UNIT I CHAPTER 4:VARIETIES AND REGISTERS OF ENGLISH

Language Variety
-refers to the distinctive form of language.

Two types:
User-related varieties
-associated with specific people who use it naturally with the places they live in

Use-related varieties
-associated with the function

Filipino English vs American English

Filipino English
-” schwa” absence of this particular sound in Filipino native languages
- it’s not only pronunciation that makes the filipino language distinct from other languages
- english expressions
British English vs American English

British English
-vocabulary
-british english spells with a “u” example: colour, favour, savour

Language Register
-the way you talk or write in a language can be often be influenced by the context or the
situation of the communication activity
-is the style or level by which one communicates in a given context

Tone/Tenor
-kind of language for a specific situation

Formal Register
-mostly found in written communication

Informal Register
-uses a casual tone and usually abounds in contractions

Five Styles in Spoken Language

Frozen/Static Register
-used when printed unchanging language like biblical quotations
-often uses old language: Archaic words/expressions

Formal
-described as one-way
-uses technical vocabulary and complex divergent grammatical structures
-used by plenary speakers

Consultative
-most operational among the five styles
-has a two-way participation

Casual
-used in conversations with friends and family
Intimate
-tone used by close family members friends
UNIT I CHAPTER 5:TEXT AND CONTEXT ANALYSIS FOR PURPOSIVE COMMUNICATION

Language code
-helps people understand each other when they belong to the same speech community as they
share a get of rules in the language system and process.

What causes misunderstandings

Verbal utterances can cause misunderstanding among people in a multi-cultural setting.

Non-verbal cues also contribute to misunderstanding. Misinterpretations of gestures and body

movements may lead to giving wrong meaning of the message.

Cultural diversity is another source of miscommunication. People have diffe languages,

lifestyles, ways of thinking, speaking, and behaving.

Multimodal communication includes texts which, according to Roxanne Doerr (n.d,), are texts
which "communicate their message using more than one channel of communication.

" This means communication is not the simple verbal or textual message of the bygone years. A
successful communication should involve the elements of a WOVEN (Written, Oral, Visual,
Electronic and Nonverbal) process

Communication blunders
-happen when multimodal texts take on new meanings or connotations and are interpreted
differently.

Keeping in mind how the process works, consider the following suggestions in organizing and
analyzing multi-modal communication to avoid future communication blunders:

1. Plan the message carefully

2. Create a clear and well-crafted message by encoding a precise message
3. Choose the right channel that gives way to more efficient way of communicating
4. Receive and interpret the message by decoding clearly the content of the communication
5. Identify the noise
6. Determine the context that refers to the environment surrounding the message
7. Recognizes the feedback that helps determine if the message is well understood

Approaches to Intercultural Communication

1.) Functionalist approach

-is useful in considering the role of behavior in communication. This approach is based on social
sciences discipline, particularly psychology.
2.) Interpretative approach
-is founded on sociolinguistics which aims to describe behavior. This approach emphasizes the
study in context of cultural differences in communication.

3.) Critical approach

-has interdisciplinary foundation.It focuses on the change of behavior based on the assumption
of reality which is subjective and material. This approach is helpful in understanding culture as a
means of power struggle.

Content analysis
-evaluative study of the comunicative occurrence
-a direct study of communication through texts or transcripts

Contextual Analysis
-analysis of the background or the surrounding circumstances of the text

Interpersonal function
-is all about the relationship that the text is establishing with its recipients, the use of either
personal or impersonal tone, speech acts, and the mood of the statement are analyzed.

Ideational function
-is concerned with the means of representing the reality by the text, the way the characters are
represented together with the arrangement or organization of the information and meaning the
text is conveying.

Textual function
-is the reference of the sentences which makes the text cohesive and coherent. It serves the
purpose of studying the discursive devises such an ellipsis, repetition, anaphora.

Analyze the rhetorical context

-This studies the external factors or circumstances surrounding the writing situation which
includes the purpose, audience, and focus.

Examine the textual features

-This includes the distinctive formal aspects of utterance, text, or art work in any medium.

Place the text in a new context.

-This helps identify how the text relate to other texts and how might another writer or even you
use the text.This includes the contextuality and intertextuality of literary readings.

UNIT I CHAPTER 6: COMMUNICATION AIDS AND STRATEGIES USING TOOLS OF

TECHNOLOGY
Communication tools
-are important as you deliver your speech through a visual ands audio presentation.

Choosing appropriate tools to deliver a message to the audience , essential such as the
following:

•Visual aids - these include handouts, PowerPoint, overhead transparencies, slides,

flip-charts, blackboards, whiteboards, and other forms of print media,

• Audio aids - these include digital audio (MP3/4) players, compact discs, and radio
broadcast.

• Audiovisual aids - these include computer multimedia, videotapes, and films.

Delivering
-Ensure that the use of the audio and visual aids does not interrupt the flow of the presentation.
To prevent boredom, plan group activities, ask questions and work in a break, if appropriate.
Use humor as it can not only put the audience at ease, but it can make you more relaxed as
well

Time and Budget

-Selection of audio and visual aids should fit within the time and budget frame. If time and
budget are insufficient, don't use poorly prepared audio or visual aid, but instead, use simple
aids such as whiteboard, black board, flip chart, or handouts. You can consider professional
digital videos, digital audios, or computer multi-media if large limeframe and budget are
available.

Audience Preference
-See to it that the audio-visual aids are preferred by the audience or participants to maximize
their full attention.

Location and Size of Audience

-The right visual aid should depend on the size of your audience.
Determine the size of the audience whether large or small, and how they will be seated.

Facilities and Equipment. Check to be sure that the necessary equipment is available (e.g., DLP
projector, or large screen projector). Check the facilities to determine if certain aids can be used
such as the availability of DLP projector, large screen projector, and computer. Check the room
dimension, location of electrical outlets, whiteboard, or blackboard to find out whether the
equipment is working well. Power Point slides or a large screen projector ideally requires the
room to be darkened to positively impact the successful delivery of the intended message.

Text on Visual Aids

-Text on visual aids should be written in point form, not paragraph highlighting tools such as
bullets or arrows to emphasize important ideas.

Diagrams and Charts on Visual Aids

-Use charts and diagrams to graphically represent complex ideas or issues. They ad better
understanding of the descriptive or narrative text written above or below it.

-Use bar graphs or pie charts to represent numerical or statistical data. Bar graphs an effective
to show trends over time, while pie charts are effective when comparing parts to te whole.