M1: Lecture 2: Differences in Expressions/Diction as a Result of Differences in English Varieties

Differences in Expressions/ Diction as a  Example 2: “I’m feeling under the weather.

Result of Differences in English Varieties I’ll stay home today.”

2.1 Cultural Misunderstanding Expression 2: “It’s all Greek to me.”

Cultural differences may have profound effects on Meaning and Usage: This phrase is used when a
communication. Just like people coming from text is incomprehensible or difficult to understand.
various cultural backgrounds. They sometimes It’s commonly used in English-speaking countries
communicate using different styles. These can be like the United States and the United Kingdom. Its
manifested in their language, words, gestures, origin is attributed to Shakespeare’s play “Julius
and phrases using diverse applications. Caesar”.

In our expansive and interconnected global When to Use It: Use it when something is
society, the skill to communicate effectively completely confusing to you. If you find a certain
across diverse cultures holds greater importance topic, language, or situation as jargon.
than before. However, mere language skill falls  Example 1: “I’m sorry, but the topic is all
short in effectively navigating the complexities of Greek to me.”
cross-cultural communication. That is why the  Example 2: “I tried to read the Calculus
significance of English expressions becomes textbook, but the formulas were all Greek
apparent when cultural distinctions emerge in to me.”
social situations.
Expression 3: “No worries.”
To succeed, you need to develop a more Meaning and Usage: This phrase is used to
profound grasp of cultural subtleties and acquire convey a laid-back attitude and reassurance that
expressions that align with specific cultures. This everything is okay. It is commonly associated with
will enable you to communicate well with Australia.
assurance and consideration. As a student, you
are being more aware of the values, beliefs, When to Use It: Use it in various situations to
norms, and practices of different cultures and convey an assurance or a common
diverse backgrounds. understanding.
 Example 1: “We can start the meeting
You need to foster a deeper connection with when you’re here, no worries.”
countries where English is spoken. In addition,  Example 2: “No worries, you can borrow
the key to better understanding is by employing my textbook today.”
expressions that mirror the linguistic and cultural
norms. In doing so, your cross-cultural Expression 4: “Fall seven times, stand up
competence is being enhanced. Learning how to eight.”
communicate effectively in diverse social settings Meaning and Usage: This phrase expresses
can foster meaningful connections. resilience and perseverance in the face of
challenges. It is of Japanese origin and culture.
Expression 1: “Under the weather”
Meaning and Usage: In practically all contexts, it When to Use It: Use it when you want to
means “underneath or beneath the surface of the encourage or inspire someone.
water”. The term under the water is a nautical
term from the days of old sailing ships. Any sailor  Example 1: “Despite facing numerous
who was feeling well would be sent below deck to rejections from publishers, the writer
protect him from the weather. keeps on pursuing his dreams, his motto
is fall seven times, stand up eight.”
It is commonly used in English-speaking countries  Example 2: “Fall seven times, stand up
like the United States, Canada, the United eight is a good proverb to me no matter
Kingdom, Australia, and others. It is not specific to how I fail in life.
a single country.

When to Use It: Use it in discussions when you

want to show that you understand the other Expression 5: “Spill the beans.”
person’s viewpoint. Meaning and Usage: This phrase means
 Example 1: “You look pale. Are you feeling revealing a secret or information. It originated in
under the weather?” Ancient Greece. It is a voting system in which
beans were used to cast votes. When the
M1: Lecture 2: Differences in Expressions/Diction as a Result of Differences in English Varieties

container of beans were knocked over, the votes 7. Write things down – If you’re not sure
would be prematurely revealed. whether the other person has understood
you properly, write it down to make sure.
When to Use It: Use it when someone
unintentionally reveals a secret or shares an 8. Avoid closed questions – Ask open-
information that is meant to be kept as secret. ended questions that require information
as a response.
 Example 1: “She spilled the beans to the
birthday celebrant that is meant to be a 9. Be careful with humor – If you decide to
surprise party.” use humor, make sure it will be
 Example 2: “Before the official understood and appreciated in the other
announcement of the upcoming project, culture and not cause offense.
he ended up spilling the beans to the
organizer. 10. Be supportive – Do your best to
communicate clearly and give them
encouragement when they respond.
Cross-Cultural Communication
Most often than not, you will be meeting with 2.2 Academic Text Understanding
people from another culture. Your viewpoint may
be different from them and so is their culture or Academic language adheres to a distinct set of
way of communication. regulations. It is required to be formal, analytical,
objective, and clear. Students’ understanding of
According to the Merriam-Webster dictionary, academic language is intricate and difficult to
cross-cultural is “offering comparison between write and understand but that is not really the
two or more different cultures or cultural areas.” case.

Ten tips for effective cross-cultural Rather, academic writing must be both clear and
communication succinct in order to convey its contents well.

1. Maintain etiquette – Many cultures have Formal writing is a style of communication that is
specific etiquette around the way they characterized by a structured and professional
communicate. Before you meet, research tone. This may require a considerable effort on
the target culture, or if time allows, do the part of the writer to construct meaningful
some cross cultural training. sentences, paragraphs, and arguments that make
the text easy to comprehend. This would mean
2. Avoid slang – Not even the most that we set aside conversational English or tone
educated non-native English speaker will that is informal.
have a comprehensive understanding of
English slang, idioms, and sayings. Hence, academic texts should be factual,
concise, and accurate. Choose words precisely
3. Speak slowly – Break your sentences and carefully so that the reader can accurately
into short, definable sections and give understand the concepts within the text.
your listener time to translate and digest
your words as you go. Academic writing necessitates a foundation in
thorough research and not on the writer’s own
4. Keep it simple – In a cross- cultural opinion about a given topic. The writer must write
conversation, there’s no need to make it objectively without the influence of emotions or
harder for both of you by using big words. prejudices. As a writer, there must be a
presentation of both perspectives when
5. Practice active listening – Restate or presenting an argument to the reader.
summarize what the other person has
said, to ensure you have understood them When expressing your thoughts about
correctly. something, you won't just say for example “I
know”, but you will use words appropriately in a
6. Take turns to talk – Make the formal setting. You may use words such as
conversation flow more freely by taking it concede, perceive, recognize, understand, etc.
in turns to speak.
M1: Lecture 2: Differences in Expressions/Diction as a Result of Differences in English Varieties

There is a kind of tone when you express based citation styles e.g., APA,MLA, Harvard).
on the level of language you are writing. The reader must be familiar with the
citation style used in the text.
Academic writing demonstrates explicitness in
several ways. This means that there is no room 6. Academic Conventions: Each English
for confusion. The text may have a well-organized variety may have its own conventions that
structure, so that the readers can follow without help the reader navigate through the text
making assumptions or guessing on their part. effectively.
Being knowledgeable in the use of transitional
devices or even signposting can be of help to 7. Terminology Consistency: Some
them. academic fields, like science or
technology, might use standardized terms
In academic writing, the intricacy of the subject across different English varieties. The
matter is recognized through a process of critical reader must recognize the consistent
analysis. This involves a thorough examination terminologies in understanding complex
and evaluation of a subject, idea, or text. concepts.

Through critical analysis, readers delve deeper Here are sample 10 expressions or words
beyond surface-level of understanding, which commonly used in academic texts in the
allows for a comprehensive assessment of the academe:
topic. Thus, It is crucial in mind that academic
texts are crafted with a target audience and you 1. Pedagogy: The art and science of
must conform with the conventions of writing to teaching and education methods.
better achieve text understanding.
2. Curriculum: The set of courses, content,
Moreover, Academic Text Understanding in and activities that make up an educational
English varieties can be challenging, particularly program.
for non-native English speakers and readers.
Here are some factors to consider when dealing 3. Assessment: The process of evaluating
with academic texts in different English varieties: and measuring students’ learning and
performance.
1. Vocabulary: Academic texts often use
specialized terminology and vocabulary 4. Constructivism: A learning theory that
that may vary between English varieties. emphasizes the active construction of
Being familiar with the specific terminology knowledge by learners.
used in a particular variety can aid in
better understanding. 5. Metacognition: Awareness and
understanding of one’s own thought
2. Formality: The level of formality in processes and learning strategies.
academic writing can differ between
English varieties. The appropriateness of 6. Literature review: A comprehensive
tone and style is crucial for grasping the summary and analysis of existing research
intended meaning. and literature on a specific topic.

3. Grammar and Syntax: Variations in 7. Quantitative research: Research

grammar and sentence structure may methods that involve numerical data
exist among English varieties. In order to analysis and statistical techniques.
improve text understanding, paying
attention to the syntactic patterns is a 8. Qualitative research: Research methods
must. that focus on in-depth exploration and
4. Cultural References: Academic texts understanding of phenomena.
might include cultural references or
examples specific to a certain region. The 9. Pedagogical approach: A specific
reader must be aware of these references method or strategy used by educators to
to understand the context. facilitate learning.

5. Citations and Referencing: Different

English varieties may follow distinct
M1: Lecture 2: Differences in Expressions/Diction as a Result of Differences in English Varieties

10. Educational psychology: The study of 8. Jelly

how psychological principles and theories  US: Refers to a soft, spreadable fruit
impact learning and teaching. preserve, also known as "jam" in the UK.
 UK: Refers to a dessert made from
The following examples illustrate how the same gelatin, similar to what is known as "jello"
words can have different meanings or refer to in the US.
different things in various English-speaking
countries. 9. Lift
 US: Refers to a mechanical device for
1. Biscuit moving people or goods between floors,
 US: type of soft, sweet, baked treat, known as an "elevator" in other countries.
similar to what is known as a "cookie" in  UK: Refers to the act of giving someone a
other countries. ride in a vehicle, similar to "giving a lift."
 UK: a small, savory, and typically hard-
baked item, similar to what is known as 10. Bum
a "cracker" in the US.  US: Refers to the buttocks or bottom.
 UK: Refers to a homeless person.
2. Chips
 US: Usually refers to thinly sliced and
fried potato snacks, also known as
"potato chips."
 UK: Refers to what is known as "French
fries" in the US.

3. Pants
 US: Refers to the clothing item worn on
the lower half of the body, typically
trousers.
 UK: Refers to undergarments or
underwear.

4. Rubber
 US: Refers to an elastic material used
for erasing pencil marks, also known as
an "eraser."
 UK: Refers to a condom.

5. Boot
 US: Refers to the storage compartment at
the rear of a car, also known as the
"trunk."
 UK: Refers to footwear, what is known as
a "trunk" in the US is called a "boot."

6. Jumper
 US: Typically refers to a person who jumps
from a height as a form of sport or
recreation.
 UK: Refers to a sweater or pullover, a
piece of clothing worn to keep warm.

7. Chips
 AUS: Can refer to potato chips, similar
to the American meaning.
 UK: Refers to French fries, similar to
the British meaning.