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COMMUNICATION
a) when the person doing the action (agent) is not known, or when it is unnecessary
to mention the agent.
My cars been stolen!
Milk is often sold in tetra bricks.
When we use the passive voice, who or what causes the action is often unknown or
unimportant; however, if we want to say who does or what causes the action, we use by
at the end of the sentence.
This house was built by my grandmother.
My car has been stolen by a young man.
3. Human communication.
1. Communication.
- Communication is the activity of conveying meaningful information.
- Requires a sender, a message, and an intended recipient (even not present)
- Can occur across vast distances in time and space.
- Requires that the communicating parties share an area.
- Process is complete once the receiver has understood the sender.
2. Human communication.
Human spoken and picture languages can be described as a system of symbols and the
grammars by which the symbols are manipulated. The word language also refers to
common properties of languages. Most of the thousands of human languages use
patterns of sound or gesture for symbols which enable communication with others
around them
4. ed/-ing ending.
I love the cover of this issue. Its the first image Ive seen that truly conveys the
feeling that social media evoke for me. Its about people. People influencing each other in
some way. Thats nothing new, of course, people have always gathered together to talk.
But now, its the rapid-fire frequency and the sheer number of people coming together
that are propelling our world forward in exciting, startling and sometimes scary ways.
In their best forms, social media bring us together, help us share our thoughts,
challenge our thinking and facilitate the support of important causes. That people living
worlds apart, facing different cultural realities, have the ability to connect is truly
incredible. At no time in history have we had such a tremendous opportunity to be closer
to each other, and to understand and appreciate our differences. In business terms it offers
organizations an opportunity to connect to their audiences in real and engaging ways.
But then theres the other side. At its worst, the anonymity of social media can
(and often does) bring out our mean streak. Its easy to throw a jab when you dont have
to stand up to the consequences of what you just said. Its fear of this behavior that
keeps some organizations from taking the full leap into social media. But, as
organizations are beginning to understand, lack of participation does not provide
protection. In fact, not participating in the dialogue, particularly if you are the victim of
an attack, just makes you look worse. The inference is that your organization is
insensitive. It doesnt care. Its an unfeeling, faceless entity just looking to come out
ahead.
This issue talks about measurement, but it really focuses on understanding social
media and those who use it. Its about developing a level of comfort with these tools, to
dispel fear and to help you learn whether what youre doing is working. Remember that
social media are about people, their likes, dislikes and resulting behavior. Are people
hearing you and responding in the way you intended? What can you learn about your
audience in social media that will help you serve them better?
The dynamics of social measurement can be complex, but not because of the
tools. Its the complexity of the human response that will determine whether the reaction
you get when you use social media will bring out the best or the worst in your audience.
As you bravely forge through the changing world of social media, your most effective
approach may simply be to understand human nature. At the end of the day, its still
about people.
TEMA 2
CLASSROOM COMMUNICATION
1. Comminicative strategies.
Language use is also characterized by communicative strategies which operate when the
learner needs to compensate for some lack in the linguistic system or when they focuses
on exploring alternate ways.
- problem-oriented: its employed by the learner when he lacks or cannot reach the
linguistic resources required to express an intended meaning.
- potentially conscious: they are when the speakers use it to face a production problem.
- in real communication situations: bridge the gap between the linguistic knowledge of
the second language and the linguistic knowledge of the target language.
- two key concepts figure in most discussions:
- they are conscious.
- they are problem-oriented.
- native speakers use communicative strategies.
- what distinguishes learners and native speakers is the frequency with which the same
strategies are called upon. Learners manifest more strategy tokens. A further distinction is
the fact that in native language interactions such as communicative strategies are used
primarily with lexical items or perhaps to clarify references for pronouns.
- in inter-language they normally occur with syntactic, morphological or eve
phonological structures.
- form: it can have a positive or a negative form which takes the infinitive form of the
verb. To make the imperative sentence negative, do not (formal) or dont,
(informal), can precede the verb.
Communication is the driving force in any relationship or situation and it has also
become one of our most disturbing, yet intimate forms of connecting with others. It is
vitally important to know when communication should take place, where it should take
place, and why one should communicate.
The paper contends that educators are doing an inferior job educating poor
children. According to the paper, when a child does not speak Standard English, the
teacher must be able to reach the child on his level of understanding and transfer him to
the standard level of understanding; effective classroom communication requires the
teacher and students to be able to send and receive messages accurately. The paper states
that the classroom should: provide a variety of stimuli; provide a secure, comfortable
feeling; be adapted to fit the activity; and give some privacy and individuality.
- Greetings
Hello, good morning/afternoon/evening
(class/everyone),
Thats all for today, goodbye, see you tomorrow/next
week/ on Wednesday.
- Instructions
Stand up, sit down, open your textbooks on page --,turn to page ---, look at exercise ---
on page ---, listen carefully, read page---/exercise--- aloud, please, repeat again, please,
work in pairs/in groups (of 3, 4...), check your answers with your partner, discuss with
your partner + PLEASE.
- Transitions
First (of all), next, then, for example, now, lets, after that, finally, to conclude, to sum
up, to summarise the main ideas studied today.
- Questions
Do you have any questions? Is this clear? Whats the answer? Who would like to read
explain in your words...? Any volunteer for reading?
- Examples
Excuse me, --- could you/I? Sorry, I didn't hear you. Could you repeat that again, please?
I don't understand / I don't know / Im not sure. How do you say/pronounce this word?
What does --- mean? What's --- in English? What's --- in L1? I think/believe --- / In my
opinion. That's easy/difficult/strange. Could I have some help, please?
5. Multimodal communication in the classroom.
The large classroom setting is fraught with challenges for both instructor and
student. Educational technology provides unique means for addressing many of these
problems. A critical challenge is engendering substantive student participation and
instructor feedback, for example with active learning exercises and follow-up discussion.
Large class sizes and shyness can discourage volunteerism. If significant participation
does occur, it can create data management problems for the instructor.
Shyness is diminished, and students can think through and edit their work before
committing their answers when in-class education technologies are used. Aggregation,
filtering, and partitioning can help with data management. Learning improvements are
difficult to measure, yet students and instructors alike cite personal benefits to such
technologies.
The teaching of English for science and technology is part of what is more widely
known as English for Specific Purposes (ESP). If we are to teach English for a special
purpose, we have to consider the way in which we hope to achieve our ends. In other
words, we have to design a syllabus that will meet the needs of the student and adapt our
methodology in order to teach the necessary skills.
2. Kinds of ESP
- social english: estrategies to COPE with the language: be able to go shopping, to have
conversations with other, etc...
- a student: needs the English related to his field of studies: to write reports and essays,
take notes, and function in a seminar situation. This kind of social English is known as
English for Academic Purposes (EAP).
- a businessman, waiter, postman... will need English for Social Purposes and English for
Occupational Purposes (EOP).
- a student of medicine may need to be able to read articles and textbooks about that
subject in English. This is often referred to as EST (English for Science and
Technology)
What is interesting about all these examples is that the English the students may
want to learn is different. Whereas the waiter might want to speak, the medical student
might only want to read in English. In both cases we are saying that the student does not
necessarily need to cover the four major skills reading, listening, speaking and writing
or at least not in the same depth.
It may be done through preliminary conversations with the students concerned, through
interviews, questionnaires, or simply through the teachers intuition.
- In the early stages should be related directly to concrete laboratory situations and
workshop practices, and will be used to describe what is going on there.
- At more advanced stages, is concerned with statements of general truth, descriptions of
processes, properties or functions, with deductions, etc. Specific linguistic structures can
be identified with these different concepts.
- a short introductory text containing words and phrases on the recording/ main text
which are likely to be unfamiliar to the student. These should be underlined.
- a list of about ten headings representing the main point of the talk. Gaps are left
between the headings to facilitate note-taking.
- some comprehension questions and true/false statements.
- some lexical/ grammatical items are deleted from a text which summarises the
recording. The student has to fill in the gaps.
2. Phrasal verbs.
3. Professional communication.
1. OUTPUT: is about sending, speaking, using words, tone, tempo, etc. to deliver the
meaning. Body language is presented as well: e.g. posture, smiles, controls. Remember
the 3Ps of communication be polite, professional and positive!
2. INPUT: is about receiving, listening, observing body language. Remember to
actively listen, use empathy and intuition, and predict responses.
What do we mean by 3V communications?
Communication is:
- 7% Verbal (our words and phrases) - 38% Vocal (our stress, intonation, rhythm,
delivery, etc.) - 55% Visual (body language).
So 93% of our communication is non-verbal!
1. Your audience.
There are some basic questions to ask about an audience:
- who will I be speaking to?
- what do they know about my topic already?
- what will they want to know about my topic?
- what do I want them to know by the end of my talk?
2. Structure of a presentation.
In an effective presentation:
- the content and structure are adjusted to the medium of speech.
- listeners cannot go back over a difficult point to understand it or absorb long arguments.
- it can be ruined if the content is too difficult to follow or structure too complicated.
- expect to cover much less content than you would in a written report.
- make difficult points easier to understand using plenty of examples.
- leave time for questions within the presentation.
- give your presentation a simple and logical structure.
- include an introduction with the points to cover and a conclusion.
4. Effective notes.
- speakers:
- some do not use notes at all and some write out their talk in great detail.
- if you are not an experienced speaker use notes or youll soon lose your thread.
- dont read a prepared text aloud or memorising your speech as this will be boring.
- the best solution is to use notes with headings and points to be covered.
- you may write down key sentences (on paper or cards)
- the trick in using notes is to avoid shifting your attention from the audience for
too long, so use large notes that you can see without moving your head too much.
5. Visual Aids.
- visual aids help to make a presentation livelier.
- help the audience to follow your presentation.
- help you to present information that would be difficult to follow through speech alone.
The two most common forms of visual aid are:
- overhead transparencies (OHTs)
- computer slide shows.
- some speakers give printed handouts to the audience to follow as they speak.
- others prefer to give their handouts at the end of the talk (can distract the audience)
TEMA 4
COMMUNICATION IN PUBLIC INSTITUTIONS
1. Communicative competence.
1. Communication.
- Formal English is usually the language chosen for polite and formal contexts and it is
especially important when writing essays or any text that is not informal.
- Informal English is linked to the conversational language that is appropriate for
colloquial and relaxed situations.
If formal English is more objective, informal English is more personal and natural in the
sense that the words and expressions are spontaneous.
Phrasal verbs Some are used in formal register More common in informal speech
4. Public institutions.
Public institutions are large organisations that have an important role in the
community of a place being a city or a country (banks, universities, hospitals...)
The function of public institutions is to serve society by keeping a dialogue with
its community and by finding a solution to their problems. They develop administrative
and human tasks that aim to be responsive and in constant change to the public demand.
4. Complete the following acronyms/abbreviations with the correct words they stand for.
a) NATO: North Atlantic Treaty Organization.
b) EU: European Union.
c) MP: Member of Parlament.
d) PSC: Public Service Comission.
e) NGO: Non Goverment Organization.
f) NPO: Non Profit Organization.
g) CVO: Civil Society Organization.
TEMA 5
COMMUNICATION AND THE MEDIA
British Press
- British newspapers did not receive government subsidy.
- Six different categories of contents we may expect to find in any British newspaper.
1. a section Foreign News dealing with news from other countries and Britons abroad.
2. a section Home News concerned with political and other events which take place
inside Britain and affect the nation as a whole.
3. Human Interest Stories, stories about individuals and events that affect people.
4. section features, articles which give background information on a country, personality
or development of current interest.
5. Notices, that is, small advertisements, job advertisements, personal announcements
6. to Gossip, to rumours about the private lives of prominent people.
Examples in contexts:
1. So you are an engineer? Well, Ill finish my degree in a year or so.
Well: as a response of whats coming before
2. Ok, I see. Anyway, are you coming to visit us this summer?
Ok: as agreement to a previous sentence (engineer)
Anyway: as contrast.
3. Thanks for your opinin, Chris, but Chicago its not like New York, you know.
You know: adknowledges and connects to the listener.
4. Thats a bad party. Still, the music was pretty good!
Still: as a contrast.
Origin
The invention of the printing gave rise of the first forms of mass communication.
In communications, media (singular medium) are the storage and transmission channels
used to store and deliver information or data (synonymous: mass media, news media)
Mass media refers collectively to all media technologies, including the Internet, cinema,
television, newspapers and the radio
Today, children are encouraged to use media tools in school and are expected to have a
general understanding of the various technologies available.
The Internet is one of the most effective tools in media for communication.
Some may argue that certain types of media can hinder face-to-face communication and
therefore can result in complications like identity fraud.
Television and print media are important for distributing advertisement media.
TEMA 6
ONLINE COMMUNICATION
In one such study, Luskin, Fishkin, & Iyengar (2004) argue that online deliberation
can generate a positive effect on public opinion that is comparable to face-to-face
deliberation. In that study, however, the experimental settings for face-to-face and online
deliberation groups were not identical. Because different expert panelists, moderators,
and survey questionnaires were used to gauge the effect of deliberation in the two
settings, it would have been difficult to compare the effects of the two types of
deliberation directly. Furthermore, online deliberation in Luskin et al.s study was
conducted not by text but by voice. Given that most CMC is done by text, it can be said
that the studys design did not accurately address the reality of online deliberation. Thus,
it is worth investigating the effects of online deliberation further. The current project
probes the effects of textual online deliberation on opinin formation in an experimental
setting and compares the effects of online deliberation with those of face-to-face
deliberation.
As Walther (1992) claims, verbal cues are sufficient for information processing.
Online verbal communication may even be superior to face-to-face communication in
terms of rationality, because online deliberation, which is solely dependent on text
exchanges, is emotionally more detached and perhaps more cognitively-oriented. Online
communication, in principle, is considered more democratic because in online
communication one can observe reduced patterns of individual dominance and increased
contributions by low-status participants (Rice, 1993).
- Both are totally correct but students should select one and be coherent not only at the
time of using an AmE pronunciation but also when using an AmE spelling.
- It is not a good idea to mix them up.
- Differences between the two include not only pronunciation and spelling but also
vocabulary, grammar, punctuation and idiomatic expressions.
- Some differences between British and American English with regard to vocabulary.
* Vocabulary
AmE BrE
Cookie Biscuit
Elevator Lift
Soccer Football
Period Full stop
Parking lot Car park
Down town City centre
Teller Cashier
Cellular (Phone) Mobile (phone)
Program Programme
* BrE expressions for the AmE words.
Resum CV.
Truck LORRY.
Chips CRISPS.
Apartment FLAT.
Check (restaurant) BILL.
Backpack RUCKSACK.
Semester TERM.
French fries CHIPS.
Vacation HOLIDAY.
Restroom TOILETS / WC.
Mom MUM.
Zip code POST CODE.
Fall (a season) AUTUMN.
Highway MOTORWAY.
* BrE or AmE.
Center AmE.
Programme BrE.
Color AmE.
Organise BrE.
Behaviour BrE.
Gas station AmE.
Travelling BrE.
Practise BrE.
Theatre BrE.
Analyze AmE
3. Online communication.
1. Introduction.
- The term refers to reading, writing, and communication via networked computers.
- It encompasses:
a) synchronous computer-mediated communication: people communicate in real
time via chat or discussion software, with all participants at the same time.
b) asynchronous computer-mediated communication: people communicate in a
delayed fashion by computer, using programs such as e-mail.
c) reading and writing of online documents via the World Wide Web.
3. Computer-Mediated Communication.
- The integration of computer-mediated communication in the classroom divided into:
a) some educators began to use e-mail to set up long-distance exchanges,
b) other educators began to use synchronous software programs (Daedalus) to
allow computer-assisted conversation in a single classroom.
- Terms which people have used to describe language in cyberspace (Weblish, netlingo,
e-talk, techspeak, wired-style, geek-speak and netspeak)
- They assume that internet language is so different from other kinds of language that it
warrants a new, special label.
- New technologies have also been radically affecting language, destroying proper
language.
- Language is a symbolic system for creating meaning and is made up of sounds, letters
and words. These are in turn combined to form grammatical structures like sentences
according to the rules agreed by any particular community of speakers.
- Meaning is negotiation between speakers, and we have to make judgements about
context in order to decide what someone means.
- Scholars are more interested in what people actually do with language in their everyday
encounters, the ways they use language to form relationships and to communicate their
identities. This is why scholars talk about language-in-use or discourse.
- The term discourse is used by many different scholars in many different ways.
Although it is used here in the particular sense of language-in-use, in actual fact
discourse and communication mean pretty much the same thing: both terms are
concerned with social interaction and everyday encounters.