UNIT 3: INTERCULTURAL COMMUNICATION

LESSON 1: COMMUNICATION AND GLOBALIZATION

Discussion:

THE GLOBALIZATION PHENOMENON

"Globalization' and 'global' are terms we often encounter today. These terms are associated with realities outside
the territories of nation-states. All countries are engaged in globalization. Very few (if any) societies are
unaffected by this phenomenon. Because of this, we need to understand exactly what it is, and more
importantly, how it impacts communication.

The following reading text provides information about globalization.

WHAT IS GLOBALIZATION ANYWAY?

By Alex Gray (World Economic Forum, 2017)

HOW GLOBALIZATION WORKS

(1) In simple terms, globalization is the process by which people and goods move easily across borders.
Principally, is an economic concept - the integration of markets, trade and investments with few barriers to slow
the flow of products and services between nations. There is also a cultural element, as ideas and traditions are
traded and assimilated

(2) Globalization has brought many benefits to many people. But not to everyone.

STORM IN A COFFEE CUP

(3) To help explain the economic side of globalization, let's take a look at the well-known coffee chain
Starbucks.

(4) The first Starbucks outlet opened its doors in 1971 in the city of Seattle. Today it has 15,000 stores in 50

countries. These days you can find a Starbucks anywhere, whether Australia, Cambodia, Chile or Dubai. It's
what you might call a truly globalized company.

(5) And for many suppliers and jobseekers, not to mention coffee drinkers, this was a good thing. The company
was purchasing 247 million kilograms of unroasted coffee from 29 countries. Through its stores and purchases,
it provided jobs and income for hundreds of thousands of people all over the world.

(6) But then disaster struck. In 2012, Starbucks made headlines after a Reuters investigation showed that the

chain hadn't paid much tax to the UK government, despite having almost a thousand coffee shops in the country
and earning millions of pounds in profit there.

(7) As a multinational company, Starbucks was able to use complex accounting rules that enabled it to have

profit earned in one country taxed in another. Because the latter country had a lower tax rate, Starbucks
benefited. Ultimately, the British public missed out, as the government was raising less tax to spend on
improving their well-being.
How DID GLOBALIZATION HAPPEN?

(8) We might think of globalization as a relatively new phenomenon, but it's been around for centuries.

(9) One example is the Silk Road, when trade spread rapidly between China and Europe via an overland route.

Merchants carried goods for trade back and forth, trading silk as well as gems and spices and, of course, coffee.

(In fact, the habit of drinking coffee in a social setting originates from a Turkish custom, an example of how

globalization can spread culture across borders.)

WHAT DRIVES IT?

(10) Globalization has speeded up enormously over the last half-century, thanks to great leaps in technology.

(11) 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. The advent of email made

communication faster than ever.

(12) The invention of enormous container ships helped too. In fact, improvements in transport generally - faster
ships, trains and airplanes - have allowed us to move around the globe much more easily.

What's GOOD ABOUT IT?

(13) Globalization has led to many millions of people being lifted out of poverty.

(14) For example, when company like Starbucks buys coffee from farmers in Rwanda, it is providing a

livelihood and a benefit to the community as a whole. A multinational company's presence overseas contributes
to those local economies because the company will invest in local resources, products and services. Socially
responsible corporations may even invest in medical and educational facilities.

(15) Globalization has not only allowed nations to trade with cach other, but also to cooperate with each other
as never before. Take the Paris Agreement on Climate Change, for instance, where 195 countries all agreed to
work towards reducing their carbon emissions for the greater global good.

WHATS BAD ABOUT IT?

(16) While some areas have flourished, others have floundered as jobs and commerce move elsewhere. Steel

companies in the UK, for example, once thrived, providing work for hundreds of thousands of people. But when
China began producing cheaper steel, steel plants in the UK closed down and thousands of jobs were lost.

(17) Every step forward in technology brings with new dangers. Computers have vastly improved our lives, but
cyber criminals steal millions of pounds a year. Global wealth has skyrocketed, but so has global warming.

(18) While many have been lifted out of poverty, not everybody has benefited. Many argue that globalization
operates mostly in the interests of the richest countries, with most of the world's collective profits flowing back
to them and into the pockets of those who already own the most.
 (19) Although globalization is helping to create more wealth in developing countries, it is not helping to close
the gap between the world's poorest and richest nations. Leading charity Oxfam says that when corporations
such as Starbucks can legally avoid paying tax, the global inequality crisis worsens.

(20) Basically, done wisely (in the words of the International Monetary Fund) globalization could lead to
"unparalleled peace and prosperity." Done poorly, "to disaster”.

SYNTHESIS:

1. Globalization is essentially an economic phenomenon because it is concerned with the movement of people
and products across national with.

2. Because globalization moves people across borders, its effects are felt not only in economic terms, but in
social and cultural aspects as well. Thus, globalization also impacts communication.
LESSON 2: LOCAL AND GLOBAL COMMUNICATION IN MULTICULTURAL SETTINGS

Discussion:

INTERCULTURAL COMMUNICATION

According to science, each person is genetically unique. Except for identical twins, each person has a unique
genetic composition. This uniqueness becomes even more heightened because of individual experiences.
Humans are formed by forces other than genetics. Family background, religious affiliations, educational
achievements, socio-cultural forces, conditions, emotional states, and other factors shape human identities.
Because of this, no two people can ever be exactly the same.

This situation--the diversity of people and cultures-impacts communication. People interacting with those
coming from unfamiliar cultures may have difficulties in communication. Most people tend to conclude that
miscommunication results from a speaker's lack of proficiency in a language. What is not realized is the fact
that even with excellent language skills, people may still experience miscommunication.

How then do we approach intercultural communication: The following reading text talks about intercultural
communication.

Before reading the text, look up the meanings of the following words and phrases that are used in the selection.

 Take for granted

 Cultural biases

 Domestic workforce

 Cultural overtones

 Durable bond

 Grossly disloyal
COMMUNICATING ACROSS CULTURES

By Carol Kinsey Goman (2011)

SYNTHESIS
 1. The diversity of people and culture impacts communication. Communicating with people coming from
unfamiliar cultures poses challenges.
2. The success of intercultural communication does not depend on language skills alone, but on openness
and sensitivity to cultural diversity, as well as on a genuine desire to understand and be understood.

REFERENCE:

Marilu Ranosa Madrunio, Isabel Pefianco Martin. Purposive Communication

LESSON 3: VARIETIES AND REGISTERS OF SPOKEN AND WRITTEN LANGUAGE

Have you experienced communicating with a foreigner in any instance? Did you find it challenging? What were
some of your most unforgettable memories?

Discussion:

VARIETIES OF ENGLISH

During your senior high school, you must have encountered the term World Englishes (WE) or
varieties of English in class. WE actually stands for the localized varieties of English as they are used or spoken
in certain areas. In the Asian context, the concept was introduced by Braj Kachru. The famous "Three
Concentric Circles of Asian Englishes" attributed to Kachru presents the three circles: Inner Circle with ENL
(English as a native language) member countries: the Outer Circle with ESL (English as a second language)
member countries; and the Expanding Circle with EFL (English as a foreign language) member countries.
Examples of countries belonging to the Inner Circle are the USA, UK, Australia, Canada, and New Zealand.
Kachru's Outer Circle is comprised of Singapore, Malaysia, the Philippines, and Pakistan, among others while
the Expanding Circle is composed of countries such as China, Japan, Taiwan, and Thailand. Aside from the fact
that the Outer and Expanding Circles are ESL and EFL-speaking, respectively, they have been colonized by
some member countries in the Inner Circle making the varieties they speak as post-colonial. It is then to be
understood that people have different linguistic and cultural backgrounds making intercultural communication a
significant variable in communication.
 According to Bautista and Gonzalez (2006), the structural characteristics of these new varieties differ.
This is brought about by the mother tongue or home languages of those who learn or acquire English. And even
in terms of social features, differences can also be highlighted in that there is a continuum of basilectal,
mesolectal, and acrolectal varieties of English within the same speech community. The acrolect then comes
closest to the standard while the basilect digresses thoroughly from it and comes closest to the pidgin. Mesolect
or the middle variety is midway between the acrolect and basilect. Bautista and Gonzalez use the term
edulects for these varieties resulting from certain types of education ascertained social class but are conveyed or
transferred by the kind of instruction of the school system especially for those coming from higher-income
families and/or better educated classes.

As regards structural variation, Kachru and Nelson (2006) claim that these varieties of English are
influenced by the local language(s) in various areas of their grammars and exhibit specific phonological, lexical,
syntactic, and discoursal characteristics (p. 35). For instance, in terms of stress and rhythm, Outer and
Expanding Circle varieties observe syllable-timed rhythm rather than stress-timed rhythm. Nigerians say
'success for suc’cess and Indians and Nigerians recog'nize for 'recognize. Moreover, speakers from the Outer
Expanding Circles do not make any changes in their pronunciation to make a distinction between nouns and
verbs in pairs which Inner Circle countries observe as in the case of 'import and im’port and do not utilize
contrastive stress for focusing (Bamgbose, 1992 Gumperz, 1982a, 1982b, as cited in Kachru and Nelson, 2006).
As regards sounds, Outer and Expanding Circles do not observe initial aspiration of voiceless plosives such as
p, t, k and these are often perceived by Inner Circle countries as b, d, g. Some speakers of Expanding Circle
varieties, as in the case of Japanese speakers, do not properly distinguish between r and l.
 According to Pope (1976, as cited in Kachru and Nelson, 2006), in the case of syntactic features,
question answering systems differ between Inner and Outer-Expanding Circles. While the former observes the
positive-negative system where the answer follows the polarity of the question (i.e., If the question is in the
positive, the answer confirming the assumption of the questioner is in the positive, and the answer
disconfirming the assumption is in the negative. If, however, the question is in the negative, the answer
confirming the assumption of the questioner is in the negative as well, while the answer disconfirming the
assumption of the questioner is in the positive), the latter observes the agreement disagreement system which
poses difficulty to speakers who follow the positive negative system particularly in interpreting the yes or no of
the response unless it is followed by a clarification (i.e., Yes, I think you're right; No, that's not so) (p. 45).

With respect to lexicon, vocabulary words peculiar only to some English varieties in Southeast Asia can
be noted as seen in the following examples (pp. 189-190):

1. Singapore English: actsy ‘show off’, missy ‘nurse’, chop ‘rubber stamp’, Marina kids 'youngsters who
spend their leisure time at or around Marina Square, a shopping centre,' graduate mothers 'graduate (well
educated) married women, encouraged to have more children and accorded certain privileges in Singapore,’ as
compared to non-graduate mothers (Pakit, 1992, as cited in Kachru & Nelson, 2006);

2. Philippine English: deep ‘puristic or hard to understand' as an attribute of language, stick 'cigarette,’ high
blood ‘tense or upset,’ blow out ‘treating someone with a snack or meal,’ motel ‘a hotel used for premarital or
extramarital affairs,’ manualize 'to prepare manuals,’ go ahead ‘leave before others with host's permission,’
studentry 'student body,’ Amboy 'a Filipino perceived to be too pro-American,’ promdi ‘from the province,’
behest loan 'unguaranteed bank loan given to presidential cronics,’ pilot boy ‘boy who picks up tennis balls in a
game,’ and balikbayan box 'box where Filipinos returning from abroad put all their shopping,’ among others
(Bautista, 1997, as cited in Kachru & Nelson, 2006); and

3. Malaysian English: antilog ‘a male hated by a girl,' popcorn 'a loquacious person,’ kachang 'peanuts, easy,’
slambar 'relax,’ red spot, open shelf girls who are popular and those who are not,' day bugs 'those who come to
attend school but do not live in residence halls' (Said & Ng, 2000, as cited in Kachru & Nelson, 2006).

When Bautista's monograph on Defining Standard Philippine English: Its Status and Grammatical Features
came out in 2000, she answered the usual questions asked about Philippine English: Is there a Standard
Philippine English? and When does an error become a feature of Philippine English? She stressed that just like
any other new variety of English (Indian English, Singaporean English and Nigerian English), Philippine
English is legitimate, having its own grammatical, lexical, and syntactic features. Gonzalez (1985, as cited in
Bautista, 2000) identified the following lexical features in Philippine English (p. 76):

1. Preference for specific words and collocations specifically shall, could, such, wherein, of (to signal
possession);
2. Unusual words and collocations, specific terms, and word combinations which may have been
originally confused with other collocations but which, because of frequent use. have become fixed
combinations in their own right (e.g., results to instead of results in); and
3. Unusual prepositional usage, including omission of prepositions in two-word verbs, addition of
prepositions to verb phrases, local use of different prepositions in noun phrases following certain verbs
or adjectives.
 The syntactic features identified include the following (pp. 76-77):

1. Word order features, consisting of the placement of the time adverb before the place adverb,
placement of the adverb between verb and object, placement of the adverb between noun and
prepositional phrase, placement of the indirect object introduced by to between verb and direct
object, other unusual adverb placements:

2. Use of articles, including absence of the definite article, unusual use of the definite articles,
absence of the indefinite article;

3. Noun sub-categorization, consisting of the non-pluralization of count nouns, the reclassification

of General American English (GAE), mass nouns as count nouns, mass noun pluralization,
pluralization of adjectival nouns in compounds:

4. Pronoun-antecedent incongruence;

5. Subject predicate incongruence:

6. Reclassification of GAE transitive verbs as intransitive verbs as intransitive verbs; and

7. Tense-aspect usage consisting of unusual use of verb forms and tenses, use of the perfect tense
where the simple past tense or even present perfect tense is called for in GAE, lack of tense
sequence.

As for the question When does an error become a feature of Philippine English?". Gonzalez (1985) has this to
say:

When do these errors cease to be errors and become of the standard? If enough educated elites in the society
‘commit’ these errors, then these errors in effect have been accepted by the society as the standard in (p.189).

The foregoing discussion only shows how dynamic English is.

These are only some of the essential features of some varieties of English which should be given full attention
by users coming from different cultures. From the variety of English used by the native speakers such as British,
Americans, Canadians, Australians, and New Zealanders, English has evolved into post-colonial varieties and
should not be mistaken as errors most especially if they have become the standard in the speech community and
have been codified. As the poet Gemino Abad (1997, p. 8) aptly put it: "English is ours. We hare colonized it
too."

You have to be aware of and recognize intercultural communication as you need to be sensitive to the
people around you who belong to different cultural heritages and have their own linguistic identity. When you
encounter them, you will be able to avoid misunderstanding, avoid communication breakdown, and overcome
language barriers with less difficulty since you are exposed to their own language features. This way, you will
be able to enhance your personal and social interaction.
 LANGUAGE REGISTERS/REGISTERS OF ENGLISH

When it comes to language variation, the terms genre, register, and style are often encountered. David
Crystal (2008) defines register as a variety of language defined according to its use in social situations e.g. a
register of scientific, religious, formal English. p. 409). He added: "In Hallidayan linguistics, the term is seen as
specifically opposed to varieties of language defined according to the characteristics of the users (viz. their
regional or class dialect), and is given a subclassification into field, mode and manner of discourse (p. 409).

Crystal (1964) further discusses style and register:

Language being the product of interaction among the members of society, must ultimately be studied
according to the social context in which it is found. Within a language, there are variations in style and
register, which differentiate and formally characterize distinct social situations. Style refers to the degree
of formality attached to particular interpersonal social situation which is reflected by differences in
language - for example, the kind of language used while talking to a friend will differ noticeably from
that used in addressing a superior, in otherwise the same situation. Register refers to a kind of language
whose forms are of definable social situation, regardless of the status of the participants - thus one finds
the register of legal language, liturgical language, and so on (p. 149).

It is to be noted that genre and register overlap and are sometimes used interchangeably. According to
Lee (2001), whereas genre is associated more with the organization of culture, register is associated with the
organization of situation. To this end, register is understood as the context-specific variety of language to which
the field-mode-tenor framework is important.

To give a concrete example, with the genre of recipe, field may be analyzed in terms of the social setting
and the communicative purpose in which the text is produced. Tenor may be described in terms of the roles
required of the writers and readers including the cultural values shared by both. Mode could be explained in
light of the knowledge of other texts required of speakers/listeners and writers/readers as regards the genre
including the formal text features.

Language register then refers to the formality of language which one speaks. Different registers are
used in different situations. 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. Even in writing, you may use a formal or an informal register.
In some instances, even a neutral language register is identified.

The formal register then is used in formal speaking and writing situations. In a state of the nation
address classified as a formal communicative situation, the speech is usually delivered using a highly-polished
language, read from a manuscript. This is certainly allowed since the President occupying the highest position
in the country could not afford to make mistakes. On the contrary, a priest delivering his homily, more often
than not, speaks extemporaneously and uses ordinary language. This is so since the audience composed of
various audiences coming from different walks of life. The priest should be able to convey his spiritual message
to the listeners without difficulty of comprehension on their part. The priest should also be able to touch the
very core of the listeners’ hearts so that they live the preachings they hear.

The formal register is likewise appropriate for use in professional writing like project proposals, position
papers, and business letters as in the case of writing to a superior or to a head of a certain organization. It is
more impersonal, objective, and factual. Informal register, which is more casual tone, is appropriate for people
with whom you have established a more personal relationship as in the case of friends and relatives. This type
of writing may sometimes be emotional as an intimate relationship exists between the speaker and listener or
writer and reader.

Earlier in the discussion, it was mentioned that register refers to the kind of language whereby the forms
used define the social situation, notwithstanding the status of the interlocutors. Thus, legalese or legal language
is highly characterized by archaic expressions, technical jargon intrinsic only to the community of legal
professionals, embedded structures, nominalizations, passive voice, as well as long, kilometric sentences which
are not the features of textese or language of texts. Conversely, the features of SMS language or textese
language, are exactly the opposite - use of abbreviations, acronyms, slang words, and expressions. This is so
since messages used to be limited to a certain number of characters spaces which made texting much easier and
quicker. However, misinterpretation and/or miscommunication in text messaging may arise if vocabulary and
knowledge of context are limited. Hence, extra care should be practiced when comprehending text messages.

SYNTHESIS:

1. Intercultural communication plays an important role in achieving effective communication.

2. There are different varieties of English spoken by countries colonized by Britain, the US, Canada, and
Australia: Singapore English, Malaysian English, Philippine English, and Thai English, among others.
These varieties have their own grammatical, lexical, and syntactic features and should not be considered
as errors.
3. Language has formal and informal registers. These registers have forms which define the social
situation.
4. The kind of register to be used affects the way one speaks and writes.
LESSON 4: EXPLORING TEXTS REFLECTING DIFFERENT CULTURES

Discussion:

CULTURAL TEXTS

In the previous lesson, you learned that intercultural communication has an important role to play in
effective communication. Indeed, awareness of the different varieties of English with their features as well as
understanding the registers of English should be the goal of everyone so that there is less misunderstanding and
miscommunication.

Note that one cause of miscommunication is pronunciation. Speakers of different varieties of English
have different ways of pronouncing words. This is so because of differences in phonology. Kachru and Nelson
(2006, p. 37) claimed that in terms of pronunciation, most Outer- and Expanding-Circle varieties display
differences from the Inner Circle varieties, similar to those found between regional dialects within the Inner
Circle varieties. These differences may lead to grammatical consequences affecting comprehension. For
instance, among Singaporean and Malaysian speakers of English, a feature noted is the simplification of final
consonant clusters, e.g., [lef] for left and [pick] for picked. Such is also the case in Philippine English.

Interpretations then vary because of differences in pronunciation. If one says "hit it" instead of "heat it"
or "She ass,” instead of "She asks," miscommunication is likely to happen.

In Philippine languages, every vowel is pronounced with a full, distinct sound. Filipinos pronounce words as
they are written or spelled out making it syllable-timed and not stress-timed. Americans, on the other hand,
P
blend syllables or sometimes even drop some sounds making the syllables short. Below are some examples of
this feature:

1. American English: Gotcha!

Philippine English: Got you!

2. American English: Whatche say?

Philippine English: What did she say?

3. American English: Wherd you go?

Philippine English: Where did you go?

4. American English: Ja hitit?

Philippine English: Did you hit it?

5. American English: Can I getche adrink?

Philippine English: Can I get you a drink?
 A cultural barrier does not only pertain to different languages. It may also be in the form of a cultural
practice or even a bodily gesture. For instance, in English-speaking countries and even in the Philippines, the
thumbs-up gesture signals approval. However, it is considered offensive in other countries such as Greece, Italy,
and in some parts of the Middle East. Likewise, making a circle with one's thumb and forefinger generally
means okay in many Western cultures but this is not so in countries like Japan where is interpreted as a sign for
money, and in some Arab cultures as threat. Thus, one should be careful in using bodily gestures.

FORMAL AND INFORMAL LANGUAGE

In the previous lesson, you also studied language register which refers to the formality and informality
of the language which one speaks. As it is, different registers are used in different situations. Your purpose for
communication and the relationship you have with the listeners/readers will determine if you are to use formal
or informal language. When you are in the gymnasium and a teenager offers you a seat, you acknowledge the
kind gesture by saying: “Thanks for the seat." However, if you are in an academic forum and an organizer offers
you a seat, you say: "Thank you very much, (Sir or Ma'am)."

When speaking impromptu on a certain topic, you should use ordinary, conversational language.
However, if you are to give a lecture in a conference, your language should be formal. In the same manner that
when you write your speech and your purpose is to inform your audience on climate change, it is expected that
your language is formal. In contrast, if your speech is meant to entertain your listeners on a light topic, your
language should be informal.

SYNTHESIS:

1. One cause of miscommunication or misinterpretation is differing pronunciation. Speakers have different

ways of pronouncing words because of differences in phonology. It is then important to be exposed to
the ways other speakers of English use the language to reduce the degree of difficulty that may be
experienced.
2. Aside from pronunciation, non-verbal communication also plays an important role in effective
communication. Bodily gestures should be properly interpreted as their meanings vary from culture to
culture.
3. One's purpose for communication as well as his/her relationship to the listeners/readers will determine
the kind of language he/she will use.

REFERENCE:

Marilu Ranosa Madrunio, Isabel Pefianco Martin. Purposive Communication. Using English in Multilingual Contexts
LESSON 5: COPING WITH THE CHALLENGES OF INTERCULTURAL COMMUNICATION

Discussion:

CHALLENGES OF INTERCULTURAL COMMUNICATION

It has become a widespread notion that speakers' use of miscommunication and different languages
results in intercultural misunderstanding. As Scollon and Scollon (1995) state:

“When we are communicating with people who are very different from us, it is very difficult to know how to draw
inferences about what they mean, and so it is impossible to depend on shared knowledge and background for
confidence in our interpretations (p. 22).”

Indeed, the lack of shared knowledge and beliefs and cultural diversity make it more complicated to
arrive at the correct inference or interpretation of meanings. But it can also be argued that English is now a
global lingua franca. In fact, with the ASEAN integration, English has been declared the official or working
language of ASEAN. So with just one language to be spoken or used by many countries including the 10
member countries of the ASEAN, what else can go wrong?

It is thus important to emphasize that the ownership of English cannot be attributed to just one country
or to those who use it as a native or home language. The varieties of English spoken by different speech
communities have evolved for a reason. They use it for communal purposes. The actors have been heavily
influenced by the local culture and its speakers. Recent studies have shown that the problem of
misunderstanding is not over and can be traced to speech perturbations, poorly managed turn-taking, and non-
aligned, “parallel talk” (House, 1999, p. 80). Meierkord (2000, p. 11 - cited by Kaur, 2016) emphasizes that
communication in English as lingua franca (ELF is a form of intercultural communication characterized
by cooperation rather than misunderstanding n 135). This she noted in her study of participants coming
from 17 different first language backgrounds which yielded the result that the participants displayed
communicative behavior not generally associated with their lingua cultural backgrounds making the talk
cooperative and supportive in nature with few misunderstandings.

Note that misunderstanding in intercultural communication may not always be caused by verbal
utterances. Misunderstandings may also occur due to wrong interpretation of the non-verbal code For instance,
the handshake which is commonly done by people introduced to each other by a third party should be done and
interpreted correctly as the type of handshake varies from culture to culture. Study the table below and find out
how handshakes differ from country to country.

THE HANDSHAKE

Country or Region Type of Handshake

United States Firm handshake
France Soft handshake
Germany Firm handshake, for men, traditionally accompanied by a slight bow
Japan Handshake with arm firmly extended, accompanied by a bow
Middle East Handshake and free hand placed on the forearm of the other person
Source: Varner, l., & Beamer, L. (2011). Intercultural communication in the global workplace (5th ed.). USA:
McGraw-Hill, p. 230.

GREETINGS

Like handshakes, greeting rituals also vary from culture to culture. Japanese women bow differently
from Japanese men. Could you describe how the bow is done by the Japanese and the German as illustrated in
the drawings below?
 The German bow which is termed as diener means a bow to and in recognition of an authority. Thus,
when a person bows, he/she is actually sending the message "at your service."

SOURCES OF MISUNDERSTANDING

Kaur (2016) cites the following as the sources of misunderstanding:

1. Ambiguity - lack of explicitness on the part of the speaker in the form of problematic reference and
ambiguous semantics in which an utterance is open to different interpretations.
2. Performance-related misunderstanding - slips of the tongue and mishearing which may be due to
utterances spoken quickly and unclearly
3. Language-related misunderstanding - ungrammaticality of sentences.
4. Gaps in world knowledge - gaps in content rather than language.
5. Local context - turns and the turns within sequences produced by the participants themselves, and the
orientation of the participants as well as the repair moves that follow the displayed understanding (p.
147).

APPROACHES TO STUDYING INTERCULTURAL COMMUNICATION

 Why is there a need to understand intercultural communication? It is easy to say that people belong to
diverse cultures, hence the need to understand others. But it is easier said than done. Some people take it for
granted to read about and study first a country's culture before they go and travel to the place.

There is a need to be aware or conscious of other cultures especially those that you will visit so you can
avoid offending people. Due to misinterpretations, miscommunication occurs. Likewise, it is suggested that you
become aware of cultural identities and backgrounds as it will broaden your horizon. All cultures are equal and
though sometimes difficult to understand, you need to understand that no culture is superior or inferior to
another. It is only through awareness that you get to compare other cultures with your own and appreciate
cultural diversities and learn to live with them. People have different languages, lifestyles, and ways of thinking,
speaking, and behaving. This is the essence of cultural diversity.

To better understand communication, three approaches as explained by Martin and Nakayama (2010)
can be studied:

Social Science or Interpretative Critical

Functionalist
Discipline on which Psychology
approach is founded
Research goal Describe and predict
behaviour
Assumption of reality External and describable
Assumptions of human Predictable
behaviour
Method of study Survey, observation
Relationship of culture Communication
and communication influenced by culture
Contribution of the Identifies cultural
approach variations; recognizes
cultural differences in
many aspects of
communication but often
does not consider context
Anthropology, Various
sociolinguistics
Describe behaviour Change behaviour
Subjective Subjective and material
Creative and voluntary Changeable
Participant observation, Textual analysis of media
field study
Culture created and Culture as a site of power
maintained through struggle
communication
Emphasizes that Recognizes the economic
communication and and political forces in
culture and cultural culture and
differences should be communication; asserts
studied in context that all intercultural
interactions are
characterized by power

How would you compare the approaches in the table above in terms of human nature, human behavior,
and nature of knowledge emphasized? Do you think each approach has its own strengths and weaknesses? What
do you think are its advantages? What are the disadvantages or limitations of each?

SYNTHESIS:

1. It is always challenging to deal with people from different cultures. The challenge is lies in the way of
understanding not only the verbal code but also the non-verbal code.
2. Misunderstandings between people of different cultures can be caused by the following: ambiguity,
performance-related misunderstanding, language-related misunderstanding, gaps in world knowledge,
and local context.
3. Intercultural communication can be studied through the and critical functionalist approach, interpretative
approach, approach.

UNIT 4: COMMUNICATION FOR VARIOUS PURPOSES

 LESSON 1: THE EXPLANATION ESSAY

Discussion:

WRITING AN EXPLANATION ESSAY

‘Why’ questions are very important. If people in ancient times or the recent past did not ask 'why'
questions or attempt to answer these questions, we would have very limited knowledge about many
things in our world. If Isaac Newton, for example, did not ask why things fell down after throwing them
up, he would not have discovered the law of universal gravitation.
Addressing 'why' questions means providing explanations for phenomena. An explanation essay is one
such example of a written piece of work that addresses 'why' questions. It explains a particular topic to
its readers. Since it is meant to inform or educate the readers, the essay should present convincing and
adequate support for the explanations.

A MANSION OF MANY LANGUAGES

By Danton Remoto (2017)

(1) In 1977, my mentor, the National Artist for Literature and Theater Rolando S. Tinio, said: "It is too simple-
minded to suppose that enthusiasm for Fiipino as lingua franca and national language of the country necessarily
ivolves the elimination of English usage or training for it in schools. Proficiency in English provides us with all
the advantages that champions of English say it does-access to the vast fund of culture expressed in it, mobility
in various spheres of the international scene, especially those dominated by the English-speaking Americans,
and participation in a quality of modern life of which some features may be assimilated by us with great
advantage.

(2) Professor Tinio continues: "Linguistic nationalism does not imply cultural chauvinism. Nobody wants to go
back to mountains. The essential Filipino is not the center of an onion one gets at by peeling off layer of
vegetable skin. One's experience with onions is quite telling: Peel off everything and you end up with a pinch of
air."

(3) Written 40 years ago, these words still echo especially now, when by some quirk of history and economics,
enrollment in English courses are rising because (a) there are many vacant positions for teachers of English and
literature in the private and public schools, and (b) there are many vacancies, still, for jobs in call centers with
entry-level pay of P18,000 plus signing bonus, and a career that will make you earn twice your present salary in
just a few years. With the opening of the doors of the Association of Southeast Asian Nations (ASEAN) to
everyone in the region, more and more Filipinos are being hired to teach English in Indonesia, Thailand, and,
yes, even our best friend, China.

(4) Why? First, Filipino teachers will accept a pay scale lower than that of their Western counterparts. Second,
they are conversant with American popular culture, a happy (or unhappy) result of decades of American
colonialism and neo-colonialism. Third, they are still Southeast Asians beneath their skin, and are thus familiar
with Asian cultural practices, whether said or unsaid. One is the importance of saving face, the meaning of
"maybe or "I will try” to an invitation means he or she does not want to hurt you, be he or she will not show up.
Another is the primacy given to family. Already in his 50s, one is still called Totoy or Baby or Blue Boy, and
still lives with one's parents and extended family. You can see that as well in the other Southeast Asian
countries, where families are nuclear and not split, where food is communal and not eaten in siloed cubicles.

(5) Three long decades of teaching English and Journalism to students (together with four years of teaching
Filipino) have shown me that the best students in English are also best students in Filipino. And how did they
master the two languages?
(6) One, they had very good teachers in both languages. Two, they inhabited the worlds of both languages.
Three, they have gone beyond the false either-or mentality that hobbled their parents.

(7) Let me explain.

(8) My best students in English and Flipino were tutored by the crème de la crème, many of them teaching in
private schools. The enrollees in the university where I taught are mostly intelligent students from the public
schools and the provinces. Lack of books and untrained teachers prevent them from having a level playing field
with the other freshmen. A year of catching up is necessary for them to have the skills to have a mano-a-mano
with the other students.

(9) Moreover, I introduce them to the worlds of the language they are studying-be it in the formal realm of the
textbook or the popular ones of film, graphic novel, Youtube or anime. I encourage them to keep a journal as
well, which is not a diary where you write what time you woke up and why. A journal, or its postmodern
cousin, the Web log or blog, aims to capture impressions or moods on the wing. If at the same time it sharpens
the students’ knowledge of English, then that is already hallelujah for the English teacher.

(10) And the third is that today's generation of students is no longer burdened by the guilt of learning English

and mastering it. I still remember those writing workshops I took in the 1980s, when I was asked why I wrote
bourgeois stories in the colonizer's language. The panelists said I should write about workers and peasants - and
that I should write in Filipino. Without batting an eyelash. I answered that I don't know anything about workers
and peasants, and to write about something I don't know would be to misrepresent them. To the charge that I
write only in English, I showed them my poems in Filipino, because the modern Filipino writer is not only a
writer in either English or Filipino, but a writer in both languages, or in Bisaya or Bikolano or Ilocano or
Waray, languages that are like colorful balls he or she juggles with the dexterity of a seasoned circus performer.

(11) So it's not a choice between English and Filipino, but rather, English and Filipino, plus the language of
one's grandmother, be it Bikolano, Waray, or Tausug. And in college, another language of one's choice, be it
Bahasa Indonesia, German, or French -the better to view the world from many windows, since to learn a new
language is to see the world from another angle of vision. In short, one no longer has to live between two
languages, but to live in a mansion of many languages.

(12) To end in a full circle, we must return to Rolando S. Tinio, who said: "Only the mastery of a first
language enables one to master a second and a third. For one can think and feel only in one's first
language, then encode those thoughts and feelings into a second and a third."

(13) In short, as a friend and fellow professor has put it, The Philippines is a multi-lingual paradise. The earlier
we know we live in a paradise of many languages, the better we can savor its fruits ripened by the sun.

Adapted from the original essay found in http://www.philstar.com/opinion/2017/01/21/1664651/mansion-

languages.

SYNTHESIS

1. An explanation essay is a written piece of work that addresses ‘why' questions. It aims to inform or educate
readers.
2. Writing an explanation essay requires pre-writing activities that will help you sharpen the focus of your
writing.

LESSON 2: THE BLOG

Discussion:

October 9th 1942: “Today I have nothing but dismal and depressing news to report. Our many Jewish friends
and acquaintances are being taken away in droves. The Gestapo is treating them very roughly and transporting
them in cattle cars to Westerbork, the big camp in Drenthe to which they're sending all the Jews. Miep told us
about someone who' d managed to escape from there. It must be terrible in Westerbork. The people get almost
nothing to eat, much less to drink, as water is available only one hour a day, and there’s only one toilet and sink
for several thousand people. Men and women sleep in the same room, and women and children often have their
heads shaved. Escape is almost impossible; many people look Jewish, and they're branded by their shorn heads.
If it's that bad in Holland, what must it be like in those faraway and uncivilized places where the Germans are
sending them? We assume that most of them are being murdered. The English radio says they’re being gassed.
Perhaps that's the quickest way to die. I feel terrible. Miep's accounts of these horrors are so heartrending…
Fine specimens of humanity, those Germans, and to think I'm actually one of them! No, that's not true, Hitler
took away our nationality long ago. And besides, there are no greater enemies on earth than the Germans and
Jews."

WRITING A BLOG
 Today, with easy access to computers and the Internet, people write their diaries differently. From
handwritten entries on a piece of paper or a notebook page, diaries in contemporary times come in the form of
online journals which are called blogs.

The term "blog" was first used in the 1990s. It is a short version of "weblog,” or an individualized
piece of written work found on the web. It is defined below by dictionary.com.

noun

1. a website containing a writer's or group of writers own experiences, observations, opinions, etc., and
often having images and links to other websites.
2. a single entry or post on such a website:

She regularly contributes a blog to the magazine's website.

verb (used without object), blogged, blogging.

3. to maintain or add new entries to a blog.

verb (used with object), blogged, blogging

4. to express or write about on a blog:

She's been blogging her illness for almost a year.

Blogs, like diary entries, are individual accounts of a writer's experiences and emotions. Thus, the
viewpoint is usually personal and subjective. However, blogs are different from the traditional journal or diary
entry in the sense that blogs are upl0aded to online platforms that make it easier for bloggers (those who write
blogs) to include visual features, as well as links to other sites on the net. Unlike diary entries, blogs are public
in nature. This means that bloggers, even if they write about personal 1ssues, must present these issues in a way
that would interest the general public. Blogs, compared to diary entries, are more concerned With
communicating a message, rather than simply expressing or documenting an idea or emotion.

How does one create a blog? Go to wikihow.com and look up “How to start a blog.” The site provides
step-by-step instructions on how to create a blog from coming up with a concept, starting a blog at blogger.com,
launching a blog on WordPress, to promoting your blog. This lesson, however, focuses on writing a blog entry.

SYNTHESIS

1. A blog is the online equivalent of a journal or diary entry.

2. Because of its public nature, a blog has more visual material and makes use of topics that are of general
interest to the public.

REFERENCE:

Marilu Ranosa Madrunio, Isabel Pefianco Martin. Purposive Communication. Using English in Multilingual Contexts

LESSON 3: RESEARCH-BASED ARGUMENTATIVE ESSAY

Discussion:
 FROM RESEARCH TO ARGUMENT:

PRODUCING A RESEARCH-BASED ARGUMENTATIVE ESSAY

By this time, you had already written one explanation essay and one blog. In this lesson, you are
expected to produce a research-based argumentative essay. What do you think are the similarities and
differences among writing projects?

Study the table below.

As shown in the table above, research is one element that distinguishes the argumentative essay from the
explanation essay and the blog. The research-based argumentative essay is the end product of a research process
that you must undertake. This process includes the following pre-writing tasks.

FORMULATING THE RESEARCH QUESTION

 The essay you are writing is argumentative. This means you are expected to present a clear stand on an
issue that has at least two different (or opposing) sides. Some examples of contentious issues include legalizing
divorce and legalizing same-sex marriage in the Philippines. For these issues, one position favors the passing of
a law allowing divorce or same-sex marriage; another position rejects the passing of such laws.

Many good examples of contentious issues for your paper include those that do not deal with legalizing
practices in the Philippines. You may choose topics that concern your school, province, city, town, barangay, or
even those that relate to environment in general, and other nations and regions, such South East Asia. For
instance, you may want to take a position concerning waste segregation in your barangay. You may also opt to
look into the benetits of eco-tourism in your town.

Decide on an issue you would like to work on. Then, read about this issue. Check that the issue has two
opposing viewpoints. If this issue interests you, pick this as your topic for the essay. Then formulate a research
question similar to the examples that follow.

Why should divorce be legalized in the Philippines?

Why should same-sex marriage be legalized in the Philippines?

Why should the practice of proper waste segregation be instituted in my barangay?

Why should eco-tourism be promoted in my community?

FINDING THE ANSWERS TO THE RESEARCH QUESTION

After formulating the research question, plan the next steps for finding answers to your question. This
requires the preparation of an annotated research bibliography, which is a list of sources with a brief
description of the content of each source. Your sources must be acceptable. Is the source relevant? Does it
provide the latest facts and figures? Is it reliable? Given these criteria for deciding on the acceptability of
sources, the following are usually not considered:

 Any holy book (i.e., Bible) or inspirational writing (e.g., self-help books)
 Any work of literature (e.g., novels, short stories, plays, poems)
 The dictionary
 Personal blogs or journal, diary entries
 Wikipedia

DOING RESEARCH
 After your teacher has approved your research question and annotated research bibliography, it is now
time to do research. This means that you will read each of the sources you identified in Step 2 above and take
research notes. If you do not find the answers you need from the sources you identified, you may have to look
for other sources.

There are three types of notes, namely paraphrases, summaries, and direct quotations. Paraphrasing
is done when you use your own words in taking down notes. If the information provided in the source is long, it
is best to summarize. You may also copy the note verbatim or exactly as it is presented in the source if you wish
to preserve the source. For whatever type of note you make, it is expected that you cite the source. This means
that you must jot down the complete bibliographical information of your source.

PREPARING TO WRITE THE PAPER

THE THESIS STATEMENT

At this point in the pre-writing stage, you should be ready to formulate a thesis statement for your
essay. The thesis statement is the main point or central argument of your paper. It expresses your stand on the
issue you chose to do research on. In order to formulate a good thesis statement, make sure that it does the
following:

 presents a strong position that is supported by convincing evidence; and

 suggests a framework for organizing the essay.

Consider the thesis statement below.

Despite the growing number of broken families in the country, divorce should not be legalized in the
Philippines.

What are the characteristics of the thesis statement above? First, it clearly argues that a divorce law in
the Philippines is not desirable. Second, with the use of the word 'despite, it can be predicted that the writer of
the essay will present contrasting scenarios for a country with divorce law on the one hand, and a country
without a divorce law on the other hand.

Here is another example of a thesis statement.

Because of the economic and environmental benefits it brings, eco-tourism should be

promoted in my community.

What are the characteristics of the second thesis statement? First, it clearly argues that eco-tourism is more
desirable than traditional tourism because of the benefits the former brings. Second, with the use of the word
‘because,’ it can be predicted that the writer will introduce a cause-and-effect dimension to the essay.

THE OUTLINE
 After having done research about your topic, choose one side that you agree with. This side is your
argument or your position. Then, list all the factual support for your argument. Do the same for the other side,
which is the opposing position. List all the factual support you have gathered for that position. When all these
are complete, you are ready to write an outline of your essay. This outline gives your paper a general shape. It
is some sort of a written plan for your essay. If the outline is well-done, then half the work of writing the paper
is also done.

Your outline must be complete. It must contain all the main points of your research-based argumentative
paper. This means that the outline should have the following parts:

 Your thesis statement

 Your argument and specific support for this argument
 The opposing argument and specific support for this argument
 A list of sources for all the support that will be used in the paper

THE ESSAY

After you have completed all the pre-writing tasks, you are ready to write your essay, In writing the
paper, observe the citation conventions required in your class. Make sure that you practice intellectual honesty
by acknowledging all your sources. Any fact, figure, idea, or concept that is not yours must be acknowledged in
the paper using the proper citation format. Otherwise, you will be accused of plagiarism.

SYNTHESIS

1. Research is an essential component in the production of an argumentative essay.

2. Writing the argumentative essay requires pre-writing activities that help sharpen the focus of your
writing.
3. Intellectual honesty should be observed in writing.

LESSON 4: THE ORAL PRESENTATION

Discussion:

PREPARING A SPEECH OR ORAL REPORT

Some students and professionals do not like the idea of speaking in public, whether in front of small or
large groups. Just the thought that they will be facing people already makes them jittery. However, this is a
normal part of life. When you become professionals, there will always be a time that you will face an audience.
It may come as an unplanned activity in which you will be forced to speak impromptu or it may be a previously
planned event that has given you sufficient time to prepare. Whatever the case may be, you need to exude some
degree of confidence as presentation of oral reports or speeches can be very threatening.

As students, you should take seriously any opportunity that comes your way and that requires you to
deliver a talk. For example, in class, there will be instances when you will be asked to make an oral report of a
topic assigned to you. You may be asked to deliver a speech as a classroom activity. Though you may find these
tasks difficult, you need to take them seriously as they will certainly benefit you when you become
professionals.

Being able to speak effectively in front of an audience will always be an advantage. Some professionals
become most sought-after speakers because of their good oral communication skill. They are invited to give
keynote speeches or give lectures on a select topic in conferences or give trainings in seminar-workshop.
Sometimes, they are also tapped to give a sales pitch or a product presentation. Likewise, they are asked to
deliver inspirational or motivational speeches during graduation ceremonies or in a similar communication
setting.

So how do you prepare for this difticult task? In Unit 1 Lesson 3, you already learned some tips from the
topics “General Principles of Effective Communication” and “Principles of Effective Oral Communication.”
These principles are related to public speaking.

Consider the following so you can render an effective speech and be good public speaker:

1. Audience - Know the profile of your listeners. It is important that you know who will listen to you-
their age, gender, educational background, religion, economic status, and interests. Also, know how
much the audience knows about the topic. That way, you can avoid discussing points that would run
contrary to their beliefs and practices and thus prevent miscommunication and misunderstanding.
Further, you can introduce new things for them to learn and not simply repeat things that they may have
already learned from previous speakers. Know how to read the posture and gestures of your audience
members as these will signal to you what kind of an audience they are. Be ready to face different kinds
of audiences as there may be some who are questioners, hecklers, disrupters, hostile, or unresponsive/
bored audiences. Know how to deal with any unpleasant incident or conflict with your audience and
always stay in control of the situation.
2. Logistics - It 1s something basic or essential for every speaker to know who is organizing the event.
Know who will be introducing you and who will be speaking before and after you. That way, you will
be able to tie up the earlier presentation with your own resulting in a more coherent presentation, You
may even give the audience an idea as to what the next talk is going to be.

2.1. Venue - The venue is equally important. Locate the lights and it you have movable visual aids,
know where to position them. As a speaker, you should also know how to position yourself and how you
should move in front to get the attention of the listeners, Remember to work on your posture and avoid
bad habits when speaking. Do not block the view of your visual aids as you present them. Employ a
balanced posture by not standing on one leg only. Do not lean on any object that will give support to
your weight. These postures give the impression that you lack confidence and authority.
2.2. Facilities - Ask beforehand about the pieces of equipment available for you. These facilities
should match the presentation aids that you will use. If there is no available projector, find a way to have
one especially if your visual aids are highly complex. If there are any electrical problems or technical
glitches you encounter, know how to trouble-shoot them.

3. Content of report/speech/lecture - Since you have been invited as a speaker, the organizers might have
sought you because of your reputation as an ettective speaker. If the purpose of the event is to inform
just like in a convention, conference, or a training-seminar, it is expected that you are able to contribute
new information. If the purpose is to entertain, your speech should be lighthearted, amusing, and lively.
If the purpose is to persuade, your presentation should sound convincing enough. Note, however, that
any communicative event may have more than one purpose but there is always a more dominant one.

So how do you prepare for the big event? The following are some tips for you:

1. Read a lot. Research on the topic assigned to you. With the fast-changing times, it is certain that there
are new developments that have occurred in the field. As a speaker you should be kept abreast of these
new developments by reading a lot.

2. Prepare your oral presentation with an introduction,

body, and a conclusion. There are different techniques to open and close your presentation: (a) using a
startling or shocking statement; (b) beginning with a question; (c) using a quotation: (d) narrating an
anecdote or a story; (e) singing a line from a song; and (t) presenting statistics. The strategy you will
employ should match the topic that you will present. For example, you cannot sing a happy song if the
topic has something to do with a tragie event. Remember that your introduction and concluding parts
will leave a lasting impression on your audience.

As regards the body of your presentation, emphasize the major points you wish to make backed
up with supporting statements to further elucidate your main points. Arrange your thoughts in a logical
sequence so your listeners can easily follow through your talk. You can do this by employing
transitional or cohesive devices to make your ideas coherent.

3. Rehearse by practicing aloud and getting the feedback of those who will act as your audience
during the rehearsal stage. You may invite your family or friends to listen to you while rehearsing.
Their comments and suggestions can be useful for you to improve your presentation before the “big”
day

For the introduction, use gambits such as:

a. I would like to talk about…

b. I believe that the topic is…
c. Let me relate a...

For the conclusion, use gambits or expressions such as:

a. Summing up the points I discussed earlier...

b. To summarize…
c. In conclusion…
d. To conclude…
e. Finally…
f. To end my talk or speech…

Then restate the highlights you mentioned. You may also challenge the listeners to act on the ideas
you presented if the purpose of the oral presentation is to convince or persuade.
 4. Use technology. In this day and age, most speakers use technology. Technology forms part of their
audio and visual aids. Through these tools, listeners can easily follow the discussion because they not
only hear but also see the highlights of the presentation. A disadvantage, however, is that some speakers
rely on their visuals that when technical problems arise, they are caught off-guard and their presentation
goes awry.

Technology tools should be used sparingly. Visuals should be utilized only to enhance your
presentations. Thus, do not copy and paste on the slides what you are to say and then simply read them
verbatim. It is important that you only use key words in your slide presentations. Pictures that will represent
a concept are also encouraged. The same is true with graphs, tables, charts, maps, quotes, and important
passages and sayings.

DELIVERING THE REPORT/SPEECH/TALK

Now that you have prepared your report/speech/talk, you are ready to make your oral presentation. You
have spent a great deal of time reading, researching, and writing this oral output so you should also do your best
to deliver it confidently.

When you deliver your report, speech or talk, make use of both the verbal and non-verbal code. In Unit
1 Lesson 2, you already learned that effective communication calls for the blending of the two codes. These two
are always linked together. While the former is important, the latter is equally essential as it gives emphasis to a
striking thought or idea.

1. Paralinguistic cues - Subsumed under this category are facial expression, posture, gesture, and
movement. For facial expression, the eyes and eye-to-eye contact are very important. There is the saying
which states: “The eyes are the window to the soul.” This means that by establishing eye contact or
through gazing, one can detect the emotional state of a person. For example, it is difficult to hide your
real emotions and fake your feelings when people look straight into your eyes. When you are happy,
your eyes become bigger without you being conscious about it. When you are sad, worried or anxious,
your eyes become smaller as you raise your eyebrows and make them furrow.

Posture, on the other hand, refers to the speakers’ stance. How speakers carry themselves during
the presentation will show whether or not they possess credibility. It is important that as speakers deliver
their messages, they project an air of confidence so they can get the attention of the listeners and win
them over to their side.

So how do you execute a correct posture? Simply stand comfortably with your feet at least six to
eight inches apart, with one foot over the other. Your weight should also rest on the balls of your feet
and your hands should hang naturally at the sides. Ask yourself if you are comfortable enough with the
way you stand.

Another important variable is gesture. Speakers who employ gestures in their speeches or reports
are more convincing than those who do not. Gestures are used to make a point more emphatic. However,
they should be used only for important points raised as they can become distractive when used often.
Gestures abound so a speaker should know how to create variety.

Finally, there is movement. Whereas gestures are made by some parts of the body such as the
hand and the arm, movement is made by the entire body (e.g., movement of the head, shoulder, feet,
etc.). Swaying one's body from left to right, side to side, front to back, or pacing from one side of the
stage/plattorm to the other, can be exhibiting a negative non-verbal cue. A speaker should know how to
move on stage so that his/her movement will not be distracting to the audience.
 It is to be noted that while dress or attire is not considered as a paralinguistic cue, it is still
classified as non-verbal. One way to attract the attention of the audience is by dressing up properly. As a
speaker, you should look good and pleasing to the eyes of the listeners. Dress appropriately but do not
overdo it as it may create a gap between you and the audience. You should be well-groomed with your
hair neatly-combed and your shoes well-polished. Pieces of jewelry or fashion accessories should also
be used conservatively.

2. Prosodic features - When making a presentation, there are features that you need to observe. When you
speak, aim at delivering your message clearly through intelligible and comprehensible pronunciation.
You need to articulate the sounds clearly by paying attention to how you move your lips, tongue, and
teeth. An aspect of articulation is assimilation. It means blending the final sound of a preceding word
with the initial sound of the following word. Consider the examples below:

to each his own the pros and cons

to eachizown the prosend cons

the splendor in the grass for a while

thus plendor in the grass for a while

Try reading the examples above. Blend the sounds. Do you think you were able to achieve assimilation?

Finally, note that successful communication depends on prosodic features such as intonation, tone,
stress, and rhythm. Pauses on phrases and sentences are likewise prosodic features. While it is impossible to
imitate or sound like Americans or the British who use English as their native tongue, try to at least approximate
them. If the listeners cannot understand what you say because of the rate or speed by which you speak, do it
more slowly.

PRESENTING IN GROUPS

The earlier discussions apply to both individual and group presentations. However, when making a
group presentation, everyone should be a team player and members should not compete with each other. Note
that since you are working with a team. There should be coordination among you. Guidelines should be strictly
followed especially if it is a group task. Planning is of the essence that your presentation is coherent and does
not become fragmented. As you prepare your presentation, note the following tips:

1. Assign a specific task to each group member.

2. Divide the work accordingly. Each should know the part assigned to him/her as well as the time allotted
to each.
3. Decide on a strategy as to how you will begin and end your group presentation.
4. Prepare your audio-visual aids to hold the attention and increase the interest of the listeners.
5. Practice on your own,. Then come up with a schedule acceptable to the team in which you can rehearse
as a group.
6. Get feedback trom your teammates as to how you can still improve your presentation in particular and
the presentation of the group in general.
7. As individual and group presenters, think of possible questions that may arise after the presentation. If
you cannot think of an answer, seek the help of your groupmates.
8. As individual and group presenters, respond to questions effectively during the question time. If it
happens that nobody from the group knows the answer, be honest to admit that you will find time to
research on the matter.
 OVERCOMING ANXIETY OR STAGE FRIGHT

Many speakers become tense when making small and big presentations. This is normal. Becoming
nervous only shows that you care about your presentation. You are concerned about whether the audience will
pick up something from your talk. Note that a little amount of nervous tension is needed if you aspire for an
excellent performance. At the beginning, you may experience anxiety, but as you go along with your
presentation, your nervous tension will ease up.

Eugene White and Claire Henderlinder (1956) stated that: We do not actually fear the process of
speaking as such but a negative response from the listeners." This is indeed true. What people actually fear is
not the process of speaking but the negative response, comment, or feedback from the listeners.

There are ways by which you can overcome stage fright. One way is by preparing thoroughly for your
presentation. It is important that you know about the topic and that you know more than your listeners. Another
way is to practice. The more you practice or rehearse, the more confident you become.

Stage fright then can be minimized. It is not also a negative feeling all the time. Learn how to convert
this social fear into something positive so that you can aspire for top performance.

SYNTHESIS

1. When preparing a report or speech for oral presentation, make a profile first of your audience and the
logistics involved, i.e. venue and facilities. Then read up and research on the topic so you can write an
effective report, speech, or talk.
2. When making your oral presentations, pay attention to the paralinguistic cues and prosodic features of
the language. Whereas paralinguistic cues involves facial expression, posture, gestures, movement,
prosodic features include intonation, tone, stress, rhythm, and pause.
3. When making a group presentation, follow strictly the guidelines so you can come up with a good
performance. Be a team player so that the individually assigned parts cohere with each other.

REFERENCE:

Marilu Ranosa Madrunio, Isabel Pefianco Martin. Purposive Communication. Using English in Multilingual Contexts