LESSON 1

Introduction:
English language, just like all other languages, is not a pure language untouched by others. Its
popularity and importance being the lingua franca have made it long influenced by contacts with a
wide range of languages in the world. Thus, people all over the world are using more and more
varieties of English now popularly called World Englishes.
Language specialists have classified and described the differences in the ways language is used
in different countries. Kirkpatrick (2007) distinguished and presented these world Englishes between
English as a Native Language (ENL), English as a Second Language (ESL), and English as a Foreign
Language (EFL). Kachru (2003) represented the growth and spread of English into different circles: the
inner circle where English is the native language, the outer circle where English is the second language
and which consists of a large speech community with great diversity and distinct characteristics, and
the expanding circles where English is an international language.
Undoubtedly, writers and speakers from these classifications use English in different ways
according to the contexts where English language is employed.

Phonology (speech sound)

There are sounds that are present in the speech inventory of one language which are not available
in the speech inventory of another language. For examples, Japanese do not have /l/ sound, so they
substitute the sound of /l/ to /r/ as in‘gurufurendu’ for girlfriend. Filipinos do not have long sounds in
English language such as /i/ for eagle; /o/ for pole; and /u/ for chew, and the /ӕ/ which leads, for
example, to cat being pronounced ket. Korean do not have the English consonant sounds /f/ and /v/,
and /Ө/ and /ɉ/ which are pronounced as /p/, /b/, /t/, and /d/ respectively, thus phone is pronounced
pone.

Orthography (spelling)
It is frequently noted that ESL and EFL students suffer in their English writing more than the native
speakers due to absence of some English vowel and consonant sounds in their native or local language
and the influence of their mother tongue. Research categorize four major spelling errors of non-native
English language learners: omission (leaving letters out), substitution (replacing letters with incorrect
ones), transportation (reversing the letters position), and insertion or addition (adding extra letters).
Examples:
1. omission gramar (grammar)
2. substitution saksopon (saxophone)
3. transportation beleive (believe)
4. insertion or addition fourty (forty)

Syntax (arrangement of words)

English, Taiwan, French, and other languages use subject-verb-object (SVO) pattern; Japanese,
Korean, Indian, use subject-object-verb (SOV), and Filipinos use verb-subject-object (VSO).
Examples:
English: That snake killed the dog
S-V-O
Japanese: Sono habiga inu o korosita.
S-O-V
Filipino: Pinatay ng ahas ang aso.
V-S-O
In Korean, grammatical categories have no clear correspondence with those in English. This may
result in Korean EFL students using a noun where English would have an adjective. For example: I
cannot come to school today because I am illness.

Semantics (word meanings)

Meanings of certain words or expressions in one language may differ in another language. For
examples, the English meaning for the word ‘salvage’ is ‘to save’; to Filipinos ‘salvage’ means ‘to kill”.
Moreover, some ideas that are conveniently expressed with a single word in one language may
need an entire sentence in another language. For example, Hawaiian ‘aloha’ is a quick “Goodbye
and/or Hello”, in which Filipinos will normally say “Kumusta ka?” for Hello, and “Paalam or Mauna na
ako” for Goodbye.

Unit I Title: World Englishes and Global Communication

Lesson 2: Standard and Nonstandard English
Introduction:
“Proficiency in English Language is the key to academic success”-San Diego State University
Grammar basically operates in phrases, in clauses, and in sentences, and a phrase or a sentence to
operate needs series of items called words. You cannot speak nor write well unless you choose every
word carefully. Your choice and use of words and the way you put them on paper reveal your values,
education, family and social standing.
To be a good writer, you must be familiar with the commonly recognized levels of usage: The
Standard English and the Substandard (or nonstandard) English. The level of usage you choose gets its
vigor and effect from certain considerations: your targeted audience, your purpose, and the occasion.

Standard English
Standard English is the most highly polished form of spoken and written English used by educated
people. It has prestige and status and is considered as the most desirable form of language. Writers and
speakers who use standard English have a much better choice of understanding and being understood,
and of getting what they want. Moreover, no matter what kind of job you prepare yourself after
college, you need to know standard English to keep abreast with this ‘age of information’. Otherwise,
you are likely to be left behind, confined to hard manual labor which offers few challenges and less
financial rewards (Langan, 2003).

Language specialists maintain that Standard English has the following identifying characteristics:
1. The working language in the academe, in the government, in business, and in media
2. A variety of English held by many to be “correct” in the sense that it shows none of the regional or
other variations that are considered by some to be ungrammatical or nonstandard.
3. The language most widely used, understood, accepted, and valued in any English speaking countries.
4. The language that is especially important in written English. It contains uniform spelling, standard
usage, conventional sentence and paragraph structure, and consistent punctuations.
5. The language easiest to recognize in print because written conventions are common world-wide
6. It is used by educated people whose language conventions are respected and who carry on the
important affairs in the world

Examples:
My part-time job limits my study time. Liza failed her grammar test yesterday.
Cats and dogs are sometimes the best of friends. He is the taller of the two.

Nonstandard (or substandard) English is a variety of English that is mark ‘incorrect’ because it does not
follow rules and guidelines of Standard English. Uses of nonstandard English in formal or scholarly
settings can damage your credibility, discredit the value of your message, and alienate your audience.
Language specialists identify nonstandard English in the following characteristics:
1. The language of the uneducated. It is loaded with grammatical errors, misspellings, misused
punctuations, slang and clichés.
2. A variety of English characterized by grammatical features and vocabulary which are typical of a
particular geographical area.
3. A language that uses expressions and grammatical constructions not normally used by educated
people.
4. A variety of English that differs greatly from the standard.
5. A language that contains expressions usually taken as a sign of inferior social and academic
background.
Examples:
Me and my friend drink milk.
You done it, did you?
Double dead meat are sold in small markets.

The following are among the principal types of nonstandard usage:

1. Errors in agreement, case, and tense
Examples:
I doesn’t understand the lesson.
Me and my classmates were late.
2. Double or multiple negatives.
Example:
I can’t hardly understand the letter. We ain’t done nothing.
3. Double comparatives or superlatives
Examples:
Mother is the most kindest woman I know.
Athletes walk more faster than the students.
4. Errors in the formation of reflexive pronouns
Examples:
He hisself did it.
They submit the letter theirselves.
5. Cliches or overused expressions.
Examples:
She is head over heels in love with you.
Every dark cloud has a silver lining.
6. Redundancy
Examples:
Don’t repeat it again.
This is unexpected surprise.

Some expressions considered substandard which are frequently heard in the speech and seen in
the writings of even educated people are off of, irregardless, not unless, can’t hardly., attached
herewith, kind consideration, entering into.
Substandard English (mostly spoken) is commonly used in playful conversations of many
people in their work and personal affairs, dialogues in plays, stories, skits, and comic strips.
It should be noted, however, that standard and substandard levels of usage have significant
roles in communication as long as they fit your audience, serve your purpose, and match the occasion.
Moreover, it is possible that some expressions or meanings labeled substandard today may become
standard in the future, just as what are labeled standard today may become nonstandard.

Lesson 3: Varieties and Registers of Spoken and Written Language (Slang, Cliche, Jargon, and Sexist
language)
“Language is the dress of thought”-Samuel Johnson
Introduction:
Standard English can be described in terms of styles --- Formal and Informal English. Formal
language also called “literese” (as it is remarkably influenced by reading) is more academic in style and
more objective in expression of ideas. It is often used in writing than in speaking.
On the other hand, informal language also called “colloquial’ which means ‘conversations” is more
relaxed and more friendly in tone. Its comfortable level of English makes it popular for educated people
to ordinary use it in everyday conversations but avoid it in formal written English.

Most academic writings demand a responsible degree of formality. As language experts and
communication ethicists posit, “The voice of the language is words, and the best words are found on
papers. They are assumed to be the most common world-wide.”
Common features of formal language
1. It uses appropriate capitalization, punctuations, mechanical devices, and abbreviations.
2. It avoids shortcuts (contractions such as I’ll, it’s, shan’t, and the like and abbreviations such as
prof., exam, lab and the like)
3. It avoids common colloquial expressions such as gonna, ain’t, wanna, and the like
4. It uses denotative than connotative tone
5. It is impersonal. It avoids the use of first and second persons (I, you)
Common uses of formal language
1. Research papers, theses, dissertations
2. Formal reports and memoranda
3. Literary criticisms and serious essays
4. Legal documents and news stories
5. Official speeches and public notices
6. Graduation speeches
7. Sermons and scholarly addresses
8. Polite conversations with elder or important people

Common features of informal language

1. It contains short words and simple sentences often in fragments
2. It is heavily loaded with contractions and colloquial expressions
3. It is marked by popular words (such as okay, yeah, stuff, and the like) and idioms and occasional
slang expressions
Common uses of informal language
1. Light, chatty writing for general readers
2. Conversation of educated people when they are at ease with each other (such as with
colleagues or intimate friends)
3. Novels and short stories
4. E-mail addresses
5. Club meetings
6. Classroom discussions
7. Showbiz and comic strips

Furthermore, we use different language registers for different types of communication, just as we
speak differently to different people.
Slang is common informal spoken and written language . Examples are cheesy (cheap), dude
(person), nuts (crazy), edress (email address), etc.

Jargon (also called Gobbledygook) is a language used by groups that have similar interests like
professions, trades, and sports. Language specialists affirmed that Jargon saves time and space, but the
use of it in inappropriate situation and with the wrong audience who are unfamiliar with it causes
failure to achieve shared meaning because of its conceptual shorthand and technical vocabulary.
Cliché refers to overused and worn out expressions. It consists of once well-loved idioms and
phrases but because they have been used so often and so carelessy that they have become
meaningless. Cliches suggest mental laziness, uncertainty,
and lack of originality. Examples are apple of my eyes, by hook or by crook, once upon a time, last
but not the least, better late than never, etc.
Sexist language is a language that discriminates women. It refers to the use of masculine noun or
pronoun to be generic, meaning it applies to both masculine and feminine genders.
Sexist language includes the following:
• Use of exclusive pronoun “he” to refer to male and female genders
• Use of gender specific job titles
• Use of “man” to refer to all people
Increasingly, dictionaries, book companies, and people in legal, business, and academic settings are
phasing out the use of mankind, man, sir, he and other sexist terms to refer to both sexes. It is best for
practical and legal reasons to avoid sex-linked titles; use references that gender-inclusive or nonsexist
that is, not biased to either sex but include both.

Lesson 4: Respect and Honorifics in Academics and Professional Titles

Introduction:
“The accused will probably be more successful when he/she includes the honorific “Your Honor”
when specifically addressing the judge than when he/she systematically and ostentatiously omits it.” -
Marcus Galdia
Honorifics is courtesy titles that are used in spoken and written language to communicate honor or
respect for position or rank when addressing or referring to a person. The usage of honorifics differs
from person to person, offices, institutions (such as college or university), and cultures.

The US form and British form, which are considered the most common models used around the
world for address in English, describe respect and honorifics in the following levels of usage (depending
on one’s relation with the party being addressed)
1. Courtesy titles
When talking to someone or a stranger who is older than you or someone who has a position
or authority, courtesy dictates that you show respect during conversation. A way to do this is using
courtesy titles such as Miss, Mrs., Ms., Madam/Ma’am, Mr., or Sir.
Madam is commonly used with the name of an office to address a woman who is the office
holder (such as Madam President, Madam Chair, Madam Senator, and the like).
Ma’am (abbreviation for madam) is often used to address a teacher, or is used as a polite
respond to something an older woman has said, and it can be used without a name.
In addition to elder people and those with positions or authority, you will also need to use
titles, at times, for children whose parent has a position or authority or is someone you respect. Use
young man (to a young boy) or young lady (to a young girl) in place of a name when you are speaking
directly to him/her.
What’s your name, young man?
How are you, young lady?
Mx. is a gender-neutral honorific used as a title for those who simply do not want to be
identified by gender.

2. Academic and Professional titles

These types of honorifics are typically used as a style in the grammatical third person and as a form
of address in the second person. English language ethicists and language purists maintain the following
respect and honorifics in using academic and professional titles:

a. Dr. is for someone who holds a doctoral degree (such as PhD and EdD) and for medical
practitioners, dentists, and veterinary surgeons (who do not normally hold doctoral degrees). Dr. +
name is conversational form. It is also used both officially and socially in a letter’s salutation.
Use Dr. Nanquil or Dr. Luisito Nanquil on personal letter’s envelop
b. Professor is for a person who holds the academic rank of professor in a university or other
institution. It is also an honorific used with instructors in and around campus.
Use Professor Galvez or Dr. Galvez
c. Retired Professor or Professor Emerita/Emeritus is someone retired with an honorary title from
an office or position in a university.
If the Professor holds a doctorate and has the personal rank of “Dr. …”, she/he is addressed these ways
in writing for the rest of her/his life.
Dr. Ma. Lourdes Bautista or Ma. Lourdes Bautista, PhD
Professor Emerita Professor Emeritus or Professor Emerita Professor Emeritus
d. Graded ranks of professor such as Associate Professor, Assistant Professor, and the like, all
can be addressed (as a courtesy) as
“Professor” or “Professor Nanquil” in conversation.

Graded levels of professor are not used orally and are seldom used in written direct address. They are
most often used in publications and on lists where the specific hierarchical position is relevant.
e. PhD and EdD are post nominal abbreviations used in writing to him/her with regard to his/her
professional pursuits. They are also used on official name plate such as Luisito Nanquil, PhD. However,
they are not used on social correspondence such as wedding invitation, wedding sponsors, religious
activities, athletic competitions, thank-you card, PTA meetings, and in any activity that has nothing to
do with one’s professional title or educational attainment. Language purists claim that using this by the
honored dignitary is considered very rude and egotistical. Moreover, do not use the “PhD’ title when
referring to someone who has not earned a Doctor of Philosophy degree.

f. Other professional levels

Many use educational or occupational titles such as Engineer, Architect, Doctor, Attorney
(Engr., Arch., Dr., Atty.). may be addressed orally as Engineer or Engineer (surname).
Many language practitioners also suggest the following considerations in using respect and
honorifics:

1. In all forms of English, use either something before the name or something after, but not both. The
most common academic titles in colleges or universities are Professor and Dr. For those who have a
PhD, EdD, and MD.
Use:
Professor Velasco or Dr. Velasco (in the classroom);
Susana Velasco, PhD or Dr. Susana Velasco (on a correspondence).
Not:
Professor Susana Velasco, PhD or Dr. Susana Velasco, PhD
2. Choose one that is relevant or is the preference of the bearer.
Mayor Jessie De Jesus is an DDS (Doctor of Dental Surgery)) and a Municipal Mayor. When doing
his job as a mayor, he prefers to be called Mayor De Jesus, but is never Mayor Dr. De Jesus.
Such multiple postnominals are non-native English speaker error (Hickey, 2019)
3. Many style books recommend not using periods with courtesy titles (such as Ms, Mr, and Mrs) and
academic titles (such as BSEd, BSEE, MD, PhD, EdD, MAE, and the like), other reference manuals
recommend using periods, so use your own judgement on this issue and be consistent.
4. Do not use Mr. Mrs. Ms. Dr. with any other abbreviated title or with an abbreviation denoting an
academic title or honor.
Use: Dr. Noelito Bueno or Noelito Bueno, MD
Ms. Josephine Mercado or Josephine Mercado, PhD

Not: Mr. Noelito Bueno, MD

Ms. Josephine Mercado, PhD
As many language experts clarify it, this is more of English usage question than academic question.
5. Abbreviate professional titles only when they are used with both first and last names, or initials and
last names.
Prof. D.S. Reyes Professor Reyes
(There should be spaces between each period and in the following initial or name)

However, in formal academic prose, it is considered bad form to abbreviate names of people,
academic titles, and many other words simply to save space and time.
6. Determine the type of Doctor (Doctor of Philosophy, Medical Doctor, Psychologist, Dentist, or
Veterinarian). In written form, the title Dr. and PhD are not interchangeable. Only someone who has
earned a Doctor of Philosophy degree should be addressed as PhD.
7. Call the office of the dignitary and ask her/his preference. Ask the dignitary, “How do you like
to be addressed? or ask her/his staff. If the dignitary insists that he/she should be addressed with both
academic and professional titles, then choose courtesy over correctness.

Lesson 5 -Types of Communication

Introduction:
Communication is diverse and a powerful activity that comes naturally as breathing.
Communication process is a compelling tool in the exchange of messages, information, ideas,
thoughts, feelings and emotions through speech, signals, writing, or behavior. In the communication
process, a sender encodes a message using a channel, sends it to the receiver who decodes the
message and later processes information, ultimately becoming feedback.
‘‘Communication begins with listening” (Mehrabian, 2006) and being a good listener will help one
grasp what the audience wants to hear from the speaker. There is a need for the message sender to
make his communication for the audience become receptive to the message shared. When both listen
to each other, they are engaged in the best form of communication.
Communication is collaborative and interactive. Both speaker and listener perform roles in the
process and in a reciprocal manner. Communication happens when information is shared between two
people. At times, miscommunication has often been the cause of misunderstandings and conflicts.
However, with the right set of skills, a communicator can learn to communicate clearly and efficiently.
There are key communication components to help one communicate with the audience effectively
(Wertheim, 2011).

TYPES OF COMMUNICATION

Intrapersonal Communication
Intrapersonal Communication occurs within us. It involves thoughts, feelings, and the way one
looks at her/himself. Intra-personal communication is centered in the self, made up of personal
thoughts and feelings. In the process, the brain is the channel which enables development of
feedback.
Intrapersonal communication occurs when people and the experiences one has determined how
one talks to her/himself. If one had a good day, he is likely to have a positive outlook. If a teacher was
disappointed with the student’s work, or had a fight with a fellow student, one likely would focus more
on one’s depression or anger. Each can
never look at self without being influenced by the relationships with others.

Interpersonal Communication
Interpersonal Communication happens in a formal set up and mostly occurs between two people,
though it may include more than two.
Interpersonal communication uses all the elements of the communication process and
communication skills, (2018). In a conversation between friends, for example, each brings his or her
background and experience to the conversation. The talk is between the two parties where messages
consist of both verbal and non-verbal symbols. Sight and sound are the most common channels use
each has a better chance to give their individual response. There is less opportunity for psychological
noise since there is physical evidence whether each is disturbed. Those interacting will be able to
notice if the message is understood and assess whether the discussion was effective or not. This type
occurs in a common and usual setting making the participants feel comfortable to interact.

Small-Group Communication
Small - group communication occurs when few people meet. The members of this group take
chances and turn to conveying their ideas. Since a small group has a minimal number of participants,
there are several senders-receivers taking turns in conversing making the process more complex than
with only two people. The ins and outs of the ideas in discussion has a pattern and is more structured.
In addition, there are bigger chances of misunderstanding, but there is a great chance of getting more
responses and better opportunities to solve problems. Small groups usually meet in a more formal
setting than people involved in interpersonal communication.

Public Communication
Unlike the message sent in an interpersonal and small-group communication, the information sent
in a public communication as well as the sending process is highly structured. The speaker sends the
message through a speech to an audience then receives the message back when the listeners ask
questions. Since the audience is more than the interpersonal type, the channels used are more
complex. The voice is louder and the gestures are wider because of the audience’ size. There is also a
need to use slides, flip charts among other visual aids.
What makes public communication different from interpersonal is that verbal feedback in the wide
audience is limited only when the listeners (audience) are given a chance to ask questions at the end
of the speech and not during the speech. In most public communication, the setting is formal.
However, the speaker may get feedback during the speech with their nonverbal expressions. When
they agree with the speaker’s message, they may interrupt the speech with applause. On the contrary,
they show disagreement by moving around a lot to call the speaker’s attention.

Unit II Title Academic Writing

Title of the Lesson Types of Academic Writing
Introduction
Most learners have to write essays and academic work in school.
According to Richards (2010) “ Writing is an expertise that is seen mostly in some contexts in life.”
Nevertheless, academic writing performs many of the things that personal writing does not. This kind
of writing gives its own rules and applications. Academic writing is a better way to write and express
ideas accurately. It does not use slangs or argots of any kind. Academic writing is thinking in a not
conventional way. It is essentially the writing you have to do for your university courses. Your
instructors may have different names for academic writing assignments (essay, paper, research paper,
term paper, argumentative paper/ essay, analysis paper/essay, informative essay, position paper) but all
of these assignments have the same goal and principles.
All students wanting to maximize their academic lesson interesting and relevant to their respective
course/specialization must read fully this lesson.

Lessons
A. Common types of academic writing
Academic writing helps the students analyze the important kinds of academic papers usually
assigned to college learners. Read this to learn and enhance your style in writing.

Exposition Papers
The aim is to give the readers the important concerns or help them analyze something. Some
common examples are:
Compare and Contrast is a common form of academic writing. To note what is similar and different
about (two or more things).
Technical Paper usually consists of the following important features; abstract,
Introduction,discussion, results and conclusion.
Research Paper is an expanded essay that presents your own interpretation or evaluation or
argument.
Reaction Paper is a type of work which requires personal opinion and conclusions on a given
article .
Process essay is constructed around the goal of providing the reader with directions or
guidance.

Narrative Papers
The objective of this paper is to tell the readers of the past incident. Narrative paper deals with
these kinds:
Novel is relatively long work of narrative fiction, particularly written in prose form.
Poem is written in verse , especially one that is characterized by a highly developed artistic form.
Short story is a piece of prose fiction which is usually read in one sitting.
Personal essay is a short work of autobiographical nonfiction. Also known as personal
statement.

Descriptive Papers
The aim of this paper is to offer a description of things by using vivid words. The readers will be
given a chance to see clearly the person, things and place that have been described in the paper.
Description usually surround poems and fiction.

Persuasive Papers
 The goal of this paper is to convince the readers regarding the accuracy of an idea. When you
develop a paper like this, you establish the accuracy of your points by citing facts and examples.