Major 2a( Language, Culture, and society)

Midterm Module

Name: Garzon, Jella Vanessa L.

Course/Year: BSED- I

Activity
To what linguistic component are the following appropriate?

Pragmatics 1. speech act

Pragmatics 2 functions of the language
Semantics. 3. synonyms and antonyms
Semantics 4. signs and symbols
Syntax 5. sentence patterns
Syntax 6. paragraph development
Morphology 7. Affixation
Morphology 8. acronymy
Syntax 9. phrasing and blending
Phonology 10. contoids and vocoids

Activity
A. Identify the general function of the language in the given utterances.

Physiology. 1. "Honey, I'm afraid you will leave me.

Communicating 2. "Class, I want you to write a diary for a month."
Communicating 3. "I am inviting you for a dinner tonight."
Communicating 4. "Noel, your classmate needs to connect with you through messenger. He has
something to tell you."
Reasoning. 5. "For me, the government can't manage the COVID 19 situation in the country for
there is always a surge of cases everyday.
Physiology 6. "This is really an awesome beach."

B. Identify the meta function of the language in the given utterances.

Interpersonal 7. "Can I join with you, guys? I just want to be your friend."
Ideational 8. "The world is teeming with technological savy."
Interpersonal. 9. "Come on, we have something to celebrate. Let us cheer for the success of our
company."
Textual 10. "That smells Adobo. I can't wait to eat anymore."

Activity
Write T if the statement is true; F if it is false. Write your answer on the blank provided.

F 1. Interlanguage is believed to be lasting.

T 2. In Philippine English, the use of “may” is evident to show the politeness principle.
T 3. The Inner Circle covers the native speakers of English.
F 4. China, Japan, Germany, Turkey, Egypt, and Israel are Excluded in the Outer Circle.
F 5. Nigeria, Philippines, India, Pakistan, Malaysia, and belong to the Inner Circle.
T 6. Interlanguage results from several language-learning Processes
T 7. Pidgins are used as lingua franca for trade or any other practical interaction
T 8. Learning to communicate across cultures leads to Understanding the many accents and
varieties of English.
T 9. Linguistic constructions that that are understood and acceptable in local English could be
misinterpreted and unacceptable In Standard English.
T 10. Since speakers of local English’s are able to communicate in their own varieties of English,
they can use their brands of the language in intercultural interactions

Which of the aforementioned theories of language origin do you believe?

Explain your view.
If I were to select one theory of language origin among those mentioned, I would opt for the
Bow-Wow Theory. This theory proposes that the genesis of language can be traced back to our
ancestors imitating the sounds of the natural world. While these theories are speculative and lack
concrete evidence, the notion of early humans using onomatopoeic words to represent objects or
events appears reasonable and in line with the idea of language emerging from the imitation of natural
sounds. Nevertheless, it is crucial to acknowledge that the true origins of language remain uncertain
and may involve a combination of various factors.

Activity
Choose a model of language and culture and cite an example based on your usual observation.

The Sapir-Whorf hypothesis, also known as linguistic relativity, suggests that language has
the power to influence how individuals perceive and think about the world. It proposes that the
structure and vocabulary of a language can shape our thoughts, experiences, and cultural perspectives.

To illustrate this, languages may have different ways of categorizing colors. Some languages
may have distinct terms for light and dark shades of blue, while others may use the same word for
both. Additionally, languages can vary in how they express spatial relationships. Some languages may
rely on absolute directions like north, south, east, and west, while others may use relative terms like
left and right. The way time is conceptualized and expressed can also differ across languages. Some
languages may use spatial metaphors or have specific verb tenses to convey temporal information.

Furthermore, language can reflect and influence cultural values and beliefs. Certain cultures
may have words or expressions that embody unique cultural concepts, traditions, or practices. These
examples demonstrate how language can shape our perception of colors, spatial relationships, time,
and cultural norms.

Overall, the Sapir-Whorf hypothesis highlights the intricate relationship between language
and cognition, suggesting that language plays a significant role in shaping our understanding and
interpretation of the world.

Activity
List down 5 non-verbal behaviors of cultures from different countries that were not mentioned
in this lesson.
1. Brazil:
In Brazil, physical contact is common during conversations. People may stand closer to each other,
greet with a kiss on the cheek, and engage in more touching gestures during interactions.

2. Thailand:
In Thai culture, the wai is a common form of greeting and showing respect. It involves pressing the
palms together in a prayer-like gesture and bowing slightly. The height at which the hands are held
and the depth of the bow can vary depending on the social status and age of the person being greeted.

3. France:
In France, maintaining eye contact during conversations is seen as a sign of attentiveness and respect.
Breaking eye contact or avoiding it may be interpreted as disinterest or rudeness.

4. India:
Head bobbling is a non-verbal gesture commonly used in India. It involves moving the head from side
to side in a gentle, rhythmic motion. The meaning of the head bobble can vary depending on the
context, but it is often used to convey agreement, understanding, or acknowledgement.

5. Mexico:
In Mexican culture, physical touch is common during conversations. People may greet each other
with a warm handshake or a hug, especially among friends and family members. Touching someone’s
arm or shoulder while speaking is also considered a friendly gesture.

Activity
Cite an instance where you experience misinterpretation or miscommunication due to cultural
differences.

As a student, I encountered a situation where miscommunication arose due to cultural

differences. During a group project, I collaborated with classmates from diverse cultural backgrounds.
Our task involved presenting our project findings to the class.
In my own culture, it is customary to maintain direct eye contact while speaking as a sign of
attentiveness and involvement. However, one of my group members, hailing from a culture where
prolonged eye contact can be viewed as disrespectful, avoided looking directly at me during my
presentation. Initially, I misinterpreted this behavior as disinterest or disagreement, which made me
feel uneasy and caused doubts about the validity of my presentation.
Later on, during our group discussion, we had an opportunity to share our perspectives and
address any misunderstandings. It turned out that my group member was actually demonstrating
respect by refraining from extended eye contact, as it was considered impolite in their culture to
maintain constant eye contact with individuals in positions of authority.
Through open dialogue and a willingness to understand each other’s cultural norms, we were
able to resolve the miscommunication and enhance our teamwork. This experience highlighted the
significance of cultural sensitivity and the need to take different cultural perspectives into account to
prevent misunderstandings and foster effective collaboration.