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Cross-Cultural Communication: Understanding Cultural Differences in Communication - Prof. , Appunti di Lingua Inglese

The complexities of cross-cultural communication, highlighting the impact of cultural differences on communication styles and understanding. It delves into key concepts like explicit and implicit culture, high-context vs. Low-context communication, and the sapir-whorf hypothesis, providing insights into how cultural factors influence language and thought. The document also examines various communication styles, including formal vs. Informal, emotional vs. Neutral, and fast vs. Slow speed of communication, offering practical examples and insights for effective cross-cultural communication.

Tipologia: Appunti

2021/2022

Caricato il 06/02/2025

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Communication - Part 1 Introduction
#1 DEFINITION & ASPECTS
#2 CROSS-CULTURAL COMMUNICATION
#3 LINGUISTIC (and PSYCHOLOGICAL) COMPONENTS
#4 A PRACTICAL EXAMPLE: effective presentations
#1 DEFINITION & ASPECTS
Human communication
Sender: Receiver:
-Thinking - Perceiving
-Encoding —> - Decoding
-Transmitting - Understanding
A BREAKDOWN OF COMMUNICATION CAN OCCUR AT ANY OF THESE 6 POINTS!
NOTE: research shows it takes 4 minutes to make a first impression!
-7% actual words
-38% way words are said (tone of voice, volume, pitch, rhythm, etc.)
-55% NON-VERBAL (body movement, mostly facial expressions)
Nonverbal messages
-Present in all communications
-Provide informations/mean different things
-May be intentional or unintentional
-May outweight verbal message
-May have positive or negative effects
-May contradict verbal message
WHEN VERBAL AND NON-VERBAL MESSAGES ARE INCONGRUENT, PEOPLE BELIEVE THE
NON VERBAL!
We cannot NOT communicate
-Body movement
-Gestures
-Illustrations
-Emotional state
-Obscenities
-Personal space: North Americans have bubbles of space they like to have in different instances:
-Intimate —> 0 to 18 inches —> we know these people really well
-Personal —> 1.5 to 4 feet —> we know them, but not intimately
-Work —> 4 to 10 feet —> we are comfortable working this close to a co-worker
-Public —> 12 feet or more —> we prefer this distance with strangers
-Tactile communication
-Touch
-Handshake
-Voice —> what can you tell from a person’s voice?
-Age
-Gender
-Formalized education level
-Ethnicity/origin
-State of health
-Just awakened
-Business or social call
-Environment —> what can you tell from a person’s environment?
-Office or home
-How organized
-Inviting (can you sit down or are their files on chairs)
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Communication - Part 1 Introduction

#1 DEFINITION & ASPECTS

#2 CROSS-CULTURAL COMMUNICATION

#3 LINGUISTIC (and PSYCHOLOGICAL) COMPONENTS #4 A PRACTICAL EXAMPLE: effective presentations

#1 DEFINITION & ASPECTS

Human communication

Sender: Receiver:

  • (^) Thinking - Perceiving
  • (^) Encoding —> - Decoding
  • (^) Transmitting - Understanding A BREAKDOWN OF COMMUNICATION CAN OCCUR AT ANY OF THESE 6 POINTS! NOTE: research shows it takes 4 minutes to make a first impression!
  • (^) 7% actual words
  • (^) 38% way words are said (tone of voice, volume, pitch, rhythm, etc.)
  • (^) 55% NON-VERBAL (body movement, mostly facial expressions)

Nonverbal messages

  • (^) Present in all communications
  • (^) Provide informations/mean different things
  • (^) May be intentional or unintentional
  • (^) May outweight verbal message
  • (^) May have positive or negative effects
  • (^) May contradict verbal message WHEN VERBAL AND NON-VERBAL MESSAGES ARE INCONGRUENT, PEOPLE BELIEVE THE NON VERBAL!

We cannot NOT communicate

  • (^) Body movement
    • (^) Gestures
    • (^) Illustrations
    • (^) Emotional state
    • (^) Obscenities
  • (^) Personal space: North Americans have bubbles of space they like to have in different instances:
    • (^) Intimate —> 0 to 18 inches —> we know these people really well
    • (^) Personal —> 1.5 to 4 feet —> we know them, but not intimately
    • (^) Work —> 4 to 10 feet —> we are comfortable working this close to a co-worker
    • (^) Public —> 12 feet or more —> we prefer this distance with strangers
  • (^) Tactile communication
    • (^) Touch
    • (^) Handshake
  • (^) Voice —> what can you tell from a person’s voice?
    • (^) Age
    • (^) Gender
    • (^) Formalized education level
    • (^) Ethnicity/origin
    • (^) State of health
    • (^) Just awakened
    • (^) Business or social call
  • (^) Environment —> what can you tell from a person’s environment?
    • (^) Office or home
    • (^) How organized
    • (^) Inviting (can you sit down or are their files on chairs)
  • (^) Awards
  • (^) Colors they like
  • (^) Tastes in…
  • (^) Artifacts: things we do to our bodies send non-verbal messages:
  • (^) Clothing: age, conservative or not, profession, sporty, religion
  • (^) Jewelry: wedding ring, necklaces (religious?), earrings (how many?), types of watches (name brands)
  • (^) Perfume
  • (^) Beauty aids: make up, hair color (dyed?), glasses (look smarter with?)
  • (^) Physical characteristics
  • (^) Mesomorph (youth, strength)
  • (^) Endomorph (sloppy, lazy)
  • (^) Ectomorph (thin, nervous, stingy, ambitious)
  • (^) Skin colour
  • (^) Body hair
  • (^) Body odour) ANYTHING is a potential message

Shannon’s model (information theory)

= any aspect of behavior can be regarded as potentially informative

i.e. not only intentional speech and gesture but also unintended actions, which do not appear to be

communicative

Jakobson’s model

Six functions of language (the new pragmatic approach to language and communication):

  • (^) REFERENTIAL (refers to a phenomenon: CONTEXT)
  • (^) EXPRESSIVE/EMOTIVE (describes feelings: ADDRESSER)
  • (^) CONATIVE (attempts to elicit behavior: ADDRESSEE)
  • (^) PHATIC (builds relationships between speakers: CONTACT)
  • (^) METALINGUAL (references self: CODE)
  • (^) POETIC (attends to text: MESSAGE)

Barriers to communication

Communication is a combination of what is

said, the way in which it is said and our body

language —> challenges to Communicating

Across Cultures.

Ethnocentrism: we tend to judge other cultures

according to the beliefs, values and traditions

of our own group or culture.

Cultural diversity: a lack of awareness and

understanding of cultural differences can create

misunderstanding and, in extreme cases, even offense.

Assuming similarity with one’s own culture: there is often a tendency to assume similarities

between the foreign culture and one’s own, rather than understanding the differences

Stereotyping: pre-established expectations about how members of other groups are likely to behave

and what they believe in

  • (^) PAST-ORIENTED CULTURES: concerned with their past history and their traditions, which they revere and maintain > respect for their ancestors, predecessors and older people. Events are viewed in the context of their traditions and history (France, the UK, India and other Asian cultures)
  • (^) PRESENT-ORIENTED CULTURES: activities and enjoyment of the moment are considered to be of the greatest importance. There is less emphasis on future planning. Events are viewed in terms of their contemporary impact and the emphasis is on the ‘here and now’ (Australia)
  • (^) FUTURE-ORIENTED CULTURES: these focus on the future, with much planning and thinking about prospects and potential. They show great interest in youth and future potential. The present and past are used and exploited for future advantage (The USA)
  • (^) TERRITORIALITY (space) and personal ‘space bubbles’
  • (^) Territoriality: space around people / territoriality in general —> e.g. private offices with closed doors (often preferred in Germany) or open-plan office layouts (as in Japan or China)
  • (^) Space bubble: space between people (often called proxemics)

Geert Hofstede

Culture: the ‘collective programming of the mind’ the ‘software of the mind’

Geert Hofstede’s Cultural Dimensions

  • (^) INDIVIDUALISM vs. COLLECTIVISM
    • (^) Individualism= the ties between individual are loose: everyone is expected to look after himself or herself and his or her immediate family
    • (^) Collectivism= strong, cohesive in-groups, which throughout people’s lifetime continue to protect them in exchange for unquestioning loyalty (Hofstede 2003:51) In workplace situation:
    • (^) In individualist cultures
      • (^) Family relationships not desirable
      • (^) The employer-employee relationship = buyers and sellers
      • (^) The task is supposed to prevail over any personal relationships
    • (^) In collectivist cultures
      • (^) Common practice to hire relatives both of the employer and of people already working in the company (this is seen to reduce risks)
      • (^) The employer-employee relationship = a family link
  • (^) POWER DISTANCE —> “the extent to which the less powerful members of institutions and organizations within a country expect and accept that power is distributed unequally” (Hofstede 2003: 28). Power distance scale: countries in which a ROMAN language is Spoken score MEDIUM to HIGH vs. countries in which a GERMANIC language is spoken score low In low power distance countries:
    • (^) Children are allowed to contradict their parents and learns to say ‘no’ very early
    • (^) Students feel free to disagree with their teachers, as well as to intervene in the lessons and ask questions
  • (^) UNCERTAINTY AVOIDANCE —> the extent to which the members of a culture feel threatened by uncertain or unknown situations (Hofstede 2003: 113) —> leads to a reduction of ambiguity
    • (^) In weak uncertainty avoidance countries:
      • (^) people feel they can solve many problems without formal rules
      • (^) at ease with open-ended situations
      • (^) more tolerance of deviant and innovative ideas and behavior
    • (^) In high uncertainty avoidance countries:
      • (^) many rules which establish the rights and duties of bosses and subordinates and which control the work process
      • (^) more need for consensus
      • (^) less toleration for deviant behavior
  • (^) MASCULINITY vs. FEMININITY
    • (^) Masculinity: social gender roles are clearly distinct (i.e. men are supposed to be assertive, tough and focused on material success whereas women are supposed to be modest, tender, and concerned with the quality of life)
    • (^) Femininity: social gender roles overlap (i.e. both men and women are supposed to be modest, tender, and concerned with the quality of life) In workplace situation:
    • (^) Masculinity: live in order to work
      • (^) The manager is assertive, decisive and ‘aggressive’, a lonely decision-maker looking for facts
      • (^) People are rewarded according to what they accomplish
    • (^) Femininity: work in order to live
      • (^) The manager is less visible, intuitive rather than decisive and accustomed to seeking consensus
      • (^) People tend to be rewarded according to need
  • (^) LONG-TERM vs. SHORT-TERM ORIENTATION (the fifth dimension) Added after the others to describe the difference in thinking between East and West. Initially referred to as ’Confucian Dynamism’ (can be traced to the teachings of Confucius): HIGH Confucian dynamism = importance on persistence/perseverance, ordering relationships by status and observing this order, thrift and having a sense of shame
    • (^) Long-term orientation = for the fostering of virtues oriented towards future rewards, in particular perseverance and thrift.
    • (^) Short-term orientation = for the fostering of virtues related to the past and present, in particular, respect for tradition, preservation of ‘face’ and fulfilling social obligations (Hofstede 2001: 359) In workplace situation
    • (^) long-term orientation work hard to build strong positions and do not expect immediate results
    • (^) in short-term orientation, short-term results are considered important and managers are judged by them
  • (^) INDULGENCE vs. RESTRAINT (IVR) (the sixth dimension)
    • (^) Indulgence [Latin America, parts of Africa, the Anglophone world and in Nordic Europe]:
      • (^) able to freely satisfy their basic needs and aspirations
      • (^) enjoyment of leisure time = correct
    • (^) Restraint [Southeast Asia and the Muslim world]
      • (^) strict norms of social behavior
      • (^) gratification of their desires and ambitions are suppressed by regulations
      • (^) enjoyment of leisure time = incorrect (typically less happy) Other interesting cultural aspects

Communication Styles

  • (^) DIRECT vs. INDIRECT
    • (^) Direct communicators:
      • (^) transparent and clear
      • (^) say what they think without adapting the message to the listener/ reader
      • (^) may also be perceived as undiplomatic or even rude
    • (^) Indirect communicators: thought processes
  • (^) DETAILS vs. SUGGETIONS
  1. Counting: how many? 1/2/3/4/5/6… vs. 1ish (some)/2ish (some)/many —> 1 vs. many
  2. Genre e.g. una BELLA macchina / un BEL vestito una BELLA donna / un uomo BELLO BEAUTIFUL woman vs. HANDSOME man
  3. Cause-effect I broke the vase vs. I BROKE MY ARM
    • this is crazy in some languages
    • How about the weight in witness testimony, for example?
  4. Space-time perception: this way—> depends on your <— language! cf. LINEARITY in the DESCRIPTION of EVENTS vs. ARRIVAL (the movie)
  5. Some other examples

#4 A PRACTICAL EXAMPLE: HOW TO BE EFFECTIVE

IN PRESENTATIONS IN ENGLISH

1. Outlining a presentation: structure

  • (^) BRAINSTORMING —> to get ideas and re-order them What’s the function of the text? - What’s your AIM?
    • (^) Inform
    • (^) Persuade
    • (^) Instruct
    • (^) Express feeling and emotions
    • (^) Keep the channel of the communication open Who are you going to talk to? - choose the LANGUAGE LEVEL Specialist to specialist (peer-to-peer) —> specialist to non-specialist —> specialist to lay public SPECIALIZED texts/presentations —> POPULARIZED texts/presentations
  • (^) INTRODUCTION - BODY - CONCLUSION —> structure them PPT structure:
    • (^) Title / information about the presenter(s) / context
    • (^) Introduction
    • (^) Body
    • (^) Conclusion:
      • (^) Summing up
      • (^) Concluding remarks
      • (^) Thank you slide
  • (^) Structure your PERFORMANCE TIMING
    • (^) How long are you going to talk?
    • (^) How many slides will you need?
    • (^) Serve some time for questions When you present:
  • (^) WHO: introduce yourself (educational background, experience...) —> for those who don’t know me,...
  • (^) WHY: communicate the purpose (explain the aim of the presentation) —> my objective / purpose today is…
  • (^) WHAT: outline the “road map” (sequencing) —> I’m going to talk about three main points. First,…
  • (^) HOW: remember the audience’s needs (tell the audience the duration of the presentation, the break’s time…) —> If you have any questions, I’d be grateful if you could leave them until the end

2. Connecting with the audience

Mind the ATTENTION WAVE: you have 90” to catch the audience’s attention —> There is evidence that you begin to lose listeners after 90 seconds STRUCTURED = WELL ORGANIZED OUTLINE = VITAL —> it shows that you are ready, organized, confident with your topic, etc. —> you must show people they can trust you Tips on STRUCTURING:

  • (^) Introduction —> JUMP START: find something original (a picture, a video, a quote, ...)
  • (^) Conclusion —> FINAL BANG: finish with a surprising conclusion
  • (^) Questions —> stay in control
  • (^) Make your final message clear:
    • (^) Signal you are finishing
    • (^) Sum up the main-points
    • (^) Give your personal conclusion
    • (^) Make your closing remarks by thanking the audience and asking for questions
  • (^) BE BRIEF! —> this is the destination of your journey = what for? QUESTIONS
  • (^) When? Highly subjective
  • (^) At the beginning
  • (^) Along the way —> you have to be well prepared to be able to come back to your structure and get things back on track
  • (^) MIND TRICKY QUESTIONS and HIDDEN MEANINGS! —> audience could ask you something for different reasons:
  • (^) For interest or curiosity
  • (^) For clarification
  • (^) For interaction /politeness
  • (^) To test you
  • (^) WHAT IF YOU DON’T KNOW THE ANSWER? or YOU DON’T WANT TO GIVE AN ANSWER? —> answering strategies:
  • (^) Make a plan about answering questions
  • (^) Always be polite
  • (^) Be honest
  • (^) Hedge
  • (^) Don’t forget to show your human side
  • (^) THANK the audience also when they ask you something you don’t know! TIPS on LANGUAGE —> WRITTEN (on slides) + SPOKEN (your performance)
  • (^) Tips on WRITTEN language:
  • (^) Check grammar and typos (spelling)
  • (^) Avoid boredom = avoid routine:
  • (^) Avoid long/flat sentences
  • (^) Use visuals, but avoid too many pictures, photos, numbers, colors, words, etc. —> BE BALANCED
  • (^) Summarize the main points with consistency
  • (^) Introduce yourself —> self introduction
  • (^) Choose the proper register —> proper register
  • (^) Pay attention to details —> attention to details
  • (^) Choose the proper approach —> proper approach
  • (^) Highlight the main points using colors, bold, italics —> effective layout
  • (^) KISS!
  • (^) Tips on SPOKEN language
  • (^) KISS!
  • (^) Stress intonations (pause): highlight the main words
  • (^) Use signposting: use connecting expressions
  • (^) Use eye-contact and ask questions to connect
  • (^) Be dramatic: show personality

Communication - Part 2 Approaches, Scholars &

Methodologies

#1 PRAGMATICS

#2 Corpus Linguistics

EARLY INFLUENCES on the development of communication

Communication AS A CONCEPT —> it always has been with us (but the origins of the discipline are more recent) In Western countries —> humanistic roots > the study of RHETORIC in ancient Greece and Rome A wide variety of ACADEMIC DISCIPLINES: social psychology, psychiatry, anthropology, linguistics, sociology, ethology and, of course, communication, studies of mass media, public opinion, propaganda and persuasion + the detailed analysis of film, audiotape and videotape recordings > has facilitated discoveries that otherwise would not be possible. E.g. sociology and social psychology > SOCIAL INTERACTION —> - ‘society is merely the name for a number of individuals, connected by interaction’ (Simmel 1950:10)

APPROACHES to the Analysis of of Communication

  • (^) Jakobson’s Pragmatic Approach (6 functions of language)
  • (^) The Structural Approach Palo Alto Group —> communication: a tightly organized and self- contained social system like language

The study of nonverbal communication, in particular with body movement

  • (^) The Sociological Approach
    • (^) Goffman > the study of social interaction.
    • (^) Penelope Brown and Steve Levinson (1978, 1987) > POLITENESS THEORY
    • (^) Harvey Sacks (1964, 1965) > CONVERSATION ANALYSIS
      • (^) talk = an activity in its own right
      • (^) ordinary talk = not as a deviant version of people’s competence, but as orderly in its own right
      • (^) turn-taking = a system of rules
      • (^) transcription = an important part of the research
  • (^) Speech Act Theory = language can be regarded as a form of action (John Austin) Part of the larger study of language-in-use: Ludwig Wittgenstein’s Philosophical Investigations introduced the idea that the meaning of language is not to be found in words and grammar, but in how language is actually used in context.
  • (^) Discourse Analysis Note: the term ‘discourse’ is used in a broad sense to cover all forms of spoken interaction, formal and informal, as well as written texts of all kinds > = any of these forms of communication. Pioneers:
    • (^) Zelig Harris: probably also the first person to have used the term discourse analysis
    • (^) Jonathan Potter, Margaret Wetherell and Derek Edwards: Language = A FORM OF ACTION, a means of accomplishing a variety of social FUNCTIONS A person’s use of language will vary according to its FUNCTION = according to the PURPOSE OF THE TALK —> e.g. in describing a person to a close friend vs. to a parent neither of these accounts is seen as the ‘true’ or ‘correct’ one > they simply serve different functions
    • (^) John Sinclair and Malcolm Coulthard A model of teacher-student interaction: three-part sequence of:
      • (^) Teacher initiation
      • (^) Student response
      • (^) Teacher feedback (evaluation) The importance of studying REAL-LIFE INTERACTION Three main approaches to DA:
    • (^) Focus on discourse itself > ON its STRUCTURES
    • (^) Focus on language FUNCTION
    • (^) Focus on the idea that LANGUAGE USERS HAVE KNOWLEDGE

To understand a sentence or to interpret the topic of a text presupposes that language users share a vast repertoire of sociocultural beliefs on which their interpretations are based

  • (^) Ethology Developed initially as a branch of zoology (the study of animal behavior in its natural habitat), but its techniques have subsequently been extended to the analysis of human behavior. Special emphasis is laid on observing behavior in its natural environment. The typical research methods are naturalistic observation and field experiment
  • (^) Communication as Skill A Social Psychological Approach: in 1967 Michael Argyle and Adam Kendon argued that social behavior involves processes comparable to those involved in motor skills, such as driving a car or playing a game of tennis, they proposed that this knowledge could be applied to advance our understanding of social interaction. Common assumptions:
    • (^) Communication is studied as it actually occurs;
    • (^) Communication can be studied as an activity in its own right;
    • (^) All features of interaction are potentially significant;
    • (^) Communication has a structure;
    • (^) Conversation can be regarded as a form of action;
    • (^) Communication can be understood in an evolutionary context;
    • (^) Communication is best studied in naturally occurring contexts;
    • (^) Communication can be regarded as a form of skill;
    • (^) Communication can be taught like any other skill;
    • (^) Macro issues can be studied through microanalysis.
  • (^) Corpus Linguistics

PRAGMATICS

LEVELS OF LANGUAGE

  • (^) Phonetics & Phonology
  • (^) Syntax / Grammar
  • (^) Semantics
  • (^) Lexis (lexicon)
  • (^) Morphology
  • (^) Pragmatics
  • Textual level Semantics vs. Pragmatics —> MIND THE CONTEXT

What is pragmatics?

prassein (Greek) = “to do” > association of pragmatics with practice / action Less specialized definition: “something that is practical, concrete, or realistic” A topic that intersects many social science fields > linguistics, communication, anthropology, psychology, sociology... The Study of...

  • (^) the implied meaning of language
  • (^) language as used in concrete situations
  • (^) the uses and effects of language > the language impact on the world The origin: semantics = the study of the MEANING —> context UNCONSIDERED > TRADITIONAL SEMANTICS —> context CONSIDERED > PRAGMATICS

Discourse pragmatics

The study of language in use —> concerned with the INTENDED meaning of speakers beyond what is explicitly stated The context —> LINGUISTIC knowledge vs. EXTRA-LINGUISTIC knowledge SENTENCE MEANING VS. UTTERANCE MEANING SENTENCE: abstract unit of the language system (a UNIT of meaning) —> DECONTEXTUALIZED UTTERANCE: units of language IN USE —> CONTEXTUALIZED Context-dependent —> what do you mean by it?

  • (^) Make your contribution as informative as required (for the current purpose of the exchange)
  • (^) Do not make your contribution more informative than is required e.g. A: When is Susan’s farewell party? B: Sometime next month —> flouting the maxim of quantity
  • (^) The maxim of QUALITY
  • (^) Do not say what you believe to be false
  • (^) Do not say for which you lack adequate evidence e.g. A: Would you like to join us for the picnic on Sunday? B: I’m afraid I have got a class on Sunday —> flouting the maxim of quality
  • (^) The maxim of RELATION
  • (^) Be relevant e.g. A: How did the math exam go today, Jonnie? B: We had a basketball match with the other class and we beat them —> flouting the maxim of relation
  • (^) The maxim of MANNER
  • (^) Avoid obscurity of expression
  • (^) Avoid ambiguity
  • (^) Be brief
  • (^) Be orderly e.g. A: Shall we get something for the kids? B: Yes. But I veto I-C-E-C-R-E-A-M —> flouting the maxim of manner

When these maxims are violated, in some situations, CONVERSATIONAL IMPLICATURE will arise

  • (^) SPEECH ACTS Speech act theory = a philosophical explanation of the nature of linguistic communication > ‘what do we do when using language?’ John Austin (1911-1960)
  • (^) British philosopher
  • (^) “ How to Do Things with Words ” (1962)
  • (^) Speech Acts: actions performed via utterances
  • (^) we are performing various kinds of acts when we are speaking Austin’s model of speech acts
  • (^) A locutionary act
  • (^) the act of uttering words, phrases, clauses.
  • (^) the act of conveying literal meaning by means of syntax, lexicon and phonology e.g. “I will come and see you tomorrow” = I am saying it
  • (^) An illocutionary act
  • (^) the act of expressing the speaker‘s intention;
  • (^) the act performed in saying something. e.g. “I will come and see you tomorrow” = in saying so I am making a promise Searle specified 5 types of illocutionary speech acts:
  • (^) Representative = stating or describing, saying what the speaker believes to be true;
  • (^) Directive = attempt to get the hearer to do something;
  • (^) Commissive = commit the speaker to some future course of action (Commit, promise, threaten, pledge…);
  • (^) Expressive = express the psychological state (apologize, thank, congratulate, greet…);
  • (^) Declaration = bringing about immediate changes by saying something (declare, appoint, nominate, name…).
  • (^) A perlocutionary act
  • (^) the act performed by or resulting from saying something;
  • (^) it is the consequence of the change brought about by the utterance. e.g. “I will come and see you tomorrow” = in saying so I made you happy / sad / … Searle’s indirect speech act theory
  • (^) A DIRECT speech act: “did he…?, are they…?” Used to ask a question
  • (^) An INDIRECT speech act: can you pass the sal? —> not a question about the ability to do something, but a request presented in the syntactic form usually associated with a question Constatives vs. performatives
  • (^) Constative utterances:
    • (^) serve to state a fact, report that something is the case, or describe what something is
    • (^) verifiable > either true or false
  • (^) Performative utterances:
    • (^) used to perform acts, do not describe or report anything at all
    • (^) the uttering of the sentence is the doing of an action
    • (^) no truth value
  • (^) POLITENESS (and face) We can think of politeness in general terms. In the study of linguistic politeness, the most relevant concept is ‘FACE’ —> ‘face’ in pragmatics = somebody’s public self image. This is the emotional and social sense of self that everyone has and expects everyone else to recognize. POLITENESS = pragmatic phenomenon > important in human social interaction = "showing awareness of (and consideration for) another person’s face” (Yule, 1985:134) If you say something that represents a threat to another person’s self- image, this is called A FACE THREATENING ACT. For example: If you use a direct speech act to get someone to do something ‘give me that paper’, you are behaving as if you have more social power than the other person. If you don’t actually have the social power (i.e. you’re not a professor)… then you are performing a face threatening act. An indirect speech act in the form associated with a question: ‘can you pass me that paper please?’ removes the assumed social power. This makes your request less threatening to the other person’s face. MIND THIS:
  • (^) Oh, sorry. I heard voices and I wondered who it was.
  • (^) Please could you stop talking I’m trying to work?!
  • (^) Hey, I’ve got an exam to study for. Is there somewhere else you could talk?
  • (^) Shut up, will you? The level of politeness used in an utterance depends on the role of the person you are talking to and the power relations that exist between speaker and hearer A: Could you pass the salt please? B: Could you give me £100 please? A’s request doesn’t need further mitigation vs. B’s request is inappropriate because it is more imposing and needs more mitigation Being polite
  • (^) The more politeness we use in our speech, the more indirect we are
  • (^) The advantage of using politeness terms is that there is no threat to face
  • (^) The disadvantage is that a polite message might be so indirect that it doesn’t come across: the more polite you are, the more you risk losing the message:
  • (^) It’s very windy here.
  • (^) I’m very sorry but I wonder if you could move over a bit?
  • (^) Could you move over please?
  • (^) Can we move please?
  • (^) Please move
  • (^) Move! The concept of FACE (Brown & Levinson) > a person’s feeling of self-worth and self-image Two kinds of face:
  • (^) POSITIVE FACE refers to our need to be accepted and liked by others and our need to feel that our social group shares common goals = wanting to be liked and approved of = “I have a value system that I do not want challenged”
  • (^) Disagreeing with another person threatens their positive face
  • (^) If you want not to threaten positive face you should SHOW INTEREST and seek agreement
  • (^) Thanking another person does not threaten another person’s positive face
  • (^) NEGATIVE FACE refers to our right to independence of action and our need not to be imposed on by others = “don’t tell me what to do”. “I want to be free” = “I do not like to be imposed on”
  • (^) ‘This probably won’t be necessary but ...’
  • (^) ‘I just wanted to ask if you could ...’ —> IMPOSING = YOU ARE OBLIGING ME TO DO SOMETHING Negative politeness strategies:
  • (^) Be indirect: e.g. by using indirect speech acts "Could you pass me the salt? ”
  • (^) Question, hedge: e.g. by asking questions such as "Actually, I wondered, if you could help?? ”
  • (^) Be pessimistic about things: e.g. by saying "This probably won’t be necessary but ...? " "I don't suppose there would be any chance of a cup of tea?”
  • (^) Minimize imposition on the other person: e.g. by saying "Could I borrow your pen for a second?”
  • (^) Give deference: e.g. ”I’ve been a real fool, could you help me out?"
  • (^) Apologize to the other person: e.g. by indicating reluctance or begging forgiveness. - "I don't want to trouble you, but...”
  • (^) Impersonalize things: e.g. by the use of the plural ‘you’ vs ‘I’. "It would be much appreciated, if this were done."
  • (^) State the imposition as a general social rule or obligation: e.g by using ‘request’ as a noun rather than ‘want’ as a verb. - "Late comers will not be served.”
  • (^) Go ‘on record’ as incurring a debt, or not ‘indebting’ to the other person: e.g. ”I’d be forever grateful, if you’d help”
  • (^) Nominalize: e.g. ”Your failure to appear did not make a favourable impression."
  • (^) OffRecord Off-Record (indirect): you are removing yourself from any imposition whatsoever. Example:
  • (^) Give hints: “It’s cold in here”
  • (^) Be vague: “Perhaps someone should have been more responsible.”
  • (^) Be sarcastic, or joking: “Yeah, he’s a real rocket scientist!” Off record strategies:
  • (^) Give hints
  • (^) Give association clues
  • (^) Presuppose
  • (^) Understate
  • (^) Overstate
  • (^) Use tautologies
  • (^) Use Contradiction
  • (^) Be ironic
  • (^) Use metaphors
  • (^) Use rhetorical questions
  • (^) Be ambiguous
  • (^) Be vague
  • (^) Over-generalize
  • (^) Displace H
  • (^) Be incomplete, use ellipsis Estimation of lesser face loss <———————> Estimation of greater face loss Lakoff’s maxims of politeness:
  • (^) Don’t impose
  • (^) Give options
  • (^) Make the hearer feel good Markers of politeness:
  • (^) Specific words (please, thanks)
  • (^) Hedges (if it’s not too much trouble)
  • (^) Hidden commands (could you pass the salt please?)
  • (^) Provisional language (if would, can) to show negotiation is possible
  • (^) Qualifiers, modifiers (quite, a bit) Politeness and culture All languages have devices to indicate politeness and formality.
  • (^) Linguistic markers of status, deference, humility
  • (^) Posture, facial expressions, gestures, etc

—> politeness is CRUCIAL in ANY COMMUNICATION (cross-cultural communication) —> politeness is closely tied to CULTURAL VALUES and ITS NORMS VARY from culture to culture Parameters of politeness:

  • (^) Face
  • (^) Status
  • (^) Rank
  • (^) Role
  • (^) Power
  • (^) Age
  • (^) Sex
  • (^) Social Distance
  • (^) Intimacy
  • (^) Kinship
  • (^) Group membership Wrapping up
  • (^) Pragmatics
  • (^) Key topics in pragmatics
  • (^) Important linguists:
  • (^) Jakobson (Functions of Language)
  • (^) Grice (The Co-operative Principle)
  • (^) Austin and Searle (Speech Act Theory)
  • (^) Brown & Levinson and Lakoff (Politeness & the Concept of Face; the Maxims of Politeness)
  • (^) Grammatical simplification / reduction —> syntactic blends, utterances left grammatically incomplete
  • (^) Disfluency —> hesitations, false starts, reformulations, repeats, pauses
  • (^) Single words / inserts
  • (^) CORE FEATURES = a restricted and repetitive repertoire —> FRAGMENTED LANGUAGE
  • (^) discourse markers (I mean, right, well, so, good, you know, anyway);
  • (^) modal items (modal verbs, lexical modals, adverbs, and adjectives);
  • (^) delexical verbs (do, make, take, and gel);
  • (^) interactive words (just, whatever, thing(s), a bit, slight, actually, basically, really, pretty, quite, literally);
  • (^) basic nouns (person, problem, life, noise, situation, sort, trouble, family, kids, room, car, school, door, water, house, TV, ticket);
  • (^) general deictics (this, that, here, there, now, then, ago, away, front, side…);
  • (^) basic adjectives (lovely, nice, different, good, bad, horrible, terrible, different);
  • (^) basic adverbs (especially those referring to time, such as today, yesterday, tomorrow, eventually, finally; frequency and habituality, such as usually, normally, generally; and manner and degree such as quickly, suddenly, fast, totally, especially);
  • (^) basic verbs for actions and events (sit, give, say, leave, stop, help, feel, put, listen, explain, love, eat). NOTE: the linguistic features of spontaneous conversation, which are intrinsically pragmatic, should not be treated as performance errors —> DETERMINED BY THE FACT THAT:
  • (^) Face-to-face conversation takes place:
  • (^) In the spoken medium
  • (^) In a shared context
  • (^) In real time
  • (^) Face-to-face conversation is interactive, continuous, expressive of politeness, emotion and attitude If the transcription of a written text included the planning processes behind it (e.g. brainstorming, drafting, editing), the final text would appear amorphous as well!

Performance phenomena

  • (^) GRAMMATICAL REDUCTION: simplification supplied by mutual knowledge
    • (^) Pronouns, ellipsis, substitute forms, contractions
    • (^) Restricted and repetitive repertoire: lexical bundles (prefabricated sequences of words)
  • (^) DISFLUENCY AND ERROR: sometimes incoherent but not inarticulate (except for pathological problems)
  • (^) UTTERANCES LEFT GRAMMATICALLY INCOMPLETE: self-repair; interruption; repair by another interlocutor, abandonment
  • (^) SYNTACTIC BLENDS/ANACOLUTHON: when a clause or a sentence finishes up in a way that is syntactically inconsistent with the way it began (i.e. mismatch of verbs; usually fairly long sentences)
  • (^) SEMANTIC GAP-FILLING CLAUSES: the use of a clause intrusively in a position where only a single word or a phrase would be appropriate
  • (^) PAUSES (transcription: BrE er/erm, AmE uh/um)
  • (^) HESITATIONS: silent (esp. at major syntactic boundaries) and filled (occupied by a vowel sound, a signal: the speaker has not finished his/her turn yet)
  • (^) REPEATS: (the term ‘repetition’ is reserved for the more general phenomenon of verbal repetition) I I I, the the the, and and and, if if
  • (^) FALSE STARTS
  • (^) REFORMULATIONS
  • (^) SINGLE WORDS / INSERTS
    • (^) Interjections: inserts which have an exclamatory function (ah, oh, wow, ooh, aha, oops, whoops)
    • (^) Greetings and farewells > symmetrical exchange > the briefer the greeting the more informal it is
    • (^) Discourse markers (cf. class on Discourse Markers)
    • (^) Attention signals: hey
    • (^) Response elicitors: huh? (AmE) eh? (BrE), alright? Okay?
    • (^) Response forms inserts used as brief and routinized responses to a previous remark by a different speaker (yes, yeah, yep, nope, sure, okay)
    • (^) Backchannels: signal feedback to the speaker
    • (^) Hesitators: pausefillers (uh, um AmE, er, erm BrE)
    • (^) Speech-act formulae: minimizers (no problem), pardon? Pardon me?…
  • (^) Expletives = taboo words (swearwords), moderated expletives (my gosh, gee, geez, heavens, good grief, good Lord, heck)
  • (^) VAGUE MARKERS: thing, stuff, or so, like, or something, or anything, and so on, and so forth, or whatever, kind of, sort of, etcetera, and things, and the like, the whole thing, something and anything, sort of thing X or so / or thereabouts / or something -ish bags of, stacks of, tons of, heaps of, oodles of, umpteen, a touch of Hundreds, thousands, millions, dozens, tons, heaps, piles
  • (^) VERNACULAR RANGE OF EXPRESSIONS / NON-STANDARD GRAMMAR:
  • (^) morphophonemic variants: my > me, them > ‘em, you > ya
  • (^) morphological variants: ain’t / innit / y’all/ yous
  • (^) morphosyntactic variants: I says / he don’t/ me and Jody (most differences esp. pronouns and irregular verbs)
  • (^) syntactic variants: I never gave you nothing

Conversation analysis (CA)

Pioneer in CA: Harvey Sacks CA analyses talk-in-interaction People TAKE TURNS at talk:

  • (^) Usually, participants do not talk all at once
  • (^) Usually, there are no long stretches of silence

SITUATIONS WILL NEED TO BE REPAIRED!

Multi-dimensional analysis (MDA)

—> (Biber 1988) Assumption: frequently co-occurring linguistic features in texts share at least one communicative function and it is possible to identify a unified dimension underlying each set of co-occurring linguistic features

  • (^) Via MULTIVARIATE STATISTICAL TECHNIQUES co-occurrence relations among linguistic features are determined and register variation is investigated
  • (^) Via FACTOR ANALYSIS a large number of linguistic variables are reduced to a few basic parameters
    • (^) the variables that are distributed in similar ways are grouped together
    • (^) each group of variables is a FACTOR
    • (^) each FACTOR is then interpreted functionally as a DIMENSION of variation —> Factor analysis is a technique that is used to reduce a large number of variables into fewer numbers of factors. This technique extracts maximum common variance from all variables and puts them into a common score. As an index of all variables, we can use this score for further analysis.
  • (^) DIMENSION 1: (-) Informational vs. (+) Involved Production
    • (^) Verbs (e.g. imperative and third person)
    • (^) Private verbs (feel, believe, think…) to express private attitudes, thoughts and emotions
    • (^) First + second person pronouns and possessives (typical of interactive discourse)
    • (^) It pronouns
    • (^) Discourse particles = linguistic features which contribute to affective, fragmented, interactional, and generalized context Normal disfluency and Fragmented language:
    • (^) Spoken language takes place in real time
    • (^) There are limitations of short-term memory in both speaker and hearer
    • (^) There is no opportunity for editing what is said —> pauses (…), repetitions (I-I-I, yes yes), hesitaters (uh)
  • (^) DIMENSION 2: (+) Narrative vs. (-) Non-Narrative Concerns
    • (^) Past tense (narrative) vs. present tense (non-narrative)
    • (^) Singular third persons (apart from ‘it’), public verbs (say, complain, report…), etc. —> NARRATIVE vs.
    • (^) You / I; private verbs (cf. also Dimension 1) —> NON-NARRATIVE NON-NARRATIVE = features which contribute to immediate time and non-narrative concerns
  • (^) DIMENSION 3: (-) Explicit vs. (+) Situation-Dependent Reference
    • (^) Place adverbs
    • (^) Time adverbs
    • (^) Not many phrasal connectors / relative pronouns