IGNOU SOLVED ASSIGNMENT 2021/22 // ENGLISH COMMUNICATION SKILL (BEGAE182)
English Communication Skills
(BEGAE 182) 2021/22
Section A
I. Answer the following in about 150 words each: 5x5=25
1. What do you understand by the term ‘non-verbal
communication’?
Ans: Non-verbal communication is a
communication that isn't passed on through words. Non-verbal correspondence
might be visual or hear-able. Non-verbal correspondence cuts across language
hindrances. It rushes to convey. However, it has the risk of not being perceived
or in any event, being misjudged because of varieties in societies. Images,
signs, sounds, eye to eye connection and look, body stances, signals, and
actual appearance - every one of these establish non-verbal correspondence.
Quiet also falls under this classification. In times past, when correspondence
media were not all around created, drums and fire were utilized as a method of
correspondence. Individuals would convey through a hand-off in the thumping of
drums. There were various lengths and notes of the drumbeat for various
purposes. compelling. For instance, it is to the point of giving an image of a
petroleum siphon or a phone on a sign post for a driver on an expressway to
realize what is accessible close by. Likewise a school chime gives data to the
youngsters to gather or scatter. The language boundary can without much of a
stretch be overwhelmed with non-verbal signs, which is the reason signs are
utilized rather than words like Exit, Stairs, or Toilet at all significant
public or global public places, for example, air terminals, rail route stations
or places of interest.
2. What are the
conventions of a conversation? How does it differ from other speech events?
Ans: Conversation
is more than merely the exchange of information. When people take part in
conversation, they bring to the conversational process shared assumptions and
expectations about what conversation is, how conversation develops, and the
sort of contribution they are each expected to make. When people engage in
conversation they share common principles of conversation that lead them to
interpret each other’s utterances as contributing to the conversation.
Conversation is more than a series of exchanges; it consists of exchanges which
are initiated and interpreted according to intuitively understood and socially
acquired rules and norms of conversational cooperation. These can in turn be
manipulated to create a wide range of meanings beyond the level expressed
directly by the utterances in the conversation itself.
A conversation is quite different
from many other speech events in that it has no specified setting, no time or
place, no required roles other than ‘persons’ involved (though some external
roles such as boss/secretary may not be shed), no prespecified agenda, and a
quorum of simply two or more. Like other speech activities, however, conversations
must be opened, and commonly this is done through the use of an adjacency pair
such as Greeting-Greeting, Request-Grant, Question-Answer, or
Statement-Response.
3.
What is meant by the ‘schema theory’? How is it important in understanding the
reading process?
Ans: Schema
theory are mental structures embodying one’s prior knowledge of the world, his/
her experiences, and also his/her knowledge of the language in which the
message is enclosed. They help the reader in anticipating and predicting what
will follow in a text. Textual input is matched against schemata to make sense
of the text. Readers have networks of prior understanding about a topic In
reading, they add to those networks, filling in some of the gaps with what they
know, or in their existing schemata: The prior knowledge a reader already has
about a subject has as much to do with what s/he gets from a text as the actual
words in the text. In creating meaning, good readers rely also on their prior
knowledge of how language works, of how ideas are organised in writing and of
how different forms are structured. Thus schemata are knowledge structures
which represent a generalized knowledge about objects or events, or even about
a language system which are activated while processing a text.
An important function of schemata is
therefore to help readers to match what they know with what the written text
tells them, i.e., to monitor their comprehension. If there is some deficiency
at the level of analysing print i.e. decoding problems like poor word
recognition, the higher level knowledge of the topic (i.e. schemata) will
compensate for the deficiency. Reading is thus an interactive process; there is
a simultaneous interaction of the reader’s prior knowledge and his/her sampling
of the text; this is done constantly while reading.
4.
Discuss any two difficulties that learners of English as a second language are
likely to encounter while learning English vocabulary.
Ans: i) One Word Many Meanings (Homonyms)
Homonyms
are words which have the same spelling and pronunciation but different meanings
in different contexts. In the following sentences, the word club has different meanings. As
a child, you might have gone to a local club
in your colony. You might have seen the picture of Bhim with
a club in his hand in Mahabharat
serial on television, and if you play cards, you have to deal with clubs in the pack. You might suggest
to a student to club two
paragraphs together to make the writing more compact.
ii)
Idiomatic Expressions
Does
lend an ear to someone mean the same as to lend someone money? What does from
hand to mouth mean? Who in your family is the apple of your eye? Or what is it
to have a green thumb? As an experienced user of the language you know the
meaning of such ‘idiomatic expressions’ and you are well aware that these frozen
expressions mean something which is totally different from the sum total of
the individual words. The meaning cannot be derived from individual words and
must be learnt as a
complete unit of meaning. And this understanding is acquired slowly, gradually
and with constant contact with the language.
5.
What are the four levels of meaning that you need to be aware of as a reader?
Ans: i) Literal:
Literal comprehension involves the reader in understanding the information
stated directly in a text. That information may be facts and details, sequences
of events, main ideas and generalizations, causes and effects. The reader does
not have to dig too deeply to get at it. S/he should be able to state exactly
what the passage is saying, to make sure that s/he understands it. Literal
comprehension is of fundamental importance. It requires a thorough
understanding of paragraph, sentence and word meanings and is required for higher levels of comprehension.
ii) Interpretive:
To read at the interpretive level, on the other hand, is to read ‘between the
lines’, to recognise ideas and information not directly stated. In other words, the reader must study the facts
given in the text and put two and two together in making the inference. Writers
do not always state facts directly. They imply emotions and attitudes, and
suggest points of view. For instance, an author may not state directly that a
particular character is bad, but the words s/he uses to describe that person
and the situation s/he presents him/her in may convey the author’s attitude
towards that character. Interpretive reading also involves ferreting out
meanings expressed through literary allusions, idiomatic expressions, and
figures of speech. One of the most difficult interpretations a reader must make
is in terms of these kinds of inferences. The reader must bring to bear his/her
previous experiences with language, literature, and life in constructing
meanings.
iii)
Critical: Critical reading requires making judgements with
regard to a text. The reader may judge the accuracy of facts, the validity of
conclusions drawn, or the effectiveness of the author’s style. For instance, a
writer may use very flowery language to create an atmosphere, or s/he may write
‘tongue in cheek’. Critical reading also requires giving reasons for the
judgement and stating the criteria used in making it, commenting on the views
expressed in the passage and the appropriateness and effectiveness of the
treatment of those ideas.
iv)
Creative: Creative reading calls for the generation of new
ideas, insights, applications and approaches. It requires invention,
prediction, and use of the imagination. Proposing an alternative conclusion or
generalization based on a reading text and suggesting related examples are
exercises in creative reading. Composing orally, drawing, and writing stories
with the same pattern or same words as in those that one has read are also
exercises in creative reading.
Section B
II. 1. You are
attending an International Conference in your city. You have just met a
participant from the U.S.A. Write out a dialogue in 10 turns where both of you
get introduced to each other and discuss your expectations from the conference. 10
Ans: 1. Me: Hi! I am Ricky from
this capital city Delhi. How are You?
Samson: Hello! I am Samson from U.S.A. I am fine. Nice to meet
you.
2. Me: How do you feel about
the climate here?
Samson: I feel warmth though
this is the month of November. And I have seen in the newspaper
that many countries are experiencing severe cold.
3. Me: Yes, it is all
about climate change we are experiencing such weather.
Samson: You are right. It is due
to climate change global warming is taking place in the atmosphere.
4. Me: I think the
main theme of our conference is also about the global warming, so lets discuss
more about this, what you expect from this conference.
Samson: Well, various natural
calamities are taking place frequently indifferent parts of the world. I hope
in the meeting we can bring out some of the solutions to this problem.
5. Me: Exactly! It is our
duty and responsibility to find solution for all disaster around the world.
Samson: Cutting down of trees and
establishing industries on a large scale are accelerating this climate change. So
we can also promote planting of more trees.
6. Me: sure, the common
people must also participate in the conservation of environment.
Samson: The government need
to act strictly and people should cooperate with government.
7. Me: Life conditions will
become unbearable if pollution and deforestation are not controlled.
Samson: I agree with you. The
only solution to this critical problem is people’s mass participating in saving
the environment.
8. Me: I guess all
participatants in this conference may try to take up some sort of decisive
steps.
Samson: Lets hope everyone
works for it. It is responsibility of all.
9. Me: Lets start with
ourselves, and pledge to plant more tree.
Samson: Yes, we should plant
more trees, demand more green zones.
10: Me: Oh, I think its time
to begin our first session of the meeting, lets get ready to join. Nice to
discuss with you. Have a good day.
Samson: Nice meeting you.
Bye.
2. You have been invited to speak in a webinar for
high school students on the topic:
“Challenges faced by school students in India during
the COVID-19 lockdown.”
Write out your speech in around 250 words. 10
Ans: Good Morning! Dear friends I am Ricky. Today I am
going to speak on the topic: “Challenges
faced by school students in India during the COVID-19 lockdown.”
Introduction: The purpose of paper is to look
out for the challenges faced in learning during the lockdown and if they were
raising the mental stress in students. Fear of spread of the COVID-19,
disciplinary lockdown, and delay in getting back to the normal routine of
education centers is affecting the academic performance of the students, as
they are facing difficulties to cope up with the new mode of learning.
Main Points: The worldwide pandemic has endured a giant shot on
every one of the areas of the economy. While it has been marginally more
straightforward for experts to take on telecommute as another ordinary and
proceed with the same old thing, the times have been trying for the school
system all over the planet that significantly rotated around homeroom learning.
- The
public authority has prescribed moving to web based learning as a temporary
plan to avoid any interruptions in scholastic schedules. Innovation and
brilliant homerooms are not just changing instruction in generously compensated
tuition based schools, yet it is step by step making advances in government
schools. Subsequently, e-learning is currently the method for changing the
instruction area. It is showing a positive change and schools and universities
in rustic regions are additionally adjusting to innovation step by step.
- While
the advantages of web based learning are complex, there are as yet numerous
road obstructions in the manner ahead towards making training an altogether
computerized (on the web) peculiarity.
- With
regards to Online Education or E-Learning, country populace isn't totally
outfitted with utilities like quick web, continuous power supply and electronic
gadgets. There have been upgrades in regards to fundamental intfrastructual
offices yet numerous rustic regions in India are as yet wrestling with these
difficulties to make training totally advanced or on the web.
- Web
based learning can be a test in view of the spatial and fleeting appropriation
of understudies Therefore, the screening of the degree of difficulties on
learning in understudies was quite expected, as though left neglected, it might
prompt pressure, nervousness, and some genuine emotional wellness issues
- There is as yet an absence of legitimate immunization and
treatment against COVID-19, and internet learning expects to be adjusted for
quite a while. Additionally, in future, comparable disease could be experienced
and there is a need to adjust the way of life of web based learning by the
Indian understudies. Additionally, there is a prerequisite of adjusting to
science and innovation for future experiences like this. In this way, to make
it effective, challenges experienced during such measures should be followed
and tended to.
Conclusion: The paper reasoned that the understudies are confronting
difficulties to study during the lockdown which is making the advancement of
mental pressure due uncertainity over the examinations and finish of prospectus
alongside the comprehension of subjects. This pressure itself might prompt
expanded frenzy driving the understudies to take undesirable and brutal choices
to keep away from dissatisfaction or disappointment. Likewise, the paper
presumed that lesser proactive tasks are influencing the psychological learning
of understudies.
Section
C
III. 1. Discuss the semantic and linguistic barriers to communication. Give suitable examples. 20
Ans: Semantic and Linguistic barriers to
communication
Everybody tries to communicate, but
not all communication is successful. That is, there may be a difference between
what is intended as the message and what is understood. The reasons for these
barriers to communication are several, Semantic and Linguistic barriers is one
of the broad categories. It is discuss
with example as following:
i) Ambiguity in Expression: Every
language has words that sound the same but have different meanings, or words
that sound or look very similar but are very different in meaning. Ambiguity
can arise because of such words or expressions, whether intentionally or
unintentionally. An intentional use of such a word is commonly known as a
pun.
For
example: They can fish here. This can mean either (i) they are permitted
to fish here, or (ii) they put fish into
cans here (for marketing). The word ‘can’ in (i) is a “modal auxiliary”; in
(ii) it is a “main verb” related in meaning to the noun (a) can. There is a
well-known joke about the farmer, who said about his abundant harvest of
tomatoes: “We eat or sell what we can; and
what we can’t, we can”.
ii)
Homophones: Words that are pronounced similarly but
have different meanings are called homophones. Here are some examples.
sea, see; cite, site, sight; eye, I; wait, weight; check, cheque; weak,
week; loose, lose.
A proficient listener can easily
make out the meaning from the context but a not-so-proficient or inattentive
listener may have problems when (s)he listens to sentences like these:
It’s
a knotty problem.
It’s
a naughty problem.
Therefore,
one should be careful in using such words, keeping the listener in view.
iii)
Contextual Meaning and Speech Acts: Language as used in
communication has the property that much of the meaning is derived from
the intention and the context of an utterance. Language is used to
perform a “speech act” such as giving an order, extending an invitation, and
so on. Thus the sentence, “Ram, the door is open” can be interpreted in at
least
5
ways, depending on the context:
As
an invitation — Ram, come in.
As
a command — Ram, close the door
As
a warning — Ram, be careful!
As
a statement of intent — Ram, we are open for discussions.
As
a dismissal — Ram, you can leave.
As
an exclamation of surprise — My god! Someone has broken into the house.
As
a warning — Ram, don’t do any mischievous things (lest someone should see
you).
iv)
Stress and Intonation: Stress — on a particular syllable
in a word, or on a word in a sentence — can change the meaning
drastically. In sentences:
They
stole the fruit from the garden.
They
stole the fruit from the garden.
They
stole the fruit from the garden.
They stole the fruit from
the garden.
The
effective use of intonation — the “tune” in which something is said — can
convey a meaning that is not actually said. If you hear the words “He’s quite good’
with a rising tone on good, commonly called “comma intonation”, you get the
impression that the speaker has left something unsaid: “He’s quite good, but…”
What is left unsaid is usually taken to be a negative comment!
v)
Word Shift: The meaning of a sentence can change
when the position of a word is shifted.
They
rang up the parents concerned.
(i.e. the parents connected with the issue)
They
rang up the concerned parents.
(i.e. the parents who were worried)
It
snows here only in winter. (at
no other time than in winter)
It
only snows here in winter. (it
does nothing but snow during winter)
It
snows only here in winter.
(nowhere else does it snow)
They
want the report only on bond
paper. (no other paper is to be used)
Only they want the report on
bond paper. (no one else does)
They
want only the report on bond
paper. (other things need not be on bond
paper)
vi)
Style: Our communication must be made in a style
appropriate to the occasion. We shall distinguish mainly two styles:
formal and informal. Using a formal style where the informal one is
required may create a comic effect. An informal style where a formal
style is expected could be misunderstood as rudeness or lack of etiquette.
A very formal and completely
unambiguous style is required in legal statements, which have to be absolute,
allowing for no other possible interpretation. For example, an ordinary
sentence, “I did not borrow Rs 50,000 from Mr. Rao on June 6 could be made
precise as follows: “I did not borrow Rs 50,000 or any other amount from Mr.
Rao on June 6 or on any other day”. But such statements should be used only in
legal parlance. Their everyday use by a speaker puts him or her in danger of
being labelled an eccentric! The language of a speaker should vary according to
the role he is playing. Look at the following statements, which more or less
convey the same meaning of empathy:
I
feel your pain. — A politician
I
hear what you’re saying. — Call centre staff
I see what you mean. — A businessman
vii)
Register and Jargon “Acronyms”: In certain fields
certain words have a special meaning. Those not from the field may not
know that “register”, or the particular meaning of a word in that field, e.g., the word ‘instrument’ in the
field of banking is a cheque or a demand draft; a ‘section’ means a
bundle of hundred notes of the same denomination. Jargon consists of a
set of words specific to a department, field or profession. Within its
field, jargon does help in keeping communication short, yet effective and
even precise. There is medical jargon, legal jargon, sports jargon, trade jargon
and political jargon. For people not in the field, jargon may be confusing, irritating
or misleading. A stock market derivative has little to do with a mathematical
derivation, and the silly mid-on and mid-off positions do not appear silly
to the cricket lover!
Acronyms are words made by putting
together the initial letters of a descriptive name. They are usually understood
only within their context: STD, PAN, PIN, NGO are common acronyms in India.
What we call a PIN code is a ZIP code in America. Some acronyms, however, have
attained the status of words: the word radar was originally an acronym (Radio
Detection And Ranging)
2. “Writing is
commonly seen as a three-way process: pre-writing, writing and re-writing.”
Explain this statement. 20
Ans: This simply means that writers return over and
over again to their ideas, clarifying them, extending them or improving them.
Most writers will plan and then revise their plans, write and rewrite parts or
whole of their drafts until literally the last moment, when they need to submit
or send to the reader concerned.
In the process of pre-writing, It is important
to know why you are writing about a particular subject and who you are writing
it for. You also need to know who your readers are and whether they are likely
to be familiar about the contents of what you are writing – or is the subject
totally new for them. Your explanation will be much less if the readers are
familiar with the topic. However, if you are writing an assignment or a term
paper, even though your teacher may be familiar with the contents, you must
write all that is appropriate on the topic. Knowing why you are writing will
help you formulate a goal, do research and organize your material. Gathering
information. You must make sure that before you write it, you have all your
matter in one place. While researching, read quickly through your material and
use highlighters to
indicate the material that you think you can use in your writing. Having a
clearly stated purpose is like having a destination when you take a trip. Once
you have decided on a destination, you can make the arrangements on how to
reach it.
In the process of writing, It is important to
begin writing with more information than you think you will need. The greater
your choice, the more likely it is that you will be able to select the ideas, facts and arguments that will help
you accomplish your purpose. If begin with only five or seven facts or examples
to support your main idea, you are likely to use all of them regardless of
their quality. But if you gather, say, ten to fifteen facts or examples, you
have a choice that will effectively help you accomplish your job. As a result,
there will be fewer gaps in your presentation and your reader is less likely to
raise questions and objections. However, at the same time do not take your
research so seriously that you invest too much time and effort in it. Remember,
you have deadlines to answer for. Let us assume that at this point you have
identified the topic you wish to write about. You may now find it useful to
formulate a thesis statement.
What is a thesis statement? And how does it help to have a thesis statement? A
thesis statement declares the main point or controlling idea of your
writing task. It is frequently located at the beginning of your writing. A
working thesis statement in your early draft is to help you focus and organize your
writing; don’t feel that it is carved in stone and cannot be changed. Beginning
a paragraph with a topic sentence helps both the writer and the reader. As a
writer, you will have less difficulty in constructing a unified paragraph because
you will relate every sentence to the topic sentence and the central idea it
expresses. And your reader will know immediately what the paragraph is about, because
the opening sentence states the central idea. In order to develop the central
theme of a paragraph, you have to expand the idea contained in the topic
sentence. This can be done by adding more information, explanation, examples,
illustrations, etc. to the idea expressed in the topic sentence.
In the process of re writing,
Revising begins with the careful review of your first draft to find out if you
have actually done what you set out to do. As a review, you will check how
close you have to come to achieving your original intention and where and how
far you have fallen short of it. You are therefore concerned with: what you
left out what you have included that you do not need whether you can make this
draft achieve your goals Remember that revision is a ‘thinking process’ that
occurs throughout the writing process. It means looking at your writing with a
‘fresh eye’ i.e. looking at your writing in ways that will make you make more
effective choices. As you write, new ideas emerge prompting you to revise what
you have planned or have just written. Sometimes, new ideas will encourage you
to begin an entirely new draft with a different focus or approach. Remember
that revision occurs throughout the writing process. Once you have settled on
the major concepts you wish to include in your first draft and the way you
would organise them, you can shift your attention to the next level. Editing is
a careful reading of the draft to ensure that everything is the way you wanted
it to be and there are no mistakes that you may later regret. Editing will be
easier if you know how to go about it and what to look for.
3. A group of four
students have been given the following topic for group discussion.
‘Internet usage by
school students: issues and challenges.”
Write out the
discussion giving at least 3 turns to each student. 15
Ans: Group
Discussion. Turn 1
Student
1: E-learning brings huge
difficulties up in the innovative exploration region. Web works on the
availability and correspondence of the understudies.
Student 2: Students' network and correspondence have become
quicker and more viable than the old ones.
Student 3: The web has an incredible
commitment to understudies' review and training, with the assistance of the web
understudies can without much of a stretch and easily study and learn.
Student 4: Students can without much of
a stretch make associations and speak with specialists all over the planet, and
gain from them.
Turn 2
Student 1: Internet assists a ton of understudies in study and
learning, they with canning effectively do online review with the assistance of
web.
Student 2: Besides the benefits and
constructive outcomes of the web for understudies, there is a clouded side to
the web for the understudies.
Student 3: There are parcel of burdens
of the web for understudy's life. More probable the web ignores the
understudies from the review for different sorts of exercises.
Student 4: Social separation is the primary
issue brought about by the over the top utilization of the web.
Turn 3
Student 1: Most of the understudies are
impacted by this issue of the web.
Student 2: All the time, they need to
utilize the web surfing and didn't have any desire to head outside, and speak
with companions, family members, and relatives.
Student 3: Most of the understudies get
impacted by the habit of the web.
Turn 4
Student 1: One of the main things for the understudies is their
valuable time. Consistently is significant for them.
Student 2: One of the most obviously
terrible awful impacts of the web for understudies in schooling is the
dependence on the over the top utilization of the web.
Student 3: Due to the enslavement of the
web unreasonable use, they generally need to utilize the web and do nothing
else.
Student 4:
Yes, because of the dependence on the web, understudy training, study, and
learning upset a ton.
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