Question | Answer |
Semantic Rules | Rules that reflect the ways in which users of a language assign meaning to a particular linguistic symbol, usually a word.
E.g. "bikes" are for riding. |
Equivocal language | Statements that have more than one commonly accepted definition. |
Relative words | Words defined only through comparison.
E.g. "The weather is nice outside." |
Static evaluation | Statements that contain or imply the word IS lead to the mistaken assumption that people are consistent and unchanging.
E.g. "Mark IS a nervous guy." saying he's always nervous. |
Abstract language | Vague in nature. |
Behavioral language | Specific things people say or do. |
Syntactic rules | Rules that govern the grammar of a language.
- In understanding structure. |
Pragmatic rules | Rules that govern the way speech operates in everyday interaction.
Almost always unstated.
- In understanding context. |
Coordination | Describing the way a conversation operates when everyone involved uses the same set of pragmatic rules. |
Convergence | The process of adapting one's speech style to match that of others. |
Divergence | Speaking in a way that emphasizes their differences from others.
Setting themselves apart. |
Powerless speech mannerisms | Hedges,
Hesitations,
Intensifiers,
Polite forms,
Tag questions,
Disclaimers,
Rising inflections. |
Three Disruptive Language habits: | - Fact-opinion confusion
- Fact-inference confusion
- Emotive language |
Fact-opinion Language | When we present our opinions as if they were facts, and in doing so we invite an unnecessary argument.
E.g.
Fact: You forgot my birthday.
Opinion: You don't care about me. |
Fact-inference confusion | Confusing factual statements with inferential statements.
E.g.
A: Why are you mad at me?
B: I'm not mad at you. Why have you been so insecure lately?
Solve using perception checking! |
Emotive language | Seems to describe something but actually announces the speaker's attitude toward it.
Emotive words like:
thrifty vs. cheap
traditional vs. old fashioned |
"It statements | Replace the pronoun I with the less immediate word IT.
E.g. "It bothers me when you're late." |
"I" language | Clearly identifies the speaker as the source of a message.
Four elements:
1. The other person's behavior,
2. Your interpretations,
3. Your feelings,
4. The consequences that the other person's behavior has for you.
E.g. "I'm worried when you're |
"But" statements | "X-but-Y" statements.
When "but" cancels the thought that precedes it. |
"You" language | Expresses a judgment of the other person. Implies the speaker is qualified to judge the target.
E.g. "You left this place a mess." |
"We" language | Implies that the issue is the concern and responsibility of both the speaker and receiver of a message. |
Low-context cultures | Generally using language to express thoughts, feelings, and ideas as directly as possible.
E.g. United States and Canada |
High-context cultures | Value using language to maintain social harmony.
E.g. Asian and Middle Eastern cultures. |
Linguistic Relativism | The world view of a culture is shaped and reflected by the language of its members speak.
E.g. Eskimos numerous words for "snow." |
Sapir-Whorf hypothesis | The language spoken by Hopi Native Americans represents a view of reality that is dramatically different from that of more familiar tongues.
E.g. Hopi tongue makes no distinction between nouns and verbs - thus describe the worlds as in process. |