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COMS 212
Chapter 5
| 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. |
Created by:
nicolemc
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