Chapter Five Test Questions – Flashcards
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1. Symbolic - words have no meaning themselves 2. Rule-governed 3. Subjective - people attach different meanings to the same message. 4. Influence by worldview
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Language is...
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Govern how sounds are combined to form words (determine how spoken language sounds).
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Phonological rules
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Govern the way symbols can be arranged.
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Syntactic rules
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Govern our use of language. Help us understand the meaning of individual words (Restrooms marked with signs "women" or "Men).
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Semantic rules
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Which tell us what uses and interpretations of a message are appropriate in a given context. (Interpretations change and adjust).
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Pragmatic rules
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Interpret messages on a variety of levels to create our own messages and interpret others' statements.
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Coordinated Management of Meaning (CMM)
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That the worldview of a culture is shaped and reflected by the language its members speak.
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Linguistic Relativism
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Language dictates the way that reality can be expressed.
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Sapir-Whorf hypothesis
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Names can be a reflection of ethnic identity and an indicator of status (Long ago, people with "non-normative" names were believed to suffer psychological and emotional disturbance).
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Naming and Identity
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Communicators want to show affiliation with one an other so they adapt their speech in a variety of ways, including choice of vocabulary, rate of talking, number and placement of pauses, and level of politeness.
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Affiliation
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Adapting one's speech style to match that of others with whom the communicator wants to identify with.
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Convergence
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Speaking in a way that emphasizes their differences.
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Divergence
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Language can demonstrate power. 1. Persuasive Speech 2. Wishy Washy Speech
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Power
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1. Hedges (I'm KINDA dissapointed) 2. Hesitations 3. Polite forms (Excuse me) 4. Tag questions 5. Disclaimers
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Powerless Speech Mannerisms
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Includes words, phrases, and expressions that unnecessarily differentiate between females and males or exclude, trivialize, or diminish.
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Sexist Language
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Reflects a worldview that classifies members of one racial group as superior and others as inferior.
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Racist Language
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Consists of words and phrases that have more than one commonly accepted definition (That painting is interesting).
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Ambiguous Language
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Are convenient ways of generalizing about similarities between several objects, people, ideas, or events.
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Abstractions
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Shows how to describe the same phenomenon at various levels of abstraction.
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Abstraction Ladder
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Are innocuous terms substituted for blunt ones. It avoids a direct, literal reference (She passed away).
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Euphemisms
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Gains meaning by comparison to the norm (There was a lot of rainfall today).
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Relative Language
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Descriptions or evaluations that use the word "is"- contain a mistaken assumption that people or things are consistent and unchanging (Saying "Megan is a brat" for the next 50 yrs).
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Static Evaluation
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Replace the personal pronoun "I" with the less immediate construction "it's" ("It bothers me when you're late.") Communicators who use these statements avoid responsibility for ownership of a message.
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"It" Statements
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Clearly identifies the speaker as the source of the message ("I'm worried when you're late.").
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"I" Language
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Statements that take the form "X-but-Y" can be confusing because it has the effect of canceling the thought that precedes it ("You're a really great person, but I think we ought to stop seeing each other.").
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"But" Statements
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"I" language takes responsibility for a message. "You" language is an evaluative language that expresses judgment of the other person ("You look great today!"). "We'' language implies that the issue is the concern and responsibility of both the speaker and receiver of the message ("We have a problem. We can't seem to talk about money without fighting").
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"I," "You," and "We" Language
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Clearly expressing their thoughts, feelings, and wants ("I" language).
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Assertiveness
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1. Describe the other person's behavior 2. Your feelings 3. The consequences the other's behavior has for you Example: "I get embarrassed [feeling] when you talk about my bad grades in front of our friends [behavior]. I'm afraid they'll think I'm stupid [consequences]."
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Complete "I" Statement Parts
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We often present our opinions as if they were facts, and in doing so we invite an unnecessary argument.
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Fact-Opinion Confusion
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Conclusions arrived at from an interpretation of evidence ("Why are you mad at me?"--"I'm not mad at you.").
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Fact-Inference Confusion
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Seems to describe something but really announces the speaker's attitude toward it (Using the word "tactful" vs. "beating around the bush" to describe a friend's approach).
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Evaluative Language
