CHAPTER 6 VERBAL COMMUNICATION AND CULTURE



CHAPTER 7: VERBAL COMMUNICATION AND CULTURE

Questions for discussion

1. Is there a term or concept in your language that is difficult to translate into another language? What unique cultural phenomenon does it relate to?

2. In what ways does teaching a language in schools help to ensure its survival?

3. A bank in Britain once used a Scottish voiceover on its advertisement as a poll had revealed that the Scottish accent was associated with trustworthiness, financial acumen and stability. What qualities do you associate with various accents or dialects? Are these based on any direct personal experiences or purely on impressions? Can you isolate specific aspects of the accent that trigger those associations? What are the implications to intercultural interactions? How are regional dialects viewed in your culture? Are stereotypes attached to certain dialects?

4. What evidence is there of gender-laden language in your culture? Do you think it reflects wider beliefs about gender stereotypes?

5. How do you think nationalism and language relate to each other? Can you think of illustrative examples from your own culture?

6. In what way is Chomsky’s universal grammar different from Sapir–Whorf hypothesis with regard to the study of language?

8. How might (a) nativists and (b) constructivists explain the level of language acquisition of the ‘wild boy of Aveyron’?

9. Which of Gudykunst and Ting-Toomey’s communications styles would best describe communication styles in your culture? Provide examples to illustrate your view.

Activities

1. To gain some understanding of the Sapir–Whorf hypothesis, try explaining the concept of ‘snow’ without using the following words (or derivatives); ‘white’, ‘cold’ ‘ice’ or ‘winter’. This shows how difficult, or even impossible, it is to convey a concept when the language and understanding associated with it is absent. (This is similar to games such as Taboo or Unspeakable). Try the following examples too.

a) Explain the concept of a car without using the words ‘wheels’, ‘drive’, ‘road’ or ‘transport’

b) Explain the concept of music without using the words ‘sing’, ‘listen’, ‘instrument’, ‘melody’ ‘tune’ or ‘song’.

2. Make a list of some common idioms used in your language and culture. ‘Translate’ each idiom into what it actually means (the figurative meaning of the phrase) and compare each with its literal meaning. How might someone who does not speak your language as a mother tongue misinterpret some of these idioms?

3. Read through your local newspaper – what evidence of gender-laden language can you find? What stereotypes or images does the language reinforce? Share your findings with your class.

4. The following words have no English equivalent. Write them on the board and ask the class to guess what they mean.

• waldeinsamkeit (German) – the feeling of being alone in the woods

• culaccino (Italian) – the mark left on the table by a cold glass

• iktsuarpok (Inuit) – the feeling of anticipation that leads you to keep looking outside to see if anyone is coming

• goya (Urdu) – the transporting suspense of disbelief that can occur i.e. in good storytelling

• komorebi (Japanese) – sunlight that filters through the leaves of trees

• pochemuchka (Russian) – a person who asks a lot of questions

• sombremesa (Spanish) – the time spent after lunch or dinner talking to the people you just shared a meal with

• jayus (Indonesian) – a joke told so poorly and so unfunny that one cannot help but laugh

• pana po’o (Hawaiian) – the act of scratching your head in order to help you remember something you have forgotten

• mangaia (Swedish) – the roadlike reflection of the moon on water

Can you think of any others from your language?

5. Imagine an intercultural scenario, such as an Australian tourist asking for directions in Tokyo. How might the communications styles described by Gudykunst and Ting-Toomey influence the effectiveness of that interaction? For example, how would the Australian’s propensity to a direct communication style and the Japanese propensity towards an indirect communication style affect the interaction? How might it affect each person’s impression of the other? How might it affect their language use?

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