Scribd Logo
Upload

Welcome to Scribd!

  • Gec06 - Module 4-8

    Uploaded by

    Kristine G. Batanes
    59 views60 pages

    Original Title

    GEC06- MODULE 4-8

    Copyright

    © © All Rights Reserved

    Available Formats

    PDF or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    Report this Document

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    59 views60 pages

    Gec06 - Module 4-8

    Uploaded by

    Kristine G. Batanes

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    of 60
    | elcao alee iy Geraldine N. Contreras Irish T. Valdeavilla English around the World: LOCAL AND GLOBAL COMMUNICATION IN a MULTICULTURALSETTINGS | Aiweetthetr 14 Aequaint yourself on the notions of World Englishes 2, Discern American English from British English Determine the features of ‘World Englishes refer to “localized forms of English’which are used across the world? Bolton, 2005 as cited in Xiao, 2009 ___ Hove you ever said that you will goon a gimmick instead of a night out? Do you have your kikay kit with |. you wien actually itis called as cosmetic bag? Have you | Pid called a presidential candidate asa presidentable? Did | you grow up with a yaya ora nanny? Have you watched a soap opera or usually known as teleserye in the Philippines? Have you ever wonder ifthe English terms that we are using exist inthe Standard English? ture of register 6 Utlie the terms use in an actual conversation With this module, you vil be introduced with Kachru’s (1985) three Concentric Cirle that explains the notions of World Englishes and its varity, Philippine English as a variety of English wil be given emphasize inthis discussion, This will demonstrate how these varieties are affective ofthe vocabularies we use. Likewise, pidgins and creoles wil be tapped in to give way toa further discussion ou the study of language, Lastly, registers wil be shortly discussed and its understanding will be applied in @ conversation. Knowledge on the varieties of English is exciting as it makes you wonder and ponder onthe language that you use in here. We hope that you this excitement to leam, sey, orereearigtismate wi rangi toyn, Haven aig! LOCAL AND GLOBAL COMMUNICATION IN MULTICULTURAL SETTINGS very country has its ovm way of saying tings The important thing i which lies behind people's words.” -FreyaStark Cultural differences result in misunderstanding and “language more than anything else isthe heart of culture.” Stevenson in Lee (2017) Being proficient in English does not guarantee our being able to filly understand what another speaker of English i trying to say unless we become fully aware of how that speaker uses English based on his eulture. GECO6 45 To illustrate, the two Englishes common among learners are the American and Brtishinglish. The British fist introduced the language to Americans when they reached these lands by sea between the 16" and 17 centuries (British Couneil, 2020). Although these to have commonality as a variety of English, they are still quite distinet from one another in few aspects. As can be seen, vocabulary is one of the aspects where these two varieties of English differ. It can be observed that these words pertains to some of the everyday objects however, different words were used depending onthe form of English used, ‘American English British English First oor Ground floor ‘Second floor First floor ‘Apartment Flat Eggplant Aubergine Hood Bonnet | Trunk (of eat) Hood (ofa cat) Drugstore Chemists Garbage can Distbin Parkinglot | Carpark Hlevator | Tift Aside from the vocabulary, AmE and BrE also differs in pronunciation. In terms ‘of speech, the first British setters in America spoke using the rhotie speech where the‘? sounds of words are pronounced. On the other hand, the higher classes in the UK ‘wanted to distinguish the way they spoke from the common masses by softening their ‘pronunciation of the ‘Y’ sounds. Since the elite back then were considered the standard for being fashionable, other people began to copy their speech, until it eventually became the common way of speaking in the south of England (British Council, 2020). In addition, it is important to note the following differences when it comes to the pronunciation of AmE and BrE; 1) differences in stress, 2) difference in pronunciation of ‘words ending in-ile, 3) difference in the pronunciation ofthe letter‘, 4) the sound of is stronger in AmE, 5) difference in the pronunciation of the words ending in -ization, and 6) the letter ‘t’ in the middle of a word can be pronounced like a fast ‘d’ in AME (Espresso English, 2020), [refer to the audio) ‘Thefollowing tale exemplifies the difference in pronunciation between AME and Bre. Word | AmE Bre vase [vels/ (voce! tomato tamaltou/ /teme:tau/ ‘garage garage garage | ballet ballét billet | ‘They also dfer in spelling, In the UK, the dictionary was compiled by London-based scholars. Meanwhile, in the US, the lexicographer was a man named GECO6 46 Noah Webster, He allegedly made some changes on how words were spelled for the ‘American version to exhibit cultural independence from its mother country (British Council, 2020). The common ones are presented in the following table 1. Words ending in-re in BEE end in-er in AME. (cenire-entesTiteer) 2. Words ending in-our in BrE end in -or in (Colour-colorshumour-humor) AmE 3: Words ending in ie orien BYE end in-ize | __(organieloganse organi) in AME | 4. Words ending in-yse in BrE end in-yze in ‘aralyse-paralyze) AmE 5. Words ending in Tin BIE endin lin AmE (Geavelleraravele) 6. Words spelled with double vowels (ae or 08) | (Granoeaver-manuever) are just spelled with an cin AME 7. Nouns ending with ence in BrE are spelled Gicencoricense) ease in AME 8. Nouns ending with -ogue in BYE end with (catalogue-catalogicatalogue) cither -og or-ouge in AmE Lastly, AmE and BrE also have grammar differences. In AME collective nouns are considered singular (eg. The staff is given an important task). Meanwhile, collective ‘nouns can either be singular or plural in Br, although the plural is most often used (e.g ‘The staff are given an important task. The British are also more likely to use formal speech such as ‘shall’ as compared to ‘wil’ which Americans favor, Moreover, Americans continue to use ‘gotten’ asthe past participle of ‘get’ which the British dropped in favor of ‘got. ‘Needa’t’ which is commonly used in BrE, is rarely if at all used in AME. In its palee is ‘don't need to. In BrE ‘at’ is the preposition in relation to time and place. However, in AmE ‘on’ is used instead ofthe former and ‘n' for the latter (British Council, 2020). Between American and British English, which varity do we, Filipinos, adapt? Explain your answer, 006 4 Watch a video regarding an American and British couple conversing with oneanother. What isare the complicaion’s brought by uitering wo varieties of English? How can one overcome such complication/s? Looking atthe bigger picture, in our daily Tvs, do you think the same complication’ wil be observed? Elaborate your answer. WORLD ENGLISHES AND ENGLISH AS INTERNATIONAL LANGUAGE The revolutionary spread of English aver the globe which took place over the last decades has ereated changes in the sociolinguistic profile of the language and provided new varieties of English. Nowadays, English isnot only 2 tool of communication among native speakers but also a language institutionalized in many former British and American colonies and a lingua franca used all around the world. This fact has resulted in a great concern of the classification of World Englishes, in addition to the need to familiarize English Language Teaching to its new status. One ofthe ways to understand and study this phenomenon is aecording to Kachru's three concentric cireles model. Kachru’s model was frst introduoed with the term ‘World Englishesin 1985, opening the door for new ways of understanding the spread of the English language throughout the world. Kachru (1985) described the distribution of English in relation to the three concentric circles, These circles signify the type of spread, the pattern of acquisition and the functional domains in which English Language is used across cultures and languages (Kachru, 1985). Inner Circle presents the countries where English is used as a native language and as a fist language among people. These countries include the USA, UX, Canada, ‘Australia and Nev Zealand. English asa Foreign Language (Expanding Cirde) Outer Cirele includes counties that have old historical British colonial relations and where English is commonly used in social life or the government sectors. Most of the countries that belong to this cirde are former colonies ofthe British Empire, such as India, Malaysia, Singapore, Ghana, Kenya, and others. The usage of English in these countries is similar to what is known as English as a second language. English asa Second ‘Language (Outer 4B GECO6 Expanding Cirele includes countries that introduce English as a foreign language in schools and tmiversties mostly for communicating in English with the Inner and Outer Circles. Such countries include Turkey, Saudi Arabia, Japan, China, Korea and, others. Since its fist introduction in 1985, Kachru’s Three Concentic Cirles Model of English Language has occasioned a great debate. Many linguists considered it as one of the most influential models for understanding the use of English in diferent countries. Meanvihile, some, induding Kachru himself criticized the model for its oversimplification and the unclear membership tothe circles. English is now indispensable in all transnational aspects of life including technology, commerce, telecommunications, medicine, and as a way of communication across cultures in many countries and regions. As Devrim and Bayyurt (2010) apy state “Its an undeniable fact that English has become a global lingua franca. Ibis the most spoken foreign language, language of media, anguage of technology and language of Science”. The globalization of English and the necessity of knowing English creates a great need for better understanding of the relationship of the language and its native speakers’ culture, and a great need for searching for the best possible ways to improve ESL, EFL or EIL (English s an International Language) inthe global world. In the process of learning English as either a second language ora foreign language, people from the outer and expanding circles develop an interlanguage, a “learner language (which is neither a pidgin or creole) that deviates from the norms of the target Janguage. This isa transitional linguistic system at all levels (phonology, morphology, syntax, semantics, pragmatics). The interlanguage results from several Tanguage-learning processes such as borrowing pattems from the mother tongue, extending patterns from the target language and expressing meanings using the words and grammarthatare already known (Richards Platt&Platt197) Philippine English: A descriptive account Philippine English derives from US English, normally uses US spelling conventions and vocabulary variants, and is thotic. ‘In mesolectal and basilectal accents the /r/is an alveolar fap, nota semivowel. The vowel inventory is reduced in ways typieal of ‘New Englishes’, Philippine speakers are said to have a “sing-song intonation’ and definite syllable timing. ‘There is a range of typical Philippine vocabulary: borrowing from Spanish (ierienda ‘afternoon tex), Tagalog/ Flipino (kundiman ove song), loan translations from local languages (since before yet for along time’) and local eoinage (batchmate ‘person who studied, did military’ service, et. with the speaker). Sinoe nary all speakers of Philippine English also speak lipin, ‘mix-mix’ code-svitching is common in informal and intimate situations. Phonology Bautista and Gonzalez (2009) have presented the following phonological features for Philippine English. GECO6 es absence of schwa ‘2 absence of aspiration of stops in all positions; g substitution of [a] for [ze], [9] for (oJ, [2] for fi], [e] for [e]; 4 substitution of [5] for (2), [f] for (3), [tl for (0), [4] for [4], fp] for [f(b] for [v}: 5 simplification of consonant cluster in final position; 6 syllable-timed, rather than stress-timed, rhythm; 7 shiftin placement of accents, ( Bautista and Gonzalez, 2009:134 ) Acrolectal speakers of Philippine English distinguish most of the vowels Americans do; mesolectal ones merge CLOTH, THOUGHT and GOAT as [ 0 J, KIT and FLEECE, GOOSE and FOOT. Because Philippine English is largely syllable-timed, unstressed Vowels are often given their full spelling pronunciation and indeed vowel reduction is a ‘mark of formal speech and careful acrolectal style rather than the other way round. (Melehers & Shaw, 2013:178 ) Syntax Written Standard Philippine English does not vary syntactically from other standard versions, and because its domains of use are more limited than those of Singapore English it has not developed the lectal range and exotic syntax of colloquial Singapore English. Bautista and Gonzalez (2009) have identified the following characterstios of the ‘grammar, even among highly educated Filipinos. 1. lack of subject-verb agreement, especially in the presence of an intervening prepositional phrase or expression: 2. faulty tense-aspect usage including unusual use of verb forms and tenses, especially use of the past perfect tense forthe simple past or present perfect; Jack of tense harmony; modals would and could used for will and can; ;- adverbial placed at the end of the clause, not between auxiliary and main verb; ». non-idiomatic two- or three-word verbs; 7. variable article usage ~ missing article where an article is required; an article where no article is required; ;. faulty noun subcategorization, including non-pluralization of count nouns and pluralization of mass nouns; 4g. lack of agreement between pronoun and antecedent; 10. ‘one ofthe’ followed by singular noun. aeagee ° Lexis In the Philippines, code-switching between English and the local language is extensively used by urban Filipinos comfortable in both languages. Therefore itis hard to tell what is simply Tagalog and what is borrowed into English, Nevertheless one can ‘identify local lexicalizations (CRORE words) either eoined in English like bedspacer’ person who is sharing a flat’ or borrowed , like barkada ‘circle of friends’. Among foreignisms borrowed from Tagalog (BONFIRE NIGHT words) are barong (shirt) GECO6 ‘traditional smart shirt made from embroidered cloth dalagang Filipina traditional Sgood gr?” and leon ‘ast pig dish’ ~ as usual fregnsms cluster round food, costume and traditional values. From Spanish (apparent) comes maja blana ‘coconut pudding The best known foreignism formed from English lexical material is jeepney {fax’ on a jeep chassis, An interesting tautonym (ROBIN words) is standby ‘ilert, bystander’ (Melhers & Shaw, 2011179 ) Pragmatics CCode-mixng English and Tagalog is a characteristic way for educated people to vary style. Thefllowing extract gives No. 10 often things ike about the US. Number 10 ko, camping, camping dito.akala ko, OK. Rounding it out dave, Tapos, ven my gf and I go tothe camp, naka-RV ang mga hinayupak na Kano; may barbecue grill pasa pick-up trucks nia! (Melchers & Shaw, 201180). PIDGINS and CREOLE Pidgins are used as lingua franca for trade or any other practical interaction (Mooney and Evans, 2015). It uses words from the languages of both communicators to understand each other, but it isnot the language of ether communicator. The language providing vocabulary isthe lexifier and the language that provides syntactic strucare iscalled the substrate. Aer an extended use of a pidgin ina community, itbecomes a creole, In addition, according to Hickey, basically a pidgin isa restricted language which arises forthe purposes of communication betwen two social groups of which one isin more dominant positon than the other. The less dominant group is the one which develops the pidgin. Historically pidgins arose in colonial situations where the representatives ofthe particular colonial power, soldiers, sailors, tradesmen, ee, came in contact with natives. The latter were more o less foreed to develop some form of communication with the former, This resulted in a language onthe bass ofthe colonial language in question and the language or languages of the natives, Such a language represents a severely restricted form ofthe colonial one as it serves a definite purpose, namely simple communication with the colonists, In the couse of several generations such a simplified language can become more complex, especially if it develops into the smother tongue ofa group of speakers. ‘The interest of linguists in these languages has increased greatly in the last few decades, The main reason for this is that pidgins and creole are young languages. In retracing their development it is possible to see how new languages can arise, Furthermore, the lage numberof shared features among widely dispersed pidgins and creoles leads tothe conclusion that creole at least show characteristics which are typical of language in the most general sense, the features of alder languages such as complex morphology or intricate phonology arising due to the action of various frees over a ong period of time after the birt ofthese languages, Intype, reols are the nearest one can get to an original language and can be shown to embody universal of structure in the clearest and most observable form, The terms ‘pidgin’ and ‘ereole’ There are a numberof views onthe orgin of the term pidgin, none of which has gained GECO6 51 sole acceptance by the academe community. 1) Chinese eorruption of the word business. As the word is used for any action or beeupation (cf, joss-pidgin ‘eligion’ and chow-chow-pidgin ‘cooking’ it should not be surprising that itbe used fora language variety which arose for trading purposes. 2) Portuguese ocupagao meaning ‘trade, job, occupation’. This suggestion is interesting as the Portuguese were among the first traders to travel to the third world and influence. natives with their language. Phonetically the shift from the original word to a form /pidgin/ is difficult to explain, 3).A form from the South American language Yayo ‘-pidian’ meaning ‘people’ (claim put forward by Kleinecke, 1959), This form occurs in tribal names like ‘Mapidian’, “Tarapidian’, etc. This claim rests on a single occurrence of the word ‘Pidians’ in a text from 1606. But as several authors have pointed out this might be a spelling error for ‘Indians’ seeing as how the author has other misspellings in the text in question, 4) Hancock (1972) suggested that the term is derived from ‘pequeno portugues’ which is used in Angola for the broken Portuguese spoken by the illiterate. This view is semantically justified seeing that the word ‘pequeno’ is often used to mean ‘offspring’, in this case a language derived from another. Phonetically, the shift to /pidgin/ is not difficult to account for: /pekemo/ F /pegem/F —/pigin/ F /pidgin/ (stages not attested, however), 5) Hebrew word ‘pidjom’ meaning ‘barter. This suggestion is phonetically and semantically plausible, hinges however on the distribution of a Jewish word outside of Europe and its acceptance as a general term fora trade language. The term ‘creole’ There is less controversy on ths issue than on the previous one. ‘The term would seem to derive from French ‘creole’, it in its tum coming from Portuguese ‘crioulo’ (rather than from Spanish ‘rioll’) which goes back to an Terian stem meaning ‘o nurse, bree, bring up. The present meaning is ‘native to a locality or country. Originally it was used (17th century) to refer to those from European countries born in the colonies. The term then underwent a semantic shift to refer to customs and language of those in the colonies and later to any language derived from a pidgin based ona European language, typically English, French, Portuguese, Spanish or Dutch. Now the term refers to any language of this type, irrespective of what the input language has been. General features of pidgins ‘The essential characteristic of a pidgin is its structural simplicity. This has to do with the fact that pidgins are recent languages and so have not had time to go through a cycle which would lead them later to morphological complexity a, for instance, with the older Indo-European languages. Te simplicity applies ona formal level, above all to the areas of phonology and morphology, However pidgins very often have more complex verbal systems than other languages, especially in the area of aspectual distinctions, a fact which has led many linguists to assume that these are somehow more primitive (in the sense of original) languages. Phonology. The phonology does not contain any difficult elements. Ifthe input language has clusters for instance then these are simplified. Marked sours such as /2 / and /3/ are usually replaced by non-marked equivalents, eg, /t/ and /d/. @5cos 2 Morphology. The morphology is always analytic in type. By this is meant that there is almost a one-to-one relationship between words and morphemes, For instance ploral nouns which are formed in English by infletional {8} are frequently generated by using a separate word along with the singular of the noun, e.g for boats one finds analytie phrases such as many boat, lot boat, ete. Plurality can furthermore be expressed by dem (E ‘them’ in English-based pidgins) as with dem boats in Atlantic pidgins or be plicit, ie. recognizable from the context. Other elements of pidgin morphology are the existence of second person plural pronoun forms, frequently by using non-standard Yous, yes or ye. Ths i an example ofa distinction being introduced (or maintained from archaic or regional English input to the pidgin in question during the formative period) ‘which is not present in English any more, thus implying that the English situation is a marked one, reversed by pidgins. Gender distinctions if existent in the input language, are normally eliminated. Furthermore, agreement between subject and predicate is often done away with, both forms being unmarked, the context offering the necessary {information on sentence roles. Syntax. The syntax of a pidgin is quite unsophisticated as one might expect. The normal word order is SVO (subject-verb-object), more unusual orders such as VSO (verb-subject-object, in simple declarative sentences, are practically unknown, Complex sentence types, e.g. such features as raising (The car seems to be missing) or multiple subordination do not occur. Serialisation and reduplication, These are two syntactic features which are very prominent in pidgins. By serialisation is meant that two or more verbs are used one after the other (in a series) to express some aspectual distinction, eg. that an action has begun, as ini go start bigin tich ‘he started teaching, It. he went started began teach’. Such chains of verbs are one of the best indicators of pidgin origin for a particular language variety (eg. for Afrikaans). Reduplication is a feature on the other hand which hhas been overestimated in its significance as a pidgin feature. It is to be found in a number of long-established languages - eg. in Italian - and is thus a poor indication of pidgin origin. Lexicon. The lexicon of a pidgin is derived solely from the environment in which it is spoken, Because ofthis it is fairly limited to start with. However, as the lexieon is an open class, it expands easily so that there are few restrictions in principle which ean be maintained as true generalisations, Note thatthe lexicons of many pidgins share certain common elements, This fact has lead many linguists to assume that there was a common. base for the development of all pidgins, While this is a very strong claim, it is nonetheless undeniable that the lexical similarities between pidgins cannot be accidental, .g.aform of saber for‘know’ and pequeno for litle’ or ‘offspring’ is to be found in all English-based pidgins and creoles. A certain number of nautical terms are also to be found in nearly all pidgins. For instance the term gali now means any kitchen (in West ‘African pidgins) and the term cargo refers to any load. LINGUISTIC PREFERENCES AND NONVERBAL BEHAVIOR Nonverbal behaviors, which Hall (1959) called the “silent language” are expressive human attributes that impart feelings, attitudes, reactions and judgments which need to be given continued attention because they are acquired mainly through GECO6 acculturation (adopting the traits of another cultural group). Moreover, they are tnspoken and largely unconscious, s0 the implied meanings are more felt than tnderstood. Take the following for instances from International Etiquette (2017) and Dimensions of Body Language (2017): [Australia| The “thumbs up” sign s considered obscene, France | Yourhands should be visible at ll times even when seated ata table, Germany | Gum chewing in public fs rude Itis impolite to put your hands in your pocket, Hongkong | Maintain a two arms Tengih distance with the person. Touching and patting ar taboo, Indonesia | When you are in a private home or mosque, be sure to remove your shoes, “Hugging and kissing n publics inappropriate. Japan| Keep your shoes in good condition and spollesly clean because @ apanese inspects them as he bows. To the Japanese, laughter can mean confusion rather than reeling to something funny, ‘Saudi | Expect greetings tobe very emotional. To show mutual respeat, two men| Arabia | hold each other’s hand in public. When reaching or offering something, Desuretouse your right hand, Using lft hand is considered asa taboo. Singapore | Gesture with your entre hand in conversation, Your fet should be used for valking-—nothing else | South — [It is considered good manners to acknowledge an older person by| Korea _| standing wien the person enters the room. United [When meeting someone, respect space by maintaining a two | Kingdom | arms-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’, « more appropriate response is “How do| you do?” ‘LANGUAGE REGISTERS FOR MORE EFFECTIVE COMMUNICATION The term “register” refers to particular varieties or styles of speaking and writing which vary in their degres of formality depending on the topic (what), purpose (why), context (where) and audience (who) ("Register’, 2017). For instance, there is a legal register, a register of advertising, registers of banking and a register of weather forecasting FIVE VARIETIES OF REGISTERS (Polit, 2019; Montano-Harmon, 2017) 1, Very formal, frozen or static repister- it rarely never changes (laws, policies) 2. Formal or regulated register- impersonal and one-way in nature (news reports, official speeches) 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 (teacher and student, doctor and patient) GECO6 4 4, Informal, group or casual register- informal language between peers, friends which” “uses slang, vulgarities and colloguilisms (conversations chat, ‘tweets, personal letters), 5. Very informal, personal or intimate register- This is the privete intimate Tanguage reserved for family members or intimate people (girlfriend and boyfriend, siblings, parent and child) Refer tothe table to exemplify the difference of the registers, ‘Very Formal | Formal Neutral | Informal Very Informal How doyoudo? | Hell! Hello! Hit | Hey! What's wy? I Let's take the Tests! Test |. The following are vocabularies from boti the AmE and BrE. Kindly give its counterpart by writing the answer on the space provided. ‘American English British English lony postbox stop soccer Zipcode Tvorte torch Candy floss nappy ‘apologize Phone booth cookie holiday finge Headmaster cEC06 7 ‘Test 2. Complete the table below by supplying the information needed. Tite ofthe] Now-Verbal | Couniry where the | Descripiion/ Contest | Signifeance MovieSeries! | Gesture | Non-Verbal oftheScene | the Non-verbal Show Used | Gestures Used Gesture [ror er nn eneeeee ‘Test 3. Aside from the Philippines, there are alt of Asian countries which also have their own way of speaking the English language. For this part ofthe est, choose ! | one Asian country of your choice and share a little about the variety of their 4 English. You can dwell on the history, features or even the sage. Do not forget | tocite yourreferenceifyou consulted one, Eps ene ge Een epee i eee eee ceeee donna nna 56 Test 4, Role Playing In a group with 5-7 members, create a scenario in wherein the varieties of registers (fora, neutral and informal) ae presented. The performance must be 3-5 minutes long. Rubries for Evaluation rier Description Rating | Score Remarks Content |'@ The pang was followed & Ue | ‘arias ofregsers are presenta. | 30 (Greatly | @ Thrace psd as how the sts nk ead o the | 10 box Compentan [8 AT amar ale pat be] Wo activity, } TOTAL [esses ssc [eee Cn ‘Note: This is upon the teachers’ modification and diseretion Performance Task ‘Write a term paper based on the article of Jan Bloomaert titled ‘The Market of Accents’ published in 2008, Kindly refer to the questions for your guidance. 1. Whatis/are the points presented in the article? 2. Do you agree with the point/s exhibited? Justify and support your answer with literature if necessary. 3. What conclusions have you formulated after analyzing the article? Accomplish the term pape following he frmat given, 1. The paper must be composed of a minimum of two (2) pages and a maimam of (4) pages, excluding the reference page (I applicable), also, there is no need fora frontpage. 2. The name and section of the student as well as the date submitted must be written in the first page of the paper. 3 Create your own tile for your paper. 4 Kindly do this ina short bond paper, TNR, 11° margin al sides, 1.5 spacing. Dont forget to justify the paragraphs. 5. Failure to submit and being caught plagiarizing will ental a score of zero. Rubries for Evaluation Crier Description “ating [ Seore | Remarlja—) Content | @ The pans ave dearly ani cmpreheaely 1 sted. | © Chins are fay jstied (wth tations i neces). 6 | (©The dheuson ofthe ene paper prides eles and well foraton ‘Organization [The points are cobesvay and” eherely isco. co (©The fw of dais comprehensive enough for therender. ‘Conventions | © The paper olonedhe rmat gi, (© Minial or no ero i tera of grams is | chsre 10 © Thepaperissbeited on tie. "TOTAL ioe GBC06 cl References: Al-Mutaii, M.A. (2019). Kachra's Three Concentric Circles Model of English Language: An Overview of Criticism & the Place ofKuwait init English Language Teaching 19(2). Canadian Center of Seience and. Education Backstrom, A. (2006). Presriptvism and Deseriptivism: A Study on Attitudes Towards ___ Language. lea University of Technology Bautista, MLS. & Boton, K. (2008). Philippine English Linguistic and Literary Perspectives, ___ Hong Kong: Hong Kong University Press Bautista, M, Lourders, S, and Gonzalez AB, 2009, Southeast Asin Englishes, In Handbook of World Englishes, eds. Braj B.Kachru, Yamuna Kachma and Cecil L. Nelson, Oxford: Wiley-Blackwell,1go-44 Blommaert, J (2009).A Market of Accents. Tilburg Univesity. DO 10.1007/810993-009-9131-1 Blommaert, J. (2012). Urban Language & Literacies: Sociolinguistics & English language studies . Tilburg University Blommaert,, J. (2013). Language and the Study of Diversity. Tilburg University British Counel (2020). Differences between British and American English Retrieved March 28, 2020 from ih Devrim, D. & Bayyurt ¥. (2010), Students’ Understandings and Preferenoss ofthe Roe and Pace of ‘Calture”in English Language Teaching: A Focus in an EFL Cantert. TESOL, 24-25 htts:/tesolinternatona-joural.com,/wp-content/uploads/2oi3/1/2V2 TESOLDd Espresso English, (2020). British English vs, American English Pronunciation. Retrieved March 29, 2020 from bunet/britsh-english-vs-american-englis to Fromikin V. & Rodmar R. (1998). An Introduction to Language 6 ed, Orlando: Hareourt Brace College Publishers Hickey, R(nd.). Varieties Studies, Standard of English: Codified Varieties around the | World. ohannesson, N-L, Melchers, G, & Bjorkman, B. (2013). Of butterflies and birds, of dialects and ‘genre, Stockholm University: Acta Universitatis Stockholmienss Kilickaya, F. (2009). World Englishes, English as an Intemational Language and Applied ‘Linguistics 2(3). Maria Curie-Sklodowska University, Division of Apolied Linguistics ‘Madrunio, M. & Martin, I. (2018). Purposive Comamumication: Using English in Multilingual Contexts. Quezon City, Philippines: C&E Publishing, Mair, . (2016). Beyond and Between the Three Circles: World Englishes Research inthe Age of Globalisation. Univesity of Freiburg ‘Melchers, Gunnel and Shaw, Philip, 012, World Englishes. 2nd ed, London: Hodder Education, Samida, D.K.& Takahashi J. (nd), World Englishes (3): Malaysian and Philippine lish sash (2018), World Bnglish and World Englishes: perspectives from English “anguage leamers in Ian, Journal of Word Languages, Videos : : https//onww youtube.com watch?v=Uh3_yMLEWiA (english american parents) htts://rwnw youtube.com/watch?v=qqJ}7848Gg_ (pidgins and creoles) https://wwwyoutube.com/watch?v=E6qN MaoRIt (pidgins and ereoles) ‘fps ma youtube.com vatchv=ubah¥Syroshps na youtu com /watcv=UcxByX6 nag (accents) Tages: aE " GECO6 a What it really means: EVALUATING MESSAGES AND/OR IMAGES “Language disguises thought.” | Objectives: — Ludwig Wittgenstein, Tractatus LogiooPhilosophicus | Aster studying the module, ‘you are expected to: Commercials and advertisement are now all over thas been one of the many means of establishments | Talk about the nature of to communicate to their audience. You, being a | MesS#gein communication consumer who have witnessed probably hundreds of | & Erauste multimodal thiso called ads, how many of which dd you belive? | ‘ts ete to enhance how many caught your attention? how many have you aaa ‘por Do You have a partic reason for yout | Cotey ides thogh | oral, audio-visual and/or Notice how fast food restaurants have | etyhasil presentations for commonality inthe choice oftheir color. Its the same | erent target ancencesin with banks and even local business establishments | ja Also, have you thought of the font style ofthe siguages | us that you often see outside? Does it affect the thought |. process of the people who will be seeing it? Have you ever pondered on these trivial things? Most often, the advertisements that we see are definitly more than what meets the eyes. For instance, the billboard in Pasig City Pilippines) of Napoleon Quince (brandy) in 2004 has garnered a Jot of attention and criticisms from different sectors specifically those of the women and children advocates due to its negative effects towards its spectators. The said billboard has the picture ofthe Napoleon Brandy (Fifteen Years Old a the right and a tagline of "Nakatikim ka na ba ing kinse afios?”; at the bottom partis the picture of their logo with their name Napoleon Quince (Arao, 2004). IFyou have seen such advertisement, what kind of thinking and reaction would you have? Will you consider the billboard as elfective? In this very technological times when al are in chaos and panic and fake news are everywhere, you have to practice ertcl thinking, You have to validate the information that you wish to believe in, Likewise, you have to see and think beyond what is presented because again, it is not simply what we thought of, This module presents the basic of semiotic, the study of signs and symbols. ‘Throughout the discussion, you will be analyzing texts and even images, Moreover, rnultimodalty wil also be delved into in this module which wil llow your ritical minds to.wander and question the messages representation, Afterward, you wil be asked to apply your gained concepts by creating your own version of a credible and sensitive redia presentation, GECI6 9 INCORRECT vs. CORRECT LANGUAGE USE Prescriptivists are people who set down rules for correct language use. They are the educated members of the society who have the power to sanction speakers for not fellowing language rules, Prescritivists equate correctness to strict observance ofthe rules of grammar. Cameron (2003) strongly associated prescriptvism with Jeni ait: haan a that are most conservative, elitist and authoritarian, an (1 ites‘ camer 1998) likewise defined it as “Rules of grammar brought about by Descriptivists describe the language without being hypercritical or expressi Hdgement, Fromkin and Rodman (1998) stated that “It does not tell you how a should speak; it describes your basic linguistic knowledge. It explains how itis possible for you to speak and understand and it tells what you know about the sounds, words, phrases and sentences of your language.” Jn your opinion, does being a prescriptivst ora descrptvist depends on who is talking? on the context? on the medium? Explain your answer, ‘THE TEXT OR MESSAGE © MESSAGE. It is the information conveyed in the communication process. It also pertains to any recorded message (eg. writing, audio-recording, audio and video-conferencing) that is physically independent of its sender or receiver. It is an “assemblage” of signs constructed (and interpreted) with reference to the convictions associated with a genre and in a particular medium of communication (Chandler, 2017). © MEDIUM. It includes broad categories as speech and writing or print and broadcasting, or relate to specific technical forms within the mass media (radio, television, newspaper, magazines, books, photographs, films and records) or the media of interpersonal communication (telephone, letter, fax, email, video-eonferencing) ; i © In composing oral or written text, you have to consider the text type, its purpose and its intended audience. © Structure refers to how the information is organized. © Language is the means by which information is expressed verbally and/or non-verbally, F © Presentation. covers the layout, format, length, oral delivery and any other ‘conventions such as spelling and referencing (Hoadley and Nixon. 2017). GECO6 ‘TEXT ANALYSIS Tt was stated that English has been considered as an international language paving its way to many domains in each country. For instance, government, education and businesses are some domains where English is prevalent. For countries which are non-English speaking ones, they stil utilize English in some of their establishments and at most for the sake of foreign people. However, for cases like this, translation from their native language to English language often occurs. Note the following example. Car and owner for sale, The statement is an example of an illtranslated text to English language. What comes to mind witen after reading the statement? For people who are well-versed in English, they will notice that an error is present. It will look like both the car and its owner will be sold. With the example provided, itis important that the context ofthe statement is known. Where is it posted? What is the purpose? If one knows that the statement above is a signage in Manila, Philippines with the purpose of selling vehicles, ‘hat do you think isthe corrected statement so as not to avoid confusion? Yes, it an be reconstructed as ‘Car and ownerype jeepney forsale". Note thet an owner-type jeepney {sa term used by Filipinos to refer toa kind ofa usually privately ovmed vehicle. Let us practice more by reconstructing the following ill-translted signage in English, 1, Women are not allowed to have children in the bar (posted in a cocktail lounge). 2. Mental Health Prevention Center (hospital in Africa). 3. Drop your trousers here for best results (laundry shop). SEMIOTICS © SEMIOTICS involves the study not only of what we refer as ‘signs in everyday speech, but of anything which stands for something ese; in a semiotic sense, signs take the form of images, sounds, gestures and objects (Chandler, 2017), ‘SIGNIFIERS (sounds and images) ‘SIGNIFIEDS (concepts) SIGNIFICATION (relationship between the signifier and the signified. SEMIOSIS 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). GECI6 6 Signifier (Stick man figure) Signified (Man) Signifier (Smoke) Can you provide your oun example ofa signifier anda signified? ae ‘What is the role of semiotics in the world of messages and meanings? Semiotics makes us realize and understand that information or meaning is not contained in the world or in 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 (Chandler, 2017). Moreover, semiotics can help us to take “relty” for granted because reality doesnot hhave an objective existence; it is something that is subject to human interpretation, “Analyzing and questioning the realities of signs ean reveal whose realities ae privileged and whose are suppressed. Why must we be conscious on the world of semioties? How will it affect your perspective on the things around you? ECS _ ‘MASS MEDIA AND MULTIMODAL TEXTS MASS MEDIA refers to the type of communication that uses technology to simultaneously reach a wide audience, A MULTIMODAL TEXT combines two or more of the five semiotic systems-—lingistc or textual system, visual system, audio system, gestural system and spatial system (Anstey & Bull, 2010) For instance, in a ballet performance, what are the semiotic systems combined? ___ Multimodal texts are now very prevalent in this fast-changing world. Many institutions have alteady reengnized the necessity of incorporating multimodality in their fields, In advertisement, simple flyers might not be as appealing as commercials. In education, the use of a mere chalk might not already be enough in the short attention span that students have nowadays. Hence, transfer of information is usually done through multiple modes. AAs mentioned, anything that you can see from simple store signages and even billboards can be subjected for your analysis since you are one active meaning-maker. In the world of advertisements, artists have been utilizing various ways and approaches in order to promote whatever itis that they are endorsing, They can always play with colors and layouts and be utmost ereative with texts, In like manner, different organizations \who are advocating for something are also using the same method in order to raise awareness on the message that they wanted to convey. The folowing discussion presents an example image and the questions that sueceed are the your guides fr the analysis Who created this message? What creative techniques were used to attract my attention? How might different people understand this message different from me? ‘What values, lifestyles and points of view are represented in, or omitted from this ‘message? Why is tis message being sent? n ‘The image is a picture featured in one of the holiday cards that surfaced the soil smedia with 45,500 shares (BBC Trending, 2015) Accordingly, the mage was meant to be humorous however, it was differently recsved by the audience as they related it to vomen degradation. yore fllowing is an example analysis of the pietre from someone who has & detached context of the image. ‘This is a world in which power is the very essence of existence. Whoever holds the power has the dominance over the other whose power is limited, whose power is restricted. Itis inherent not only on the societal level but also on the smallest unit, that constitutes society, the family. Although there isa basic notion tha a family has some sort of equality within, the picture ilustrates how power works based on the role that oneis playingasits member, Who created this message? The picture, at first glance, seems to be a normal and ordinary picture of a family. However, scrutinizing it would reveal otherwise. There is an implied ‘message. People who created the picture are individuals or even organizations who ae aiming forts audience to be avare and enlightened regarding the issue of power play by implicating the message using a picture ofa family. They might have used such image as itis quite relatable and it speaks for reality, power begins with our Jherarchy in the family. In addition, th creators may be members of a clture whose Perspective of powers dependent on gender, age and other factors thereof, ‘What creative techniques were used to attract my attention? Being a member of a family the image already interests me. Also, the setting ‘where the image is “supposedly taken” adds message to the bigger picture. Likewise, ‘the representation of each of the memiber of the family is quite controversial considering the censorship that was assigned to each one of them, Last, the text indicating "Peace on earth" have triggered my curiosity as I wanted to know its ‘connection to the entire picture, How might different people understand this message differently from me? have been in existence during the years when people are struggling end fighting for their rights to cultivate power even at its minimum, I believe that power is not dictated by gender, age or any aspects thereof. Everyone has the power within and we are free to practice it as long as we bave the capacity and we know how to take responsibilty. As what Spiderman said “With great power comes great responsibility.” Hence, I do not agree with the picture's representation of power. ‘Though I may have my ovm belief, other people may agree with what is presented as such may be anorm in their eulture and such must be followed. ‘What are the representations present in the picture? The following are some of the representations and meanings that 1 have formulated based onthe picture. SETTING- With trees in the background, it adds to the idea of tranquility, vwihich is something that is wanted to be achieved inthe picture. FATHER- He holds the great amount of power in the family. He is a man and he is the oldest. He has the power of knowledge and words. He controls and ‘manipulates the actions within the family. GECO6 _MOTHER- She is next in line in holding power. She cannot acquire it flly as she is a “she”, She may have acess to knowledge but she has no right to speak as showm by the cover in her mouth, This isa sign of submisiveness. She only has tolisten to whatever the husband says and she has to comply without complains. ‘SON. His eyes may be covered because whatever that he needs to know will be fed by his parents. The things that he ought and not ought to know would be dependent upon those who are holding power. Being a male gives him the Drivilege to speak for himself and he has the power to at according to bis will as ilustrated by his freehand. DAUGHTER- Unfortunately, the daughter as te least power in the family. They do not have access to information as everything wil be fed up to them by their parents. Being bor as a “lesser” gender, they do not have the privilege of speaking fr ther own. CLASP HANDS- It can be seen that only the women have hands put together. ‘This symbolizes that they do not have the freedom to do what they want. They are ‘under contol. They have to submit themselves tothe “dominant, “PEACE ON EARTH It would be achioved if such power distribution is followed. t would be achieved in a man-dominated environment. ‘Why is this message being sent? ‘This picture exemplifies the obsolete idea that having a man to run the world ‘would reslt to a greater good. However, this i no longer tra as women ean also do grat things tothe world. Basically, the picture wanted its audience to generate awareness and to break fee from this old notion. t wanted us to free ourselves from the blindness brought by power. Moreover, it wanted us to distance ourseies from the sterectypical power distribution earied by being a man or women, Tndeed, holding great power means having much privileges However holding such power must not be kept to one's care. It rust be shared to ‘those wiho holds leser power. The father, being the head of the family, must ‘educate his children to be critical thinkers, not being a puppet to anybody. Based on the analysis above, it can be inferred that the author dealt with the idea on power. Likewise, the approach on the analysis is quite personal. For others who would ave theo at ofthe ana they may ve wih ber eres uh inequality, rights and abuse. eee ie what makes semiaties an engrossing area of study. It activates your mind tobe critical and to ereate meaning out of the subject, You consider the perks 3ha setbacks and its effet to other spectators. It is true that your perspective and analysis may differ from others and you might end up ina debate However, you have to remember that differences in opinion is normal because you are coming from various ‘context. You just have to stand by what you know and dont let others tell you that what you know is wrong The beauty of meaning making is in the richness and vastness of ideas that you wil be able to produce. GECOS 7 __ In addition to stil images, we ean also do an analysis of i video. You can always be exited whenever you aa moves Wee des pronotond vides. The along isan example ofa meia ‘campaign whieh i th = ilo, ing that an oenpover vor al atom te vol The Philpnce, eee riella Partylist, also launched a video campaign in Support to the said In the same manner on how you analyzed the stil im: the same m y , you wil also do the same analysis inthis video campaign. The guide quesons area follows. Th ame The guide questions areas follows. Te link ‘video is https://www,youtube.com, atch oo FS PQ. Sete Questions: 1. What kind of video was presented? 2 How many peopled take to create this message? What ae their various jobs? 3. Doyou think the number of people in the video is necessary? For what reason? ‘ ‘Whit do you notice about the construction of the message? Colors? Sounds? yries? 5, Howis the story told visually? Are there symbolism in the lyrics? 6. What did you learn from the video? 7. How many other interpretations could there be? What are the reasons for other responses? 8 What values, behavior and political ideas are present and/or omitted from the video? 9. Overall, what do you think s the purpose of the message? 10. What would be its impact to its viewers? multimodal literacy is an important aspect of education today as it ints to understand the way media shapes their world, Most, if not al lered multimodal texts as they combine modes such as visual, By teaching students multimodal analysis, you provide them lex way to read all the text they encounter. In their ‘number of nuultimodal texts per day ther to create subtle methods of ‘Supporting encourages stude texts today, can be consid: audio and linguistic text. access to a more compl media-saturated lives, students engage ‘with a large that contain a variety of modes that work togel persuasion and often implicitly reinforce cultural stereotypes. Because students are in a habit of passively viewing these texts, it is important to model strategies that will help ‘them think critically about the messages directed at them through media (Morris, n.d). GECIS ia R Let’s take the Tests ! Test, A The following are advertisements that has a failed translation in English. Reconstruct the following to a more comprehensive advertisement with the application of standard English. (3pts for each item) “Are you lactating? | | Takes an aroused man to make a chicken affectionate Fast Food Chain Well eat your fingers off Car Company ‘Brerycarhasahigh quality comse, ‘Appliances (Vacuum | Nothing sucks like an Hlecbolax Cleaners) “location where fst Rast Park car drivers convene Machine Operation | — Please dont touch yoursel Facility Letusbelp you tryit out Thanks! Machine Operation | Engine Room is Serious lace Facility Wie have good rooms andthe | Hotel pice is very cheap. ‘Have three human lives and four bbuman lives, many human ives Building under “Execution in Progress construction ‘Kstore sling Crabs | Caution: We Sal Alive! Touch U Painfal! BB. Give one example ofa signage tat you have seen inthe Philippines or eve locally in your aa tat has errors. What isthe eror about? What could probably be the reason for such eor? 1 GECO6 “Test 2. Analyze the picture by answering the questions used to examine multimodal texts. Accomplish this following an essay format. attention? message dif 1. Who ereated this message? 2, What creative techniques were used to attract my rently from me? ‘3. How might different people understand this 4. What values, lifestyles and points of view are represented in, or omitted from this message? 5. Why is this message being sent? Criteria for Evaluation In-depth analysis | Organization | Mechanies ofthe Content | topoints spoints 35points Total: sopoints Performance Task A. Choose a social issue which you think is relevant and of great need to be known by yout community, Create a pictire campaign regarding the social issue of your choice. For the picture that you are going to use, kindly abide by the rules of your area's quarantine protocols, Include « hashtag (4) for the campaign to be worth remembered by the audience. Buna group with 3-5 members, create a video promoting the concept of unity. The concept on how to present the context of unity is dependent onthe choice ofthe group. ‘As much as possible, atleast 3 members of the group must appear in the promotional vyideo, Include a ashtag (#) forthe video to be worth remembered by the audience. The duration ofthe video must be 2-5mins long. Note: The mode of submission is dependent on the teacher's discretion. GECO6 Rubric for Evaluating Multimodal Text Cater Description ating [ Score | Remails | ‘Antiat Teles te Fished roel W mast Be veel ered comeying a coberet message y | 30 ing appropri sructre, meio, mote _and technique. Contert Tranter Ue hear and pial surroundings ofthe aie In adn, it | 30 ‘most alo reat the press adienes, and

    You might also like