GEC Communication

Purposive Communication
 Definition
o Is a process by which people send messages or exchange ideas or
thoughts with one another in a verbal or non-verbal manner
o Originates from the Latin term, communicare (to share, to unite, to join, or
to have things in common)
o There is no single definition of the term
 2 parties
o Speaker (S)/ Sender
o Listener(L)/Receiver
 Message
o The information sent by the sender to the receiver.
o The content of the communication process.
o Sender → Message → Receiver
 Characteristics
o Communication is Schemata-driven
 It allows transfer of messages by activating your schemata,
experiences, or background knowledge that have been stored in
your brain since your early developmental stages
 Schema
 Records of experiences that are stored in your brain.
o Communication is an interpretative act
 Only the sender has absolute knowledge about his message
 The listener merely interprets, infers, or guesses the meaning of
what he hears
o Communication is symbolic
 Symbols, signs, or marks like letters, words, sentences, graphs,
emojis, etc.
 Non-verbal: bodily actions, posture, voice quality, etc.
o Communication is contextual
 An exchange of views, ideas, or feelings also involves other
aspects of communication such as time, place, topic, occasion, and
manner of communication.
o Communication is influenced by media and technology
 with modern technology, an exchange of ideas occurs just in
seconds regardless of distance between participants

Communication Models/ Theories

 Communication Models
o These are systematic representations using symbol to explain the human
communication process.
 Aristotle’s Communication Model
o Most basic communication model
o SMR (Sender → Message → Receiver)
o Speaker centered model
 It is the speakers role to deliver a speech to the audience
 Speaker has the most important role
 To achieve effective communication, the speaker must organize a
message according to the target audience
 Ex. Who are my listeners? What interest them? How am I
going to convey my message?
 If the receiver or the audience did not understand the message, it’s
the senders fault
o Why did not Aristotle give a major role to the receiver or the audience?
 That’s because this model was highly used for public speaking and
creating a propaganda
 Aristotle believe in rhetoric or the study of written, visual spoken
languages to persuade an audience
 In rhetoric, the message or speech must be made for different
audiences at different situations to persuade people or to establish
a propaganda
 Rhetoric is also called the art of persuasion
o Aristotle’s model of communication is linear or a one-way process
 Shannon – Weaver Communication Model
o 1948 “The mathematical theory of communication”
o By Claude Elwood Shannon and Warren Weaver
 Shannon was a mathematician/engineer and Weaver was a
scientist.
o This model was originally created to improve technical communication,
mainly telephonic communication. Later, Weaver applied it for all kind of
communication and the model became famous as “Shannon- Weaver
model”
o In engineering, also called Information theory and is used academically to
calculate transmission through machines and also has a formula
o Sender
 The person who makes the message, chooses the channel and
sends the message
o Encoder
 Is the sender who uses machine, which converts message into
signals or binary data. It might also directly refer to the machine
o Channel
 Medium used to send message
o Noise
 Physical disturbances like environment, people, etc. which does not
let the message get to the receiver as what is sent.
 Elements that interrupts the communication process
 Forms of noise:
 Psychological Noise – occurs in our minds as we try to
communicate with others
 Physical Noise – are environmental noise that disturbs the
communication process
 Physiological Noise – any distraction due to a physiological
function that interferes with communication (ex. Hearing
problem)
 Semantic Noise – occurs due to ambiguity in words (ex.
Jargon: special words or expressions that are used by a
particular profession or group and are difficult for others to
understand)
o Decoder
 The machine used to convert signals or binary data into message
or the receiver who translates the message from signals
o Receiver
 The person who gets the message or the place where the message
must reach. The receiver must/ provides feedback regarding the
message.
o Criticisms on Shannon -Weaver communication model
  It can be applied more for interpersonal communication than group
communication and mass communication
 Receiver plays the passive part in the communication process as
sender plays the primary role that sends the message
 Feedback is taken as less important in comparison to the message
sent by the sender
 The model is taken by some critiques as a “misleading
misrepresentation of the nature of human communication” as
human communication is not mathematical in nature
 Harold Lasswell’s Model of communication
o Improved model of Aristotle’s model of communication
o SMCRE (Sender, Message, Channel, Receiver, Effect)
o Developed by communication theorist Harold D. Lasswell (1902-1978) in
1948.
o Also known as action model or linear model or one-way model of
communication
o Regarded as the most influential communication models
o Though the model was developed to analyze mass communication, this
model is used for interpersonal communication or group communication to
disseminate message to various situations.
o The model was developed to study the media propaganda of countries
and businesses at that time. Only rich people used to have communication
mediums such as televisions and radios back then – It was made to show
the mass media culture.

o Who/ Communicator
 control analysis helps the sender to have all the power
o Says what/ Message
 content analysis is associated to stereotyping and representation of
different groups politically. It is also related to the purpose or the
ulterior motives of the message.
o In which channel/ Medium
 Media analysis represents which medium should be used to
exercise maximum power against the receivers
o To whom/ Receiver
 Audience analysis shows who are the target population to be
manipulated or brain washed
o With what effect/ Effect
  Effect analysis is done before the process starts. It is used to
predict the effect of message over the target population to be
exploited.
o Disadvantages and criticisms of Lasswell’s Model
 The major criticism of this model is that it does not include feedback
and it ignores the possibility of noise. Without feedback, a
communication process cannot be fruitful. Lasswell’s model is very
linear and does not consider barriers in the communication
process.
 It is also criticized for being very general and only including very
traditional topics. The model is very simplistic. The model is said to
be propaganda based as it is more focused on the resulting
outcome and generally used for media persuasion.
 Newcomb’s model of Communication
o Introduced by Theodore M. Newcomb of the University of Michigan in
1953
o Main purpose of this theory is to introduce the role of communication in a
social relationship (society) and to maintain social equilibrium within the
social system.
o He does not include the message as a separate entity in his diagram,
implying it only by use of directional arrows.
o He concentrates on the social purpose of communication, showing all
communication as a means of sustaining relationships between people.
o Sometimes called as an “ABX” model of communication
o The model works in triangular format or A- B- X system
Types of Communication According to Mode
 A message may be conveyed via these types: verbal – non-verbal and visual.
Though communication is often thought of as verbal, the non-verbal mode is
equally essential as it enhances one’s message.
 Communication Modes
o Communication mode refers to the channel through which one expresses
his/her communicative intent. It is the medium through which one conveys
his/her thoughts.
 Types of communication according to mode:
o Verbal
o Non-verbal
o Visual
 Verbal-Non-Verbal Communication
o Effective communication calls for the blending of these two types. One
cannot be separated from the other. For instance, door-to-door
salespersons who demonstrate product knowledge can only be effective if
they know how to properly punctuate what they say with proper gestures
and facial expressions.
 What is non-verbal communication?
o Nonverbal communication (NVC) is a communication behavior that is
expressed in any other means besides spoken “words”.
o Importance
1. It makes the messages more meaningful.
2. It helps you get the attention of the audience.
3. People would remember more the message you convey because they
use not just the sense of hearing but other senses.
4. It punctuates your talk.
o Aspects of Nonverbal Communication
 Body Language (kinesics)
 Clothing & Appearance
 Voice (paralanguage)
 Space & Distance (proxemics and environment)
 Color
 Time
 Touch (haptics)
o Body language
 Is a movement that includes eye contact, facial expression,
gestures, and postures at the same time all of these movements
communicate something about you and your message.
 Eye contact - Occurs when two people look at each other's
eyes at the same time eye contact is a form of nonverbal
 communication and is thought to have a large influence on
social behavior.
 How to use your eyes effectively?
1. Know your material.
2. Establish a visual bond.
3. Monitor visual feedback.
4. Distribute eye contact smoothly in different areas of the
room.
5. Avoid eye- surfing.
6. Avoid gazing above or below audience’s eye level.
 Facial Expressions - is a tool to communicate the message
and feelings through the eyes, eyebrows, mouth, facial
wrinkling, cheeks , neck, nose, and teeth.
 6 basic emotions:
o Happy
o Sad
o Fear
o Surprise
o Anger
o Disgust
 Gestures - Are movements, not from one place to another,
but of the limbs, body, and head.
o Types of Gestures:
 Descriptive – used to describe, clarify, or
enhance the message; using the hands to
describe size, height and the like. Ex: making a
circular gesture for round shapes
 Emphatic – used to underscore or suggest
strong emotions on what is being said. Ex:
pounding gesture
 Suggestive- used to concretize ideas and
emotions Ex. Shrugging of the shoulders for
ignorance.
 Prompting – used to evoke a desirable
response. Ex. initiating applause by doing first
yourself
o How to Gesture Effectively:
1. Control your distracting mannerism.
2. Do not make a scripted gesture. Move naturally.
3. Match your gesture with your message.
4. Do not overdo gesturing (e.g. singing).
5. Make your gestures well timed.
 6. Avoid mannerism.
7. Use an open and positive body position.
8. In small venue, the hand movement must be from
elbows to the tip of your fingers. In big venue, hand
movements may be from the shoulders to the tip of
the fingers.
o Clothing and Appearances
 Clothing and appearance are the largest factors in judgement.
Appearance can make or break your image and credibility.
o Voice/Paralinguistic cues
 Paralinguistic cues are the vocal cues which include volume, rate,
tone, and pitch. Rate refers to speed at which we speak; Volume
refers to loudness and softness of voice; pitch refers to highness
and lowness of voice; and tone refers to quality of your voice.
 Vocal Cues and their Interpretation
 Breathiness-young, artistic, feminine, pretty
 Thinness-immature, sense of humour
 Flatness-masculine, sluggish, cold
 Nasality-with socially undesirable characteristics
 Tenseness-old, mature, sophisticated, lazy, unemotional,
sluggish
 Orotundity-energetic, healthy, gregarious, lively, proud
 Increased rate-animated, extroverted
 Increased pitch-dynamic, feminine, aesthetics, extroverted
 How to Improve Paralinguistic Cues
 Voice should come from the diaphragm.
 Breath low and slow. This helps you to have enough air
when speaking.
 Check the speed limit, not to slow not too fast.
 Trash your vocal language.
 Modulate your voice.
 Pause to punctuate a point.
 Speak from your heart.
 Change the beat.
 Develop your vocal uniqueness.
 Take good care of your voice.
 Pronounce and enunciate correctly.
o Space and Distance (proxemics)
 Space and distance or proxemics refer to the space between the
speaker and the listener. It may be classified into intimate,
personal, social, and public distance.
1. Intimate distance ranges from 0to 18 inches.
 2. Personal distance ranges from 18 inches to 4 feet.
3. Social distance ranges from 4 to 12 feet
4. Public distance ranges from 12 feet to limit of sight.
 How Use Distance Effectively
1. When doing a speech, do not walk too close to participants or
move beyond the first row of participants.
2. You may move forward if you want to emphasize a point and
backward if you want to de-emphasize a point.
3. Stand close to the person you are talking to if you want to get his
or her attention.
4. Do not invade the personal space of other people unless you are
too close.
 Facts about Proxemics
 Men claim more space than women.
 Men more actively defend their territories.
 Men become more aggressive to regain privacy.
 Men more frequently walk in front of women than vice versa.
o Color
 Color refers to visual attribute of things that result from the light
they emit or transmit. Color affects people emotionally and
psychologically, for example, when people see pure red, their BP
also increased, when people see green, they become more
relaxed.
o Touch
 Touch refers to physical contact via tactile sense. It is partially a
cultural issue and gender-related. Touch can also be sexual or non-
sexual depending on the relationship of people involved and the
context.
 How to Use Touch Effectively
1. Be careful in touching other person because you might be
invading her/ his personal space unless allowed by two consenting
adults.
2. Touching in the workplace must be done with caution.
3. Do hugging and beso-beso with extra caution as they may be
misinterpreted.
 Visual Communication
o on the other hand, is the type of communication that uses visuals to
convey information and/or messages.
o Some examples are signs, symbols, imagery, maps, graphs, charts,
diagrams, pictograms, photos, drawings or illustrations, and even various
forms of electronic communication.
 o Some examples of electronic communication symbols or images are the
emojis, emoticons, and animation among others to convey the writer’s
emotions or clarify the intent of the message sender. These are achieved
through digital mode or text.

Communication According to Context

 Types of Communication According to Context
o Intrapersonal
o Interpersonal
o Extended
o Organizational
o Intercultural
 Context
o Context refers to the setting in which communication takes place. The
context helps establish meaning and can influence what is said and how it
is said.
 Intrapersonal Communication
o The Latin prefix intra-means within or inside. Intrapersonal communication
then means talking to oneself. Some label it as self or inner talk, inner
monologue, or inner dialogue. Psychologists call it with other names such
as self-verbalization or self-statement.
o “Except our own thoughts, there is nothing absolutely in our power.’’ Rene
Descartes
o Intrapersonal means within a person.
o Intrapersonal Communication
 within yourself. The process of creating meaning within the self.
o Internal stimuli
 Physiological like Pain or Hunger
 Psychological like Feelings of Excitement
o External Stimuli
 Overt (received at a conscious level)
 Covert (obtained at the preconscious or subconscious level)
o Examples of Intrapersonal Communication
 Awareness
 Dreaming
 Imaging
 Metacognition – thinking about one’s own thinking, knowing about
one’s own knowledge, understanding one’s own understanding
 Problem solving
 Self-consciousness
 Applied Thinking
 Evaluation
  Internal Dialogue
 Perception
 Reflection
 Self- Knowledge
 Conflict resolution
 Feeling
 Introspection
 Planning
 Self-awareness
o Perkins (2008)
 Intrapersonal Communication Skill
1. Understand how the science of communication goes far
beyond your ability to talk
2. Know that communication begins on the inside and
determined on the outside.
3. Use affirmation, meditation and prayer.
4. Practice self-monitoring which is the awareness of what
goes on inside you.
 Interpersonal Communication
o As opposed to intra, the Latin prefix inter-means between, among, and
together. An interactive exchange takes place as interpersonal
communication takes place. However, as it occurs, a transaction does not
necessarily take place since it can only be a simple interaction such as
greetings, getting to know a person, or ordinary conversations that happen
between or among the interactants. This may occur in dyads or small
groups, also known as group communication.
o What is interpersonal communication?
 Interpersonal communication is a type of communication that
involves two persons, a small group, or a large group.
 More than 50 percent of your personal and professional life
involves interpersonal communication. Thus, knowing how to deal
with others is vital to attain personal and professional success.
o Types of interpersonal communication, Interpersonal communication has
4 types.:
 Dyad Communication
 It is a communication which involves two participants.
 Its examples are one-on-one interview, confession to a
priest, husband and wife talking about their family, and
courting a girl.
 Dyadic Communication - Communication context occurring
between two persons.
 Interview
 o a person-to-person interaction is planned, structured
and designed to achieve a purpose.
o Types of Interview
 Information-gathering interview
 Appraisal interview
 Persuasive interview
 Exit interview
 Counseling interview
 Hiring or selection interview
 Small Group Communication
 It is a collection of at least three but not more than fifteen
participants (number may vary) who interact and occupy
certain roles to achieve a definitive goal. There is no
identified main speaker in small group communication.
 Its examples are focus group discussion, small class
discussion, pair interview, and board meeting.
 Advantages of Small Group Communication
o Facilitates pooling of the resources
o Increases motivation
o Makes identification of errors easier
o Decisions are better received
o Provides rewards of working with others
 Disadvantages of Small Group Communication
o Encourages laziness
o Conflicting personal and group goals
o Domination by a few
o Stubbornness leads to deadlock
o Riskier decisions are made
o Takes longer to reach decisions
 Forms of group communication
o Symposium – gathering intended for discussion of a
topic.
o Panel Discussion – spontaneous talk conducted to
discuss an issue or any interesting topic.
o Meeting – to discuss and decide on significant issues
concerning the group and inform members of
important decisions.
 How to improve group member communication
o Members of the group clearly understand and
cooperatively formulate the group goals.
 o All members of the group communicate their ideas
and feelings freely.
o Group members seek to reach a consensus when the
decision is important.
o Members of the group consider thoughtfully the task
and maintenance dimensions of the problem-solving
effort.
o Group members do not set about problem solving
haphazardly.
o Motivation is high.
o The group makes an effort to solve its problem-
solving style.
 Public Communication
 It is a type of communication that involves a good number of
participants with one identified speaker or communicator.
 Its example are a relative speaking during mass, a candidate
speaking during miting de avance, and a speaker lecturing
during a seminar.
 Mass Communication
 It is a type of communication that involves the general public
through the use of mass media.
 Its examples are TV newscast, writings in a newspaper, and
a commentator speaking on the radio.
 Extended Communication
o means extending communication through the use of electronic media.
o In Extended Communication, Participants may not be physically present
but are still able to communicate.
o Online learning is an example of Extended Communication. As well as
television and radio.
 Organizational Communication
o focuses on the role that communication plays in an organizational context.
o For an organization to be successful, a system of communication should
be put in place.
o A set of rules or standards for communication protocol should be made
clear so that interaction patterns are established
 An organization protocol is the series of steps that (anyone in) an
organization take to accomplish some specific task.
 It can often be thought of as a set of instructions.
o 5 types of Organizational Communication
1. Downward Communication
 It is the superior to subordinate communication.
2. Upward Communication
  It is the subordinate to superior communication.
3. Horizontal Communication
 The program heads facilitate performance of task through
proper coordination.
4. Diagonal Communication
 Various levels and units communicate and coordinate with each
other — superior, project heads, staff, and managers.
5. Grapevine Communication
 It occurs due to dissatisfaction of some employees
accompanied by lots of uncertainties, like unfavorable company
rules.
 Chismis in the workplace is an example of Grapevine
Communication
 Grapevine refers to an untraceable source of uncertainty in an
organization.
 Intercultural communication
 Globalization is the spread or transport of goods, services, and
labor across borders.
 According to Oxford English Dictionary, 'global' in globalization
pertains to or involves the whole world. It also means the process
by which the whole world becomes a single market.
 Globalization has been in existence since the 1st Century.
 Trade had stopped being a local or regional affair and started to
become global because of the Silk Road. Products from China
started to appear on the other edge of the Eurasian continent.
 Sea routes like The Strait of Malacca, which runs between
Indonesia, Malaysia and Singapore, has also long been a major
gateway for trade to and from Asia.
 Through globalization we can find Starbucks anywhere, whether
Australia, Cambodia, Chile, or Dubai... or listen to Kpop songs and
stan Kpop stars.
 Globalization has speeded up enormously over the last half-
century, thanks to great leaps in technology.
 The internet has revolutionized connectivity and communication,
and helped people share their ideas much more widely, just as the
invention of the printing press did in the 15th century.
 Globalization also helps us experience foods and other products
not previously available in our country.
 But most importantly, globalization increases contacts among
people from different cultures.
o Intercultural Communication is the interaction with individuals from
different cultures. It also helps us value diversity — the recognition and
valuing of difference.
o In the context of globalization, intercultural communication produces
 "multiculturalists, " who are people respectful of and engaged with
people from distinctly different cultures.
 It also produces culturally confused people, who lacks
understanding of cultural difference.
 Culture is the way of life, especially the general customs and
beliefs, of a particular group of people at a particular time
(Cambridge Dictionary).
o Intracultural Communication is the interaction with members of the same
culture as yours
 Co-cultures are groups of people who differ in some ethnic or
sociological way from the parent culture. It is set from a larger
culture with which it has many similar characteristics. Co-cultures
thrive with many subset of cultures.
 example of co-culture groups in the Philippines are
religious/ethnic groups. There are many co-cultures in the
Philippines — Igorot, MuslimMaranao, Filipino-Catholics,
etc...
 For example, Catholic Filipinos are co-cultures of the larger
Catholic group. However, there are traits and practices of the
Filipino Catholics that stand out from the parent culture, like
organizing grand fiesta celebrations, which is different from
other Catholics in some parts of the world.
o Going back to globalization, many people moved to new countries. They
are either encouraged to adopt the culture, values, and social behaviors of
the host nation, or allowed to maintain their cultural identity.
 Cultural Assimilation is adopting the ways of another culture.
 Cultural Accommodation is the means by which co-culture
members maintain their cultural identity while striving to establish
relationships with members of the dominant culture.
 However, not all immigrants adopt and interact with people of the
dominant culture. Some co-cultures choose to separate from the
dominant culture.
 It is called Cultural Separation — the means by which
coculture members resist interacting with members of the
dominant culture.
 For example, Badjaos in Bohol rarely interact with the
Boholanos. They don't also adopt the Boholano culture.
 There are also people who are ethnocentric.
 Ethnocentrism is the tendency to see one’s own culture as
superior to all others.
  Melting-pot Philosophy is the view that different cultures
should be assimilated into the dominant culture.
 There are also those who accept other cultural groups as equal in
value to one's own. This is called Cultural Relativism.
 Cultural relativism is the ability to understand a culture on its
own terms and not to make judgments using the standards
of one's own culture.
 6 Tips for Improving Intercultural Communication Skills by The University of
Notredame, Mendoza College of Business
o Do your research.
 If you know in advance who you are dealing with or will be working
with, research cultural norms and standards for a specific location.
o Practice listening and observing.
 Actively pay attention when communicating with people of other
cultures. Listening will teach you new ways to conduct interactions.
o If you don’t understand, ask.
 While it might be a little uncomfortable, if you don’t understand
something, speak up. It demonstrates your willingness to learn
more about a new culture.
o You will make mistakes.
 Be prepared for that. No matter how much homework you do, you
will make mistakes. Just do your best to be self-aware and learn
from your mistakes.
o Start communicating.
 It may be a challenge to communicate with people of other cultures,
but it can also be enjoyable. It is a lifelong process requiring self-
awareness, understanding and empathy. Intercultural
communication can improve both your professional and personal
interactions.
o Ask open-ended questions.
 Don’t ask yes or no questions. Open-ended questions require the
person you are communicating with to explain or outline a point,
which makes it easier to understand their response.
 Communication Across Culture
o Culture does not just lie in the way one eats or dresses, but in the manner
in which they present themselves as an entity to the outside world (The
International Academic Forum, 2014).
o A person's culture may affect his/her manner of communicating.
 For example, a perfectly normal intonation pattern for a native
German speaker may seem angry and aggressive to a foreign
listener.
o Non-verbal communication also greatly varies across cultural lines. There
are many aspects of non-verbal communication, such as gesture, facial
expression and space, affect the way a message is construed.
o There are different modalities of culture, which affect communication in
different ways:
a) High-Context and Low-Context Cultures
 High-context cultures (Mediterranean, Slav,
Central European, Latin American, African,
Arab, Asian, American-Indian) leave much of
the message unspecified – to be understood
through context, nonverbal cues, and between-
the-lines interpretation of what is actually said.
They look for meaning and understanding in
what is not said – in body language, in silences
and pauses, and in relationships and empathy.
 By contrast, low-context cultures (most of the
Germanic and English-speaking countries)
expect messages to be explicit and specific.
They place emphasis on sending and receiving
accurate messages directly, and by being
precise with spoken or written words.
b) Sequential or Synchronic Cultures
Some cultures think of time sequentially – as a
linear commodity to “spend, ” “save, ” or
“waste. ” Other cultures view time
synchronically – as a constant flow to be
experienced in the moment, and as a force that
cannot be contained or controlled.
 In sequential cultures (like North
American, English, German, Swedish,
and Dutch), businesspeople give full
attention to one agenda item after
another. In many other parts of the
world, professionals regularly do several
things at the same time.
 In synchronic cultures (including South
America, southern Europe and Asia) the
flow of time is viewed as a sort of circle
– with the past, present, and future all
inter-related. This viewpoint influences
how organizations in those cultures
approach deadlines, strategic thinking,
investments, developing talent from
 within, and the concept of “long-term”
planning.
o Synchronic cultures have an
entirely different perspective. The
past becomes a context in which
to understand the present and
prepare for the future. Any
important relationship is a
durable bond that goes back and
forward in time, and it is often
viewed as grossly disloyal not to
favor friends and relatives in
business dealings
(www.forbes.com).
c) Affective or Neutral Cultures
In international business dealings, reason and
emotion both play a role. Which of these dominates
depends upon whether we are affective (readily
showing emotions) or emotionally neutral in our
approach (www.forbes.com).
 Members of neutral cultures do not telegraph
their feelings, but keep them carefully
controlled and subdued
 In cultures with high affect, people show their
feelings plainly by laughing, smiling, grimacing,
scowling –and sometimes crying, shouting, or
walking out of the room (www.forbes.com).
 Cultures and Non-verbal Communication
o There are also many cultural differences in unconscious non-verbal
communication. For example, the distance in normal face-to-face
communication. In the United States and Europe this is about 60
centimetres, in Asia about one meter and in South America about 45
centimetres. Whether or not you look at a person to whom you speak is
also culturally determined. In most Northern European cultures it is very
impolite to not look at people. When you do so people believe that you
have to conceal something. In China and India on the other hand it is
impolite to look at people, because then you do not show respect
(Gerritsen, 1998).

Varieties of English
 Lingua Franca
 o English is a Lingua Franca among many businesses in the global world.
o Lingua Franca means any of various languages used as common or
commercial tongues among peoples of diverse speech (Merriam-Webster
Dictionary).
 Globalization and the english Language
o Devrim & Bayyurt (2010) aptly state: “It is an undeniable fact that English
has become a global lingua franca. It is the most commonly spoken
foreign language, language of media, language of technology, and
language of science.
 Braj Kachru’s World of Englishes
o Nowadays, English is not only a tool of communication among native
speakers but also a language institutionalised in many former British and
American colonies, and a lingua franca used all around the world. This
fact has resulted in a great concern of the classification of World
Englishes, in addition to the need to familiarize English Language
Teaching to its new status. One of the ways to understand and study this
phonemon is according to Kachru’s three concentric circles model.
 Three Concentric Circles of English
o Kachru’s model was first introduced with the term “World Englishes” in
1985, opening the door for new ways of understanding the spread of the
English language throughout the world. Kachru (1985) described the
distribution Of English in relation to three concentric circles: the Inner
Circle, the Outer Circle, and the Expanding Circle.

o Inner Circle
 The Inner Circle presents the countries where English is the
primary language and is used in daily life and government
institutions, such as the United States of America, the United
Kingdom, Canada, Australia, and New Zealand.
o Outer Circle
  The Outer Circle includes countries that have British colonial ties,
and English is widely used in social life or in the government sector.
Most of the countries that belong to this circle are former colonies
of the British Empire, such as India, Malaysia, Singapore, Ghana,
Kenya, and others. The use of English in these countries is English
as a second language.
o Expanding circle
 the Expanding Circle includes countries that introduce English as a
foreign language in education, mainly for the purpose of
communicating in English with the Inner and Outer Circles. Such
countries include Turkey, Saudi Arabia, The Emirates, Japan,
China, Korea, and others.
 How did the English language spread globally?
o One of the explanations suggested with regard to the emergence of
English is the historical factor. In fact, researchers such as Crystal (2003)
reported that English benefited from being the language of Britain, which
was a huge empire during the 19th and 20 th century especially. Consulting
Phillipson (1992) in his provocative Linguistic imperialism, one could
realise the difference between his perspective and that of Crystal (2003).
Phillipson emphasised, for instance, the persistent role of Britain in
imposing English on its colonies.
 Philippine English
o The story of Philippine English has its historical origins in the US
intervention of 1898, and the American teachers who arrived here toward
the end of the Philippine-American War (see the chapters by Bernardo
and Gonzalez in this volume). These first teachers, known collectively as
the 'Thomasites' (after the US army transport ship Thomas), arrived as
early as 1901 and were soon dispersed throughout the islands. They had
an important impact, not only as teachers, but also as teacher-trainers, so
that by 1921, 91 percent of all teachers were native-born Filipinos and,
thus, 'almost from the beginning, Filipinos learned English from Filipinos
and the seeds of what we now call Philippine English began' (Gonzalez,
1997: 26-27).
 Enlish words in the Filipino Lexicon
o New words in the lexicon attest to the dynamism of a language. Filipino,
presently our lingua franca, (and national language in the becoming),
adopts quite a number of English words into its lexicon. These words are
widely used by students, movie and television personalities, tabloid and
radio reporters, comics illustrators, the man on the street, and the third sex
who usually coin their own set of vocabulary which eventually finds its way
into the mainstream. Even professors in the academe use them in their
papers.
o Filipino English
  Deep – Hard to find
 Stick – Cigarette
 High Blood – Tense or upset
 Balikbayan Box – Package
 Studentry – Student Body
 Cultural Texts: American English vs. Filipino English
o Our mother tongue affects the way we pronounce English Words.

 English as means of communication

o English has always been one of the official languages of the Philippines
and is the language of commerce and law, as well as the primary medium
of instruction in education. Proficiency in the language is also one of the
country’s strengths that has helped drive the economy and even made the
Philippines the top voice outsourcing destination in the world, surpassing
India in 2012. However, a lot of people judge someone's knowledge or
intelligence by their English-speaking skills. English as we all know is our
global language. It is a language used as means of communication not a
basis of knowledge. It is not a measure of intelligence and shouldn't be
use as a measure of our identity.

Varieties and Registers of Spoken and Written Language

 When it comes to language variation, the terms genre, register, and style are
often encountered.
 Genre
o Genre and register overlap and are Sometimes used interchangeably.
o According to Lee (2001), genre is associated with the organization of
culture, register is associated with the organization of situation.
 What is Language Register?
o “A variety of language according to its use in social situations
(Crystal,2008).”
o Language register refers to the formality of language which one speaks.
o It is through register that you are able to determine the kind of lexicon or
vocabulary to use as well as the kind of structure to be used.
o Different registers are used in different situation.
o The register is the set of meanings, the configuration of semantic patterns,
that are typically drawn upon under the specified conditions, along with the
words and structures that are used in the realization of these meanings.
o Two basic forms of register
 Formal - It is impersonal, objective, and factual. Lectures, public
talks/ speeches, research and project proposals, reports, and
business letters, among others are all considered formal situations
and writings.
 Informal – It is casual in tone. It involves personal and ordinary
conversations with friends, family members, or acquaintances
about anything under the sun. This may sometimes be emotional
as an intimate relationship exists between the speaker and listener
or writer and reader.
 You don’t say “k” to your interviewer, instead, you say “okay”
 Calling your “boss” “BOSS” or “SIR” instead of “BAWSE”
 Saying “by the way” in a formal setting than “BTW”
 Saying notwithstanding in memos instead of “despite”
 Style
o Refers to the degree of formality attached to particular interpersonal social
situation which is reflected by differences in language.
o Ex. The kind of language used while talking to a friend will differ noticeably
from that used in addressing a superior.
o Martin Joos (1961) describes five styles in spoken English:
 Frozen/Static
 At this level, language is literally “frozen” in time and form. It
does not change. This type of language is often learned and
repeated by rote.
o e.g. the National Anthem, the Lord’s Prayer, the
Preamble to the Philippine Constitution, a
bibliographic reference and laws.
 Formal
 This style is impersonal and often follows a prescriptive
format.
 The speaker uses complete sentences, avoids slang and
may use technical or academic vocabulary.
 This language is used in formal settings and is one-way in
nature.
o Ex. Lecture, Speeches, Announcement,
pronouncements made by judges
 Consultative/Professional
 This describes language used for the purpose of seeking
assistance as is suggested by the word 'consult'.
 It also describes the language used between a superior and
subordinate.
 In both cases one person is deemed as more knowledgeable
and having greater expertise and the other person is the
beneficiary of such knowledge and expertise.
o Ex. The language dynamism between lawyer/client,
doctor/patient, employer/employee and
teacher/student are examples of this type of register.
 Casual
 This register is conversational in tone.
 It is the language used among and between friends.
 Words are general, rather than technical.
 This register may include more slang and colloquialisms.
 Intimate
 This is used to describe language used between persons
who share a close relationship or bond.
  This register would take into account certain terms of
endearment, slangs or expressions whose meaning is
shared with a small subset of persons.
o For example lovers having special terms of
endearment, mothers giving pet names to their
children based on some character trait and best
friends formulating slangs based on some shared
past experience.
o Even for experienced interpreters, register is difficult
to master, as it relies not only on the language itself,
but also on social customs, culture, and even
personal preferences.
o As a relationship progresses between individuals, the
register they use may evolve to be more informal.
 Unlike words and grammatical structures, register follows its own set of rules,
and it’s hard to hit the mark on it exactly. In most cases, close enough is usually
sufficient.
 To avoid miscommunication, we should know how to...
o Code Switch
 The ability to go from one register to another guided by context.

 Code switching is important as it serves as a bridge between

familiar and unfamiliar vocabulary that helps people to get more
comfortable and to avoid miscommunication.