Exploring A Communication Event In Saudi Lingua Culture - Case Study Example

Exploring a communication event in Saudi lingua culture Exploring a Communicative Event in Saudi Lingua Culture Introduction This document focuses on the significance of communication events in various stages of life. Event in this case refers to a communication occurrence involving crucial passage of information. The information can pass through a number of parties such as meetings or conferences, in teaching institutions, public speeches and or symbolic events (Seindlhofer, 2005, p.54). In teaching aid, communication is necessary particularly when teaching people of different native languages. Event can appear in many forms. For example, real events demonstrated when a message passes through electronic media such as films or media houses. There is a set of theories analyzing communication events exist. The most essential method of communication is conversation. Human beings, therefore, communicate to share information and expand their social relationships (Seindlhofer, 2005, p.54). Most of the influential and active discussions take place through conversations. Simple talks both official and non-official and education related take place through chatting. If a CE involves two parties not knowing each other, that is strangers, there is no engagement (Seindlhofer, 2005, p.54). The success of any communication depends on understanding between the parties involved. Understanding of each other leads to an interaction between the involved parties. This essay focuses on English language as a communication tool. CE refers to “An exchange with obvious boundaries in a typically-occurring situation, where the participants have a clear role relationship” (Saville-Troike, 1989, p.107). For a language teacher to succeed, he needs be careful with the way he delivers information to his students. Successful teachers recommend thorough observations of local speakers because they engage in varying CE in order to understand each other (Saville-Troike, 1989, p.107). The teacher should have the ability to give CE models after first learning the native speakers’ language (Saville-Troike, 1989, p.107). For effective language teaching, the teacher needs to have the skill to know and speak other languages. Lingua franca as a language This refers to a communication tool used by a group of people from different native origins to communicate. Lingua Francas form the third mode of communication language from the original languages of the communicating sides (Helena, 2011). Studies show that a lingua franca language may turn to be the common language if it widely spreads in an area. A good example of a lingua franca language is pidgin. Pidgin combines different vocabularies of native languages (Helena, 2011). The only distinction between lingua franca and pidgin is that members of the same native language do not speak pidgin but instead speak their native language. Pidgin does not have any original speakers. Modern Lingua Francas In the current society, global communication has succeeded due to development of lingua francas. There are a number of recognized communication languages in different regions. For example, the official languages recognized by United Nations (UN) include Arabic, Chinese, English, Spanish and French. (Fernández-Cárdenas & Silveyra-De La Garza, 2010). This shows how lingua franca languages have developed to international recognition. Several developments of pidgin are evident as regular contacts between different people broaden. However, most of the pidgins lack verbs, articles and nouns, their use has spread since they encourage communication between parties. Components of Communication Event (CE) In order to further, explore communication events, Saville-Troike 1989, p. 107 explained the components of CE. Some of these components include the event type, the setting and purpose of the events. Other components are function setting of different happenings, appearance and key participants. Manner in this case refers to message form and content. Guidelines include rules for interaction in act sequence and norms for interaction. The scene of CE comprise of event type, intention and setting of the event (Saville-Troike, 1989, p.139). Communication between people differs depending on the environment the parties are living and the scope of their communication. The conversations differ on whether the parties are familiar with one another or strangers. Event type, for example, may refer to analyzing an informal dialogue between two people who have been away from each other for some time. Category of event in other words refers to the time that has passed before two familiar people seeing each other. It may also refer to a communication that occurs when people may stay for long without seeing each other. Purpose of CE refers to a discussion that may arise about the reasons for two people not communicating for long. Setting of CE refers to place the event is taking place (Wardhaugh, 1998). The four components explained form a CE event. Gathering of data concerning Arabic linguistics culture depends on CE components and style used in conversation. In summary, a CE includes the following. A brief of the event such as what happened, when, where and how it happened. The description also gives relevant information of the event occurrence. Set of theories used in analyzing CE and explanation is essential. Theories used should provide details for analysis that description cannot provide. Before selection of a theory, analysis of the selected theory’s usefulness is critical. After analysis of CE, discussion, applying theories selected and descriptions are vital. Theories used in CE analysis depend on the group, culture or climate of the people who provide required information. Sociolinguistic methodology and application to language teaching Sociolinguistics refers to the study of how factors such as time, age, sex, and gender of participants in the study affect the language under study (Wardhaugh, 1998). In language teaching, sociolinguistic competence is necessary to acquire relevant knowledge. Social linguistic competence refers to the skill of using correct language with no grammar and pronunciation mistakes (Wardhaugh, 1998). It also entails the use of vocabularies in a verbal communication. Use of spoken language incorporating social life of the persons addressed is crucial in making learning a success. The division of competence in communication takes place in four ways. Linguistic proficiency, which means the skill to use of linguistic code, grammar, the way one pronounces words, and finally, good use of vocabulary. The second competence is disclosure. This refers to the ability to keep a correlation between different sections of disclosure. The third is strategic competence. This refers to the ability of the learner to identify and make corrections to cases of communication failure. The learner bridges the gap between two parties when a problem occurs in passing information. In this case, the learner has to be aware of the target language. The final sociolinguistic competence is the capability of the learner to make skillful use of language and in the required perspective or environment. The requirements of a successful sociolinguistic competence are dynamics of the learner, and the teacher to vary grammatical forms depending on communication setting. Factors that are necessary for consideration in this case include age, sex and status of participants. The reactions in the way one communicates differ with the place or environment one lives (Wolfson, 1989). Studies show that learning communication skills depend on individual community, rules and the way of life. That is structure of native society. Communication events case studies The following paper makes use of two described examples to understand and determine the importance of teaching CE. Teaching In order to recognize the culture in teaching, a scholar Brooks developed the basis for cultural study. These include the growth, individual characteristics, and the way one performs thriving arts. The teachers need to understand the way of life of the people he is teaching. (Jannedy 1994, p. 87). Ten considerations are in place in passing knowledge about languages from the teacher to the students. These include use of symbols, value, power, love and honor (Jannedy, Polett et al, 1994: 87). Others factors considered include the spirit that the learners have in learning, order, beauty and the nature of the ceremonies they attend in their learning exposure (Jannedy et al, 1994, p. 87). CASE 1: TELEPHONE CONVERSATION Hymes ethnographic model Ethnography of communication (EOC) refers to a way of analyzing conversations in linguistics. A conversation involves uninterrupted flow of information and mostly takes place when the two communicating parties are together or can hear each other (Holmes, 2008). Study of cultural interactions is possible through analysis of EOC. Different communities use different speeches to communicate. Speech codes depending on the culture. In order to learn another culture’s language, the learner must understand the use of speech codes of that culture. An example of communication codes in different contexts according to Lindlof is in the appendix. Hymes’, model gives guidelines for analyzing a communication event. Find conversation analyzed in this case in the appendix. Communication analysis, the event type, gives a teacher basis for analyzing the message passed in a conversation. In the conversation attached, event is a conversation between Maher and his mother both of Saudi Arabia origin. In using this conversation to teach communication events, the teacher first seeks to understand the message passed in the communication. The nature of each event in discussion gives the teacher a different approach. Event analysis The parties conversed over a telephone call. Initially the son used to communicate to her mother frequently but this time, he had stayed for about five weeks without calling. The unusual behavior of the son had given the mother worries. The conversation changes due to the worries the mother had and, therefore, in this case the context differs from the earlier communication. The two parties have Islamic origin showing a different communication setting. Communication setting focus on time and place the event is taking place. In the conversation between Maher and his mother, the cultural setting of the two parties is crucial. The Islamic rules in Saudi culture urge all members to care for their parents. The rules insist on peace that is why their greetings start with Assalamu alaikum (peace be upon you). The main point to note in communicative event is a description on nature, method or essence in which the act or event takes place (Saville-Troike, 1989). Summary In understanding the eleven components of communicative events as explained by (Saville-Troike, 1989), the following stages are necessary. The consideration on participants in the communicative event is necessary to understand the purpose of communication. Participants form the main element of a communicative event. CASE 2: INTERVIEWING A GROUP OF STUDENTS Method In order to understand Communication Event, and sociolinguistic methodology I carried out a case study. The study involved the following: Participants A teaching opportunity set up involved English Lingual Students. The students attended a class on their own will for three days each week for the duration of three weeks. Actual teaching took place at an advanced conversation gathering mostly university students. Most of the students had a high level of language skill hence best suited for the study. The criteria for studying involved assessing skills like narrating skills, speaking in both formal and informal settings and chatting on personal and public interests (Holmes, 2008). The participants came from a wide range of origins including latinos, Korean, asian and Turkish. The students had stayed in USA for about eight months hence suited for assessment. The total language study in USA is about eight years. Students participating in the study were aware of the purpose of gathering and requested to sign an acceptance form. Find a sample of the form in the appendix. Instruments After the second class, recording of students’ background, cultural information and the difficulties experienced in learning various languages took place. Survey questions asked how students studied English, their stay in USA and cultural education they learnt from USA (Holmes, 2008). Evaluation of usefulness of teaching section was also crucial. Procedure The study of teaching language in a cultural setting was demanding. For example, preparation of a lesson plan addressing issues of culture and any other issue affecting lingual Franca. Samples of questions used the study is in the appendix. Results The coordination of the exercise was successful and required data recorded. Students discussed the rising issues in depth and according to Kluckhohn Model. Comments needed on individual culture and any other issues relevant were less as compared to issues on Kluckhohn Model (Jannedy et al, 1994,p. 98). While teaching on English language, continued, there was total silent forcing me to give more examples. Students did not seem to have any contributions to make. American culture recorded a higher rating of students supporting its culture than all the other cultures. Data analysis Study revealed some exciting results. The issue of ethnicity was evident noting that there were 3 Latin Americans and only one Turkish and the remaining students Asian making the total to 11. The results in the answering of the questions were as revealed in the table below: Source: (Jannedy, et al, 1994) Discussion Important issues in teaching language and the impacts of culture and sociolinguistics became evident. Students from USA established the importance of cross-cultural information. This is because Americans appear to have more diversified people than Asia and other areas in the study. These shows there are stages in learning about other people’s culture and languages. Use of English is also an issue that is most of the participants had problems in using English fluently. Participants with American background demonstrated better use of English (Jannedy et al, 1994). This was because English is in most parts of America than other parts of the world. The students have a perspective that learning any other language far from their native languages in hard. Conclusion Communication is a key thing in any society. In teaching, culture and sociolinguistic events, cultural replica and speech acts are necessary (Gardner, 1994). The student’s level of cultural knowledge and acceptability of one’s native culture are essential in teaching. Persons with a wide range of cultural knowledge show high chances of learning lingua franca languages faster. Culture determines the extent of conversations between people. In the model used in this study, students had positive perspective of cultural impacts in languages hence I did not face many problems in taking data. Component of gender has an impact in studying communicative events. Gender combinations assisted in determining and analyzing variation of speeches between genders. Female participants show higher competence in speeches than male. From the first description about communicative event, it is evident that environmental exposure of people and cultural practices, contributes to diversity and formation of lingua francas (Gardner, 1994). The main purpose of new occurring languages is communication. All people want to communicate with others and pass across different information. Understanding of different cultures leads to faster development of new communication techniques between different communities. The use of transcription symbols is necessary while learning new languages. Symbols enable the speaker to pass information using phrases of another language without distorting the meaning. Examples of “transcription symbols” are in the appendix. . Appendix Source: (Jannedy, Polett et al, 1994) Conversation Swaileh: Aslam Alykum (Peace be upon you) My wife(Reem): Wa alykum Aslam (Peace be upon you too) Swaileh: Kaaf Alhaal (How are you?) My wife: Alhmdo allah bkyr wlaaaaken Reef marygha. (Praise be to God, we are fine but Reef (my daughter) she is sick) Swaileh: Aaaash Reef marygha? (WHAT!!! Is Reef sick?) My wife: Eywah Hrartah mertafeh (Yes she had high temperature.) Swaileh:Hal zahatwm ela almastashfa? (Did you go the hospital?) My wife: Akyd Wdytha (Of course I did.) Swaileh: Wesh gal adctor? (What did the doctor say?) My wife: Gal laa tkafwn hy alan kwaysh hy amraght bsabab tgyr alfswal whza tabyei, wa aldctor katab wasfh wanashni arawshha. (He said "don`t worry she is good know she had got sick that because the change from season to another that normal happened" and the doctor wrote the description of medicine and he advise me to give her shower.) Swaileh: Kways, waentabhi ltalymat adctor, wa alhin kawysah? (that`s great, and take care of the doctor`s instructions, and Is she know fine?) My wife: Eywah kwaysah alhayn hahahaha (yes she is fine). (Short laugh) Swaile: Layh taghhakyan? (Why are you laughing?) My wife: Lank al maesalha wish tahbyn taklyan? Tagawl aby baba. (Because when I ask her, what would you like to eat? She told, I want my Dad.) Swaileh: hahahahaha oaky aza asalat any gwaley baba rah yagi baed shahr. (short laugh) oaky when she ask again tell her, your Dad will come after one month. My wife: Rah agwlha.. Kaf amwark? Drastk wa algaw kafh hnak? (I will do. ….. How is everything there? Your studying and what about the wether there?) Swaile: ayaaa adrash kwysah, baed thleth asabea rah asalem bahthe wa algaw marh halw. (ayaaa the study is going well, after three weeks I will submit my assignment and the weather is very nice here.) My wife: Alhmdo allah (Praise be to God) Lahdha( hold on) Meaaaaaaaan (who is calling me) Ana lazm Asaker Alkt (I must end the call) Swaileh: Wish feah (what`s up?) My wife: Mariam tadg albab ( Mariam knock the door because I already invite her.) Swaileh: Aoky Salme Ala alehal. (Oaky see hello to your family.) My wife: En shalh, entabh lnafsk (I will do. Take care.) Swaileh: Ma alslama. (Bye) References Crystal, D. (1997). An Encyclopedia of Language, 2nd Edition, Cambridge University Press, Cambridge. Fernández-Cárdenas, J., & Silveyra-De La Garza, M. (2010). Disciplinary knowledge and gesturing in communicative events: a comparative study between lessons using interactive whiteboards and traditional whiteboards in Mexican schools. Technology, Pedagogy & Education, 19(2), 173-193 doi:10.1080/1475939X.2010.491219 Gardner, R. (1994). Conversation analysis: Some thoughts on its applicability to applied linguistics, Australian Review of Applied Linguistics, Series S, no. 11, pp. 97-118. Ho Lan Helena, W. (2011). Critique: A Communicative Event in Design Education. Visible Language, 45(3), 221. Holmes, Janet (2008). An Introduction to Sociolinguistics, 3rd ed., Longman, Harlow. Wardhaugh, R. (1998). An Introduction to Sociolinguistics, Blackwell, Oxford. Saville-Troike, M. (1989). The analysis of communicative events, in The Ethnography of Communication: An Introduction, 2nd edn, Basil Blackwell, Oxford, pp. 107-180. Seindlhofer, B. (2005). Key concepts in ELT: English as lingua franca. ELT Journal. Vol. 59/4. http://eltj.oxfordjournals.org/cgi/reprint/59/4/339.pdf Talebineazhad & Aliakbar. (2001). Basic assumptions in teaching English as an international language. The Internet TESL Journal, VII (7). http://iteslj.org Jannedy, S., Poletto, R., & Weldon, T.L., (Eds.). (1994). Language files: materials for an introduction to language and linguistics (6th ed.). Columbus: Ohio State University. Read More