language & thought 2. Identify different speech communities 3. Recognize the Influence of gender on language 4. Explore the differences between spoken & written language 5. Understand the meaning of language in context 6. Identify speech acts in daily communication 7. Understand the concept of face 8. Recognize communication styles & register 1. Culture, language & thought Kramsch (1998) Language & culture are bound together in three ways: 1. Language expresses cultural reality 2. Language embodies cultural reality 3. Language symbolizes cultural reality
Moran (2001) Language & culture are
two sides of the same coin, each mirroring the other. Sapir & Worf Hypothesis (Principle of relativity)
• Strong version Language determines
thought, we are prisoners of language. Damen (1987): languages create & define the realities people perceive.
• Weak version Language influences but
does nit determine thought. What the teacher can do Teachers can help the students see the relation between language, culture & thought by making the connection explicit, to do so:
1) Teachers need to have a clear sense of
their own view of the relationship between language & culture.
1) To clarify points for students by sharing
personal experiences. Identify different speech communities
• Each person belongs to different social
groups formed by family ties, work, or by common interests or hobbies.
• Each community develops a certain way of
speaking that its member use to identify with that community.
• The students should distinguish between
these communities so that they can use the appropriate language for each community. What the research say • Agar (1994) uses the term languaculture to describe the interconnected nature of language & culture.
• Hymes (1974): communities are groups of
people who use similar rules as guideposts for how they use language and how they understand others’ use of language.
• Hymes (1974): speech event is a specific
context involving speech such as a classroom lecture, which usually consists of one or more speech acts that are culturally defined. What the teacher can do
• Teachers can help students recognize
speech communities by building awareness of the distinct vocabulary found in different speech communities.
• Teachers also can explain the concept of in-
groups (a member) & out-group (a non- member). Influence of gender on language
• There are differences in the way that men
and women communicate:
1. Men view interactions in a hierarchical
way, where one person is superior to the other. 2. Women want to feel a sense of closeness through empathy and see interactions in a non-hierarchical way What the research say • Tannen (1990): For most women, language of conversation is a language of rapport: a way of establishing connection and negotiating relationships.
For most men, talk is a means to preserve
independence and negotiate and maintain status in a hierarchical social order. Wood (1994): Women & men talk
Women Men
1. Giving & receiving equal turns in 1. No acknowledgement of
conversation. 2. Showing support & sympathy feelings 3. Using questions to ensure 2. Focus on gathering data & understanding 4. Working hard to keep the solving problems conversation going 3. Expressing superiority & 5. Being responsive to others maintaining control 6. Using concrete & personal terms 4. Dominating the 7. Being tentative and apologetic conversation Melts & Borker (1982): Women & men talk • Men & women have their own cultural differences, and they tend to hold deferring conversational assumptions, for instance:
• Nods & mm-hum by women= “I’m listening
to you: please continue. • Nods & mm-hum by men= “I agree with you or I follow your agreement so far.” Melts & Borker (1982): Women & men talk Oxford (2001): Females use language learning strategies significantly more than males, yet in certain cultures, males use particular types of strategies more than men.
• Maccoby & Jacklin (1974): Females show greater
interest than males More gender differences • Oxford (2001): Females use language learning strategies significantly more than males, yet in certain cultures, males use particular types of strategies more than men.
• Maccoby & Jacklin (1974): Females show
greater interest than males in social activities and less competitive than males. What the teacher can do Teacher can help students recognize the influence of gender on language by:
1. Helping them understand some of the
differences between the conversation styles of men & women.
2. Making these differences explicit in the
best possible ways. Spoken & Written language
• Spoken language = Informal, repetitive, and
interactive, long pauses, interruptions.
• Written language: Formal, more concise,
less repetitive. Kramsch (1998): Characteristics of conversation & expository writing Brown (2007): Features of spoken language Kaplan (1966): Culture-specific patterns of writing Kaplan (1966): patterns of writing in academic essays of international students varied depending on language & cultural background:
• American & British wrote essays in linear
fashion. • Speakers of Hebrew repeated major points to reinforce them. • Asian students made circular arguments in which the main point was revealed at the end. What the teacher can do • Many students cannot distinguish between what is appropriate in written English & what is appropriate in spoken English.
• Teachers can help students explore the
differences between spoken and written language by making the differences explicit. Meaning of language in context • Fluent speakers of a language vary their speech depending on the context.
• Vocabulary choice, expression, and degree
of directness are used differently in different contexts.
• Pragmatics studies language in context and
especially conveying and interpreting of meaning. What the research says • Pragmatics involves analysis of the speaker’s meaning in context.
• Understanding the meaning of language in
context will help learners be aware of polite behavior and the hidden meaning of language.
• Pragmatic failure occurs when speakers do
not use or understand appropriate language in context. What the teacher can do • Teachers can help students understand the meaning of language in context by creating an awareness of the role of pragmatics in the language use.
• Asking students to take an expression that is
polite and courteous, and make it stronger or more intense.
• Teachers can also use ‘critical incident’ (a brief
story in which some cultural misunderstanding happens). Identify speech acts • Austin (1962): Speech acts refer to the use of words in order to do things or perform functions.
• Speech acts reflect the cultural norms, values
& beliefs.
• A speech act contains three elements:
1. The words spoken (locutionary) 2. The intention of speaker (illocutionary) 3. The effect of spoken word (perlocutionary) Searl’s (1962) classification of speech acts What the teacher can do • Teacher can help students identify speech acts and develop pragmatic and sociolinguistic awareness through:
1. Cognitive awareness activities
2. Perceptive skill development 3. Productive use activities Understanding the concept of face • Face= public image of a person • Facework= specific social strategies used to protect the positive image of the communicators (Ting-Toomey, 1999). • LoCasto (2003): Chinese concept of face is twofold: 1. Acquired face: earned through social behavior in life 2. Ascribed face: what everybody is entitled to receive as a human being Linguistic politeness • Linguistic politeness: the use of language to carry out social actions in which face is is mutually respected (Levinson, 1987). • When a face-threatening act occurs, the speaker can adopt a politeness strategy like an apology to soften the threat. • Perception of face may be colored by patterns of cultural communication: • Example: degree of directness across different cultures What the teacher can do • Teachers can help students build awareness of the concept of face by using contrastive approach to show varieties of face threatening responses to different situations. Communication styles & registers • Communication styles incorporate an individual’s word choice, discourse patterns, and nonverbal cues. • Communication styles vary across different situations and cultures. • Register refers to the use of language in a particular situation. • Register depends on the degree of formality of situation and the relationship between the speakers. What the research says • Brown (2007): Communication style refers to a set of conventions for selecting words, phrases, discourse, and nonverbal language in specific contexts.
• Wolfson (1989): A communicatively
competent person does not speak the same way all the time but she shifts style to indicate social distance. What the research says • Brown (2007): registers are identified by certain phonological variants, vocabulary, idioms that are associated with different occupational or socioeconomic groups.
• McCarthy (1991): register refers to the
linguistic features of the text that reflects the social context in which it is produced.
• Choosing the appropriate level of formality
is a challenge cross-culturally. What the teacher can do • Teachers can help students appreciate communication styles and registers by demonstrating a wide variety of these in classroom and by their choice of teaching materials.