1. SENDER - Conceptualizes & encodes messages
2. MEDIUM- Example: letter, e-mail, speech
3. CHANNEL- This is the mode via which the audience will receive the message: EXAMPLE: post office, internet, radio
4. RECEIVER- decodes messages; creates feedback
5. FEEDBACK- interaction between the speaker and the audience. In other words it is a reaction to the message. This may be verbal taking the form of questions.
Sunday, April 18, 2010
THE COMMUNICATION MODEL
1. The context- environment in which the communication takes place. It includes the time, surrounding, events, physical, culture and psychological climates.
2. The sender-receiver- the sender codifies the context of the message and selects its medium and channel. Both the sender and the receiver conceptualize, encode, and select the medium, channel, decode, interpret and provide feedback.
3. The message- this is the idea, content and feelings the individual wishes to share. Can be either verbal in that it is spoken or written or non-verbal and includes gestures body language smells symbols etc.
4. The medium- relates to that which is used to transmit the message .eg. radio, television, newspaper, magazines etc. NB. This must be appropriate for the context and the receiver
5. The channel- the means through which the message will be transmitted eg. Sound waves, light waves or other sense stimulating means. NB. Must be appropriate for the receiver and the context.
6. Feedback- this is the response of the receiver and the sender to each other.
7. Noise- this a barrier that affects the communication process
2. The sender-receiver- the sender codifies the context of the message and selects its medium and channel. Both the sender and the receiver conceptualize, encode, and select the medium, channel, decode, interpret and provide feedback.
3. The message- this is the idea, content and feelings the individual wishes to share. Can be either verbal in that it is spoken or written or non-verbal and includes gestures body language smells symbols etc.
4. The medium- relates to that which is used to transmit the message .eg. radio, television, newspaper, magazines etc. NB. This must be appropriate for the context and the receiver
5. The channel- the means through which the message will be transmitted eg. Sound waves, light waves or other sense stimulating means. NB. Must be appropriate for the receiver and the context.
6. Feedback- this is the response of the receiver and the sender to each other.
7. Noise- this a barrier that affects the communication process
FEATURES OF LANGUAGE ORGANIZATION
1. strong opening
2. developed body
3. conclusion
4. illustrations to develop points
5. logical linkages
6. focused
7. definition of terms
2. developed body
3. conclusion
4. illustrations to develop points
5. logical linkages
6. focused
7. definition of terms
LANGUAGE STRATEGIES
These are some of the strategies that you will employ when called upon to identify the different language strategies in various types pieces of writings.
1. Type of Language: Language may be spoken or written; informal or formal; personal or impersonal, standard or creole.
2. The Tone: sad, humorous, remorseful, satirical, objective, sarcastic, nostalgic, regretful or jubilant etc.
3. Sentence Construction: simple, compound, direct, complex, verbose etc.
4. Diction: Choice of vocabulary used- slang or formal, clichés, prosaic or florid, simple or stilted, use of coined words, repetition of key words and phrases etc.
5. Use of connotative or denotative words- eg emotive words used to arouse feelings, to suggest, to emphasize factual content, to state a point or words which seem to convey facts but are geared mainly at arousing emotions.
6. Significant use of punctuation marks and ellipsis
7. Lay-out of page: use of headlines, broad sheet layout, advertising-copy-layout, or verse layout.
8. Typographical features:- use of different font size, bold face print, capital letters, spacing, indentation, etc.
9. Use of literary devices- metaphor, personification, simile, irony, rhetorical questions, hyperbole, alliteration, sarcasm, onomatopoeia, etc.
10. Use of rhyme
11. Use of pictures and graphics
1. Type of Language: Language may be spoken or written; informal or formal; personal or impersonal, standard or creole.
2. The Tone: sad, humorous, remorseful, satirical, objective, sarcastic, nostalgic, regretful or jubilant etc.
3. Sentence Construction: simple, compound, direct, complex, verbose etc.
4. Diction: Choice of vocabulary used- slang or formal, clichés, prosaic or florid, simple or stilted, use of coined words, repetition of key words and phrases etc.
5. Use of connotative or denotative words- eg emotive words used to arouse feelings, to suggest, to emphasize factual content, to state a point or words which seem to convey facts but are geared mainly at arousing emotions.
6. Significant use of punctuation marks and ellipsis
7. Lay-out of page: use of headlines, broad sheet layout, advertising-copy-layout, or verse layout.
8. Typographical features:- use of different font size, bold face print, capital letters, spacing, indentation, etc.
9. Use of literary devices- metaphor, personification, simile, irony, rhetorical questions, hyperbole, alliteration, sarcasm, onomatopoeia, etc.
10. Use of rhyme
11. Use of pictures and graphics
WHY IS CREOLE SPOKEN SO POPULARLY?
1.It is the major vehicle of social and national solidarity, identity and the general population
2.It is the preferred language of popular entertainment eg.disc jockeys and poets. It is the language of choice for most cultural entertainment eg. Folk songs, Anancy Stories and Big Bwoy Stories. It is used for poetry, comedy, and roots play. It is used when giving examples in speech in order to put a point across effectively. Lastly it is used by street folks, in that being street smart requires the use of Creole, not Standard English.
3.Jamaican Creole is marketable, and is far more lucrative than Standard English. Eg. slangs and slogans used on personal items such as cars, cups, and clothes. It is used in advertisement, when soliciting sale for goods, when giving humour, jokes, description of person and their dress and appearance as well as on souvenir items.
4.Creole is used as the vernacular of socialization and creates a sense of familiarity in conversations and approaches to others.
5.In some learning situation it is the preferred language to be used.
For example:
a.When students at the primary or pre-primary levels find it easier to understand concepts taught using Jamaican Creole.
b.It gives students the sense that Jamaican Creole is an authentic language and a symbol of their culture.
c.Both students and teachers will recognize structural differences between English and Creole and are better able to correct them.
d.It helps the teacher to better understand students’ errors and to therefore make plans for delivering instructions more effectively.
e.It builds students’ self-confidence, self-esteem and knowledge.
f.Creole speaking children sometimes perform poorly in school because they do not readily join in discussions because they are often told that they (talk bad).
As a language the Jamaican Creole is used in public, private and informal situations. It is the language of the street, a vehicle for expression of our heritage and cultural identity; and despite what some persons might want others to think, the language is used in all strata of our society.
2.It is the preferred language of popular entertainment eg.disc jockeys and poets. It is the language of choice for most cultural entertainment eg. Folk songs, Anancy Stories and Big Bwoy Stories. It is used for poetry, comedy, and roots play. It is used when giving examples in speech in order to put a point across effectively. Lastly it is used by street folks, in that being street smart requires the use of Creole, not Standard English.
3.Jamaican Creole is marketable, and is far more lucrative than Standard English. Eg. slangs and slogans used on personal items such as cars, cups, and clothes. It is used in advertisement, when soliciting sale for goods, when giving humour, jokes, description of person and their dress and appearance as well as on souvenir items.
4.Creole is used as the vernacular of socialization and creates a sense of familiarity in conversations and approaches to others.
5.In some learning situation it is the preferred language to be used.
For example:
a.When students at the primary or pre-primary levels find it easier to understand concepts taught using Jamaican Creole.
b.It gives students the sense that Jamaican Creole is an authentic language and a symbol of their culture.
c.Both students and teachers will recognize structural differences between English and Creole and are better able to correct them.
d.It helps the teacher to better understand students’ errors and to therefore make plans for delivering instructions more effectively.
e.It builds students’ self-confidence, self-esteem and knowledge.
f.Creole speaking children sometimes perform poorly in school because they do not readily join in discussions because they are often told that they (talk bad).
As a language the Jamaican Creole is used in public, private and informal situations. It is the language of the street, a vehicle for expression of our heritage and cultural identity; and despite what some persons might want others to think, the language is used in all strata of our society.
ATTITUDES TOWARDS JAMAICAN CREOLE
The attitude toward the use of Jamaican Creole reflects certain privileges and certain beliefs. For some persons Jamaican Creole will never be accepted as a language. Many persons see patois as an inferior language that is often considered to be debased, unbecoming or crude. Social attitude and misconceptions about Jamaican Creole had their genesis in the fact that the Creole is linked with slavery.
Some of the attitudes that persons have of Jamaican Creole and Creole-Speakers are listed below:
1. Creole is back yard talk
2. Creole gets you nowhere
3. Creole is for uneducated persons
4. Users of Creole are seen as persons who talk bad ( chat bad)
5. Creole speakers have no class
6. Creole belongs to a lower class
7. Use of Creole shows a lack of ambition and makes you unemployable as no one will employ you when you speak Creole.
Some of the attitudes that persons have of Jamaican Creole and Creole-Speakers are listed below:
1. Creole is back yard talk
2. Creole gets you nowhere
3. Creole is for uneducated persons
4. Users of Creole are seen as persons who talk bad ( chat bad)
5. Creole speakers have no class
6. Creole belongs to a lower class
7. Use of Creole shows a lack of ambition and makes you unemployable as no one will employ you when you speak Creole.
THE LANGUAGE SITUATION IN JAMAICA
There is a close relationship among all Caribbean countries as reflected in their cultural practices, geographical locations and languages. Among all these countries, there is the common African ancestry and historical experience of the Middle Passage and slavery that our ancestors endured. After the British slave trade ended in 1807, the practice of selling slaves Intra-Caribbean became popular. This meant that cultural transference and acculturation occurred. The interaction that took place among persons in these territories is one factor that has accounted for similarities in the language shared by so many Caribbean countries.
Another historical factor affecting the development and preservation of Creole languages in the Caribbean is the Haitian Revolution (1791-1804). During these years of intense warfare, a number of refugees made their way to various Caribbean territories including British colonial islands such as Jamaica.
Languages in Caribbean countries were influenced by the unique and different surroundings of each island. Many words and phrases share similar roots but have different adaptations.
THE LANGUAGE CONTINUUM IN JAMAICA
This is a term that depicts or shows the range of language and language dialect spoken in Jamaica. Jamaicans tend to switch from one language to another in conversation and in different situations. Creole is continuously changing and becoming more like English. This is called decreolistion. The language continuum refers to a range from the acrolet to the mesolect to the baselect.
Acrolect
The acrolect is the Jamaican Standard English (J.S.E) and it’s at the last point of the continuum. It is most often spoken in formal situations. It’s a language used by the intellectual group.
Mesolect
This is a form of Creole with more English derived features than the basilect and is said to be the point on the continuum next to the basilect. It is most often spoken by urban and educated persons.
Baselect
This is a form of Creole with more African derived features than other forms and is said to be the first point on the continuum. It is most often spoken in rural areas and by uneducated persons.
Another historical factor affecting the development and preservation of Creole languages in the Caribbean is the Haitian Revolution (1791-1804). During these years of intense warfare, a number of refugees made their way to various Caribbean territories including British colonial islands such as Jamaica.
Languages in Caribbean countries were influenced by the unique and different surroundings of each island. Many words and phrases share similar roots but have different adaptations.
THE LANGUAGE CONTINUUM IN JAMAICA
This is a term that depicts or shows the range of language and language dialect spoken in Jamaica. Jamaicans tend to switch from one language to another in conversation and in different situations. Creole is continuously changing and becoming more like English. This is called decreolistion. The language continuum refers to a range from the acrolet to the mesolect to the baselect.
Acrolect
The acrolect is the Jamaican Standard English (J.S.E) and it’s at the last point of the continuum. It is most often spoken in formal situations. It’s a language used by the intellectual group.
Mesolect
This is a form of Creole with more English derived features than the basilect and is said to be the point on the continuum next to the basilect. It is most often spoken by urban and educated persons.
Baselect
This is a form of Creole with more African derived features than other forms and is said to be the first point on the continuum. It is most often spoken in rural areas and by uneducated persons.
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