Lesson 3: COMMUNICATION AND GLOBALIZATION

Intended Learning Outcomes:

At the end of the lesson, the learners will be able to:
1. Explain how cultural and global issues affect communication;
2. Compare and contrast variations of intercultural communication; and
3. Appreciate the impact of communication in society and in the world through interactive
learning activities.

Lesson Proper
What is Globalization?
Globalization, as defined by the business dictionary, is the worldwide movement toward
economic, financial, trade, and communications integration. This movement resulted to the
formation of the global village.
The global village as described by McLuhan is the shrinking of the world into a village
by electronic technology and the speedy movement of information to different places. In
business, hospitality, information technology, engineering, medical, and other forms of industry,
the global village would have something to do with interactions relating to the exchange of
goods, use of transportation for business, development of technolo8y to support the expanding
transactions, integration of investments, and flow of international trade. Companies envision
enriching their international influence to cope up with the rapid changes brought by
globalization. Expatriates are hired and workforces become heterogeneous.
Communication and Globalization
In communication, globalization would mean the increase in the social connectedness or
the expansion of one's social community and the mutual reliance or dependence of peoples and
nations; the evolution of a language that could be understood by most countries; and the
development of the global communication skills or the ability to send messages across cultures
through the four macro skills (e.g. speaking, listening, reading, and writing) and the use of non-
verbal communication. Developing one's global communication skills can lead to cultural
diversity.
Cultural diversity refers to people from different cultures or nations respecting each
other’s differences. This respect of differences is a result of their understanding of the cultural
differences they have; how people process communication; the way other people speak; and how
these people see and understand the world around them.
Since you, as an individual, have your own unique culture and way or processing
communication, understanding how all the above factors influence the way you communicate
with people from different nations and with different cultures can be a challenge. To understand
the messages sent in a multicultural setting, you need to expose yourself to different cultures.
This will help you to be cognizant of how to adapt the correct communication style in a given
situation.
A communication style is the way you use your verbal and non-verbal skills in
communicating your message to your recipient. How your receivers would understand your
message and how the communication process will prosper will depend on how you shift your
style. To be able to know when to shift communication style, Edward Hall (1976) differentiated
communication as high context and low-context.

High Context Communication Low Context Communication

It is used predominantly in collectivist It is used predominantly in individualistic
cultures and reflects a holistic thinking style, cultures and reflects an analytical thinking
where the larger context is taken into style, where most of the attention is given
consideration when evaluating an action or to specific focal objects independent of
event. the surrounding environment.

Most of the information is either in the Most of the meanings are conveyed in the
physical context or internalized in the person, explicit verbal code.
with very little information given in the
coded, explicit, transmitted part of the
message.
NOTE: Copy and open this link for additional reading:
https://www.unitedlanguagegroup.com/blog/communicating-high-context-vs-low-context-
cultures
Communication styles can also be
A. direct or indirect;
B. self-enhancing or self- effacing; and
C. elaborate or understated.
Communicating in a Multi-Cultural Setting
The multi-cultural setting, as we have mentioned previously, is a reality in most
industries at present that we have to accept. Cross-cultural communication cannot be evaded
anymore especially if you will be working in a company that has a diverse workforce. When you
interact in a multi-cultural setting you should learn to observe how communication works in a
diverse community or organization. You should look for similarities and differences in the way
people from different cultural background communicate. Also, you must focus on facts and not
entertain your personal biases. All these should be considered so that you would avoid conflict
because you were misinterpreting or being misinterpreted.

What is intercultural communication?

 Intercultural communication is the sharing of meanings with and receiving and
interpreting ideas from people whose cultural background is different from yours. In an
intercultural society, you grow and learn from one another. Discovering and learning new
patterns present in each other's culture and observing the similarities and differences in the use of
non-verbal communication may be an interesting idea. A deep understanding of each other's
culture can also lead to earning the respect of the members of the society.
NOTE: Copy and open this link for further discussion: https://www.youtube.com/watch?
v=kDrCWR1Q79M

What are the variations of intercultural communication?

Samovar and Porter (2001) enumerated some of the variations of intercultural
communication as follows: Interracial communication, inter-ethnic communication, international
communication, and intra-cultural communication.
Let us try to understand them better:
1. Interracial communication is the interaction among people of different races
Examples:
a. A tourist guide conducting a tour for a group of people with different nationalities.
b. An owner of an international company having a teleconference with his manages from
different countries.
2. Inter-ethnic communication is the interaction among people who have different ethnic
groups.
Example:
a. An international correspondent interviewing the aborigines of Australia for a television
documentary.

3. International communication is the interaction between persons representing

different political structures.
Examples:
a. The president of a parliamentary government meeting the president of a democratic
government.
b. The queen of England talking to the president of the Philippines.
4. Intra-cultural communication is the interaction that includes all forms of communication
among members of the same racial, ethnic, and subculture groups.
Example:
a. Members of the same organization having an acquaintance party.
Factors that may Affect Intercultural Communication
The non-verbals used by people from different countries and by people from different
cultures may vary. The following factors can help you understand better these variations:
1. Cultural Identity
Cultural identity refers to what you have absorbed from your surroundings from
childhood up to the present. This includes your attitude, values, and beliefs.
Examples:
a.Filipinos in general value the importance of close family ties while
b. Westerners strongly believe in individuality.
c. In China, gift-giving is a norm or something that is expected. When somebody visits you, it is
expected that the person will be bringing gifts. There are things that you have to consider when
giving gifts though. Do not wrap your gift in white, black, or blue wrapping for this means bad
luck in Chinese culture. It is also not good to give a clock as gift. If the person is refusing your
gift, keep on offering it because in the Chinese culture recipients usually refuse three times
before accepting the gift.

d. A firm handshake in most Western countries is acceptable when greeting a stranger or doing
business. In France, however, what is acceptable is to kiss the person on both cheeks when you
greet him/her

e. In Asia, the head is considered the most sacred part of the body so it is not appropriate to
touch it especially if you are not close to the person. In the United States of America, touching
the head is common and acceptable.

f. In the Middle East, it is a common knowledge that people use their left hand in handling
bodily hygiene. It is therefore not acceptable to offer this hand when you greet a person, when
you give or accept gifts, or when you shake hands with them.

g. There are things that you should be very careful about when communicating with people from
different cultures. These things are considered walls that could block the communication
process.
a. Ethnocentrism
b. Discrimination
c. Stereotyping
d. Cultural blindness
e. Cultural imposition
f. Tone differences

2. Racial Identity
Racial identity refers to the place or country where the person was born or the race that
has a greater influence on his personality.
Examples:
Latinos or people who originated from Latin America are considered minority in
America.
A Filipino may be born in America but his parents raised him with Filipino values
so his influence is still Filipino.
3. Social Class
Social class refers to the status hierarchy of the person in the society.
Examples:
a.The Queen of England
b.The richest man in the Philippines
c.The scavengers

4. Gender and Role Identity

Gender refers to your perception of the roles of men and women in the society. Role
identity, on the other hand, refers to the part or character you play in society.
Examples:
a.You were born male but you perceive yourself as a female. (gender identity)
b.You are the third child in your family. (role identity)
c.You are a woman and you perceive yourself as an equal of man. (gender identity)
d.You are a mother of three, and an employee of a bank. (role identity)

5. Age
Age refers to the age group where you belong. It also includes the gaps created by the
difference in age.
Examples:
Western children can openly speak up their minds to their parents while most Asian
children will keep their thoughts to themselves in order to show respect for the parents.
Most of the Southeast Asian countries pay great respect to their elders and listen to their
opinion.
In the United States, they are less mindful of their elders and it is very rare that they ask
for opinions from them.
6. Individual personality
Individual personality refers to your distinct personality and self- reverence as molded by
the different contributing factors of your growing up years. This distinct personality will dictate
how you would communicate to people.
7. Proxemics
As discussed in the previous chapter, proxemics refers to the use of space or distance
when you communicate with different people. There are differences of tolerance for physical
distance in a conversational situation. Looking at the examples on the next page, you would
notice that people from the Middle Eastern countries find it comfortable speaking to somebody
in a closer distance than people from Europe or America.
Example:
Conversational distance
a. Europeans and Americans 20 inches
b. Latin and Carabbeans 14-15 inches
c. Arabians 9-10 inches

People from Monaco, Bangladesh, Korea, and Hong Kong do not need personal space
that much because their country is densely populated. In Japan, Iceland, Mongolia, and Sahara,
people would have a different reaction if a stranger accidentally touches them.
The general principle of proxemics cannot be applied when you are in a crowded area
that you have no control of like the train, elevator, or bus.
8. Clothing and Physical Appearance
Clothing and physical appearance refer to how people present themselves and how they dress
up.
Examples: Arab men wear the Thawb.
Indian women wear the Sari.
Aborigines wear minimal body coverings and a lot of adornments.

The way you dress up and the way you present yourself in public is one way of
conveying messages to people. You are often assessed based on your appearance. So be
mindful of how you dress up and how you present yourself in public.
9. Paralanguage
Paralanguage refers to the factors of speech such as accent, pitch, range, volume, or
articulation that alters the meaning of the message.
Examples:
a.Loudness of voice
 Europeans interpret it as an aggressive behavior.
Filipinos from the Tagalog provinces find it normal.
Asian people control themselves from shouting as they are taught not to from childhood.

b. Pauses
Japanese use a lot of pauses when they converse.
Arabs and Americans are not comfortable with silence.

10.Vocal characterizers
Characterizers like crying, whining, yelling, etc. change the meaning of the message.
Giggling is taken as a bad gesture in some cultures.
In England people use volume to project anger.
In India, people use volume to get attention.
Japanese women use high pitch in their voice to distinguish themselves from men. In
America, voice pitch between genders is not an issue.
Silence can also be considered a type of paralanguage when in Greece, silence would
mean you are refusing something
When in Egypt, silence is used to mean you are consenting to something
11. Facial Expressions and Eye Contact
Facial expressions refer to how we move our facial muscles to send messages.
Examples:
a. Eye contact
In Western countries like Australia, Canada, United States, and Switzerland, it
is appropriate to maintain eye contact during conversations.
Westerners interpret eye contact as confidence, a show of interest, and honesty.
In Eastern countries like China, Japan, Taiwan, and Korea, maintaining eye contact
during conversations is considered disrespectful if people involved in the conversation
are of different positions. When women make eye contact with men, it is interpreted as
showing power or sexual interest.

b. Facial Expressions
Facial expressions refer to the way you pull or contract your face muscles to send
messages. The degree of facial expressions you have is determined by your culture. In the
United States, people are not stiff in showing their emotions. In Asian countries, on the
other hand, people are taught to show less facial expression.
Similar facial expressions may have different meanings from different cultures
but the facial expression for happiness, sadness, anger, and fear are the same all around
the world.
 In Latin America, winking is interpreted as sending a romantic or sexual
invitation. In Yoruba people in Nigeria, winking at their children would signify that the
children need to leave the room. In China, winking is considered unmannerly.
12. Gestures and Body Stance

Gestures and body stance refer to the body movements you use to send a message
Your body movements can tell your receiver what your intention is, how you are feeling
at the moment, and what message are you trying convey.

Examples:
In America, pointing with the index finger is acceptable while in some Asian
countries it is considered impolite and rude.

In Western countries, doing the hand shake to say thank you, hello, or goodbye is
acceptable while in some Asian countries, they do not do the handshake but they bow
their heads instead.

In Costa Rica, you should give the drivers the thumbs up if they allowed
you to walk by. In the United States, thumbs up means "okay." In some
countries, it is considered vulgar.

Sitting with crossed legs is accepted in the Philippines but in Ghana and Turkey,
it is considered offensive.

Snapping your fingers to get the attention of a waiter maybe accepted in

most cultures but in some cultures, this is taken as disrespect and is considered offensive.

In Middle Eastern countries, it is considered an offensive act if you show

your feet in public while in Western countries and some Asian countries, showing off
your feet is fine.

In most countries, sticking your tongue out is taken as a sign of mockery while in
Polynesia, this gesture is used to greet people.

In Taiwan, slouching when listening to a speaker or in a conversation is

considered disrespectful, while in other countries it may not have the same interpretation.
In the United States, standing with hands on the hips may be interpreted as
suggesting power or being proud but in Argentina, it is interpreted as being angry or
inviting a challenge.

In Arab countries, sitting with your toot resting on the opposite knee is not
accepted. The bottom of your shoe is considered dirty. Therefore, showing it to the
person you are communicating with is not correct.
 NOTE: Copy and open the link for additional reading:
https://toughnickel.com/business/Factors-that-Impact-Cross-Cultural-Communication

NOTE: For the Varieties and Registers of Spoken and Written Language, copy and open
this link for further discussion:
cape-commstudies.blogspot.com/2011/02/language-registers.html

Rules on formal and informal writing

Rules of the formal language register:
1. Do not use contractions. Contractions are not usually used in formal writing, even
though they are very common in spoken English. In formal writing, you should spell out
contractions.

Examples:
In formal writing, you should use:
 cannot instead of can’t
 have not instead of haven’t
 will not instead of won’t
 could not instead of couldn’t
 is not instead of isn’t

Contractions CAN be used if you are quoting someone’s exact words in your writing.

Example:
 “Two-thirds of my eighth grade students can’t read at grade level,” the professor stated.

2. Spell out numbers less than one hundred

Examples:
nineteen
twenty-two
seventy-eight
six
3. Write in third person point of view. In formal writing, we usually do not use first person
or second person unless it is a quote.

Avoid using:
I, You, We, Us
Examples:
You can purchase a car for under $10,000.

 One can purchase a car for under $10,000. OR A car can be purchased for under $10,000.
You will probably see an elephant on an African safari.
 One may see elephants on an African safari. OR Elephants are a common sight on
African safaris.

We decided to invest in the company.

 The group decided to invest in the company.

4. Avoid using too much passive voice

In formal writing it is better to use an active voice.

Passive sentences:
The bone was eaten by the dog.
The research was completed by the students in 2009.

Active sentences:
The dog ate the bone.
The students completed the research in 2009.

5. Avoid using slang, idioms, exaggeration (hyperboles) and clichés. Slang is common in
informal writing and spoken English. Slang is particular to a certain region or area.

Examples of slang:
 awesome/cool
 okay/ok
 check it out
 in a nutshell

A cliché is a phrase that is overused (said too often).

Common clichés:
 too much of a good thing
 moment of truth
 Time is money.
 Don’t push your luck.
 Beauty is only skin deep.

6. Avoid abbreviations and acronyms. If you use an acronym or abbreviation, write it out
the first time When using acronyms, write the entire name out the first time it appears,
followed by the acronym. From then on, you can use the acronym by itself.

Examples:
 National Aeronautics and Space Administration (NASA)
 Kansas Department of Transportation (KDOT)

For abbreviations, write the complete word the first time, then use the abbreviation.
Examples:
 influenza => flu
 United States of America => U.S.A or USA
 tablespoon => tbsp.
 Kansas => KS

7. Do not start sentences with words like and, so, but, also Here are some good transition
words and phrases to use in formal writing:
 Nevertheless
 Additionally
 However
 In addition
 As a result of
 Although

8. Always write in complete sentences.
9. Write longer, more complex sentences.

1. With informal writing, you can include things such as:

2. Slang and clichés
3. Figurative language
4. Symbols and abbreviations
5. Acronyms
6. Incomplete sentences
7. Short sentences
8. First person, second person, and third person
9. Paragraphs or no paragraphs
10. Jokes
11. Personal opinions
12. Extra punctuation (Hi Bob!!!!!!!)
13. Passive and active voice

References

 Zoleta, Ma. Antonieta G., et.al. (2018) Purposive Communication. Intramuros,

Manila. Mindshapers, Co., Inc.
 Modules in Purposive Communication
 https://www.youtube.com/watch?v=93lZui5GR8Q
 https://www.unitedlanguagegroup.com/blog/communicating-high-context-vs-low-
context-cultures

https://oxfordre.com/communication/view/10.1093/acrefore/9780190228613.001.0001/
acrefore-9780190228613-e-162?
 mediaType=Article&fbclid=IwAR2int2MftpEwY9Z2eDp3Vz57HzZQctz43HPcY3GE3n3r
QdaNDfB0ZEsoi4#:~:text=The%20difference%20between%20high-context,expressive
%20language%2C%20sometimes%20with%20exaggeration

Varieties and Registers of Spoken and Written Language

Language register pertains to the level and style of your writing or speaking. Language
register may be frozen, formal, consultative, informal, or neutral. How you use the different
language registers determines the vocabulary and structure of your language. You should make
sure that your language register fits the situation you are in.
Now, do not be confused with the speech styles that you have learned from senior high
school and the language registers presented here. Both register and style are related to specific
situations and the vocabulary and structure used in those particular situations, but style includes
grammatical variation (cfKortmann 2005: 255ff).
In oral communication, it is easier to construe what the speaker means in his message by
paying attention to his/her facial expressions, gestures, and tone of voice. In the written
communication, the sender needs to use certain features of discourse to make the receiver
understand or interpret correctly what the message is.
The receiver must be able to identify the level of formality and the tone of the
writing.

To support this discussion, the following are the varieties and registers of spoken and written
language
1. Frozen Register
2. Formal Register
3. Consultative Register
4. Informal Register (Casual)
5. Informal Register Intimate)
6. Neutral Register

NOTE: Copy and open this link for further discussion:

cape-commstudies.blogspot.com/2011/02/language-registers.html

References
 Zoleta, Ma. Antonieta G., et.al. (2018) Purposive Communication. Intramuros,
Manila. Mindshapers, Co., Inc.
 Modules in Purposive Communication
 cape-commstudies.blogspot.com/2011/02/language-registers.html

Lesson 4: EVALUATING MESSAGES AND/OR IMAGES

Intended Learning Outcomes
At the end of the lesson, the learners will be able to:
1. Evaluate multimodal texts critically to enhance receptive (listening reading,
viewing) skills;
2. Convey ideas through oral, audio-visual, and/or web-based presentations for
different target audiences in local and global settings using appropriate registers;
and
3. Adopt awareness of audience and context in presenting ideas.
Lesson Proper
This chapter focuses on knowing who your audience is; the various ways you can present
your ideas or messages; and understanding the message via listening, reading, and viewing
critically.
Critical thinking is the ability to create an opinion with factual supporting evidences that
are rational. It involves visualizing the message, analyzing the message, and logically assessing
the meaning of the message. It is referred to as independent thinking because you need to direct,
discipline, and monitor yourself before you can attain critical thinking.
To be a critical thinker, you should be able to analyze information or messages and sort
through persuasive appeals; discriminate between faulty arguments and valid reasoning; follow
ideas to logical conclusions; and appreciate a diversity of opinions and presentation styles.

What is a Message?
A message, as we have defined it in Chapter 1, is the final concept of the idea by the
sender. It may be encoded in various forms like spoken words, written words, non-verbals,
pictures, film, advertisements, memes, visual and performing arts, etc.
Messages sent by different sources have their specific purpose. In this book, we will take
into consideration three purposes of message: to inform or educate, to entertain, and to persuade.
As the sender, you must specifically know the purpose why you are communicating. It is
only then that you will be able to tailor your message to your audience.
Take this situation as example.
Anne is the human resource manager of a resort in Batangas. She has been
given three assignments for the day: provide job orientation for Genina, the new events
manager; convince Geannie, the pastry chef, to not leave the resort for a different job
with one of their competitors; and to announce the promotion of Zeke as the new Food
and Beverage manager and also offer him congratulations.
Anne's first task for the day is to provide higher level orientation for Genina
regarding her new events manager job. Since Anne needs to convey routine health
 benefits, payroll information, and job procedure knowledge, she has decided to create a
message with the purpose to inform. This purpose can be used to communicate routine,
repetitive daily tasks, instructions, codes, steps, and procedures in the workplace.She
utilized a morning one-on-one meeting and then allowed Genina to be given more
hours for additional training. The communication should be direct, clear, and easy to
understand. After answering several questions from Genina, Anne provided her with
binders of printed information so the new employee can refer to it anytime. She can
now move on to her second task for the day.
She needs to persuade Geannie not to leave the resort and transfer to a
competitor. Since Anne needs to convey counter offers like higher salary, additional
benefits, and medical assistance for Geannie and her family members, she has decided
to create a message with purpose of persuasion. This purpose can be used to
communicate the increase in salary and additional perks that the company is willing to
offer Geannie. She utilized a luncheon meeting with Geannie. Anne also gave Geannie
the written offer so Geannie will have time to review them at home. The
communication should be able to influence Geannie not to leave the resort.
Moving on to her last task, Anne needs to announce in a company dinner that
Zeke has been promoted as Food and Beverage manager of the resort. Since Anne
needs to personally make this announcement, she decided to make it an entertaining
speech. She will narrate short anecdotes related to Zeke before announcing his
promotion and congratulating him. Her speech needs to catch the attention of the
audience and create the right mood before she announces the promotionand
congratulate Zeke.
After the company dinner, Annefelt that she was able to successfully perform at
her tasks that day.
What have you noticed in the way Anne handled the different tasks given to her that day?
Can you point out the differences on the way she handled each task? Why did she handle them
differently?
Let us try to understand better the different purposes of messages.
1. 1 To Educate or to Inform
2. To Entertain
3. To Persuade

Who Controls the Transmission of these Messages?

 In mass, interactive, and emerging media, the ones transmitting and controlling most of
the messages you receive are corporations, government, and individuals. Corporations are also
called media conglomerates because most of them own different media forms that we consume
like television, radio, film, music, web sites. These corporate-owned media's main goal is to
prosper their respective business, that is why their messages are motivated by commercial
interests which are gained through advertising. As a consumer of media, you must remember to
listen, read, and view critically to be able to weigh if the message you are receiving is serving
your best interests, or the interests of these conglomerates.
Government, also known as "state-owned media,"are media produced or funded by the
government. When watching messages from state-sponsored media, you must carefully evaluate
them for propaganda.
Individuals refer to the independent media. These forms of media are free from the
influence of the corporate or government. Citizenjournalism for instance, has gained following
because of the social media. This platform enabled everyday people to report current events to a
wide audience.
How to Convey the Message
Everyday, you connect or communicate with different people of various personalities and
culture for different purposes. The way you communicate with them would depend on your
purpose. Take the story of Anne, for instance. When she was asked to do three tasks for the day,
she set goals for each individual that she is to communicate with. In setting her goals, Anne
considered the 'who what, how, and why" of the communication process in order to have an
effectivecommunication.
Listed below are the basic components to consider in order for you to communicate with
purpose.
1. Have an Objective.
2. Consider your Audience.
3. Be Clear
4. Check for Understanding.
NOTE: Copy and open this link for the supporting discussion:
https://www.jlab.org/div_dept/admin/HR/EAP/0809.pdf

Knowing the purpose of your communication is the key to a successful communication

process. Keep on practicing your skills in identifying purpose and planning how to communicate
messages.
References:
  Zoleta, Ma. Antonieta G., et.al. (2018) Purposive Communication. Intramuros, Manila.
Mindshapers, Co., Inc.

 Modules in Purposive Communication

 http://thoughtfullearning.com/inquireHSbook/pg250

https://www.jlab.org/div_dept/admin/HR/EAP/0809.pdf
Understanding the Audience
As the sender of the message, you should realize that the person or the audience you are
communicating with has a purpose too and you should be able to identify that purpose. It is
therefore excepted that you consider their motivations to be able to fit the message to their point
of view.
NOTE: Copy and open this link for further reading:
https://courses.lumenlearning.com/boundless-communications/chapter/the-importance-of-
audience-analysis/
References
 Zoleta, Ma. Antonieta G., et.al. (2018) Purposive Communication. Intramuros, Manila.
Mindshapers, Co., Inc.
 Modules in Purposive Communication
 https://courses.lumenlearning.com/boundless-communications/chapter/the-importance-
of-audience-analysis/

Three (3) Receptive Skills (Critical Reading, Listening and Viewing)

I. Critical Reading is a more active way of unveiling information and ideas presented by the
text. In the process of unveiling, you must be aware of your biases and prejudices so that you can
honestly evaluate the text. The steps involve in critical reading are : analysis, interpretation, and
evaluation.

Note: To become a purposeful, active, critical reader, you may take into consideration the
following strategies:

1. Monitor Comprehension
2. Metacognition
3. Graphic Organizers
4. Answering Questions
5. Recognizing Story Structure
6. Summarizing
NOTE: Copy and open this link for the supporting
discussion:https://www.readingrockets.org/article/seven-strategies-teach-students-text-
comprehension

2. Critical Listening is a logical process of scrutinizing what you listened to. It involves
analyzing, interpreting and evaluating, just like in critical reading. It sometimes involves
problem solving or decision-making.

Note: Here are some steps that you can follow to develop your listening skills and be a critical
listener.

1. Be attentive but relaxed.

Being attentive means being not only physically present but mentally present, too.
Focus on what the speaker is saying by mentally screening out distractions. Make eye
contact but do not stare at the speaker.

If you are doing something while in conversation, you can turn your face to the
speaker from time to time to show courtesy and to tell him/her that you are listening. If
you are talking to a person from another culture, be sure to know if there are issues on
eye contact as what has been discussed in the previous chapter.

Another way to show the speaker that you are paying attention is by repeating
what he/she has said. You can use a question form of sentence when repeating the
speaker’s statement. You may say “Did you day that….” or “I believe there is… when
you said that” or “I agree when you said …”

2. Avoid interrupting the speaker and imposing your ideas.

Interrupting the speaker just to impose your ideas is not a characteristic of a good
listener. A good listener will encourage you to say more. You can do this by asking
open-ended questions like “Why?” This will prompt the speaker to go on and continue
speaking.

3. Wait for the speaker to pause before you ask clarifying questions.

Asking clarifying questions show the speaker that you are listening. It is better to
clarify some things that you did not grasp than to look foolish reacting or responding
incorrectly because you did not clarify. When can you ask questions to clarify things?
Do not ask questions while the speaker is in the middle of his/her statements. You may
ask questions when he/she pauses.
 4. Pay attention to non-verbal cues and look beyond the spoken message.

As the receiver of the message, it is a must that you learn to decode not just the
spoken message but also the non-verbal signs that go together with the message sent.

5. Keep and Open Mind and be emphatic.

Do not let your biases and prejudice affect the way you listen to speaker. Avoid
mentally criticizing the statements or the gestures of the speaker. You will not be able
to listen well if you keep on criticizing the person.

6. Listen and try to visualize what the speaker is saying.

Create visuals in your mind while listening to the speaker. The design of your
visuals depends on your creativity. If the statements are too long, try to flash
significant words in your mind to help you focus on the message.

7. Give the speaker regular feedback.

Nodding, smiling, frowning, and other gestures may be used to give the speaker
feedback. Paralanguage can also be used to show that you are following the thought of
his/her message. You do not have to speak in order to give feedback. Sometimes, it is
better to use non-verbal communication for feedbacks.
If you are to give a spoken feedback, make sure that you reflect the feelings of the
speaker to show him/her that you understand his message.

NOTE: Copy and open this link for additional reading: https://themindfool.com/how-to-
improve-your-critical-listening-skills/

3. Critical Viewing entails comprehension, interpretation, and evaluation of the information

presented by television, film, and other visual media. In the process of interpreting, you will be
facing symbols like light, sound effects, editing, script, music and more.

NOTE: Copy and open this link to help you evaluate a film, a television show, or video on
before, during and after viewing: https://www.teachthought.com/technology/viewing-
comprehension-strategies-watching-videos-like-you-read-a-book/
Reference:

 Zoleta, Ma. Antonieta G., et.al. (2018) Purposive Communication. Intramuros,

Manila. Mindshapers, Co., Inc.
 Authentic texts about cultural sensitivity from various media (text messages;
email messages’ social media messages’ newspaper, magazine, and journal
articles; print and electronic advertisements)
 Modules in Purposive Communication
 https://www.readingrockets.org/article/seven-strategies-teach-students-text-
comprehension

 https://themindfool.com/how-to-improve-your-critical-listening-skills/
https://www.teachthought.com/technology/viewing-comprehension-strategies-watching-
videos-like-you-read-a-book/