PURPOSIVE COMMUNICATION

Speech, Toast Speech, Interview

A- ATTITUDE
S- SKILL
K- KNOWLEDGE

Important in Purposive Communication

L- Listening
S- Speaking
R- Reading
W- Writing
V- Viewing

Purposive Communication
Ÿ Purposive Communication is about writing, speaking, and
presenting to different audiences and for various purposes. It
develops students' communicative competence and intercultural
awareness through multimodal tasks that provide them
opportunities for communicating effectively and appropriately to a
multicultural audience in a local or global context.
Ÿ It equips students with tools for critical evaluation of a variety of
texts and focuses on the power of language and the impact of
images to emphasize the importance of conveying messages
responsibly. The knowledge, skills, and insights that students gain
from this course may be used in their other academic endeavors,
their chosen disciplines, and their future careers as they compose
and produce relevant oral, written, audio-visual, and/or web-based
output for various purposes.

Language
Ÿ derived from Latin Lingua which means tongue and the French term
langue.
Ÿ Language is called a social phenomenon.
Ÿ ..."language may be said to be any means of expression or mental
concepts "
 Nature of Language
1. Language is speech.
2. Living Language
3. Language and Society
4. Operation of Language
5. Sounds and Signals

Ÿ Basically, language can be defined as the tool used in

communication process.
Ÿ However, language can also be the source of misunderstanding
sometimes.
Ÿ Take for instance the following example: Karon is a ward found both
in Hiligaynon and Cebuano languages referring to the concept of
time. But while karan in Cebuano means 'now', karon in Hiligaynon
means 'later.
Ÿ It is therefore important that we are familiar with a particular
language so that we can understand it and use it in the
communication process.

DEFINITIONS OF LANGUAGE
1. Language is a purely human and non-instinctive method of
communicating ideas, emotions, and desires by means of a system
of voluntarily produced symbols. ~Sapir (1921)
2. Language is the process whereby humans communicate and
interact with each other by means of habitually used oral-auditory
arbitrary symbols. ~Hall (1969)
3. Language is a system of arbitrary vocal symbols used for human
communication. ~Wardauah (1972)
 Characteristics of Language
1. Wherever humans exist, language exists.
2. All languages change through time.
3. All grammars contain rules for the formation of words and
sentences of a similar kind.
4. Similar grammatical categories (e.g., noun, verb, etc.) are found in
all languages.
5. Any normal child, born anywhere in the world, of any racial,
geographical, or economic heritage, is capable of learning any
language to which s/he is exposed to.
6. Language is learned.
7. Language is a system.
8. Language is a system of symbols.
9. The system is arbitrary.
10. Language symbols are vocal.
11. Language is relevant in a social setting.
 Communication: Models, Types, Purposes, and Principles
Ÿ Every day of our lives, we deal with people, we communicate with
people with family, with friends, with teachers, with colleagues, even
with strangers.
Ÿ Moreover, without, communication, no idea will ever be expressed,
and no problem will ever be solved.
Ÿ Engineering, technology, education, religion, government,
economics-all these and more continue to advance because of
communication.

Model of Communication Process

Elements of Communication Process

1. Sender - is the source of the message, the one who encodes the
message.
2. Receiver - is the recipient of the message from the sender
3. Message - is the body of information that is sent by the sender to
the receiver.
4. Channel - is what connects the sender to the receiver.
5. Feedback - is the response of the receiver to the sender.
6. Interference/Noise - is what impedes the communication
process.
Types of Interference
Ÿ Internal - psychological or physiological noise within the
communicator.
Ÿ External - noise in the form of sights and sounds.
Ÿ Semantic - language barrier between
Ÿ the communicators.
7. Situation/Context - refers to all the interralated conditions in the
communication process.
 Communication Models
1. Shannon and Weaver Communication Model
2. SMCR Communication Model
3. Schramm Communication Model
4. Transactional Communication Model

Shannon and Weaver Communication Model

Ÿ The model was designed by Claude Shannon and Warren Weaver

in 1949 mirroring radio and telephone technologies.
Ÿ This model is said to be the first major model for communication.
Ÿ They constructed this model based on the following elements:
information source, which is the producer of the message;
transmitter, which encodes the message into signals; channel,
which adapts signals for transmission; and destination, where the
message arrives.
Ÿ Shannon and Weaver also recognized that there could be
interference or noise in the transmission of the message.
 SMCR Communication Model

S - Sender
M - Message
C - Channel
R - Receiver

Ÿ The SMCR model was designed by David Berlo in 1960 which is an

expansion of the Shannon and Weaver communication model.
Ÿ SMCR stands for Sender-Message-Channel-Receiver and it
separates the elements of communication into distinct parts.
Ÿ The participants in the communication process (the sender and the
receiver) are governed by factors like communication skills, attitude,
knowledge, social system, and culture when they communicate.
 Schramm Communication Model

Ÿ This model was designed by Wilbur Schramm in 1954 which

describes communication along different major dimensions.
Ÿ It outlines what types of things are communicated (message), by
whom (sender), in which form (form), through which medium
(channel), and to whom (receiver).
Ÿ Between or among the communicators, communication may include
sharing of knowledge and ideas, giving of advice or commands, or
asking questions, among others.
 Transactional Communication Model

Ÿ The transactional model operates on the premise that the

communicators simultaneously engage in the act of sending and
receiving messages.
Ÿ The model was proposed by Barlund in 2008, and it posits that how
the individual communicates determines the way the message will
be interpreted.
Ÿ Furthermore, this model suggests that both the sender and the
receiver have their own personal filters when they send or receive
messages.
Ÿ These filters may include factors like gender, age, culture, and
value system, among many others, which may alter the intended
meaning of the message.
 Forms of Communication
Ÿ Every day of our lives, we deal with people, we communicate with
people-with family, with friends, with teachers, with colleagues,
even with strangers.
Ÿ As Barry and Fulmer (2004) suggest, the key to effective
communication is to match the communication channel with the
goal of the message.
Ÿ Written media may be a better choice when the sender:
Ÿ wants a record of the content,
Ÿ has less urgency for a response,
Ÿ is physically separated from the receiver,
Ÿ doesn't require a lot of feedback from the receiver,
Ÿ or when the message is complicated and may take some
time to understand."

General Forms of Communication

1. Verbal Communication - refers to the sharing of information,
ideas, thoughts, and feelings between individuals using speech or
spoken communication.

2. Non-verbal Communication - refers to the transmission of a

message without the use of words.
Ÿ Non-verbal cues that can enhance or hamper the effectiveness of
verbal communication:
1. Facial Expressions
2. Eye Contact
3. Body Language
4. Posture
5. Space

3. Written Communication
Ÿ It refers to the type of communication that uses the written
language.

4. Other Forms of Communication

4.1. Intrapersonal Communication
Ÿ McLean (2005) defines intrapersonal communication as
communicating with oneself. (Soliloquy, Introvert)
 4.2. Interpersonal Communication
Ÿ This type of communication refers to the exchange of ideas
between two or more people. (Extrovert)
4.3. Public Communication
Ÿ This refers to the delivery of a message to a particular
group of people.
4.4. Visual Communication
Ÿ This refers to the transmission of information and ideas
using symbols and images.
4.5. Mass Communication
Ÿ Mass communication is a process in which a person, group
of people, or an organization sends a message through
television, radio, print media, and social media to a large
group of anonymous and heterogeneous people and
organizations.
4.6. Computer-Mediated Communication
Ÿ Computer-mediated communication is often referred to as
CMC. CMC is "the use of an application computer to
control multimedia interactive and message-based
communication" (Walters, 1995).
 Conversation is the most common form of verbal communication

Types of Conversation (Angel, 2016)

1. Dialogue is a cooperative, two-way
conversation. The goal is for participants to exchange information
and build relationships with one
another.
2. Debate is a competitive, two-way
conversation. The goal is to win an
argument or convince someone, such as the other participant or
third-party
observers.
3. Discourse is a cooperative, one-way conversation. The goal is to
deliver information from the speaker to the listeners.
4. Diatribe is a competitive, one-way conversation. The goal is to
express
emotions, browbeat those that disagree with you, and/or inspire
those that share the same perspective.

Some Suggestions for Effective Verbal Communication

1. Know your audience
2. Know your topic
3. Plan your presentation
4. Be familiar with the venue
 Visual Communication
What is Visual Communication?
Ÿ Visual Communication refers to the use of any image to
communicate an idea.

Aldous Huxley
Ÿ "The more you see, the more you know"

Tracing the History of Visual Communication

1.Cave Paintings
Ÿ Cave paintings are believed to be a primitive form of communication
that were etched or drawn on cave walls and ceilings.
2. Petroglyphs
Ÿ These are images carved on rocks believed to have been originated
by the Neolithic people some 10,000 to 12,000 years ago.
Ÿ Neolithic People
Ÿ Skilled Farmers
3. Geoglyphs
Ÿ These are drawings or designs on the ground produced by
arranging gravel, stones, or soil.

4. Pictograms, Ideograms, and Logograms

Ÿ Pictograms are images the represent physical objects
Ÿ Ideograms are images the represent ideas
Ÿ Logograms are images the represent logos
Ÿ They were used by various ancient cultures all over the world since
around 9000 BC and began to develop into logographic writing
systems around 5000 BC
Ÿ The dog illustration is a pictogram. The red circle and bar is an
ideogram, meaning "not allowed."
5. Cuneiform (kyoo-nee-uh-form)
Ÿ One of the world's earliest systems of writing is the cuneiform script
invented by the Sumerians.
Ÿ The writing system employed signs to represent numbers, things,
words, and the sounds of words.
6. Hieroglyphics
Ÿ It contained a combination of logographic, alphabetic, and
ideographic elements used by the Ancient Egyptians.
Ÿ Visual communication is now one of the most common forms of
transmitting ideas and information.
 Semiotics
Ÿ to analyze how people make meaning out of images and symbols,
and how those images and symbols are analyzed and interpreted.

Major Perspectives in Analyzing Visual Images

1. Personal Perspective
Ÿ This view posits that the analysis of an image depends on the
individual's thoughts and values and the way he or she looks at
things using his or her own personal lens.
2. Historical Perspective
Ÿ This perspective refers to the determination of the importance of the
work based on the medium's timeline.
3. Technical Perspective
Ÿ This perspective takes into account how different media convey
messages differently based on the platform used.
4. Ethical Perspective
Ÿ This perspective considers the moral and ethical responsibilities
shared by the artist or the producer of the image, the subject, and
the viewer.
5. Cultural Perspective
Ÿ This perspective brings to the fore the idea that all cultures use
symbols to communicate meanings within groups.
6.Critical Perspective
Ÿ This perspective allows the audience to look at the larger issues
associated with the image, meaning the issues transcend the image
and shape a reasoned personal reaction.
 Communication Ethics
Ethics in General
Ÿ Ethics deals with the issues of right and wrong in human affairs.
Ÿ We are faced with ethical dilemmas when we ask ourselves
whether what we do is fair or unfair, moral or immoral, honest or
dishonest, and just or unjust.

Ethics in Communication
Ÿ Since communication is an everyday activity, it should also observe
ethical standards because ethical communication gives rise to trust.
Ÿ Only when people perceive us as ethical and trustworthy will we be
able to make them believe in what we say.

1. Be Truthful
Ÿ Truthfulness is fundamental to all forms of communication.
Ÿ Communicators who are caught lying will lose their credibility and
the goodwill of the audience, which are essential to influencing
them.
2. Show Respect for the Power of Words
Ÿ Words are powerful.
Ÿ They can make or break careers, launch wars, or bridge peace,
among others
3. Invoke Participatory Democracy
Ÿ Communication ethics is a joint responsibility between the speaker
and the audience.
Ÿ For example, speakers should put themselves in the shoes of the
listeners and see if they are treating the listeners as they would like
to be treated with respect.
4. Demonstrate Mindfulness of Cultural Diversity
Ÿ Ethical communicators construct their speeches being mindful of
cultural differences-that means being careful not to offend others
with the things that they say.
5. Treat People as Ends, Not Means
Ÿ The best interest of the audience should be the ends sought by the
speaker. We should refrain from manipulating people just so we can
achieve what we want.
 Guidelines for Ethical Listening
1. Be Courteous and Attentive
Ÿ Just as speakers have the ethical obligation to prepare for their
speeches, the listeners have the ethical obligation to be courteous
and attentive during the delivery of the speech.

2. Avoid Prejudging the Speaker

Ÿ Jumping to conclusions about the points of the speaker even before
the speech begins is one of the major barriers to effective listening.
Ÿ This doesn't mean that you have to agree with everything that the
speaker says.
Ÿ Listen to the speaker even if you don't agree with him or her

3. Maintain the Free and Open Expression of ldeas

Ÿ A democratic society depends on the free and open expression of
ideas
Ÿ Just keep in mind that ensuring a person's right to express his or
her ideas doesn't mean agreeing with those ideas.
 Public Speaking
What is Public Speaking?
Ÿ ...one delivers a message/speech in front of an audience.

Elements of Vocal/Verbal Delivery

1. Pitch
Ÿ This refers to the highness or lowness of the tone of the voice.
2. Volume
Ÿ This refers to the loudness or softness of the sound.
3. Rate
Ÿ This refers to the speed at which words are spoken.
4. Pause
Ÿ This refers to the temporary stop in the vocal delivery, which serves
a good purpose.
5. Animation
Ÿ This refers to the liveliness of the voice.
6. Vocal Clarity
Ÿ This refers to proper pronunciation.
7. Vocal Quality
Ÿ This refers to the distinct characteristic of one's voice.
 Elements of Non-Vocal/Physical Delivery
1. Facial Expression
Ÿ ...speakers project their voice or dancers move their
body,....appropriate facial expressions
2. Eye Contact
Ÿ Looking directly at the audience will make them feel that they are
significant part of the presentation.
3. Gestures
Ÿ Too much gestures might be an overkill; too little of them might
make the presentation dull.
4. Posture
Ÿ ...does not have to be very stiff nor does it have to be too relaxed
5. Movement
Ÿ Knowing when to move to and fro must be clear to every speaker.
Ÿ Effective movements must be purposeful, that is, the speaker
moves only when making or emphasizing a point.
6. Appearance
Ÿ How the speaker looks can make the audience interested and pay
attention to his/her presentation.

Why Do We Fear Public Speaking?

Ÿ According to BDO, Seidman & LLP (2009), people who deliver
speeches look themselves as the "center stage".
Ÿ BDO, Seidman, & LLP (2009) offer three steps to overcome stage
fright.
1. Be prepared.
2. Keep on practicing.
3. Relax before speaking.
 Preparation for Oral Delivery
1.Use your voice properly.
2. Relax and speak naturally.
3. Use the language effectively.
4. Be careful in articulation and pronunciation.
5. Avoid nervous fillers and slang words.
6. Show passion and sincerity.
7. Use nonverbal signs.
8. Be prepared.

4 C's
Ÿ Communication
Ÿ Connection
Ÿ Collaboration
Ÿ Confidence
 SPEECHES ACCORDING TO PURPOSE

4 Purpose of Speeches
Ÿ To Inform
Ÿ To Demonstrate
Ÿ To Persuade
Ÿ To Entertain

PURPOSE OF SPEECH
Ÿ In delivering a speech, you must know the purpose of your piece
before delivering it in front of an audience.

INFORMATIVE SPEECH
Ÿ This speech serves to provide interesting and factual information to
your audience.

Main elements in writing an Informative Speech:

1. Knowledge
2. Key Points
3. Interest

DEMONSTRATIVE SPEECH
Ÿ This speech is written to explain and show people a step-by-step
instruction on how to do something.

MAIN ELEMENTS IN WRITING A DEMONSTRATIVE SPEECH

1. Instructions
2. Task Breakdown
3. Key Points

PERSUASIVE SPEECH
Ÿ This speech is written to persuade or convince your audience of the
validity of your argument.

MAIN ELEMENTS IN WRITING A PERSUASIVE SPEECH:

1. Credibility
2. Passion
 ENTERTAINING SPEECH
Ÿ This speech's sole purpose is to have your audience enjoy the
presentation.

How do you make a speech entertaining?

Guidelines in creating an Entertaining Speech:

1. Choose an appropriate topic
2. Enjoy yourself
3. Keep it simple
4. Make it visceral
 Speeches According to Delivery

What is Speech Delivery?

Ÿ Speech delivery is one of the most important aspect in delivering a
speech aside from the preparation of the speech which entails
research , organization , outlining , and practicing.

4 Methods of Delivery
1. Impromptu Speaking
Ÿ is the presentation of a short message without advance preparation

Examples:
Self-introductions in group settings
Ÿ “Hi, my name is Steve, and I’m a volunteer with the Homes for the
Brave program.”
When answering a question:
Ÿ “What did you think of the documentary?”

Advantage:
Ÿ it’s spontaneous and responsive in an animated group context.

Disadvantage:
Ÿ the speaker is given little or no time to contemplate the central
theme of his or her message.
 2. Extemporaneous Speaking
Ÿ is the presentation of a carefully planned and rehearsed speech,
spoken in a conversational manner using brief notes.

Examples:
Ÿ Speaking about workplace safety and you use the term “sleep
deprivation”. If you notice your audience’s eyes glazing over, it is an
indication of their uncertainty about what you mean. If this happens,
you can add a short explanation; for example, “sleep deprivation is
sleep loss serious enough to threaten one’s cognition, hand-to-eye
coordination, judgment, and emotional health.”, or instead provide a
concrete example to illustrate the idea. Then you can resume your
message, having clarified an important concept.

Advantages:
Ÿ It promotes the likelihood that you, the speaker, will be perceived as
knowledgeable and credible.
Ÿ audience is likely to pay better attention to the message because it
is engaging both verbally and nonverbally.

Disadvantages:
Ÿ It requires a great deal of preparation for both verbal and nonverbal
components of the speech.
Ÿ Adequate preparation cannot be achieved the day before you’re
scheduled to speak.
 3. Manuscript Speaking
Ÿ is the word-for-word iteration of a written message.

Advantage:
Ÿ the exact repetition of original words.
Ÿ In reading one word at a time, in order, the only errors would
typically be mispronunciation of a word or stumbling over complex
sentence structure.

Example:
Ÿ Reading a statement about organization’s legal responsibilities to
customers may require that the original words be exact.

Disadvantages:
Ÿ it’s typically an uninteresting way to present.
Ÿ The speaker has rehearsed the reading as a complete performance
animated with vocal expression and gestures (as poets do in a
poetry slam and actors do in a reader’s theater) the presentation
tends to be dull.
Ÿ It is worth noting that professional speakers, actors, news reporters,
and politicians often read from an autocue device, such as a
teleprompter, especially when appearing on television, where eye
contact with the camera is crucial.

Success in Manuscript Speaking medium depends on two

factors:
1. the speaker is already an accomplished public speaker who has
learned to use a conversational tone while delivering a prepared
script; and
2. the speech is written in a style that sounds conversational.
 4. Memorized Speaking
Ÿ is the rote recitation of a written that the speaker has committed to
memory.

Advantages:
Ÿ Maintain eye contact with the audience through the speech.
Ÿ Being free of notes means that you can move freely around the
stage and use your hands to make gestures.
Ÿ If your speech uses visual aids, this freedom is even more of an
advantage.

Disadvantages:
Ÿ You plan and memorize every vocal cue (the subtle but meaningful
variations in speech delivery, which can include the use of pitch,
tone, volume, and pace), gesture, and facial expression, your
presentation will be flat and uninteresting, and even the most
fascinating topic will suffer. You might end up speaking in a
monotone or a sing-song that fails to emphasize the most important
points.
Ÿ If you lose your place and start to ad lib, the contrast in your style of
delivery will alert your audience that something is wrong.
Ÿ More frighteningly, if you go completely blank during the
presentation, it will be extremely difficult to find your place and keep
going.
 Speeches According to Special Occasions
What is Special Occasion Speech?
Ÿ Ceremonial speeches are given during a ceremony or a ritual that
observes formality or etiquette.

The Special Occasion Speeches

1. Speeches of Introduction
Ÿ A speech of introduction should be a complete speech and have a
clear introduction, body and conclusion.
2. Speeches of Presentation
Ÿ This speech is given to accompany a prize or honor. When creating
a speech of presentation, it is important to ask how long the speech
will be.
3. Speeches of Dedication
Ÿ This speech is delivered when a new store opens, a building is
named after someone, or a new library is completed, and so on.
Ÿ When choosing who to write your dedication for, think about the
process you just went through and who helped you get through it.
Ÿ After you have decided who you will write your dedication for, you
must decide how you are going to identify them.
Ÿ The next component in writing your dedication is explaining why
you chose this person. Many authors provide a reason for their
dedication selections. There are many ways you can address your
dedication. You could write, "I dedicate this …", "This is dedicated to
…", "To: …", "For: …", or simply just start writing your dedication
without any formal address.

Ÿ Alternative Dedications
Ÿ It has been extremely popular over the years to write a
dedication page using alternative formats.

4. Toast
Ÿ A toast is a speech designed to congratulate, or appreciate.
5. Eulogies
Ÿ Praise/ giving honor of someone who died.
 6. Speeches of Farewell
Ÿ This speech allows someone to say good-bye to a part of his/her
life as he/she will move on to the next chapter that awaits him/her.
7. Speeches of Promotion
Ÿ Speeches are a form of writing in which the writer imparts an
important, often galvanizing message to an audience
8. Roast
Ÿ Such speeches are done using wit, satire and sarcasm.

9. Dramatic Speeches
Ÿ It is a speech of some duration addressed by character and usually
performed on stage with characters on play or role-playing a story.

Types of Dramatic Speeches

Ÿ Monologue
Ÿ Soliloquy
Ÿ Aside
Ÿ Dialogue

10. Inspirational Speeches

Ÿ The goal of this speech is to elicit an emotional state within an
audience.
11. Speeches of Goodwill
Ÿ Goodwill speeches highlight shared values, customs, beliefs, and
morals.

Types of Speeches of Goodwill

Ÿ Public Relations
Ÿ Justification
Ÿ Apology
 Computer-mediated Communication
What is Computer Mediated Communication?
Ÿ Computer-Mediated Communication (CMC) is any form of
communication between two or more individual people who interact
and/or influence each other via separate computers through the
Internet or a network connection - using social software.
Ÿ CMC, includes everything from structured projects to open projects
in which students are free to work on "messy"--but authentic--
problem solving.
Ÿ Computer mediated technology provides tools that are useful in
promoting collaborative learning activities that can mediate
communication between learners.

Examples of CMC can include:

Ÿ emails
Ÿ mailboxes
Ÿ shared network group folders
Ÿ discussion boards (or fora/forums)
Ÿ frequently updated hyperlinked webpages.

Types of Computer Mediated Communication

A. Asynchronous Communication
Ÿ Asynchronous activities are independent of real-time and are
comprised of activities, such as, viewing a web page, composing an
Electronic Mail (e-mail), watching a video clip, or downloading a file.

Benefit:
Ÿ Opportunities to think about course content
Ÿ To address a diverse set of topics in more depth than can be done
in class or in asynchronous environment

B. Synchronous Communication
Ÿ Synchronous activities occur concurrently between two or more
users including such real-time applications as chat rooms or instant
messaging which allow users to interact simultaneously through
text, audio, and video with other users located anywhere in the
world.
Problems encountered in Asynchronous CMC
1. The levels of participation are usually very poor with CMC for
some reasons.

2. Posts to the discussion boards need to be frequent for people to

maintain an interest in the boards, and so if the level participation
drops below a certain degree, no further postings take place.

3. Checking the discussion board for posts requires learning to

incorporate an additional activity to one's routine, which often
means people don’t take part.

4. The asynchronous nature encourages people to give

participation a lower priority.

How can we solve these problems?

1. Raise the profile of postings by using discussion board software
that also sends emails to the users' email account (and so is a
combination discussion board and mailbase).

2. Make the discussion time -dependent, so that participants cannot

procrastinate.

3. Regularly structure the discussion threads using some of the

following actions:

4. Cut and paste discussion threads that diverge or are repeating

discussions elsewhere, so that each thread corresponds to one
topic.

5. Identify specific points within the threads to prompt particular

discussions, eliciting answers to specific questions.
Problems encountered in Synchronous CMC
1. Multiple threads of discussion are created which become too
difficult to follow for some students, particularly true of those
students who are communicating in another language other than
their first language.

2. Students on a slow connection always lag slightly behind in the

discussion.

3. The discussion tends to lose focus because of many side

discussions.

4. Some students cannot jump in because they are slow typists.

5. Responses get out of sequence.

6. Failing to provide a platform for all students to participate equally

implicitly censors some of the participants

How can we solve these problems?

1. The solution to this is to have a prepared set of questions,
subjects to discuss, etc. and have a fixed order for the students to
respond in.

2. Allow a certain “open time” for students to chat with each other.
This allows the students who are less familiar with the technology to
practice.

3. Also, it provides an opportunity for students who are more

familiar with the technology to introduce some of the abbreviation
and emoticons used in chat to their less experienced peers.

4. Explain the procedure for participation: i.e. that comments or

responses have to be done in a sequence.

5. Impose order on the discussion when required. The lecturer’s

role in a chat also includes that of moderator.
Whereas in face-to-face one’s authority can be underlined by
raising one’s voice, in chat you can use upper case to make your
point more forcefully.
 Which CMC should we use?
The major factor in selecting a CMC medium is “should the
communication be synchronous or asynchronous?” This decision
should be based on the following criteria:
Ÿ Can all of the participants meet at the same time?
Ÿ Is the activity time -dependent (i.e. to fit in with a teaching
program)? If so, then a synchronous medium is most appropriate.
Ÿ Are the participants part-time students/spread across time zones?
Ÿ Is the subject matter one which requires in-depth analysis and
response? If so, then an asynchronous medium is most
appropriate.
Ÿ The use of CMC
Ÿ Educators often categorize the use of instructional CMC in three
ways:
Ÿ For conferencing
Ÿ Informatics
Ÿ Computer-assisted instruction (CAI)
Ÿ Informatics (repositories or maintainers of organized information)
include library online public access catalogs (OPACs), interactive
access to remote databases, program/data archive sites (e.g.,
archives of files for pictures, sound, text, movies), campus-wide
information systems, wide-area information systems, and
information managers.
 LOCAL AND GLOBAL COMMUNICATION IN MULTICULTURAL
SETTING
Ÿ Communication is often defined as the sharing of information,
ideas, and messages between two or more people.

The Nature and Scope of Local and Global Communication

Intercultural Communication
Ÿ When we speak about intercultural communication, we are
concerning ourselves with the process of interpreting and sharing
meanings with individuals from different cultures.

Intercultural Communication and Its Various Forms

Ÿ Interracial communication …
Ÿ Interethnic communication…
Ÿ International communication…
Ÿ Intracultural communication…

Interracial Communication
Ÿ is a genre of communication study that embraces the interactions
between people representing different historical races.

Interethnic Communicaton
Ÿ is defined as the communication of the representatives of different
ethnic communities in situations of prolonged cohabitation in the
same society and citizens of one state.

International Communication
Ÿ Can be defined as communication between nations, but we
recognize that nations do not exist independent of people.

Intracultural Communication
Ÿ is the type of communication that takes place between members of
the same dominant culture, but with slightly different values, as
opposed to “intercultural com- munication” which is the
communication between two or more distinct cul- tures.
 Understanding One Another
Cultures and Co-cultures
Culture
Ÿ is the system of knowledge, beliefs, values, customs, behaviors,
and artifacts that are acquired, shared, and used by its members
during daily living.

Co-cultures
Ÿ Within a culture as a whole are co-cultures; these are composed of
members of the same general culture who differ in some ethnic or
sociological way from the parent culture.

Co-culture Strategies
Ÿ Assimilation
Ÿ Accommodation
Ÿ Separation

Assimilation
Ÿ Is the process whereby individuals or groups of differing ethnic
heritage are absorbed into the dominant culture of a society.

Accommodation
Ÿ Is when one culture integrates into another without losing its
identity. This integration can occur as someone takes on the cultural
norms of the area where they live or visit, but they do not lose their
own cultural norms in private

Separation
Ÿ Occurs when individuals reject the dominant or host culture in favor
of preserving their culture of origin.
 Exploring Cultural Dialectics Individualism Versus Collectivism
Ÿ Individualism refers to cultures in which individual goals are
stressed while collectivism refers to cultures in which group goals
are stressed.
Ÿ Collectivism stresses the importance of the community, while
individualism is focused on the rights and concerns of each person.
Whereunity and selflessness or altruism are valued traits in
collectivist cultures, independence and personal identity are
promoted in individualistic cultures.

High Context Versus Low Context Communication

Ÿ High context communication is a tradition-bound communication
system which depends on indirectness while low context
communication is a system that encourages directness in
communication.

High Power Distance Versus Low Power Distance

Ÿ Power distance measures the extent to which individuals are willing
to accept power differences. High power distance cultures are
based on power differences in which subordinates defer to
superiors while low power distance cultures believe that power
should be used only when legitimate.

Masculine Versus Feminine Culture

Ÿ Cultures differ in their attitudes toward gender roles. Masculine
cultures are cultures that value aggressiveness, strength, and
material symbols of success.
Ÿ Feminine cultures are cultures that value tenderness and
relationships. Among highly masculine cultures are Japan, Italy,
Germany, Mexico, and Great Britain. Among highly feminine
cultures are Sweden, Norway, the Netherlands, Thailand, and Chile.
 CULTURAL AND GLOBAL ISSUES AFFECTING
COMMUNICATION

Cultural and Global Issues Affecting

Communication Cultural Differences: Influences on Cultural

Identity
Ÿ German et al. (2003) defines culture as a social group’s system of
meanings.

Ÿ Our racial and ethnic identities are similarly socially constructed.

Some racial and ethnic groups, for example, share experiences of
oppression.
Ÿ Religious identity is at the root of countless contemporary conflicts
occurring in the Middle East, India and Pakistan, and Bosnia-
Herzegovina.

Ethnocentrism vs. Cultural relativism

Ÿ Ethnocentrism, the tendency to see your own culture as superior
to all others, is a key characteristic of failed intercultural
communication efforts.

Ÿ Cultural relativism is the opposite of ethnocentrism. When you

practice cultural relativism, instead of viewing the group to which
you belong as superior to all others, you work to try to understand
the behavior of other groups on the basis of the context in which the
behavior occurs rather than from your own frame of reference.

Stereotype and Prejudice

Ÿ Stereotypes are mental images or pictures we carry around in our
heads; they are shortcuts, whether positive or negative, that guide
our reactions to others.

Ÿ Prejudice describes how we feel about a group of people whom,

more likely than not, we do not personally know.
 Cultural Differences
Ÿ Cultural Differences causes behavior and personality Differences
like body Language, Thinking, manners and norms which leads to
miscommunication.
Ÿ Religion - similar to ethnocentrism and stereotyping, religion also
disrupts communication as it creates specific image of people who
follow other religions. People find it difficult to talk to people who
follow different religions.

Ways to improve your ability to communicate interculturally

1. Refrain from formulating expectations based solely on your own
culture.
Ÿ When those you interact with have diverse communication styles, it
is critical that you acknowledge the differences and accept their
validity.

2. Recognize how faulty education can impede understanding. It is

important to identify and work to eliminate any personal biases and
prejudices you have developed over the years.

3. Make a commitment to develop communication skills and abilities

appropriate to life in a multicultural world.

What factors can affect communication?

Common Barriers to Effective Communication:
Ÿ The use of jargon....
Ÿ Emotional barriers and taboos. ...
Ÿ Lack of attention, interest, distractions, or irrelevance to the
receiver....
Ÿ Differences in perception and viewpoint.
Ÿ Physical disabilities such as hearing problems or speech
difficulties
 Your ability to develop intercultural communication skills
depends in large part on how many of the following promises
you are willing to make:
Ÿ I will make a commitment to seek information from persons whose
cultures are different from my own.
Ÿ I will try to understand how the experiences of persons from
different cultures lead them to develop perspectives that differ from
mine.
Ÿ I will pay attention to the situation and the context when I
communicate with persons from different cultures.
Ÿ I will make every effort to become a more flexible communicator.
Ÿ I will not insist that persons from other cultures communicate with
me on my terms.
 Terms, Expressions and Images Reflecting Different Cultures

How Can We Understand Each Other?

Ÿ Communication of any type usually happens very quickly.
Ÿ Communicating “across” cultures is even more complicated
because we tend to interpret messages in split seconds based on
the past experiences and the cultural grids that were passed down
to us in our home cultures.
Ÿ We base much of our understanding on the verbal and nonverbal
cues available to us.
Ÿ Verbal cues are the words and sounds people emit when
communicating.
Ÿ Nonverbal cues are facial expressions, gestures, and other things
that don’t require sound, but still offer a message.
Ÿ Communication must be placed into a framework of understanding
or it is meaningless.
Ÿ That framework is based on assumptions from our home culture
and any other cultures that we have come into contact with.

What is Cultural Ignorance?

Ÿ Communicators who fail to realize that persons from different
cultures may not look, think, or act as they themselves do run the
risk of having those with whom they interact judge them to be
insensitive, ignorant, or culturally confused.
Ÿ Cultural misunderstandings often lead to lost opportunities and
increased levels of tension between people.
Ÿ The following examples demonstrate the extent to which cultural
ignorance affects communication:
Ÿ McDonald’s fast-food chain unintentionally offended
thousands of Muslims when it printed an excerpt from the
Koran on its throwaway hamburger bags. Muslims saw this
as sacrilegious. The mistake could have been avoided if
McDonald’s had displayed greater sensitivity and
awareness.
Ÿ Americans tend to value personal achievement and
individualism. In contrast, Asian and Native American
cultures stress group cohesion and loyalty, placing greater
emphasis on group rather than individual achievement.

Ÿ On the other hand, poor cross cultural awareness has

many consequences, some serious, others comical.
Ÿ These are some of the cross cultural blunders that could
have been avoided if we are culturally sensitive.

Ÿ A company advertised eyeglasses in Thailand by featuring

a variety of cute animals wearing glasses.
Ÿ The ad was a poor choice since animals are considered to
be a form of low life and no self-respecting Thai would
wear anything worn by animals.

Ÿ When former President George Bush went to Japan with

Lee Iacocca and other American business magnates, and
directly made explicit and direct demands on Japanese
leaders, they violated Japanese etiquette.
Ÿ To the Japanese (who use high context language), it is
considered rude and a sign of ignorance or desperation to
lower oneself to make direct demands.
Ÿ These are some terms, expressions and images reflecting different
cultures.
Ÿ Failing to develop insights into cultural nuances and differences can
be costly.
Ÿ Recognizing and responding to differences among cultures allows
for more meaningful relationships.
Ÿ At the same time, one has to be mindful that not everyone from a
particular culture exhibits the same characteristics and
communication traits.