I 26 .

- - : + 3 English Guide ( S E C - ~ ~
(e) Cultural differences between communicator and the audience.
(f). Personalityconflicts.
(g) Mismatched communicatipn preferences. ·
(h) Lack of contextual clarity between the communicator and the rece .
iver.
(i) Gap ofgenerations (also known as generation gap).
G) Other kinds ofnose during the communication..
...,~~ ~...,,,..'l'~.i"\:!i,1(;..'N' . ·,JJ'\Kf/A~.~t:.; ,
t?":"" 'f·=~~·t>$'W'~lW'.l("'·.--:-.~..-:·,,~1~).:¥:1'"'1;m ·:."','.;i}'f;:,-,.m•-~'!:11'
e-• }•}:~>' ':!t..4:t,7~ ·~--~l' .~ii ;~·l~~~..,,~~~-}~~~~~;~
~':,. ··.·.:.,.~l/~'
... .'~··.:-~.
: >,; t .:I:,:..'.' •~··• .'',,,~ _
~'* " I; ~:f %. ;;•{!:;~<
• ·11-
.ll 1M 9·~..:...:.;•.fi~.M.".:l~"'·'"'"'_ ...:.. . ····- ON=·······...",;
1. ENC
ODING · ' ·
· Encoding is the method with which the s~d·er imitates the mes It · h . i
sage . is a met od Where
: · 1
· the thoughts are put ma certam coded message. It may be a telephone cell, a lette r or
· · a.telegrani, l·
or it may be other form The method ofputting the message can not be .
arb it~..T~ere lS no Point
using the telephone to a p~rson who does not have t~lephone or c~n
not use it ~imilarly, a fax c~
be sent only to a person who has access to a fax at his end. Four imp
ortant things for encodiii,g
a successful message are : · · . .
(1) The capabilities ~d skills of the sender.to sendthe message 1.e., · :,
~ person who ~antsfo
. · send E-mail, must possess a computer and know how to oper
ate:it. .· .
(2) The sender must have adequate.connnant over the language iri whic
h he WIShes to send~
message. They must have comman over the medium ofcommunicati
on.
(3) Encoding also depends upon skills, sensory systems and muscle
systems, and the attitude
ofthe sender. .
(4) The sender must take into consideration the social and cultural envi
ronment ofthe receiv~.
2. ·CHANNELOFCOMMUNICATION
-
Channel is the vehicle for co:rnmunication. It is the medium which
transmits the message. ·
The message may be delivered verbally wheri the receiver is physicall
y present or it may be sent
by some other verbal or written method. The channel acts
as a bridge between the source and
destination. A message may be received as soon .as it is delivered
like in the case of a telephone
or television. It may also take time depending upon the type ofefficienc
y of the medium used, like
in case of a letter by postal service. The message may get misp
laced or it may be da~ged
intransist and the medium may be faulty.
·
3. DECODING
Decoding starts after the message reaches its destination. The rece
iver.keeps in mind the
emotionaL educational, social, cultural and physiological level
of the sender and analysis tne
message. He must translate the ideas into a form that can be und
erstood and used by him. The
message conveys someone else's ideas. The receiver must esta
blish the intention behind the
message while analysis it. The receiver's perception depends on
the quality of encoding and~
level of understanding of these codes and symbols which have
been used in the process ~f
translation. The interpretation ofsignals is called "Decoding". The
receiver must possess skills tt1
reading or ~tening, r~o ~g, correct attitude and adequate ~
ledge·in order to receive the
message without any distortion . ·
[IB D ~ ENGLISH CO MM UN ICA TIO N~ 27
· .. -____________'._
4. FEEDBACK
ack is e . . . . . .
. Connnunication is a cyclic activity. Feedb . ssential to make connnwncat mn effective.
A message received by th •
not receiv ea
esponse to what ha8 b e receiver may be itse)fbe meaningless ifthe sender does
r_ . all d HF deben sent by him. This response from the receiver to the sender of the
message 1S c e ee ack".
5. NOISE
seld · ifi d . .·
. . . tant , . om spec e component of commurucation. There are time,·
Noise is an impor
manner.
w~e~ tbe messag~ 18 erther not co~~ cate d at all or it is communicated in an roper unp'

· may enter the

This JS called ''NolSe" • This n01se · process ofcommunication due to certain situations
of factors, the factors include: · · · ·
(f) Lack ofinability to interprent the ~essage receive. . . .
(~) P~ob le~ arising out ofdifficulty in understanding the language ofthe message.
(3) D1Stract10n caused by certain physical elements. · · ·
(4) Misinterpretation ofmessage due to our prejudices.
..
(5) Lack ofknowledge, wisdom or truth.
ion
6. Writing : Written communication provides a record·fur the future. Written connnunicat
and,
can be studied,_reflected on and absorbed at the receiver 's own pace. It is permanent
es
makes a lasting impression Written communication includes letters, memos. mails, minut
n
of meetings, reports, ·instructions, diagrams, 1naps·, other pictorial aids etc. Writte
to
· communication can overcome distance. It ·can be useful when information has to be sent
a large number ofpeople and can reinforce verbal communication.
and
7. Reading: The reading material may include minutes ofmeetings, occupationaL he~th
mt of
·safety proce dures and practices, work procedures, reports etc. Due to the amm,
.o n
reading required for many works, reading skill need to be developed so that time spent
ation,.
reading is efficient and effective. The outcomes ofreading may be mern o~g the inform
ring a, .
getting a broad overview, getting evidence, finding out what has happended, answe
question, revising, getting a range of opinions and getting concrete facts.
·
8. Mass : The range ofmass corrmwrication is much wider and covers large, public, dissimilar,
ision,
distant audience. The messages are sent via some eletroriic or print means. Telev
with a
radio , internet, newspapaers, magazines, books , etc. are ways to communicate
large mass. Mass communication has restricted opportunity for feedb3ck.
hing
9. Intrapersonal : Thinking involves intrapersonal corrmunication. A person does everyt
person,
himselfor herself He initiates, receives and processes messages within himself The
lf and
here is both a sender and a receiver. Such communication helps in knowing onese
devel' oping self-concept, self-esteem, determination, self-confidence and self-motivat
ion.
~on. . ·',
Deciding .o n certain things within you and mudding are also intrapersonal communicat
· . ·
It is a way of self-communication. .
nal
10. Lateral: It involves flow ofinfonnation-wit};l people on the same or similar organizatio
flow of ·
levels. Such comm unica tion is called horiz ontal flow of information. Diagonal
l 28 m@ffi:+3 English Guide (SEC-I) ~ IJiii
:o ~tion includes flow ofmessages with people at different levels who hav~
reportmg re·lat·10ncJ.i,,,,. · :_t: ti· flo tt i,,
u.nups. Such connnunication helps in speeding up JWOnna on w. ·
11 • Internal : Such communica tion involves the flow ofinformai~n ':ithin any organization u ,
1
~P~t. In any_organization, for effective internal como:uimcatlon, there should~ llll1t1
directional flow ofinfmmation in all directions from upper to lower, lower to upper, ciiag0~
etc. ·
12. External : Thie; includes flow ofinformation from one organization or department to other
organizations or departments or to the public. Generally letters, reports, proposals, meetings
conferences, e-mails, etc. are the ways to communicate externally. '
{IV) DISTINCT FEATURES OF INDIANISATION. ALTERNATIVE TEXTS OF
LANGUAGE LEARNIN~ GLOBAL E_NGLISHAND ENGLISH IN Tift
PRINT AND ELECTRONIC·MEDIAIN INDIA.
Di1ttact Features of lndianisation
In Macaulay's celebrated minute, Macaulay stated, "to make natives of this countr,
good English scholars-and to that to this end our efforts ought to be directed".Indianisationoj
English started on 7th March J835 when Lond William Bentinck resolved that, "the great objecj
of the British Government ought to be the promotion ofEuropean literature and science arno118
the natives of India and aU funds appropriated for the purpose of education would be bes1
employed on English education alone".
During the 20 Years between 1835 and 1855 - The period of Macaulay and the Woo~
dispersation . the number ofthose educated in English had been rapidly increasing. It is said thai
even in 1834-5, 32.000 English books sold in India, as against 13,000 in Hindi, Hindustani a~
Bengali and 1500 in Sanskrit, Persian and Arabic. The Vogue for English books·increas~
Gradually English boc,arnc the language of literature, science, and technology.
Language is the most important medium of communication. English is the most powerfu
ofall languages so far as communication is concerned. It is a global language as it is used all ove
the world.
English language is taught all over the world either as first language or second language
In our country Enghsh language is taught as a second language and also as first language. Ther1
are several regional languagl-s in our country. We have adopted three language fonnula.
AJtemative Texts of language Learning
Britishers ruJed our country for a long time. They introduced English as the mediumO
instruction in our schods. It was also the official language. The higher literature and tecl1Jtjc8
literature were available in English language. It was the inter and intra country contact languaged
our nation. Thus the following are the reasons for teaching English as the second language d
contact la:n,guage.
1. Cont:ad language :-
Engb.~h is the contact language in our country as well as armng countries in the worki
[!D D~ ENGLIBHCOMM.'UNICATI~ 29 I
2. Eco~omic reason :-
Jobs and economic facilities are easier to get for a person who has a gQod command
over English language. · ,
3. Time factor :-
.. English language is economical language from learrtingpoint of view.
4. Population :- ·
A large population can understand and speak English.
5. Use of the language :-
People feel privileged in speaking English language in their conversation.
6. Skills of Language ::- .
· ·
'

The main emphasis in English language is given on cqrnmunication aspects.

7. Social Status:- ·
It is common feeling that speaking is the sign ofsocial status.
8. Contact with other countries :~
English is an international language. It, every country of the world, we have contact
. ·through the medium ofEnglish language.
The feeling ofworld citizen and intemati~nalism that we are human being first and other
thing later on can be deyeloped through English language.
9. Motivation and ·E ncouragemen t :-
Parents usually encourage their children for learning English language.
10. Environment :- ·
The family, Society, Community, Schools, Colle.ges: games and Sports, Job, trade and
commerce areas have the place for English language for interaction as well as correspondence. ·
Language is not Static:-..
· . Language is not a static unity. It is an ever changing unity. Colorisation, url;>anisation,
migration, industrialisation, development _o f mass communication and technological diffusion
constantly change the phonology, syntax and vocabulary of a language.
Language varies according to·age, .occupation, sex and environment. Doctors, teachers
soldters, engineers have their own particular way of speaking. People in one location often spea]
a language differently from speakers ·some where else. Accepted Patterns exist for communicatin
between young to old~old to young, Parents to children, Children to parents, audience to tli
guest and a stranger to another stranger.
Purpose of Language Either Spoken on in written form .
The chief purpose of language is to make communication possible. The purpose
communication is to enquire, to inform, to in.fluei:ice, to interact etc. ·
1. To Enquire: .
Language is used to given or receive information. To enquire, to ask-question is a par
·the everyday business of living. The ability to ask questions and then follow them up with fur1
 I 30 . - :+3 Englillh Guide ( S E C - I ) ~ I~
enquiries is important both at home and at workplace.In filling in a fonn, attendm~ an mterview
t
We have to face enquiries and answers. Patients, students, workers, all ask queS lOns as adV:ic~
oftheir doctors, teachers, managers or officers is important for them
2. To Inform :-
0th
. In our day-to-day life we communicate infonnation and ·i~eas to er people. Writing ·
th
an~ speaking while communication infonnation need to be clear, snnple and fit to e occassion.
3. To Interact :-
An important purpose oflanguage·is to help us to interact with ~thers. We interact With
our known persons or persons whom-we have met, or have a contact over phone. We also
. interact with complete_strangers as in.a TV phone programnie. Internet chatting and·small talks at
parties are exampies ofinteraction: Ability to successfully interact is a valuable social skill. This
· skill is mostly required with teachers, anchors, media artists, lawyers, political leaders etc.
.4. To Influence:-
Advertisement is an example ofuse ofJanguage to influence. In advertisement words ar
·cho~ not simply fur their meaning but fur thelf co1111otations, their emotional effect. Their chic~
a~ ~s to influen~e the read~r on the vi~wer to purchase a product. They try to influence public
opuuon by coaxmg people mto acceptmg what they have to often.
5. To Entertain :- · ·
.. Lari~age is not at all all work. It also ~ntertain us with music, drama and interest:
~t.mgs. Wnters ~ays try to capture our .attention with interesting writings. mg
Pnnt and·Electromc Media .
Print refers to anything available on hard . An . . . .
available on soft copy. Both p.rint and electr . _dc_opy. electrom~ media is that which is
.. h . .. . oruc me la are types ofm dia' Th nl . .
mt err accessibility and their reach. Electronic m d: . . . e .. e o y difference is
.. What is Print .Media? . e la IS easily accessible through the internet.

. Print Media is that means ofmass co . . .

mprinted fonn murucation through which infonnation is disseminated
What is Electronic Media?
. Electronic Mecmi is one is hi . ·- .
transhmit iofu~tion to the audienc:- ch electroruc or electro mechanical energy is emploved to
T eroleofpnntm d" . J'
. . e 1a 1n English teaching :- .
· PrintMediapJaysa vitalro1 · · -
like newspapers is importan e mE~lish teaching. The mod . .
communication in o t source ofinfonnation. The . em~ ofmass COnnmmication
audiences. ;;:1t
rder to send the ideas and thoughts of -~edia use English as medium ofi
. e mtellectua]s to lar i
The mass medi h . . · - a ge number 011

says that today's me . a as be~ome an important co . .

dia are creatmg a global village, a c : : : t ~f So~iety. Marshall MicbigaJJ
\ ty m wh1r.h n,:,,,.,,..,.1- 4,L__ _ ~ ,
[ I B D ~ENGLISH COMMUNICATIO N·~ 31
e ev~nt." The role ofmedia in a in the sam
world see major news unfold and hence participate
cou ntry like Ind ia is ver y cruc ial as it can mob ilize people for development activitier,
developing
we are scarcely aware oftheir presence and
our daily lives are so interwoven with the media that
The mo dem med ia ofm a~s co~ uni cat ion like newspapers is important s~urce of
influence.
the language.ofmass communication so print in
information. As English language is accepted as ·
English, ~~ ne e us most,
med ia ma tter to eve ryo ne, to poli ticia n, man age rs, celebrities, teachers, doctors, ·
Today,
t Media stimulate learners through its materials.-
patients and ~o people ofother profe~ions also. Prin
s that,·"M edi a info rm, amu se, s
· tartle, ang er, en te~ thrill but ver y seldom leave
Mr. Shirley say
unt ou~ hed ." We can def init ely con clud e tha t media is a source to the -pedogogues and
anyone ·
the stude~ts with creative and practical ideas. ·

•••
 luN1T-- 2j
THE FOUR SKILLS AND PROSPEC'J'
OF NEW MATERIAL
IN LANGUAGE LEARNING

(i) Listening :
says; we have tw9 ears and·
Philosopher Diogenes puts emphasis on listening when he
. .
one tongue in order that we may hear more and speak less'.
n to sound or action. When
According to Oxford Dictionary, 'listerilllg' is giving attentio
t it means. Act of listening is a
listening one hears what others say and try to understand wha
al process.
complex work wbic~ invo·Ives cognitive, affective 2 behavior
cess. Communication is a
Listening is an inip9rtant component of CommunicG:tion Pro
. The purpose ofcommunication •is
two way process. It requires a communicator and a receiver
been sent by the sender.
achieved when the receiver receives the message, which has
LISTENINGINORALCOMMUNICA.TION: .
oral communication can be
Listening is an important aspect ()foral communication. No
s·good listening skill.
effective without proper listening. Good communication need
Different stages of listening.
There are four stages oflistening.
1. Noticing minutely (Preception):
sounds and concentrate on
The process oflistening begin when the listener hear some
them. Listening is ofvalue when the listener notice minutely what the speaken says. A carefull

_J
 JBD 3333~~~x~~
listener notices things that
. d.
ENGLISH COMMUNIC
are not obvious p s d lis .
ATION ~~~~~z~a~~ 33 ·
mtereste m the speak.er but his mind . . .. e~ o terung occurs when listner seems to b
Pseudo listening also occurs .
.
. . is busy with other things. It is called Pseudo li t . e
m noisy surround.in . . ..
l
. s erung.
2. Decoding .the message : . gs, inattention an~ nnpaned hearing.
. D~coding the message is also call d . . .. .
napt attention being to interpr t d e . mterpretatmn. A listner who listens the speaker with '
person to person Decoding ise infl
3. Action :
on ecode 1t Decodin
· ·t
· g or m .
erpretatmn ofmessage varries from
uenced by cultural educational and talent ofthe speaker. I
. The listener stores the ·mess~ e f h · · .·
In the part_ofthe speak.er feedb kgh ~ t e_messageofthespeakeririmemoryforfutureuse.
interpreted by the listener. ac e ps him to find out whether the message is correctly
4. Evaluation·:
. T~:~eakefr after understanding the m~ssage evaluates it and store~ it in mind For
~roper va °
ion a message a listener listens not only with ears but alo with eyes A lis~ener ·
mterpret messages of.a speaker more .accurately if only he observes the non-verbal b~haviour of
the speaker. That means the good listner gives importance both to the speech and body language
of the speaker.
Listening is-the "process where by the human ear receives sound stimuli from other
people and through a series of steps interprets the soood etimuli in the brain and remembers it"
· Listening can be passive and active. ·
Passive Listening : ·
Passive listening is Pseudo listemng. A passive listener seems to listen the speaker but
his mind is wandering off any_ where else. Listening is a process of hearing, identifying;
understanding and interpreting spoken language. A passive listener hears but does not identify
non understand the message of the speaker. A passive listener falke the message. The message
is_n.o t decoded. A passive listne'r never interprets the content of the speaker's speach. Not
only the attitude of the listener but also the environment plays an importa~t role in discoding
the message ofthe speaker by the listener. Noisy Surrounding, impaired hearing also compels
a listener to be passive.
Uninteresting topic also make a listener a passive listener. If the listener feels that he is
well aware ofthe topic discussed the_n the beco.1nes less interested in hearing. If at the time of.the
listening the speaker starts thinking about other important works h~ has to attend then also he
becomes a passive listener.
Active Listening : ·
Listening is a process where by the human ear receives sound stimuli from oth~r peo~le
and through a series of steps interprets the so1:111d s~imu~ in th~ ~rain and rememb~rs ~t. Achv~
listening is a positive attitude ofsoft skill By active liste~g a bndge ~funderstandm g is createc
between the speaker and the listener. An active listener is mterested m what the sspeaker has tc
convey.
 / 34 -m:+3 :s,agliah Guid e (SEC--1) ~ ~ ]·

How·. to be an Active Listener :

(j) Listen with interest: 'th eyes but also with your eyes. Alistenerc
Be an active lis~er.Listen not only WIOb ~=s the non-verbal behaviours accompany/ll
Qg
interpret messages more accurately wh~ ~e s
thewords. ·
(ii) Let not be disturbed : _ . list • g will not be interrupted. Sit in a q .
U1ct
Sit comfortably and in a place where your enm
area and switch offyour mobile phone. .
(iii) Don't distract the speaker : . 0
Try to concentrate on what the spe~ er is saying. Ifyou read, look at your watch ntalk
with others it will distract the attention ofthe speaker.
(iv) Have an open mind : . · . .
. Don't be prejudiced while listening. Have an o_pen mm~ and try t~ re~e1vethe wordsof
the speaker with an open mind: If necessary ask polite questions and msprre the speak.
er to
speak. .
How To Improve Listening Skill
Listening, speaking, reading and writing are four basic communication skills ofthese four
e
we use listening the most. Good listening also improves one's speaking power. Have positiv
the
attitude towards the speake~. Try to create a bridge of understanding between you and
speaker. Understand the points the speaker wants to clarify. No possible settlement can
be
achieved ifpeople f4il to:listen to each other.
To improve listening ability one has to improve decoding and encoding capacity. Decoding
feeling.
is the process oftransforming'messages ofthe speaker into receiver's own ideas and
e.
'Encoding refers to transfon:ning ideas and feelings into symbols and organizing them into a messag
Skill of Listening : .
(a) Clearly understand the lexical meaning ofwords in context and grammatical meaning
ofstructures. . .
(b) grasp the mood ofthe speaker and the theme of the discourse.
(c) guess the meanings ofunfamiliar words from the context.
( d) anticipate word and structures from the context for understanding speech at nonpal
conversational speed. ·
Barriers to Listening :
There are a number ofobstacles which can deter us from listening effectively. The four
rs and
important barriers are Psych,ological barriers, Anticipatory barriers, Physical barrie
Environmental barriers.
i. Psychological barriers :
Psychological barriers are product ofour prejudices. Our prejudices create in our mind
~g or disliceing for ~omebody. We can not-easily accept the speech ofa person whom
we
like. We
dislike. Like that we remain disintereste~to a speech delivered on the topic we don't
 I
[I BD ~~ .N G U SH CO MM UN IC AT IO N~ 35
.
have to be.open mind ed to be a good listener. A good listen
agood wnter. . ·
_ ·
er in tum becomes a good speaker or l
I
''
ii. Anticipatory Ban iers :
Ifa list ·· · will not able to
. . . . ~er an~cipat~s that a class on seminar or speech will be boring he
participate.
~Jo y It e;7en ifIt r~m s an mteresting one. So don't anticipate but ·
m. Phy sica l Bar ners : .
Lou d nois • . g arrangement physical illness are
· uncomfortable sittin
e, hearing disabili.ties,
. . · ' ·
physical bamers to ljstening.
iv. Env iron men tal Barriers :
physical barriers.
. . A ~ow ded room, very hot or cold venue, distracting noises are
Qua litie s of an Act ive List ener :
Ifpeople will not listen
Active listening is an important aspect ofcommunication process.
to each other then nothing can be settled fiurely. .
er displays ofsoft skill.
. Active listening is a positive principle of soft skill. An active listen
An active listener displays a positive attitude towards the
speaker. Without any prejudice he
emains attentive to what others
judges the weightage ofthe speakers points. An active listenerr
say.
How can one ach ieve expe rtise in listening : · -.
without all<;>wing other
Listening is an active process. It involves focusing on what is said
success in academic level, in
thoughts to interfere. A successfull man is a good listener. For
l listener. One can make one an
profession, at-h~me or with family one needs to be a successfu
active listner by practice. .
rs. Then you will be able
At first in the basic level try to be attentive in listening to othe
e. By developing such a habit
to listen with full attention to the speaker in the intermediate stag
an expert in list e~g ; an active
ofpatient listening you will be polite. Then you can become
listener.
anything in a projudiced
While listening have patience to hear people. Don 't listen
ays make eye-contact with the
mind. First und erst and and then respond if necessary. Alw
speaker.
opinions ofothers. Don't
Don 't form opinion from the beginning. Here patiently consider
ain silent and react only when the
interrupt or try to correct the speaker. Even ifyou ·disagree rem
. . -
speaker calls for your opinion
Any individual can become
Active listening helps us to develop inter personal relationship.
d listening skills and employ these
a good listener through prac~ice. Successful persons foster goo
as at the wor k place.
skills for academic purposes, with family and friends as well
Y .
SPEAKING EFFECTIVE, INTELLIGIBILITY AND CLARIT
ess. Speaking is·a f~~ o:
Aural - oral skill plays a crucial role in connnunication proc
ugh spoken words. Commm1catJ.01
oral conmrunication Speaking is a form co~ nic atio n thro
through speaking occurs in situations like.
 ~
i

36 m - : + 3 English Guide (SZC:-11 Jffiffl®I~ .

i. Face to Face Conversation : · d lve problems. In face-t
I fi · h ·d · together an so o,
n. ace-to-face speaking p~ople s _are 1 e~s , din ofthe message. Immediat
face speaking people can ask questions and test their understan g · e
feed back is possible in face-to-face conversation. ,
ii. Speaking over Telephone : · . . . 1 •h 01·c conversation is gainin
whether in family life or work place or ID social life te ep ~ · · · ~ g
. . . . . . over hone telephone etiquette ts necessary ior both
wide use and unportance. White speaking P ' .·. h Id be carried out in cl
parties. Tone is the expression ofvoice. Telephonic conversations ou . ear
tone. It should be precise and to the point.
iii. Seminars, Meetings : · · h O·th thro h
· · We communicate with others thro~gh oral commuicate wit ers ug oral
· · . h la aker has to elaborate and focus on
communication in seminars, meetmgs, etc. In sue p ces spe
a particu1ar topic. ·
iv. Interviews : · · · . .
. Interviews·are a form oforal communica tion Interviews are planned co~versatto ns with
a predetermined purpose. It is carried outthrough spealeing questions and gettmg answers.
EFFECTIVE SPEAKING :'. . . .
An effective speaking starts with an appropriate gre_ eting. ~or effective greeting take into
consideration the culture, age and gender ofthe audience. At the time ofgreetings give importance
to the culture, age and gender ofthe audience. Ways ofgreeting very from culture to culture. For
example in India we say "Namaste''. In western culture people use to say "Hello" or "Good
morning". In some countries people bow their head or hug each other as a sign of greeting.
Ofcourse when cultures mingle there may be certain overlaps.
Generally people younger fu age or junior in rank greet first their seniors. The speakers
are required to use language according to the setting. A fonnal setting requires the use offonnal
language and an infonnal setting requires informal language.
lntelligiblity and C~arity : .
Starting ofconversation is very important. The speaker should always keep in mind the ·
occasion and topic on which he is <:felivering his speech. He should not tray away from topic..
Another important factor for the speaker is that he ha:s to·hold the listener's attention by
being interesting. Ifrequired he should "quote" lines from accepted scripturesa, philosophers and
scientists to make his speech authentic'as well as intersting. At time h~ has also to present datas·
and filcts relating to the topic.
Wmding up is also an important aspect ofsuccessful speech. As the starting point creats
a lasting impression so also the closing point ~ke people feel satisfied. Clarity in speech,
understanding the topic, positive attitude towards ·the listeners make a communication a successful
COnmmication. .
co · For clarity in c~mmunication appropri~te facts, deep knowledge on the topic, good
llllnand over appropnate use ofwords, correct grammar knowledge, fluency, rise and fall of
 [IB D ~ - E N G L I S H CO MM UN IC AT IO ~ . 37 l
er needs to be coherent
v01ce ~ tbe sttuah~n reqwr~·~e required in the part ofa speaker. A speak est in bis speech.
and articulate. lfhis speech ts mcomrehesible then listeners will
loose inter
MMING, SCANNING
MET HOD S AND TEC HNI QU~ S READING SUC H AS .SKI
TO UNDERSTAND THE
AND SEA RCH ING FOR INFORl\iATION; REA DIN G
G OF A·PASSAGE:
LITERAL, MET APH O.R ICA LAN D SUGGESTED MEANIN
.
Objective ofT~aching Reading :
tial
. ~e~ g involves the recognition ofthe important elements ofmeaning in their essen .
·
relation mcluding accuracy and throughness ofcomprehension. · · ·•_:.: · ·
·
Reading help one in successful communicatioti.
The objectives ofgood reading are as follows : .
i. To enable one to pronounce words correctly. ·
ii. To enable t~ reader to understand the meaning ofwords and
sentences..
iii. To enaple the reader to interpret sentences of paragraphs.
.
iv. To enable the reader to read easily, fluently and rapidly. ·
tions.
v. To enable the reader to use ideas gained from reading in other situa
vi. To enable the reader to take pleasure in reading.
IMPORTANCE OF REA DIN G :
''Reading maketha full man"
e Rea ~g us in
CLord Bacon, According to WS.Gray, 'Reading is a form of experienc
experiences, their recorded
contact with the minds ofgreat authors, with the written acoount oftheir
lives and the advancement made by them in various fields .·
Rea ding is of grea t imp orta nce beca use ·:
It is source of enlightenment as well as recr~ation, we can spen
d.£Hll leisure hours
meanirigfullywith magazines, books and journals.
wpich they come
Reading provides the learner_a fun control over the words and patterns
on skill we have to form a
across during the prQcess of speaking. So to develop communicati
good habit ofreading. ·
ATION :
SKI MM IN~ SCANNING AND SEARCHING FOR INFORM
INTENSIVE AND EXTENSIVE REM )ING :
meaning. Scamrini
Skimming a text means to go through it quickly to get a general idea of
means reading in order to find specific information.
SKI MM ING / EXTENSIVE READING :
means rapidreadin
Skimming is associated with extensive reading. Extensive reading
s and phrases.
or independent silent reading. There is little study ofindividual word
SKI MM ING ME ANS :
meaning as q~d
i. read silently, ii. read quickly, iii. understand the subject matter and
"
and efficiently as possible.
. .
· Objectives of Rapid Reading.
ming on exteru
According to Tho mps on and Wyatt, there are four objectives of Skim
nal.
reading. The y are, Intellectuai Literary, Linguistic and ~ecreatio
 1:
/ 38 ~ + 3 E u g l i a h G u i d e ( S E C - I ) ~ ~
i. Intellectual.- Intellectual reading means ''to tear the heart out of the b~ole'' ·
. ·lo
understand the theme and to get information.
- ii. Literary- Literary reading develop in the reader a taste for reading so that a CUk.
. can be formed with the great wnters . and peopIe. uura1
contact
According to Thompson and Wyatt, The main purpose of extensive reading is th
cultivation ofa taste for reading and it seeks by encouraging the habit of visualizing what is r t
- to make reading a form.o fvisual instruction". ~
iii. Linguistic: About Iinguisticreading.O. Jespenson says that the main point ofread·
for_th~ reader is to.be occupied with the text in _s~ch ~ w~y that they do not loss sight
meamng. So, that they may thus become so fanuliar with 1t that at last they know it almost
of:
entirely by heart, without ~~g been directly required to commit it to memory''. or
iv. Recreational : Recreational reading inculcate in the reader the habit ofreading for
pleasure and profit. Reading is a good means ofentertainment and information. .
SCANNING I INTENSIVE READING :
Scanning means a minute and detailed study ofa text. It concentrates upon -
i Study ofsentence structure including grammar, word order and syntax.
ii Assimilation oflanguage which consists ofstudy ofwords, phrases and sentence structures.
iii Grasping the sense and getting •information.
The Objectives of Scanning a Text:
· i According to Jesperson, intensive reading ofscanning keeps the reader "Occupied with I'.

the text repeatedly in such_a way that they do not lose sight ofthe meaning, so that they may thus
become so familiar with-it at last that they know it ahnost or entirely by heart, without having betn
directlyrequired to connnit it to memory."
ii Scanning provides practice in correct pronunciation, intonation, expression and modulation
ofvoice.
iii Intensive reading also improve command over language.
iv. It provides opportunity to communicate without fear and develop personality.
COMPARISON BETWEEN SKIMMING AND SCANNING:
Francis Bacon has said that "some books are to be tasted, others to be swallowed and
some few to be chewed and digested." The dictum implie~ that. one should develop both intensive
reading (scanning) and extensive reading (skimming).
· In intensive reading the reader-not only achieve detailed comprehension ofmeaning but
also masters the structures and vocabulary. Intensive reading is regarded as a very potent meam
ofdeveloping personality and cormnunication skill.. .
· In extensive reading a reader reads for infonnation or simply for the pleasure ofre~ing.
In this kind ofreading the primary object is general comprehenSion, not detailed study. Since the
aim here is to read rapidly, the ability to locate the "topic sentence" of a paragraph and to
comprehend its general meaning by skimming will be useful. Skimming enables a reader to ignore
certain paragraphs and concentrate on the ones he is-interested in. In skimming the ability to_
guess the approximate meaning ofa new word from the context will also be found helpful To
 [ I B D ~ E N G L I S H CO MM UN ICA TIO
N~ 3
9
I
.
make rapid notes ofrelevant intconnation · a.lso a necessary component ofthis
for future use is
. ofextensive reading.
useful skill
.
Com pano n of Scan ning and Ski". mm,n .
Scanning . g
1. It ~oncentrates upon the 1anguage.
2 W d hr
. . 3. I or ks, p ases and expressions are. sturued in detail ·· .
. t ma es a careful and mmu·· is read. .
4 Th d tail d . te scrutm y of what.
5. N e e de reading lesson is essentially a place for careful ieaming ·
· ew wor sand phrases that occu r~ · h
6 The reader should be ht tO d t e text pass into the reader's vocabulary. ··
~ the book. · .a e un erstand and use all the common words, phrases and expressions
Skimming:
1. It concentrates upon the subject matter. _
2 · Wor ~, ~hrases and expressions are not s·tudied in detail.
3. The ann IS only to grasp the meaning ofwhat is read.
4. The non-detailed lesson is meant to be skimmed.
ulary.
5• New Words and phrases that occur in the text_pass in to the reader's passive vocab
s, phrases
.6. Th~ rea~er should only be able to understand and not use all common word
and expressions m the book.
. How to Skim a text :
r wants
By skimming a text one gets an over all impression. It is beneficial when the reade
reader ignores the
to survey a text to get to get a general idea ofwhat it is about. In skimming a
raph contains the
details and look for the main idea. Generally the topic sentences of each parag
· ·
idea developed in it.
How to scan a text :
figures,
Scanning a text means to read it carefully in order to find specific information like
names, datas etc.
(iii) Identifying the tone ( admiring, accusatory, ironical, sympathetic, evasi
ve, indecisive,
ambiguous, neutral etc) of the writer and view point: ·
Tone in Literature tter: The
Tone in literature reffers to the writer's attitude or feeling about the subject.ma
point of a writer ·
tone ofa work is generally expressed through the choice ofwords, or the view
us, formal, informai
one particular subject. The tone ofa work may be accusatony, rr.onicaL senio
ambiguous, sad, cheerful or neutral. that a man
Writer's attitude towards the central theme or subject is its tone. Any emotion
can feel can be a tone ofa literary work.
How is tone of a wo·rk created age etc. to
Writers use various literary devices such ~ imagery, symbol, figurative langu
s must be appropriate
create tone. Writers ·convey their feeling through words. The choice ofword
ents within a literary
to the tone of the wor~. One can analyze tone by looking for specific elem
c___ _ _ ~ - - -·
-IJ~~
---♦3
e fSEC
E a g li a h G u id rous on sad, pesslJ C
:llisti
[ 40 or senous, humo
em may beJoyful
ory, a play on a po
work. A nove~ a st
• • ••
or optmutJC. shape and life to
one : a w~rk. I t lends
lm.portance o f T Ton e pre sents perspecti".~ to e o f an a~ thor to the topic
Tone creates moo
d . ts the attitud ·
. where as the tone · ·
d is the atmosphere
literature. The moo ugh the·Writt
s expressed thro
Tone o f voice : your institution a en
e 'personality' o f s characteristic.
Tone o f voice is th m pany in words is it t and cowteo
ou present yow- co concise, confiden
words. The way y r sh9uld be clear, te nnin e
the tone o fa write etimes; genre de .
Ush·
st e
In a formal writing t pretentious. Som
ould be so phisticate.d but no
The presentati. on sh .
't:onc. e
a particuJar ton king highly
ords to describe admiring - approving, thin
Some specific w
absurd - ridiculous aggrived -annoyed.
ed.
aggressive - hostile, detennin amused - entertained
ling
ambivalent - having mixed fee animated - full o flife
- enraged
angry ttle interest
apathetic - showing a vecy li thankful
- fullofregnet appreciative . - inful
apologetic
arrogant . - pampous, disda
- enthusiastic the:fic
ardent - tolerant, sympa
- selfconiident · berevolent
assertive
callous - unfavourable
- angry
bitter truthfeel cautionary - gives warning
r
candid - straight forward,
- praismg . colloquial .-familiar
cel~bratory sympathetic
comic - humorous compassionate - les·
- diffic~lt to judge compliant -: agree to obey ru
complex "'. intended to pla
cate
coucemed - worried . cohcilatoiy
- unable to think :finding fault
confused clearly critical -
- scorn ful defiant · - obstinate
cynical elancholic
demeaning - disrespectful depressing . -m f
detached - a lo o
derisive - sarcastic
digni.ioo - subtle diplomatic - tactful
direct - straight forward · disappointed -· discouraged
docile - submissive egoistical - s e lfabsorbed
empathetic - leind encouraging .- optimistic
-ambiguous excited used.
evasive - emotionally aro
farcial - ludicrous fonna.J - respectful
frank -honest frustrated - discouraged
grim -gloomy gulhbie -innocent
~us -amusing nt1partja1 -neutral
ltlane llv n ~p rf O -P .d
 /JB D ~ ENG LIS H COM MU fflC ATl OII ~ ~-1
!4
1
,..,
.JOyful - optimistic .
macabre - gruesome lovmg_ - affectionate
- grieving ~ek ing - scornful
fn?uming
narcissistic - self- admirin naive . - innocent ~
optimistic - hopeful g nostalgic - thinking about the past
pathetic - expresing pity outsJ:10ken - ~ank, candid
· ·c
pessll·l11Sti -m. low spirit kin . ve
pem1 · - mtrospe ct·we
layful , 100 g at the negative
P - fulloffun, aspect tful - apologetic
satirical kin · regre
. - ma g fun to show the truth.
scat~g - criticai stinging _ sulking - bad-tempered
trag1c - disastrous uneasy - worried, uncomfortable
wonder · - awe struck wretched -miserable
somber -·- dark, gloomy, depressing
(iv) Coh esive and Coh eren t Writing _
Importance of writing : _
ing and list~ning.
!he four basic factors ofconnnunication are - reading~writing, speak · •
. . ding
Acco,,rdmg to Bacon ''Rea . mak es a full man, cou1
_.i:.
erence a ready man and wntmg an exact
~- . That me~ns wntmg IS a useful mean oforganising thoughts and give it precision.
- _
Wnting:
reading work. Writing
· -Writing_ is o~immense importance writing skill reinforces oral and
him at the same time the
helps the orgamzatl<;>n ofthought by enabling a person to have before
different points which he is trying to present.
_ _
Coh esiv e and Coh eren t Wri ting :
is the grammatical
Cohesive me~ns united and working together effectively. Cohesi~n
and provides it its meaning
and lexical linking within a textor sentence that holds a text together
a text can be knit
·coh esiv e devices are words used to show how the different parts of
pronouns, which can refer
-tog~ther. Some example of cohesive devices c1:re determiners and
ons between words ~lear.
back to earlier words, conjunctions and adverbs which ~an made relati
are_developed
Cohesive writing is writing which unite the writing to a cohesive unit. Ideas
d the relationship between
logically. Paragraphs are so arranged that the reader can easily understan
the part ofa text.
in a text. Instead of
In a well developed text reference is used to introduce the nouns
er can track the noun. This
repeating nouns use pronouns for them From the pronoun the read
process oftracking items contribute to the overall cohe~ion ofa text.
health words such as
Selection ofwords is also important for a cohesive ~ext. In a text on
skill, words like verbal
nutrition, heart - beat, pulse - rate etc are used. In a text on soft
s create lexical cohesion. ·
communication, non-verbal communication are used. Such use.ofword
ent ofthe text. New
In a well written text there is a logical progression to the developm
information is presented in such a manner that it does not distrub
the flow ofthe writing. New
distrupted.
ideas are presented in such a way that the meaning ofthe text is not
 1
j 42 HR:+a Engll1h Guide ( S E C - I ) ~
Use of Conjuncdon . · .
Conjunctions areused to establish logical relationship between parts ofa text. f9r calls
relationship we use conjunctions such as fur example,' because, as a result, So, cause and effe al
etc. For the sense oftemporal we use conjunctions as next, then, first a sequence oftime etc.pct
contrastive we use·such conjunctions as for exarnple, on the other hand, One thing as opposea ;r0
another etc. To add information we use conjunctions as.for example, One thing plus anothe
moreover, in addition etc. For comparison we use also equally, similarly etc. r,
. .. Cohesive devices are sometitne called linking words, connectors, discorse markers or
transrt1onal words. Cohesive devices are words like 'for ex~ple", ''however"; "moreover" etc.
Cohesive devices signal to the reader what relationship exists betweendifferent clauses, sentences
and paragraphs.
Coherence in Writing
Every writer wants to make his writing logical, unified and consistent. That-means every
one wants coherence in writitlg. A text is hard~~ follow where the writer jumps around from idea
to idea and don't have unity or consistency to connect the.words, sentences and paragraphs. ·
Coherence.in writing is the logical bridge between words, sentences and paragraphs. Jn,
a coherent writing cohesive devices are used to connect ideas between sentences and.paragraphs.·
Main ideas are stated in proper places and are developed logically with supporting details. Main
ideas and supporting details arejoined by proper linking words.
Coherence between words
By-parallelism coherence is established between words. In parallel structure.similar
grarninatical constructions are used between words in sentences are used between words m
sentences. For example ifyou are preparing rules for your team members to obey then each rule
in the list should take the same grammatical ~tructure. If in a sentence a verb remains in gerund.
fonn then other verbs attached to it should be in gerund form.
Instead ofLalit likes to sing, playing and read.
Write Lalit likes singing,
. '
playing and reading.
. '
Coherence between sentences
Coherence is created between sentences through repetition and transitional devices.
Repeat the same word or phrase·at the end of one sentence and at the beginning of the next
sentence to show how ideas connect.
We can also create coherence between sentences through transitional devices. ''First",
"latter"·and "then" are a few example oftransitional devices. Trasitional words are like signposts.
· They tell the reader what is coming up ahead.
Coherence between Par~graphs : _
To maintain coherence between paragraphs transitional words like, therefore, first, Jaten,
then, thus, however etc. are used. The structure ofa coherest paragraph includes a topic sente~ce
which focuses the main idea developed in the paragraph. Topic sentences usually comes first ma
paragraph. The topic sentence is followed by supporting sentences that develop the idea an~
 J B D ~~~'.$1~~~~~ ENGLJ~H
~ 43
CO M M UN IC AT IO N~ ~~ ~~ ~~
Writing a Paragraph : · .
Th . . ..
A paragraph is built around a main id . .e~. ~ mam idea 18 de~~loped through sentence.
sup por ting
tence.wh ich con t . .
det ails. Th e sen
of the ara am s tbe ma m ide a ~ the para~aph 18 called the tC?i;>ic
All other sentences
gra ph try to est abl ish the top ic sen tence. Th·ey contain facts '
. d tails fi res· and P · •
t suggested by the topic -sentenc e.
supportmg e . '· gu . arg um ent s to establ ish the pom · -
· . · Th topic sentence can occur .
· e
~: ~ the be_ginrung ofa paragraph.
~: m the mtddle of a paragraph.
: · .
111. at the end ofa paragraph
paragraphs.
iv. split and placed at two places in the
of sentences.
v. may be distributed over a number
Example:
Re ad the following Paragraph :
n mo st im po rta nt. na tur al res ou rce . They provide us with timben, fire
· F~rests ar~ ~w etc. Fo res ts are the main source of life-
od pu lp for ma kin g pa pe r
woo_d, res ms, med1cmes, wo and at the ·same time prevent floods. They
atm osp her e. Th ey bring rai n
sustaining oxygen in the es ofthe
atic con dition s inc lud ing atm osp her ic temperature. Forests are natural hqm
stabilize clim mals.
· innnense variety oflarge and small ani "
e pa rag rap h top ic sen ten ce ''Fo res ts are our most important naturalresourse
In the abov aijs to justify the idea that the first
ten ces pro vid e sup po rting det
is in the beginning. All other sen
sentence contains.
Supporting details
od, resins etc .
Sentence - 2 - provide timber, fire wo
Sentence - 3 - main source of oxygen.
flood.
Sentence - 4 - bring rain and prevent
ion.
Sentence - 5 - stabilize ·climatic condit
ls.
Sentence - 6 - natural homes of anima
Example
Read the following paragraph.
ani ma ls fac e different haz ard s, suc h as·diseases, .storms, fire and floods.'
''In their natural habit at n
'
.
nte d by me n oir att ack ed by pre dat o,rs. This result in their natural life spa
They may also behu way
ma turely . If we :wa nt to fin d ou t ab out the longevity of animals, the best
being cut short pre
protected animal parks etc.
is to study the m in captivity, in loos:, a is
e pa rag rap h the top ic sen ten ce is at the end of the·pa r_agraph. The ide
In the abov best
po rtin g de tai ls in the first thr ee lines. Th,e idea is concluded why it is the
developed with sup
the last line. ·
way to study animals in captivity'' in .
h: ·
Principle of Coherence in a paragrap Th e i'ilTangemc;..t of supporting details
pro vid e unity to the pa rag rap h.
Topic sentence ate
tho d is to use pro no un an d connectives in ord er to rel
should be in coherence. Th e main me
one sentence to another.
 .,
4' Ez~~~tt'~~~~ +3 En gli sh Gu ide (SElC-I ) IJlt ,<,(, <,,~" YYY ').-yy yl

developed text to relate a sen1

in a wel
1y used
1',.

.,.,~
The fullowing pronouns are .frequent
Plural
to a previous sentence. Singular We
I Us
First Person · Me Our, Ours
My,Mine
Ourselves
Myself
You
You
Second Person Your, Yours
Your, Yours
yourselv~s
Yourself
He, She, It They
Third Person Them
Him, Her, It
His, Her, Her, It Their, Theirs
Himself, Herself, Itself Th ~el ves
These, Those
Demonstrative This, That
SOME COMMON CONNECTIVES
1. TIME:
r, afterword, shortly, soon, presentfy,
Fonnerly, earlier, before, in the past, until now, late
then, meanwhile, simultaneously.
2. Pla ce: .
left, to the right, opposite to, int~
· behind, below, above,.else where, here, there, to the JI
·
background, farther on, adjacent to, nearby, beyond
3. Example :
. .
j
in particular, to illustrate.
_For one thing; such as, for instance, for example, l
4.Fr.et jue ncy : ;
ly, sometimes, etc.
Frequently, often, usually, occasionally, rarely, hard '
/
5. Addition :
ides , nex t, second, thir d, first, and, also, futh er more, as well as, what is more, ~
. . bes ·
, finally, etc. · .
add ition
6. Condusion : · marize, etc.
:mconclusion, so, therefore, henq, thus, then, finally, in short, to sum
7. Concession;
rough, granted that.
n$lrally, certainly, surely, doubtless, no doubt,_altl)
8. Comparison : .
manner, in the same way. .
·at the same time, as, like, like wise, similarly, in like
9. Coatrast :· .
but, at the same time, even though, in.
nonetheless, still, nevertheless, or, yet, however,
~ontnast, by contrast, on the contnary etc.
10. Result:
Consequently, so, hence:,thus, then, therefore, etc.
-
 ... - -- -- --- ··--- - ---- ·- --- -- - -- · - - - -· · ·
ts in English are voiced sounds.
They are I b,d,g,r,0+,2,3 ,d3, m,n ,n,iv,wj 1. Generally the consonan
eless sounds. Whe n we
~ou nds produced with a wide open glot tis are called voic
glottis opens. S9me voiceless
breathe_m and _?ut the vocal cords are drawn wide apart and the
sounds m English are thin, chin, fire, ten, hat, shine, peel, etc. . · .
THE SYL LAB LE
e or of a vowel with one
The syllable is a unit ofpronunciation consisting ofa vowel alon
Therefore, The vowel is called
or more co~o:nants. The vowel is the central element in a syllable.
and the marginal elements are
the 'nucleus' ofa syllable. The nucleus ofa syllable is ~k ed [V]
releasing consonant and the one
marked [C]. The consonant that begins a syllable is called the
t.
that comes at the end ofa syllable is called the a:; resting consonan
is a unit ofa language as
One or more Phonemes make us up a syllable. A phoneme
e syllables make up a foot one or
represented ideally by single letters ofthe alphabet. One or Mor
make up c\ sentence.
more feet mak e up a tone group and one or more tone groups
dell has one syllable. The
· Number of syllables varies in different words. The word day/
longer the word, the more_the
wor d examination/ 1g-zx ·-ml:- nel - s n/ has five syllables. The
hyphen. For it one can consult any
number ofsyllables in it. Each syllable division is market with a
good dictionary.
,.Phonemic transcriptioIJ
Indicating syllable division is known as phonemic transcription
each word. It is on the basis ofth(
enables us to find out how many vowel sounds are there in
labic, disyllabic and polysyllabi,
number ofsyllables that .the words are classified-into monosyl
-
-words.
\\''ord Accent
to indicate the quality of
An accent is a mark usued above a letter in writing or printing
wor d correctly. Am ore promine1
vowel sou nd on syllabic stress. Accent helps us to spell a
ble are unstressed or unaccent{
syllable is stre~sed or accented syllable. Less prominent sylla
an unstressed syllable.
syllables. A stressed syllable sounds louder and stronger than
Accent in compound words :
. · .
1. Single stressed compounds :- und the stress IS gene n
When two or more words are combined to form a nooo-compo
on the first element.
'teap ot 'handbag 'fire-brigade .
· 2. Double stressed Compound :- ·
s the stress on the sec
In som e com pou nd both the wor ds are stressed. In such case
nt falls on the second element.
· element is muc h stro nge r than on the first. The primary acce
Prime-minist er, goo d' bye
 / . - :+3 Engti sh Guide (SEC-I) ~ '
iijji
------- - -1
46
h e elements :-
3. Compound accent of t . re · t t Us on the second element.
In such cases the pronary accen a
hot' -watter-bottledin with -selfor -ever.
4. Compound words en g d' with_ selfor -even as the second element, the stress falls on
In compound words, en mg .
the second syllable.
my'self, how'ever
Rules for Accentual Pattern :-
t Week Prefae s a'round
a'bove a'cross
be'hind ·be'come be'long
com'plain ex'change re'sult
ii. Words ending in - ate, -ise, -ize, -ct.
Words ending in-ate, -ise, -ize, -·c t are stressed on the last syllable.
locate · comprise select depict
iii. Words ending in -ion :
Words ending_in-ion have the primary accent on the second syllable from the end. ·
education, civilization, imagination
iv. Words ending in ~ate, -fy :-
Words ending in -ate, and -fy have primary accent on the third syllable from the end\
Mo 'rality, Fu 'tility, · ne' cessity
(v) Words ending in-ic, -icaL -ically have the primary accent on the syllable prece, J1gthe
suffix.
e'lectrical scien'tific
(vi) Words ending in-ious, -eous are stressed on the syllable preceding the suffix (last but one)
righteous, lu 'xurious
(vii) Words ending in the suffix -ian are accented on t~e syllable proceding the suffix.
mu'sician Politician
Why do We have such different accents?
No two English p~ople speak English alike. When it come to a foreignland the
pronunciation naturally varies. There are different reasons for which people speak English differently.
1. ·First language Influence :
A child learns his mother tongue as first language. Every language has a different
pronunciation system Later, when the child learns English .the pronunciation ofEnglish is affected
by the child's pronunciation system ofthe first language.
2. Geographical in~uence :-
The some language is spoken differently'in different regions of the world. The some
language is also spoken differently in the same country. The pronunciation differs from state to
state in our own country. The different way ofpronunciation of a particular region is called a
cit;."t]P.~t
 \ ~n W l tll
~ dres.s
1ft her

[IBD~ ENGL ISH COM MUN ICA TIO N~ 47 I Witb r

feeper
~ter w'
3. Socio econom ic influen ce :- ~ause
~edc
. Every Society has different classes and ranks. Interaction ~ng people of a particular !' sh e
class 1S fr~uent . So the people ofparticular class develop their own accent. With the interaction \n fa!
y sta
among ~~rent classes/ranks in the modem society a hybrid dialect has evolved. With a different
Pronunciation system.
4. Educat ional Influen ce :- . .
· ~:
\e C
S,v
English is taught in all the countries differently. In some countries it is the first language. In 'd
Common wealth countries like India English is taught as the second language. In some countries.
bI
pe
English is also taught as third language. This certainly has an influence in the development ofthe \ir
u~e ofEnglish. With the advent oftime students are travelli ngto various countries for higher
education. Students who pursue higher studies in foreign countries evolve a different dialect than ~
their natives.
5. Climatic influen ce:-
·
~
\

According to a linguistic theory.climate influences human history alot with its gras to over
language too. In cold countri es people speak with tight lips to avoid inconveniences that cold
weathe r may cause to them This result in a distinct accent. People from tropical countries have
a more open phoneti c system
Accent Training Consequences
What would be the Consequence?
In our day to day life we interact with different persons . Interac tion betwee n student s
and teacher s, busines smen and custom ers, doctors and patients , in offices in worksh ops is a
commo n phenom enon. But, ifthe accent of the speaker is not underst ood by.the receive r then
the whole process of comnu.1I)ication goes valuless. Some possible problem s are given below..
1. An agent is speakin g to a custom er. The ogent has to explain that the problem was caused due
to poor net work. But instead of 'poor ' ifhe says that the problem was due to "boor" net work
the custom er can not underst and anything. Here the agent is accusto med to pronou nce "poor" as
''boor''.
2. An agent wants to have the telepho ne number of the custom er in the invoice . The agent
pronou nce ''The" as "De". So when he asks the custorn er ifhe could have ''De" number or the
invoice , the custom er could not unders tand what he wanted and a gap in commu nicatio n is
. created .
Like pour pronun ciation, poor knowle dge in English also creates gap in commu nication .
Suppos e an agent went to meet certain Mr. Burton the custom er replied that Mr.Bea n has kicked
the bucket. Someo ne has kicked the bucket means he is dead. The agent did not know it. So he
foolishl y asked again when could he call back to talk with him.
Debrie f
Error in commu nicatio n h~ gri~vou s conseq uences . It is more grievou s in telephoni
convers ation.
The possibility ofmisund erstand ing due to poor pronun ciation is quite high in inter count
commu nicatio ns. In inter country commu nicatio ns improv ement of one:s langua ge and accent
-
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I B ) l-
- - ~- 1

... _
-
- -"'VY5-".~ '.W~m
48
.
+3 Eng
U s b G u id ~-
- - - -
~ -~ ~
f L ,v< JVYY . . unPact on the custoI11l
- - .. •
po siu ve · 1
more nnportant . , 1 guage us•age creats a ach other. ·
• The awareness o centenof
f th e clj ts an b ompreheUS ible to e .
all should e c
• The language and ac ris
e Industry . ac cent and langua
Voice and Accc1~t i~ th~ : jni ng an d de -v elo pm g
t : ! t oftbe bus~ess. Tra gt
Conunurucation IS . e industnes .
has many advancers fior the enterpns
I It en , erien ce . . •
ric he s cu sto m er s ex p t-vocabulary and pro.nunciauon. . .
. · mter-cu·ltural commumcatlon.
·
2. It enhances know 1edgefofcurren
om m un ica tio n fa ilu re m _ .
3. De~rea se s th e ch an ce _ o c b rofessional un age.
4. As English Ianguag_
ll un de rstood it projects a p
e IS glo a y . .
Globally Comprehensible
Acc
·How to improve and develo en:· accent skills. . . th is to be followed.
p
To itnprove and developou our ac
t ki lls w e th e followmg ~~ . tyle
~e n s . f . d. ·d ua l co m mu1cat1on s .
. 1. F4 "st, w 1 areness o m
e ha ve to de ~e op ~w tV I
of. . rovement. .
2. Second, we have to id en tif y ar ea s = in . ofthe phonetic system.
3. Third, we have to de ve lo p
4. Fourth, we have to unde
an un de rs lla bi c !t re ss and intonation.
rstand the sy .
5. Fi fth , w e ha ve to co rre ct , im pr ove and practice.
6. sixth we have to evaluate
improvement.
t. Amareness ofindividual co
mm1.1nication st yl e
Every student m us t ge t fe ed ba b an d ot he r students on their
ck fro m th e fa culty mem ers
comm un ica tio n sty le. Th ey sh .
ou ld collect feedback on:-
(a) articulation
(b) pronunciation
(c) syllable
(d) intonatiqn.
2. Identify areas of improv
ement
S~dents and faculty membe
rs at regular inte rv al sh ou ld .
accent is becoming understand ta ke ex er ci se to see how therr
able to th en 1. Th ey sh ou ld pa
(a) interchanging the /s/ and rti cularly focus on -
/sh/ sounds. Th ey sh ou ld pr
differently. on ou nc e' shame' an d' same'
(b) They should identify M
other Tongue (MTI ) on th e
pe op le pr on m an ne r of ar tic ul ation and speech. Some
ou nc e 'th is ' as 'dis ' due to prominent pres
tongue. en ce of th e /d / so un d in their mother
(c) Words like 'technology'
requires stress on the se co nd
it as '1echnology" givi sylla bl e. B ut m an y people pronounce
ng str es s on th e th ird sy lla bl e.
(d) They should carry exerci ·
se on in to na tio n~ fla t or sin g
3. Develop an song intonation.
un de rs ta nd in g of th e ph onetic system. ·
First stu de nt s s~ ou ld ev al ua
the accent te an d understand their stn~n 1
 [i B D ~ iNG LIS H CO MM UN IC AT IO N-~ 49 l
4. Understand the Syllabic stress and information :
unde rstan ding the syllabic
Corn rnun icati on skill can be built up throu gh the proc ess of
syllabic pattern and intonation
patterns and intonation style appropriate in English Understanding the
style enha nce comp rehe nsion and thus impr ove communication.
5. Correct, Imp rove and Practice :
m posit ive chan ge and
·With the proc ess of unde rstan ding the Engl ish phon etic syste
in-iprovement autom atica lly com es to students. ·
6. Eval uate the imp rove men t :
ovem ent
This is t~e find stage to sort out areas ofweak ness and unpr
Introduction to Phonetics
Loo k at the follo wing word pairs.
I. I I
Sufu y
2.~ 3. Heave
Heaven
4. , Fro =
Blown
I
~
5.
Suga r
Towed
Vowed
6. ICusillon
Million
I 7. I I
Charr
· Chaos
8. fPollra
. Talk
l
9. ~
~
1o. I People I
Leopard
11.1
LaugI
Ghos t
h
rently.
Each pair above have similar words but each ofthem is pronounced diffe
·
1. Sultry and Sug ar:-
y is pronounced
Both the words begin with the alphabet 'S' . However, the 'S' in Sultr
. with a/s_. sound ~d·iI?. sugar in is pronounced with a/ J sound.
2. Sea and Idea :-
ounced with a.11:.
Both the letters end with the alphabet "ea". However in sea it is pron
sound and in the second word it has a/ a/sound.
3. Hea ve and Hea ,,en :-
/ hi:v/ sound an
Both the letters have ''heave". But in the first case it is pronounced with
in the second word it is pronounced with the (hev) sound.
4. Towed and Vowed :-
pronounced witl
Both the words contain the alphabets owed. In the first case it is
.~ Ya I sound and in the second wor d with / a Yd/ sound.
5. Cusbior and Mill ion: -
ed with / a1'\ I sou
Both the letters contain alphabets -ion. hi the first case it is pronounc
and in the second case with /j 81'\ / sound.
6. Cha ir and Cha os :-
with /t J/ sol!lld
Both the ,vords contain the alphabets - ch. In chair it is pronounced
in the second with /k/ sound.
 / so ~+ab'1J■h~~de(SBC-IJ~~•
7. Frol'·n and Blown :- . , , However the first word has the/ a Y/ s0 un:J
Both the words contam the letters own ·
and the second word has the I= YI sound.
· . fir d· ·
8. Polka and Talk :- tters ,1k' in them In the st wor 1t IS pronounced .as;0u 11Jii.
Both these words have the le
sound and in the second with/ e:k/ sound.
· ..
9. Worm and Storm :- 1t IS pronounced with/3:nv
These two words have letters 'onn' in common. In the first
sound and in the second with/3:m/ sound.
· .
10. People and Leopard:- ple' it is pronounced Witn
Both the words contain the letters "eop". Bµt in case of 'Peo
/ep/ Sound.
/i:p/ sound and in the ·ca~e of"leopard" it is pronounced with
11. Laugh and Ghost :- .
it is pronounced with/
Both the words contain the letters 'gh' . But in case of"laugh"
·
sound and in case of"ghost" it is pronounced with/g/ sound.
Now it is clear that we have two types oflanguage.
1. Phonetic languages:-
een the spelling and the
In phonetic languages there is a direct relationship betw
are written and are also writt
pronunciation. These words are pronounced exactly the way they
exactly the way you hear it.
Example -Anabic, Hindi and Spanish
2. Non-Phonetic languages :- .
een the spelling and th
In non-phonetic languages there is no co-relation betw
they are written.
pronunciation. The words are not pronounced exactly the way
Example - English, French.
What is IPA:-
ch helps us to understand
IPA stands for Intemation phonetic Alphabet. It is a system whi
pronounciation better.
tion in 1888.
The IPA was published by the International Phonetic Associa
INTERNATIONAL PHONETIC ALPHABET
1. Letters of the alphabet- 26
2. No. of Consonants - 21
3. No. of vowels - OS
4.No.ofConsonantSounds-24
S. No. of Vowel Sounds - 20
6. Sounds in the English language - 44
CO NSO NA NT SOUNDS
ds is given below.
Total Sounds in the IPA is 44. The break us ofthese 44 soun
1. Plossives = 06