Purposive Communication Learning Material PDF

Foreword This compilation of learning materials was prepared in compliance with one of the new directions teaching – learning approaches designed by the Commission on Higher Education (CHED) to answer the needs of the learners in the “new normal” time br...

Foreword This compilation of learning materials was prepared in compliance with one of the new directions teaching – learning approaches designed by the Commission on Higher Education (CHED) to answer the needs of the learners in the “new normal” time brought about by the COVID 19 pandemic. The subject Purposive Communication goes beyond the language skill development and will now focus on communication behaviors for various purposes, in a variety of media and situation. Specifically, the learning material has the following parts: Lesson 1 equips the students with a basic knowledge of the communication process and the elements of communication and how to use this knowledge in fulfilling their dual role as a speaker and listener. Lesson 2 focuses on intercultural communication, the barriers that prevent or hinder understanding between two persons or among people of different cultures, and the registers and varieties of language. It aims to help students acquire cultural knowledge and attitudes and teach them how cultural and global issues affect communication. Lesson 3 provides techniques on how to evaluate messages and images based on the topic, subject, purpose, and target audience. This part of the instructional material also teaches ways of presenting messages and identifying the strategies used in conveying messages. Lesson 4 teaches the students how to prepare audio-visual and web presentations for different target audiences and explains the vital role of communication and technology for them, as students and as graduates. Lesson 5 showcases the various purposes of communication, and the ways of delivering a speech. It also provides discussion on how to design or compare a text or message to provide the correct information for a desired audience. Lesson 6 discusses the importance of communication and its direction or flow in a business setting. In detail, the characteristics of an effective business are explained. This part of the instructional material will also equip the students of the differences between letters and memorandums and the steps and tips in writing the minutes of a meeting. Lesson 7 brings to focus the steps and strategies in the writing of independent research, particularly citation and documentation. It will also teach students how to prepare literature review. Special attention is given to the American Psychological Association (APA) style in the use of citations and list of references. Concerned with the development of a broad understanding of communication, the faculty of Catanduanes State University, particularly those teaching Purposive Communication, convey sincere acknowledgement and thanks to all the authors and their publishers, and other reference materials which inspired them to come up with this compilation of instructional material for a new direction of instruction amidst a pandemic. ___________________________________________________________________________________ GEC 5 – Purposive Communication Instructional material for CatSU use only 1  Lesson 1 Communication Process, Principles and Ethics Compilers: JOCELYN S. IBONES, MAEd LYRA VALENZUELA ___________________________________________________________________________________ GEC 5 – Purposive Communication Instructional material for CatSU use only 2  1 COMMUNICATIONPROCESS, LESSON PRINCIPLES AND ETHICS Communication and Its Nature by Maria Teresa Munji Antonino, Jocelyn S. Ibones and Maria Edna R. Iñigo https://www.google.com/url?sa=i&url=http%3A%2F%2Fclipart-library.com If there is one thing in this world that we cannot avoid doing, it is communicating. Communication is the process of imparting, sharing or exchanging ideas. We talk every day. We speak to our families, friends, classmates, and at times to unfamiliar people we meet at a train station or in the mall. We talk or give signals when we order food or buy goods from a store. We recite when our teachers call us to give our views on a particular point taken in a lesson. We request the person seated next to us in public transport to hand our payment to the driver. We need to answer the phone when it rings. We even speak to ourselves. All these examples show that communication is very vital to our lives. We wake up in the morning with a mind full of thoughts or ideas – some of which, if not most, are needed to be shared to other people. It would be difficult not to communicate because when we do, we are able to share our thoughts and feelings, give information, make people act, and convince others to agree with us. When we communicate, we share some things in common. The language that we use, the ideas that we share, the experience, the interest, the belief, and the culture of each one are just some of the common things we should have, to be able to make communication successful. If we talk to a person using a language that he does not know and speak, would he be able to understand us? If we talk to our friends about a movie we have watched which they have not, can they be able to relate and give their share of input? We may be speaking the same language, but if the person we are communicating with is not interested to listen or has not experienced what we are talking about because he has a different culture than ours, communication will be a failure. ___________________________________________________________________________________ GEC 5 – Purposive Communication Instructional material for CatSU use only 3  We cannot survive without communication. As a matter of fact, we use it to form relationships. We say the words, “I love you” to people dear to us. We argue with another not because we would want to ruin a relationship, but rather to clarify things and make the relationship work. We communicate to understand ourselves, other people, and the society as a whole. With communication, we are making this world a better place to live in. Communication is derived from two Latin words communis (commonness) and communicare (to share). It is defined as a process by which we assign and convey meaning in an attempt to create shared understanding (Tendero, 2014). It is a systematic process in which individuals interact with and through symbols to create and interpret meanings (Wood, 2004, as cited in Padilla, 2016). Businessdictionary.com defines it as a two-way process of reaching mutual understanding, in which participants not only exchange information, news, ideas and feelings, but also create and share meaning. Based from the definitions above, it can be concluded that communication involves at least two people, where one acts as the sender of the message, and the other/s as the receiver, and where the roles of the sender and the receiver shift – the sender becomes the receiver of the message (feedback or response) and the receiver as the sender of that response. An example of this is when your mother tells you to run her an errand. She is the sender of the message, and you are the receiver of it. If you say yes, that would be your response or feedback, which you send to her. This time, you are no longer the receiver of the message, but the sender. This is a shift of roles mentioned which completes the cycle of communication. This will be given more focus in the next lessons. Elements of Communication by Maria Teresa Munji Antonino, Jocelyn S. Ibones and Maria Edna R. Iñigo 1. Source (Sender) – the source is the person who sends, communicates or transfers the information to another person. He is the sender of the message. An example of this is a teacher discussing the lesson to students. The teacher is the source of the information. 2. Message–The message is the information or idea conveyed or imparted by the source. This may consist of the source’s thoughts, ideas, feelings, sentiments, views, suggestions or opinion. The message can be verbal or non-verbal. Verbal information is oral while non-verbal information is communicated thru facial expressions, gestures, body movements, tone of voice, posture, eye contact and many others. For example, classmate A borrows a pen from classmate B. The pen is new and has not been used by classmate A and thus made classmate A a little hesitant. Classmate A may say “yes” just to be nice, even if he does not want to because he has not used the pen yet, but may hide his true feeling about lending it by the tone of his voice. If classmate B is sensitive to the message, he will understand his classmate’s hesitance. 3. Encoding –The process of assembling the message (information, ideas and thoughts) into a representative design with the objective of ensuring that the ___________________________________________________________________________________ GEC 5 – Purposive Communication Instructional material for CatSU use only 4  receiver can comprehend it is called encoding. It starts with the source having thoughts that need to be communicated. As a source, s/he thinks of a way on how to communicate it. This may be in a form of language, a text message, a spoken word, or some other method representing and transmitting the data. The “coded” data is then transferred to the receiver. For example, you have done your mother wrong and you want her to know how sorry you are. You think of a way to represent your thoughts. Yu may decide to write her a letter, say it personally, hug her or buy her flowers or other ways which you think will send her the idea that you regret your past actions. 4. Channel –The source of the message has to choose the channel for sending the required information, ideas, thoughts, etc. The channel is the component of communication that refers to the method or mode by which a source sends or transmits his message. A sender of the information may choose what channel he wants to use to convey his thoughts. There are numerous categories like verbal, non-verbal, personal, non-personal, etc. It may be thru writing or print like letters or email, or the internet acting in the client-server model, a phone call, and other modes using airwaves, sound waves. A good communicator understands which channels to use under different circumstances because not all channels may be effective, each having its strengths and weaknesses. For example, if a man would like to propose to a woman he loves, it is best that he does it in person, and not just in writing or making a phone call. 5. Decoding–You have learned that encoding is the process of assembling the information to make sure that the message is understood by the receiver and that it is the source that does the process. Decoding is the other way around. It is the analyzing, interpreting and converting a coded message and it is the receiver that decodes it. If the information sent has been processed well, meaning there was no errors in its transmission, more so than not, communication will be successful and will result in both the source and the receiver understanding the same information. An example of situation where a receiver may not be able to decode the message is that of a student sitting in the wrong. If he attends a class thinking it to be his class because he saw his English professor in the room, he will definitely not be able to understand what is being discussed no matter how much attention he pays listening to the discussion. 6. Receiver– The receiver is the person who decodes the message sent by the source of the sender. He is the person to whom the information is meant for. His interpretation and reaction on the information sent to him depends on his preconceptions and knowledge. Therefore, it is important he is able to understand the message in the best possible manner for the objective to be achieved. 7. Feedback– Feedback is the response or reaction of the receiver (verbal or non-verbal) to the message sent to him by a source. It is a process of ensuring the sender of the information if the receiver understood the message in the same manner and sense as the sender meant it. It is important to note that the source judges the success of the communication process based on the feedback it receives, so pay close attention. The feedback may be right or wrong, depending on how the receiver reacts to the message, but this will give ___________________________________________________________________________________ GEC 5 – Purposive Communication Instructional material for CatSU use only 5  the sender a signal whether he needs to modify the information he sent in order to achieve his goal of making his information understood by the receiver. 8. Noise– Noise is like second-hand smoke having negative impacts on people without anyone’s consent (Craig E. Carroll, The Handbook of Communication and Corporate Communication, 2015). It is also called interference. Noise or interference does not only pertain to sounds that are irritating to hear but refers to anything that hinders the transmission of the message. There can be two categories of noise. Internal noise is the noise or anything that goes on in your mind that that hinders you from understanding what the other person is telling you. An example of this noise is when your thoughts are occupied by what happen in the house that morning or problem in school or an assignment or project that you need to finish. External noise is the noise that you hear coming from your surroundings like the crying of an infant or screaming of children playing in the street. There are other types of noise, not necessarily noise that you can hear but cause misunderstanding between or among people communicating that may occur at any point of the communication process as follows: a. Semantic Noise - This is a barrier in the transmission of a message because of the use of words, sentences or symbols that are not familiar to the other person. This has something to do with denotation and connotation. Denotative meaning is the literal meaning of a word, and of which meaning can be found in the dictionary while a connotative word is an associated meaning given it. An example of this is the use of technical jargon. Technical jargon is a term used in an organization or a discipline. For example, if you’re9y taking a business course, the word “liability” means something for which a person or business is legally responsible, such as the payment of money (Merriam Webster). But another person who hears it may take it differently, like one who causes a problem for another. b. Syntactic Noise - Syntax refers to grammar, structure or set of rules that govern how words are combined in meaningful phrases and sentences. Communication can be disrupted by mistakes in grammar, such as an abrupt change in verb tense in a sentence (Antonio and Salvosa, 2016). For example, in the sentence “Janine needs to be home early before Dan came home”. c. Environmental Noise - This interference refers to external noises that hinders or disrupts communication such as the drilling sound coming from a construction nearby, the honking of cars, loud music from a room adjacent to yours, people talking loudly, etc. d. Psychological Noise - This can also be considered an internal interference. Attitude, behavior, and emotional state like sadness, anger, stress may cause one person not to understand what the other is saying. Daydreaming is also an example of this type. ___________________________________________________________________________________ GEC 5 – Purposive Communication Instructional material for CatSU use only 6  e. Physiological Noise - This type of noise refers to physical conditions like deafness, blindness, or having other conditions like that of a cleft palate, or nasal. f. Cultural Noise - The difference in culture can be a hindrance to communication. For example, it is okay to slurp when eating noodles or sipping soup in Japan but not in the Philippines or the US. If it is considered rude to slurp for Filipinos, it is rude not to slurp in Japan (Japanese Table Manners, japan.guide.com). Key Principles of Communication by Mely M. Padilla, Lourdes A. Dagdag and Flordelis R. Rojas These principles are based on the real-life functioning of interpersonal communication (King, 2000). 1. Interpersonal communication is inescapable. It is not possible for humans like you and me not to communicate. Even the very attempt to of not wanting to communicate communicates something. Your poker face as you listen to somebody means a lot. You communicate through both words and behavior, and as long as you are alive, you can still behave; hence, you can communicate. You always communicate and receive communication from others not only through words but also through tone, gesture, posture, bodily movement, facial expression, clothes worn, and so on. Because of this fact, since people are not mind readers, you are often judged through your behavior, not your intention or purpose. 2. Interpersonal communication is irreversible. How often have you said words in anger and wished you could all take them back? Once you have uttered something, you can never take it back, and its effect remains. Anyone who says that apologies can heal the hurt caused by offensive remarks is lying. Words are powerful; they can either heal or harm others. This principle of communication is best expressed in a Russian proverb which says, “Once a word goes out of your mouth, you can never swallow it again.” 3. Interpersonal communication is complicated. Whenever you communicate with anyone, you simultaneously interpret both his verbal and nonverbal language, and that is often both confounding and demanding. For one thing, words (verbal) alone complicate things: A word does not have just one meaning, it is usually not used in the same way, and no two people use the same word exactly alike. Added to this complexity, nonverbal symbols are morevague than words since they are interpreted in many ways: They are primarily relational besides being both culture – and gender-bound. To make matters much more difficult, no form of communication is simple because whenever you communicate, they are actually at least six “people” involved: (a) the person whom you think you are;(b) the person whom you think the other person is; (c) the person whom you think the other person thinks you are; (d) the person whom you think the other person thinks he is; (e) the person whom the other person thinks you think you are; and (f) the person whom the other person thinks you think he is. 4. Interpersonal communication is contextual. In other words, communication is affected by several factors; it does not happen in isolation. There are many things that need to be considered, such as the ones given below (King, 2000). ___________________________________________________________________________________ GEC 5 – Purposive Communication Instructional material for CatSU use only 7  a. Psychological context, which is who you are, and what you as sender or receiver bring to the interaction—your needs, desires, values, beliefs, personality, and so on. b. Relational context, which concerns your reactions to the other person based on relationships—as boss, colleague, friend, sibling, parent, and the like. c. Situational context, which deals with the psycho-social “where” you are communicating. An interaction that takes place in a classroom, which is quite formal, will be very different from one that takes place in a bar, which is very informal—where communicators do not need to be guarded in their speech. d. Environmental context, which has to do with the physical “where” you are communicating—objects in the room and their arrangement, location, noise level, temperature, season, time of the day. e. Cultural context, which includes all the learned behaviors and rules that affect the interaction. For instance, bodily movement, facial expression, gesture, distance, and eye contact vary in different cultures. If you come from a culture (foreign or within your own country) where it is considered rude to make long, direct eye contact, you will out of politeness avoid eye contact. If the other person comes from a culture where long, direct eye contact signals trustworthiness, then we have in the cultural context a basic for misunderstanding Ethical Standards of Communication Communication ethics refers to an idea that the person’s or group’s behavior is governed by their principles and norms which in turn affects communication. As the onset, communication ethics pertains to the moral good present in any form of social communication. This embraces interpersonal communication, mass mediated communication, and digital communication and the like. Communication ethics concerns not only the individual, but is of great concern to businesses, corporations, and professional entities. A business with unethical communication practices is not as effective as one with ethical communication practices. According to Laserna (2012), to purposely comprehend the communication ethics, the following principles of ethical communication should be stressed: 1. Advocate truthfulness, accuracy, honesty and reason as essential to the integrity of communication; 2. Endorse freedom of expression, diversity of perspective, and tolerance of decency to achieving the informed and responsible decision making fundamental to a civil society; 3. Strive to understand and respect other communicators before evaluating and responding to their messages. 4. Promote access to communication resources and opportunities as needed to fulfil human potentials and contribute to the well-being of families, communities and society. ___________________________________________________________________________________ GEC 5 – Purposive Communication Instructional material for CatSU use only 8  5. Promote communication climates of caring and mutual understanding that respect the unique needs and characteristics of individual communicator; 6. Condemn communication that degrades individuals and humanity through distortion, intimidation, coercion and violence and through expression of intolerance and hatred; 7. Commit to the courageous expression of personal conviction in pursuit of fairness and justice; 8. Advocate sharing information, opinions and feelings when facing significant choices while also respecting privacy and confidentiality; and 9. Accept responsibility for short- and long- term consequences for our own communication and expect the same of others. APPENDIX A Some examples of gender-neutral words that may be used are as follows: 1. ancestors, forebears (instead of forefathers) 2. artificial, manufactured (instead of man-made) 3. average/ordinary person (instead of common man) 4. chair, chairperson, coordinator (instead of chairman) 5. courteous, cultured (instead of ladylike) 6. first-year student (instead of freshman) 7. flight attendant (instead of steward) 8. human resources (instead of manpower) 9. legislator, representative (instead of congressman) 10. mail carrier, letter carrier, postal worker (instead of mailman, postman) 11. people, human beings (instead of mankind) 12. person, individual (instead of man) 13. police officer (instead of policeman) 14. solidarity (instead of brotherhood) 15. to operate, to cover, to staff (instead of to man) APPENDIX B Some politically correct words that may use are as follows: 1. academic dishonesty (instead of cheating) 2. aesthetically challenged (instead of ugly) 3. black (instead of negro) 4. comb-free (instead of bald) 5. differently abled (instead of disable) 6. drug dependent (instead of drug addict) 7. dysfunctional family (instead of broken home) 8. economically marginalized (instead of poor) 9. elderly, senior (instead if old) 10. ethically disoriented (instead of dishonest) 11. hearing impaired (instead of deaf) 12. informal settlers (instead of squatters) 13. intellectual disability, intellectual developmental disorder (instead of mental retardation) ___________________________________________________________________________________ GEC 5 – Purposive Communication Instructional material for CatSU use only 9  14. intellectually impaired (instead of stupid) 15. little people (instead of midget, dwarf) 16. morally challenged (instead of a crook) 17. nondiscretionary fragrance (instead of body odor) 18. outdoor urban dwellers (instead of homeless) 19. people of mass (instead of fat) 20. rape survivor (instead of rape victim) 21. sexually dysfunctional (instead of perverted) 22. socially misaligned (instead of psychopath) 23. technologically challenged (instead of computer illiterate) 24. vertically challenged (instead of short) 25. visually challenged (instead of blind) 26. people being treated for cancer (instead of cancer patient) 27. people with mental retardation (instead of mentally retarded) 28. under class (instead of less privileged) ___________________________________________________________________________________ GEC 5 – Purposive Communication Instructional material for CatSU use only 10  REFERENCES Printed Sources: Antonino, M.T.M., Iñigo, M.E.R., & Ibones, J.S. (2018). Purposive communication. MUTYA Publishing House Inc. Bermudo, P.J., Galicia, L.S., Yango, A.R., Gabelo, N.C., Garay, G.A., Retanan, B. G.,Caligayahan, T. M., Vargas, S.O., Manaois, C.V. & Castillo, V. M. (2018). Purposive communication. Panday-Lahi Publishing House, Inc. Bernales, R.A.,Ibones, J.S., Iñigo, M.E.R.,Patubo, H.R.,Enriquez, D.M.,Roldan, L.R., De Guia, R.,Paras, W.D.,Yance, G.M.Q.,Inocencio,E. R.&Cabansag, J.N. (2018).Purposive communication. MUTYA Publishing House Inc. Padilla, M.M., Dagdag, L.A., and Roxas, F.R. (2018). Communicate and connect. Purposive Communication. MUTYA Publishing House Inc. Pagay, J.B., & Santos, M.B. (2015). Purposive communication and a handbook. St. Andrew Publishing House. Internet Sources: https://babyology.com.au/baby/development/ https://digitaldefynd.com/best-body-language-training/ https://melissatlj.wordpress.com/2011/09/25/voiceless-communication http://nvcinedu.weebly.com/chronemics.html https://ootdmagazine.com/toddlers-tasting-lemon-for-the-first-time/ https://thecolorofmypersonality.com/ http://theshepherd-mcgee.blogspot.com/2012/06/self-image-body.html https://wonderopolis.org/wonder/what-is-nonverbal-communication https://www.aurusjewels.com https://www.betterhelp.com/advice/body-language/22-body-language-examples-and- what-they-show/ https://www.cio.com/article/2439298/staff management- how-to-be-a-mind-reader- the-art-of- deciphering-body language.html https://www.frameweb.com/news/Huisman -frame-lab-2019-interview https://www.google.com/url?sa=i&url=http%3A%2F%2Fclipart-library.com https://www.quora.com/What-are-the-advantages-of-non-verbal-communication-1 http://www.study-body-language.com/Personal-distance.html ___________________________________________________________________________________ GEC 5 – Purposive Communication Instructional material for CatSU use only 11  Lesson 2 Communication and Globalization ___________________________________________________________________________________ GEC 5 – Purposive Communication Instructional material for CatSU use only 12  2–A COMMUNICATION AND GLOBALIZATION LESSON To effectively communicate, we must realize that we are all different in the way we perceive the world and use this understanding as a guide to our communication with other. - Anthony Robbins What is Globalization? by Rolando A. Bernales, Jocelyn S. Ibones, Maria Edna R. Iñigo, et al. https://thewinding-road.com/2018/10/09/chapter-thirty-matthew-12-more-sabbath-work/ Globalization is a process of interaction and integration among the people, companies, and governments of different nations, a process driven by trade and investment, aided by information technology (https://www.globalization101.org/what- is-globalization/). This process has effects on the environment, on culture, on economic development and prosperity, and on human physical well-being in societies around the world. ___________________________________________________________________________________ GEC 5 – Purposive Communication Instructional material for CatSU use only 13  Globalization is not a single process but a complex of overlapping and interlocking processes which are at times, contradictory and appositional. One attempt to reduce globalization to a single theme was forwarded by Kenichi Ohmae’s (1989), idea of a borderless and permeable world, which implies that divisions between people previously separated by time and space have become less significant and are sometimes entirely irrelevant. Intercultural Communication Everyday communication deeply affects and shows who you are, and a lot of it is cultural. It runs so deep within us that sometimes we do not recognize it in our routine talk and relational dealings and performance. “Each person is unique genetically. This uniqueness is even more heightened because of forces other than genetics, like family background, religious affiliations, educational achievement, socio-cultural forces, economic conditions and emotional stress that shape human identities. This situation impacts communication. People interacting with those coming from unfamiliar cultures may have difficulties in communication.” Madrunio, M.R. & Martin, I. P., (2018). With developments in science and technology comes connection of people with the world. It has been easier to communicate but problems have developed due to differences in culture. Merriam Webster Dictionary defines culture as “the customary beliefs, social forms, and material traits of a racial, religious, or social group.” Even when both parties speak the same language, there can still be misunderstandings due to ethnic and cultural differences (Bernales et al. (2018). Thus, understanding the impact of cross-cultural communication is imperative. IMPACTS OF GLOBALIZATION ON COMMUNICATION by Rolando A. Bernales, Jocelyn S. Ibones, Maria Edna R. Iñigo, et al. In an article entitled the Impact of Globalization and Communication Skills Development, David Ingram said that communication skills development has always been an important factor of success in business, but the influence of globalization and cross-cultural interaction in recent decades has impacted the types of communication skills needed in dramatic ways. No longer can entrepreneurs afford to simply communicate well within their own homogenous culture. Thus, today, people need to understand the dynamics of long-distance collaboration, the impact of culture on manners of speaking and body language, and how to use technology to communicate with people on the other side of the globe: ___________________________________________________________________________________ GEC 5 – Purposive Communication Instructional material for CatSU use only 14  1. Virtual Interactions. Globalization has introduced virtual communication and collaboration as a major part of academic and workplace dynamics. We need to understand the strengths and limitations of different communication media, and how to use each medium to maximum effect. For example, communicating via email to distant team members require a certain etiquette and nuance not necessarily required in face-to-face interactions. Holding virtual meeting requires a similar change in approach and people who are unaccustomed to communicating in groups in https://www.business2community. virtual settings can find themselves lost, confused or unable com/strategy/6-simple-rules- to share their input. This is why in schools; language courses hosting-better-virtual-meetings- 01697793 try to address the challenges of virtual interactions. 2. Cultural Awareness in Speech. The need for cultural awareness is a major impact of globalization on the required skill set of effective communicators, resulting in the evolution of communication skills development programs. In the workplace and schools, for example, we need the ability to catch subtle nuances of speech when communicating across cultures. Even when two people are speaking the same language, cultural differences can affect vocabulary, colloquial expressions, voice tone and taboo topics. 3. Cultural Awareness in Body Language. Awareness of cultural differences in body language can be just as important as the nuances of speech. This is why in schools, students are taught to understand acceptable speaking distances, conflict styles, eye contact and posture in different cultures. Accepting that the physical expressions of their own culture are not universally accepted. Students are also taught how to address these differences to prepare them for face-to-face meetings with foreign suppliers, customers or term members when they become professionals (review lesson 1 about body language). 4. Time differences. The advent of global collaboration introduces another Collaboration introduces another new dynamic to communication skills – The need to communicate and share information with people across several time zones. When people collaborate with others on the other side of the globe, their counterparts are usually at home asleep while they them – selves are at work. This is why schools teach students to address the to address the nuances of overcoming this challenge by teaching them to understand the information needs of their colleagues according to the communication styles of different countries or cultures. https://www.bigstockphoto.com/image-310877692/stock-vector-set-of-clocks-showing-the-time-difference-in- different-time-zones-timezone-clock-international-time ___________________________________________________________________________________ GEC 5 – Purposive Communication Instructional material for CatSU use only 15  Being able to effectively share information between shifts can make or break the productivity of a geographically dispersed team, making this an important issue for many companies. This skill is particularly needed in call centers catering client from countries of different time zones. IMPACTS OF GLOBALIZATION ON GLOBAL COMMUNICATION According to Danev (2017), the process of globalization has widely increased the availability of information for people across the world. By the use of Internet and advanced mobile services, people are able to discuss business plans and proposals on an international level as well as exchange private data securely. Global communication services have also contributed to the enlightenment and development of the political process in a number of states. Danev (2017) enumerates three major impacts of communication on global communication. 1. Availability of information. The availability of information is a major effect of the process of globalization. The World Health Organization, in its works focused on the cultural dimensions of globalization, has expressed the view that with the spread of businesses delivering internet, satellite TV and mobile services, the costs of such information technologies drop. The decreased price makes it easier for people across the world to make use of the World Wide Web and the resources available. 2. Business Conduct. Globalization has influenced global communication by implementing new techniques for business conduct among workers at international corporations. Long-distance travels are no longer necessary for business people should they require a meeting with a partner overseas. https://www.hotelogix.com/business-partners.php Internet technology makes it possible to exchange business information and conduct video conferences. Additionally, enhanced communication allows business to promote their products more efficiently in the international market. This significantly changed the business world. 3. Social Awareness. The availability of information, which is a direct effectof the development of global communication systems,hasled to increased social awareness of people across the world. Information technology and networks enable them to share opinions, views, work on projects and research different areas. These are among the main reasons why the process of globalization is creating a sense of a global society. ___________________________________________________________________________________ GEC 5 – Purposive Communication Instructional material for CatSU use only 16  For example, through the use of communication, many students from the developing countries enroll in university degrees in the developed work. Education is only a single sector of the social awareness. Other effects, like social determination, have also occurred - the political unrest in Tunisia in the beginning of 2011 had been inspired by opinions and political considerations shared over the social networks available on the web. IMPACTS OF TECHNOLOGY ON COMMUNICATION by Mely M. Padilla, Lourdes A. Dagdag and Flordelis R. Rojas 1. Technology provides us with unlimited information. What used to take someone hours of searching through a library can now be done within a matter of seconds on the Internet. Whatever questions you have you can generally get an instant answer on the computer. One word of caution though. Make sure that the website you visit and/or the source of information is credible. 2. It creates opportunities for meeting new people. Many applications online are currently available for meeting new people anytime anywhere in the world. The applications vary – from posting photos and videos like Instagram, to social networking like Twitter, games like Game of War, or entertainment like textPlus Communities. You should, however, be careful about things that you post on the Internet or about getting too close with an online acquaintance whom you have neither met nor known much more before or else you may eventually find yourself in some kind of predicament. 3. It helps us keep in touch with family and friends anywhere in the world. Our being in the 21st century is great; many incredible communication tools have been developed. The tools allow us to get in touch with family and friends, even strangers, anytime anywhere. Computers, smart phones, iPads, and emails, besides the dependable SMS (text message), allow us to communicate quickly and easily. Buy an international SIM card, and your cell phone can work everywhere. Be connected to the Internet, and you can make video calls or send chat messages for free via Skype or Facebook messenger. With an Apple product, you can video chat on FaceTime across Apple products anywhere. Finally, and incredibly, with social media’s application like Foursquare and Facebook, you can “check-in” to a specific location and share your whereabouts with friends! 4. It brings new diversity to our culture and our lives. The pace of change caused by technology is blinding. Google recipes, and anyone, like you and your classmate, can put sumptuous meals on the dining table. Your cell phone, with its digital camera, has replaced the fil camera, and you yourself can print your own pictures without any help from the almost-extinct film developer. ___________________________________________________________________________________ GEC 5 – Purposive Communication Instructional material for CatSU use only 17  Before going to your doctor, Google your symptoms and you can confidently discuss your ailment with him. Anytime anywhere you can access your bank online to check your account balance, transfer funds, pay your bills, or verify your transaction details without going to the bank yourself. Getting an air ticket is now an easy thing to do, too. Pay online through your credit card; check in using your phone, laptop, or the airline application for easy access; and get your printed boarding pass from the check-in counter at the airport on the day of your flight. And… to save yourself room undue stress, you can now be assured of a definite place to stay abroad even before your plane lands – just book a room at a hotel in the comforts of your own home days before you fly. 5. It fosters better cooperation among different cultural groups. New technologies help companies extend participation on a project to an ever greater number of people, allowing firms to tap into a wide body of knowledge and expertise. Other Impacts of Technology on Communication 1. It isolates us. (Turkle, (2012) Mobile communication is so powerful that it changes not only what we do but also what we are. Wherever we are, our mobile phones are also there – we are inseparable. At the dinner table with our families, in a meeting at work, during interactions in the classroom, while shopping in malls, in conversations with friend, while listening to presentations in lecture–everywhere, even at the most unlikely places like funerals - the cellphone takes us away from the people around us. It literally isolates us from the rest of the world... from humanity. Sherry Turkle’s “Alone together: Why we expect more from technology and less from each other” describes the situation to a tee. http://7thkingdom.org/2013/03/episode-8-is-technology-isolating-us/ 6. It can make us create second lives. (Gamble & Gamble, 2013). Millions of people find solace in virtual communities where they have found a second life. You might have heard of Sim City, Farmville, and Cities Skylines. In these social networking sites, users or players create ___________________________________________________________________________________ GEC 5 – Purposive Communication Instructional material for CatSU use only 18  or choose avatars to interact with other users anywhere in the world. An avatar s an image that represents the player in online games, chat rooms, and so on, which moves on screen, video game avatars are physical entities (the users) that become abstract (as video game guys). People who have second lives seek new people to meet in hopes of experiencing a meaningful relationship. The virtual community might be providing the players the person-to-person contact they are seeking, which could be absent in the neighborhoods where they live. Multicultural Communication All of us exist in a multicultural environment with multiple and overlapping cultures (national, regional, social class, ethnic, age, religion, political affiliation, gender, profession). We learn and imbibe these cultures not only from people we interact with but also from the media, including the internet. This is what makes communication complicated, but if we expose ourselves to and recognize cultural differences, we will lessen our communication difficulties. “Language, more than anything else, is the heart of culture” (Stevenson, as cited in Lee, 2017; as cited by Padilla, 2018). As far as the English language is concerned, the speaker’s culture will influence the use of English. We now recognize the “World Englishes”. More on these will be discussed in the next lesson. CULTURAL AWARENESS AND SENSITIVITY by Rolando A. Bernales, Jocelyn S. Ibones, Maria Edna R. Iñigo, et al. Cultural awareness is knowing that there are multiple different cultures-based on religion, ethnicity, nationality and other factors-that have different attitudes and outlooks. Cultural sensitivity involves accepting those differences without insisting your own culture is better, or that everyone should do it your way. Cultural-sensitivity are sometimes called cultural competence, or the ability to work alongside people with different cultural attitudes and behaviors and to do so effectively (Sherman, 2018 as cited by Bernales, et al., 2018). Cultural sensitivity is being aware that cultural differences and similarities between people exist without assigning them a value – positive or negative, better or worse, right or wrong. It simply means that you are aware that people are not all the same and that you recognize that your culture is no better than any other culture. A challenge, if you ask the author, for members of dominant cultures (https://redshoemovement.com). According to Dabbah (2017), the idea behind cultural sensitivity is very straightforward. Cultural sensitivity refers to a set of skills that allows you to learn about and understand people whose cultural background is not the same as yours, but what does that really mean? Essentially, it means that, as you go about your daily life, you operate with the awareness that cultural differences between yourself and the people ___________________________________________________________________________________ GEC 5 – Purposive Communication Instructional material for CatSU use only 19 you meet exist without assigning them a value. You see our differences as a positive thing, and don’t consider one culture better or worse, right or wrong. Of course, this is often easier said than done. With increasingly diverse populations living together in the same communities, it is not always possible to intimately understand the backgrounds of those we are interacting with. Having cultural sensitivity does not mean that you must be an expert in each culture’s values. It simply means that you’re willing to ask honest questions, seek understanding, and demonstrate empathy rather than judging those around you. It also means that, when you knowingly enter a space in which there will be cultural differences at play, you do a bit of homework beforehand and avoid knee-jerk reactions or jumping to conclusions (Dabbah, 2017). a. Gender Sensitivity Gender sensitivity refers to the aim of understanding and taking account of the societal and cultural factors involved in gender-based exclusion and discrimination in the most diverse spheres of public and private life. It focuses mainly on instances of structural disadvantage in the positions and roles of women (http://eige.europa.eu). Gender-sensitive language is the realization of gender equality in written and spoken language. Gender equality in language is attained when women and men and those who do not conform to the binary gender system are made visible and addressed in language as persons of equal value, dignity, integrity and respect (http://eige.europa.eu). Avoiding sex- and gender-based discrimination starts with language, as the systematic use of gender-biased terminology influences attitudes and expectations and could, in the mind of the reader or listener, relegate women to the background or help perpetuate a stereotyped view of women’s and men’s roles. There are number of different strategies that can be used to express gender relationships that refer explicitly or implicitly to only one gender, and ensuring, through inclusionary alternatives and according to each language’s characteristics, the use of gender-sensitive and inclusive language. The site http://www.academia.edu advises the use of Ms. with women as sometimes their marital status is vague or not known if not given special directives from the woman herself (unless the woman herself prefers the courtesy title Mrs. or Miss). A woman’s marital status is very often irrelevant to the matter in hand. Also, say Mr. and Mrs. Smith, or Mrs. Jane and MR. John Smith instead of Mr. and Mrs. John Smith. The salutation Dear Sir/Madam is also preferred if the gender of the recipient is unknown instead of using Dear Sir. Another thing which you must avoid is stereotyping roles and attributes. Stereotyping roles mean when certain jobs are presumed to be performed only by men or women, giving rise to gender-biased terms. Example: John and Mary both have full- time jobs; he helps her with the housework. This sentence can be stated in other way which sounds more respectful and gender neutral: John and Mary both have full-time jobs; they share the housework. Attributes means usage of certain words which underline stereotypic gendered attributes. For instance: Women are caretakers, gentle and emotional, while mean are achievers, strong and logical. ___________________________________________________________________________________ GEC 5 – Purposive Communication Instructional material for CatSU use only 20  Gender-sensitive language is not simply terminology and rules which should be carried by a gender-sensitive speaker or writer. It shows that a person respects all persons, favors social equality and equal opportunity and helps avoid ambiguity. Communicating effectively requires respectful treatment of people, and regard for their needs and individuality. b. Political Correctness The term political correctness is used to describe language, policies, or measures that are intended to avoid offense or disadvantage to members of particular groups in society. Since the late 1980s, the term has come to refers to avoiding language or behavior that can be seen as excluding, marginalizing, or insulting groups of people considered disadvantaged or discriminated against, especially groups defined by sex or race. In public discourse and the media, it is generally used as a pejorative, implying that these policies are excessive (https://en.wikipedia.org). Merriam-Webster defines politically correct as agreeing with the idea that people should be careful to not use language or behave in a way that could offend a particular group of people (Molloy, 2015). Other dictionaries give similar definitions, but what political correctness really means is not being a jerk to others. Political correctness is nothing more than treating others with respect. Being kind. Being a nice person. And, yes, this means maybe not calling someone a racial slur and not making judgments or assumptions based on stereotypes (Molloy, 2015). See appendix B for some words that may be used for political correctness. Non-verbal and Intercultural Communication by Ronald M. Henson Non-verbal communication can bridge the gaps in intercultural communication. When there is cultural indifference and one culture is perceived superior to the other, wrong judgement may occur. Non-verbal gestures can help in solving the problem by providing another way of letting people from other cultures connect. This type of communication accounts for 65%-93% interpretation of body language, speech patterns, and facial expressions 65% and gestures. Your knowledge about the forms of non-verbal communication in lesson 1 will be of much help to you. Americans can show a big smile to everyone including strangers, all the time, which can be seen as a friendly gesture. For Americans it is a way of making friends. This action shows how non-verbal contributes to overcoming language and cultural barriers, to cultivate mutual understanding. In communicating with people of the same culture, the message transmitted is interpreted it based on the values and beliefs common to all participants of that specific culture. However, when communicators come from different cultures, the message can be interpreted from their own perspective. With cultural difference, gestures and other non-verbal used in communication can somehow bridge between two parties. However, there can be some exceptions to this case are also present. ___________________________________________________________________________________ GEC 5 – Purposive Communication Instructional material for CatSU use only 21  https://www.theladders.com/career-advice/whats-in-a-handshake-a-clue-to-whether-or-not-youre-hirable The handshake gesture is a form of haptic communication which lets people communicate through the sense of touch. It is generally considered the proper etiquette when people are introduced to each other for the first time. In athletic competitions, it can also denote sportsmanship and respect in playing the game. It also means trust and equality. However, other cultures may also have different meanings associated to handshakes. In Islamic countries, handshake is discouraged between men and women as the latter are considered chaste and should not be touched. In Russia, a handshake is rarely performed between opposite sexes as hand-kissing is preferred when greeting a lady. On the other hand, handshakes are the norm for Russian men especially in the context of business. Aside from haptics, another non-verbal form is called oculesics which focuses on eye movement to convey messages. In Asian culture eye contact shows trust between two people talking and sharing ideas. In some instances, the eye level is lowered when a person talks to a superior as a sign of respect. Meanwhile in Nigeria, it is disrespectful to look at the person in the eye. Lastly, proxemics speaks of how people use space in the process of communication. Some cultures involve space in certain social situations. For example, in Arab culture, women should walk a few meters away from men unless they are related to each other. It shows high regard to their purity and chastity which is part of the Islam tradition. This custom is very different in the culture of Filipinos who usually interact with each other within close distances even if they are not related by either friendship or marriage. Ten Commandments of Intercultural Communication by Ronald M. Henson The Ten Commandments of Intercultural Communication have been developed by Martin Hahn (2005) as rules to help foster effective intercultural communication. They are as follows: ___________________________________________________________________________________ GEC 5 – Purposive Communication Instructional material for CatSU use only 22  1. Be aware of differing social values. 2. Be aware of differing status symbols and how to demonstrate them. 3. Be aware of decision-making customs; not all people like to make decisions quickly and efficiently. 4. Be aware of concepts of time; not all people like to see time as money: 5. Be aware of personal space: people from different cultures have different “comfort zones.” 6. Be aware of cultural context; people from certain cultures called (“high- context cultures”) rely less on verbal communication and more on the context of non-verbal actions and environmental settings to be conveying meaning. People from low-context cultures rely more on verbal communication and less on circumstances and implied meaning to convey meaning. 7. Be aware of body language; learn the basic differences in the way people supplement their words with body movement. 8. Be aware of different etiquette rules or manners; what is polite in one culture may be considered rude in another. 9. Be aware of legal and ethical behavior. 10. Be aware of language barriers: English is the most prevalent language in international business, but it is a mistake to assume that everyone understands it. Some factors to consider fostering effective intercultural communication include the virtue of patience, language fluency, and the use of mother tongue to express feelings whenever the host or other culture’s language is limiting. These factors facilitate recognition of skills and accomplishments, inner strengths and positive personal qualities, humor, and potential for learning new skills in multi-cultural settings (Ishiyama & Westwood, 1992). Who is then the ethical intercultural communicator? (Kale 1997 as cited by Bermudo et.al., 2018) writes that: Ethical communicators address people of other cultures with the same respect that they would like to receive themselves. Intercultural communicators should not demean or belittle the cultural identity of others through verbal or nonverbal communication. Ethical communicators seek to describe the world as they perceive it as accurately as possible. What is perceived to be the truth may vary from one culture to another; truth is socially constructed. This principle means that ethical communicators do not deliberately mislead or deceive. Ethical communicators encourage people of other cultures to express themselves in their uniqueness. This principle respects the right of people to expression regardless of how popular or unpopular their ideas may be. Ethical communicators strive for identification with people of other cultures. Intercultural communicators should emphasize the commonalities of cultural beliefs and values rather than their differences ___________________________________________________________________________________ GEC 5 – Purposive Communication Instructional material for CatSU use only 23  REFERENCES Printed Sources: Bernales, R.A., Cabansag, J.N. De Guia, R., Enriquez, D.M., Ibones, J.S., Inocencio E. R., Paras, W.D., Patubo, H.R., Roldan, L.R., & Yance, G.M.Q., (2018). Purposive communication. MUTYA Publishing House Inc. Bermudo, P.J., Galicia, L.S., Yango, A.R., Gabelo, N.C., Garay, G.A., Retanan, B. G., Caligayahan, T. M., Vargas, S.O., Manaois, C.V. & Castillo, V. M. (2018). Purposive communication. Panday-Lahi Publishing House, Inc. Dagdag, L.A., Padilla, M.M., & Roxas, F.R. (2018). Communicate and connect. Purposive Communication. MUTYA Publishing House Inc. Hahn, M. (2005, December 30). Ten commandments of intercultural communication. Retrieved from http:// ezinearticles.com/?Ten-Comandments-of-Intercultural- Communication&id=120247 Henson, R.M. (2018). Purposive Communication. Crafting messages with intentions. C & E Publishing, Inc. Kale (1997 p. 101) in Bermudo, P.J., Galicia, L.S., Yango, A.R., Gabelo, N.C., Garay, G.A., Retanan, B. G., Caligayahan, T. M., Vargas, S.O., Manaois, C.V. & Castillo, V. M. (2018). Purposive communication. Panday-Lahi Publishing House, Inc. Madrunio, M.A., & Martin, I.P. (2018). Purposive Communication: Using English in multilingual contexts. C & E Publishing, Inc. Internet Sources: http://eige.europa.eu https://en.wikipedia.or https://lh3.googleusercontent.com/proxy/epj2YRr0Vzocd2Pz0XEhB3WN0H7TB4v5lo W2BcZ1bnx8nfgV9jx7HlKRERCiFq85NU3gTb_BgDLEVUryjgXsfaLFVJivHkz CiU4qt6nnXxIdFx9WjoNjqj-ExU1ALZUBILhw https://redshoemovement.co http://7thkingdom.org/2013/03/episode-8-is-technology-isolating-us https://www.bigstockphoto.com/image-310877692/stock-vector-set-of-clocks- showing-the-time-difference-in-different-time-zones-timezone-clock- international-tim https://www.business2community.com/strategy/6-simple-rules-hosting-better-virtual- meetings-01697793 https://www.hotelogix.com/business-partners.php https//:www.nytimes.com/2012/04/22/opinion/sunday/the-flight-from conversation.html https://www.ted.com/talks/clay_shirky_how_cellphones_twitter_facebook_can_make _history https://www.ted.com/talks/sherry_turkle_alone_together https://www.theladders.com/career-advice/whats-in-a-handshake-a-clue-to-whether- or-not- you’re-hirable https://thewinding-road.com/2018/10/09/chapter-thirty-matthew-12-more-sabbath- work ___________________________________________________________________________________ GEC 5 – Purposive Communication Instructional material for CatSU use only 24  LESSON 2B: World Englishes and Language Registers Image credit: http://globalmarketbuilders.com/What.html Compiler: ROMELEEN S. GO-VELA, MAEd Faculty Member, Department of Languages ___________________________________________________________________________________ GEC 5 – Purposive Communication Instructional material for CatSU use only 25  OVERVIEW This lesson was developed to provide you, students, with discussions and tasks to help you be more aware of and familiar with the World Englishes and registers of English in the written and spoken contexts. This lesson delivers essays or expositions, and meaningful tasks on the status and role of English as a global language, and the appropriate use of English in various contexts and settings. Thus, it offers opportunities to advance your interpersonal communication skills suitable in global communication. This lesson has 2 major contents: 1.1 World Englishes: American English, British English and Philippine English 1.1.1 Definition of World Englishes 1.1.2 Distinct Features of World Englishes 1.1.3 World Englishes vs Standard English 1.2. Language Registers 1.2.1. Types of Register 1.2.2. Comparison/Contrast: Formal vs. Informal Learning Outcomes Having successfully completed this lesson, you will be able to: 1. determine culturally-appropriate terms, and expressions with sensitivity to gender, race, class, etc.; 2. explain the idea of World Englishes used in global communication; 3. adopt and use bias-free language in communicating ideas. Your Guide to this lesson: To make your learning experience more meaningful as you go along lesson 2,please follow these instructions: read and understand each part of the lesson carefully; follow the instructions carefully as you do the tasks; determine expressions or word(s),grammar, spelling and pronunciation that are Philippine English, American English and British English; compare and contrast the World Englishes discussed in the lesson; find more examples about expressions or words, grammar construction,spelling and pronunciation for Philippine English, American English and British English; determine the different types of registers of English; communicate ideas appropriate in a given situation; Cite your sources properly, following the APA format (See the PDF copy in separate file name APA 7TH EDITION); Learn through the lessons with honesty and integrity. ___________________________________________________________________________________ GEC 5 – Purposive Communication Instructional material for CatSU use only 26  Lesson 2b.1: World Englishes This lesson focuses on the World Englishes with special attention to the American English, British English and Philippine English. You will read an essay that explains the role and status of world Englishes, and the importance of intelligibility in global communication. Within the essay, certain tasks will be given to you for further understanding of the concept of World Englishes. Reading World Englishes by Romeleen Go-Vela English as a global language has branched out to many variations because different countries use English for various purposes and function. For example, it is used as the language in business, media, science and technology, education among others. In addition, English is also used as either as a first language, second language, or foreign language, hence,it has become distinct from one country to another. According to Bhatt (2001), English has evolved because of “nativization”, which implies that the users of the language adapt it into their culture, incorporate it in their linguistic features that brought about the emergence of World Englishes. Similarly, Madrunio and Martin (2018) Image credit: specified that World Englishes, also called varieties of English, actually https://www.pinterest.ru/ pin/350154 stands for the localized varieties of English as they are used or spoken in 939771288615/ certain areas. The two most distinguished varieties of the English language are the British English (BE) spoken and written in the United Kingdom, and the American English (AE), sometimes called United States English or U.S. English. These two varieties have etched their influence because, aside from their history of imperialism, they have pragmatic use in global business. However, several Englishes have sprouted, especially that English is used as a global language. Mufwene (2010, as cited in Tonio, 2018) stated that “much of this evolution can be attributed as much to the prescription of English as a second or foreign language in secondary schools of almost every country of the outer and expanding circle." Countries such as Japan, South Korea and China study English as a foreign language because of its importance in international business or in the global community. Some countries perceive the significance of English in their scientific progress or professional advancement. “World Englishes: An Introduction” (n.d.) affirms that “languages develop to fulfil the needs of the societies that use them. Because societies contain a diverse range of social needs, and because these needs can differ across cultures and geographies, multiple varieties of the English language exist.” Thus, English has been localized or even customized to suit the needs of a society, which created varieties of the English language, thus, the world Englishes. Examples of world Englishes are Nigerian English, Japanese English, Singaporean English, Indian English, Philippine English and other varieties of English. Examples of World Englishes ___________________________________________________________________________________ GEC 5 – Purposive Communication Instructional material for CatSU use only 27  The World Englishes have characteristics or features different from one another because of societal and cultural aspects. Bautista and Gonzales (2006, as cited in Madrunio & Martin, 2018), explained that the structural characteristics of these new varieties are brought about by the mother tongue or home languages of those who learn or acquire English. Indeed these are evident in the varieties of English. For instance, Japanese English maintains the sound of Japanese when English words are used. For example, basketball is pronounced as basuketuboru; pineapple is enunciated as paynaporu; McDonald (fastfood chain), is articulated as Makodonalodo; Philippines is spoken as Firipin. Moreover, Japanese English has unique words or expressions. For example, baiking restaurant, which is derived from the word Viking, indicates an all-you-can-eat or buffet restaurant. Another example is mansion, in which, in Japanese English does not actually mean a huge and luxurious house, but a condominium-style apartment complex; while glamorous does not mean fashionable or stylish but voluptuous. Indian English is also unique. Baker’s (2015) article, Ten Surprising Expressions in Indian English, provides some examples: “I passed out of college”. Pass out has little to do with fainting or falling unconscious. It is a way of saying “I graduated in college”. “My neighbour is foreign-returned.” Foreign-returned means returning to India after living in another country. “My teacher is sitting on my head” is a colloquial way of complaining “My teacher is stressing me out.” Another example is Singapore English which has the words actsy to mean show off, chop for rubber stamps, graduate mothers for well-educated married women (Madrunio & Martin, 2018). Asutralian English is distinct from other Englishes. Moore (n.d.) pointed out that Australian English differs from other Englishes primarily in its accent and vocabulary. According to an article in https://www.lexico.com/explore/australian-vocabulary, Australian English has a number of culturally important terms that developed towards the end of nineteenth century. Some of the examples are the following: Battler - usually refers to a person who works hard to make a decent living in difficult circumstances. Dinkum - means reliable, genuine, honest, true. Bonzer – excellent; first-rate Cobber – a companion or friend Rort – a fraudulent or dishonest act or practice. American English, British English and Philippine English ___________________________________________________________________________________ GEC 5 – Purposive Communication Instructional material for CatSU use only 28  Image credit: https://hubpages.com/literature/Philippine-English-Compare-to-American-and-British- English There are more variations of the English language. Even American English and British English are unique from each other. The article “Differences Between British and American English” (n.d.) explains that the English varieties of the United States and the United Kingdom have differences in spelling, vocabulary and grammar. In addition, “British vs American English” (n.d.) emphasizes the languages’ uniqueness in pronunciation, and punctuation. The following table shows examples of the differences between American English and British English. Aspect American English British English truck lorry Words/expressions sweater jumper French fries chips sneakers trainers -ed (past tense) -t (past tense) burned burnt dreamed dreamt -ense- (e.g. defense, -ence- (eg. Defence, offense, license) offence, licence) -ize (e.g organize, -ise (e.g. organise, familiarize, appetizer) familiarise, appetiser) Spelling -og (e.g. monolog, analog, -ogue (e.g. monologue, catalog) analogue, catalogue) -o- (e.g. color, mold, favor) -ou- (e.g. colour, mould, favour) -er (eg. Center, theater, -re (e.g. centre, theatre, fiber) fibre) Grammar I’d like to take a bath. I’d like to havea bath. August 10, 2020 10 August 2020 Date or 8/10/2020 or 10/8/2020 10:30 – uses colon in writing 10.30 – uses period in writing time time Punctuation In titles – AE use period (eg., In titles, periods are omitted Ms. Mr., Dr.) (eg, Ms, Mr, Dr) Pronunciation Center sounds like SENER Centre sounds like SENTUH ___________________________________________________________________________________ GEC 5 – Purposive Communication Instructional material for CatSU use only 29  The Philippine English, similarly, has its own uniqueness in usage. Even though Philippine English is based on American English, it has features different from the latter. The reason for this is that most Filipinos are not native speakers of the English language; when the language is learned or acquired, it is assimilated with the Filipino language. Furthermore, Tonio (2018) stated that “the English language, which was later learned by generations of Filipino learners from Filipino second-language learners trained by other Filipino language learners, had developed its own linguistic features, currently known as Philippine English”. Bautista (2000a, as cited in Borlonga, 2017) defines Philippine English: It is a nativized variety of English that has features which differentiate it from Standard American English because of the influence of the first language (specifically in pronunciation […] but occasionally in grammar), because of the different culture in which the language is embedded (expressed in lexicon and in discourse conventions), and because of a restructuring of some grammar rules (manifested in the grammar). Philippine English has distinctive words or expressions, use, and pronunciation. It contains words that are solely used and accepted in the Philippines such as comfort room which refers to restroom, or washroom; ice drop for popsicle; watch out, (like in the sentence, Watch out for the concert) means to wait (with excitement). In American English, watch out is to warn someone of danger (e.g. Watch out for the fast car going towards your direction!).Here are more examples of Philippine English: Philippine English Generally understood expression Expression/word I’ll go ahead. I’m leaving. Last (to mean previous date) On March 16 example, last March 16 Bottomless (drink) Refillable Brownout (electricity) blackout Hand carry Carry-on baggage/luggage Aside from the words and expressions solely used in Philippine English, the pronunciation of words also differ from the prescribed pronunciation in American English dictionaries. Filipino words, when pronounced, are syllabicated. For example, mansanas, kalusugan, Pilipino- all syllables are equally enunciated.So, when we, Filipinos pronounce English words, we also tend to syllabicate them. In addition, the Filipino language does not discriminate the sounds of long ee and lax or loose /i/, so, in spoken form, lalake has the same meaning as lalaki, babae/ babai, marame/marami. Thus, for us, the pronunciation of sheep and ship, leap and lip, seat and sit are the same. Whereas, native speakers of American English pronounce those words distinctively with long ee, and loose i, to signify the differences in words and their equivalent meanings. ___________________________________________________________________________________ GEC 5 – Purposive Communication Instructional material for CatSU use only 30 So, What is the Place of Standard English in the World Englishes? Even though many versions of the English language have the same function and use, they do not have the same prestige. “Variations in English” (n.d.) states that the prestige of a variety of English lies in the social value given to it as the language of education, the law, public administration and so on. In our country, Philippine English is the norm in the government, academe, law, and media, so it has prestige and is recognized in our country. As stated previously, Philippine English is based on American English, but the former has distinct characters different from the latter. A headline in a Philippine newspaper that reads, “A Man Found Salvaged in a River”, is bad news; but for the American media, it is good news. In our English variety, salvaged commonly means murdered, while in the American English, it means saved. Filipinos understand the denotation, and would be perplexed why Americans would be happy with a man who was salvaged. In other words, Philippine English nonetheless related to American English, is used, acknowledged and understood by Filipinos, hence, the prestige. The same applies with other World Englishes such as South African English, Indian English, Singaporean English, and Nigerian English in their countries. Thus, in the context of World Englishes, the role of Standard English advocated before could be very minimal, if not non-existent now. McCrum (1986) pointed out that “we should not talk of English but of many Englishes.”It supports the fact that the many versions of English used all over the world are useful and serve the needs of a society, therefore, must be acknowledged. Moreover, Gilsdorf (2002) specified that the UK, the US and Australia do not own English; no one nation or culture is in charge of English now. Moreover, Widdowson (1994, as cited in Kilickaya, 2009) pointed out: How English develops in the world is no business whatsoever of native speakers in England, the United States, or anywhere else. They have no say in the matter, no right to intervene or pass judgment. They are irrelevant. The very fact that English is an international language means that no nation can have custody over it. However, World Englishes could also pose problems in terms of intelligibility in an international setting. In this case, when people from other cultures interact, misunderstanding and conflict could arise. Thus, it is important to have a form of intervention to be able to communicate intelligibly. For business and other international purposes, a core of English has to remain understandable to all English users (Gisldorf, 2002). Similarly, for communication to occur across cultures through the use of English, speakers of diverse varieties of English must draw upon the features of English they have in common in order to make themselves understood (Clement, 2011). Therefore, “to be intelligible in the global setting, speakers of World Englishes should avoid informal, colloquial or regional words in favor of generally understood expressions, use correct grammatical structure, follow consistent spelling and punctuations” (Uychoco & Santos, 2018). Moreover, to meet the most important principle of communication, which is to communicate for understanding, the users of English should develop tolerance and/or acceptance of these linguistic differences, and adapt to global context and situations. In summary, the English language evolves and transforms according to the necessities of a society, and that not one society or culture can claim that its variety is superior to others. A variety of English is acceptable and comprehensible in one’s place, but it could be ambiguous in another. Therefore, it would be safe to have a little ___________________________________________________________________________________ GEC 5 – Purposive Communication Instructional material for CatSU use only 31 knowledge of other World Englishes to determine and understand that other versions have different linguistic features, thus, it could help as mediation for intelligibility. In addition, more awareness and recognition of the Englishes could be sufficient to advocate for intelligibility and harmony among members of the global community. Lesson 2b.2: Language Registers In this lesson, you will learn the registers of language, or the level of formality in language that you use in various situations, and features of formal writing. There are five types of registers: frozen, formal, casual, consultative, and intimate. Here, you will be provided with a reading material, and tasks to help you be familiar with the use and importance of level of formality in language. Lesson Objectives: By the end of this lesson, you should be able to: 1. Define language register; 2. Identify the types of register used in different contexts; 3. Infer the significance of using levels of formality in communication; 4. Classify formal and informal words or expressions; 5. Use bias-free language in writing. Pre-reading Task 1: Read the comic strip below taken from Calvin and Hobbes. Credit: Calvin and Hobbes Answer the following questions: 1. Where is the communication taking place? 2. How does Calvin communicate his thoughts to his teacher? What is he saying? 3. Do you think Calvin’s manner of speaking and body language towards his teacher is appropriate? Explain. ___________________________________________________________________________________ GEC 5 – Purposive Communication Instructional material for CatSU use only 32  Reading Language Registers by Romeleen Go-Vela In your daily interaction with others, you probably express yourself differently to various kinds of people. Your choice of words, the tone of your voice, even your gestures or body language may differ from one circumstance to another depending on who you are talking to, where you are, what your topic is, or what your purpose is in communicating with others. You might not know it but you are using the language register. Register is a variety of language defined according to its use in social situations (Crystal, 2008, as cited in Madrunio & Martin, 2018). Nordquist (2019) explained that register in linguistics, also called stylistic variation, is the way a speaker uses language differently in different circumstances. He also stated that the different kinds of formality used in communication, whether spoken, written or signed, are dictated by factors like social occasion, context, purpose, and audience. For example, you greet your friend by saying “Hey, you!” but “Good morning/afternoon” to your professor. Or you politely smile to acknowledge a non-acquaintance, but make funny faces to your close friend or sibling. Talking with friends Job Interview Image credit: Image credit: https://www.123rf.com/photo_84316118_three- https://resources.workable.com/closing-interview- happy-friends-talking-and-eating-ice-creams-in-the- questions street.html According to Hermann (2015), to adjust the language in a certain scenario, you should look into these considerations such as audience, topic, purpose, and location. Further explanation is provided below. 1. Audience. Different audience require differing types of language. The way you speak to a group who has the same age as you is different from your manner of speaking to a group of professionals. In writing, you also modify the formality of the language, like the vocabulary, and tone depending on who the writing is intended for. Image credit: https://www.deluxe.com/sbrc/branding/how-to-use-workshops- https://www.linkedin.com/company/young-audiences- lessons-and-classes-to-promote-your-business of-houston/ ___________________________________________________________________________________ GEC 5 – Purposive Communication Instructional material for CatSU use only 33  2. Topic. Subject areas and topics need particular styles of speech and writing. Scientists, educators, historians, artists, mathematicians, and others use diverse styles in writing or speaking about their respective topics. When you write something about science or math, usually, you should avoid elaborate and symbolic expressions. You should be concise with the points, descriptions, findings and discussions. 3. Purpose. You should clearly understand the purpose for writing or speaking. What is your objective or intention? Is it to inform, persuade, entertain, argue, make a request, or other purposes? By knowing your purpose, you will be able to choose appropriate words to get your meaning across to your audience. 4. Location. Location, where the communication takes place, also dictates the formality of your language. You use different expressions or words, and even, grammar structure when you are in a fastfood restaurant, classroom, library, friend’s house, on the streets, or formal event. You adjust your language register accordingly. Image credit: https://www.oyorooms.com/blog/10-mus -haves-conference-room facilities-to-plan-a-corporate event/ Image credit: https://www.alfred.edu/admissionsofile.cfm Hence, depending on the context, the kind of register you use can either be rigid, rich in jargon, colloquial or regional, or intimate. ___________________________________________________________________________________ GEC 5 – Purposive Communication Instructional material for CatSU use only 34 Types of Registers There are five known registers used in various situations (Bernales et al, 2018). 1. Static- It is also known as frozen register. It refers to historic language or communication that is intended to remain unchanged, like a constitution or prayer. Examples for this are The Bible, The Philippine Constitution, literature, etc. Image credit:https://rappler.com/newsbreak/iq/highlights-house-representatives-draft-federal-constitution 2. Formal-The register used conforms to a formal and/or technical context such as professional, academic or legal. The style used in this register is concise, constrained, and respectful. It does not use colloquial or informal words. Image credit Image credits: https://bloomfire.com/blog/how-to- http://bilalqambrani.blogspot.com/2015/03 encourage-employees-to-share-their-knowledge/ /research-methodlogy.html 3. Consultative –This allows a moderately formal language. It is used in situations such as discussion among co-workers or peers about technical developments, consultative meetings between a professor and student, lawyer and client, doctor and patient. However, consultative register can also be casual if the situation calls for it (e.g., a heart to heart talk between parent and child; or if a lawyer is a family friend). https://www.usnews.com/education/blogs/high- https://castleknockcc.ie/guidance-and- school-notes/2015/02/02/3-ways-high-school- counselling/ counselors-can-help-students-parents ___________________________________________________________________________________ GEC 5 – Purposive Communication Instructional material for CatSU use only 35  4. Casual/Informal–The language applied in this register is informal, the kind that is commonly used among friends, which may be vulgar, colloquial, and relaxed. Image credit: https://www.priceless.com/culinary/product/136966/dining-experience-jason-atherton marina-social 5. Intimate–This is a very informal register usually reserved in private conversations in intimate relationships like family members, husbands and wives, close friends, partners, parents and children. https://www.popsugar.co m/love/Best-Friends- Bucket-List-37920051 https://www.boredpanda.com /grandparents-meeting- grandchildren/?utm_source= google&utm_medium=organi https://www.pinterest.jp/pin/2954080 c&utm_campaign=organic 56797588592/ Comparison/contrast between formal and informal register As a student, you will often adhere to formal register when writing for academic purposes. Academic writing is complex because it is strict, rigid, concise, focused and structured. Formal register is appropriate in professional and academic writing. Formal writing employs language style different from any everyday conversational tone, which is informal (Henson, 2018). Examples of formal writing are business letters, professional emails, researches, reports, official announcements and speeches, formal essays. The following table next page shows the differences between formal and informal register in writing, which can also be applied in speaking.Please read the content thoroughly. ___________________________________________________________________________________ GEC 5 – Purposive Communication Instructional material for CatSU use only 36  Formal Informal - Does not make use of contractions. -Uses contractions. Examples: Examples: It is expensive. It’s expensive. Adding variables does not change it. - will not, do not, have not, is not Adding variables doesn’t change it. - Won’t, don’t, haven’t, isn’t ***Note: Apostrophes are not contractions. You use them to show ownership (e.g. Student’s output, professor’s assessment, people’s choice -Uses single verbs -Uses phrasal verbs Some shampoos constitute natural and safe Some shampoos are made up of natural components. and safe components. The pandemic caused changes in our life. The pandemic brought about changes in our life. A group of students found out a new A group of students discovered a new formula. formula. Go up, talk about, cut out, lots of/a lot of, Increase, discuss, exclude, numerous, cancel call off ***Note: there are also phrasal verbs specifically used for formal writing. Some examples are: Engage in, discriminate against, pertain to, adhere to, consist of, subjected to - Does not use slang, colloquial words, - Uses slang, colloquial words, idioms, clichés idioms, clichés Examples of Slang/colloquialism – frenemy, bae, snowflake (someone who is easily hurt or offended by actions or statements of others), woke (highly aware of social injustice), YOLO, awesome, bitter (angry), epic (highly enjoyable, e.g. The party was ___________________________________________________________________________________ GEC 5 – Purposive Communication Instructional material for CatSU use only 37  epic.), raincheck, score (to get what you want) Examples of Idioms– - bite off more than you can chew (To try to do something that is too difficult for you.) - drive a hard bargain (You argue hard to get a favorable deal.) - bend over backwards (To try please or accommodate someone to an unusual degree)