communication

Question 1

communication styles

Answer 1

cultural and social aspects of a language, way people share info through language, style in Chico we speak depends on culture, socioeconomic background & gender, affects accent, grammar, vocab ideas

Question 2

communication

Answer 2

transmission of a message from one person to another

Question 3

ways communication is social (Vaughan and Hogg 1998)

Answer 3

• involves interrelationships among people
• requires shared understanding of what sounds, gestures, words etc mean
• people influence others and are influenced by them

Question 4

main communication styles

Answer 4

• assertive: express in abelifeds, feelings and opinions in an open respectful manner that doesn’t violate rights of others, use words to express boundaries
• aggressive no respect for others, disregards needs, feelings, opinions of others, demanding, manipulative, body language is angry clenched fists, scowling, crossed arms
• passive: lack respect for themselves and do not give importance to own needs/feelings/desired, silent, avoid eye contact, cover mouth

Question 5

impact of social background - Bernstein (1971)

Answer 5

linguistic researchers theorised that the form of language use of working class people (speak restricted code) as compared to middle class students (speak elaborative code) explained their comparative performance at school 
key idea: children in working class families had language deficits due to only using inferior restricted code, in reality middle class children are better at code switching between different codes in right context

Question 6

restricted code characteristics

Answer 6

vague
focuses on the here and now
short simple sentences, much information conveyed non verbally 
few descriptive words used 
commands used to gain compliance 
abstract ideas rarely used

Question 7

elaborative code characteristics

Answer 7

complex precise sentences 
specific sentence has clear meaning 
more descriptive words used 
explanations used to gain compliance 
refers to events in past/future
abstract ideas, future possibilities are expressed easily/often

Question 8

Labov(1970)

Answer 8

worked with African American children who spoke “black English vernacular” now known as African American Vernacular English (AAVE) which was considered just as complex and rule governed as standard English and that it should be considered different not deficient (he don’t know nothing vs he doesn’t know anything) several European languages use double negatives like AAVE

Question 9

cultural differences in language

Answer 9

linguistics now accept that language styles are differences in languages rather than one style being superior

Question 10

Malcom et al 2003

Answer 10

supports Labov, Australian Aboriginal children expected to submit to an education that only recognises standard English, teachers have little appreciation of speaking/listening styles

Question 11

Gender differences in communication styles - Tannen (1990)

Answer 11

Men use report talk: type of talk used in public speaking, comfortable, confident, use talk as a way of gaining/holding attention, negotiate/maintain status, talk in turn, little emotional connection

Women use rapport talk: based on establishing and maintain emotional connections/relationships, focus on personal and small talk, used to maintain intimacy, tend to talk over and above eachother, overlapping, share experiences

lack of understanding different gendered communication style (makes women feel misunderstood/unheard) leads to friction between men and women therefore causing a communication breakdown

Question 12

different forms of expressions between genders

Answer 12

women: confirmatory noises to indicate they’re listening ‘mmm’, more indirect requests ‘would you mind closing the door’, hedging: softens request/statement “please”, “if you don’t mind”
men: more direct requests e.g shut the door

Question 13

persuasive communication

Answer 13

communication designed to try to change beliefs, feelings, behaviours of others (to be successful we need to know what affects the listener (watch for listeners reaction)

Question 14

petty and cacioppo (1986)

Answer 14

2 routes to persuasion
Central route: thoughtful consideration of content of message by receiver as an active participant in the process of persuasion, only occurs if receiver has both motivation and ability to think about message and its content critically requires careful thinking

Peripheral route: listener decides to agree with message based on cues other than content of message e,g may agree bc source appears to be an expert or attractive, is careless thinking and attitudes depend on superficial cues

Question 15

Factors that affect persuasive communication: source of message

Answer 15

Source of message
expertise: more likely to accept word of people with expertise in an area
Fast talker: seem more intelligent
Trustworthiness: why opponents try to undermine trust in elections
Likeability:halo effect: causes people to be biased on their judgement by transferring feelings about one attribute of something to other unrelated attributes

Question 16

factors that affect persuasive communication: nature of communication

Answer 16

“What and how” , content itself of the message, medium used for community on between source and audience e.g ads, radio, billboard, tone of language (formal/informal, rude etc)
printed ad has increased comprehension as person has more time to learn/absorb message, simple to remember, when people understand a message and reply favourably they are more likely to be persuaded

unfavourable reaction: unlikely to be persuaded (except for anti smoking/drinking/drug ads that evoke fear and anxiety to deter viewers from that action, very persuasive, want to arouse enough anxiety to attend to message but not too much that message is missed bc they’re too emotional

Question 17

factors that affect persuasive communication: characteristics of audience

Answer 17

target audience: what will convince them,influenced by age, relationship to speaker, personality, level of education

Cacioppo & petty (1982)
high need for cognition: people who enjoy examining issues, checking for inconsistencies, weighing up debates, more likely to be persuaded by strong arguments
low need for cognition less likely to take strength of argument into account, more likely to be swayed by peripheral factors

Carli(1990) gender of audience can also affect persuasiveness of source, tentative female readers: persuaded male listeners more easily than female listeners
male speaker: equally as persuasive being assertive or tentative for both male/female listeners

Question 18

Chomsky (1968)

Answer 18

key idea was that language is innate, we are genetically predisposed to learn language. proposed a language acquisition LAD that was a theoretical black box hardwired for language, receives native language as input, generates sentences in native language as output, assumes universal rule exists that distinguish grammatically correct and incorrect sentences: deep structure rules: grammatical rules that apply to all spoken languages, surface structural rules: describe grammatical structure of each spoken language

Question 19

Limitations of Chomsky

Answer 19

theory didn’t acknowledge child’s social environment, abstract concept with little scientific evidence to support it

Question 20

Bruner (1983) learned theory of language acquisition

Answer 20

believed child’s language development takes place through parental communication and interaction with children, proposed language acquisition support system LASS, describes how parents guide and support children emerging language through interaction, children learn to talk but also language of social historical and cultural group they grew up in, language can only develop through interaction with others, LASS requires LAD and vice versa, child: contain innate propensity to learn language, adult: producing social and instructional frameworks to encourage language

Question 21

ways parents can assist in learning language by providing instructional frameworks

Answer 21

scaffolding: adult stays one step ahead of child and teaches through familiar routines, pushes child slightly beyond capabilities to have improvement in language ta > thanks > thank you
formats: tightly structured routines that offer rich opportunities to raise expectations of language development e,g batch time = bath,soap,water bubbles, meal time = spoon, fork, plate, spaghetti)
Reference: how people manage and direct eachother attention start nonverbal pointing, turning head then become verbal “oooh” then look “over there”
Joint attention: shared focus of two individuals on an object, starts with eye contact then vocal turn taking (baby coos then parent copies) then introducing objects between two and drawing focus toward it, looking gets replaced with pointing, infants gradually associate names of objects with terms to describe their place in time and space