The perfect body language

The perfect body language

How does your co-worker perceive what you say?
55% body language.
38% the way it’s said.
7% the actual words spoken

The perfect body language

It is no surprise that perfect body language does not exist, but in the same way - just like in the spoken language - the more you experiment with your body language, the better it becomes. When I say this, I don’t mean that you will try to change yourself.
What matters is that you try to be conscious about the signals you are sending and how these signals affect other people.
You have the body language and the spoken language. Also in the spoken language there is something you have to pay attention to, if you want to be a better communicator and if you want to increase your arguments. While the body language shows something about you, the spoken language and your choice of words will show:
• How you understand yourself.
• How you think your interlocutor understands you.
• Your own belief in what you say

Words Up graders and down graders

Up graders and down graders are words that show how much we believe in ourselves and the things we are talking about. Therefore, they are important for us and for the power of our message.
“I’m in such a hurry, so I’ll take off now”.
“I’m running a little late, so I think I’ll leave soon”.
The meaning of the two sentences is the same: “I must be off now”. In the first sentence it is said by using up graders that increase the message. In the second sentence it is said by using down graders that makes the message weaker. Some word can be both up graders and down graders e.g. “Naturally”, “Just” and some swearwords.

MARKERS OF ATTITUDE
These words show your attitude towards the subject. Markers of attitude can be changed to other words that give the sentence another meaning:
“There’s a chance that my mother in law will stop by”
“There’s a risk that my mother in law will stop by”

WORDING OF THE SENTENCES

There are also some sentence structures that one should be aware of:
Yes but and no but sentences
Yes but… sentences are treacherous. First you agree with your opposite party, but in the next second you say the reverse:
“You can’t mean that”
“No, but I don’t think…”
“Would you help me to book the meeting room?”
“Yes, but I really have no time so…”

Body language

Body language 

Autonomous signals

The autonomous signals are the signals we can’t handle immediately, for example to blush, to sweat or shake. There is nothing you can do about these signals immediately, but the more secure you are in your role, the less other people will recognize the autonomous signals when they occur. In addition, other people don’t see the signals the way you think they do.

Displacement activities

A displacement activity is a movement that is not immediately connected to the subject you are talking about. An example could be that you are rocking with your legs under the table or you are staying in front of people clicking a pen while you are giving an instruction. These activities are activities that now make sense.
Displacement activities are a kind of models that you have more or less incorporated in your communication. These activities calm you and relax you when you feel nervous or need time to think. Many displacement activities are characterized by touching yourself or a thing e.g. a pen, and that touch gives security. Displacement activities can also be a way to use extra energy.
A displacement activity you are doing again and again can distract your audience’s attention. They will pay more attention to your activity than to your message.

The language of your hands

It can be very difficult to keep your hands and your arms at rest when you are communicating with other people. The reason for that is that the movement – the gesture – often supports the words you say:
• We repeat what we have just said
• We underline what we say
• We draw pictures of what we say
• We conduct the conversation
•
We use sounds which have no meaning
any people are aware and train to keep their hands at rest. But if you make yourself free and let your hands speak their own language, it will automatically support your words and your audience will be more interested in your message. You increase your power.

Eye contact

an important part of the body language is eye contact. If we can’t get eye contact with other people, we suspect it is because they don’t like us or because they are dishonest. When you read this, think about colleagues in your group, is there someone who has more influence or who is more popular than others? Is he or her good at keeping the eye contact?
The connection between eyes and sympathy:
• We are looking more in a person we like.
• We are looking more at others, when we expect a positive result.
• We interpret missing eye contact as expression for anti-sympathy or missing interest.

the connection between eyes and status:
•
We are looking more at the most important persons
•
The most important persons are looking more at others, when they are speaking.
• Different cultures have different rules for eyes and status.

Body language - Distance zones

Body language - Distance zones

The body has its own language. The body language can be in accordance with the words – the verbal language, but there can also be a discrepancy. Problems in communication are often caused by the difference between the words and the body language. As the matter of fact we often believe body more than we believe the words.
The model shows how important your body language and your way to express the words is, for your colleague’s way to understand what you are saying.
How does your co-worker perceive what you say?
55% body language.
38% the way it’s said.
7% the actual words spoken
Your body language shows:
• How you understand yourself
• How you think your interlocutor understands you
• Your own belief in what you are saying

or e.g. when you are talking to a colleague your body language will show your opinion about him or her, what you think what he or she means about you and something about your feelings to yourself.
here fore you have to be aware of your body language.

Distance zones

We behave in different ways to colleagues we know very well and colleagues we don’t know. One of the situations where you obviously recognize that is how close you go to your interlocutor. This is called territorial behaviour. We all have some limits for how close we want other people to come to us, and where we wish – and not wish other people to touch our body.
You probably know some situations where you don’t take a seat closest to another person, for e.g. in a bus or in the cinema or even in a classroom, if there are enough seats to sit alone. Obviously the territorial behaviour is linked to the person’s culture and upbringing. Our behaviour is therefore highly definite by unwritten rules and conventions we have in the society we live in.
In general you divided the human territory into four zones, which is called distance zones.
In the intimate zone we fight and make love.
In the personal zone we speak together in confidence.
The social zone is normally used in a working context.
The official zone is used e.g. when you are making a speech or when you are teaching in a bigger forum. The limits for the different distance zones are different. Somebody don’t care when you go close to them and even touch them, but other people will be nervous and ill at ease.
It is important that you think about how close you go to people, because you can be sure that nobody will listen to you or remember your message, if you come too close.

Non-Verbal Signals & Cues

Non-Verbal Signals & Cues

Consider the following seven types of non-verbal signals and cues we often use to

communicate our interest in and to others. Create a list of Do’s and Don’ts for avoiding

common body language mistakes on the job.

1. Facial expressions: The human face is extremely expressive, able to convey

countless emotions without saying a word. And unlike some forms of non-verbal

communication, facial expressions are universal. The facial expressions for

happiness, sadness, anger, surprise, fear, and disgust are the same across cultures.

2. Body movements and posture: Consider how your perceptions of people are

affected by the way they sit, walk, stand up, or hold their head. The way you move

and carry yourself communicates a lot of information to the world. This type of

non-verbal communication includes your posture, bearing, stance, and subtle

movements.

3. Gestures: We wave, point, plead, and often use our hands when we are arguing or

speaking in an animated way. However, the meaning of gestures can be very

different across cultures and regions, so it’s important to be careful to avoid

misinterpretation.

4. Eye contact: Since the visual sense is dominant for most people, eye contact is an

especially important type of non-verbal communication. The way you look at

someone can communicate many things, including interest, affection, hostility, or

attraction. Eye contact is also important in maintaining the flow of conversation and

for assessing another person’s response.

5. Touch: We communicate a great deal through touch. Think about the messages

given by the following: a firm handshake, a timid tap on the shoulder, a warm bear

hug, a reassuring pat on the back, a patronizing pat on the head, or a controlling

grip on your arm.

6. Space: Have you ever felt uncomfortable during a conversation because the

other person was standing too close and invading your space? We all have a need

for physical space, although that need differs depending on the culture,

situation, and closeness of the relationship. You can use physical space to

communicate many different non-verbal messages, including signals of intimacy,

aggression, dominance, or affection.

7. Voice: We communicate with our voices, even when we are not using words.

Non-verbal speech sounds such as tone, pitch, volume, inflection, rhythm, and

rate are important communication elements. When we speak, other people

“read” our voices in addition to listening to our words. These non-verbal speech

sounds provide subtle but powerful clues into our true feelings and what we

really mean. Think about how tone of voice, for example, can indicate sarcasm,

anger, affection, or confidence.

Listening - The Body

Listening - The Body

Your body communicates different impressions to the audience. People not
only listen to you, they also watch you. Slouching tells them you are
indifferent or you do not care...even though you might care a great deal! On
the other hand, displaying good posture tells your audience that you know
what you are doing and you care deeply about it. Also, a good posture helps
you to speak more clearly and effectively.

Now let us turn to eye contact. This helps to regulate the flow of
communication. It signals interest in others and increases the speaker's
credibility. Speakers who make eye contact open the flow of communication
and convey interest, concern, warmth, and credibility.
Facial expressions are equally important. Smiling is a powerful cue that
transmits happiness, friendliness, warmth, and liking. So, if you smile
frequently you will be perceived as more likable, friendly, warm, and
approachable. Smiling is often contagious and others will react favorably.
They will be more comfortable around you and will want to listen to you
more.
If you fail to gesture while speaking, you may be perceived as boring and stiff.
A lively speaking style captures attention, makes the material more
interesting, and facilitates understanding.
Attention to posture and body orientation are essential. You communicate
numerous messages by the way you talk and move. Standing erect and leaning
forward communicates that you are approachable, receptive, and friendly.
Interpersonal closeness results when you and your audience face each other.
Speaking with your back turned or looking at the floor or ceiling should be
avoided as it communicates disinterest.
Now what about the space we keep from the audience? Notions of proximity
vary with cultures. Cultural norms dictate a comfortable distance for
interaction with others. You should look for signals of discomfort caused by
invading other's space. Some of these are: rocking, leg swinging, tapping, and
gaze aversion. Typically, in large rooms, space invasion is not a problem. In
most instances there is too much distance. To counteract this, move around the
room to increase interaction with your audience. Increasing the proximity
enables you to make better eye contact and increases the opportunities for
others to speak.
One of the major criticisms of speakers is that they speak in a monotone.
Listeners perceive this type of speaker as boring and dull. People report that
they learn less and lose interest more quickly when listening to those who
have not learned to modulate their voices.

ENDING THE PRESENTATION

ENDING THE PRESENTATION

Summaries and Conclusions

Make sure you summarize:
A summary restates the main points and emphasizes what the audience must
remember. It should be brief and must not contain any new information.
Create an Effective Conclusion:
Don't just present data or summarized results and leave the audience to draw
its own conclusions.
You need to state the logical consequences of what you have said. The
conclusion may often contain recommendations. However, the conclusion
must also be brief.

Questions / Discussion

During a presentation you are required
to give the audience a chance to ask
questions. Your policy on questions
must be stated right at the outset.
While presenting the outline you
should let the audience know whether
they can interrupt you with questions
in the course of the presentations or
you would like them to ask questions
at the end of your presentation.
Alternatively you can invite the
audience to a discussion.

Remember that when members of the audience ask you questions, it means
that they have a genuine interest in what you are saying and want to know
more. Treat this as an opportunity to get your message across better.
Here are some helpful clues for handling questions:

·  try to anticipate questions and prepare responses in advance
·  rehearse answers to difficult questions
·  listen very carefully – avoid the temptation to interrupt
·  make sure you understand the question - paraphrase it, if necessary; repeat
it, if needed
·  give yourself time to think
·  be Honest: if you can't answer the question, say so
·  keep control over the audience and don’t allow any chaos
·  ensure that you entertain only relevant questions
·  keep a lookout for time – don’t allow the question / discussion session to
linger interminably
·  be polite
·  don’t forget to thank the audience at the end

PRESENTATION SKILLS

PRESENTATION SKILLS

Presentation skills are absolutely essential in almost all work areas. In order to
be effective and impressive in your presentations you need to prepare the
presentation before you actually deliver it. Even experts in communication
need to plan and prepare their presentations in advance.

i If you are not enthusiastic about what you say you cannot expect to
generate interest among the audience; Adapt to response – don’t stick
to your plan unnecessarily. If you find that it is not working, alter it to
adapt to the audience.

ii Check room, seating, acoustics, OHT or Computer (depending on what
you decide to use).
iii Vary your tone and pitch. Ensure proper modulation. Everything should
not be said with equal amount of stress. Certain things need to be
emphasized more than others.

iv Memorize your introduction. This will help you to sound confident and
in control.

v Try to involve the audience and respond to their reactions.

vi Keep your sentences short and simple. Use deliberate pauses to
punctuate your speech.

vii Never talk down or up to your audience. Treat them as equals, no matter
who they are.

viii Whenever you make a really important point, pause and let the full
significance of what you have said sink in……before you move on.

ix Don’t put boring tables of figures and long lines of text on the overhead
projector and read them out.

x When showing a visual, keep quiet and give people time to take it in.

xi Welcome questions from your audience. When members of your
audience ask you a question, it is usually because they have a genuine
interest in what you are saying and want to know more. Treat questions
as an opportunity to get your message across better.

xii Know the size and the knowledge level of your audience. You must not
tell them what they already know.

xiii Be clear about the purpose of your presentation – is it to inform or to
persuade.

xiv Key ideas should be emphasized – you must ensure that the importance
of your key points is not lost because of over-emphasis on sub points.

xv Don’t cram – if you have a lot of information to give you could consider
giving some of it through handouts rather than cram all of it into your
presentation.

xvi You must present an outline in the beginning of your presentation so that
your audience knows how your presentation is structured. This should be
well prepared in advance.

xvii Rehearse your presentation in order to time it, and to become familiar
with names and figures as well as any complex information you need to
give to the audience.

xviii Pay attention to your body language: eye contact; gestures; posture;
movement.

STRESS IN CONNECTED SPEECH

STRESS IN CONNECTED SPEECH

Given the fact that English sentences have both stressed and unstressed words,
we ask ourselves the question: ‘How do we know which words we have to
stress in a sentence?’ To answer this question, let us start by looking at the
following message in a telegram:

SEND BOOKS SPEED POST

The message can be understood even though it is not a complete grammatical
sentence. This is so because the words used in it carry the information the
sender wishes to convey. All such words that carry information and are
important for meaning are generally ‘content’ words. Now, what sort of
words are content words? They are: nouns, main verbs (except the verb ‘to
be’) adjectives, adverbs, demonstratives, question-words (what, where, when,
who, why, how, etc.) and the words yes, no and not.

 In order to expand this telegraphic message into a complete grammatical
sentence we can add other words which are generally structure words. These
are personal pronouns, auxiliary verbs, articles, conjunctions, prepositions,
and ‘to be’ verbs (am, is, are was, were). Thus the expanded message would
be ‘Could you send me the books by Speed Post?’ Since these structure words
do not carry information or convey meaning, they are generally unstressed or
weak, whereas content words, which do convey meaning, are generally
stressed.

Functional Stress

Functional Stress

There are a number of two syllable words (but certainly not all of them) which
function both as noun (or adjective) and as verb, e.g., conduct, convict, etc.
Whenever such words occur in sentences, the stress is (a) on the first syllable
when they are used as noun or adjective, and
 (b) on the second syllable when
used as verb.
The following examples illustrate the point.
Listen carefully to the stress on the words :

i (a) Her 'conduct is good (noun)
(b) She con'ducts herself well. (verb)

ii (a) What is our 'import policy? (adjective)
(b) We im'port this item from the USA. (verb)

iii (a) He was 'present here yesterday (adjective)
(b) Please pre'sent your case (verb)

iv (a) Tell me the 'object of your visit. (noun)
(b) I ob'ject to your proposal. (verb)

v (a) The ‘convict was arrested (noun).
(b) He was con'victed by the judge (verb).

STRESS PATTERNS IN WORDS

STRESS PATTERNS IN WORDS

Consonants and vowels combine to form a word. Every English word must
have at least one vowel, but it may or may not have a consonant sound. A
vowel, in other words, is central to a word. A consonant, on the other hand, is
optional. The words eye, ear, oh, ah, for example, have only one vowel but no
consonants. All, cat, spoil, spilt, on the other hand, have one, two, three and
four consonants respectively, in addition to one vowel each.

All three words have only one vowel each and are therefore words of one
syllable each. However, many English words have more than one vowel and
therefore have more than one syllable. In other words, there are as many syllables in a word as there are vowels. For example, the words thirteen (thirteen) and shortage (short-age) have two vowels and therefore two ables each, the words disappear (dis-ap-pear) and educate (e-du-cate) have three vowels
and therefore three syllables each.

Here are a few examples of words stressed on different syllables.

i Words stressed on the first syllable:
Two-syllable words                   Three-syllable words                 Longer Words
'husband                                          'literature                                'aristocrat
'stomach                                          'character                                'benefactor

ii Words stressed on the second syllable:
Two-syllable words                    Three-syllable words                 Longer Words
Nar'rate                                            ap'pendix                                par'ticipant
Bal'loon                                           ef'ficient                                  ri'diculous

iii Words stressed on the third syllable:
Three syllable words                 Four-syllable words                     Longer Words
Guaran'tee                                       appli'cation                               irre'sponsible
Engi'neer                                         appa'ratus                                  satis'factory

iv Words stressed on the fourth syllable:
civili'zation
exami'nation
mechani'zation
partici'pation
 inferi'ority
The above lists clearly show that stress in individual words has to be learnt
individually.

SPEAKING: BODY LANGUAGE

SPEAKING: BODY LANGUAGE

The ‘presence’ that a teacher has in the classroom is crucial in determining
‘how much’ learning takes place and ‘how well’ learning takes place. Being
relaxed yourself and ensuring that students too learn in a tension free
atmosphere is extremely important.

More than what behaviour reveals, it is the non-verbal behaviour that is of
significance. Self respect, confident behaviour and tone and eye contact are
some positive indicators.

Some of the ways in which body language can improve the desired
atmosphere within the class are:

1 Keeping eye contact with the student you are talking to, and with every
student in the class;
2 Standing ‘tall’ and walking in with head held high, instead of shuffling
in, head bowed;
3 Having a calm, relaxed face – smiling and laughing easily;
4 Using facial expressions that show you are listening and responding to
what the student is saying;
5 Smiling and nodding when a student is saying something;
6 Walking around the class when a discussion is going on;
7 Walking towards the person who is talking;
8 Capturing and holding attention of the class through exaggerated
movements when explaining something;
9 Using your voice appropriately in different situations, e.g. whispering
when required along with gestures;
10 Using inclusive language such as, yesterday we read about ….. and
11 Wearing smart and comfortable clothing.

Your body language should show that you are willing to lead without
bullying. Avoid the following as they are signs of indifference and casualness:
1 Do not slouch;
2 Do not look out of the window while teaching/while students are
completing an assigned task;
3 Do not wear very informal clothing such as jeans and a T-Shirt;
4 Do not remove your shoes and sit in class;
5 Do not fold your arms and speak to the class;
6 Do not keep playing with your pen/fingers while teaching/listening to
students;
7 Do not sit with your face/jaw on your hand with a faraway look in your
eyes; and
8 Keeping your hands in your pockets or tying your tie loosely around
your neck are indicators of a careless/casual attitude.

Relationship between Sound and Spelling

Relationship between Sound and Spelling

It is a well known fact that English spelling does not always indicate how an
English word should be pronounced. There is, in other words, no one-to-one
correspondence between the letters of the Roman alphabet and the sounds of
English. While English has 44 sounds, the alphabet has only 26 letters. So the
alphabet is overburdened. And worse still, even in the face of a scarcity of
letters, many of them are sometimes squandered in representing the same
sound. These two factors together result in a good deal of confusion, as is
illustrated below:

1 Listen to the following words in which the same letter stands for many
different sounds. Repeat each word:
ch                 machine, monarch, chief
a                   late, last, fat, woman, village, water , what
ough             though, through, bough, thought, thorough, cough

2 Now listen to some words in which the same sound is represented by
different letters or combinations of letters.

i The n sound is represented by the letter or letters
n           as in neck
nn         as in funny
gn         as in sign
kn         as in know
pn         as in pneumonia

ii The vowel sound in the word get, is represented by the letter or
letters:
ea            as in head
ei             as in leisure
eo            as in leopard
a              as in many
ai             as in said
ie             as in friend
u             as in bury
ue           as in guess

iii The vowel sound in the word tea is represented by the letter or
letters:
ea        as in beat
ie         as in brief
eo        as in people
e          as in scene
ee        as in seen
ey         as in key
i           as in machine
oe         as in foetus
ei          as in receive
uay       as in quay

Singular Subjects that Look Plural

Singular Subjects that Look Plural

Some subjects look plural in number though they are singular. These subjects
take singular verbs.

i There are certain nouns which end in s and look plural, but they are
singular in number. They take singular verbs.
Example:
Mumps is a disease with painful swelling generally caught by children.
Some more words which are singular but look plural are:
economics, physics, optics, news, measles, rabies, diabetes, athletics,
mathematics, electronics, genetics, mechanics.

ii Often a proper noun looks plural in form, but it stands for one object and
it takes a singular verb.
Example:
Atma Ram and Sons is a well-known publishing company.

iii When two nouns are joined with and refer to the same person or thing,
or suggest one idea, they take a singular verb.
Example:
My philosopher and guide is dead.
Rice and curry is my favourite meal.

iv When the subject is a unit of measurement or a mathematical equation,
the verb used is singular.
Example:
Ten years is a pretty long time.
I don’t need so much. Two kilograms is enough for me.
Seventy-five miles is a long distance to travel on foot.

v When two singular subjects are joined by either-or, neither-nor, they
take a singular verb.
Example:
Either John or William has stolen my book.
Neither my father nor my mother was present at the party.

vi The following pronouns are always singular and they take singular
verbs: another, anybody, anyone, anything, each, either, everybody,
everyone, everything, many a one, neither, nobody, no one, nothing,
somebody, someone, something.
Example:
Neither of the films was good.
Everything depends on the weather.

Subjects that are Plural

i The following pronouns are always plural and take plural verbs:
both, many, few, several.
Example:
Many come to see the Taj Mahal. Few go away disappointed.

ii Two and more singular nouns joined by and make a plural subject, they
take a plural verb.
Example:
Delhi and Mumbai are the most polluted cities of India.
The Red Fort and the Jama Masjid were built by Shahjahan.

iii The following nouns are always plural in form and therefore take plural
verbs: trousers, pants, shorts, pliers, spectacles, drawers, socks, riches,
binoculars, scissors.
Example:
Your binoculars look very powerful.
These scissors are not sharp enough to cut this wire.

iv When two subjects are joined together by or, either-or, neither-nor, and
one of them is plural, the verb must be plural and the plural subject must
be placed nearest to the verb.
Example:
Neither Akhil nor his friends were able to do this sum.
Either Rita or her friends have to do this work.

v When two subjects joined together by or, either-or, or neither-nor are of
different numbers, the verb agrees with the subject nearest to the verb.
Example:
Neither you nor I am responsible for this mistake.
Either he or you have to play this part.

Greeting People

Greeting People

Hi!
Namaste
Assalam ale kum
Bonjour
Everyday we greet people. We greet our family members when we wake up
in the morning; we greet our friends and teachers at school; we greet people at
work; we greet people from whom we buy our bus or train ticket, a cup of
coffee or newspaper. If it is a friend’s or a loved one’s birthday we greet them
in a special way. If it’s a special day, a festival or celebration, we wish our
loved ones in a special way too.
Greetings are a vital part of any language. While learning a second language
one of the first things we learn is how to greet people.
Think about greeting different people on different occasions. How do you
normally greet people? Does the form of greeting change in different
situations? Is the greeting different when it is a stranger, or someone of a
different gender or an older person? Does the form of the greeting vary from
one part of the country to another?

Greetings acknowledge the existence of another human being. Greeting a
person means taking the time to relate to a person in a personal way.
Greetings may be conveyed through words, spoken or written and through
gestures. While a quick “Hello!” or “Hi!” conveys a casual spoken greeting;
shaking hands, embracing or hugging a person, kissing people on the cheeks
or joining one’s hand in a simple ‘namaste’ are some of the gestures people
across the world employ to greet people from different cultures.

While, the shaking of hands in U.S.A. is a fairly formal way to greet people
you meet for the first time, in India, you will find that men do not shake hands
with women, especially older women. Touching people’s feet, especially, an
older person’s, is a more favoured form of greeting, especially in rural India.

Wherever you are in the Arab world, greetings and leave takings are an
important part of any Arabic conversation. They tend to be more elaborate
than in the West. Even when addressing a stranger, it is customary to greet
him/her and take your leave using standard polite expressions.

It is normal when meeting someone socially for the first time, and when
meeting anyone you already know (even if you just bump into them in the
street), to follow the initial expression of greeting by asking after their health.

The communication process

The communication process

Interpersonal skills

Interpersonal skills reflect our ability or inability to interact and
communicate with others in constructive ways. How effective our
interpersonal skills are will determine the success of our social and
work interactions.
In face to face situations, the basis of interpersonal communication
is the ability to:
·  listen
·  assist each other
·  interact congenially with other people.
It has been found that ideas and topics are facilitated more readily
when discussions are as concise and specific as possible. This can be
achieved through ‘checking understanding’ or what is also
described as ‘active listening’ whereby when someone has finished
what he or she is saying the individual listening then condenses the
information and reiterates the important points back to the
speaker. Achieving this necessitates being able to focus on what is
being said by mentally reformatting the speaker’s words in order to
understand the specific points of the discussion.

Non-verbal communication

In face-to-face situations there is generally a great deal of
communication taking place through non-verbal language (e.g.,
body language, tone of voice, facial expressions) even though the
dominant mode of communication is speaking. This non-verbal
communication is taken for granted in face-to-face conversations,
but communicating is more than speaking and listening. It is these
non-verbal elements of communication that can provide a great
deal of information and can be an important means of learning.

English -Technology Trends

English -Technology Trends

Technology is enabling new patterns of communication in ways which
have implications for language patterns.
Anglo-centric technological limitations are largely overcome, allowing
practically any language or script to be used on the internet or in
computer software.
As English becomes used more widely as a language of international
reach, a greater diversity of viewpoints are represented.
Other world languages, such as Spanish, French and Arabic, are also
being adopted by the new media.
Lesser-used languages are  flourishing on the internet.