Basilan State College

COLLEGE OF EDUCATION

PURPOSIVE
COMMUNICAT
ION IN
A COURSE MODULE
PURPOSIVE COMMUNICATION
USING ENGLISH IN MULTILINGUAL CONTEXTS
( G.E 100)
Bachelor of Secondary Education I ( BSED I )
First Semester 2020-2021
Prepared by:
Wilmina U. Laja, MAED
Module Developer/Course Coach
Facebook Wilmina Laja
CP NO. 09653843156
 PREFACE

The Basilan State College (BaSC) remains focused in its vision and mission amidst the COVID 19 pandemic,

practicing and advocating is core values (accountability, commitment, cultural sensitivity, excellence, spiritual

uprightness, and service) . It is aligning all efforts toward its realization mindful and compliant to the Policies,

Standards , and Guidelines of both the Commission on Higher Education Programs and the Inter Agency Task

Force (IATF).The College shall adopt an instructional design in module making that is anchored on Behaviorist and

Constructivist Theories. This design was adopted Dr. Greg Pawilen’s model in module making which was presented

during the CHED and WUP Webinar on “Designing Instructional Modules for Flexible Learning” last August 14,

2020 . the model emphasized the use of 3R’s( read, reflect, and respond) as the most practical way in designing

modules.

To contextualize effective instruction, BaSC made some modifications that were based on existing principles

of learning and teaching. Hence each lesson in the module developed shall encompass the following domains and

processes.

A. Activation of Prior Knowledge. This shall be done through pre-testing or any other appropriate means to

determine what they already know about the lesson.

B. Engagement in Relevant Content and Appropriate Learning Activity/Activities. This is the part of the module

where lesson content is presented done by any or

a combination of the following providing relevant reading articles, listening to pre- recorded lecture or viewing

materials on related active link.

C. Reflection and Response/ Action. This shall be facilitated with the use of convergent and divergent

questions about the given reading, listening or viewing activity which shall be followed by a task to offer

provision for the application of a specific skill or combination of skills.

D. Summative Assessment. This shall be done at the end of every unit through a performance task that will

contribute in addressing the outcome of the course. However the teacher is highly encouraged to give

objective type of examination for board courses.

E. Feedback to improve learning and teaching. This shall be done as the need arises in each lesson of the

module that shall be written on the space provided for. The teacher has to take note of the difficulties cited

by students and as much as possible look for means to address them. Feedback shall serve as a basis for

additional knowledge. Once assimilated, it will form part of the students prior knowledge. Hence, the

instructional cycle continues. All activities/tasks shall be answered in the designated page number that shall

be cut and returned to the teacher on the date agreed upon.

Letter to the students

Dear Students:

In the midst of the challenges brought upon by the COVID-19 pandemic, I curated this module

that will serve as the key educational tool that will bridge the process of teaching and learning in the course

Purposive Communication Using English in Multilingual Context ( G.E. 100) for the entire semester f Academic

year2020-2021. Your midterm and final grades will solely be based on your performances in completing every set of

your learning modules. Nonetheless ,there is no reason for you to feel pressured in continuing your educational

journey as I will be behind you specifically during consultation time to address your learning difficulties in the course

and help you succeed.

This module is composed of five relevant sections; marked with specific directions. All activities

that will require your answer shall be placed in the separate answer sheets that I provided which you will detach and

submit to me as scheduled every week.

Never allow anything to hinder you from achieving the best. I believe you can! Just believe in yourself, invest interest,

and exert your effort.

Thank you and enjoy!

Truly yours,

WILMINA U. LAJA
Fb: wilmina laja
CP. # 0965384315

i
 Table of Content

Contents

Cover page

Letter to the Students I

Course Outline Ii

Table of Content Ii

Week 1

Lesson 0: Vision, Mission. Core Values .of Basilan State College,

BaSC Hymn

A. Activation of Prior Knowledge 3

B. Engagement in Relevant Content and Appropriate Learning Activity/Activities 3

1.Vision 2.Mission 3.Core Values College Hymn
4. Objective of College of Education

4. Reflection and Response/ Action 4

5. Summative Assessment 4

6. Feedback to Improve Learning and Teaching 5

ANNEXES

Week 2

Unit 1 : Language and Communication

Lesson 1 :The Nature of Language

A. Activation of Prior Knowledge

B. Engagement in Relevant Content and Appropriate Learning Activity/Activities

1.Nature of Language

C. Reflection and Response/ Action

D. Summative Assessment
E. Feedback to Improve Learning and Teaching

Annexes

Week 3
Unit 1 : Language and Communication

Lesson 2 : What is Communication

A. Activation of Prior Knowledge
 B. Engagement in Relevant Content and Appropriate Learning Activity/Activitie
1.. Communication
2. Types of Communication According to Mode
3. Types of Non-Verbal Communication
4. Functions of Communication
5. Communication in Various & Multicultural Contexts
6. Five Theories of Non-Verbal Communication
7. Types of Territories in Proxemics
8. Three Specific Cultures Based on Communication Styles by Richard Lewis
9. Types of communication according to mode
10. Types of Communication According to Purpose and Style

C. Reflection and Response/ Action

D. Summative Assessment
E. Feedback to Improve Learning and Teaching

Annexes

Course Code G.E 100 Week/Day 1

Duration 1:00-2:30 PM- MW

 Lesson No. 1

Course Description Vision, Mission, Core Values, College Hymn , Goal of College of Education

Lesson/Topic Basilan State College Vision, Mission, Core Values, College Hymn , Goal of College of
Education
Learning Outcomes: the 1. Demonstrate and understand the essence of Vision, Mission, Core Values, College
students can; Hymn , Goal of College of Education

Values Integration Uphold self-discipline, integrity , and commitment that would give name and honor to the
institution.

Reference (1984) College Charter and Student Handbook :Basilan State College
(2013) CHED Implementation Handbook for OBE Quezon City, Commission on Higher
Education

Course Coach WILMINA U. LAJA

Consultation Hour Follow the schedule ; 1:00- 2:30 MWF
Note : do not write on the Module. Worksheet is provided at the end of this module.

A. Activation of Prior Knowledge

Good morning my dear freshmen students. Everyone is anxious to know the overview of the course
outline and to get acquainted with your teacher and so with your classmates. Students, it is nice to have you in
my class, in like manner, I am glad to meet young dreamers and diverse students like you.

My dear students, I know you still remember the Vision and mission of the school where you came from.
Please answer the activity given below.

Activity I

Direction: give what is asked; ( write your answer at ANNEX A )

1. State from what school you finished your Senior High.

2. Write the Vision and Mission of your school where you came from.

B. Engagement in Relevant Content and Appropriate Learning Activity/Activities

Students, since this is our first meeting, then let me give you the overview of the Vision, Mission the
Core Values, Basilan State College Hymn and the Goal of the College of Education, in which you are enrolled
at. . Bear in mind that the Vision, Mission and the Core Values are the direction of the school.

Please read and understand the topic below.

Vision :A leading institution of excellence in innovative instruction and creative research and extension programs
and projects, directed towards lasting peace and total human development
Mission :Basilan State College shall provide quality human resources equipped with adequate knowledge, skills,
and attitude in technological, vocational and professional fields of instruction, research, extension, and
production to improve the quality of life of its clientele.

Core Values: Accountability, Commitment, Cultural Sensitivity, Excellence, Spiritual Uprightness, Service.

Basilan State College Hymn

Lyrics by; Dr. Carolina Q. San Luis

Music by; Paul Enriquez

In this island South of our country

Lies a school of higher knowledge
With her goals and our aspirations
We attain and we achieve
With honors filled with her glory
In her halls we learn the truth
Oh ! State school ! We all revere
We vow our praises through
Oh ! Basilan State College
We sing this hymn for you
We pledge support for ever
To work with lofty aims
Hail ! Alma Mater help us
In all that’s right and true
Dear Basilan State College
We will live for you
Dear Basilan State College
We will live for you

COLLEGE OF EDUCATION GOAL: Produce globally competitive teacher education graduates.

Now you are done reading the Vision, Mission, Core Values ,Basilan State College Hymn , and so with
Goal of the College of Education, I hope you understood what you have read. Please after reading and
understanding its substance, memorize it, until you internalize its essence. Memorize all of those topic, because
you will be given oral examination before the final examination.

C. Reflection / Response/ Action

Activity II ; Comprehension questions

Note : Please use the answer sheet provided for at ANNEX B

1. Are there schools without Vision and Mission?

2. Are the Vision, Mission , Goals , and Objectives important for every institution?
3. Translate the Vision and Mission of Basilan State College into your own Language/dialect.
4. Give the essence / message of the Basilan State College Hymn.
5. How will you protect the name and give honor to your Alma Mater?
D. Summative Assessment; ( this will be given to you at the end of the unit /chapter
that has been discussed)

E. Feedback to improve learning and teaching.

Write your comment;

______________________________________________________________________________________
______________________________________________________________________________________
_________________________________________________________________

Note ; Write your Feedback at Annex B

ANNEX A

Republic of the Philippines

BASILAN STATE COLLEGE
ENGLISH DEPARTMENT
Sumagdang, Isabela City, Basilan
First semester 2020-2021
PURPOSIVE COMMUNICATION (GE 100)
Name : _______________________________ Score : __________
Course and Year: _______________________ Date : ___________

Note: Read the instructions carefully. Focus on your paper. Strictly NO ERASURES on the paper,
otherwise all answers will be invalid.

ACTIVATION OF PRIOR KNOWLEDGE

Activity I

Direction: give what is asked; ( write your answer at ANNEX A )

6. State from what school you finished your Senior High.

7. Write the Vision and Mission of your school where you came from
.

Reflection / Response/ Action

Activity II ; Comprehension questions

Note : Please use the answer sheet provided for at ANNEX B

1. Are there schools without Vision and Mission?

__________________________________________________________________________________
____
2. Are the Vision, Mission , Goals , and Objectives important for every institution?
__________________________________________________________________________________
__________________________________________________________________________________
________
3. Translate the Vision and Mission of Basilan State College into your own Language/dialect.
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4. Give the essence / message of the Basilan State College Hymn.
__________________________________________________________________________________
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________________________________________
5. How will you protect the name and give honor to your Alma Mater?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
____________________________

F. Summative Assessment; ( this will be given to you at the end of the unit /chapter
that has been discussed)

G. Feedback to improve learning and teaching.

Write your comment;

_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
Course Code G.E 100 Week/Day 2

Duration 1:00-2:30 PM -MW

2:30-4:00 PM- TTH
Lesson No. 1

Course Description Purposive Communication

Lesson/Topic The Nature of Language

Learning Outcomes: the 1. Demonstrate an understanding of the key ideas in language and communication.
students can; 2. Relate personal experience with the input presented.

Values Integration Adopt cultural and intercultural awareness and sensitivity in communication.

Reference Purposive Communication Using English in Multilingual Contexts

Page 3-12
Authors : Marilu Rañosa Madrunio, Isabel Pefianco Martin
Course Coach WILMINA U. LAJA
Note: Return the answered Activity on its given due date. Do not write anything on the module

A. ACTIVATION OF PRIOR KNOWLEDGE

Good day my dear students. Today we will tackle our new lesson based on what we extracted in our
textbook.

Each of us came from different roots, cultures and practices, so much so with different languages we
speak. Without languages, we could hardly express our ideas, thoughts and feelings.

What will happen if we cannot communicate well? How will you appreciate other culture if you do not
know their language?
1
Kindly identify the following words below whether the spelling is correct or incorrect.( WRITE YOUR ANSWER
AT THE ANNEXES PROVIDED FOR AT THE END OF THIS MODULE)

Correct Incorrect
1. Aeroplane
2. Airplane
3. Colonize
4. Colonise
5. Defence
6. Defense
7. Enrolment
8. Enrollment
9. Honor
10. Honour

So you are done comparing its spelling. Just enjoy and have fun answering the activity.

Take a break ,, then continue reading…

B. ENGAGEMENT IN RELEVANT CONTENT AND APPROPRIATE LEARNING ACTIVITY/ACTIVITIES

THE NATURE OF LANGUAGE

What is Language?

Together with the creation of human life is the creation of a wonderful and dynamic human capacity-
language. Animals are said to be able to communicate with each other. Whales sing, wolves howl, dogs barks,
and birds chirps. The sounds these creatures produce often reflects the state of their emotions. While it may be
true that animals communicate, only human beings are truly capable of producing language.

What exactly is language? 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 (a lexicon). These are the
requirements for identifying a means of communication as a language. A monkey may be able to signal to its
partner that it is sharing food. The monkey will produce sounds and gestures, but will not be able to organize the
sounds into a meaningful system with rules. What the monkey is producing is not a language in the strictest
sense of the word. Human beings, on the other hand, are able to communicate their desire to share food through
several ways that are understandable to other human beings. They may utter a word (food !), raise a question
( Want some food?), or give statement ( I’d like to share some food with you ).

When people use language, they can understand each other because they belong to the same speech
community. They can understand each other, because in their speech community, people share the same set of
rules in the language system. While growing up, people acquire the language used by those in the community.
This is the process of language acquisition. The languages acquired while growing up are known as mother
tongues, which may also be referred to as first languages. People discover later on that other languages are
needed for various reasons. These other languages may be referred to as second languages. People learn
these languages by studying formally in school or informally on their own. This is the process of language
learning.

What happens if people visit another speech community that is different from their own? Americans and
British speak English. However, they spell English differently. They pronounce word differently. They have
different ways of expressing the same concepts. It can be said that the Americans and the British belong to two
speech communities which do not have exactly the same set of rules for their languages. This is why there are
differences in their languages. The opening on the previous page illustrates this reality.

What happens if you, for example, who speaks a mother tongue and English, go to work in China where
the residents speak Putonghua (Mandarin) and a little bit of English? Will you be able to communicate with the
Chinese? The answer is yes. Though it will be a challenge for you and your Chinese friends to try to understand
each other, eventually you will be able to communicate as you slowly learn each other’s languages. What is
happening here is called language contact. The result of such contact may be a new form of language.it is
possible that in your attempt to communicate with each other, you and your Chinese friend will produce a new
language form that is understandable to both of you. Your own languages may also change as you constantly
interact and communicate with each other., language change is the result of language contact.

Language is indeed a complex human capacity. It is, therefore, important to be aware of its features and
behavior to be able to use language more effectively and productively in communicating with others.

C. REFLECTION, RESPONDS, ACTION

ACTIVITY i: Comprehension Questions

DIRECTION: Check your understanding of the input by answering the following
questions:

1. Can animal communicate?

2. Can monkey produce language?
3. What is the difference between language acquisition and language learning?
4. What is the difference between first language and second language?
5. What happens after a language comes into contact with another?
Read the following statements carefully. Decide if each statement is true or false
write T if it is true and write F if it is false. If the statement is false, re-write or revise
it to make it true. Use the space provided after each statement. ( 5 points each)

__________1. Not all languages have a grammar system?

________________________________________________________

________2. Change happens to all languages.

________________________________________________________

_______3. The first language that a child acquires is called mother tongue.

________________________________________________________

________4. All living creatures have the capacity for language.

_______________________________________________________

________5. Two person who do not speak the same language will never be able to

communicate with each other.

_____________________________________________________

D. SUMMATIVE ASSESSMENT
E. FEEDBACK:

Please leave your comment in terms;

a. THINGS THAT I HAVE LEARNED.

b. THINGS THAT I MUST DO.

c. HOW WILL I MAINTAIN MY GRADES / REAMARKS SO THAT I WILL NOT BE ELIMINATED

FROM THE COLLEGE OF EDUCATION.
ANNEX A

Republic of the Philippines

BASILAN STATE COLLEGE
ENGLISH DEPARTMENT
Sumagdang, Isabela City, Basilan
First semester 2020-2021
PURPOSIVE COMMUNICATION (GE 100)

Name : _______________________________ Score : __________

Course and Year: _______________________ Date : ___________

Note: Read the instructions carefully. Focus on your paper. Strictly NO ERASURES on the paper,
otherwise all answers will be invalid.

ACTIVATION OF PRIOR KNOWLEDGE

Activity I

Kindly identify the following words below whether the spelling is correct or incorrect.

Correct Incorrect
1. Aeroplane
2. Airplane
3. Colonize
4. Colonise
 5. Defence
6. Defense
7. Enrolment
8. Enrollment
9. Honor
10. Honour

REFLECTION, RESPONDS, ACTION

ACTIVITY i: Comprehension Questions

DIRECTION: Check your understanding of the input by answering the following
questions:

1. Can animal communicate?

______________________________________________________________
______________________________________________________________
____
2. Can monkey produce language?
______________________________________________________________
______________________________________________________________
______________________________________________________________
3. What is the difference between language acquisition and language learning?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
____________________
4. What is the difference between first language and second language?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________
5. What happens after a language comes into contact with another?
 ______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
________________________

Read the following statements carefully. Decide if each statement is true or false
write T if it is true and write F if it is false. If the statement is false, re-write or revise
it to make it true. Use the space provided after each statement. ( 5 points each)

__________1. Not all languages have a grammar system?

________________________________________________________

________________________________________________________

________2. Change happens to all languages.

________________________________________________________

________________________________________________________

_______3. The first language that a child acquires is called mother tongue.

________________________________________________________

________________________________________________________

________4. All living creatures have the capacity for language.

_______________________________________________________

_______________________________________________________

________5. Two person who do not speak the same language will never be able to

communicate with each other.

 _________________________________________________________

_________________________________________________________

FEEDBACK:

Please leave your comment in terms of;

d. THINGS THAT I HAVE LEARNED.

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_________
e. THINGS THAT I MUST DO.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
__________________
f. HOW WILL I MAINTAIN MY GRADES / REAMARKS SO THAT I WILL NOT BE ELIMINATED
FROM THE COLLEGE OF EDUCATION.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_________

________________________

Signature over printed name

 Basilan State College
COLLEGE OF EDUCATION

MODULE II
PURPOSIVE COMMUNICATION
USING ENGLISH IN MULTILINGUAL CONTEXTS
( G.E 100)
Bachelor of Secondary Education I ( BSED I )
First Semester 2020-2021
Prepared by:
Wilmina U. Laja, MAED
 Module Developer/Course Coach
Facebook Wilmina Laja
CP NO. 09653843156

Course Code G.E 100 Week/Day 3

Duration 1:00-2:30 PM -MW

2:30-4:00 PM- TTH
Lesson No. 2

Course Description Purposive Communication

Lesson/Topic What is Communication

Learning Outcomes: the At the end of the week students can:
students can;  Explain the various communication models and how they help in understanding the
communication process;
 Identify the variables involved in communication process
Values Integration Adopt cultural and intercultural awareness and sensitivity in communication.

Reference Purposive Communication Using English in Multilingual Contexts

Authors : Marilu Rañosa Madrunio, Isabel Pefianco Martin

Course Coach WILMINA U. LAJA

Note: Return the answered Activity on its given due date. Do not write anything on the module

1. ACTIVATION OF PRIOR KNOWLEDGE

Good day my dear students. Today we will tackle another topic but still covers under Unit I of our
lesson.

Every being has their own way of communicating based on how they are being shape by their culture and
languages. Each culture has their own way of transmitting information, and use different forms of symbols that is
understandable in which more than they could express by words.

So this time, we will know the importance of communication and its components.
Please answer the given activity below.

ACTIVITY I.

Considering the complex process of communication, discuss the relationship between

language and culture. (NOTE: Write your answer on Annex A.)
So you are done discussing the relationship between language and culture. Just enjoy and have fun
answering the activity.

Take a break,, then continue reading…

B.ENGAGEMENT IN RELEVANT CONTENT AND APPROPRIATE LEARNING

ACTIVITY/ACTIVITIES

WHAT IS communication?

Everything that revolves around us is communication. Spoken or not, every act conveys
meanings and various interpretations because all of us come from diverse backgrounds. As such, it is
necessary if we give and provide accurate messages so that misinterpretation will be minimized.
So what is communication?
Communication is the process of people reacting to the various attitudes and behaviours of
other individuals. Communication can be looked upon as a personal process taking into the feelings,
attitudes, and ideas so that their goals are met. It compels people to be aware that communication
events are not isolated but can be transmitted as simple to very complicated situations.
Ronald Adler and George Rodman (2006) in Understanding Human Communication express
that communication is innate "Animals clearly do communicate: Bees instruct their hive-mates about the
location of food by a meaning-laden dance. Chimpanzees have been taught to express themselves with
the same sign language used by deaf humans, and a few have developed impressive vocabularies"
(p.4).
For events to take place, a sender, a receiver, and a message are components in the
communication process and structure. Wood (cited from Austero, et. al, 2013) shares that
communication is an active process that keeps moving forward and changes constantly; it is systematic
where interrelated parts affect the other, it includes symbols that are abstract illogical and at times can
be vague representations of other things; and lastly, communication embraces meanings and
interpretations.
Likewise, communication allows us to receive, transmit, and retain messages and information.
It also plays with the context of what is being conveyed so that interpretations can be made. Therefore,
communication will bring changes in everybody and surely will create an impact to the people and the
environment.
Communication may then be classified according to: (1) communication mode, (2) context
and (3) purpose and style.

TYPES OF COMMUNICATION ACCORDING TO MODE

A. Verbal Communication includes the use of symbols that have universal meanings and can be
classified as spoken or written.
1. Public communication - is one person speaking in front of an audience. The magnitude or size
maybe limited or numerous. The speaker delivers the message in a formal setting, giving a topic
that is thematic. Feedback from the audience may be available or not.
 2. Mass Communication - is communication that takes place through a technology such as the
social network/ internet, television, radio, and newspaper. Through these channels of
communication, the message is replicated many times, resulting to a multiplier effect to the
receivers. Speakers must be very careful of the kind of information being disseminated. The
messages conveyed must be screened prior to public dissemination.
According to Adler & Rodman (2006) "First, mass messages are aimed at a large audience
without any personal contact between sender and receivers. Second, most of the messages sent via
mass communication channels are developed, or at least financed, by large organizations. In this
sense, mass communication is far less personal and more of a product than the other types we have
examined so far. Finally, mass communication is almost always controlled by many gatekeepers who
determine what messages will be delivered to consumers, how they will be constructed, and when they
will be delivered" (p.8)

B. Non-verbal Communication - It is an oversimplification to say that non-verbal communication is

communication without words because written words are perceived as "verbal" but there is a lack of
sound element attached to it. Hence, words in non-verbal communication are still involved however
speaking is not included. Therefore, non-verbal symbols consist of gestures, eye movements, tone of
voice, the use of space and touch. Because these non-verbal cues are not shared universally, they may
give a different meaning to another culture and thus, considered as ambiguous.
"Nonverbal communication performs a third valuable social function: conveying emotions
that we may be unwilling or unable to express or ones we may not even be aware of. In fact,
nonverbal communication is much better suited to expressing attitudes and feelings than
ideas" (Adler & Rodman, 2006).
Non-verbal communication is necessary to repeat and ascent the verbal message
accompanied by using gestures. It also regulates interaction since non-verbal action may indicate
who will speak or not. It serves as a substitute in the absence of words.

TYPES OF NON-VERBAL COMMUNICATION

In the absence of any written or spoken words, gestures and symbols serve as a substitute to
make non-verbal communication easier to understand.
1. Silence - conveys meanings to the spectators that can be seen in a person who is quiet yet
busy, a person who is contemplating, grieving, not to be disturbed, or being in a difficult
situation. In a conversation between two individuals, a silent reply may signify the receiver does
not understand or may refuse to answer at all.
2. Body language (gesture) - is employed in two ways unconscious movement to tell the state of
emotion the person is undergoing such as walking around for being bored, biting the fingernails
for being nervous or other activities done unconsciously. On the other hand, conscious
movement entails individuals to render the designated action such as saluting to the national
flag, or appropriate actions to be rendered for specific activities.
3. Facial expression - is manifested to evoke certain emotions such as happy, joyful, sad,
frustration, and many other facial movements.
4. Paralanguage or use of voice - is detected in loud, or faint sounds to provide authority or
emphasis to the volume of the words.
5. Touch (hug, kiss, and handshake) - in some cultures is a symbol of affection but may not be
allowed in certain communities.
6. Space& distance - indicate the importance of a person. Distance signifies the intimacy and
personal acceptance in some cultures and in others not.
 7. Clothes and personal appearance - provide a quick personal surveillance of the person's
age, interest, personality, sex, attitude, social standing, or religious affiliation.
8. Symbols - are general graphical presentation so that people will be guided accordingly such as
traffic signs, mathematical problems, medical, and other fields of specialty (Rasel, 2013).

C. Visual Communication – is the type of communication that uses visuals to convey information
and/or messages. There are some instances when visual communication is classified under non –
verbal communication. Whatever the classification is, note that this type has now become pervasive
in communication.

FUNCTIONS OF COMMUNICATION
1. Informing and conveying the message to the receiver(s) through verbal and non-verbal
engagements.
2. Persuading other people to agree with the ideas, opinions, and suggestions.
3. Integrating divisions and departments by building a communication network to achieve the goals
and visions of the organization.
4. Creating and establishing relationships within the group or outside of the group
5. Helping in decision making within the family, friends and members of the organization when a
crisis or important matters arise
6. Reducing misunderstanding and solving troubles among people (Functions of
Communication)

COMMUNICATION IN VARIOUS & MULTICULTURAL

CONTEXTS

 VERBAL MESSAGES
Spoken communication entails using one or more words and most of the stimuli of
communication is categorized as intended verbal messages. Verbal symbols even if it is very clear
can at times send the wrong meanings. In Human Communication Principles and Contexts, Steward L.
Tubbs (2013) emphasizes that someone who just say to her mother that she receives a new VISA card.
The mom replied by saying, ""Oh really, I didn't know you were planning a trip. To the mother, the term
"visa" referred to a permit used to travel to foreign countries. In fact, this "visa" was a credit card. This
example illustrates the common principle that word themselves do not contain any meaning" (p. 11).
The mentioned example shows that words may have no meaning and is termed as container fallacy by
Haney (1992 cited from Tubbs, 2013).
On the other hand, people may say without meaning can be interpreted as unintentional verbal
messages. "Freud argued that all the apparently unintentional stimuli we transmit - both verbal and
nonverbal- are consciously motivated. We cannot discuss the merits of this argument here, but we can
cite an amusing example of a slip of the tongue described by one of Freud's colleagues: "While writing
a prescription for a woman who was especially weighted down by the financial burden of the treatment,
I was interested to hear her say suddenly: Please do not give me big bills, because I cannot swallow
them, 'Of course, she meant to say pills" (Freud, 1938 p. 82 cited from Tubbs, 2013).

 LEARNING A FOREIGN LANGUAGE

Learning a foreign language can be not as easy because one is faced with translation
ambiguities. Even when one makes a sense translation, meanings usually are lost in the process.
"Literal translations from one language to another often create misunderstandings because they do not
account for culture-based linguistic styles. The elaborate style used in Arabic with its rhetoric of
exaggeration, compliment, and multiple extended metaphors is puzzling to those unfamiliar with it; even
a yes-or-no answer can be misconstrued (Tubbs & Moss, 1994). For instance, during communication
an Arab will over assert because others will presume as well. Likewise, a guest may have to say "NO"
many times if she or he declines to further eat or drink coupled with an oath of swearing to God.
When both cultures have a huge gap in perception, there is a difference on how questions are
being asked and assessed. In business transaction, "One avoids the direct question unless the
questioner is absolutely certain that the answer will not embarrass the Japanese businessman in any
way whatsoever. In Japan for one to admit being unable to perform a given operation or measure up to
a given standard means a bitter loss of face. Given a foreigner so stupid, ignorant, or insensitive to ask
an embarrassing question, the Japanese is likely to choose what appears to him the lesser of evils"
(Tubbs & Moss,1994)
 NONVERBAL MESSAGES
Nonverbal communication differs from culture to culture. For instance, the use of the two-
fingers in America means "give me two" but in other countries may be considered obscene In addition,
a nod also signifies a "yes" but in some nations may look at it as a "no". Since many individuals
interpret nonverbal cues in several ways, they are often misunderstood. Arab men are tasked to speak
loudly to denote strength and sincerity in which such volume is considered by Americans as
"aggressive, objectable, and obnoxious". However, a Saudi Arab may lower his voice to show a sense
of respect to a superior. When the Arab speaks softly to show respect, the American will more or less
raise his voice, since in his culture, an individual may speak loudly by raising one's own voice. Thinking
the other way, the Arab will even lower his voice believing that he is not showing much respect. The
cycle of communication continues until the Arab's voice becomes faint.
Culture regulates the expression of emotion such as how Americans misinterpret the Japanese
smile which means social duty to show happiness and refrain from burdening acquaintances with one's
sadness. On the other hand, Italians and English people demonstrate more expressions such as
distress anger compared to the Japanese. In one study, Japanese children socialize in an early age to
evade emotions like anger. Group harmony is not disturbed by some cultures despite the limited display
of emotions.
The advantage of sharing the same code system allows people to understand and provide a
smooth transition during conversations. Tubbs& Moss (1994) notice that "when people speak, they
develop a rhythm, a dancelike beat that emphasizes and organizes meaning, during conversation - a
phenomenon to be observed between family members, friends, and lovers-even business associates. It
is during a beat or stress that a speaker will often reveal important information or introduce a new topic
into the conversation. It seems that timing in conversation can be affected even by a few microseconds
and speakers who stay in sync not only have better understanding but a better relationship" Nonverbal
Cues are accompanied by rhythmic pattern during conversations. This highlights the conversation since
nonverbal movements and gestures more likely chart a beat. The expressions of speech rhythms and
nonverbal actions vary from two speakers of different cultures.
FIVE THEORIES OF NON-VERBAL COMMUNICATION

 SEMIOTICS (SIGN LANGUAGE)

 Sign languages are used in the absence of the spoken word and have phonological, lexical,
and even syntactic levels. Facial actions provide relative clause, questions, and other related
expressions to highlight the gestures. There are two kinds of sign languages which are alternate sign
languages and primary sign languages. Alternate sign language is a system of hand signals created
by individuals with limited communication or used by the deaf community while primary sign language
is the first language of a group of individuals who do not use a spoken language with each other (Yule
2005).

Figure 1.1 American Sign Language Using the Alphabet Photo Life Print.com

KINESICS (BODY LANGUAGE)

Kinesics comes from the word kinesis which means movement. In nonverbal communication, it
is the study of the hand, arm, body, and face movements.
Gestures are body movements that can be classified into adaptors, emblems, and illustrators.
Adaptors pertain to the self, indicating internal states related to stress, anxiety or when things are not
in control of the surroundings. Adaptors are manifested through unconscious movements such as
clicking of pens, shaking of legs, and many others. Emblems are gestures to signify agreement such
as raising a thumb for a hitch hiker or an OK sign with thumb and index finger forming a circle but will
vary from culture to culture. Emblems are different from that of sign language. In addition, head
movements and posture among many cultures may provide various meanings such as head nodding
or a bow, a handshake. Human posture like standing, sitting, squatting and lying down also provide
different interpretations in various societies. So is the ability to establish eye contact that sets
interaction, relay information, and link interpersonal relationship. Eye contact is also used to signify turn
taking during conversations, signal cognitive activity, express engagement, and express intimidation. In
addition, facial expression manifests happiness, sadness, fear, disgust, anger, and many other
emotions that will give information to the receivers from the person conveying it (Communication in the
Real World: An Introduction to Communication, 2016
HAPTICS (TOUCH)
The study of communication by touch is known as haptics. Touch is essential for social
development which can either be welcoming, threatening, or persuasive. There are numerous kinds of
touch such as functional-professional, social-polite, friendship-warmth, love-intimacy, and sexual-
arousal touch.
At a functional-professional level touch is associated with professional routine such as
barbers, hairstylists, doctors, nurses, tattoo artists, security screeners whose touch is less threatening.
The social-polite level includes a handshake, a pat on the arm or shoulder."A handshake is actually
an abbreviated hand-holding gesture, but we know that prolonged hand-holding would be considered
too intimate and therefore inappropriate at the functional-professional or social-polite level. At the
functional-professional and social-polite levels, touch still has interpersonal implications. The touch,
although professional and not intimate, between hair stylist and client, or between nurse and patient,
has the potential to be therapeutic and comforting. In addition, a social-polite touch exchange plays into
initial impression formation, which can have important implications for how an interaction and a
relationship unfold", (Communication in the Real World: An Introduction to Communication, 2016, p.
176).
Meanwhile in friendship-warmth level touch is significant since it serves a relational
continuance that will foster that will foster closeness, adoration, attention, and concern. Friends at times
may negotiate since being too touchy may send signals of being sexual or romantic or less touch may
signal detachment or disassociation. However, touch in the love-intimacy level such as holding hands
and full frontal hugging is more personal and done through "significant others, best friends, close family
members and romantic partners". Nonetheless, this level of touch is not sexual since it only spurs
emotions of intimacy but may lead to sexual-arousal touch.
Touch is also used in other contexts like wrestling, slapping, bumping into another person, and
many other scenarios.
CHRONEMICS (TIME)
Chronemics is the study of how time influences communication involving biological time,
personal time, physical time, and cultural time. Biological time is the rhythm of living things where the
daily body cycle affects our eating patterns, sleeping and waking moments. When the biological clock is
disturbed (sleepless nights, jet lag or other abnormalities in scheduling), our communication proficiency
and personal relationships will be greatly affected. Meanwhile, personal time is associated to a
person's mood in a specific activity that defines his or her experience time. "People with past-time
orientations may want to reminisce about the past, reunite with old friends, and put considerable time
into preserving memories and keepsakes in scrapbooks and photo albums. People with future-time
orientations may spend the same amount of time making career and personal plans, writing out to-do
lists, or researching future vacations, potential retirement spots, or what book they're going to read
next" (Communication in the Real World: An Introduction to Communication, 2016).
Physical time is the fixed cycles of days, weeks, months, years, and seasons that affect
people's mood and psychological levels. Others are affected by a seasonal disorder from "warm and
bright to dark and cold" and so forth that result in emotional tension and worry. Cultural time on the
other hand, is how a large group of individuals look at time. Polychronic individuals are flexible people
who engage in many activities since they refuse to look at time as a linear development that requires
division into small units and the need to plan in advance while monochromic individuals prefer to
schedule their time strictly and do one task at a time (Communication in the Real World An Introduction
to Communication, 2016).

PROXEMICS (USE OF SPACE)

Proxemics is a theory of non-verbal communication introduced by Edward T. Hall in the 1960s
to explain how people understand and use space to attain communication purposes. In The Silent
Language, Hall outlines the proxemic theory
 Distances should be the preference of the individuals and not forced closeness. However, the
study of distance varies from culture to culture like for instance the Americans prefer personal space of
18 inches. According to Hall, following the use of space below will indicate the kind of relationship
people have.
Intimate (0-18 inches)
Personal (18 inches to 4 feet)
Social (4 feet- 10 feet)
Public (over 10 feet)

Proxemics will not only show relationships and objectives in communication but detail other
cultural undertakings like how the town is arranged and the living spaces therein. It is believed that how
things are arranged defines one's region. Hence, territories are planned to create comfort to
homeowners and keep away intruders. Colours identify the types of territories and the behavioural
expectations of the individuals in it. For example a bright violet sofa in a small apartment signifies fun,
carefree atmosphere while a white sofa indicates formality. Even restaurants in soothing pastels entice
diners to stay a little longer with their meals or those decorated with loud designs may prompt diners to
leave right away after eating.

TYPES OF TERRITORIES IN PROXEMICS

1. Body Territory refers to the personal space the individual maintains with other people.
2. Primary Territory refers to the home, vehicle or other living spaces of the person.
3. Secondary Territory refers to school, office, or church where entry is reserved for specific
individuals and norms are expected and looked upon.
4. Public Territory refers to the open space where everyone visits such as the park, market,
shopping mall, and many others.

Because people come and go, these territories may overlap from each other.

THREE SPECIFIC CULTURES BASED ON COMMUNICATION STYLESs

BY RICHARD LEWIS

1. Linear-active are communicators who are composed analytic, determined (non-contact), direct
and at times impatient. They are reserved and engage in factual information like the Americans
and most cultures in Northern Europe.
2. Multi-active are communicators who are warm, spontaneous (contact), enthusiastic, willingly to
express emotions and favor personal tales than information. These speakers from Brazil, Mexico,
and Greece may have the tendency to interrupt between dialogues and manifest impatience
vocally.
3. Reactive are communicators who are from Vietnam, China and Japan are accommodating and
non- patient. They confrontational (non-contact) are listeners who value diplomacy over facts or
emotions and remain reserved in their body gestures expressions (Proxemics).

TYPES OF COMMUNICATION ACCORDING TO MODE

 1. Intrapersonal Communication - is communication expressed through self-talk. This involves
personal thoughts and emotions. Feedback goes back to you. "You can tune in to one way that
each of us communicates internally by listening to the little voice that lives in your mind. Take a
moment and listen to what it is saying. Try it now, before reading on. Did you hear it? It may
have been saying something like "What little voice? I don't have any little voice!" This voice is
the "sound of your thinking" (Adler & Rodman, 2006, Pp. 6-7)
2. Interpersonal communication - is communication between two people (dyadic) or a small
group of individuals (also known as small group discussion). This type of communication allows
speakers to discuss topics that interest them or they may share a common bond with each
other.
3. Extended Communication – involves the use of electronic media. Unlike before when it only
called for the use of television and radio, nowadays, the description of extended
communication may be expanded as to include tele, audio, or phone conferencing; video –
conferencing; Skype calls; and other technological means.\
4. Organizational Communication – comprise individuals who work for the company. For an
organization to be successful, a system of communication should be put in place. A set of rules
or standards for communication protocols should be made clear so that interaction patterns are
established.
Types of Organizational Structure
1. Formal Structure – allows communication to take place via designated channels of
message flow between positions in the organization. This may make use of four approaches:
a. Downward Communication – is the type that flows from upper to lower positions.
b. Upward Communication – is bottom – up in which subordinates send
communication to
their superiors/bosses bearing their views/feedback on organizational policies, issues
related to their jobs, and the like.
c. Horizontal Communication – is lateral in approach as it takes place among people

belonging to the same level but coming from different departments or units to
facilitate
performance tasks through proper coordination.
d. Crosswise Communication - is diagonal in nature as employees from different units
or
departments working at various levels communicate with each other
5. Intercultural Communication – it is communication between or among people having different
linguistics, religious, ethnic, social, and professional backgrounds.

TYPES OF COMMUNICATION ACCORDING TO PURPOSE

AND STYLE

1. Formal Communication – employs formal language delivered orally or in

written form.
2. Informal Communication – certainly does not employ formal language. It
involves personal and ordinary conversations with friends, family members, or
acquaintances about anything under the sun.
 C. Reflection/ Response/ Action

Activity II. Comprehension Questions

DIRECTION: Check your understanding of the input by answering the
following questions. (Please answer on ANNEX A.)

1. How do you differentiate the types of communication in relation to communication mode?

2. How can visual communication enhance the message conveyed by a speaker? Cite a
particular situation when it is best to employ visuals communication.
3. What are the types of communication in relation to context? How do they differ from one
another?
4. How can you listen to speakers’ opinions through electronic media without being easily swayed
into accepting their opinions?
5. Of the four approaches employed in formal organizational structures, which do you think is the
best? Cite situations which will call for the use of each approach. Give one advantage and
disadvantage of each.
6. Would you know any strategy or method by which you can reduce the complexity of
understanding another culture?
7. How do you differentiate formal communication from informal communication in relation to
purpose and style? Provide situations to illustrate the differences.

Activity III. Organizational Culture

I. Interview a certain head of an organization/company and ask him/her the following

questions.( via internet ) (Please answer at ANNEX B.)

1. What is the culture of your organization?

2. Do you think cultures can be created? Modified? Changed? How?

. D. Summative Assessment ( this will be given at the end of the unit for grading purposes)

D. Feedback to Improve Learning and Teaching

Students please leave your comments regarding the difficulties you encountered in completing this
module. Write them on the answer sheet found at Annex B.
ANNEX A

Republic of the Philippines

BASILAN STATE COLLEGE
ENGLISH DEPARTMENT
Sumagdang, Isabela City, Basilan
First semester 2020-2021
PURPOSIVE COMMUNICATION (GE 100)

Name : _______________________________ Score : __________

Course and Year: _______________________ Date : ___________

Note: Read the instructions carefully. Focus on your paper. Strictly NO ERASURES on the paper, otherwise all
answers will be invalid.

ACTIVATION OF PRIOR KNOWLEDGE

Activity I.
 Considering the complex process of communication, discuss the relationship between language and
culture.
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
________________________

REFLECTION, RESPONDS, ACTION

Activity II. Comprehension Questions

DIRECTION: Check your understanding of the input by answering the following questions.
(Plea

1. How do you differentiate the types of communication in relation to communication mode?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
________________________________
2. How can visual communication enhance the message conveyed by a speaker? Cite a particular
situation when it is best to employ visuals communication.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
________________________
3. What are the types of communication in relation to context? How do they differ from one another?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
____________________
4. How can you listen to speakers’ opinions through electronic media without being easily swayed into
accepting their opinions?
 __________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
____________________
5. Of the four approaches employed in formal organizational structures, which do you think is the best?
Cite
situations which will call for the use of each approach. Give one advantage and disadvantage of each.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
________________________
6. Would you know any strategy or method by which you can reduce the complexity of understanding
another culture?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
________________________
7. How do you differentiate formal communication from informal communication in relation to purpose and
style? Provide situations to illustrate the differences.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
________________________

Activity III. Organizational Culture

I. Interview a certain head of an organization/company and ask him/her the following questions.(
via internet )
 1. What is the culture of your organization?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_________________
2. Do you think cultures can be created? Modified? Changed? How?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

R FEEDBACK to Improve Learning and Teaching

Students please leave your comments regarding the difficulties you encountered in completing this module.

_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

WELL DONE ………………… GOODLUCK!!!

Course Code G.E 100 Week/Day 4-5

Duration 1:00-2:30 PM -MW

2:30-4:00 PM- TTH
Lesson No. 3-4

Course Description Purposive Communication

Lesson/Topic MODES OF COMMUNICATION

Learning Outcomes: the At the end of the week students can:
students can;  Identify the various communication modes and how they help in expressing one’s
communicative intent;
 Show the importance of face – to – face, audio, virtual, text – based, and other
forms of communication particularly in targeting different types of audiences in local
and global settings
Values Integration Adopt cultural and intercultural awareness and sensitivity in communication.

Reference Purposive Communication Using English in Multilingual Contexts

Authors : Marilu Rañosa Madrunio, Isabel Pefianco Martin

Course Coach WILMINA U. LAJA

Note: Return the answered Activity on its given due date. Do not write anything on the module

A. ACTIVATION OF PRIOR KNOWLEDGE

ACTIVITY I.
Recall the first time you engaged in a public oral presentation. What were the different factors
that you considered at that time? Relate how challenging it was for you especially when viewed
by different kinds of audiences. Share your experience by writing it on the answer sheet
provided at the end of this lesson. (NOTE: Write your answer at Annex A.)

B. Engagement in Relevant Content and Appropriate

Learning Activity/Activities

THE COMMUNICATION PROCESS

FE
ED
BA
CK
2

Figure 1.2 The Cyclical Flow of the Communication Process

 The Source/Encoder holds the fulcrum of the communication since this individual determines
whether the purpose of the message is to inform, persuade, or entertain. The speaker begins by
creating the message and then passes the message to the receiver through the use of a channel
whether personal or through mass media. The speaker uses past experiences, thoughts,
perceptions, and feelings.
 The Message is the second element of the communication process. The sender encodes an idea
and then decides whether or not to inform, persuade or entertain the receiver. After evaluating
what message will be conveyed, the sender will use symbols on how to get the message across.
The receiver then decodes and interprets the message
  The Channel is a pathway or device wherein messages passed through from sender to receiver
using verbal and nonverbal channels of communication. The five senses are important in
transporting these messages to the receiver. Other methods of sending these messages can be
done through face-to-face communication, letter writing, through a telephone or cellular phone, a
public address with an audience that will be featured through television, radio or newspaper.
Another is through the social media such as Facebook, Twitter, Tumblr, Instagram and many
others.The Receiver/Decoder is the person(s) involved in the Communication process who
receive(s) the message. The decoder receives the message and then interprets the then
interprets the message. Lf the message is simple or complex, the ability of the receiver to
comprehend the message is a big factor. Thus the response of the decoder maybe silent,
spontaneous, reluctant or may have pauses in between depending on the communicative
situation.
 The Feedback is the result of the interaction between the sender and the decoder. In here, the
decoder gives a response to the message conveyed. As the communication process progresses,
the speaker becomes the decoder too. Each party in the communication process continuously
sends message to the other. Feedback serves as an assessment on how the receiver interprets
each message:
1. Negative feedback happens when there is a lack of understanding.
2. Positive feedback takes place when the receiver fully understands the message.
Although it may not fully agree with the source as the message is interpreted precisely.
3. Ambiguous feedback only occurs when the message relayed is not very clear thereby
giving confusion to the receiver. Likewise feedback is neither positive nor negative like
saying the phrases, "I see" and "mmm - hmm".

COMMUNICATION MODELS

A model is often abstract. It is a representation of a real world phenomenon applied to different

forms. The interplay of variables in the model is represented graphically.
There are many conceptual models foe human communication but in this lesson, you will be exposed to
only four;
1. ARISTOTLE COMMUNUCATION MODEL
Effective public speaking was an important consideration in the study of communication. They
were good at argumentation and debate and speech was characterized by repartee.
Aristotle emphasized that there are three variables in the communication process: Speaker,
speech and audience as illustrated in the communication flow below.

Note that the speaker variable here is very important. Without the speaker, there will be no
speech to be produced. Depending on the profile of the audience, the speaker adjusts his/her
speech. Some consideration for the audience demographics are age, sex, background, culture, race,
religion, gender, social and economic status, and political inclination, among others. Even beliefs,

Speaker Speech Audience

views, and attitudes also play an important role when talking about audience consideration since often
times, the audience bring these with them when they decode a message in any given situation.

2.

Who In which With what

What To whom effect
channel
Communicat
or Message Receiver
Medium Effect

LASWELL'S COMMUNICATION MODEL

In 1948, Harold Dwight Laswell described communication as being focused on the following
Ws: Who says What in Which channel to Whom and with What effect as seen in the model below:
The whole process of communication begins with the communicator (who) sending out a
message (what) using a medium (in which channel) for a receiver (to whom) experiencing an effect
(with what effect) afterwards. The process may be analyzed through the content sent, the medium
used, as well as the effect on the recipient of the message.
While this model is similar to Aristotle's in the sense that both are linear and have the same
components, Laswell's also differs in that there are five variables involved, with the addition of two:
medium and effect.

3. SHANNON-WEAVER'S COMMUNICATION MODEL

Claude Elwood Shannon and Warren Weaver's model of communication was in 1949, a year
after Laswell's, for Bell Laboratories. Originally, it was conceptualized for the functioning of the radio
and television serving as a model for technical communication and, later on, adopted in the field of
communication. In this model, other components such as noise, reception, destination, and feedback
have been identified. Other terms such as information source for the sender, transmitter for the
encoder, decoder (reception), and receiver (destination) were introduced.
 4. BERLO’S COMMUNICATION MODEL

David Berlo's model conceptualized in 1960 is probably the most well-known among the
communication models. Initially, Berlo's model was called SMCR which stands for sender of the
message, sent through a channel or medium to a receiver. However, it was modified later on to include
noise, hence acronym SMCRN.
The major variables involved in the communication process are (1) source, (2) message, (3)
channel, and (4) receiver.
The source being the originator of the message acts as the encoder. As such, the encoder
should practice communication skills such as listening, speaking, reading, and writing. His/her attitude
towards the audience or the subject as well as his/her knowledge about the topic on hand likewise
counts along with the social system that he/she is in which includes values, beliefs and practices, and
culture.
The second variable which is message includes (1) content; (2) elements such as language
used the gestures employed; (3) treatment or the manner by which the message is transmitted; and (4)
structure which refers to the arrangement of parts or flow of the message. The code shows how the
message is sent: that is, the language (verbal code) used and the accompanying gestures (nonverbal
code) employed. Note that there should be no mismatch between the verbal and non-verbal codes.
The third variable which is channel refers to the different senses: seeing, hearing, smelling,
tasting, and touching. Finally, the fourth variable is receiver, the one who decodes the message. Note
that the components of this last variable are similar to those of the first since for communication to be
effective, both the source and the receiver should have food communication skills.
If you were to insert noise as an additional variable for SMCR, where do you think will it fit?
 PRINCIPLES OF COMMUNICATION
In addressing a formal or informal speaking engagement, it is necessary to know the following:
 Know your audience is necessary to know whom you are talking to because your speech has to
match the interest of the listeners. By gauging what they need, your speech is tailored perfect to
the discussion.
 Know your purpose is also important to know the reason why you are placed in such speaking
engagement. Knowing your purpose is essential since it will help you outline on what you are
going to say.
 Know your topic is actually the key and heart of your discussion. The topic knits all the
information into a cohesive whole so that your speech will have significance to the listeners.
Speaking without preparation is like going to the war field and so having a topic enables you not
to go off tangent from the theme.
 Anticipate objections are difficult to handle but again presenting an idea to everyone does not
necessarily give acceptance to the listeners. And so during the open forum, be prepared to
answer challenging questions. Try to ask possible queries before presenting your speech to an
audience and frame credible answers to the list of questions.
 Achieve credibility to your audience by sharing by information that are first hand and
authentic. Share personal inspiring stories that will motivate the listeners and therefore provide a
lasting impression among themselves.
 Present information in several ways is the best technique in storytelling. As speaker, you must
be very creative and must not follow the linear way of telling your tale. You may start from the
middle, beginning, middle, end and so forth. Be like a camera whose eyes can go 360 degrees,
detailing all angles and knitting the illuminating parts of the storyline. Other ways can be
performing a drama, sing a song, or dance. Anything that is not predictable catches attention to
the listeners.

GENERAL PRINCIPLES OF EFFECTIVE COMMUNICATION

Since communication is a two – way process, it is important that you know the principles to be
observed to make it effective. For both oral and written communication, you should be able to apply the
following principles:

1. Know your purpose in communicating. Are you communicating basically to inform, to

entertain, or to persuade? While you may have more than one purpose, there is still a more
dominant objective or reason why you communicate.
2. Know your audience. In both speaking and writing, you should know your audience as it will
dictate the speaking or writing style you are going to employ. Consider the age, educational
background, profession, culture, and other salient features of your listeners or readers.
3. Know your Topic. You communicate essentially because you want to share something. In
speaking situations, speakers are invited because they have something to share.
 4. Adjust your speech or writing to the context of the situation. The environment in which
your speech or writing is to be delivered determines the kind of language you will use.
5. Work on the feedback given. Once you receive comments from the listeners/readers, work on
them. Take kindly to criticisms. In the long run, constructive criticisms will prove beneficial to
you as you learn to address them.

PRINCIPLES OF EFFECTIVE ORAL COMMUNICATION

1. Be clear with your purpose. You should know by heart your objective in communicating.
2. Be complete with the message you deliver. Make sure that your claims are supported by
facts and essential information.
3. Be concise. You do not need to be verbose or wordy with your statements. Brevity in speech
is a must.
4. Be natural with your delivery. Punctuate important words with the appropriate gestures and
movements. Exude a certain degree of confidence even if you do not feel confident enough.
5. Be specific and timely with your feedback. Inputs are most helpful when provided on time.

PRINCIPLES OFF EFFECTIVE WRITTEN COMMUNICATION: 7Cs

1. Be clear. Be clear about your message. Always be guided by your purpose in communicating.
2. Be concise. Always stick to the point and do not beat or run around the bush. Be brief by
focusing on your main point.
3. Be concrete. Support your claims with enough facts. Your readers will easily know if you are
bluffing or deceiving then because there is nothing to substantiate your claims.
4. Be correct. It is important that you observe grammatical correctness in your writing.
5. Be coherent. Your writing becomes coherent only when you convey a logical message.
6. Be complete. Include all necessary and relevant information to that the audience will not be
left writing wanting of any information.
7. Be courteous. The tone of your writing should be friendly.

COMMUNICATION ETHICS
Communication Ethics takes place when a behaviour of a person or group is subjected by
their morals thereby affecting interpersonal, mass mediated, and digital communication. There should
be a balance in speaking and listening, validity of emotional appeal, the level between praise and
criticism. The imbalance of communication results in unfavourable circumstances between two parties
and so honesty on both groups must be maintained Likely, understanding communication is manifested
as "interest in ethics". In the sixth century B.C., Confucius penned ethics and in the fourth century B.C.
Aristotle deliberated the significance of ethos and the personal attributes in communication like honesty
and credibility. This results to Scholars to define ethics as the examination on personal morals, values,
and choices. Moral choices and consequent behaviors will result to disagreement when individuals are
vexing to implement people's ethical beliefs on others (Tubbs, 2013).

ETHICAL PRINCIPLES
THE GOLDEN MEAN
Many scholars believed that Aristotle is the founder of communication discipline. Aristotle knew
that ethics is embedded in the character than overt behaviors. He was a notable Greek biologist and
known to tutor and mentor Alexander the Great.
 Morality can be seen in moderation since people have moral virtues that will become choices or
modes of choices. That each virtue is the mean, the pathway of two extremes which is the excess and
the deficiency. "We can see this most clearly with the virtue of temperance, the mean between eating
and drinking too little or too much. Similarly, courage would be the mean between the extremes of fear
(deficiency) and overconfidence (excess). Truthfulness would be the mean between false modesty and
boastfulness; justice would be the mean between distributing too few goods (or punishments) and too
many "(Aristotle, 1947, pp 333-337 cited from Tubbs, 2013). Therefore, being good is moral's desirable
end.
THE CATEGORICAL IMPERATIVE
This ethical principle highlighted by German philosopher Immanuel Kant is governed by the
words, "Act only according to that maxim by which you can at the same time will that it should become
a universal law (1959, p. 39 cited from Tubbs, 2013). Kant emphasizes that a categorical imperative
under certain circumstance may be not acceptable by others. For truth is essential and when people lie,
there is a tendency to harm someone, likely when someone will lie to protect the welfare of the
individual; such action is bound by the universal laws of morality than the outcomes of people's actions.
This principle is associated to religious systems and writings like the Old Testament's Ten
Commandments.
UTILITARIANISM
Philosophers Jeremy Bentham and John Stuart Mill put a strong emphasis on the
Consequences and outcomes of our actions. Jeremy Bentham theorizes that by placing a hedonistic
calculus, the degree of pleasure an action establishes is matched against the degree of pain it
produces. While John Stuart Mill considers the base of utilitarianism as "Actions are right in proportion
as they tend to promote happiness, wrong (insofar) as they tend to produce the reverse of happiness,
(Mill, 1968, p.249 cited from Tubbs, 2013)”. For Mill, happiness is the "pleasure and the absence of
pain" including intellectual gratification and principles
JUSTICE AND THE VEIL OF IGNORANCE
American philosopher John Rawls expresses that ethics is a principle of justice rather than
utility by allowing people to free themselves from bias and self-interest. Rawls further tells that social
position, education and many others are known as "accidents of birth" allowing people to put behind a
curtain of ignorance.
"First of all, no one knows his place in society, his class position or social status; nor does he
know his fortune in the distribution of natural assets and abilities, his intelligence and strength, and the
like. Nor, again, does anyone know his conception of the good, the particulars of his rational plan of life,
or even the special features of the psychology such as his aversion to risk or liability to optimism or
pessimism. More than this, I assume that the parties do not know the particular circumstances of their
own society (Rawls, 1971, p. 137 Cited from Tubbs, 2013).
Rawls posits that since people do not know their situations in society or their natural assets, no
individual in his or her status should use it to his or her benefit. While they won't know which principle
will be of value, it will eliminate the probability of groupings to create an alliance as they have no
knowledge on how "to favour themselves". Once corrected, they can make an ethical decision in which
there is equality with no person or group being favoured (Tubbs, 2013)
LYING & INTERPRETATION
 Telling a lie and making it as truth is dangerous for people in providing information like James
Frey in A Million Little Pieces who invented parts of his memoir and New York Times reporter Jaysori
Blair's plagiarism case (Tubbs, 2013)
SECRETS, DISCLOSURES, & PRIVACY
Issues on disclosure of information are a case to case basis. "For example, imagine yourself as
a reporter for the school newspaper. As part of your job, you interview a university official, and she
gives you some controversial information on the promise that you will not reveal her as the source.
Grades of several athletes have been altered to raise their academic averages. Later a heated debate
is stirred up by your article, and the dean of students’ demands to know the source of your information."
(Tubbs, 2013, pp. 204-205)
In mass media, the ethical issue on the right to privacy is very important as journalists are
confronted with the issue that the public has the right to know while their sources have the right to be
protected and the right to privacy.
WHISTLEBLOWING
It happens when someone from a group violates the group's norm by revealing an evidence or
activity that is considered dishonest, unethical, forbidden within the organization that can be private or
public. It requires great Courage Since the whistle-blower speaks out his or her status in a risk that will
compromise his or her safety (Tubbs, 2013)
LEAKS
These are unknown information shared to others like information disclosed to the press by a
concealed identity who is a familiar source. It protects the source and avoids confirmation of the truth
(Tubbs, 2013).

Pause for a while and take your snack…

C. Reflection/ Response/ Action

ACTIVITY II.
COMPREHENSION QUESTIONS:
Direction: Check your understanding of the input by answering the following
questions. (Write your answers on WEEK4 – 5, ANNEX B.)

1. What are communication models? Why do you think they were introduced?
2. How does one model differ from other/s?
3. If you were to choose a conceptual model for communication, what would
you
prefer and why? How can you be guided by any of these models when you
communicate?
4. How do the principles of effective oral communication differ from those of
effective written communication? Do they have similarities at all?
5. How can one observe ethics in communication?
 6. Why is it important to have a code of conduct or a code of ethics?
ACTIVITY III.
COMPREHENSION QUESTIONS:
Direction: Check your understanding of the input by answering the question.(Write
your answer on Week 4-5, Annex C)

The Code of Ethics in the work place should be carefully thought out since it will
guide the employees in assessing what is right and wrong for the business. If you were to put
up your own business, what values would you incorporate in your company’s code of ethics?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

ACTIVITY IV.
SELF – ASSESSMENT
Direction: Now that you see the importance of ethical action, rate yourself on how
well you respond to some trying times. (Write your answer on Week 4-5, Annex C)

DESCRIPTORS YES NO
1. I can always recognize an ethical issue.
2. I can be aware of the different perspectives of stakeholders on an issue.
3. I am able to weigh things objectively.
4. I can think of alternative courses of action for dilemma.
5. I can formulate policies to avoid the recurrence of the dilemma.

D. Summative Assessment ( this will be given at the end of the unit for grading
purposes)

E. Feedback to Improve Learning and Teaching

Students please leave your comments regarding the difficulties you encountered
in completing this module. Write them on the answer sheet found on ANNEX E.
Course Code GE 100/ Gen. Ed. 100 Week/Day 6
Course Purposive Duration &
Description Communication Schedule
Modes of
Lesson/Topic Lesson No. 4
Communication
At the end of the week students can:
 Identify the various communication modes and how they
help in expressing one’s communicative intent;
Learning
 Show the importance of face – to – face, audio, virtual, text –
Outcomes based, and other forms of communication particularly in
targeting different types of audiences in local and global
settings.
Purposive Communication Using English in Multilingual
References
Contexts
Course Coach Ms. Perlie Ann B. Alberto

A. Activation of Prior
Knowledge

ACTIVITY I.
How do you think has communication mode changed or improved over time?
What modes are now being utilized and which were not present before? What
are the advantages and/or disadvantages of each mode? (NOTE: Write your
answer on Annex A.)

B. Engagement in Relevant Content and Appropriate

Learning Activity/Activities
 In Unit 1, Lesson 3, you learned about the communication types. Note that this topic overlaps
with the lesson on communication mode which is the focus of this unit. Thus, it is important for you to
know how communication types and modes complement each other to achieve good communication.

COMMUNICATION MODES

Communication mode refers to the channel through which one expresses his/her
communicative intent. It is the medium through which one conveys his/her thoughts. Views or feelings
can be communicated through face – to – face interaction, video or audio. The mode may also be text-
based.
The most common of all these modes is the face – to – face interaction. It is an informal or
casual conversation between two or more people. People engaged in social conversations to establish
relationships or maintain them. It is one way of gaining new acquaintances or friends. How to speak,
what to speak, when to speak, and to whom one is speaking are all important considerations in building
relationships.
Another mode of communication is video. Web cameras are used so that two or more people
who cannot interact face – to – face can communicate. If there are no technical glitches encountered,
this could be very effective mode of communication especially for people separated by distance.
The third mode of communication is audio. Audio means transmitted sound. Thus, in this mode
of communication, only the voice of the speaker is heard. Ordinarily, someone’s voice is heard through
the telephone or an answering machine when the other party is not able to answer a call.
The fourth and last mode is text – based communication such as e – mail, facsimile, text
messaging, and instant messaging. Social networking sites such as Facebook, Twitter, and Instagram
likewise offer text – based interaction. While text – based communication mode does not originally
provide video or audio benefits, it has a wider reach and can disseminate information to a bigger
audience quickly.
The last three modes are all virtual in nature. Those engaged in communication are able to
hear and/or see each other in real time simulating the actual physical settings.

Pause for a while and take your snack…

C. Reflection/ Response/ Action

ACTIVITY II.
COMPREHENSION QUESTIONS:
Direction: Check your understanding of the input by answering the following
questions. (Write your answers on ANNEX B.)

1. What are the different types of communication mode and how do they differ

from each other?2

2. What are the other forms or modes of communication that have been
discussed and which have recently become part of virtual communication
technology?
 3. Explain Diana Wheatley’s quote and give one illustration:
“Meaning is made in conversation,
Reality is created in communication,
And knowledge is generated through social interaction . . .
Language is the vehicle through which we create our understanding of the
world.”
4. As a speaker of English as a second language, what can you say about the
difficulty of other speakers in understanding the Philippine English variety
that you use?
5. With the advent of computer – mediated communication or CMC, how can
you be more responsible with what you post in your own account as a way of
conveying messages to the audience?

ACTIVITY III.
COMPREHENSION QUESTIONS:
Direction: View a video conference from YouTube titled “ A video conference call in
real life” by Tripp and Tyler (https://www.youtube.com/watch?v=JMOOG7rWTPg).
Then, answer the following questions: (Write your answer on Week 6, Annex C)

1. What was the topic of the video conference?

2. Who were the participants? Where were they from?
3. How was the flow of the video conference?
4. Were there some technical glitches encountered? Were they resolve immediately?
5. After viewing the sample video conference, what do you think are some of the constraints
of this communication mode?

D. Summative Assessment ( this will be given at the end of the unit for grading
purposes)

E. Feedback to Improve Learning and Teaching

Students please leave your comments regarding the difficulties you encountered
in completing this module. Write them on the answer sheet found on ANNEX E.
Course Code GE 100/ Gen. Ed. 100 Week/Day 6
Course Purposive Duration &
Description Communication Schedule
Communication and
Lesson/Topic Lesson No. 4
Technology
At the end of the week students can:
 Show the importance of face – to – face, audio, virtual, text –
based, and other forms of communication particularly in
Learning
targeting different types of audiences in local and global
Outcomes settings.
 Distinguish the differences between and among the
communication modes.
Purposive Communication Using English in Multilingual
References
Contexts
Course Coach Ms. Perlie Ann B. Alberto

A. Activation of Prior
Knowledge

ACTIVITY I.
Bring out three to four clippings or printouts of cartoons that show the use of
technology today. Discuss the following questions: (NOTE: Write your
answer on Annex A.)
1. What ideas about technology do the cartoons present?
2. Do these cartoons present positive or negative ideas about technology?
NOTE: Be ready to present your discussions via video and send it to me on
my messenger.

B. Engagement in Relevant Content and Appropriate

Learning Activity/Activities

COMMUNICATION in social media

There are various modes through which we communicate with each other. In the past, these
modes took the form of handwritten messages, typewritten messages, short 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.
For example, there is a greater tendency for us to write a longer, more visually detailed 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, with the rapid rise and spread of Internet connectivity, the old forms of communication
have given way to new forms that make communication easier and faster. Read the following news
report about the use of social media in the Philippines.

PINOYS TOP SOCIAL MEDIA USERS,

ACCORDING TO STUDY
By Miguel R. Camus (2017)

(1) Filipinos spend more time on social media sites than anyone else in the world, going online
roughly four hours and 17 minutes a day, according to a report released on Tuesday.

(2) Filipinos spend most of their online time on sites such as Facebook, Snap chat and Twitter, said
the report, called Digital in 2007, and prepared by social media platform Hoot suite and United
Kingdom – based consultancy We Are Social Ltd.

US AMONG BOTTOM HALF

(3) Brazilians and Argentinians followed closely behind, spending three hours and 43 minutes and
three hours and 32 minutes on social media, respectively, the report said.

(4) The United States, where many of these social media players were founded, is among the bottom
half, with Americans spending an average of just two hours and six seconds per day. The least active
were the Japanese, who log on an average of just 40 minutes daily.

(5) “It’s probably due to the same cultural dynamics that made use the text messaging capital of the
world,” said Ramon Isberto, spokesperson for telecoms giant PLDT and Smart, referring to mobile
phone text messaging in the past decade that is now giving way to internet – based applications.

(6) “Filipinos like to keep in touch,” Isberto said.

SLOWEST IN ASIA – PACIFIC

(7) The Philippines’ social media usage was in stark contrast to its internet speed. Fixed – broadband
speed here is among the slowest in Asia – Pacific, while mobile connections are among the fastest,
according to the most recent Akamia report.

(8)There appeared to be a relationship between poor fixed – broadband speed and time spent on
social media.

(9) The Philippines, Brazil and Argentina have an averaged fixed – line broadband speed of 4.2
megabits per second (mbps), 5.5 mbps and 5mbps, respectively.

(10) The fastest was South Korea, with 26.3 mbps, and its citizens just spend about 1 hour and
11minutes a day on social media.

INTERNET USE ON RISE

(11) According to the report, the Philippines’ internet and social media users grew by over 25 percent,
up 13 million and 12 million over last year, respectively.
 (13) The Philippines, so far, had a social media penetration rate of 58 percent, higher than the
average of 47 percent in Southeast Asia.

(14) Around the world, internet users grew 10 percent, or an additional 354 million people, while active
social media users jumped 21 percent, or an additional 482 million.

(15) Global active netizens using mobile phones and other devices surged 30 percent, or another 581
million people.

DIGITAL CONNECTIVITY

(16) The total internet penetration rate stood at 50 percent, or 3, 77 billion people, the report showed.

(17) “Half of the world’s population is now online, which is a testament to the speed with which digital
connectivity is helping to improve people’s lives,” said Simon Kemp, a consultant at We Are Social.

(18) “The increase in internet users in developing economies is particularly encouraging,” Kemp
added.

(19) The report complies data from the world largest studies of online behavior, conducted by
organizations including GlobalWebIndex, GSMA Intelligence, Statista, and Akamai in “ a
comprehensive state” of social media reference.

(20) The 2016 report has been downloaded 70, 000 times and read 2.5 million times on Slide Share
so far.

Pause for a while and take your snack…

C. Reflection/ Response/ Action

 ACTIVITY II.
COMPREHENSION QUESTIONS:
Direction: Check your understanding of the input by answering the following
questions. (Write your answers on ANNEX B. worksheet 6.1)

1. How much time is spent on social media sites by Filipinos? Japanese?

Brazilians? Americans? Argentinians?
2. What conclusions can you draw from your answer in no. 1?
3. How would you compare the internet speed in the Philippines with that
Brazil? Argentina? South Korea?
4. What conclusions can you draw from your answer in no. 3?
5. The author claims that global Internet use is on the rise? What facts does the
author provide to support this claim?

ACTIVITY III.
Share It!
Direction: Imagine that you had just won the top award in a prestigious
international contest. You would like to express your thoughts and feelings
about this big event. Share these thoughts and feelings through one of the
following forms of communication (20 points). Paste a copy of your work
on the box. (Write your answers on ANNEX C. worksheet 6.1)

Option 1: A handwritten letter to your parents or teachers

Option 2: An e – mail message to your parents or teachers.
Option 3. A public Facebook post.
Option 4: A public Twitter post; and a text message to your parents or teachers.

D. Summative Assessment ( this will be given at the end of the unit for grading
purposes)

E. Feedback to Improve Learning and Teaching

Students please leave your comments regarding the difficulties you encountered
in completing this module. Write them on the answer sheet found on ANNEX D.
Course Code GE 100/ Gen. Ed. 100 Week/Day 7
Course Purposive Duration &
Description Communication Schedule
INTERCULTURAL
Lesson/Topic Lesson No. Unit 1. lesson 3
COMMUNICATION
At the end of the week students can:

 Demonstrate knowledge about globalization as an economic

phenomenon,
Learning
 Demonstrate an understanding of the impact of globalization
Outcomes in communication.
 Demonstrate an awareness of the reality of cultural diversity
 Demonstrate an understanding of how cultural diversity
affects communication
Purposive Communication Using English in Multilingual
References
Contexts
Course Coach Ms. Perlie Ann B. Alberto

A. Activation of Prior
Knowledge

Many global companies operate in the Philippines. These companies have Filipino
counterparts which compete with them. An example of a global company is McDonald’s; its
Filipino competition is Jollibee.

ACTIVITY I.
Choose a global company and a Filipino counterpart that you have visited as a
customer of these companies. What are the similarities and differences
between the two? Did you have a good experience with either of them? Which
company has provided better products and services for you? (NOTE: Write
your answer on Annex A.)

B. Engagement in Relevant Content and Appropriate

Learning Activity/Activities

The globalization phenomenon

‘Globalization’ and ‘global’ are terms we often encounter today. These terms are associated
with realities outside the territories of nation – states. All countries are engaged in globalization. Very
few (if any) societies are unaffected by this phenomenon. Because of this, we need to understand
exactly what it is, and more importantly, how it impacts communication.
The following reading text provides information about globalization. Before reading the text, research
about the following:
  Reuters
 International Monetary Fund (IMF)
 Paris Agreement on Climate Change
 Oxfam

WHAT IS GLOBALIZATION ANYWAY?

By Alex Gray (World Economic Forum2017)

(1) In simple terms, globalization is the process by which people and goods move easily across
borders. Principally, it’s an economic concept – the integration of markets, trade and investments with
few barriers to slow the flow of products and services between nations. There is also a cultural
element, as ideas and traditions are traded and assimilated.

(2) Globalization has brought many benefits to many people. But bot to everyone.

STORM IN A COFFEE CUP

(3) To help explain the economic side of globalization, let’s take a look at the well – known coffee
chain Starbucks.

(4) The first Starbucks outlet opened its doors in 1971 in the city of Seattle. Today it has 15, 000
stores in 50 countries. These days you can find a Starbucks anywhere, whether Australia, Cambodia,
Chile or Dubai. It’s what you might call a truly globalized company.

(5) And for many suppliers and jobseekers, not to mention coffee – drinkers, this was a good thing.
The company was purchasing 247 million kilograms of unroasted coffee from 29 countries. Through
its stores and purchases, it provided jobs and income for hundreds of thousands of people all over
the world.

(6) But then disaster struck. In 2012, Starbucks made headlines after a Reuters investigation showed
that the chain hadn’t paid much tax to the UK government, despite having almost a thousand coffee
shops in the country and earning millions of pounds in profit there.

(7) As a multinational company, Starbucks was able to use complex accounting rules that enabled it
to have profit earned in one country had a lower tax rate, Starbucks benefited. Ultimately, the British
public missed out, as the government was raising less tax to spend on improving their well – being.

HOW DID GLOBALIZATION HAPPEN?

(8) We might think of globalization as a relatively new phenomenon, but it’s been around for
centuries.

(9) One example is the Silk Road, when trade spread rapidly between China and Europe via an
overland route. Merchants carried goods for trade back and forth, trading silk as well as gems and
spices and, of course, coffee. (In fact, the habit of drinking coffee in a social settings originates from a
Turkish custom, an example of how globalization can spread culture across borders.)

WHAT
(11) TheDRIVES
internetIT?
has revolutionized connectivity and communication, and helped people share their
ideas much more widely, just as the invention of the printing press did in the 15th century. The advent
(10)
of theGlobalization
email made has speeded upfaster
communication enormously over the last half – century, thanks to great leaps in
than ever.
technology.
 THE IMPACT OF GLOBALIZATION ON COMMUNICATION
As more people cross boarders because of the globalization, more language contact happens,
making communication more challenging. View a video or listen to an audio – recording titled The
Effects of Globalization on Global Communication by Nikolay Danev.

Pause for a while and take your snack…

C. Reflection/ Response/ Action

ACTIVITY II.
COMPREHENSION QUESTIONS:
Direction: The input above provides information about globalization – how it
works, how it happens and what drives it, and what is good and bad about it.
Check your understanding of the input by answering the following questions.
(Write your answers on. Worksheet 7, ANNEX B)

1. What do the following words mean? Use context clues from the text to
determine the meaning of the words.
A. enabled B. enormously
C. Flourished D. Floundered
2. What does the experience of Starbucks tell the readers about globalization?
3. What are the driving forces behind globalization?
4. What are the benefits of globalization?
5. What are the negative effects of globalization?

ACTIVITY III.
COMPREHENSION QUESTION
Direction: Check your understanding of the input by answering the
following question. (Write your answers on ANNEX C. worksheet 7)

1. In what specific ways does globalization affect communication?

2. What are the things that people do now which could not be done before
globalization?
3. Are the effects of globalization on communication positive or negative?
Support
your answer with concrete examples.

ACTIVITY IV.
Direction: Read the following statements carefully. Decide if each statement is
true or false. If the statement is false, re – write or reverse it to make it true.Use
 the space provided after each statement. (Point system: 5 items x 3 point each = 15
points) (NOTE: Write your answers on WORKSHEET 7, ANNEX D)

_____1. Globalization began after the Internet was invented.

_____2. All globalization process are economic in nature.
_____3. Because of globalization, modes and forms of communication have
changed.
_____4. One effect of globalization is deepening poverty.
_____5. One effect of globalization is the rising cost of information technologies.

ACTIVITY V.
Direction: Make a collage, a poster, or a slogan, about the impact of
globalization on communication. Then, on the space provided below, explain
your work in one or two paragraph.

D. Summative Assessment ( this will be given at the end of the unit for grading
purposes)

E. Feedback to Improve Learning and Teaching

Students please leave your comments regarding the difficulties you encountered
in completing this module. Write them on the answer sheet found on ANNEX F.