by Eingel Joy Pangilinan

MODULE 1A
NATURE OF LANGUAGE
- The world is shrinking rapidly today. Advances in information technology, scientific
knowledge and applications have transformed a sprawling earth into a global
village. People of various cultures and nationalities now meet, interact, trade, and
socialize with ease on a daily basis. Making this possible is the use of a common
language.
- Language is purely human and non-instinctive method of communicating ideas,
emotions and desires by means of voluntarily produced symbols (Sapir, 1921, as cited
in Madrunio & Martin, 2018). It is a system of communication by sound, operating
through the organs of speech, among members of a given community, and using
vocal symbols possessing arbitrary conventional meaning (Pei, 1966, as cited in
Madrunio & Martin, 2018).
- Language is the ability to produce and comprehend both spoken and written (and
in the case of sign language, signed) words. Understanding how language works
means reaching across many branches of psychology—everything from basic
neurological functioning to high-level cognitive processing.
- Language shapes our social interactions and brings order to our lives. Complex
language is one of the defining factors that make us human. Linguists agree that a
language can only be called a language, if it has a system of rules (also known as
grammar), a sound system (phonology) and a vocabulary (lexicon). These are the
requirements for identifying a means of communication as a language, therefore it is
an exclusively human condition. Other species definitely do communicate through
movements and sounds, but they are definitely not in the same class as humans.
- When people use language, they can understand each other because they
Language belong to the same speech community. They can interact to each other because in
their speech community, people share the same set of rules in the language system.
While growing up, people acquire the languages used by those in the community.
This is the process of language acquisition, which is the process of building the ability
to understand a language, using it to communicate with others.
- The language acquired growing up is known as first language (also called as
mother tongue or native language). A first language is the language a person has
learned from birth or within the critical period, or that a person speaks the best and
so is often the basis for sociolinguistic identity.
- In some countries, the terms native language or mother tongue refer to the
language of one's ethnic group rather than one's first language. Sometimes, there
can be more than one mother tongue, those children are usually called bilingual.
- By contrast, a second language is a language that a person learns in addition to his
or her first language. It may be learned in a formal or informal way, such as at school
or in a family, and this active process is called language learning. People learn
languages as they use them to communicate their thoughts, feelings, and
experiences and establish relationships with family members and friends. For
example, a student may come to school speaking more than one language, or learn
another language in school. In their early years, children develop language
informally.
- Language development is continuous and recursive. Students enhance their
language learning by using what they know in new and more complex contexts.
- Finally, language is a tool that enables people to communicate, express needs and
wants, issue directives, create and produce through our own tongue.
ALL ABOUT COMMUNICATION
- The term communication comes from the Latin word “communicare” – which
means to share something in common, to unite, to join, or to have things in common.
- It is a process by which people send messages or exchange ideas or thoughts with
one another in a verbal or non-verbal manner.

- Speech Communication is a process of transmitting information, thought or feeling

Communication from one person to another through spoken words.

- Non-verbal Communication is receiving and transmitting information, thought or

feeling without the use of words.

- Communication skills are important to everyone-they are how we give and receive
information and convey our ideas and opinions with those around us.
1. Verbal (sounds, language, and tone of voice)
2. Aural (listening and hearing)
COMMUNICATION COMES 3. Non-verbal (facial expressions, body language, and posture) (Visual: signs, objects,
IN MANY FORMS symbols, and pictures)
4. Written (journals, emails, blogs, and text messages)
5. Visual (signs, symbols, and pictures)
 - It refers to the exchange of information (a message) between two or more people.
For communication to succeed, both parties must be able to exchange information
Communication Process
and understand each other. If the flow of information is blocked for some reason or
the parties cannot make themselves understood, then communication fails.
ELEMENTS OF COMMUNICATION
- The communication process begins with the sender, who is also called the
communicator or source. The sender has some kind of information—a command,
1. Sender
request, or idea —that he or she wants to share with others. In order for that message
to be received, the sender must first encode the message in a form that can be
understood and then transmit it.
- The person to whom a message is directed is called the receiver or the interpreter.
2. Receiver In order to comprehend the information from the sender, the receiver must first be
able to receive the sender's information and then decode or interpret it.
- The message or content is the information that the sender wants to relay to the
receiver. It is relayed between the parties. Put all three together and you have the
3. Message communication process as its most basic.
- This is the verbal and non-verbal form of the idea, thought, or feeling that one
intends to communicate to another person or group of people.
- Also called the channel, the medium is the means by which a message is
4. Medium transmitted. Text messages, for example, are transmitted through the medium of cell
phones.
- The communication process reaches its final point when the message has been
successfully transmitted, received, and understood. The receiver, in turn, responds to
5. Feedback the sender, indicating comprehension. Feedback may be direct, such as a written or
verbal response, or it may take the form of an act or deed in response.
- It is the receiver’s verbal and non-verbal response to the source’s message.
- It is the process of turning thoughts into communication. The encoder uses
‘medium’ to send the message — a phone call, email, text message, face-to-face
meeting, or other communication tool. The level of conscious thought that goes into
6. Encoding
encoding messages may vary. The encoder should also take into account any
‘noise’ that might interfere with his or her message, such as other messages,
distractions, or influences.
- It is the process of turning communication into thoughts. For example, you may
realize you’re hungry and encode the following message to send to your roommate:
“I’m hungry. Do you want to get pizza tonight?” As your roommate receives the
7. Decoding
message, he or she decodes your communication and turns it back into thoughts to
make meaning.
- It is the process of assigning meaning to an idea or thought.
- It refers to any interference in the encoding and decoding processes which affect
Noise
the clarity and understanding of a message
- It is a connection between people that allows for the exchange of thoughts,
feelings, and ideas, and leads to mutual understanding. This exchange is evidenced
when a speaker sends a message to which a listener responds. It seems simple, but it
Effective Communication isn’t. People tend to take the communication process for granted. We generally
figure that the communication between two or more people is no big deal. It just
works. However, the reality is very different—the process of communication is actually
impressively complex.
PRINCIPLES OF CUMMUNICATION
(It is important that you learn the different principles which serve as guides in the
practice and continuous improvement of your communication skills.)
1. Communication is - It is a two-way process which involves an exchange of thoughts and ideas. Every
Transactional message consists of content and feeling. The content is what the message is about
based on the words used. The feeling connected to the content is expressed through
nonverbal cues—body language/gestures, facial expression, tone of voice/inflection,
and voice volume.
- It is impossible to not communicate. All actions—both intentional and
unintentional—communicate certain messages. For example, deliberately ignoring
2. Communication is someone is not “not communicating.” Quite the contrary (as you know if you’ve
Inevitable been on the receiving end), this action sends a strong message. Another is, when the
moment you wake up, you already start communicating by merely thinking of how
your day will look like.
- When you communicate, you have goals in mind. You do not just say something or
3. Communication is write a message on a piece of paper for no reason at all. To persuade; to entertain;
Goal-Oriented to inform; to express one’s feeling, ideas, or emotions; to build and maintain
relationships; and to influence others are some of the purposes of communication.
VARIOUS LEVELS OF COMMUNICATION

A. Intrapersonal Communication
4. Communication has
- It is the knowledge of and communication with oneself (introspection
various levels
mental/symbolic processing of information without the benefit of getting the opinion
of others).
 B. Interpersonal Communication
- It is the interaction (speaking and listening/switching of roles) between two
people or relatively small group. It determines our relationships with others and who
we are.
C. Extended Communication
- It involves the use of electronic media. The description of extended
communication may be expanded as to include television, audio, or phone
conferencing; video-conferencing; Skype calls; other technological means.
Language used may be formal or informal
D. Organizational Communication
- A system of communication should be put in place. A set of rules or standards for
communication protocol should be made clear so that interaction patterns are
established.
TWO TYPES OF ORGANIZATIONAL STRUCTURE
- It allows the communication to take place via designated channels of message
flow between positions in the organization.

- The Four (4) approaches are:

A. Downward Communication – is the type that flows from upper to lower position
I. Formal Structure (e.g. president to manager or supervisor and a manager to an ordinary staff)
B. Upward communication – is the type that flows from lower to upper position (e.g.
subordinates to superior and students to teacher;
C. Horizontal Communication – is lateral in approach as it takes place among
people belonging to the same level but coming from different departments
D. Crosswise Communication – is diagonal in nature as employees from different
units or departments working at various levels communicate to each other.
- It comes from unofficial channels of message flow. Also known as 'grapevine,'
messages coming from different levels of organization are transmitted. This occurs
II. Informal Structure due to dissatisfaction of some employees accompanied by uncertainty, such as
superiors playing favorites and unfavorable or unacceptable company rules and
regulations.
- You may perceive communication as simply sending a text message, talking over
5. Communication is
the phone, or using hand gestures. However, communication is so complex that it
Complex
entails a lot of processes which can occur simultaneously or successively.
- Despite the complexity of communication, it is a skill which can be learned. You
6. Communication can be
can incorporate the seven Cs of communication to ensure you’re communicating in
Learned
the most clear and effective way possible.
- In any communication setting, aside from sharing meaning, the process how
meaning is created also echoes two vital aspects of relationships of the
7. Communication is
communicators: immediacy and control. Immediacy is the degree of liking or
Relational
attractiveness in a relationship and control, on the other hand, is the degree which
one participant shows dominance or power.
- Culture maybe defined as system of knowledge shared by a relatively large group
8. Communication is of people. The system includes shared beliefs, values, symbols and behaviors. How
Guided by Culture messages are created and processed is greatly influenced by the cultural
background of communicators.
- It is ethical when it is upfront, honest and cooperative. Communication that is
intended to conceal the truth or harm another person cannot be described as
ethical. While ethics are not the same as morals, there is a strong relationship
Communication between the two: morals are ideas of what is right and wrong, while ethics are
behavioral principles influenced by moral beliefs. The ethics of communication are
therefore strongly influenced by moral principles. Below are principles associated
with the 7Cs and ethical communication.
ETHICS IN COMMUNICATION
- Being honest means communicating what is known to be true – no more, no less.
Ethical communication is based on accurate, factual information – in other words,
1. Be Honest and Truthful do not lie whether the message is directed downward to employees, upward to
management, laterally to other peers and departments, or externally. Honesty should
also prevail when communicating goals, expectations, decisions, feedback, or
judgments to employees.
- Whether communicating on a corporate or an individual level, the communication
should make every effort to cause no harm. For instance, tobacco companies are
2. Refrain from doing required to communicate that the practice of consuming their products may lead to
Harm physical conditions like emphysema, lung cancer and other illnesses. A company
who is aware of a danger and does not communicate it would be breaking this rule
of ethical communication.
- When communicating internally or externally, the organization should attempt to be
fair to its employees, customers, and community. If a manager were to exert
3. Fairness to all
inappropriate control over employees, stockholders or customers, this would be a
Stakeholders
violation of this standard. Price fixing, bribery, and insider training are examples of
behaviors and communications that are exerting unfairness to stakeholders.
 - Hearing and listening are two different things. In order for ethical communication to be
effective, the recipient of the message should know that he (as the listener) and the
speaker both have equal responsibilities in the communication process. The listener
should not select the message that he wants to listen to or to hear only parts of the
message. The recipient may ask questions for clarification to fully understand the
4. Be an Active Listener
message. While it is important to be a proactive listener, it is important for listeners to also
and Strive to Understand
strive to fully understand what is being said before responding. While asking for
clarification or confirmation of a point is fine, many times questions that listeners pose
have already been answered. Listeners should think about what has been said before
constructing a reply. Reading “in between the lines” is also an important skill that allows
for understanding what isn’t said or implied.
- Tone is critical to communication. There are people who are particular to paralanguage
or tone of the voice. Ethical communication assumes that the speaker will avoid
rudeness, be polite, professional, and tactful. The ethical communicator knows that it is
not only important what you say, but how you say it. One’s voice is always picked up by
5. Avoid Negative Tune
the receiver, and can alter how the message is received and/or understood that can
lead to unnecessary confrontations that decrease business productivity. Essentially,
keeping the tone positive or neutral is best. It is possible to be completely honest and
open with one’s thoughts and feelings while still remaining polite and respectful.
- Allowing others to speak is important for civil, effective working environment.
Interrupting others results in misunderstandings, conflicts and problems that hinder
6. Do not Interrupt Others workforce and corporate progress. Interrupting others is not only disrespectful and
unethical but does not allow listeners to fully understand the message that results in
wrong assumptions and actions.
- While it is important to be a proactive listener, it is important for listeners to also strive
to fully understand what is being said before responding. While asking for clarification
or confirmation of a point is fine, many times questions that listeners pose have
7. Refrain from Speaking
already been answered. Listeners should think about what has been said before
Judgmentally and Strive
constructing a reply. Reading “in between the lines” is also an important skill that
to Understand
allows for understanding what isn’t said, but was implicitly said or implied. Conflicts
usually result from unethical, judgmental, accusatory and overly critical comments
that become catalysts for communication breakdowns.
- Bringing your personal work experience or best work practices into a dialogue with
business listeners is important, providing backup for your arguments with something
8. Speak from your own
more tangible that paints a complete picture for your audience and helps to prove
Experience
your points for a better understanding of what is being discussed; however, manage
your own personal boundaries: share only what you are comfortable sharing.
- Characterizing what others have said without checking your understanding, or by
9. Avoid Speaking for
universalizing your opinions, beliefs, values, and conclusions, assuming everyone
Other
shares them is unethical.
- You risk losing an audience if you use a communication channel that is not
preferred by your intended receiver. To effectively communicate with your listeners,
10. Consider Appropriate use the most preferred communication channel, whether that be face-to-face,
Communication Channel email, conference call, phone call, messenger app, etc. Also, when presenting data
to a business audience, be aware of the preferred method of presentation for that
business, whether it be graphs, slides, PowerPoint presentations, etc.
- When communicating with another party, truly ethical communication entails
11. Consideration for any
considering any potential factor that may influence how the recipient understands
Potential Roadblocks
the information that is being communicated.
FACTORS OR ROADBLOCKS
- It takes into account the level of fluency as well as language spoken for messages
A. Language Fluency, or information to be fully understood. Use a common language that all involved
Language Use and communicators understand. Every field or industry has its own jargon. When speaking
Jargons to a non-specialist, it is ethical to speak with simple, easy-to-understand words, while
avoiding the use of heavy jargon, resulting in portions of the presentation or
communication being incomprehensible to an audience.
- In this information and digital age, some take accessibility to advanced technology
for granted. For instance, while smartphones are readily available, and translation
apps are abundant, not everyone is able to access such applications or platforms. If
B. Accessibility to a business wanted to present certain information to an audience while expecting the
Technology audience to translate it into their native language via an application, there may be
confusion. Thus, the ability to access certain technology - and the know-how on how
to use certain applications - may be a roadblock when it comes to ethically
communicating to a particular audience.
- Being an effective communicator means knowing your audience in order to
C. Knowing One’s communicate in the way that he/she will understand the best. Know the language,
Audience profession, and others so that you can adjust your presentation or communication to
audience.
- Speaking about a particular topic in a business often requires choosing the most
D. Choosing the Right pertinent and appropriate time and place in order for the message to be most
Place/Time effective. This requires knowing the recipients along with utilizing strategy and
planning.
 - Most businesses have code of ethics defining what is appropriate when it comes to
honoring client and employee confidentiality and privacy. This can have a wide
range of implications, including minimizing workplace gossip and conversations
about the private lives of clients and/or personnel. Moreover, REPUBLIC ACT NO.
10173 also known as the Data Privacy Act of 2012 has been passed to protect the
12. Respect Privacy and
fundamental human right of privacy, of communication while ensuring free flow of
Confidentiality
information to promote innovation and growth. The State recognizes the vital role of
information and communications technology in nation-building and its inherent
obligation to ensure that personal information in information and communications
systems in the government and in the private sector are secured and protected
(Republic of the Philippines, 2012).
- Words do not only build but also destroy a person or an organization. A core
element within the framework of ethical communication is being responsible and
13. Accept Responsibility accountable to one’s words and actions whether it be good or bad. Owning one’s
and Accountability words reinforces the importance of being conscientious about ethical
communication. Sadly, there’s no shortage of examples where organizations making
unethical decisions and creating unethical communications as a result.
MODULDE 1B: COMMUNICATION AND CULTURE
COMMUNICATION CONTEXT
How people from different cultures communicate among themselves, how communication differs among
cultures and how communication is similar among cultures, are all questions we ask in the study of communication
and culture. At its most basic, communication is the exchange of information and meaning. We are constantly
communicating, in a wide range of different contexts, such as physical, social, psychological and cultural context.
However, to understand the relationship between culture and communication, we need to understand the place
of communication in culture.
Culture as a term is widely used in academic as well as in daily speech and discourse, referring to different
concepts and understandings. While the term originally stems from ancient Greek and Roman cultures (Latin:
cultura) it has various dimensions today built from the different needs and uses of each field, be it anthropology,
sociology or communication studies. For communication studies, we might start by defining culture as a set of
learned behaviors shared by a group of people through interaction.
It is vital to understand that the relationship between culture and communication, in all its forms, is tightly
interwoven and interlinked. We can see that communication enables the spread and reiteration of culture. Both
communication and the media propagate the values and schemata of a culture through the repeated interaction
and exchange enabled by the communication process.
- It pertains to the personal, physical, social, psychological, and cultural
1. Communication circumstances, among others in which communication occurs. It influences the
Context expectations from the participants, the meaning derived from the exchange of
utterances, and the subsequent actions in the communication.
- It involves the background of both the sender and the receiver of the message. It
2. Personal Context includes their education, religion, socioeconomic status, marital status, and beliefs
that greatly influence what and how they communicate.
- It refers to the kind of relationship that exists between the sender and the receiver.
3. Social Context For example, the way you talk to your parents differs from the way you talk to your
friends, younger siblings, and more so with your classmates.
- It includes the emotional feelings of the participants in the communication process.
4. Psychological Context It involves their opinions, judgements, prejudices, attitudes, and perceptions towards
each other which can play part in the transmission of messages.
- It includes sets of beliefs, value systems, guiding principles, and assumptions based
5. Cultural ContextC on one’s race, ethnicity, age, gender, sexual orientation, gender identity, and
religion within which communication happens.
- A more holistic understanding of communication necessitates knowledge of culture
and appreciating cultural diversities. As defined, culture is a set of unique and shared
beliefs, values, and norms that guide a certain group of people on how to think,
behave and act.
Communication and - Communication and culture are intertwined. In fact, they are inseparable. Culture
Culture influences what and how you communicate. Culture plays an important role in
shaping the style of communication. Generally, people react to how we speak
rather than what we say. The culture in which individuals are socialized influences the
way they communicate, and the way individuals communicate can change the
culture.
- People of different cultures have different ways of communicating and evaluating
communication messages. There are two most relevant in giving and receiving
constructive feedback and criticism. These are low context and high context. The
Cultural Characteristics
concepts of high context and low context refer to how people communicate in
different cultures. Differences can be derived from the extent to which meaning is
transmitted through actual words used or implied by the context.
- It implies that a lot of unspoken information is implicitly Understanding
transferred during communication. People in a high context whether your
High Context culture such as Saudi Arabia tend to place a larger international
importance on long-term relationships and loyalty and have colleagues are high
fewer rules and structure implemented. context or low context
 - It implies that a lot of information is exchanged explicitly will help you to adapt
through the message itself and rarely is anything implicit or your communication
Low Context hidden. People in low context cultures such as the UK tend style and build stronger
to have short-term relationships, follow rules and standards relationships with them.
closely and are generally very task-oriented.
 Misunderstanding when exchanging information
WHEN DOING BUSINESS IN
 Impression of a lack of information
A HIGH CONTEXT CULTURE
 Large amount of information is provided in a non-verbal manner, e.g., gestures,
SUCH AS MEXICO, JAPAN
pauses, facial expressions
OR THE MIDDLE EAST,
 Emphasis on long term relationships and loyalty
YOU MIGHT ENCOUNTER
 ‘Unwritten’ rules that are taken for granted but can easily be missed by strangers
THE FOLLOWING:
 Shorter contracts since less information is required
WHEN DOING BUSINESS IN A  All meaning is explicitly provided in the message itself
LOW CONTEXT CULTURE SUCH  Extensive background information and explanations are provided verbally to
AS GERMANY, SWITZERLAND avoid misunderstandings
OR THE US, ON  People tend to have short-term relationships
THE OTHER HAND, YOU MIGHT  People follow rules and standards closely
FIND THE FOLLOWING:  Contracts tend to be longer and very detailed
1. Using a different language
CHALLENGES OF
2. Results of intercultural miscommunication and misunderstanding
INTERCULTURAL
3. Lack of shared knowledge, beliefs and cultural diversity
COMMUNICATION
4. Having difficulty to arrive at the correct inference or interpretation of meanings
- Misunderstanding in intercultural communication may occur due to wrong
NOTE
interpretation of the verbal and non-verbal code.
SOURCES OF MISUNDERSTANDING
1. Ambiguity - Lack of explicitness on the part of the speaker in the form of problematic reference
and ambiguous semantics in which an utterance is open to different interpretations
2. Performance-Related - Slips of the tongue and mishearing which may be due to utterances spoken quickly
Misunderstanding and unclearly
3. Language-Related
- Ungrammaticality of language
Misunderstanding
4. Gaps in World
- Gaps in the context rather than language
Knowledge
- Turns and the turns within the sequences produced by the participants themselves,
5. Local Context and the orientation of the participants as well as the repair moves that follow the
displayed understanding
1. You need to be aware or conscious of other cultures especially those that you will
APPROACHES TO visit so you can avoid offending people.
STUDYING INTERCULTURAL 2. Due to misinterpretations, miscommunication occurs.
COMMUNICATION 3. All cultures are equal although sometimes difficult to understand.
(SOCIAL SCIENCE OR 4. No culture is superior or inferior to another.
FUNCTIONALIST, 5. Appreciate cultural diversities and learn to live with them.
INTERPRETATIVE, CRITICAL) 6. People have different languages, lifestyles, and ways of thinking, speaking, and
behaving. This is the essence of cultural diversity.
- It is not just confined to speaking. It is actually possible to be communicating on
without talking or uttering even a single word. For instance, when you raise your
Communication
eyebrow, you are not saying anything but you are conveying message (either anger,
irritation, or disappointment) Thus, communication can either be verbal or nonverbal.
- It uses spoken or written words to communicate a message. Alongside speaking,
Verbal Communication listening is equally an important skill for this type of communication to be successful.
- This refers to the use of spoken or written words to communicate a message.
- Varieties of English or World Englishes (WE) stands for the localized varieties of English
as they are used or spoken in certain areas. In the Asian context, the concept was
introduced by Braj Kachru. The famous “Three Concentric Circles of Asian Englishes”
attributed to Kachru presents the three circles: Inner Circle with ENL (English as a
native language) member countries; the Outer Circle with ESL (English as a second
language) member countries; and the Expanding Circle with EFL (English as a foreign
language) member countries.
Varieties of English
- Examples of countries belonging to the Inner Circle are the USA, UK, Australia,
Canada, Ireland and New Zealand, Kachru’s Outer Circle is comprised of
Bangladesh, Kenya, Ghana, Singapore, Malaysia, Philippines, Pakistan, India, among
others while the Expanding Circle is composed of countries such as China, Taiwan,
Egypt, Israel, South America, Thailand, among others. Aside from the fact that the
Outer and Expanding Circles are ESL and EFL- speaking respectively, they have been
colonized by some member countries in the Inner Circle.
- There are five language registers or styles. Each level has an appropriate use that is
determined by differing situations. It would certainly be inappropriate to use
language and vocabulary reserved for a boyfriend or girlfriend when speaking in the
LANGUAGE REGISTERS classroom. Thus, the appropriate language register depends upon the audience
(who), the topic (what), purpose (why) and location (where).
- You must control the use of language registers in order to enjoy success in every
aspect and situation you encounter.
 - This style of communication RARELY or NEVER changes. It is “frozen” in time and
1. Static Register content. e.g. the Pledge of Allegiance, the Lord’s Prayer, the Preamble to the US
Constitution, the Alma Mater, a bibliographic reference, laws.
- This language is used in formal settings and is one-way in nature. This use of
language usually follows a commonly accepted format. It is usually impersonal and
2. Formal Register
formal. Examples of this register are speeches. e.g. sermons, rhetorical statements
and questions, speeches, pronouncements made by judges, announcements.
- This is a standard form of communications. Users engage in a mutually accepted
structure of communication.
- It is formal and societal expectations accompany the users of this speech.
3. Consultative Register
- It is a professional discourse. e.g. when strangers meet, communications between a
superior and a subordinate, doctor and patient, lawyer and client, lawyer and judge,
teacher and student, counselor and client.
- This is an informal language used by peers and friends. Slang, vulgarities and
colloquialisms are normal. This is a “group” language.
4. Casual Register
- One must be a member to engage in this register. e.g. buddies, teammates, chats
and emails, and blogs, and letters to friends.
- This communication is private. It is reserved for close family members or intimate
5. Intimate Register
people. e.g. husband and wife, boyfriend and girlfriend, siblings, parent and children.
- It is the use of body language, gestures, facial expressions, and even posture to
communicate. Non-verbal communication sets the tone of a conversation, and can
seriously undermine the message contained in your words if you are not careful to
control it.
Non-Verbal - For example, slouching and shrinking back in your chair during a business meeting
Communication may imply lack of confidence or lack of interest in the meeting.
- It is the process of sending and receiving wordless messages.
- This refers to the use of non-linguistic symbols such as body movements, facial
expressions, gestures, eye movements, etc.
- Facial expressions, posture and eye contact are all skills in _____.
- It communicate feelings and attitudes most effectively. Just like verbal
communication, nonverbal cues are open to misinterpretation that is why it is
Nonverbal Cues
important to interpret it in the context of one’s lifestyle, family and cultural
background.
1. To repeat/enhance the verbal message (point in a direction while stating
directions)
2. To substitute for the verbal message (gestures – finger to lips to indicate need to be
WHY IS NON-VERBAL
quiet; a nod instead of saying yes)
COMMUNICATION
3. To regulate interactions (non-verbal cues convey when the other person should
IMPORTANT?
speak or not)
4. To accent/convey underlying feelings (verbal tone indicates the actual meaning
of specific words)
CULTURAL DIFFERENCES IN NON-VERBAL COMMUNICATION
a. Bowing (not done, criticized in the US; shows rank in Japan)
b. Slouching (rude in most European areas)
c. Hands in pocket (disrespectful in Turkey)
d. Sitting with legs crossed (offensive in Turkey)
e. Showing soles of feet (offensive/insulting in Thailand, Saudi Arabia, Muslims) – is a
sign of disrespect exposing the lowest and dirtiest part of the body.
f. Forming a circle with fingers to indicate “OK” (OK in the US, obscene for Brazil and
Germany, money for Japan and Philippines., zero or worthless for France)
g. Thumbs up (commonly means OK; Australia and Iran consider it rude; Nigeria-very
offensive; Japan – means five; Turkey – a political rightist party)
h. Passing an item to someone with one hand (very rude in Japan; even a very small
1. Actions, Body
item such as a pencil must be passed with two hands)
Movement, Posture
i. Passing an item to someone with one hand (In many Middle and Far Eastern
countries, it is rude to pass something using the left hand-which is considered
“unclean.”)
j. Nodding head up and down to say “Yes” (In Bulgaria and Greece, it means NO.)
k. Fig sign (putting the thumb in between the index and the middle finger= obscene
in Turkey, Greece, Holland; You get nothing from me for Russia; You can’t have it in
Yugoslavia; Good luck in Brazil)
l. Pointing:
 US with index finger
 Germany with little finger
 Japanese with entire hand
 Most Asians consider pointing with index finger to be rude.
a. Many Asian cultures suppress facial expression as much as possible.
2. Smiling, Crying or b. Many Mediterranean (Latino/Arabic) cultures exaggerate grief or sadness while
Showing Anger, Sorrow, most American men hide grief or sorrow.
Disgust c. Too much smiling is viewed as a sign of shallowness. – Women smile more than
men.
 a. Western cultures – see direct eye to eye contact as positive (Children are advised
to look a person in the eyes.
b. But within USA, African-Americans use more eye contact when talking and less
when listening with reverse true for Anglo-Americans. This is a possible cause for some
sense of unease between races in the US. A prolonged gaze is often seen as a sign of
3. Eye Contact and Gaze
sexual interest.
c. Arabic cultures make prolonged eye contact. It shows interest and helps them
understand truthfulness of the other person. A person who doesn’t reciprocate is
seen as untrustworthy.
d. Japan, Africa, Latin American, Caribbean = avoid eye contact to show respect.
a. USA – handshake is very common even for strangers; hugs, kisses for those of
opposite gender or of family (usually) on an increasingly more intimate basis.
b. Most African-Americans touch on greeting but are annoyed if touched on the
head.
4. Touch
c. Islamic cultures generally don’t approve of any touching between genders (even
handshakes). But they consider such touching (including hand holding, hugs)
between same sex to be appropriate. Many Asians don’t touch the head. (Head
houses the soul and a touch puts it in jeopardy.)
a. USA – fear of offensive natural smells- connected with “attractiveness” concept
b. Arabic and other cultures consider natural body odors normal.
5. Smell
c. Asian cultures (Filipino, Malay, Indonesian, Thai) stress frequent bathing – and often
criticize USA of not bathing often enough.
MODULE 1C: GLOBALIZATION AND SOCIAL MEDIA RESPONSIBILITY
- It means the speedup of movements and exchanges (of human beings, goods,
and services, capital, technologies or cultural practices) all over the planet. One of
Globalization
the effects of globalization is that it promotes and increases interactions between
different regions and populations around the globe.
- The concept that endures respect, acceptance, and understanding. It recognizes
Diversity that people are unique from each other with respect to their age, gender, race,
ethnicity, culture, socio-economic status, educational background and ideologies.
Advantages and Disadvantages of Globalization
Your dress was made in Bangladesh and your shoes in Philippines. Your Phone comes from U.S. and power
bank from China. You can travel to Japan, eat your favorite Samgyupsal and drink your Thai Milk tea while
watching the latest Korean Drama.

Today goods are made and sold all over the world. Thanks to globalization. Globalization lets countries
move closer to each other, People, companies and organization in different countries can live and work together.
We can exchange goods, money, and ideas faster and cheaper than ever before.

Modern communication and technology like the internet, cell phones or satellite TV help us in our daily lives.
Globalization is growing quickly. A German company can produce cars in Argentina and then sell them in the
United States. Businesses in the Philippines manufacture their products in China for a cheaper labor. Fast Food
companies open shops around the world almost every day.

However, there is a growing debate over globalization. Governments are in favor of globalization because
the economy can grow, while other people hold the contrary. Here are some arguments from both sides:
1. Globalization lets countries do what they can do best. You can buy cheap steel
from another country, so you don’t have to make your own steel. Instead, you can
focus on other things related to your product.
ADVANTAGES
2. Globalization gives you a larger market. You can sell more goods and make
money and create more jobs. Consumers also profit from globalization. Products
become cheaper and you can get new goods more quickly.
1. Globalization causes unemployment in industrialized countries because
companies move their factories to places where they can get cheaper workers.
2. Globalization may lead to more environmental problems. A company may opt to
build factories in other countries because environmental laws are more lenient.
DISADVANTAGES
3. Poor countries in the Third World may have to cut down more trees so that they
can sell wood to richer countries. Some poor countries in the world, especially in
Africa may get even poorer. Their population is not as educated and technological
as compared to other developed countries.
- With the Internet, telecommunications, broadband, cell phone technology,
handheld wireless mobile devices and other communication technology,
geographically dispersed workers can now interact and collaborate as though they
Communication
all were located together in a downtown high-rise.
Technology
- In fact, communication technology has advanced to the point where instant
communications across the globe can be so ubiquitous that no one really thinks
about it anymore.
 - There are various modes through which we communicate with each other. In the past,
these modes took the form of handwritten messages, typewritten messages, shirt
telegrams, computer-encoded texts, as well as landline telephone conversations, and
audio/video recorded messages. Because each mode of communication is distinct from
the other. The ways in which we craft our messages differ.
Communication in the
- For example, there is a great tendency for us to write a longer, more visually detailed
Social Media
message if we encode it using a computer. If we handwrite the same message, or deliver
it through an audio-recording, the message will not be the same.
- Today in the rapid rise and spread of Internet connection the old forms of
communication have given way to new forms that make communication easier and
faster.
- Social media sites are developed as a tool to communicate with others by sharing
personal information, photos, videos, comments and more. Community sites with user
Social Media generated content should be used responsibly.
Responsibility - Generally, when using social media, it is a common assumption that all users are
solely responsible for their content – including posts, comments, likes, shares, tweets,
retweets, follows and favorites. As a general rule, nothing on social media is private.
1. Refrain from giving legal advice or legal commentary.
2. Do not post comments, photos, videos, etc. that suggest or encourage illegal
activity.
3. Avoid violating laws and regulations, including intellectual property (IP) rights and
others regarding content that you send or receive.
4. Never transmit any material in any manner that is disruptive, threatening, profane,
PRACTICING FAVORABLE
abusive, harassing, embarrassing, tortuous, defamatory, obscene, libelous or is an
ONLINE BEHAVIOR IS BEST
invasion of another’s privacy.
ACHIEVED WHEN
5. Never transmit any material that is hateful or racially, ethnically or otherwise
ADHERING TO THESE
offensive.
SOCIAL
6. Avoid sending unsolicited or unauthorized advertising, promotional materials or
MEDIA ETIQUETTE
any other form of solicitation.
STANDARDS:
7. Never upload any software that could breach cyber security, such as malware,
viruses, key loggers, trojans, etc.
8. If you affiliate your job with your personal social media profile, keep in mind that
you are representing both yourself and your employer.
9. Get acquainted with the unique privacy and security policies of each social
media networking site and third-party site you use
IP IS DIVIDED INTO TWO CATEGORIES:
1. Industrial Property
- Patents, trademarks, and industrial designs
2.Copyright - Includes works of art, literature, music, and computer programs
MODULE 2A: ACADEMIC WRITING
Some of the texts that you will read in this module are academic texts. They are so called academic texts because
their contents are formal. Further, they are structured to strictly adhere to conventions including but not limited to
language choice or diction, tone, style, pattern of development, grammar, etc. In a practical sense, there are texts that
a student normally encounters in his or her formal schooling or the texts usually assigned by a teacher for the students to
analyze. Although there are still other forms of academic writing, those examples illustrate its basic feature.
1. It is a systematic study or investigation of something in order to find new
information or validate certain theories or findings obtained in other research studies.
2. It is a process of formulating research questions, testing hypotheses, gathering
WHAT IS A RESEARCH? relevant information, and analyzing this information to come up with a conclusion.
3. It is a systematic method of inquiry and discovery which involves experiments,
survey, interviews, and data analysis for quantitative research and comprehensive
exploratory analysis for qualitative research.
1. Choosing a research topic 4. Quoting, paraphrasing, and summarizing
WHAT ARE THE STEPS IN
2. Narrowing down the topic 5. Making an outline
WRITING A RESEARCH
3. Surveying or gathering resources 6. Writing the first draft
PAPER?
7. Referencing
- The topic is the main subject of your research paper. Therefore, it has to be properly
identified and carefully thought of.
- In searching for or conceptualizing a research topic, consider one that you are
1. Choosing a Topic interested in and which would also be of interest to others. A topic’s relevance and
availability of material related to it are also very important.
- Topics to avoid are those which may arouse controversy and those which cannot
be backed by credible resources.
1. Randomly write down all possible topics you can think of.
2. Brainstorm with your classmates and peers.
3. Conceptualize topics based on socially relevant issues.
TO FURTHER HELP YOU IN
4. Be updated on current events by reading the newspaper and watching the news.
YOUR TOPIC SEARCH,
5. Ask suggestions from professionals and experts in the fields that are connected to
CONSIDER THE
your possible topics.
FOLLOWING TIPS AND
6. List down questions you want to answer.
GUIDELINES:
7. Look for recommendations from research papers that are of interest to you.
8. Observe possible problems present in your community.
9. Look at issues from different perspectives.
 - When starting with a really broad topic, you need to narrow down the focus of such
topic. For instance, if you aim to analyze the aspects of technology; you must specify
2. Narrowing Down a
what exactly about technology you will research on since it is a very broad area. To
Research Topic
do this, you can use an inverted pyramid to break down a topic from its general form
to a more specific one.
1. Ask yourself what you think about the topic or what you know and want to say
HERE ARE SOME STEPS THAT about it.
YOU CAN FOLLOW IN 2. Determine your controlling idea or thesis statement.
NARROWING DOWN A 3. Check whether it is suitable for an authentic scholarly inquiry.
RESEARCH TOPIC: 4. After checking the appropriateness or scholarly worth of your narrowed down
topic, you may now formulate your tentative research title and research questions.
- Part of narrowing down your topic is determining the controlling idea of your
research paper.
- Ask yourself: “What is my opinion about the topic? What exactly do I want to prove
in my research? What are the issues I am passionately about? What are my claims
about them?”
Formulating a Thesis
- Your answers to the questions above can be used to formulate the controlling
Statement
idea of your research.
- This idea contains your opinion about the topic which is your thesis. In other words, a
thesis statement is the view or perspective that you make out of your topic.
- When translated to an equation, it would appear as:
Definite Topic + Definite Claim = THESIS STATEMENT
3. Gathering Resources or
Materials
TYPES OF SOURCES
(After specifying the research topic, gathering research materials or sources comes
next.)
A. Primary Sources
- Contain first-hand information about the topic. In other words, you can get first-
hand information and a direct personal view of the topic through this source.
- Examples: interviews, autobiographies, photographs, films, and diaries.
- Serve as interpretation and analysis of primary sources. They provide elaborations
and clarifications about the main source of information. They offer more unbiased
B. Secondary Sources
views than the main sources.
- Examples: scholarly journals and books, reviews, encyclopedia entries, editorials.
- In writing a research paper, quoting, paraphrasing, and summarizing are necessary
4. Quoting, Paraphrasing, when incorporating your own ideas with ideas from the sources you have gathered.
and Summarizing Ideas which you have gathered from other sources should be cited properly
according to the citation format required of you to avoid plagiarism.
- It is the act of stealing someone else’s work and presenting it as your own. When
you fail to cite and acknowledge sources, whether directly or indirectly, it is
Plagiarism
considered plagiarism. This is why quoting, paraphrasing, and summarizing with
corresponding citations are necessary in research writing.
- It is used when you mention the exact words of an author in your research.
- When following the APA citation style, a direct quote must be followed by an in-text
A. Direct Quote
citation containing the author’s surname, year of publication, and the page number
from where the quote is lifted.
- It is the restatement of the author’s ideas in the researcher’s own words without
changing the meaning intended by the author.
B. Paraphrase
- In the APA style, the in-text citation to be followed in paraphrasing includes the
author’s surname and year of publication enclosed in parentheses.
- It is a restatement of the author’s main ideas. It is usually shorter than a paraphrase
as it only focuses on the key concepts of the author.
C. Summary - It provides general overview about the subject matter or topic.
- The in-text citation for summaries following the APA style is also the same with
paraphrases.
- An outline is the general framework of your paper. It can be likened to the
“blueprint” of an architect or an engineer.
- The outline and blueprint can be considered planning tools before the actual
5. Preparing an Outline research, building, and artwork are done, respectively.
- An outline can be a topic outline or a sentence outline.
- A topic outline lists down all the main topics in phrases.
- In a sentence outline all ideas are expressed in complete statements or sentences.
6. Writing the Draft
WRITING THE INTRODUCTION
(The first section of the IMRD format is the introduction. It consists of the following:)
A. Background of the - This provides your readers an overview of your topic and contextualizes the problem
Study at hand.
- It provides a review of previous studies and recent developments and identifies the
gap in the literature presented which your current research seeks to fill.
B. Research Problem/ - This indicates the specific research questions which are expected to be answered in
Aims of the study the results and discussion section of your paper.
 C. Significance of the - The introduction section also indicates how the study will benefit others and what
Study contribution it will make to the current field of study.
- The introduction may indicate the scope and limitation of the study.
- The scope and limitation of the study. The scope pertains to the specific aspect of
your topic and the reason why it was specifically chosen. Over other aspects, it
D. Scope and Limitation includes the coverage of your study.
- The limitation usually pertains to the decision made pertaining to the respondents,
methodology, resources used, and other possible challenges associated with the
conduct of the study.
- When necessary (e.g., If the topic at hand is too technical or if there are many
concepts that might confuse the readers), the introduction provides the operational
E. Definition of Terms
definition of some of the technical terms used in the paper and how they are used in
the context of the study.
WRITING THE METHODOLOGY
(The second section of the IMRD format is the methodology. It consists of the
A. Research Design
following:)
- This part contains how the methods used fit the framework of the research.
- It also specifies the respondents involved in the research. It also includes the
B. Research Locale/ demographics of the participants and all details relevant to the research.
Participants - This part discusses how the participants were chosen, especially in the context of
the quantitative research.
- This part lays down the research instruments used in the research, whether they are
surveys, tests, interviews, and others.
C. Instruments
- This part also specifies how the interviews and survey questions were formulated.
- It also lays down the particulars of every research instrument used.
D. Procedure/Data - The main goal of the methodology is to address questions related to how data were
Collection and Data gathered and analyzed.
Analysis - This part elaborates on the nature of the research and how it handles data.
WRITING THE RESULTS AND DISCUSSION
(The third section of the IMRD format is the results and discussion. It consists of the
findings, the theories or related studies, and the analysis.)
A. Findings - This part contains the answers that are not only expressed in the text but should also
be illustrated in tabular or graphical form when necessary, especially if you used
survey as a research method.
- This way, your readers can easily interpret and analyze the results of your study.
- The responses should be supported by a theory(ies) or related study(ies) to
B. Theories or Related
substantiate, prove, or disapprove, or validate or invalidate your findings.
Studies
- This will make your work more scholarly and more credible.
- It is not enough that you write about what you found out from your research.
C. Analysis - The inference you made from them is equally important.
- An inference is the conclusion reached which is backed by reasoning.
WRITING THE SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
(The fourth section of the IMRAD format consists of the summary, conclusions and
A. Summary recommendations.)
- This section is a restatement of the introduction, purpose of the study, methodology
and findings obtained from the study.
- This section synthesizes the analysis of information based on the findings. It is parallel
B. Conclusions
with the research questions.
- This section provides possible suggestions or actions to be undertaken by the
stakeholders who will be impacted by the research. So, it will become more useful for
C. Recommendations them.
- It also includes suggestions on how the research work can be done by other
researchers.

Good luck 