Unit 1 Flashcards
is as mechanical as
breathing; essentially makes all human activities
possible (establish identity, create and maintain
relationships)
Human communication
allows people to convey their
thoughts and intended meanings to others
in a language they mutually understand
Sharing
Verb –” (makes all human
activities possible)
“communicare”
Noun –” (relational process of
creating and interpreting messages that
elicit response)
“communis”
‘It’s not JUST oral communication. It’s body
language, eye contact, the grinning, the little
signals that go on between people.’ – Keith
Richards
Process by which information is transmitted
& understood between two or more people
Involves paralinguistics (tone, pitch, pace),
and silence; all convey several meanings
Communication
(tone, pitch, pace),
paralinguistics
all convey several meanings
silence
Proficiency in phonetics and phonology,
morphology and syntax/grammar
Linguistic Competence
In which situations are supposed to call
people using their names or to call them with
honorifics (Sir/Ma’am)?
Communicative Competence (Dell Hymes)
Refers to our ability to use
appropriate language given a
specific context
Sociolinguistic Competence (Dell Hymes)
Pertains to our understanding of
anything beyond the sentence
structure
▪ Understanding silence
▪ Understanding simple smirk
Discourse/Pragmatic Competence (Dell
Hymes)
Compensatory strategies
Strategic Competence
[Helps us understand the complexities in the process of
communication and convince you to be more cognizant of the
message, the slightest emotion, the subtle non-verbal
gesture, the subdued tones, the context, the intentions, and
other factors because it is essentially our obligation to make
communication work according to its purpose.]
Purposive Communication
Ability of the sender and the receiver to
encode and decode the
messages/information
Extent to which both parties have similar
codebooks
Shared mental models about the topic’s
contexts
Communication effectiveness depends on the
following:
refers to the range of linguistic varieties
Linguistic repertoire
occurs in different levels – sounds, wordstructure, grammar
Linguistic variation
words, pronunciation, and methods of
combining them used and understood by a
community
Language
source/sender, receiver/listener, channels, feedback, barriers, message, & context
ELEMENTS OF COMMUNICATION
unidirectional
- proper planning of the message is crucial
- to be able to get across the message we wish
to convey to your audience
- we have been expecting even prior to the
delivering of the message
[Aristotle’s and Laswell’s models
bi- directional
- how interferences would affect our
conveyance of the message
Osgood’s and Barnlund’s models
WHOSE MODEL?- how other factors would affect the dynamics in
the communication elements]
Wood, Adler and Towne’s models
earliest model, even though simple message
has to be carefully crafted for it to be
effective
Aristotle’s linear model
3 types of Appeal (Rhetorical Appeals)
Pathos, Logos, & Ethos
emotional appeal;
audience’s emotions (heartwarming stories, personal
experiences, humorous jokes,
pitiful photographs)
Pathos
– logical appeal; reasoning
done through effective use of
message (statistics and facts)
Logos
ethical appeal; message’s
credibility (use of quotes from
experts, testimonies)
Ethos
WHOSE MODEL? Based on five questions; selecting the appropriate
communication channel
Who says?
What?
Through what channel?
To whom?
With what effect?
Laswell’s linear model
✓ face-to-face conversation
✓ social media
Verbal
Oculesics, Haptics, Proxemics, & Chronemics
Non-verbal
eye movement/behavior
Oculesics
using sense of touch;
handshakes, high-five
Haptics
body language and space
created
Proxemics
time
Chronemics
Social acceptance & Media richness
Choosing the best channel
– how well the
communication is approved /
supported
Social acceptance
medium’s data
carrying capacity – the volume and the
variety of information that can be
transmitted during a specific time
Media richness
circular in nature; interaction; two-way street
* taking turns; every message shape the next
* have individual fields of experience that likely
obstruct the process; find means to settle at
field of common experience
Osgood-Schramm’s model
WHOSE MODEL?
Most transactional model
* Giving messages is reciprocal;simultaneously engaging in sending and
receiving messages
* Presence of noise that could lead to
miscommunication
Barnlund’s transactional model
External Noise & Internal Noise
Two types of noise
– unpleasant sound
in the environment
External Noise
– communicator’s
state or feelings
Internal Noise
people with different
linguistic backgrounds naturally don’t have
common language code; jargons
Linguistic barrier
Detailed model
* Possible context that greatly influence the
flow of communication (situational, sociocultural, physical, interpersonal,
organizational)
* Communicator’s culture, education,
experiences, moods, emotions could either
interfere or facilitate with the process
* Highlights context i.e. circumstances that
encompass the communicative event that
affects communicator’s use of language,
mode and channel
Wood, Adler and Towne’s model
- challenges the communicator to strategically
use a language that is understood, familiar,
and accepted in a context, in order to
communicate his/her specific intentions - communicator fails to consider context,
there is a possibility of a communication
breakdown - PURPOSE and CONTEXT are two important
factors why language varies
Purposive Communication
Factors that shape the way conversations begin:
Audience, Context, & Purpose
It means anticipating and weighing the effects of
one’s message on an audience.
➢ It is also using information that come from credible,
verifiable, and relevant sources.
➢ It is communicating with no intent to harm others.
➢ It is being careful, attentive, and inclusive through
word choice and tone
➢ It is looking at differences as a way to understand
each other and what matters to us.
➢ It never silences, and welcome disagreements as
opportunities for knowing others in a more respectful
and thoughtful manner.
Ethical use of Language
➢ It refers to the style and degrees of formality that we
use depending on our communication contexts.
Register
Categories of Register:
FORMAL, INFORMAL, & Neutral
It is more appropriate to
professional writing and letters to a boss or
a stranger
FORMAL
It is also called casual or
intimate. It is more conversational and
appropriate when writing to friends and
people you know very well.
INFORMAL
It is non-emotional and sticks to
facts. It is more appropriate for technical
writing.
Neutral
Contribute to convey thoughts and emotions in a non-verbal manner
Body Language, Facial expressions, and Tone
➢ Assert and/or hide one’s identity
➢ Stress and/or dismiss the importance of an idea
➢ Evoke a certain emotion or feeling
➢ Demonstrate one’s attitude
➢ Reveal one’s values
➢ Allow and/or control participation
Functions of Non-Verbal Elements:
– is a way of life that is cultivated and
deepened in a community of people who share
similar beliefs, values, behaviors, and goals
CULTURE
Five Characteristic Stages in the Spread of English:
Foundation, Exonormative Stabilization, Nativization, Endonormative Stabilization, & Differentiation
WHOSE MODEL? The evolutionary cycle of postcolonial Englishes
Schneider’s Model
Extralinguistic background, Identity constructions of the parties involved, Sociolinguistic determinants of the contact
settings, & Linguistic consequences
4 Parameter
(history, politics)
Extralinguistic background
(culture, history, politics)
Identity constructions of the parties involved
(conditions of language contact
language use, language attitudes)
Sociolinguistic determinants of the contact
settings
(changes in lexis,
grammar, phonology)
Linguistic consequences
Other reasons why there are other Englishes:
➢ Bilingual Creativity
➢ Contact of the English speakers with multilingual
and multicultural contexts
➢ Long term contact
- the competencies in two (or more)
languages resulted to creative linguistic
processes - also refers to the designing of a text (or
speech) which uses linguistic resources
from two or more unrelated languages
Bilingual Creativity
nativization and
acculturation
Long term contact
So why use World Englishes?
➢ The term symbolizes functional and formal
variations
➢ Divergent sociolinguistic context
➢ Various types of acculturations are happening
all over the world
➢ Emphasizes ‘WE-ness’, not the dichotomy
between ‘us’ and ‘them’ (native and nonnative)
