GEC-102-Purposive-Communication-Module
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Learning Outcomes:
Understand the power dynamics of language as a tool for communication
Determine the role of communication in and its impacts to globalization
Value the significance of communication as a vital edge for individual’s global competitiveness
Activity:
Give a one-liner title for the image on the right.
Analysis:
Is language a tool for communication that reflects power?
How does the language create power?
What is the role of the language in promoting globalization?
ABSTRACTION:
Language is a versatile communication medium, often used with music, pictures, and actions to amplify its power.
Silence can also add to the force of speech when used strategically.
Language has a wide range of functions and versatility, making it powerful.
Language reveals and reflects preexisting power, transferring extralinguistic power to the communication context.
Language: Tool for Communication and Power:
Language is used to express thoughts, feelings, and perform social functions.
Language is a marker of identity and can be defended like a national flag.
Language is a fundamental medium of human communication.
Approaches to Analyze the Power of Language:
Power behind language: language reveals the power behind the speaker and reflects the collective/historical power of the language community.
Power of language: language maintains existing dominance and can unite or divide a nation.
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Power Behind Language:
Language Reveals Power:
Language can be used to issue threatening messages that reveal the power of weapons possessed by a gang.
Language can also be used deceptively to produce an intended effect by revealing a nonexisting power base.
Language Reflects Power:
Ethnolinguistic Vitality:
The language a person uses reflects the power of the language community.
Language communities vary in size and numeric concentration in particular regions, giving them linguistic power.
World Englishes and Lingua Franca English:
English is becoming a global language with official or special status in many countries.
English is commonly used in international organizations, trade, mass media, and entertainment.
English has become the major international lingua franca.
Power of Language:
Language Maintains Existing Dominance:
English has become a global language, an international lingua franca, and an indispensable medium for non-native English speaking countries.
Language evolves and changes to adapt to socially accepted word meanings, grammatical rules, accents, and communication styles.
Language Unites and Divides a Nation:
A common language can unify a nation and contribute to its vitality and distinctiveness.
National leaders and intellectuals often use the power of language to unify their people.
Note: The transcript continues beyond page 40, but it is not included in the given text.
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Language and Nationalism
Language is used to serve nationalism in different countries.
Example: Emperor Qin Shi Huang standardized the Chinese script (hanzi) to unify China.
Example: After the overthrow of the Qing Dynasty, language standardization was promoted in China.
Language can also divide a nation.
Example: Competing claims to official-language status by minority language communities.
Example: Language rights at schools and in courts of law.
Language Creates Influence
Language has the power to create influence through various forms of communication.
Conversational Power:
Conversations require coordination and influence others in social interactions.
Narrative Power:
Narratives and stories are used for rhetorical or ideological purposes.
Narratives provide a basis for interpreting events and motivating collective actions.
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Communication Through Globalization
Communication plays a crucial role in globalization.
Globalization is the process of unifying people into a single society and establishing cross-border relations.
Positive Impacts of Communication on Globalization:
Facilitates information exchange and promotes economic development.
Promotes world peace and understanding.
Calibrates world trade through successful business transactions.
Promotes exchange of ideas and technology.
Negative Impacts of Communication on Globalization:
Contributes to widespread corrupt practices.
Can lead to disputes and enmity among nations.
Breakdown in communication can result in war.
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Learning Outcomes:
Describe World Englishes, its growth and development
Discuss the importance of the concept of the varieties of English and Asian contexts
Identify some grammatical, lexical, and syntactic features of post-colonial varieties of English in Asian context
Activity:
Come up with a list of countries in which English is not a native language but is used as an international or intranational language by people living there.
List the differences in their greetings and share your list results to your classmates.
Analysis:
How do they greet their parents? Their friends? Their supervisor? Do their ways of greeting people vary? Why?
Have you ever experienced difficulty in transacting or communicating in English with Filipinos?
The map clearly shows the areas that use English as a native language/mother tongue and the rest where English is used as a foreign language.
One explanation for the emergence of English is the historical factor, where English benefited from being the language of Britain, which was a huge empire during the 19th and 20th century.
Research emphasizes the persistent role of Britain in imposing English on its colonies, which is an important factor behind the influential presence of English in many countries today.
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World Englishes:
Localized varieties of English as they are used or spoken in certain areas.
Introduced by Braj Kachru in the Asian context.
Kachru's Concentric Model (1985):
Developed by Braj Kachru, an Indian Linguist.
One of the most influential models for grouping the varieties of English in the world.
Shows the diversity of English, differentiated from native and non-native and legitimized non-native English.
Three Concentric Circles of Asian Englishes:
Inner Circle: ENL (English as Native Language) member countries
Outer Circle: ESL (English as Second Language) member countries
Expanding Circle: EFL (English as Foreign Language) member countries
These circles represent the type of spread, patterns of acquisition, and functional domains in which English is used across cultures and languages.
Three Groups of Users:
The Inner Circle with ENL (English as Native Language):
Native speakers of English (UK, US, etc.)
Norm-providing countries where English language norms are developed.
The Outer Circle with ESL (English as Second Language):
Countries where English is not the native tongue but is important for historical reasons and plays a part in the nation's institutions.
The Expanding Circle with EFL (English as Foreign Language):
Countries where English is learned as a foreign language.
The outer and expanding circles have been colonized by some member countries in the Inner circle, making the varieties they speak as post-colonial.
Intercultural communication is a significant variable in communication due to different linguistic and cultural backgrounds.
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The Three Circles of English:
Inner Circle: countries where English is the native language
Estimated population: 300 million to 400 million
Outer Circle: countries where English has a historical and governmental role
Estimated population: 150 million to 300 million
Norms produced by the Inner Circle are further developed and reproduced in the Outer Circle
Expanding Circle: countries where English is widely used as a foreign language
Estimated population: 100 million to 1 billion
Relies on the standards set by native speakers in the Inner Circle
Structural characteristics of these varieties differ based on the mother tongue or home languages of the learners/acquirers
Structural Variations in Expanding Circle Varieties:
Different varieties within the same speech community:
Acrolect: standard form of speech
Basilect: midway between acrolect and basilect
Mesolect: diverged greatly from the standard form
Edulects: varieties resulting from certain types of education ascertained by social class
Influenced by local languages in various areas of grammar
Differences in stress and rhythm compared to Inner Circle varieties
Differences in pronunciation, such as the distinction between nouns and verbs
Differences in lexicon, with vocabulary words peculiar to certain English varieties in Southeast Asia
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Varieties of English:
English is the most widely-spoken language in the world
Varieties of accents and dialects exist
English has evolved into post-colonial varieties
British English: spoken and written in the United Kingdom
American English: native to the United States, widely adopted in Canada
Australian English: used throughout Australia, distinct from British English
Canadian English: derived from northern American English, influenced by British English
Differences in vocabulary, spelling, and grammar among British, American, Australian, and Canadian English
Indian English:
English public instruction began in India in the 1830s
English replaced Persian as the official language in 1835
Indian English shows the influence of Indian languages and culture
Rhotic pronunciation, syllable-timed rhythm, weak vowels pronounced as full vowels
Word stress used for emphasis, fricatives and /f/ pronounced differently
Note: This is a summary of the main ideas and supporting details from the given transcript.
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IndE speakers have a 17-vowel system (11 monophthongs and 6 diphthongs)
Examples of monophthongs: /i:/ as in bead, /i/ as in this, /e:/ as in game, // as in send, /æ/ as in mat, /ɑ: as in charge,ɒ /ɒ/ as in shot, /o:/ as in no, // as in book, /u:Ɔ/ as in tool, and /ǝ/ as in bus
Examples of diphthongs: /ai/ as in five, /Ɔi/ as in boy, /a/ as in cow, /iǝ/ as in here, /eǝ/ as in there, and / ǝ/ as in poor
Loanwords and loan translations from other languages are common in IndE
Words from Portuguese and local languages through Portuguese
Words from indigenous languages like Hindi and Bengali
Words from Arabic and Persian through north Indian languages
Words taken directly from Sanskrit
Variety in syntax in IndE, from native-speaker fluency to weak command of constructions
Use of "one" instead of indefinite article
Reduplication for emphasis and distributive meaning
Use of "yes" and "no" as question tags
Reflexive pronouns used for emphasis
Use of present perfect instead of simple past
Singaporean English:
Singlish is a mix of Singapore's four official languages: English, Mandarin, Malay, and Tamil
English was brought over by the British during Singapore's period of colonization
English began to permeate the streets outside schools and was picked up by the Malay, Chinese, and Indian populations
Singaporean government decided to continue teaching in English after independence
English in Singapore influenced by Malay, Tamil, and Chinese Mandarin and Hokkien dialects
Vocabulary of Singlish is mostly shared with other varieties of English
Special words in Singaporean English for local institutions
Pronunciation differences in Singapore English, such as not distinguishing between voiced and voiceless fricatives in final position
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Singapore English pronunciation:
Glottal stop and reduction of consonant clusters in final position
No distinction between short and long vowels
Distinctive rhythm described as 'machine gun' style
Singapore English grammar:
Optional grammatical endings
Questions with other verbs do not change subject-verb order
Conditional sentences without subordinating conjunctions
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Philippine English:
Native to the Philippines, similar to American English
Influenced by local dialects and languages
Vocabulary influenced by other languages
Examples of English words used differently in the Philippines:
Eat-All-You-Can, Bedspace, Double deck, Overpass, Comfort Room, Boodle fight, Nosebleed, As in!, gimmick
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Comparison between Philippine English and Standard English:
Vocabulary differences
Code-switching is characteristic of Philippine English
Redundancy in phrases and terms
Pronunciation differences in Philippine English:
Syllable-timed rhythm
Distinctive stress patterns in certain polysyllables
Intonation characterized as 'singsong'
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Learning outcomes for Mass Communication:
Define Mass Communication
Understand the role and functions of Mass Media in Society
Identify and differentiate Mass Communication theories
Demonstrate the ability to evaluate and criticize the effects of Mass Media in Society
Activity: List familiar and regularly used images
Analysis questions:
How does Mass Media affect society?
How does knowledge of Mass Communication theories help individuals become critical users of Mass Media?
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Introduction to Mass Communication:
Definition of Mass Communication
Process of disseminating information to large, scattered audiences
Use of various mediums such as radio, television, social networking, etc.
Study of media uses and effects
Definition of Mass Communication:
Transmission of information through a mass medium
Creation and sending of a homogeneous message to a heterogeneous audience
Communication through mass mediums like radio, television, newspaper, and magazine
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What is Mass Media?
Mass media refers to technology intended to reach a mass audience.
It is the primary means of communication used to reach the general public.
Common platforms for mass media include newspapers, magazines, radio, television, and the Internet.
Mass media provides information on political issues, social issues, entertainment, and news in pop culture.
The term "mass media" originated with the creation of print media in Europe during the Middle Ages.
Types of Mass Media:
Print Media:
Print media refers to the printed form of information and news.
Before the printing press, printed materials had to be hand-written, making mass distribution difficult.
Forms of print media include newspapers (broadsheet and tabloid), periodicals, newsletters, magazines, brochures, leaflets, pamphlets, journals, books, novels, and comics.
Electronic Broadcasting Media:
Broadcasting is the distribution of audio and video content to a dispersed audience using electronic mediums.
Broadcast media allows for easy dissemination of news to even illiterate individuals.
Forms of broadcasting media include television, radio (AM, FM, pirate radio, terrestrial radio, and satellite), traditional telephone, film/movies/motion pictures, video games, audio recording and reproduction.
New Media or Digital Media:
New media is an interactive two-way communication where users are active producers of content and information.
It is a rapidly growing mass media due to its accessibility with a computer and an internet connection.
Forms of digital media include websites, emails, social media and social networking sites, webcast and podcast, blogging and vlogging, IPTV, e-forums and e-books, e-commerce and m-commerce, digital videos, computer animation, and digital video games.
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Functions of Mass Media:
Information Dissemination:
Mass media provides authentic and timely facts and opinions about various events and situations.
Information is disseminated through news broadcasts on radio, TV, and columns in newspapers or magazines.
Education:
Mass media educates people by providing information on various topics such as food, health, housing, employment, science, technology, etc.
Print media is the predominant source of education.
Entertainment:
Mass media entertains people by providing amusement and reducing tension.
Newspapers, magazines, radio, television, and online mediums offer stories, films, series, comics, and columns on art and fashion.
Persuasion:
Mass media shapes audience attitudes, opinions, and influences their behavior.
Editorials, articles, commentaries, and other forms of media content persuade the audience.
Theories of Mass Communication:
Agenda Setting Theory:
The media's news coverage determines which issues become the focus of public attention.
The more attention the media gives to an issue, the more likely the public will consider it important.
Mass media organizations give certain stories or issues that people should think more about.
Hypodermic Needle Theory or Magic Bullet Theory:
This theory suggests that media has a powerful impact on the audience.
Messages injected by the media can have immediate or future effects on public opinion and behavior.
The audience is seen as vulnerable and unable to resist the messages received from the media.
Uses and Gratification Theory:
This theory focuses on why and how people actively seek out specific media to satisfy specific needs.
It assumes that audiences are not passive consumers of media but have power over their media consumption.
Audiences choose media to meet their desires and play an active role in interpreting and integrating media into their lives.
Note
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Assumptions:
Audience is active and media use is goal-oriented
Audience members have the initiative in linking need gratification to a specific medium choice
Media compete with other resources for need satisfaction
People have self-awareness of their media use, interests, and motives
Value judgments of media content can only be assessed by the audience
Example of social media use by students:
Socializing:
Students interested in talking and meeting with others to achieve a sense of community and peer support on a specific topic
Entertainment:
Students engage with groups to amuse themselves
Self-Seeking:
Students seek out or maintain personal status and that of their friends through online group participation
Information:
Students use groups to receive information about related events on and off campus
Assessment
Critical discussion using a theory of mass communication to describe differences or similarities of images
Application: Online Debate
Topic: "This House believes that social media does more harm than good"
Instruction: Form at least two groups of three members to play as Government or Opposition teams
Format: Asian