English Next Economy Trends

English Next Economy Trends

The economic dominance of western economies which has existed since
the industrial revolution is coming to an end.
The services sector, including BPO, will provide an increasing proportion
of national economies. English is of particular value, at present, in this
sector, though the value of other languages in outsourcing is growing.
As many countries enter an ‘educational arms race’ in order to maintain
international competitiveness, high-value intellectual work – including
basic science research – is beginning to move to countries like India
and China.
The impact of globalization on wealth is complex: it seems that
inequalities are being magnifi ed within all countries, but the gap between
national economies may be narrowing. Access to English may be a
contributing factor.
English is at the center of many globalization mechanisms. Its future in
Asia is likely to be closely associated with future patterns of globalization.

Word Formation English Blend & Clipped Words

 Word FormationEnglish Blend  & Clipped Words

advertainment, from advertising and entertainment

advertorial, from advertising and editorial

affluenza, from affluence and influenza

alphanumeric, from alphabetic and numeric

anacronym, from anachronism and acronym

apronym, from appropriate and acronym

automagic(al), from automatic and magic(al)

backronym, from back and acronym

bit, from binary and digit

blaxploitation, from black and exploitation

Bollywood, from Bombay and Hollywood

Bootylicious, from booty and delicious

boxercise, from boxing and exercise

britcom, from British and comedy

brunch, from breakfast and lunch

cellophane, from cellulose and diaphane

chortle, from chuckle and snort

cineplex, from cinema and complex (building)

cocacolonization, from Coca-Cola and colonization

codec, from coder and decoder

cryptex, from cryptology and codex

cyborg, from cybernetic and organism

dancercise, from dance and exercise

datacasting, from data and broadcasting

Diamat, from Dialectical Materialism

digerati, from digital and literati

digipeater, from digital and repeater

docudrama, from documentary and drama

docusoap, from documentary and soap opera

dramality, from dramatic and reality

dramedy, from drama and comedy

dumbfound, from dumb and confound

ebonics, from ebony and phonics

ecoteur, from ecological and saboteur

edutainment, from education and entertainment

emoticon, from emotion and icon

faction, from fact and fiction

fantabulous, from fantastic and fabulous

frankenfood, from Frankenstein and food

frankenword, from Frankenstein and word

fraudience, from fraud and audience

freeware, from free and software

ginormous, from gigantic and enormous

greenwash, from green and whitewash

guesstimate, from guess and estimate

infomercial, from information and commercial

infotainment, from information and entertainment

intercom, from internal and communication

Internet, from inter and network

jazzercise, from jazz and exercise

knowledgebase, from knowledge and database

malware, from malicious and software

mantastic, from man and fantastic

melodrama, from melody and drama

mobisode, from mobile (phone) and episode

mockney, from mock and Cockney

mockumentary, from mock and documentary

modem, from modulator and demodulator

moped, from motor and pedal

motel, from motor and hotel

multiplex, from multiple and cineplex

Muppet, from marionette and puppet

napalm, from naphthene and palmitate

netiquette, from Internet and etiquette

netizen, from Internet and citizen

Oxbridge, from Oxford and Cambridge

paratroops, from parachute and troops

pixel, from picture and element

pizzone, from pizza and calzone

portmanteau, from the French porte (carry) and manteau (coat)

posistor, from positive and thermistor

procrasturbate, from procrastinate and masturbate

prosumer, from either producer or professional and consumer

qubit, from quantum and bit

rockumentary, from rock and documentary

sexcellent, from sex and excellent

sexercise, from sex and exercise

sexploitation, from sex and exploitation

shareware, from share and software

shockumentary, from documentary and shock

sitcom, from situation and comedy

skort, from skirt and short

smog, from smoke and fog

smudgemate, from smudge and estimate

soundscape, from sound and landscape

spork, from spoon and fork

squiggle, from squirm and wiggle

stagflation, from stagnation and inflation

streetball, from street and basketball

swaption, from swap and option

tangelo, from tangerine and pomelo

teensploitation, from teen and exploitation

televangelist, from television and evangelist

terrist, from Terra and terrorism

thermistor, from thermal and resistor

voxel, from volume and pixel

 Word Formation

List of English Clipped Words

advertisement – ad

alchemist – chemist

alligator – gator

automobile – auto

bicycle – bike

cabriolet – cab

chrysanthemum – mum

cleric – clerk

coeducational student – coed

delicatessen – deli

dormitory – dorm

examination – exam

fanatic – fan

gasoline – gas

gymnasium – gym

hamburger – burger

influenza – flu

laboratory – lab

limousine – limo

luncheon – lunch

mathematics – math

memorandum – memo

moving picture – movie

pantaloons – pants

photograph – photo

pianoforte – piano

promenade – prom

public house – pub

raccoon – coon

referee – ref

refrigerator – fridge

reputation – rep

situation comedy – sitcom

submarine – sub

telephone – phone

typographical error – typo

university – varsity

zoological garden – zoo 

QUESTIONING - Types of Questions

QUESTIONING - Types of Questions

So far, we have looked at 2 types of questions: open and
closed. Other more advanced types of questions include
the following:
• Probing/clarifying Questions
• Reflective Questions
• Direct Questions
• Hypothetical Questions

Some of these are extensions of the open and closed type,
but are worth looking at in their own right. They are all of
value and come into their own in different situations and
circumstances.

Probing/Clarifying Questions
In reality, these are open or closed questions that serve to
build on the person’s previous answers, comments and
responses. They use information already established in
order that we can explore further. These questions also
demonstrate to the person that they are being actively
listened to.
Some examples of probing questions include:
Tell me more about that?
What happened next?
What did you do next?
How did that happen?
Can you tell me why?
How do you mean?
Can you give me an example?
Who else was involved?
And where were you at that stage?
Dissatisfied? In what way were you dissatisfied with
your performance?
However, probing needs to be tackled carefully in order that
the student does not feel interrogated. Imagine that you
were on the receiving end of all of the above questions,
asked in turn after you had given the questioner some
information. The likelihood of you beginning to feel defensive
to this aggressive sounding barrage is high.

Reflective Questions
Reflective questions or statements are really comments
made before another type of question, which serve to
soften the questioning as well as demonstrate to the
speaker that they are being well and truly listened to. They
typically constitute a short summary of what the other
person has said, and may also be considered as a type of
paraphrasing

Hypothetical Questions
Hypothetical questions can be an excellent way to
encourage your student to reflect on issues through
thinking through previously unconsidered options. They are
also often used in interview situations to test the creativity
and mental agility of prospective students or employees

Direct Questions
Direct questions can be either open or closed questions.
However, they tend to have the following characteristics:
1. When posing a direct question, you always use the
name of the other person
2. You pose the question as an instruction.

Direct questions are especially helpful when you need to
get the other person’s attention and acquire specific
information. A direct question tends to begin with phrases
such as:
Tell me Jane, .......
Explain to me John, .....
Describe to me Jill, .....
Use of the other person's name tends to grab their
attention, while phrasing the question like an instruction
(‘tell me’ etc) gives a specific command.

COMMUNICATION SKILLS - ROLE OF QUESTIONING

COMMUNICATION SKILLS - ROLE OF QUESTIONING

Every day of our lives, we use questions. Much of our day
to day conversation involves either asking or answering
questions. Often however, we do not use skills of
questioning to our full advantage.

Some very adept communicators demonstrate a high level
of skill in gathering information from others. Such
individuals are able to maximize the effectiveness of
workplace communication through the use of skilled
questioning techniques.
They are aware that the same question can be asked in many different ways and each of
these ways can achieve a different response. It is possible
to improve on your questioning skills by becoming aware of
the different types of questions that can be asked so that
you can use a variety of questioning styles and know when
a specific type of question will have the most impact

Every day of our lives, we use questions. Much of our day
to day conversation involves either asking or answering
questions. Often however, we do not use skills of
questioning to our full advantage.

Some very adept communicators demonstrate a high level
of skill in gathering information from others. Such
individuals are able to maximize the effectiveness of
workplace communication through the use of skilled
questioning techniques.

They are aware that the same
question can be asked in many different ways and each of
these ways can achieve a different response. It is possible
to improve on your questioning skills by becoming aware of
the different types of questions that can be asked so that
you can use a variety of questioning styles and know when
a specific type of question will have the most impact
meetings, when they really want more elaborate
information or answers.

Conversely, sometimes we just need
the bare facts, or to get straight to the point. Asking open
questions in this kind of situation will not meet our needs.

Feedback-Learning Points

Feedback-Learning Points

• While giving negative or critical feedback can be
difficult, it is nevertheless vital that such feedback is
given honestly, in order to allow the student to know
where they are and what steps they can take to
improve their work.
• People are likely to become defensive when they
feel threatened or attacked, and will be more
concerned with constructing a defense rather than
on listening to you.
• When a person feels put-down or insignificant
because of the communication with you, they are
likely to invest in attempts to re-establish self-worth;
and will be more concerned with portraying self
importance rather than listening to you.
• There are a number of guidelines toward giving
feedback effectively, e.g. being specific, offering a
solution, checking it is understood, being
descriptive, supportive, validating, open to receiving
feedback and focusing on the problem rather than
‘attacking’ the person, etc.
• Steps for giving more formal feedback include
agreeing when & where the meeting should occur
and what will be discussed; beginning by asking
open questions; emphasizing the constructive
purpose of the feedback; being open to receiving
both positive and critical feedback from the student;
and developing a plan for improvement.
• It is important to monitor, evaluate and continue to
develop feedback effectiveness.

Feedback a Part of Communication Skills

Feedback a Part of Communication Skills

Feedback can also be reinforcing. If given properly,
feedback is almost always appreciated and motivates
people to improve. Honest feedback can also strengthen
the credibility of the  educator.
However, it is also important that feedback is given in a
supportive and encouraging way, so that the student does
not feel constantly criticised, afraid and tense.
There are a number of guidelines toward giving feedback
effectively, i.e. so that it can be used constructively rather
than incurring overly defensive reactions.

• Be Specific: Feedback should highlight specific
events or examples rather than just general advice.
It should also be specific about what the person
did. (Avoid generalizations i.e. words such as
‘never’, ‘always’, ‘all’ etc).

• Offer a solution: Feedback should suggest ways of
resolving any problems. There is little or no point in
offering negative feedback where there is no way
that a person can improve.

• Deliver the feedback face to face.

• Be sensitive: This is simply a reminder that
feedback, even negative feedback, should be
delivered in a positive way rather than simply
attacking the other person.


• Be problem oriented, not people oriented:
Feedback should focus on issues, not the person
since the individual usually has little control over
personality. It is important that we refer to what a
person does rather than to what we think he is.
(Thus we might say that ‘the patient’s fears about
the procedure were not listened to and addressed
by the student’ rather than calling the student
’insensitive’).

• Be descriptive, not evaluative: People more readily
receive information if the sender describes what
happened and communicates the personal effect it
had, as opposed to evaluating its goodness or
badness, rightness or wrongness.

• Own rather than disown the feedback. Use "I have a
problem with your work", not "others have been
complaining".

• Check with the other, that they understand what
has been said. Check whether they are willing and
able to accept it. One way of checking
understanding is to have the receiver try to rephrase
the feedback. No matter what the intent, feedback
is often threatening and thus subject to
considerable distortion or misinterpretation.

• Be open to hear new and possibly disconfirming
information: Non-verbal behaviours such as tone of
voice, facial expression, posture and gestures, as
well as choice of words are crucial here.

• Be Validating, not invalidating, and supportive. It is
important to acknowledge the other person's
uniqueness and importance.

• Feedback should be helpful to the receiver and
directed toward behaviour which the receiver can
do something about. A person gets frustrated when
reminded of some shortcoming over which he has
no control. Ideally feedback should be solicited, not
imposed.

• Feedback is useful when well timed (soon after the
behaviour; depending, of course, on the person's
readiness to hear it, support available from others,
and so forth). Excellent feedback presented at an
inappropriate time may do more harm than good.

• It involves the amount of information the receiver
can use rather than the amount we would like to
give. To overload a person with feedback is to
reduce the possibility that he may be able to use
what he receives effectively. When we give more
than can be used, we are more often than not
satisfying some need of our own rather than helping
the other person.


• Feedback should be regular.
• It should be reciprocal.
• It should include recommendations for
improvement.
• It should deal with decisions and action rather than
assumed intentions or interpretations.
• It should be based on information which is objective
by first hand observation.

COMMUNICATION SKILLS-Giving Constructive Feedback

COMMUNICATION SKILLS-Giving Constructive Feedback

 Some of the most difficult
communication issues practice Managing people face; - providing
constructive, effective and assertive feedback to others.

This may be for example, through informal or formal
supervision, or through performance appraisal processes.
We will also highlight insights that we have gained in
previous sections to understand the rationale behind
feedback strategies.

Why it can be difficult to provide honest feedback
It is normally not difficult to give positive feedback to people
doing well or in general, to give information that people want
to hear. Most of us can do this fairly well. However, giving
negative or critical feedback, or information that people do
not want to hear, can be much more problematic.
Nevertheless, it is critical that feedback be honest.

Why are practice educators – and others, so reluctant to
provide feedback? The reasons are many:

• Fear of the other person's reaction. People can
become defensive and emotional when confronted
with critical feedback, as their basic needs to feel
competent and accurate are threatened. Some
practice educators are fearful of the reaction.

• The practice educator may feel that they do not
have enough concrete, objective evidence to back
up their feedback, should the student refuse to
accept it.

• Fear of causing tension in the work environment.

• Many practice educators would prefer to take on
the role of a supportive coach rather than a judge.
However, giving feedback often forces a change in
this role.

Active Listening - Learning Points

Active Listening - Learning Points

• Effective communication is heavily dependent on
effective listening; however most conversations
do not take place with the full attention of those
taking part.
• Effective listening is a specific skill that can be
consciously developed and practiced. It is an
active psychological process which enables us to
attach meaning to all the information we receive.
• Developing effective listening skills involves two
specific steps: dealing with barriers that prevent
you listening; and developing and using listening
behaviours.
• There are various barriers to listening, including
jumping to conclusions; hearing what we want to
hear; rehearsing our response and being
inattentive.
• Active listening skills include using attending skills
(e.g. maintaining an open posture, comfortable
eye contact, leaning forward); delaying evaluation;
maintaining attention; reflecting back or
paraphrasing; giving feedback; listening for feelings;
asking appropriate questions etc.

COMMUNICATION SKILLS - Listening Behaviors

COMMUNICATION SKILLS - Listening Behaviors

So what are the keys to effective listening?
Careful analysis of skills that are used by people who are
recognized as ‘good listeners’, show that they use a variety
of techniques Some active listening skills are given as follows:

• Stop talking- listen openly to the other person.
• Remove distractions.
• Be receptive to the other person. Demonstrate
that you are prepared to listen and accept what
they are saying (without automatically agreeing
with it). Non-verbal cues can be particularly
important here, e.g. maintaining an open posture,
appropriate/comfortable eye-contact, leaning
slightly forward. These are sometimes known as
attending skills.
• Delay evaluation of what you have heard until you
fully understand it.
• Try not to be defensive. Try to relax as any tension
or impatience is likely to transmit via non-verbal
leakage.
• Maintain attention. Respond through your own
facial expressions or body gestures such as a nod
or a smile without interrupting the other person’s
flow. This indicates that you are listening,
interested and seeking to understand what they
are saying and feeling (again, using attending
skills). Be patient.
• Ask the other person for as much detail as he/she
can provide; reflect back or paraphrase what the
other is saying to make sure you understand it
and check for understanding. Paraphrase by
asking short non-interrogative questions, using
some of what the speaker has said to check your
understanding;
In summary, listen for message content, but also listen for
feelings. The latter tends to be communicated via nonverbal
cues such as tone of voice, facial expression etc.
Feelings can be reflected (e.g. ‘you seem really worried
about this?’ or ‘you seem to be feeling frustrated or
annoyed. Is that the case?’). Offering this feedback enables
any corrections of misinterpretations to be made.
• Ask appropriate questions e.g. ask the other for
their views or suggestions to broaden your
understanding of their position.
• If possible and appropriate, particularly in
meetings, take notes; decide on a specific follow-up
action and date.

The Communication Process-Active Listening Skills

The Communication Process-Active Listening Skills

Effective communication is heavily dependent on effective
listening, something many of us may not be fully proficient
at. An additional purpose of effective listening is to convey
interest and respect for the other person. 

This is crucial if we are to have any ability to help solve problems and satisfy the other person's needs and goals as well as our own. Giving constructive feedback, explored in greater detail in Section 4, depends on a wide range of skills including listening skills and feedback skills.

Why is the process of effective listening so elusive? Think of a time when you have pretended to listen whilst continuing with what you were doing or thinking. Think also of a situation where you sought to half listen to another with the intention of tuning in when something of particular
importance was said. These are very common occurrences and it is unlikely that you have not experienced them. In fact, most conversations do not take place with the full
attention of those taking part. However, our ability to selectively listen in this way is not very good and as a result, valuable information can be unheard and lost.

Studies have shown that listening is the most frequent aspect of workplace communication  Other studies have identified that managers spend 65-90% of their working day listening to someone, with the percentage of time increasing with level of managerial responsibility

However, research suggests that misunderstandings are the rule rather than the exception, and that people generally achieve no more than 25-50% accuracy in interpreting the meaning of each other’s remarks (Spitzberg, 1994). Becoming fully proficient at listening would therefore seem to have significant influence on workplace communication and related effectiveness.

Effective listening is a specific skill that can be consciously developed and practiced in various workplace situations, whether a meeting, supervision session, telephone conversation or chance meeting in the corridor. Listening is not simply a matter of hearing. Listening is an active psychological rather than passive process, which enables us to attach meaning to all the information we receive. It requires concentration and effort.

As we listen to others we interpret and evaluate the meaning from the verbal and non-verbal information that we receive. We also plan and rehearse our response in preparing to execute it. While the processes of evaluation, planning and rehearsal occur subconsciously, they can nevertheless interfere with effective listening. It can be important to maintain awareness of this to ensure that the
processes that mediate between listening and speaking do not actually interfere with the listening process itself.



Developing effective listening skills involves two specific
steps These are:

1. To develop the ability to recognise and deal with
barriers that prevents you listening with full
attention.
2. To develop and use behaviours which help you to
listen. Such behaviours can also serve to let the
other person know that you are giving them your full
attention

Conflict Management

Conflict Management

Conflict between and among group members at the workplace can be thus negative
or positive, depending upon a managing perceptions. Unresolved conflict produces
dysfunctional (negative) outcomes for the group. individuals require all the skills
discussed above and tact to minimize the adverse repercussions of conflicts and
transform problems into possibilities.  Each problem owes its complexity to the context it
originated from and takes the shape as it is given by its owners.

“There is an immutable conflict at work in life and in business, a constant battle between
peace and chaos. Neither can be mastered, but both can be influenced. How you go
about that is the key to success.”

Conflict Management--Trust-Building Skills

Conflict Management--Trust-Building Skills

Another skill that is critical in effective conflict management is that of trust-building.
Trust is a core psychological and interpersonal issue. Trust building activities can break
down barriers and build deep feelings of trust and reliance between individuals and
within small groups.

Trust building activities help people to develop mutual respect, openness, understanding, and empathy, as well as helping to develop communication and teamwork skills. If conflict parties do not trust each other, they tend to move away- cognitively, effectively, and physically - from each other rather than collaborate with each other in the negotiations.

Trust is often viewed as the single most important element of a good working relationship.
Trust-building is both a mindset and a communication skill. Especially in conflict
situations, when people experience high anxieties with unfamiliar behavior (e.g., accent,
nonverbal gestures etc.), they may automatically withhold trust. Well-founded trust is
critical in any effective and appropriate management of conflicts.

Conflict Management--Face-Management Skills

Conflict Management--Face-Management Skills

Managing people should learn to cultivate face-management skills in dealing with interpersonal
and inter-group negotiations competently.

 Face-management skills address the fundamental issue of self-esteem. All human beings like to be respected and be approved of in their daily interactions. However, how they behaviorally show such self respect needs and concerns as well as how others accord them respect and dignity very likely differ from one context to the next.

Now ‘giving face’ means not humiliating others, especially one’s opponents, in public. Individualists may want to learn to “give face” to the collectivists in the conflict negotiation process. It also means acknowledging collectivists’ interpersonal and inter-group concerns and obligations.

 Collectivists, on the other hand, may want to reorient ‘face-work’ concerns and learn to pay more
attention to the substantive issues at stake.

Collectivists may also want to recognize that individualists often separate substantive
issues from socio-emotional issues in conflict. Conversely, individualists may want to
pay more attention to the interrelationship between substantive issues and face-work/
relational issues when negotiating disagreements with collectivists. Thus, although the
concern for face maintenance is universal, how we manage face issues is a cultural specific
phenomenon.

Conflict Management Skills - Attitude for Mediators

Conflict Management Skills - Attitude for Mediators

The following attitudes are relevant whenever you want to advise, in a conflict which
is not your own. It may be a friend telling you about a problem on the telephone. It
may be an informal chat with both conflicting people. It may be a formally organized
mediation session.

• Be objective - validate both sides, even if privately you prefer one point of
view, or even when only one party is present.

• Be supportive - use caring language. Provide a non-threatening learning
environment, where people will feel safe to open up.

• No judging - Actively discourage judgments as to who was right and who
was wrong. Don’t ask “Why did you?” Ask “What happened?” and “How did you
feel?”

• Steer process - Not content! use astute questioning. Encourage suggestions
from participants. Resist advising. If your suggestions are really needed, offer
as options not directives.

• Win/win - Work towards wins for both sides. Turn opponents into problem-solving
partners.

Conflict Management - Mediation Skills

Conflict Management - Mediation Skills

Mediation is a voluntary, guided process where an impartial mediator helps the parties
to negotiate. The process is not binding unless or until the parties reach agreement,
after which the final agreement can be enforced as a contract. While mediation cannot
guarantee specific results, there are trends that are characteristic of mediation. Below
is a list of some of the benefits of mediation, broadly considered. Mediation generally
produces or promotes:

• Economical Decisions
• Rapid Settlements
• Mutually Satisfactory Outcomes
• High Rate of Compliance
• Comprehensive and Customized Agreements
• Greater Degree of Control and Predictability of Outcome
• Preservation of an Ongoing Relationship or Termination of a Relationship in a
More Amicable Way
• Workable and Implementable Decisions