LANGUAGE,

CULTURE AND
SOCIETY

MARVIN M. SALES, LPT

INSTRUCTOR
INTRODUCTION

Discuss the Course Syllabus

THE NATURE OF LANGUAGE
AND LANGUAGE STUDY
LEARNING OUTCOMES
The students are expected to:
• Define language, macro skills, and communicative competence;
• Differentiate first language and second language, synchronic and diachronic language
analysis, and
• Analyze situations that involve the learning of language micro and macro skills.
LESSON 1
REVIEW ON LINGUISTIC COMPONENTS OF LANGUAGE
What is Language?
Language is primarily a human and non-instinctive method of communicating ideas, emotions, and
desires through a system of voluntarily produced symbols (Sapir).
Language goes beyond just describing real situations, for it primarily aims to form the components
of culture (Sapir- Whorf Hypothesis)
Language, in its widest sense, means the total of such signs of our thoughts and feelings as are
capable of external perception and as could be produced and repeated at will (A.H. Gardiner).
LESSON 1
REVIEW ON LINGUISTIC COMPONENTS OF LANGUAGE
Language may be defined as the expression of thought utilizing speech-sounds (Henry Sweet).
A system of communication by sound i.e., through the organs of speech and hearing, among human
beings of a certain group or community, using vocal symbols possessing arbitrary conventional
meanings (Mario A Pei & Frank Gaynor).
The word ‘Language’ comes from the Latin term, Lingua. It means tongue and the French term
langue. Language is associated with human vocal and auditory means of expressing ideas and
feelings. It is multifaceted phenomenon.
MACRO SKILLS

• Listening
• Speaking
• Reading
• Writing
• Viewing
MACRO SKILLS

• Listening is a prerequisite to understanding. It is the skill

of grasping and decoding information during the exchange of
messages. Listening is the beginning of understanding and a
valuable key to effective communication. It is the task of getting
the meaning of what is being heard (Underword, 2009)
10 STEPS TO EFFECTIVE LISTENING

• Step 1: look at the speaker in the face and eyes.

• Step 2: Focus and give attention but relax.
• Step 3: Be open-minded.
• Step 4: Listen and picture what the speaker is saying.
• Step 5: Don’t speak while the person is talking.
• Step 6: when the speakers pauses, you may ask clarifying questions.
• Step 7: ask relevant questions
10 STEPS TO EFFECTIVE LISTENING

• Step 8: Put yourself in the speaker’s place.

• Step 9: Give feedback
• Step 10: Focus as well to nonverbal cues.
MACRO SKILLS

Speaking is the ability that makes us superior to other species. It is

a complex cognitive and linguistic skill that involves words and sounds.
It also involves:
• Meaning: connotation, denotation, grammar
• Sociality, Relationship, Affect: formal, informal, slang, turn-taking
• Cultural Issues: class, ethnicity, nationality, religion, gender, dialect
MACRO SKILLS

• Performance: articulation, projection, pronunciation

• Sound Elements: how volume pitch, pace, and nature of sound
complement/contradict/replace words.
FUNCTIONS OF SPEAKING

• Interaction
• Transaction
• Performance
FUNCTIONS OF SPEAKING

1. Interaction- is seen in social conversations.

For example, A student shares her weekend getaway experience to a friend.
A taxi driver chats with his passenger, or
A saleslady telling her manager about her recent experience. Etc.
FUNCTIONS OF SPEAKING

2. Transaction happens when someone wants to cut across a message.

There is an act be done after the message is received.
For example, a boy orders a box of pizza,
A teacher gives instructions on the assignment of the lesson to her students,
or
Book a plane ticket via phone call.
FUNCTIONS OF SPEAKING

3. Performance is when an audience accepts the message spoken.

For example, speeches conducted to persuade like oration or debate. There is
an emphasis on the accuracy, sequencing of ideas, the form and the

organization.
MACRO SKILLS

Reading is a multifaceted process involving word recognition,

comprehension, fluency, and motivation. Learn how readers integrate
these facts to make meaning from print (Leipzig, 2001)
MACRO SKILLS

Reading is making meaning from print. It requires that we:

• Identify the words in print- a process called word recognition;
• Construct an understanding from them- a process called
comprehension and
• Coordinate identifying words and making meaning so that reading is
automatic and accurate- an achievement called fluency
 MACRO SKILLS

Brown (1989) suggested the category as outlined below:

A. Oral Reading
B. Silent Reading
I. Intensive
a) Linguistic
b) Context
II. Extensive
a) Skimming
b) Scanning
c) global
 MACRO SKILLS

Oral Reading is reading aloud. This can be a technique to improve poor readers’
word identification in context. By reading aloud, the person learns to correct and
detect errors that the reader produced. It improves proper pronunciation and
enunciation.

Silent Reading are extensive and intensive reading. The latter is the end in itself.
Practicing specific reading strategies entail intensive reading while extensive reading
is the means to an end. Extensive reading includes reading for pleasure or reading
technical, scientific, or professional material. Under these are two specific types of
reading: scanning for key details or skimming for the essential meaning.
 MACRO SKILLS

Writing entails control of language variables since it is an extremely complex

cognitive activity. Good writing skills may increase the chances of a person’s
success. These are needed for all students to accomplish their educational and
employable requirements.
 STEPS FOR WRITING

1. Decide the topic

2. Research and Collect Information
3. Outline and Plan
4. Start writing by simple draft
5. Review, Edit and Format
Our written works may come in many types depending on the specific purpose;

Expository - writing that exposes facts

Descriptive- writing in which the author's intent is to create a vivid image of what
he/she is describing in the mind of the reader
Persuasive- a form of nonfiction writing that encourages careful word choice, the
development of logical arguments, and a cohesive summary
Narrative- tells a story.
 MACRO SKILLS

Viewing Skills allow the students to pause and reflect and

think about the images they are seeing and analyze or evaluate
further these visuals for better use. It includes giving meaning
to the images or visuals and even without computer programs
and websites which have printed and spoken words.
 MACRO SKILLS

Ideas may be presented visually through:

• Pictures
• Graphics
• Posters
• Drawings
• Videos
• Web pages
• Multimedia
TYPES OF VIEWING SKILLS

Visual Literacy Critical Viewing

Skill to decipher the meaning from Skill to understand and evaluate

visuals (Georgis, 1999) information from visuals

Ability to create visuals to convey Ability to analyze the composition of

effectively the ideas in mind the picture
(Valmont, 2003; Heinish, 1999)
COMMUNICATIVE COMPETENCE

Cooley and Roach (1984) mentioned that Communicative competence refers to the
knowledge one has on morphology, phonology, syntax including how and when to use these
appropriately in utterances. It is the proper and efficient communication flow and the skill
to utilize and acclimate this expertise in different situations.

Dell Hymes coined this term after opposing the description of Chomsky’s (1966)
performance and competence.
COMMUNICATIVE COMPETENCE

Differentiate competence and performance? Give an

example for each.
COMMUNICATIVE COMPETENCE

Canale and Swain (1980) looked at communicative

competence as the overall system, which includes the skill
and knowledge one needs for communication. They
proposed a 4- dimensional theory comprising of
grammatical, sociolinguistic, strategic and discourse
competences.
COMMUNICATIVE COMPETENCE

In developing communicative competence, remember the

three principles:
CP or communication principle: as teachers, we
provide activities for students that push them to use
language in a communicative context.
COMMUNICATIVE COMPETENCE

 TP or Task Principle: teachers provide real-life activities to

complete or do. In so doing, they learn and gain
communicative competence.
MP or Meaningful Principle: teachers must carefully choose
authentic and engaging activities that create meaning for
students for learning to take place and endure.