ENGLISH LANGUAGE DEPARTMENT

COLLEGE OF ARTS AND LETTERS

BICOL UNIVERSITY
LEGAZPI CITY

FIRST SEMESTER
ACADEMIC YEAR 2020-2021

PROPERTY OF:

__________________________________________________
NAME OF STUDENT/COURSE AND YEAR

GEC-15, PURPOSIVE COMMUNICATION Module 3

 FORMAT FOR TASKS

Save all tasks in a letter-size or short bond paper [.docx or .doc format] and rename the
file using this format (M3- BSSW-Block B - Surname & Initials). Send your work to my e-
mail add: auroramojarmonjardin@gmail.com

Name: __________________________ Course & Year: ______

TASK # 1

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GEC-15, PURPOSIVE COMMUNICATION Module 3

GEC-15, PURPOSIVE COMMUNICATION Module 3
 TASK # 3

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GEC-15, PURPOSIVE COMMUNICATION Module 3

 CHAPTER THREE

I. LOCAL AND GLOBAL COMMUNICATION IN

MULTICULTURAL SETTINGS

WHAT IS THIS LESSON ABOUT?

This lesson will discuss on communication in multicultural contexts, which

focuses on the dynamics of communication across cultures. By doing so, you enhance
productivity and add to your ability to communicate without conflict or misunderstanding.

WHAT WILL YOU LEARN?

At the end of this lesson, you are expected to:

1. Increase cultural and intercultural awareness and sensitivity in

communication of ideas;
2. Demonstrate an understanding of how cultural diversity affects
communication;
3. Determine situations, which display effective communication in multicultural
contexts.

GEC-15, PURPOSIVE COMMUNICATION Module 3

 Examine the picture below and note the following:
• The source of miscommunication
• The behavior of each person in the image

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GEC-15, PURPOSIVE COMMUNICATION Module 3

LESSON 1: DEFINITION OF CULTURE

LET’S READ!

WHAT IS CULTURE?

The word "culture" derives from a French term, which in turn derives from the
Latin "colere," which means to tend to the earth and grow, or cultivation and nurture. 
Culture is a learned system of meanings that fosters a particular sense of shared
identity-hood and community-hood among its group members. It is a complex frame of
reference that consists of a pattern of traditions, beliefs, values, norms, symbols, and
meanings that are shared to varying degrees by interacting members of an identity
group (Ting-Toomey & Takai 2006, p.691 in Oetzel, 2009).
According to Oetzel (2009:9), we are simultaneously members of multiple cultural
groups, such as a national culture, ethnic culture, religious culture, gender culture,
media culture, social class culture, generation culture, which overlap to varying degrees.

COMMUNICATING ACROSS CULTURES

Communicating across cultures is challenging. Each culture has set rules that its
members take for granted. Few of us are aware of our own cultural biases because
cultural imprinting is begun at a very early age. And while some of a culture’s
knowledge, rules, beliefs, values, phobias, and anxieties are taught explicitly, most of
the information is absorbed subconsciously.
The challenge for multinational communication has never been greater.
Worldwide business organizations have discovered that intercultural communication is a
subject of importance---- not just because of increased globalization, but also because
of their domestic workforce is growing more and more diverse, ethnically and culturally.

INTERCULTURAL COMMUNICATION is a discipline that studies communication

across different cultures and social groups, or how culture affects communication. It
describes the wide range of communication processes and problems that naturally
appear within an organization or social context made up of individuals from different
religious, social, ethnic, and educational backgrounds. In this sense it seeks to
understand how people from different countries and cultures act, communicate and
perceive the world around them.

GEC-15, PURPOSIVE COMMUNICATION Module 3

LESSON 2: THE CULTURAL ICEBERG

LET’S READ!

Culture is a very complex topic, but there is at least one model to make this a lot easier
to understand. In this lesson, we'll examine the iceberg model of culture and see what it
can teach us.

In today's global marketplace, understanding cultural dynamics is more important

than ever. Having a good understanding of cultural influences can help employers and
human resources managers avoid taking adverse action against individuals based on
cultural misunderstandings. 

HOW CAN A CULTURE BE LIKE AN ICEBERG?

ANALOGY OF CULTURAL ICEBERG
The similarity is that icebergs are famously disproportionate in terms of visibility.
You can see the top 10%, but 90% of its mass is below the surface. Culture is similar. In
what is known as the iceberg model of understanding culture, you can observe about
10% of culture, but to comprehend the rest, you have to go deeper. 
Icebergs peak over the water, revealing just a small portion of their total mass.
Culture is similar in that people at first just see a small portion of a person's culture
based on things such as clothing, appearance, speech, grooming, greeting rituals,
music, arts, or dances. However, these observations comprise just a fraction of a
person's culture. Just like with a physical iceberg, a cultural iceberg contains essential
characteristics beneath the surface.

In 1976, Edward T. Hall suggested that culture was similar to an iceberg. He

proposed that culture has two components and that only about 10% of culture (external
or surface culture) is easily visible; the majority, or 90%, of culture (internal or deep
culture) is hidden below the surface.

GEC-15, PURPOSIVE COMMUNICATION Module 3

CORE VALUES
Under the water line of the cultural iceberg are many important components of
culture. This includes the ideas, preferences and priorities that comprise individual
attitudes and values. A culture's core values include its understanding of what is wrong
and right and good and bad. Additionally, this is what individuals in the culture have
learned about what is acceptable and unacceptable behavior in society. Core values
teach children and adults about the importance and manifestation of honesty, respect,
and integrity. However, there may be different situations in which these values may be
asserted or interpreted in a different way. 

INTERPRETATION OF CORE VALUES

Buried further in the cultural iceberg is the interpretation of core values. These
behaviors may be better understood and interpreted when individuals who are part of
the culture conduct observable behaviors, such as which words people use to talk, the
tone of voice they use, the laws that are passed, the mannerisms they use when
interacting with others, and the ways that they communicate with others. Other people
interpret cove values by observing how individuals behave in their professional lives.

CHANGING CORE VALUES

While people may grow up with teachings regarding core values, these values
may change over time. New experiences and shifts in cultural views may shape a
person's core values. However, these changes often do not occur quickly or without
complication. Many core values become part of the culture's external image to others.
They are often passed on from one generation to the next and continue to influence
individuals who are part of the culture. The core values may guide, teach and influence
individuals. In addition to the teachings that individuals receive from their parents and
what they are taught in an educational setting, other cultural influences include the
media and the laws that are passed. These factors influence social norms and shape a
person’s ideas about how they see the world and what they decide matters to them.

UNDERSTANDING THE CULTURAL ICEBERG

Individuals may be able to see and describe certain aspects of culture by simple
observation. However, they can develop a better understanding of deeply rooted ideas
by studying formative factors, reflecting on their own core values and analyzing
observed core values of members of the culture. Simultaneously, they can be open to
the idea that individual values may differ.

Lynch, N. (2017). The Cultural Iceberg Explained.

Available: https://www.lynchlf.com/blog/the-cultural-iceberg-explained/

https://www.aacu.org/sites/default/files/files/hips/Beyondthetipoftheiceberg.pdf

GEC-15, PURPOSIVE COMMUNICATION Module 3

LESSON 3: REACTIONS TO CULTURAL
COMMUNICATION ENCOUNTERS

LET’S READ!

People could react differently when they encounter another culture. Literatures
say they could react through: assimilation, accommodation and separation.

According to Oetzel (2007:229-230), ASSIMILATION is the effort to eliminate the

cultural differences towards home and host cultures. ACCOMODATION attempts to
retain some cultural uniqueness and to transform the existing dominant structures so
that there is less hierarchy while SEPERATION rejects the dominant society and
organizations, and individuals attempt to join similar co-cultural group members to form
organizations that are reflective of their own values and norms.

Communication Approach– “Which of the three approaches will I employ to achieve

my preferred outcome?”

• Nonassertive – behaviors in which individuals are seemingly inhibited and

non-confrontational; putting the needs of others before one’s own.
• Assertive – communication practices that encompass self-enhancing
expressive behavior that takes into account the needs of others and one’s
self.          
• Aggressive – communication practices that can be perceived as hurtfully
expressive and self-promoting.  Aggressive practices assume control over the
choices of others.

Communication Preferred Outcome

Approach

SEPERATION ACCOMODATION ASSIMILATION

Avoiding Increasing visibility Emphasizing

commonalities
Maintaining Dispelling
interpersonal stereotypes Developing
Non-assertive barriers positive face

Censoring self

Averting
controversy

GEC-15, PURPOSIVE COMMUNICATION Module 3

 Communicating Communicating self Extensive
Assertive self preparation
Intragroup
Intragroup networking Overcompensating
networking
Using liaisons Manipulating
Exemplifying stereotypes
strengths Educating others
Bargaining
Embracing
stereotypes

Attacking Confronting Dissociating

Aggressive Gaining advantage Mirroring

Sabotaging Strategic
others Distancing

Ridiculing Self

Also some people have the tendency to think and feel that their culture is
superior to the others so they use their own culture as the standard in judging other
people’s culture. This is called ETHNOCENTRISM. CULTURAL RELATIVISM on the
other hand sees other cultures equal to their own.

PREJUDICE. The act of showing negative and illogical bias toward that which is different.

STEREOTYPING. Making broad generalizations about people based on limited,

exaggerated, or false information

HATE AND HATE SPEECH. Hate is intense aversion to and bias against someone on
the basis of his or her membership in a group. Hate speech is the expression of hate.

ANXIETY. When you are anxious because of not knowing what you are expected to do,
it is only natural to focus on that feeling and not to be totally present in communication
transaction.

NONVERBAL MISINTERPRETATIONS. It can be stated that in a conversation this is

more problematic to understand the nonverbal symbols without sharing the same
nonverbal codes.

LESSON 4: DIFFERENCES IN CULTURE

GEC-15, PURPOSIVE COMMUNICATION Module 3
 LET’S READ!

We are all individuals, and no two people belonging to the same culture are
guaranteed to respond in exactly the same way. However, generalizations are valid to
the extent that they provide clues on what you will most likely encounter when dealing
with members of a particular culture.

HIGH-CONTEXT VS. LOW-CONTEXT CULTURES

All international communication is influenced by cultural differences. Even the

choice of communication medium can have cultural overtones. The determining factor
may not be the degree of industrialization, but rather whether the country falls into
a high-context or low-context culture.

High-context cultures (Mediterranean, Slav, Central European, Latin American,

African, Arab, Asian, and American-Indian) leave much of the message unspecified, to
be understood through context, nonverbal cues, and between-the-lines interpretation of
what is actually said. By contrast, low-context cultures (most Germanic and English-
speaking countries) expect messages to be explicit and specific.

SEQUENTIAL VS. SYNCHRONIC CULTURES

GEC-15, PURPOSIVE COMMUNICATION Module 3

 Some cultures think of time sequentially, as a linear commodity to "spend,"
"save," or "waste." Other cultures view time synchronically, as a constant flow to be
experienced in the moment, and as a force that cannot be contained or controlled.

In sequential cultures (like North American, English, German, Swedish, and

Dutch), businesspeople give full attention to one agenda item after another.

In synchronic cultures (including South America, southern Europe and Asia) the

flow of time is viewed as a sort of circle, with the past, present, and future all
interrelated. This viewpoint influences how organizations in those cultures approach
deadlines, strategic thinking, investments, developing talent from within, and the
concept of "long-term" planning.

Orientation to the past, present, and future is another aspect of time in which
cultures differ. Americans believe that the individual can influence the future by personal
effort, but since there are too many variables in the distant future, we favor a short-term
view. Synchronistic cultures’ context is to understand the present and prepare for the
future. Any important relationship is a durable bond that goes back and forward in time,
and it is often viewed as grossly disloyal not to favor friends and relatives in business
dealings.

AFFECTIVE VS. NEUTRAL CULTURES

GEC-15, PURPOSIVE COMMUNICATION Module 3

 In international business practices, reason and emotion both play a role. Which
of these dominates depends upon whether we are affective (readily showing emotions)
or emotionally neutral in our approach. Members of neutral cultures do not telegraph
their feelings, but keep them carefully controlled and subdued. In cultures with high
affect, people show their feelings plainly by laughing, smiling, grimacing, scowling, and
sometimes crying, shouting, or walking out of the room.

This doesn't mean that people in neutral cultures are cold or unfeeling, but in the
course of normal business activities, neutral cultures are more careful to monitor the
amount of emotion they display. Emotional reactions were found to be least acceptable
in Japan, Indonesia, the U.K., Norway, and the Netherlands and most accepted in Italy,
France, the U.S., and Singapore.

Reason and emotion are part of all human communication. When expressing
ourselves, we look to others for confirmation of our ideas and feelings. If our approach
is highly emotional, we are seeking a direct emotional response: "I feel the same way."
If our approach is highly neutral, we want an indirect response: "I agree with your
thoughts on this."

It's easy for people from neutral cultures to sympathize with the Dutch manager
and his frustration over trying to reason with "that excitable Italian." After all, an idea
either works or it doesn't work, and the way to test the validity of an idea is through trial
and observation. That just makes sense—doesn't it? Well, not necessarily to the Italian
who felt the issue was deeply personal and who viewed any "rational argument" as
totally irrelevant!

When it comes to
communication, what's proper and
correct in one culture may be
ineffective or even offensive in
another. In reality, no culture is right or
wrong, better or worse—just different.
In today's global business community,
there is no single best approach to
communicating with one another. The
key to cross-cultural success is to
develop an understanding of, and a
deep respect for, the differences.

GEC-15, PURPOSIVE COMMUNICATION Module 3

 WHAT IS THE DIFFERENCE BETWEEN MULTICULTURAL AND CROSS-
CULTURAL/ INTERCULTURAL?

MULTICULTURAL. Refers to a society that contains several cultural or ethnic

groups. People live alongside one another, but each cultural groups does not
necessarily have engaging interactions with each other. For example, in a multicultural
neighborhood people may frequent ethnic grocery stores and restaurants without really
interacting with their neighbors from other countries.

CROSS-CULTURAL/ INTERCULTURAL. Refers to the comparison of different

cultures. In cross-cultural communication, differences are understood and
acknowledged, and can bring about individual change, but not collective
transformations. In cross-cultural societies, one culture is often considered-the norm,
and all other countries are compared or contrasted.

TASK #1

 Write
GEC-15, PURPOSIVE a letter to a non-Filipino person who plans to reside in the Module 3
COMMUNICATION
Philippines someday. In this letter give this person some advice
about how to communicate with Filipinos.
LESSON 5: GENERATION CULTURE
COMMUNICATION DIFFERENCES

LET’S READ!
GEC-15, PURPOSIVE COMMUNICATION Module 3
 GENERATION CULTURE COMMUNICATION DIFFERENCES

Every generation or age group may also use its own unique set of jargons or
lingos in their casual conversations. Also, technology has made some changes on
words and introduced one that are easier to type (forming acronyms) and innovative.
The digital natives or the “millennials” are the ones who are creatively using them.

With the advent of social media and texting came an entirely new way to communicate.
It’s a mix of shorthand, conjoined words, abbreviations, and phrases that came about
because of a meme or even a mistake on social media that people found funny—and
useful for communicating in a digital age. The following are a few examples of popular
or viral English terms and expressions among the millennials from John Brandon
(www.inc.com).

1. Phubbing
I'm reading an early review copy of a book by Sherry Turkle and this word comes
up a few times. It means someone is talking to you while he or she is texting or
on a computer. It's a negative term only because it's impossible for most of us to
talk and type at the same time.
2. Hundo P
This phrase is fairly obvious when you think about it. It means "a hundred
percent" or that the person using the phrase is supportive and approves.
3. JOMO (Joy of missing out)
Millennials like to take an overused acronym like FOMO (fear of missing out) and
twist it to their will. The "joy of missing out" means missing something that was
lame in the first place.
4. Sorry not sorry
Fake apologies are part of the ethos when you are a Millennial. You are a little
sorry, but you also want to make fun of the idea of being sincerely apologetic
when it is not deserved.
5. I can't even
When you hear this phrase at work, watch out. It means the speaker is losing
patience, is at a loss for words, and is pretty annoyed about something.
6. The struggle is real
When Millennials use this phrase at work, it means they are annoyed. They might
use the phrase to let you know there is a tough problem or a real hardship.
7. On fleek
Used originally in an Instagram post about eyebrows (yes, the origin stories for
these terms tend to be as weird as the terms themselves), being "on fleek"
means to be on point. In a business context, it means something was well
executed and is worthy of acknowledgement.
8. Dipset
I was confused when I heard this one on social media. It means to bail on
something--to leave because something is lame. You might "dipset" from a
meeting if the topic is boring. If you use this one, let me know if people
understand you.

GEC-15, PURPOSIVE COMMUNICATION Module 3

 9. Bae
This word has fallen out of favor, according to a lengthy essay in The Atlantic that
probably was not necessary, but you'll still hear people use it at work. It means
your significant other.
10. V
Another "word" that is a single letter, v is common because it adds some
emphasis to texting and social media conversations. It means "very," as in "I'm v
excited" about this project. It also means you don't have to type three extra
letters.
11. Perf
Another shortened word, perf means "perfect" and denotes agreement to a
cause or plan. Like many of the slang words on this list, it came about because
you don't have to type as many letters. Just don't confuse it with the shortened
version of performance.
12. JK
JK--just kidding--is not a new abbreviation, but it has stood the test of time. It's
used when someone has made a joke and wants to make you pick up on the
humor.
13. It me
This shortened version of "it's me" is often used as a term of agreement and self-
identification. It means the person identifies with the topic, but they don't want to
explain at length. It's just a quick way to say you can relate to something.
14. P
Is one letter by itself a word? That's something Oxford will have to decide if it
hasn't already, but to Millennials, p is already part of their cannon. It's a
replacement for pretty (as in "I'm p excited") and might show up in your next
email conversation.
15. TBH
This one is pretty easy to guess (or should I say "it p easy to guess"?). It means
"to be honest" and is usually followed by either a joke or a more sincere
comment.

Other generation, a person’s social class, occupation, education, religion can

also be factors that shape one’s speech code (language, lexicon, expressions, jargons,
etc.). In the Philippines for instance, it is an observation that if someone is able to use
the English language properly and accurately, the person is regarded as educated or
someone in the upper class of the social economy.

TASK #2

 Read COMMUNICATION
GEC-15, PURPOSIVE Flight from Conversation by Sherry Turkle (from www.nytines.com)
Module 3

 Answer the following questions:

1. What is the main idea?
 CHAPTER THREE

GEC-15, PURPOSIVE COMMUNICATION Module 3

 II. VARIETIES AND REGISTERS OF SPOKEN AND WRITTEN
LANGUAGE

WHAT IS THIS LESSON ABOUT?

This lesson focuses on the main varieties and registers of English. These
varieties have their own grammatical, lexical and syntactic features and should not be
considered as errors. Hence, Language has formal and informal registers. These
registers have forms which define the social situation.

WHAT WILL YOU LEARN?

At the end of this lesson, you are expected to:

1. Demonstrate understanding about the concept of Variety of English

Language;
2. Demonstrate knowledge about the concept of registers of English in
spoken and written;
3. Use appropriate register depending on the communication situation.

LESSON 1: MAIN VARIETIES OF ENGLISH

GEC-15, PURPOSIVE COMMUNICATION Module 3
 LET’S READ!

English is clarified as a Germanic language, and it began in what is now the

British-Isles. After years of development, English language has many varieties in
different parts of the world. Different varieties differ in accent, vocabulary, grammar,
discourse, sociolinguistics, and have its respective characteristics in pronunciation,
tone, intonation, spelling and so on.

English has also come to play a central role as an international language. There
are a number of reasons for this, of which the economic status of the United States is
certainly one of the most important nowadays. Internal reasons for the success of
English in the international arena can also be given: a little bit of English goes a long
way as the grammar is largely analytic in type so that it is suitable for those groups who
do not wish to expend great effort on learning a foreign language.

Present-day geographical distribution: English is spoken on all five continents. With

regard to numbers of speakers it is only exceeded by Chinese (in its various forms) and
Spanish. But in terms of geographical spread it stands at the top of the league. The
distribution is a direct consequence of English colonial policy, starting in Ireland in the
late 12th century and continuing well into the 19th century, reaching its peak at the end
of the reign of Queen Victoria and embodied in the saying ‘the sun never sets on the
British Empire’. For the present overview the varieties of English in the modern world
are divided into four geographical groups as follows.

British Isles America

England United States (with

African American
Wales English)
Canada
Ireland
Caribbean

Africa Asia, Pacific

West Africa South and South-East

Asia
East Africa Australia and New
Zealand
South Africa The Pacific Islands

The two main groups are British and American English.

GEC-15, PURPOSIVE COMMUNICATION Module 3

British English. (BrE) The term British English refers to the varieties of the English
language spoken and written in Great Britain (or, more narrowly defined, in England).
Also called UK English, and Anglo-English — though these terms are not applied
consistently by linguists.
American English. Often abbreviated to AmE – is a variant of the English language,
spoken mainly in the United States. About two-thirds of the world’s native speakers of
English live in America and speak this variant.

English was introduced to North America by British settlers during the colonization
period (17th century). It was also influenced by the many different nationalities which
settled in the US since then and, to a certain extent, by the languages spoken by the
Native American population.

These days American English is one of the main varieties of English taught around the
world (along with British English). Different countries – due to historical and political
influence – often have a preference for one or the other. However for English teachers
there is very little to choose between the two. It is not difficult for an American teacher to
teach British English and vice versa, for example.

MAIN DIFFERENCES BETWEEN BRITISH ENGLISH AND AMERICAN ENGLISH

Vocabulary
The most noticeable difference between American and British English is
vocabulary. There are hundreds of everyday words that are different. For example, Brits
call the front of a car the bonnet, while Americans call it the hood.

• Americans go on vacation, while Brits go on holidays, or hols.

• New Yorkers live in apartments; Londoners live in flats.

British English American English

trousers Pants
flat Apartment
bonnet (the front of the car) Hood
boot (the back of the car) Trunk
lorry Truck
university College
holiday Vacation
jumper Sweater
crisps Chips
chips French fries
trainers Sneakers
fizzy drink Soda

GEC-15, PURPOSIVE COMMUNICATION Module 3

 postbox mailbox
biscuit Cookie
chemist drugstore
shop Store
football soccer

Collective nouns
We use collective nouns to refer to a group of individuals.
In American English, collective nouns are singular. For example, staff refers to a
group of employees; band refers to a group of musicians; team refers to a group of
athletes. Americans would say, “The band is good.”
But in British English, collective nouns can be singular or plural. You might hear
someone from Britain say, “The team are playing tonight” or “The team is playing
tonight.”

Auxiliary verbs
Another grammar difference between American and British English relates to
auxiliary verbs. Auxiliary verbs, also known as helping verbs, are verbs that help form a
grammatical function. They “help” the main verb by adding information about time,
modality and voice.

For example, “I shall go home now.” Americans know what shall means, but rarely use it
in conversation. It seems very formal. Americans would probably use “I will go home
now.”

In question form, a Brit might say, “Shall we go now?” while an American would
probably say, “Should we go now?”

When Americans want to express a lack of obligation, they use the helping verb do with
negative not followed by need. “You do not need to come to work today.” Brits drop the
helping verb and contract not. “You needn’t come to work today.”

Past tense verbs

GEC-15, PURPOSIVE COMMUNICATION Module 3

 The past tense of learn in American English is learned. British English has the
option of learned or learnt. The same rule applies to dreamed and dreamt, burned and
burnt, leaned and leant.

Americans tend to use the –ed ending; Brits tend to use the -t ending.

In the past participle form, Americans tend to use the –en ending for some irregular
verbs. For example, an American might say, “I have never gotten caught” whereas a
Brit would say, “I have never got caught.” Americans use both got and gotten in the past
participle. Brits only use got.

Tag questions
A tag question is a grammatical form that turns a statement into a question. For
example, “The whole situation is unfortunate, isn’t it?” or, “You don’t like him, do you?”

The tag includes a pronoun and its matching form of the verb be, have or do. Tag
questions encourage people to respond and agree with the speaker. Americans use tag
questions, too, but less often than Brits.

Spelling
There are hundreds of minor spelling differences between British and American
English. You can thank American lexicographer Noah Webster for this. You might
recognize Webster’s name from the dictionary that carries his name.

Noah Webster, an author, politician, and teacher, started an effort to reform English
spelling in the late 1700s.

He was frustrated by the inconsistencies in English spelling. Webster wanted to spell

words the way they sounded. Spelling reform was also a way for America to show its
independence from England.

You can see Webster’s legacy in the American spelling of words like color (from colour),
honor (from honour), and labor (from labour). Webster dropped the letter u from these
words to make the spelling match the pronunciation.

Other Webster ideas failed, like a proposal to spell women as wimmen. Since Webster’s

death in 1843, attempts to change spelling rules in American English have gone
nowhere.

GEC-15, PURPOSIVE COMMUNICATION Module 3

 British English American English

-oe-/-ae- (e.g. anaemia, diarrhoea, -e- (e.g. anemia, diarrhea, encyclopedia)

encyclopaedia)

-t (e.g. burnt, dreamt, leapt) -ed (e.g. burned, dreamed, leaped)

-ence (e.g. defence, offence, licence) -ense (defense, offense, license)

-ell- (e.g. cancelled, jeweller, marvellous) -el- (e.g. canceled, jeweler, marvelous)

-ise (e.g. appetiser, familiarise, organise) -ize (e.g. appetizer, familiarize, organize)

-l- (e.g. enrol, fulfil, skilful) -ll- (e.g. enroll, fulfill, skillfull)

-ogue (e.g. analogue, monologue, -og (e.g. analog, monolog, catalog)

catalogue)
*Note that American English also
recognizes words spelled with –ogue

-ou (e.g. colour, behaviour, mould) -o (e.g. color, behavior, mold)

-re (e.g. metre, fibre, centre) -er (e.g. meter, fiber, center)

-y- (e.g. tyre) -i- (e.g. tire)

GEC-15, PURPOSIVE COMMUNICATION Module 3

LESSON 2: LANGUAGE REGISTERS

LET’S READ!

Language Registers. Refers to the formality of language which one speaks.

Different registers are used in different situations. It is through registers that you are
able to determine the kind of lexicon or vocabulary to use as well as kind the structure
to be used. Even in writing, you may use a formal or informal register. In some
instances, even a neutral language register is identified.

Languages have five (5) language registers—five language styles.

FORMAL/ ACADEMIC REGISTER. Used in formal speaking and writing situations.

The formal register is likewise appropriate for use in professional writing. It is more
impersonal, objective, and factual.
• Interviews, academic language in classroom (lectures, instruction
—mini-lessons), public speaking
• Project proposals, position papers, and business letters.

INFORMAL/CASUAL REGISTER. It is more casual in tone, and is appropriate for

people with whom you have established a more personal relationship as in the case of
friends and relatives. This register may include more slang and colloquialisms.
• Talking with friends, slang (writing drafts should allow casual before
the formal draft because it “gets the information out” on the paper)
• Vernacular speech

FROZEN/ STATIC REGISTER. Language that is constant, by which it never changes.

This type of language is often learned and repeated by rote.
• Pledge of Allegiance, Lord’s Prayer,
• Preamble to the Constitution (language that remains
fixed/unchanged)

CONSULTATIVE REGISTER.  Moderately formal language that marks a mentor-

protégé or expert-novice relationship. The language used is more precise. The speaker
is likely to address the expert by a title such as “Doctor”, “Mr.” or “Mrs.”.
Some sources say this register is the formal register used in conversation.
• Talking to a boss/supervisor/teacher, lawyer, doctor, Counselor
(asking for assistance)

GEC-15, PURPOSIVE COMMUNICATION Module 3

INTIMATE REGISTER. The language used by lovers. This is the most intimate form of
language. It is best avoided in public and professional situations.

The Universal Rule:

A person can go from one register to the next register without any conflicts whatsoever
(casual to consultative…); however, if a person goes from one register to another
register, skipping a level or more, this is considered anti-social behavior (i.e. moving
from frozen to intimate, etc. marks a difference between a public voice and private
voice). Students must know how and when to move from one register to the next.

Earlier in the discussion, it was mentioned that registers refers to the kind of
language whereby the forms used define the social situation, notwithstanding the status
of interlocutors. Thus, legalese or legal language is highly characterized by archaic
expressions, technical jargon intrinsic only to the community of legal professions,
embedded structures, nominalizations, and passive voice.

Conversely, textese or language of texts are exactly the opposite—use of

abbreviations, acronyms, slang words, and expressions. This is so since messages
used to be limited to a certain number of characters/spaces which made texting much
easier and quicker. However, misinterpretations and/or miscommunication in text
messaging may arise if vocabulary and knowledge of context are limited. Hence, extra
care should be practiced when comprehending text messages.

GEC-15, PURPOSIVE COMMUNICATION Module 3

 TASK #3

Write a dialogue showing how you can begin to communicate with people
from other cultures by avoiding conflicts and misunderstandings.

GEC-15, PURPOSIVE COMMUNICATION Module 3