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Purposive Communication
1
Willynse T. Garcia
University of Eastern Philippines

Pedro Rebadulla Memorial Campus
Catubig, Northern Samar
MIDTERM MODULES
in
For
Bachelor of Secondary Education/Bachelor of Elementary Education

1st Year
Second Semester A.Y. 2022-2023
Prepared by:
Willynse T. Garcia
Course Facilitator
_______________________
Student’s Name
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Willynse T. Garcia
Overview of the Modules
Course Description:
Purposive communication is a three-unit course that develops students’

communicative competence and enhances their cultural and intercultural awareness
through multimodal tasks that provide them opportunities for communicating effectively
and appropriately to a multicultural audience in a local and global context. It equips
students with tools for critical evaluation of a variety of texts and focuses on the power
of language and the impact of images to emphasize the importance of conveying
messages responsibly. The knowledge, skills, and insights that students gain from this
course may be used in their other academic endeavors, their chosen disciplines, and
their future careers as they compose and produce relevant oral, written, audio-visual
and/or web-based output for various purposes.
What the modules are about:
The modules are designed to address college students’ need of becoming effective
communicators in globalized and multicultural settings. As such, the following lessons
will be covered in this learning package:
Module 1: Communication Process, Principles, and Ethics
Lesson 1: Elements and Process Involved in Communication

Lesson 2: Key Principles in Communication
Lesson 3: Communication Ethics
Module 2: Communication and Globalization
Lesson 1: Globalization and the Global Village

Lesson 2: Communication and Culture
Lesson 3: Communicating Within and Across Cultures
Module 3: Local and Global communication in Multi-Cultural Settings
Lesson 1: Culturally Appropriate Terms, Expressions, and Images

Lesson 2: World Englishes and English as International Language
Lesson 3: Linguistic Preferences and Non Verbal Behavior
Lesson 4: Language Register for More Effective Communication
Module 4: Evaluating Messages
Lesson 1: Incorrect Versus Correct Language

Lesson 2: The Text or Message
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Lesson 3: Semiotics and Text Analysis

Lesson 4: Mass Media and Multimodal Text
How to learn this module:
The following pointers will help you achieve the objectives your learning package:
• Do not forget to take the pre-test (at the beginning of this learning material) and
post-test which will be physically conducted in school at a given schedule.
• Use a long bond paper (legal size) as your answer sheet and as material for the
final task. Do not forget to write your name.
• Read thoroughly the module’s parts and focus on inputs provided to you so you
can answer the exercises correctly.
• Make sure that all exercises are completely answered.
Course Grading System:
Exercises/Activities 30%
Final Task 30%
Examination
Midterm 20%
Final 20%
Total 100%
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Willynse T. Garcia
University of Eastern Philippines

Pedro Rebadulla Memorial Campus
Catubig, Northern Samar
Pre-Test
In
Name____________Course/Year_______Date _______Score/Rating_____
Directions: Read the questions carefully and encircle the letter of the correct answer.
For items 1-2, identify the element of communication.
1. Shy asks Jeff, “Do you want to travel abroad?”

a) channel c) effect e) message
b) receiver d) sender
2. Using his cellphone, Fiona invites her friend to attend the slumber party tomorrow
night.
a) channel c) effect e) message
b) receiver d) sender
For items 3-4, determine the key principle of interpersonal communication that reflects
on the given communicative situation.
3. Pat uses vulgar words to describe her friend and realizes later that she has already
hurt the feelings of her friend.
a) Interpersonal communication is inescapable.
b) Interpersonal communication is complicated.
c) Interpersonal communication is contextual.
d) Interpersonal communication is irreversible.
e) Interpersonal communication is essential.
4. Greg and his friends usually use green jokes in their casual conversations; however,
when they attend classes and they speak and act formally.
a) Interpersonal communication is inescapable.
b) Interpersonal communication is complicated.
c) Interpersonal communication is contextual.
d) Interpersonal communication is irreversible.
e) Interpersonal communication is essential.
5.Sender: source; receiver: _____

a) addressee c) idea e) stimuli
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b) effect d) medium
6. Speaker: _____; receiver; decoding

a) encoding c) ideating e) understanding
b) contextualizing d) transmitting
7. When illustrating the communication process, context is placed at the center. Why is
this so?
a) Context is the exact word to be placed at the center of the illustration.
b) Context is an eye-catching word in the illustration.
c) Context creates a situation that may affect all the elements of the
communication.
d) Context controls the source and the receiver in the flow of communication.
e) All of the above.
8. Which is NOT TRUE about communication?

a) It involves both verbal and non-verbal aspect.
b) It is a two-way process.
c) It is barrier-free.
d) It targets common understanding.
e) It is sharing and creating meaning through human symbolic interaction.
9.Why is a certain communication model presented in circular form?

a) to illustrate that communication is powerful
b) to show that communication is essential among humans
c) to give a clue how communication is innate among humans
d) to illustrate the dynamic process of communication which follows a cycle
e) to show that communication follows a scientific process
10. What communication ethics is presented in the given situation?

The teacher discusses well the topic while the students attentively listen to him.
a) accountability c) mutuality e) use of power
b) accuracy d) relative truth
11. Mocha Uson and Dante Olivar use lewd expressions as they educate people on
federalism. Is this ethical?
a) Yes. Both of them have the right to express what they want.
b) No. They are not in the position to do so.
c) Yes. It is just fine to choose any strategy to make communication meaningful.
d) No. Their expressions are offensive in public.
e) Both yes and no. It just depends on how each person perceives the
expressions.
12. In a class discussion, Student A shares his experiences on giving alms. Without
hesitation, Student B refutes it and surprisingly Student A just smiles and sits down. Is
this unethical?
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a) No. Student A just shows his being open minded, accepting the fact that point
of view varies from person to person.
b) Yes. Student A should fight on what he believes.
c) No. Student A should be silent when others give their views.
d) Yes. Student A only shows misconduct by not giving a verbal remark.
e) Both yes and no. It just depends on how people understand the situation.
13. What does the Center for Advanced Research on Language Acquisition (CARLA)
of University of Minnesota refer as the shared pattern of behaviors and interaction,
cognitive constructs, and affective understanding that are learned through the process
of socialization?
a) belief c) custom e) value
b) culture d) tradition
14. Who described the process of globalization as the “flattening of the world”?
a) Banks c) Gamble e) McLuhan
b) Downing d) Friedman
15. Which is NOT a form of social media?

a) Facebook c) Pinterest e) YouTube
b) Instagram d) Wikipedia
16. Globalization has absolutely changed the way people communicate. As such,
which DOESN’T support globalization?
a) globalized trade
b) outsourcing
c) political liberalization
d) supply chaining
e) wage standardization
For items 17-19, determine the characteristic of culture that is present in the given
situation.
17. A naturally born Filipino learns English after several years of being raised in
America.
a) Cultures are learned, not innate.
b) Cultures are overlapping
c) Cultures are shared.
d) Cultures are dynamic.
e) Cultures are multifaceted
18. Filipino Catholics enjoy “dinuguan” which the “kapatids” (members of Iglesia ni
Cristo) will never consider as food.
b) Cultures are overlapping.
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e) Cultures are multifaceted.
19. Nowadays, foods served during fiesta celebrations are patterned on what are seen
on social media.
b) Cultures are overlapping.
e) Cultures are multifaceted.
For items 20-21, what way of adapting to cultures fits the given situation?
20. Filipinos who migrate to Canada speak their native language at home but outside,
they use the language of the receiving country.
a) Cultural accommodation
b) Cultural assimilation
c) Cultural integration
d) Multiculturalism
e) Separation
21. The Philippine government supports Bangsamoro Basic Law (BBL)

a) Cultural accommodation
b) Cultural assimilation
c) Cultural integration
d) Multiculturalism
e) Separation
22. Work productivity: masculinity; task commitment: _____

a) collectivism c) high-context e) low-power
b) individualism d) high-power
23. _____: collectivism; task commitment: low context

a) group allegiance
b) religious affiliation
c) work productivity
d) leadership
e) task commitment
24. Which is NOT a benefit of participations in intercultural interactions?

a) becoming open to new ideas
b) improving communication skills
c) developing empathy towards others
d) embracing new perspectives
e) gaining financial rewards
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25. What can be best deduced in the following remark?

“I can really feel that my new classmate from Capiz is unfriendly. Of course, how
could she collect friends when most people think that she is harmful creature who
comes from land of aswang.”
a) Stereotyping hinders effective communication.
b) Stereotyping leads to prejudice.
c) Stereotypes and prejudices result from limited knowledge of a person.
d) Stereotypes and prejudices are never good at all.
e) Stereotyping creates unhealthy social milieu.
26. Communication within and across cultures is difficult because

a) we are educated in different schools
b) we have different practices at home
c) we give focus on our own culture
d) we use verbal and nonverbal symbols that vary depending on cultural
differences
e) we make prejudices that block good diplomatic relationship towards other
cultures
27.To avoid conflicting situations, this timetable of classes should be followed strictly.
In AmE, the underlined word is equivalent to _____.
a) clock c) time allotment e) watch
b) schedule d) time zone
28. Fiona, an OFW makes it sure that her feet will never be used in picking up some
stuffs. In what country is she working?
a) Indonesia c) Malaysia e) Thailand
b) Laos d) Singapore
29. Vendors are not allowed to sell on sidewalks. In BrE, the underlined word is
equivalent to _____.
a) booths c) lanes e) roads
b) grounds d) pavements
30. The popular American “thumbs up” sign should never be demonstrated in public
among
a) Australians c) Filipinos e) Turks
b) Japanese d) Spanish
31. Which is BrE spelling?

a) color c) license e) traveler
b) dialog d) recognise
32. Which is AmE spelling?

a) analyse c) organise e) theater
b) humour d) paediatric
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33. Varieties of English are used by three identified “concentric circles” of societies
(Kachru, 1997).Of which circle do Germany, China, Japan, and Korea belong?
a) expanding c) inner e) inner-expanding
b) outer-expanding d) outer
34. Native speakers of English come from USA, Canada, England, Australia, and
_____.
a) France c) New Zealand e) Singapore
b) India e) Philippines
35. Those which belong to the outer circle include Pakistan, Malaysia, Nigeria, and
_____.
a) Bangladesh c) Israel e) Turkey
b) Egypt d) Japan
36. Which best tells about Indian English as exemplified in the given sentence?
These mistakes may please be corrected.
a) The use of modal is commonly observed by Indians.
b) Indian English does not conform with standard English.
c) Indians consider their culture when speaking English.
d) The use of “may” signifies politeness when expressing obligation.
e) The use of “may” is important among Indians.
37. Which is TRUE about the process of learning English among people from the outer
and expanding circles?
a) Such people use pidgins and creoles.
b) Such people learn English quickly.
c) Such people consider their culture in using English.
d) Such people develop an interlanguage that deviates from the norms of the
target language.
e) Such people miscommunicate oftentimes.
38. The following will help avoid misunderstanding when communicating in

multicultural setting EXCEPT
a) Defining the meaning of critical technical words and acronyms.
b) Simplifying the message by using less complex sentence structures and
vocabulary.
c) Shouting to be understood.
d) Avoiding non-standard abbreviations.
e) Remaining cool and composed even a mistake is done.
39. When greeting a diplomat, which of the following should be used?

a) Hello! c) Hi! e) How do you do?
b) Hey! d) What’s up?
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40. What does register exactly tell us about the use of language?
a) It tells us that language should be used utmost consideration.
b) It tells us that language use varies depending on the topic, purpose, context,
and audience.
c) It tells us that language is the heart of culture.
d) It tells us that language can be used in verbal and non-verbal means.
e) It tells us that language is a tool for communication.
41. This involves the study of signs.

a) Kinesics c) Pragmatics e) Tactics
b) Linguistics d) Semiotics
42. This is the integration of different channels of communication such as written texts,
still pictures, motion pictures and sound.
a) Cybermedia c) Mass Media e) Transmedia
b) Hypermedia d) Social Media
43. What is referred as the information conveyed in the communication process?

a) Letter c) Message e) Text
b) Media d) Passage
44. Newspapers, television, radio, and internet are forms of _____.

a) Cybermedia c) Mass Media e) Transmedia
b) Hypermedia d) Social Media
45. Which CAN’T be considered as prescriptivist?

a) Farmer c) Manager e) Teacher
b) Journalist d) Supervisor
46. “Agendas” as the plural form of agendum has become acceptable nowadays. What
is its implication?
a) Language is confusing.
b) Language is governed by rules.
c) Language is systematic.
d) Language is socially learned.
e) Language is dynamic.
47. In a descriptive text, information can be structured through _____.

a) Cause and effect d) Problem-Solution
c) Definition e) Space Order
b) Examples
48. Which is TRUE?

a) Signifieds consist of sound and image.
b) Signifiers consist of concepts.
c) Signification shows the relationship between the signifier and the signified.
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d) Sounds of the word form code.

e) Semiosis as a social activity is always objective.
49. In the early 1970’s, Pepsi’s slogan to promote its product: “Come alive with the
Pepsi Generation” was literally translated in Germany as “Rise from the grave with
Pepsi!”. What can be best inferred about this funny mistranslation?
a) Translation of text is difficult thing to do.
b) Translation of text requires analysis.
c) Translation errors result from cultural difference among groups of people.
d) Translation of text should be context based.
e) Translation procedures should be strictly followed.
50. Which is NOT TRUE?

a) Semiotics makes us realize and understand that information or meaning is not
contained in the world of books, computers or audio-visual media.
b) Semiotics helps us not to take “reality for granted.
c) Semiotics teaches us that reality is a system of signs.
d) Semiotics involves objective factors.
e) Semiotics involves individual who makes signs.
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Communication Processes, Principles, and

Module 1
Ethics
Overview
It is a mistake to believe that communication is a simple process. Although people
communicate with one another every day, the real question is whether the ideas one has
expressed are truly understood by another. Communication breakdowns happen in
every part of the world, and these have led to a plethora of problems. Effective
communication can breach peace, spark revolutions, and affect change in government.
However, to communicate properly, you cannot simply strive to express yourself and
leave understanding to fate; you must also learn how to organize your thoughts, control
your emotions, use your words to articulate concepts and arguments, and express
yourself in the best way possible. (Uychoco, 2018)
It is in this module you will understand clearly the definition of communication, the
elements involved in it, the process taking place in communicative situations, and the
principles and ethics that you, being a constant communicator needs to remember and
apply in various communicative settings.
Learning Outcomes:
After finishing this module, you are expected to:
1. Describe the nature, elements, and functions of verbal and non-verbal

communication in various and multicultural context;
2. Name and interpret the principles of communication;
3. Discuss the ethical issues in communication.
Lesson 1: Elements and Process Involved in Communication

What is Communication?
The word communication itself provides a clue to what it is – commun implies

“something in common” and “ication suggests understanding”, so communication hints
at the meaning “a common understanding of something.”(Chase & Shamo, 2013, p.6)
Seiler and Beall (1999) define communication as the “simultaneous sharing and
creating of meaning through human symbolic interaction” (as cited in Chase & Shamo,
2013,p.7)
Wood’s (2004) definition specifies a “a systematic process in which individuals

interact with and through symbols to create and interpret meanings.” (as cited in Padilla,
Dagdag, Roxas, & Perez, 2016, p.2).
Many other definitions have appeared in several texts, but for our purposes, we will
settle on “communication as the process of creating and sharing meaning by using verbal
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and nonverbal symbols in varied contexts,” and effective communication results when
both verbal and nonverbal symbols are understood in much the same way by both
communicators.
Elements of Communication
Five elements are identified in most of the recent communication models and
these are the ones named by Lasswell (1948) based on his experiences (as cited in
Public Health Action Support Team, 2017)
1. Sender (who the source is)

2. Message (what the idea being communicated says)
3. Channel (through what medium the message is relayed)
4. Receiver (to whom it is directed)
5. Effect (what the desired result of the communication is)
The Process of Communication
The communication process involves eight parts and steps: a) source, b)

message, c) encoding, d) channel, f) receiver, g) feedback, and h) context.
Figure 1. The Communication Process

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`The process is not simple. At every step, problems or barriers emerge that need
to be adressed to make effective communication possible.
 Source. This is you, the sender of the message. To be a good sender, you have
to know exactly what information you want to communicate, why you have
chosen that particular information, and what result you expect from
communicating it.
 Message. This is the information you want to convey; without it, you have no
reason for communicating. The details of the information should be very clear to
you before you communicate it.
 Encoding. This is the process of converting your idea or thoughts of the information
into verbal and/ or nonverbal symbols that can be understood by the receiver of
the message. Your symbols must be in the language that is not foreign to the
receiver.
 Channel. This is the manner in which your message or information is conveyed. It

may be done through face-to-face conversation, telephone call, video conference
or written communication (text message, email, letter, memorandum, report)
 Decoding. This is the receiver’s mental processing of your message into the
meaning suggested by the verbal and/ or nonverbal symbols you use as sender.
To be able to do this, he needs to get an accurate picture of the message.
 Receiver. This is the person or group of people who will get your message.
 Feedback. This is the receiver’s response to your message. If you get your desired
result, the communication is successful; otherwise, the communication fails. When
this happens, you have to find out why it is unsuccessful, learn from your mistakes,
and strive to do better next time.
 Context. This refers to the situation in which the communication takes place. It
includes (a) the environment – the location, time of the day, temperature; (b) the
relationships between the communicators—you as the sender and the other
person as the receiver, such as teacher and the student, boss and subordinate,
parent and child, siblings or peers; (their respective cultural backgrounds and past
experiences; and (d) the topic/ subject of their communication (Hall, 1977, as cited
in Chase & Shamo, 2013).
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Exercise 1
Specify the five elements of communication in each text.
1. Milking It (Kowalchuk, 2017)
My daughter was enjoying a bedtime snuggle with her three-year old son,
Luka. Making conversation, she asked him, “What makes you happy?” He
eagerly responded, “Chocolate milk!” “And what makes you sad?” my daughter
continued. Luka replied somberly and quietly, “The other kind.”
Sender: _______________________________________________________
Message: ______________________________________________________
Channel: ______________________________________________________
Receiver: ______________________________________________________
Effect: _______________________________________________________
2. First-Class Joke (Slayden, 2017)
I was buying plane tickets when my eight-year old son asked, “Can a
baby be considered carry-on?” Before I could respond, my husband mumbled,
“Well, it can be considered baggage.”
Sender: ______________________________________________________
Message: _____________________________________________________
Channel: _____________________________________________________
Receiver: _____________________________________________________
Effect: _______________________________________________________
Exercise 2:
Give a communicative situation where the eight steps in communication

process will be illustrated.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
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Lesson 2: Key Principles of Communication
According to King (2000), the principles of communication are based on the real-
life functioning of interpersonal communication.
1. Interpersonal communication is inescapable. It is not possible for humans like you

and me not to communicate. Your poker face as you listen to somebody also means a
lot. You communicate through both words and behavior, and as long as you are alive,
you can still behave; hence, you can communicate. You can always communicate and
receive communication from others not only through words but also through voice tone,
gesture, posture, bodily movement, facial expression, clothes worn, and so on. Because
of this fact, since people are not mind readers, you are often judged through your
behavior, not your intention or purpose.
2. Interpersonal communication is irreversible. Words are powerful; they can either

heal or harm others. This principle of communication is best expressed in a Russian
proverb which says, “Once a word goes out of your mouth, you can never swallow it
again.
3. Interpersonal communication is complicated. Whenever you communicate with

anyone, you simultaneously interpret both his verbal and nonverbal language, and that
is often both confounding and demanding. For one thing, words (verbal) alone
complicate things. A word does not have just one meaning, it is usually not used in the
same way, and no two people use the same word exactly alike. To make matters much
more difficult, no form of communication is simple because whenever you communicate,
there are actually at least six “people” involved:
• The person whom you think you are;

• The person whom you think the person is;
• The person whom you think the other person thinks you are;
• The person whom you think the other person thinks he is;
• The person whom the other person thinks you think you are;
• The person whom the other person thinks you think he is.
4. Interpersonal communication is contextual. Communication is affected by several

factors; it does not happen in isolation. There are many things that need to be
considered, such as the ones given below (King,2000).
• Psychological context, which is who you are, and what you are as sender or
receiver bring to the interaction—your needs, desires, values, beliefs,
personality and so on.
• Relationship context, which concerns your reactions to the other person
based on the relationships- as boss, colleague, friend, sibling, parent, and
the like.
• Situational context, which deals with the psycho-social “where” you are
communicating. An interaction that takes place in a classroom, which is quite
formal, will be very different from one that takes place in a bar, which is very
informal—where communicators do not need to be guarded in their speech.
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• Environmental context, which has to do with the physical “where” you are
communicating—objects in the room and their arrangement, location, noise
level, temperature, season, time of the day.
• Cultural context, which includes all the learned behaviors and rules that
affect the interaction. For instance, bodily movement, facial expression,
gesture, distance and eye contact vary in different cultures.
Exercise 1:
Identify the communication principle applied in each of the given statements.

Write your answer on the blank provided.
1. Words can either heal or harm.

________________________________________
2. The way a person communicates will vary on a person he or she is
communicating with. _________________________________
3. You can’t let the day pass without communicating with others.
_________________________________
4. The use of non-verbal symbols affect the message of the speaker.
_______________________
5. Any speaker can effectively deliver his or message in a cozy environment.
_________________________
Lesson 3: Communication Ethics
Difference Between Morals and Ethics
Morals, are our own set of rules, so others are neither expected nor required to follow
them. Ethics, on the other hand, are rules accepted and approved by society, so they
are imposed upon everyone.
Ethics in Communication
Deirdre D. Johnston (1994) pointed out ten ethics in communication that you
should bear in mind to avoid being labeled “unethical’ (as cited in Chase & Shamo, 2013,
pp.140-141).
1. Mutuality. Pay attention to the needs of others, as well as yours.
2. Individual Dignity. Do not cause another person embarrassment or a loss of dignity.
3. Accuracy. Ensure that others have accurate information. Tell them everything they
have a right and need to know, not just what is true.
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4. Access to information. Never bolster the impact of your communication by

preventing people from communicating with one another or by hindering access to the
supporting information.
5. Accountability. Be responsible and accountable for the consequences of your

relationships and communication.
6. Audience. As audience or receiver of the information, you also have ethical

responsibilities. A good rule of thumb is the “200% rule” where both the sender and the
receiver have full or “100%” responsibility to ensure that the message is understood and
that ethics is followed. This is a 100/100 rule, not 50/50 rule.
7. Relative truth. As either sender or receiver of information, remember that your own
point of view may not be shared by others and that your conclusions are relative to your
perspective, so allow others to respectfully disagree or see it differently.
8. Ends vs. means. Be sure that the end goal of your communication and the means of
getting to that end are both ethical although no rule can be applied without reservation
to any situation.
9. Use of power. In situations where you have more power than others (e.g., a teacher
with a student, a boss with a subordinate, a parent with a child), you also have more
responsibility for the outcome.
10. Rights vs. responsibilities. Balance your rights against your responsibilities even
if you live in a wonderful society where your rights are protected by law; not everything
you have a right to do is ethical.
Exercise 1:
Determine the communication ethics violated in the following situations.
__________1. A manager and an employee become friendly, and the

employee asks the manager to report her part of the project as finished even
though she still has several days left to go.
__________2. An employee on probation offers to take on extra work if the
manager adjusts his number of sales.
__________3. Business people make remarks or jokes that may be offensive
to some, and they don’t give each person to the right to voice his opinion.
__________4. An employee pads an expense account with nonbusiness
expenses, raids the supply to take home pens and notebooks, and passes
around unregistered or counterfeit software.
__________5. Your boss promises you an extra day off if you rush out an
important project by a certain date. You work late hours and finish the project
before the deadline. Ready for your day off, you mention in it to your boss who
responds, “No, we have too much work to do.”
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Exercise 2:
Think of a person who often violate the ethics of communication and

give your comments about it.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Feedback:
Amazing! You have just unboxed a significant knowledge

on the process, principles, and ethics that govern communication.
Surely, this will help you communicate better in both local and global
setting. Always remember that effective communication can only be secured if
common understanding takes place among communicators. Want to learn
more about communication? Be ready for the next chapter.
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Summary
• Communication is the process of creating and sharing

meaning by using verbal and nonverbal symbols in varied
contexts.
• The five elements of communication are sender,
message, channel, receiver, and effect.
Communication process follows a cyclical pattern. Its
steps involve the source, ideation encoding, transmission,
reception, decoding, understanding, and action—all of
which are affected by context.
• According to King (200), interpersonal communication is
labelled as inescapable, irreversible, complicated, and
contextual.
• To achieve understanding in any communicative situation,
ethical principles should be observed. These include
mutuality, individual dignity, access to information,
accountability, audience, relative truth, end vs. means,
use of power, rights vs. responsibilities.
Must Watch:
Watch the video clip on

https://www.youtube.com/watch?v=7di5zAMMMxal&list=Rlist=RDnheOKSGoUgc&inde
x=10,
“Communication: S ender/Receiver, Abbot & Costello Comedy Routine
Reference:
Padilla, Mely M. et. al (2018) Communicate & Connect /Purposive Communication Mutya
Publishing
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Module 2 Communication and Globalization
Overview
Nowadays, almost everyone is practically addicted to social media. Mention
Google, Facebook, Instagram, Twitter, or Pinterest and you will readily see the faces of
your friends light up. In any public place, you see people taking selfies, and their pictures
are readily posted on a social-media website.
As long as you have a cellphone, an internet connection, and downloaded

application, like Facebook Messenger, Skype, or Viber, you can now talk, text instant
message, and video chat or video call your family and friends anywhere in the world,
and all for free. You can converse with anyone on a particular blog spot, news article, or
event. You can also meet people from other countries, make friends with them, and learn
about them and their countries without leaving the comforts of your home and your
country; all of these are possible through these social media.
Researching, too, is no longer difficult, just Google the world’s information through
web pages, images, or videos. Even the ordinary television allows you to watch events
as they happen anywhere in the world.
What do all these suggest? By means of television and the Internet, the world has
now become like one small community where people from different countries can
communicate and interact as if they were next-door neighbors.
In this module, you will explore and learn the significant role played by culture
when communicating to different kinds of people. This will also help you understand
the need to be culturally understanding as a communicator in a globalized village.
Learning Outcomes:
After finishing this module, you are expected to:
1. Differentiate common cultural differences

2. Explain how cultural and global issues affect communication;
3. Appreciate the impact of communication on society and the world.
Lesson 1: Globalization and the Global Village

Introduction
You can now travel across the world anytime, too, and when you are in a foreign
country, you can even withdraw the money of that country from any of its automated
machines (ATMs) as long as you have an international debit card. While there, you can
also use the card to pay for anything—a product or a work service. This is an example
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of globalization—the process of bringing people together and making them interact and
exchange ideas across traditional borders. (Nowaczyk, 2017).
Discussion
Gamble and Gamble (2013) give a more complete definition of globalization.
According to them, it is the increasing economic, political and cultural integration and
interdependence of diverse cultures”. Because of globalization, Marshall McLuhan’s
prediction in his book The Gutenberg Galaxy, published in 1962, of a global village—
one world interconnected by the electronic nervous system [media] has become a reality
(Stewart, 2015)
The most influential popular writer on the nature of globalization, however, is

Thomas Friedman, a New York Times foreign affairs columnist. In his book, The World
Is Flat: A brief History of the Twenty-First Century, first published in 2005, Friedman
argues that in the process of globalization, which he calls the “flattening” of the world, a
surprising and lightning-quick convergence of technologies allows individuals (not just
countries and companies) to communicate “from anywhere to anywhere”, collaborating
and competing for the first time on a level-playing field. (Downing, 2000)
According to Thomas Friedman, a New York Times foreign affairs columnist, the
“flattening” of the world economy is achieved through globalized trade, outsourcing,
supply- chaining and political liberalization. In other words, the use of technologies
allows business, such as large multinational corporations, to maintain customers,
suppliers, and even competitors on a worldwide basis. (“Globalization”, 2017
Exercise 1
A. Draw a line to match the word in Column A with its meaning or correlate in
Column B.
A B
1. Friedman FB and Twitter
2. globalization global village
3. McLuhan world “flattening”
4. social media economic interdependence
B. Give 6 examples of globalization.
1.
2.
3.
4.
5.
6.
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Lesson 2: Communication and Culture

Introduction
Culture has been defined in a number of ways, but most simply, as the “learned and
shared behavior of a community of interacting human beings” (Useem & Useem, 1963,
p.169) or as a system of beliefs, assumptions, and values shared by the group of people.
(Fielding, 1996as cited in Singh & Rampersad, 2010)
The Center for Advanced Research on Language Acquisition (CARLA) of University

of Minnesota defines culture as “shared patterns of behaviors and interactions, cognitive
constructs, and affective understanding that are learned through a process of
socialization.”
The essence of a culture is not its artifacts, tools, or any other tangible cultural
elements, but how the members of the group interpret, use, and perceive them.
Simply said, culture is a “learned set of shared interpretations about beliefs, values
and norms that affect the behaviors of a relatively large group of people” (Lustig &
Koester, 2003).
Discussion
Characteristics of Cultures
(Chase & Shamo, 2013)
Cultures are learned, not innate. We think and act as Filipinos because our parents
brought us up this way. We acquired complete knowledge and understanding of our
cultural norms from our parents, teachers, relatives, and friends. Our cultural norms
satisfy us, we accept them as “true”, and we follow them.
1. Cultures are shared. We act as members of our own cultural group, not as
individuals, because belonging to a culture means following the norms of the group.
2. Cultures are multifaceted. Behaviors and things common to people who live together
in social groups are considered cultural universals, but the performance of these
activities and things differs dramatically from culture to culture.
3. Cultures are dynamic. Cultures constantly change as cultural contact increases, new
technologies emerge, and economic conditions vary. Globalization has greatly changed
relationships of nations and governments. Cellphones have drastically changed
interpersonal communication. Internet has affected how people of varied cultures
recognize and respect their differences.
4. Cultural identities are overlapping. WE belong to multiple, overlapping cultures as

we interact with one another. Some of these cultures work together while others clash.
We all belong to national, regional, social class, ethnic, professional, religious, age, and
gender cultures.
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Adaptation to New Cultures
People use several ways of adapting to new cultures: (a) cultural integration, (b)
cultural assimilation (c) multiculturalism (d) cultural accommodation and (e) separation.
1. Cultural integration is a form of cultural exchange in which one group assumes the
beliefs, practices, and rituals of another group without sacrificing the characteristics of
its own culture. This kind of adaptation is positive because nothing to lost; it is a healthy
intermingling of the beliefs and rituals of two unique cultures.
2. Cultural assimilation occurs when members of one cultural group adopt the
language, practices, and beliefs of another group, often losing aspects of their traditional
culture in the process.
3. Multiculturalism is the counterpart of assimilation, in which cultural diversity is

encouraged and valued as beneficial to society. It is the belief that cultures, races, and
ethnicities, particularly those of minority groups, should be accorded special
acknowledgment of their differences within a dominant political culture.
4. Cultural accommodation refers to the process by which individuals may take on

values and beliefs of the host culture and accommodate them in the public sphere while
maintaining the parent culture in the private sphere.
5. On the extreme end, when one cultural group refuses to interact or join the dominant
culture, this attitude is called as separation; members of this group prefer to interact
with the members of their own culture, so they are often known as outsiders. (Gamble &
Gamble, 2013)
The Nature of Common Cultural Differences
Cultural differences are apparent in four basic traits: a) leadership, b) work

productivity, c) group allegiance, and d) task commitment (Chase & Shamo, 2013)
1. Leadership. The key characteristic on leadership is power of influence—the right to

manipulate the outcome of health, welfare and critical decisions of protection. In a high-
power group leadership, the few in power formulate policy and activity of the many.
These are the leaders who are often called dictator, chief, patriarch, minister, or judge.
High-and-low-power differences exist in terms not only of governed groups but also of
relationships between husband and wife, boss and employer, or group leader and
participant.
2. Work Productivity. A bipolar (marked by opposite extremes) characteristic of being

“masculine” or “feminine” exists in the work force or a family organization. The labels do
not refer to gender issues at all but to the descriptive behavior of group participants. The
masculine culture of a work environment indicates aggressive or assertive behavior
whose objective is success in competition, and winning is rewarded with high honor. The
feminine culture, on the other hand, gives primary consideration to modesty, quality of
life, and tenderness; rewards are given for work satisfaction, and salaries are determined
based on the need, not production.
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3. Group allegiance. A bipolar characteristic, likewise, of individual and group

orientation exists. In an individual orientation (individualism), an individual can change
the standards of the culture, but in a group orientation (collectivism), whose emphasis is
on the group, sacrificing everything for the sake of the group can change the culture.
4. Task commitment. The focus is on the elements controlling the group, such as
tradition and commitment to the group (high-context culture) versus the individual (low-
context culture). High-context cultures resist change, so few changes are made since
the belief is ‘What was good enough for father and the grandfather is good enough for
me”. Low-context cultures work for the good of the cause, not the welfare of the group.
Exercise
Draw a line to match the word in Column A with its meaning or correlate in Column B.
A B
1. work productivity shared behavior

2. leadership component controlling
3. group allegiance masculinity-femininity
4. task commitment individualism vs collectivism
5. multiculturalism blending and mingling
6. assimilation fusion rejection
7. integration recognition of difference
8. accommodation adoption for financial reward
9. separation preservation-cum-alteration
10. culture power of influence
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Lesson 3: Communicating Within and Across Cultures

Introduction
Some cultural differences, however, may defy our ethical principles (or sense of right
and wrong),, such as cheating in examinations, gender equality, bribes and payoffs in
doing business, favoritism toward friends and relatives, or profound disregard for the
environment.
Discussion
In case like those aforementioned above, we respond in a variety of ways (Adler,
Elmhorst, &Lucas, 2013)
1. Avoiding. We may refuse to comply or do business in cultures that operate according

to ethical principles that differ ours.
2. Accommodating. We can accept the different ethical system and conform to

practices different from ours.
3. Forcing. We can insist on doing business in a way we believe is ethically proper.
4. Educating—Persuading. We can try to convince the people with whom we want to

do business why our ethical principle is more appropriate.
5. Negotiating—Compromising. We and the other party can each give up something

to negotiate a settlement.
6. Collaboration—Problem Solving. We can work with the other party to face the
problem directly and reach a mutually satisfying solution.
To help us make the next possible decision on what to do, we ask ourselves the
following questions:
1. How morally significant is the situation?

2. Is there home- culture consensus regarding the issue?
Guidelines on Developing Intercultural Competence
Here are some suggestions on how you can become open-minded—devoid of any
prejudices and biases against people from another culture (Chase & Shamo, 2013;
Singh& Rampersad, 2010):
1. Widen your field of experience by making new contacts.

2. Learn about history and the experiences and aspirations of people from different
cultures.
3. Examine yourself for possible stereotypes.
4. Look at the world from someone else’s way of looking at and thinking about
something, not just yours.
5. Work on becoming more self- confident
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6. Appreciate cultural similarities and differences

7. Acknowledge the essential equality and the value of cultures
8. Be sensitive and interpret cultural styles of communication
Barriers to Effective International Communication

(McKeiver, 2013; Chase & Shamo, 2013)
1. Ethnocentrism. It refers to the belief that a person’s culture is much better than any
other culture, and the tendency is for that person to judge any “out-group” culture. If our
ethnocentricity level is high, the effect is negative. We can possibly feel “suspicious,
defensive, and hostile toward them because they have different social and cultural
norms. With a low ethnocentricity level, however the effect is positive. We can become
curious, interested and inspired” to interact with those belonging to the out- group.
2. Stereotypes and prejudices. The negative characteristics attributed to one group

can cause beliefs and feelings that lead to biases and discrimination against the group.
3. Stereotypes are often generalized negative traits assigned to a group of people (e.g
race, nationality, religion, social class, sexual orientation, age, gender) even if these
traits may only reflect a selected few of the group.
4. Prejudice, an offshoot of stereotypes, is an unfair thought, belief, or feeling of dislike

for a person or group because of race, nationality, gender, sexual orientation, age,
religion and so on.
5. Assumed similarities. It is baseless, unreasonable refusal to see the cultural

differences where they exist. This happens when members of one group assume that all
groups behave the same way they do, that what is true to their culture is also true to all
other cultures.
6. Anxiety. It is the fear of apprehension associated with either real or anticipated

communication with people from another cultural group.
Impact of Technology on Communication
1. Technology provides us with unlimited information.

2. It creates opportunities for meeting new people.
3. It helps us keep in touch with family and friends anywhere in the world.
4. It brings new diversity to our culture and our lives.
5. It fosters better cooperation among different cultural groups.
6. It isolates us.
7. It can make us create second lives.
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Exercise
Fill in each blank with an appropriate word based on your understanding of
the lesson.
a) Communication is tricky because communicators use culturally different 1.

_______________ and 2. ______________ aspect of communication.
b) For successful 3. _______________ communication, we have to respect
cultural 4. _______________.
c) Whenever our sense of right and wrong is challenged in intercultural
communication, we can solve the problem in six ways: 5. _______________,
6. _______________, 7. _______________, 8. _______________, and 9.
_______________.
d) We should avoid being 10. _______________ at all times since believing
that we’re better than others is unhealthy attitude.
e) 11. _______________ results in prejudices, which prevent us from
achieving effective communication.
f) 12. _______________ before or during communication is normal, but we
can minimize it through careful preparation.
g) We have to be judicious by looking into the 13. _______________ of the
website or the source of information when searching materials on the Internet.
Feedback
Wow! You have just been loaded with additional insights

about communication. On that note, you may have understood
clearly how communication has changed in recent years. More
so, you may have gained a better perspective how you will
communicate in a world of diverse culture. Keep going. You are
on the right track.
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Summary
• Globalization has affected communication nowadays.

• Culture as the learned and shared behavior of a
community of interacting human beings has a big
impact on how people communicate.
• Cultures are characterized as learned, shared,
multifaceted, dynamic, and overlapping.
• Cultural differences are apparent in four basic traits like
leadership, work productivity, group allegiance, and
task commitment.
• People adapt to new cultures through integration,
assimilation, multiculturalism, accommodation, and
separation.
• When people are exposed to cultural differences, they
may respond in variety of ways such as avoiding,
accommodating, forcing, educating-persuading,
negotiating-compromising, collaboration-problem-
solving.
• To achieve effective international communication,
ethnocentrism, stereotypes, prejudices, assumed
similarities, and anxieties should be avoided.
Must Watch:
Go online to https://www.youtube.com/watch?v=t7xr3AsBEK4 to watch Sherry

Turkle’s video “Connected, but alone?”
Reference:
Publishing
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Local and Global Communication in Multicultural

Module 3
Settings
Overview
You have seen from the previous chapter that we exist in a multicultural
environment where all of us belong to multiple, overlapping cultures. We learn and
imbibe these cultures not only from people we interact and associate with families,
relatives, friends, neighbors, classmates, teachers, and churchmates but also from the
media. Our multiple cultures make communication complicated but we expose ourselves
to varied cultures and learn to recognize and respect cultural differences, we can lessen
our own communication difficulties, and life in a multicultural society will become much
easier to deal with.
Learning Outcomes:
1. Determine culturally appropriate terms, expressions, and images (sensitivity to
gender, race, class, etc.);
2. Adopt cultural and intercultural awareness and sensitivity in communication of ideas.
Lesson 1: Culturally Appropriate Terms, Expressions, and Images

Introduction
Freya Stark, in her book The Journey’s Echo: Selections from Freya Stark (Echo
Travels, says, “Every country has its own way of saying things. The important thing is
that which lies behind people’s words.” Cultural differences result in misunderstanding,
and “language, more than anything else, the heart of the culture” (Stevenson, as cited in
Lee, 2017). This means that being proficient in English, for instance, does not guarantee
our being able to fully understand what another speaker of English is trying to
communicate unless we become fully aware of how that speaker uses English based on
his own culture.
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Discussion
Varieties of English
On lexical aspect:
American English (AmE) British English (BrE) Words

Words
elevator lift
apartment flat
eggplant aubergine
hood and trunk (of a car) bonnet and boot (of a car)
drugstore chemist’s
garbage can dustbin
parking lot car park
On phonological aspect:
Word AmE BrE

vase /veIs/ /va:z/
leisure /li·ȝәr/ /leȝ·әr/
tomato /tәmeItoʊ/ /tәma:tәʊ/
garage garáge gárage
ballet ballét bállet
magazine magazíne mágazine
On morphological aspect:
1. Words ending in –re in BrE end in –er in AmE

centre, litre, theatre (BrE); center, liter, theater/theatre (AmE)
2. Words ending in –our in BrE end in –or in AmE.

colur, humour, neighbour (BrE); color, humor, neighbor (AmE)
3. Words ending in –ize or –ise in BrE end in –ize in AmE.

apologize/apologise, organize/organize, recognize/recognize (BrE); apologize,
organize recognize (AmE)
4. Words ending in –yse in BrE end in –yze in AmE.

analyse, breathalyse, paralyse (BrE); analyze, breathalyze, paralyze (AmE)
5. Words ending in a vowel plus l in BrE double the l when adding endings that begin
with a vowel, but the l is not doubled in AmE.
travel, travelled, travelling, traveller (BrE); travel, traveled, traveling, traveler
(AmE)
6. Words spelled with the double vowels ae or oe are just spelled with an e in AmE.
leukaemia, manoeuver, oestrogen, paediatric (BrE)
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Willynse T. Garcia
leukemia, maneuver, estrogen, pediatric (AmE)
7. Nouns ending with –ence in BrE are spelled -ense in AmE.

defence, lincence, offence (BrE); defense, license, offense (AmE)
8. Nouns ending with –ogue in (BrE) end with either –og or -ogue in AmE.
analogue, catalogue, dialogue (BrE); analog/analogue, catalog/catalogue,
dialog/dialogue (AmE)
Exercise 1
IDENTIFICATION
A. Give the following BrE terms in AmE.

1. timetable- 3. Chemist’s- 5. flat-
2. aubergine- 4. lift-
B. Give the BrE counterparts of the following AmE spelled words.

1. leukemia- 3. humor- 5. liter-
2. organize- 4. defense-
Lesson 2: World Englishes and English as International Language

Introduction
In the present era of high technology, the issue on culture and use of English has
become more complicated than what it seems because of the emergence of the now
recognized “World Englishes”.
Discussion
These varieties of English are used by three identified “concentric circles” of societies.
(Kachru, 1997 as cited in Kilickaya, 2009)
• The Inner Circles cover the native English-speaking countries like England, USA,
Canada, Australia, and New Zealand.
• The Outer Circles comprise the former colonies like India, Nigeria, Pakistan,
Malaysia, Singapore, Philippines, and Bangladesh.
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• The Expanding Circle consists of countries like China, Japan, Germany, Turkey,
Egypt, Israel, Saudi Arabia, Korea, and Taiwan.
• When turning to other circles, the question of what counts as a language and what
may be considered a variety of English is somewhat intricate.
• Pidgins are used as lingua franca for trade or any other practical interaction.
(Mooney & Evans, 2015)
• A pidgin uses words from the languages of both communicators to understand
each other, but it is not the language of either communicator.
• The pidgin is a little more than strings of nouns, verbs, and adjectives often
arranged to place old, shared information first and new information later in the
sentence. (Bickerton, 1983 as cited in Mooney & Evans, 2015, p. 211)
• Here is an example of Kamtok, a Cameroon Pidgin English from west central
Africa:
Den i bin lef dat ples, an i bin kam fo i on kontri, an i pipu bin folo i. An i bin di tich
di pipu fo insai di Jew dem God haus... (Mark 6: 1-2)
(Then he left that place, and he came into his own country and his people followed
him. And he was teaching the people inside the synagogue...) Microsoft®
Encarta® 2009. © 1993-2008 Microsoft Corporation. All rights reserved
• After an extended period of use of a pidgin in a community, when the pidgin
becomes more fully developed and serves as the language of the community, it
becomes “creole”. Here is an example of Hawaiian Creole English:
"God, you our Fadda./ You stay inside da sky./ We like all da peopo know fo shua
how you stay,/ An dat you stay good and spesho,/ An we like dem give you plenny
respeck. Da Jesus Book, Matthew 6:9-10" (Joseph E. Grimes et al.)
(God, you are our Father./ You are in heaven./ We want everyone to be certain
how you are, and that you are good and special,/ and we want them to give you
plenty of respect.) Microsoft® Encarta® 2009. © 1993-2008 Microsoft Corporation.
All rights reserved.
• In the process of learning English as either a second language or a foreign

language, people from outer and expanding circles develop an interlanguage, a
“learner language” (which is neither pidgin nor creole) that deviates from the norms
of the target language. This is a transitional linguistic system at all levels
(phonology, morphology, syntax, semantics, pragmatics)
• The interlanguage results from several language-learning process, such as

borrowing patterns from the mother tongue, extending patterns from the target
language, and expressing meanings using the words and grammar that are
already known (Richards, Platt, & Platt)
• In Philippine English, for instance, we hear many Filipinos saying sentences like
these:
I already ate. (“Kumain na ako.”)
He will come with us, isn’t it? (“Sasama siya sa atin, hindi ba?”)
One of my classmate is inside. (Isa sa kaklase ko ay nasa loob.”)
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Willynse T. Garcia
They will come there. (“Pupunta sila doon.”)

• In Indian English, the meaning of the tag questions is in its social meaning, not the
meaning of the main proposition as expected in American or British English.
e.g.
You have taken my book, isn’t it?
You are soon going home, isn’t it?
• Indian culture on grammatical rules is also evident in the use of “may” in Indian
English (Bhatt, 2005, pp.39-40)
e.g.
Indian English: “These mistakes may please be corrected.” (“May” is used to
express obligation politely.)
Standard English: “These mistakes must be corrected.” (Bhatt, 2005 p. 41)
Exercise 1
Write T if the statement is true; F if it is false. Write your answer on the blank
provided.
___1. An interlanguage is believed to be lasting.

___2. In Philippine English, the use of “may” is evident to show the politeness
principle.
___3. The Inner Circle covers the native speakers of English.
___4. China, Japan, Germany, Turkey, Egypt, and Israel are excluded in the
Outer Circle.
___5. Nigeria, Philippines, India, Pakistan, Malaysia, and Bangladesh belong to
the Inner Circle.
___6. Interlanguage results from several language-learning processes.
___7. Pidgins are used as lingua franca for trade or any other practical
interaction.
___8. Learning to communicate across cultures leads to understanding the
many accents and varieties of English.
___9. Linguistic constructions that that are understood and acceptable in local
English could be misinterpreted and unacceptable in Standard English.
___10. Since speakers of local Englishes are able to communicate in their own
varieties of English, they can use their brands of the language in intercultural
interactions.
Lesson 3: Linguistic Preferences and Non-Verbal Behavior
Introduction
Variations in the way different cultures use language—like linguistic preferences

and nonverbal behaviors—also cause miscommunication. Nuances in linguistic
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Willynse T. Garcia
preferences provide hints about behavior, manners, and thinking as a cultural group
(Lee, 2017; Zelinski, 2017)
Nonverbal behaviors, which Edward T. Hall (1959) called “the silent language”, are
expressive human attributes that impart feelings, attitudes, reactions, and judgments
which tend to be given continued attention because they are acquired mainly through
acculturation (adopting the traits of another cultural group); moreover, they are spoken
and largely unconscious, so the implied meanings are more felt than understood (as
cited in Buerlein, 2017)
Discussion
Here are some differences in the nonverbal behaviors of some other cultures that
can help us coexist with them in the globalized community we are in because of
technology (“Internatiuonal Etiquette”, 2017; “Dimensions of Body Language”, 2017)
Australia: The popular American “thumbs up “sign is considered obscene. The

V-sign with the palm facing
toward the speaker is the obscene “up yours” insult.
France: Your hands should be visible at all times even when seated at a table.
Germany: It is impolite to put your hands in your pockets. Gum chewing in public
is rude. Sit down only after you have been offered a seat. Use titles to
show respect; be punctual because punctuality is important.
Hong Kong: Maintain two arm’s length distance with the person. Touching and
patting are taboo. When you are seated, your feet should be facing the
ground; the soles of your shoes should not be shown.
Indonesia: When you are in private home or mosque, be sure to remove your
shoes. Position them by pointing them toward the door from which you
entered.
Japan: The bow is still a tradition in greetings. Bend your body about 30-
degree angle from the waist. For men, palms should be faced up
toward the knee. For women, hands should be folded in front of you as
you bow.
Exchanging business cards is important. When given one, receive it

with care—use two hands and study the card carefully, treating it with
the same respect you would give to its owner.
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Keep your shoes in good condition and spotlessly clean because a

Japanese inspects them as he bows.
Even if you are experiencing displeasure or upset about something,

you should smile to show self-control.
Saving face is important to the Japanese, so instead of saying “no”

they say “It is very difficult” or “We will give you this positive study” to
really mean “Let’s forget the whole thing and go home.”
A Japanese uses a repertoire of smiley nods and polite noises as he

listens only to encourage the speaker to continue talking, not to agree
with him. He nods his head to show politeness, not to agree.
Do not touch. When you need to blow your nose, do so discreetly,

preferably in private, with a paper tissue. Dispose the tissue
immediately. Never put the tissue in a pocket or purse; this is regarded
as crude.
Bear this in mind: To the Japanese, laughter can mean confusion

rather than reacting to something funny.
Be careful: The American “okay” sign means “money” in Japan.
Be sure to remove your shoes at the front door; you will be offered a
pair of slippers.
Chopstick etiquette dictates that you put the sticks on the rest when
you are not using them; never leave them in your food. Whatever you
do, avoid standing sticks up in the air or pointing them toward your
host.
Saudi Arabia: Expect greetings to be very emotional. They consist of “salaam

alaykum” (“May God be with you.”) followed by a handshake and hen a “keef halak”
(“How are you?”).
To show mutual respect, two men hold each other’s hand in public.
This is true to all Middle Eastern countries.
When reaching for something or offering something, be sure to do so

with your right hand. Using the left hand is considered a taboo.
When sitting, be sure the soles of your shoes face the ground. It is
considered taboo for the soles to be showing.
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Singapore: Gesture with your entire hand in conversation. Pointing with one or two
fingers is rude. Avoid showing the soles of your shoes.
Your feet should be used for walking—nothing else. Feet are

considered unclean parts of the body and should never, for instance,
be used for moving anything (a chair closer to a table, for example)
South Korea: When meeting someone, a slight bow is appropriate.
It is considered good manners to acknowledge an older person by

standing when the person enters the room.
One way to show respect for elders is by lowering your eyes.
Loud laughter is rude. When laughing in public, cover your mouth.
Nose blowing is also in poor taste and should be done in private.
Be sure to remove your shoes when entering a temple or person’s

home.
A hug or patting another on the back is rude.
United Kingdom: When meeting someone, respect space by maintaining two-arm

length distance.
Men should wait for a British woman to extend her hand before shaking
hands. When meeting someone, rather than saying, “It’s nice to meet
you”, a more appropriate response is “How do you do?”
The V-sign with the palm facing toward he speaker is the obscene “up
yours” insult and frequently used to signify defiance (especially to
authority), contempt, or derision, but the palm facing out it is the victory
sign.
Tips for Successful Multicultural Communication
Being a member of a culturally diverse society, you can adopt strategies to avoid
being misunderstood when communicating with others from another cultural group. Here
are some tips to follow (AMA, 2017)
1. Simplify your message by using less complex sentence structures and

vocabulary;
2. Avoid shouting to be understood;
3. Define the meaning of critical technical words and acronyms;
4. Avoid nonstandard abbreviations such as “U R” for “you are”;
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Willynse T. Garcia
5. Be patient and try to follow the other communicator’s ideas and logic, which may
be different from yours.
6. Ask the person to repeat once, maybe twice, or to say his ideas in a different
manner (if you do not understand
him);
7. Remain cool and composed even when you have made a mistake that results
in embarrassment for you or feeling embarrassed by others (in most cases, they
did not mean to embarrass you);
8. Clarify the meanings and intentions of something said or done by someone who
comes from a culturally different background before you become angry or express
the strong emotions that you feel;
9. Clarify someone’s actions or words with the person or with someone else who
has the experience in dealing with similar cultural groups (if you cannot think of
any positive interpretation of the actions done or words said because you may be
missing something):
10. Adapt your space requirements to that of someone from another cultural group
whenever possible (you can judge someone’s comfort zone by the distance to
which he extends his hand when shaking hands); and
11. Give the benefit of the doubt to someone who does or says something that
seems weird and/or wrong (Ask yourself: “How else could I interpret these words
or actions?”
Tips for Non-Native Speakers
As a learner of English, you can observe the following strategies to avoid any
miscommunication when using English (AMA, 2017).
1. If you do not mind people suggesting words so that you can communicate more
quickly, say so.
2. Try to participate in English discussions, especially brainstorming sessions, even if
you feel uncomfortable.
3. If your school offers English as a Second Language (ESL) courses, take them, even
if your English is already functional. Courses designed to help you modify your accent
to make it more understandable by native English speakers can be particularly
beneficial.
4. Keep a dictionary handy or google to make sure the words you use mean what you
think they mean.
5. Ask someone who is proficient in English for help with your documents, presentations,
and even sensitive e-mails or phone calls, if necessary.
6. Before calling someone, think of what you want to say and look up any words that you
are unsure of. If you must leave a voice mail message, compose the message on paper,
then read it into the phone.
7. Make sure you know and use appropriately the technical words that people in your
field use. Use the terms repeatedly until they become second nature.
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Willynse T. Garcia
8. Do not attempt to use slang and idiomatic expressions unless you are quite sure about
what they mean, and how they are used. Using these incorrectly or in the wrong situation
can backfire.
Exercise 1
In what country does each of the given gestures is observed?
__________1. Maintaining two arm’s-length distance when meeting
someone.
__________2. Feet should be used for walking-nothing else.
__________3. Two men should hold each other’s hand in public to show
mutual respect.
___________4. Putting the hands inside the pockets is impolite.
__________5. V-sign with the palm facing toward the speaker is obscene.
__________6. Laughter can mean confusion rather than reacting to
something funny.
__________7. Lowering one’s eyes is showing respect for elders.
__________8. When entering a private home or mosque, shoes should be
removed and be positioned by pointing them toward the door from which
one entered.
__________9. Hands should be visible at all times when seated at a table.
__________10. Nodding one’s head does not necessarily mean to agree but
to show politeness.
Lesson 4: Language Registers for More Effective Communication
Introduction
Languages vary according to user or its use. Variations according to use, on the other
hand, are called registers.
A register, therefore, is characterized by “differences in the type of language selected

as appropriate to different types of situation” (Halliday et.al, 1964, as cited in Politt, 2013)
The term “register” refers to particular varieties of speaking and writing, which vary in
their degrees of formality depending on the topic (what), purpose (why)’ context (where),
and audience (who) (“Register”, 2017). For example, there is a legal register, a register
of advertising, register of banking, and a register of weather forecasting.
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Willynse T. Garcia
Registers, recognized because of their specialized vocabulary and their particular

uses of grammar, are categorized into five varieties: very formal, formal, neutral,
informal, and very informal (Politt, 2013; Montano-Harmon, 2017)
Notice the different registers as shown in the table for greetings in both speaking and
writing (Register and Style”, 2011)
Very Formal Formal Neutral Informal Very Informal
How do you Hello! Hello! Hi! What’s up?
do? Hey!
1. Very formal, frozen, or static register. This register is “frozen” in time and content
because it rarely or never changes. Examples are poetry, The Lord’s Prayer, laws,
marriage vows, insurance policies, leases, and wills.
2. Formal or regulated register. This is a formal and impersonal language, which is

one-way in nature and used in formal situations. Examples are books, news reports,
magazine or journal articles, business letters, official speeches, and sermons.
3. Neutral, professional, or consultative register. This is the normal style of speaking

between communicators who use mutually accepted language that conforms to formal
societal standards. Examples are the types of communication between strangers,
teacher and student, superior and subordinate, doctor and patient, lawyer and client.
4. Informal, group, or casual register. This is the informal language between friends
and peers, which uses slang, vulgarities, and colloquialisms. Examples are
conversations, chats and e-mails, blogs, tweets and personal letters.
5. Very informal, personal, or intimate register. This is the private, intimate language
register reserved for family members or intimate people. Examples are kinds of
interactions between husband and wife, boyfriend and girlfriend, siblings, and parent and
child.
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Willynse T. Garcia
Exercise
Identify the type of register appropriate in the following situations. Write your
answer on the blank provided.
__________1. John, the class president asks their class adviser about the
amendments of the classroom policy.
__________2. A legislator tweets about Anti-Terrorism Law.
__________3. Atty. Gail De Jesus drafts an insurance policy.
__________4. Lei writes an application letter.
__________5. A married couple discusses their travel plan abroad.
__________6. A literature enthusiast uses classic poems as a model for his
own compositions.
__________7. Henz starts to write journal articles.
__________8. Dr. Willy Ong talks to his patient.
__________9. Trisha wants to send a friendly letter to her Facebook friend.
__________10. Mrs. Mendoza gives advice to her teenage son.
Feedback
Awesome! You have just secured another

add-ons to your existing knowledge on
communication. You may have realized as well
that using language in intercultural settings is not
just an easy task at all as it entails strict
observance to rules and ethical considerations.
Continue learning in the proceeding chapter.
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Willynse T. Garcia
Summary
• The existence of American English and British English

support the idea that cultural difference is present in the use
of the language.
• When learning English as either a second or a foreign
language, interlanguage is observed in which deviation from
the norms of the target language become noticeable.
• Miscommunication can result from variations in the way
different cultures use verbal and non-verbal language.
• Language use varies in the different degrees of formalities
depending on the topic, purpose, context, and audience.
Must Watch:
Go online to https://www.youtube.com/watch?v=YDGxVNuxOO for Jeff Roy’s

“How English Became a Global Language”.
Reference:
Publishing
43
Willynse T. Garcia
Module 4 Evaluating Messages and Images
Overview
Language change is inevitable; as culture, so does language. And since we now

live in a globalized world, change happens at a must faster. Many things that seemed
inconceivable in the past have become a reality. For example, agendas, used to big no-
no, but at present, it is the plural of agenda, “a list of things to be done,” and agenda
remains to be the plural of agendum, “a thing to be done”. (Oxford Dictionaries) Another
unexpected change concerns the use of the “generic” he, his, him, and himself as the
only allowed referents of a singular indefinite pronoun or unspecified person whose
gender is unknown such as everybody, anybody, or classmate, a friend. But when this
practice became controversial, as being sexiest in the 20 th century, three options were
suggested for a singular gender-neutral pronoun.
First, to use either he or she alternately, and trust the reader not to be confused.
Some started to favor the use of she while many continued to use he. Second, to have
both he and she as he or she, him or her, his or her, himself or herself, and third, to go
against the traditional plural-only rule for they, them, their, and themselves and treat
them as “singular gender-neutral pronouns”. The third option, which most traditionalists
(as a concession) have learned to tolerate but only in speaking (not in formal writing),
has become widely used even in many English books. Native speakers seem to have
considered it the solution to the “singular gender-neutral pronoun” controversy and
automatically use it now (even in writing) without thinking of grammar rules.
Even anyways (instead of the adverb anyway) and the same exact kind (for the
phrase exactly the same kind), which are grammatically unacceptable, might end up
being acceptable anytime in the future because they are prevalently used on television
by program hosts. No less than Steve Harvey uttered the words the same exact kind
when he hosted the Miss Universe 2017 pageant in Las Vegas on November 26, 2017.
Learning Outcomes:
At the end of the chapter, the students are expected to:

1. Evaluate multimodal texts critically to enhance receptive (listening, reading, viewing)
skills;
2. Convey ideas through oral, audio-visual, and/or web-based presentations for different
target audiences in local and global settings using appropriate registers;
3. Adopt awareness of audience and context in presenting ideas.
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Willynse T. Garcia
Lesson 1: Incorrect Versus Correct Language Use

Introduction
Words found in dictionaries are compiled based on their meanings as they
are commonly used by speakers. Dictionaries do not judge nor say whether
the way the words are used is “correct” or “incorrect”; their main concern is to
produce meanings that are mutually understood.
Discussion
Prescriptivists equate correctness to strict observance of the rules of grammar. They
believe that Standard English is synonymous with correct English. They are the
educated members of society who have the power to sanction speakers for not following
language rules. They are the teachers, managers, supervisors, or persons of authority
who can give failing grades in school, who can make applicants fail job interviews, or
who can disapprove employee’s promotions (Mooney & Evans, 2015).
In a 2014 study of African American students at a Detroit High School, the students,
who were shown sample sentences from Language A (African American English) and
Language B (Standard American English), like the sentences below, reacted negatively
to Language A and judged its speaker harshly (Baker-Bell, as cited in Guerra, 2014)
Language A: “People be thinking teenagers don’t know nothing.”

Language B: “People think teenagers don’t know anything.”
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Willynse T. Garcia
OKCupid, an online dating site, concludes after analyzing half a million messages
it has received that correct language use is important in getting more replies, so it
requires its users to use acceptable language in these words: Be literate.
Exercise
Write SE if the statement uses standard English; NE if it non-standard.
___1. If I was you, I would attend the meeting.

___2. The number of COVID-19 cases is still surging.
___3. I ain’t happy about my low scores in English test.
___4. They continue doing their best.
___5. She can best prepare the menu than her sister.
___6. You must have to finish your course the soonest possible.
___7. The boy runs fast.
___8. Go to the market early.
___9. He gonna have a vacation trip abroad.
___10. Let us bring laughter to people.
Lesson 2: The Text or Message

Introduction
Message refers to any recorded message (e.g., writing, audio-recording, audio- and
video recording) that is physically independent of its sender or receiver. A text is an
“assemblage of signs (such as words, images, sounds and/or gestures) constructed (and
interpreted with reference to the conventions associated with a genre and in a particular
medium of communication (such as verbal, nonverbal, or both)” (Chandler, 2017)
Discussion
The term medium is used in variety of ways. It may include such broad categories as
speech and writing or print and broadcasting, or relate to specific technical forms within
mass media (radio, television, newspapers, magazines, books, photographs, films, and
records) or the media of interpersonal communication (telephone, letter, fax, email,
video-conferencing, computer-based chat systems).
To compose oral and written texts, and to best create and produce a quality text, one
needs to consider the text type expected, its purpose, and its intended audience. The
three factors have implications for the structure, language, and presentation of the text
(Hoadley & Nixon, 2017)
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Willynse T. Garcia
Structure refers to how the information is organized. One may choose any one of
these text genres (kinds of text based on its development): texts using logical order such
as exposition—example, cause and effect, comparison, analogy, definition,
classification, problem-solution, persuasion); texts using chronological or time order
such as narration, process; and texts using spatial or space order such as description.
(Padilla, Dagdag, &Roxas, 2017)
Language is the means by which the information is expressed verbally and/or

nonverbally. Depending on the text type required, one may communicate ideas in any of
the five language registers (very formal, formal, neutral, informal, or very informal).
Presentation covers the layout, format, length, oral delivery (voice, body language,
and timing) and any other conventions such as spelling and referencing (Hoadley &
Nixon, 2017)
The usual text types that may be assigned to students are essays, reports,
researchers, reviews or reactions, journals, business letters, translations, and blogs. In
speaking, one may be required to do oral reports, speeches, or interviews.
Exercise
Write A if the statement is true; otherwise, write Z.
___1. Message can be verbal or non-verbal in content.

___2. A message is exclusive for writing.
___3. A text can refer to any message.
___4. Mass media include telephone, letter, fax, and e-mail.
___5. Radio, television, newspapers, and magazines are media of interpersonal
communication.
___6. Anyone who creates a quality text considers text type, purpose, and
audience.
___7. Cause and effect is an effective process of developing a narrative text.
___8. Expository texts make use of spatial technique.
___9. The formality of language use depends on the text type.
___10. Presentation of texts cover layout, format, length, and oral delivery.
Lesson 3: Semiotics and Text Analysis

Introduction
Semiotics is concerned with “everything that can be taken as a sign” (Eco, 1976, p.7).
It involves the study not only of what we refer to as signs in everyday speech, but
anything which stands for something else; in a semiotic sense, signs take the form or
words, images, sounds, gestures, and objects” (Chandler, 2017)
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Willynse T. Garcia
Discussion
Signs consist of signifiers (sounds and images) and signifieds (concepts); “the sign
is the whole that results from the association of the signifier with the signified” (Saussure
1983, p. 67). The relationship between the signifier and the signified is referred to as
signification (Chandler, 2017).
Semiosis, a term borrowed from Charles Sanders Peirce, is the process by which a
culture produces signs and/or assigns meaning to signs, but since meaning production
or semiosis is a social activity, subjective factors are involved in each individual act of
semiosis (Eco, 1976). The notion then might be relevant to the two main emphases of
current semiotic theory: (a) semiotics focused on the subjective aspects of signification,
where meaning is interpreted as a subject-effect (the subject being an effect of the
signifier), and (b) semiotics focused on “the social aspect of signification, its practical,
aesthetic, or ideological use in interpersonal communication, [where] meaning is
construed as produced through culturally shared codes” (De Lauretis, 1984 p. 167). In
other words, the signified can be understood as “the mental concept it represents, which
is common to all members of the same culture, who share the same language” (Fiske
1990: 43). This means that that there are three main areas of interest: “the sign itself,
the codes or systems in which the signs are organized, and he culture within which these
codes and signs operate” (Fiske 1990: 40).
Semiotics, therefore, refers to a kind of social interaction among individuals who try
to make sense out of the different interpretation possibilities of the sign. Words in
language are signs. Since signs are organized in codes familiar to all members of the
same culture, a look at the structural forms in which signs are organized into codes is
necessary.
Knowing that “language, more than anything else, is the heart of culture” (Stevenson,
as cited in Lee, 2017), it is expected that a cultural group’s use of a second or foreign
language will be greatly affected by that group’s culture (and its own native or first
language). Consequently, it is not surprising that the use of a second language, like
English, by different cultural groups has resulted in funny mistranslation, especially when
the translation is carried out by free or automated translation apps that are available
today.
Here is a list of mistranslation seen around the world (Nicholson, 2017).
1. Aeroflot advert: “introducing wide boiled aircraft for your comfort”

2. Airline ticket office, Copenhagen: “We take your bags and send them in all
directions.”
3. A menu in Vienna: “Fried milk, children sandwiches, roast cattle and boiled
sheep.”
4. A sign on a car in Manila: “Car and owner for sale.”
5. A sign posted in Germany’s Black Forest: “It is strictly forbidden on our black
forest camping site that people of different sex, for instance, men and women, live
together in one tent unless they are married with each other for that purpose.”
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Willynse T. Garcia
6. At a Budapest zoo: “PLEASE DO NOT FEED THE ANIMALS.” If you have any
suitable food, give it to the guard on duty.”
7. At a Korean restaurant in Auckland, New Zealand: “We do not re-use the
food.”
8. Athens hotel: “Visitors are expected to complain at the office between the hours
of 9 and 11 A.M. daily.”
9. Belgrade hotel elevator: “To move the cabin, push button for wishing floor. If
the cabin should enter more persons, each should press a number of wishing floor.
Driving is then going alphabetically by national order.”
10. Car-rental brochure, Tokyo: “When passenger of foot heave in sight, tootle
the horn. Trumpet his melodiously at first, but if he still obstacles your passage
then tootle him with vigor.”
11. Cocktail lounge, Norway: “Ladies are Requested Not to have Children in the
Bar.”
12. Detour sign in Kyushu, Japan: “Stop: Drive Sideways.”
13. Doctor’s office, Rome: “Specialists in women and other diseases.”
14. From Soviet Weekly: “There will be a Moscow Exhibition Arts by 15,000
Soviet Republic painters and sculptors. These were executed over the past two
years.”
15. Hotel elevator, Paris; “Please leave your values at the front desk.”
16. Hotel in Acapulco: “The Manager has Personally Passed All the Water
Served Here.”
17. Hotel in Japan: “You are invited to take advantage of the chambermaid.”
18. Hotel in Zurich: “Because of the impropriety of entertaining guests of the
opposite sex in the bedroom, it is suggested that the lobby be used for this
purpose.”
19. Hotel lobby, Bucharest: “The lift is being fixed for the next day. During that
time we regret that you will be unbearable.”
20. In a Bangkok dry cleaner’s: “Drop you trousers here for best results.”
21. In an advertisement by a Hong Kong dentist: “Teeth extracted by the latest
Methodist.”
22. In an East African newspaper: “A new swimming pool is rapidly taking shape
since the contractors have thrown in the bulk of their workers.”
23. In a New Zealand restaurant: “Open seven days a week, and weekends too.”
24. In an Italian cemetery: “Persons are prohibited from picking flowers from any
but their own graves.”
25. In a Rhodes tailor shop: “Order your summers suit. Because is big rush we
will execute customers in strict rotation.”
26. In Nairobi restaurant: “Customers who find our waitresses rude ought to see
the manager.”
27. Instructions for a soap bubble gun: “While solution is not toxic it will not
make the child edible.”
28. Instructions on a Korean flight: “Upon arrival at Kimpo and Kimahie Airport,
please wear your clothes.”
29. Japanese hotel room: “Please to bathe inside the tub.”
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Willynse T. Garcia
30. On an Athi River highway: “TAKE NOTICE: When this sign is underwater,
this road is impassable.”
31. On a South African building: “Mental health prevention centre.”
32. On the menu of a Swiss restaurant:” Our wines leave you nothing to hope
for.”
33. Outside of Hong Kong: “Ladies may have a fit upstairs.”
34. Outside Paris dress shop: “Dresses for street walking.”
35. Restaurant window; “Don’t stand there and be hungry. Come on in and get
fed up.”
36. Sign at a Mexican disco: “Members and non-members only.”
37. Supermarket, Hong Kong: “For your convenient. We recommend courteous,
efficient self-service.”
38. Tokyo hotel’s rules and regulations: “Guests are requested not to smoke or
do other disgusting behaviors in bed.”
39. War museum on the River Kwai, Thailand: The Museum is building now—
sorry for the visitor.”
Mistranslations are not limited to written language. Here is a case of a very costly
misunderstanding resulting from misinterpreting a nonnative’s use of spoken language
“A $48 Million Misunderstanding?” (Prince, 2005, as cited in Adler, Elmhorst, &Lucas,
2013, p. 37)
Jockey Jose Santos filed a libel case against Miami Herald, seeking $48
million damages over a reporter’s misunderstanding of his accented English. The
Herald published a photograph showing Santos apparently holding an object in his
hand as he rode thoroughbred Funny Cide across the finish line in the 2003
Kentucky Derby. In the accompanying story, reporter Frank Carlson misquoted the
jockey as stating the object was an illegal “cue ring”. The item turned to be a Q-
Ray, an ionized bracelet the jockey wore to help with his arthritis. As a result of the
story, The Kentucky Racing Commission launched an investigation into what one
official called “very suspicious”.
To ensure the correct translation of a text from one language to another, employ the
services of a qualified translator (one who is not only a native speaker of the language
to be translated but also a proficient speaker of the target language), and translate the
whole message and its meaning; do not translate literally or word-for-word.
Semiotics makes us realize and understand that information or meaning is not

contained in the world of books, computers or audio-visual media. Meaning is not
transmitted to us—we actively create it according to a complex interplay of codes or
conventions of which we are normally unaware. Becoming aware of such codes is both
inherently fascinating and intellectually empowering. We learn from semiotics that we
live in a world of signs and we have no way of understanding anything except through
signs and the codes into which they are organized. (Chandler, 2017)
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Willynse T. Garcia
Exercise
Review Nicholson’s (2017) compilation of mistranslations around the world and

determine the following items as to what country they belong.
__________1. “Customers who find our waitresses rude ought to see the manager.”
__________2. “Guests are requested not to smoke or do other disgusting behaviors
in bed.”
__________3. “The Museum is building now—sorry for the visitor.”
__________4. “Because of the impropriety of entertaining guests of the opposite
sex in the bedroom, it is suggested that the lobby be used for this purpose.”
______________5. “PLEASE DO NOT FEED THE ANIMALS.” If you have any
suitable food, give it to the guard on duty.”
__________6. “Car and owner for sale.”
__________7. “We take your bags and send them in all directions.”
__________8. “Specialists in women and other diseases.”
__________9. “Fried milk, children sandwiches, roast cattle and boiled sheep.”
__________10. “Please leave your values at the front desk.”
Lesson 4: Mass Media and Multimodal Text

Introduction
Mass media refers to the type of communication that uses technology to
simultaneously reach a wide audience. The five types of mass media are
print, radio, regular broadcast television, cable television, and
telecommunications such as internet or satellite services.
Discussion
A text is “multimodal” when it combines two or more of the five semiotic systems
(Anstey & Bull, 2010):
1. Linguistic or textual system, comprising aspects such as vocabulary, generic

structure, and the grammar of oral and written language;
2. Visual system, consisting of aspects such as color, vectors, and viewpoints in
still and moving images;
3. Audio system, with aspects like volume, pitch, and rhythm of music and sound
effects;
4. Gestural system, including aspects such as movement, speed, and stillness in
facial expression and body language; and
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Willynse T. Garcia
5. Spatial system, covering aspects like proximity, direction, position of layout, and
organization of objects in space.
Examples of multimodal texts, which can be delivered via different media or

technologies are picture book, web page, live ballet performance.
Many newspapers and other mass media news outlets are multimodal because they
now have web pages. In the Philippines, those with webpages include the Philippine
Daily Inquirer (Inquirer.net), Philippine Star (PhilSTAR.COM) Manila Standard Today
(MST.ph), ABS-CBN News (news.abs-cbn.com) GMA Network (www.gmanetwork.com)
and Philippine News Agency (www.pna.gov.ph).
Online newspapers ae different from printed newspapers for the followings reasons:
1. Internet allows for hypermedia, “the integration of channels of communication

such as written text, still pictures and sound”;
2. Online newspapers are more personal because they target particular audiences;
3. Interaction levels are increased since even the mere reading of material online
is “form of interaction, as producers can track exactly what is getting read, what is
being shred and so on (Jucker, 2003, p. 139);
4. “The traditional life span of information” is changing and people expect up-to-
the-minute updates about news and events (Jucker, 2003, p.130);
5. Online newspapers are synchronous (the sent message is immediately
received), not asynchronous (there is a time lag between the sending of the
message and its receipt);
Their electronic publication format makes [online newspaper] susceptible to

immediate modifications and changes wherever they are received.
Twitter and citizen journalist are new ways of “doing” news (Mooney & Evans, 2015).
Twitter is a “microblogging applications, allowing individuals to author and disseminate
messages of 140 characters called tweets” (Mooney & Evans, 2015, pp. 82-83). The
twitter interface allows users to see what is trending globally and to follow a subject
regardless of who is tweeting. Through twitter, anyone with smartphone access to public
sphere can engage in citizen journalism and obtain live coverage of what is happening
and what is important anywhere anytime by simply newsgathering user generated
content online (Mooney, 2015)
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Willynse T. Garcia
Exercise
Write “C” if the statement is true: “W” if it is false. Write your answer before the
number.
_____1. Some English dialects are adjudged more correct than others
because of the concept of what is believed to be Standard English.
_____2. Our proficiency in English influences the way we are perceived by
others.
_____3. Language change, which is inevitable, occurs at a more
unprecendented rate nowadays because of technological advancements.
_____4, Correct Translation is translating literally.
_____5. Text is another term for communication.
_____6. The structure, language, and presentation of a text are affected by
the type of text to be produced.
_____7. In semiotics, signification refers to both the signifier and signified.
_____8. Words, images, sound, gestures, and objects are signs.
_____9. Citizen journalism is a traditional way of reporting current issues.
_____10. Knowing what to believe on twitter needs some kind of literacy.
Feedback
Well-done! For sure, you can

now better create and evaluate
messages than before. Keep up
such good work and continue your
journey to becoming an effective
communicator you wish for.
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Willynse T. Garcia
Summary
• Correct language use equates strict observance to the rules of
grammar.
• A message is the information conveyed in the communication
process. It can be verbal or non-verbal in content, which
maybe spoken, written, or manual.
• According to Chandler (2017), semiotics involves the study not
only of what we refer to as sign in everyday speech, but of
anything which stands for something else.
• A text becomes multimodal when it combines two or more five
semiotic systems (textual, visual, audio, gestural, spatial)
Must Watch:
Access http://atlantablackstar.com/2013/11/19/9-racist-ads-commercials-that
promote-negative-images-of-black-people/3/ for the images of ABC Contributors’ “9
Racist Ads, Commercials that Promote Negative Images of Black People”
Reference:
Publishing
Final Task:
Write a 500-word essay describing yourself as a 21st century communicator. Be

sure that your essay will answer the following questions:
1) Who am I communicating with most of the time? What topics do I usually talk about?
In what means do I convey my messages?
2) What communication principles and ethics do I usually observe?
3) In what ways do globalization affect my communicative style?
4) Am I experiencing difficulty when it comes to communicating with other cultures?
Why?
5) Am I good enough in using English as an international language? Why?
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Willynse T. Garcia
6) What problems do I usually encounter when encoding and decoding messages?
Criteria in rating the essay:
Content-
Organization-
Language Use-
Mechanics-
Presentability-
(10-highest score for each criterion; 2-lowest score for each criterion)
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Willynse T. Garcia

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Purposive Communication

University of Eastern Philippines

Bachelor of Secondary Education/Bachelor of Elementary Education

Second Semester A.Y. 2022-2023

Overview of the Modules

Purposive communication is a three-unit course that develops students’

What the modules are about:

Module 1: Communication Process, Principles, and Ethics

Lesson 1: Elements and Process Involved in Communication

Module 2: Communication and Globalization

Lesson 1: Globalization and the Global Village

Module 3: Local and Global communication in Multi-Cultural Settings

Lesson 1: Culturally Appropriate Terms, Expressions, and Images

Module 4: Evaluating Messages

Lesson 1: Incorrect Versus Correct Language

Lesson 3: Semiotics and Text Analysis

How to learn this module:

Course Grading System:

University of Eastern Philippines

For items 1-2, identify the element of communication.

1. Shy asks Jeff, “Do you want to travel abroad?”

5.Sender: source; receiver: _____

6. Speaker: _____; receiver; decoding

8. Which is NOT TRUE about communication?

9.Why is a certain communication model presented in circular form?

10. What communication ethics is presented in the given situation?

15. Which is NOT a form of social media?

c) Cultures are shared.

21. The Philippine government supports Bangsamoro Basic Law (BBL)

22. Work productivity: masculinity; task commitment: _____

23. _____: collectivism; task commitment: low context

24. Which is NOT a benefit of participations in intercultural interactions?

25. What can be best deduced in the following remark?

26. Communication within and across cultures is difficult because

31. Which is BrE spelling?

32. Which is AmE spelling?

38. The following will help avoid misunderstanding when communicating in

39. When greeting a diplomat, which of the following should be used?

41. This involves the study of signs.

43. What is referred as the information conveyed in the communication process?

44. Newspapers, television, radio, and internet are forms of _____.

45. Which CAN’T be considered as prescriptivist?

47. In a descriptive text, information can be structured through _____.

48. Which is TRUE?

d) Sounds of the word form code.

50. Which is NOT TRUE?

Communication Processes, Principles, and

1. Describe the nature, elements, and functions of verbal and non-verbal

Lesson 1: Elements and Process Involved in Communication

The word communication itself provides a clue to what it is – commun implies

Wood’s (2004) definition specifies a “a systematic process in which individuals

1. Sender (who the source is)

The Process of Communication

The communication process involves eight parts and steps: a) source, b)

Figure 1. The Communication Process

 Channel. This is the manner in which your message or information is conveyed. It

Specify the five elements of communication in each text.

1. Milking It (Kowalchuk, 2017)