context cultures often display the following tendencies, according to Halverson. Association: Relationships begin and end quickly. Productivity depends on procedures and paying attention to the goal. The identity of individuals is rooted in themselves and their accomplishments. Interaction: Nonverbal elements are not significant. Verbal messages are explicit, and communication is seen as a way of exchanging information, ideas and opinions. Disagreement is depersonalized; the focus is on rational (not personal) solutions. Territoriality: Space is compartmentalized. Privacy is important, so people stand farther apart. Temporality: Events and tasks are scheduled and to be done at particular times. Change is fast, and time is a commodity to be spent or saved.  Affective and Neutral Affective Neutral people show their feelings plainly by do not telegraph their feelings, but keep laughing, smiling, grimacing, scowling, them carefully controlled and subdued and sometimes crying, shouting, or are more careful to monitor the amount walking out of the room. of emotion they display. When it comes to communication, what's proper and correct in one culture may be ineffective or even offensive in another. In reality, no culture is right or wrong, better or worse—just different. In today's global business community, there is no single best approach to communicating with one another. The key to cross-cultural success is to develop an understanding of, and a deep respect for, the differences. Lesson 3: Intercultural Communication Characteristics of Different Cultures *** Non-verbal Cultural Differences in Communication Lesson 3: Intercultural Communication Tips for Effective Communication with Diverse Workplace Audiences 1. Understand the value of differences. 2. Don’t expect conformity. 3. Practice focused, thoughtful and open-minded listening. 4. Invite, use, and give feedback. 5. Make fewer assumptions. 6. Learn about your cultural self. 7. Learn about other cultures and identity groups. 8. Seek common grounds. Lesson 3: Intercultural Communication Strategies for Improving Intercultural Communication 1. Conduct a personal self-assessment. 2. Practice supportive communication behaviors. 3. Develop sensitivity toward diversity. 4. Avoid stereotypes. 5. Avoid ethnocentrism. 6. Develop code sensitivity. 7. Seek shared codes. Lesson 3: Intercultural Communication Strategies for Improving Intercultural Communication 8. Use and encourage descriptive feedback. 9. Open communication channels 10. Manage conflicting beliefs and practices. ***** Language plays an important role in achieving a more effective communication. Using appropriate terms also avoids conflicts and misunderstanding. Lesson 3: Intercultural Communication Listening Activity: Watch the video clip on stereotyping from this site: https://www.youtube.com/watch?v=DWynJkN5HbQ. Observe how the speakers could have avoided stereotyping in their conversation SPEAKING: PODCAST Create a podcast/ recorded audio/ video and comment on the video. In not more than 2 minutes- discuss how the speakers could have avoided stereotyping in their conversation PRELIMS