Communication Science 5111Communication Science 5111

Learning Unit 3: Verbal- and Learning Unit 3: Verbal- and Non-verbal CommunicationNon-verbal Communication

Learning Unit Objectives:Learning Unit Objectives: Define VERBAL communicationDefine VERBAL communication Difference between denotative & connotative meaning Difference between denotative & connotative meaning

of wordsof words Language problems and their solutionsLanguage problems and their solutions Guidelines for expressing oneself effectively and Guidelines for expressing oneself effectively and

appropriatelyappropriately Summarise theory of SYMBOLIC INTERACTIONISMSummarise theory of SYMBOLIC INTERACTIONISM Define NON-VERBAL communicationDefine NON-VERBAL communication Functions of non-verbal communicationFunctions of non-verbal communication Explain how verbal- and non-verbal communication Explain how verbal- and non-verbal communication

relate to one anotherrelate to one another Identify different types of non-verbal communicationIdentify different types of non-verbal communication Discuss the cues of deceptionDiscuss the cues of deception Summarise the EXPECTATION VIOLATION THEORY and Summarise the EXPECTATION VIOLATION THEORY and

provide an example provide an example

Verbal (using words: verbal or written) Verbal (using words: verbal or written) CommunicationCommunication

Verbal (either spoken (vocal) or written Verbal (either spoken (vocal) or written (non-vocal)) communication refers to (non-vocal)) communication refers to the use of the use of words. Words do not . Words do not contain meaning in itself…we give contain meaning in itself…we give words meaning!words meaning!The word is not the thing.The word is not the thing.

Example of verbal communication: Example of verbal communication: Greeting a friend by saying “Hallo, Jo!” Greeting a friend by saying “Hallo, Jo!” or writing a letter to your mother.or writing a letter to your mother.

DDenotation: enotation: the the DDictionary meaning ictionary meaning of a word. E.g. ‘Mother’: a female of a word. E.g. ‘Mother’: a female parent (Oxford Dictionary, 2001)parent (Oxford Dictionary, 2001)

Connotation: Connotation: the additional meaning the additional meaning of a word. E.g. ‘Mother’ may mean a of a word. E.g. ‘Mother’ may mean a close companion; for some it may close companion; for some it may mean a true friend; others might mean a true friend; others might interpret the word as a strict interpret the word as a strict disciplinarian; while others associate disciplinarian; while others associate the word with a woman in a convent.the word with a woman in a convent.

13 Language 13 Language PROBLEMSPROBLEMS

1. Vagueness1. Vagueness (being non-specific/ unclear) (being non-specific/ unclear)1.1 Illogical flow1.1 Illogical flow (jumping from one idea to the (jumping from one idea to the next without explaining it to the receiver)next without explaining it to the receiver)Solution: Think before you speak; Listen to Solution: Think before you speak; Listen to yourself; Help the receiver keep track by yourself; Help the receiver keep track by being clearbeing clear1.2 Ambiguity1.2 Ambiguity (using words with more than (using words with more than one interpretation)one interpretation)Solution: Be aware that others aren’t mind-Solution: Be aware that others aren’t mind-readers; Listen to yourself; Notice the readers; Listen to yourself; Notice the receiver’s feedbackreceiver’s feedback1.3 Abstract language1.3 Abstract language (using unclear (using unclear language, e.g. ‘tall’, ‘rich’, ‘early’ and ‘far’)language, e.g. ‘tall’, ‘rich’, ‘early’ and ‘far’)Solution: use concrete languageSolution: use concrete language

Language Language PROBLEMS PROBLEMS (part 2)(part 2)

2. In-group talk2. In-group talk (when groups attribute private (when groups attribute private meaning to language)meaning to language)2.1 Slang2.1 Slang (language used by a particular group (language used by a particular group of people)of people)Solution: Explain what you meanSolution: Explain what you mean2.2 Jargon2.2 Jargon (using very technical terminology) (using very technical terminology)Solution: Avoid jargon; Explain what you meanSolution: Avoid jargon; Explain what you mean

3. Generalisation3. Generalisation (judgement of a group or person (judgement of a group or person based on limited and biased information)based on limited and biased information)Solution: Avoid generalisations, they are seldom Solution: Avoid generalisations, they are seldom true; make it clear that you are referring to an true; make it clear that you are referring to an experience and not a whole groupexperience and not a whole group

PROBLEMS (part 3)PROBLEMS (part 3)

4. Labelling4. Labelling (assigning one characteristic to a person, e.g. (assigning one characteristic to a person, e.g. a person wearing glasses is a ‘nerd’ or distinguishing a person wearing glasses is a ‘nerd’ or distinguishing between twins as the “sporty one” and the “brainy one”)between twins as the “sporty one” and the “brainy one”)Solution: Avoid labelling; Ask yourself the question: “how Solution: Avoid labelling; Ask yourself the question: “how would I feel if…”would I feel if…”

5. Marking5. Marking (attaching an irrelevant description, e.g. “My (attaching an irrelevant description, e.g. “My black friend said…” or “Mary is a female lumberjack”)black friend said…” or “Mary is a female lumberjack”)Solution: Listen to yourself; Think before you speakSolution: Listen to yourself; Think before you speak

6. Unnecessary association6. Unnecessary association (‘marking’ taken a step (‘marking’ taken a step further; irrelevantly associating one person with another)further; irrelevantly associating one person with another)Solution: Question your motivesSolution: Question your motives

Note: In an assessment, answer a question about the Note: In an assessment, answer a question about the problems by referring to an explanation, example and problems by referring to an explanation, example and why the problems cause miscommunicationwhy the problems cause miscommunication

PROBLEMS (part 4)PROBLEMS (part 4)

7. Gossip7. Gossip (revealing personal information about someone (revealing personal information about someone else)else)Solution: Avoid gossiping; Clarify that the information is Solution: Avoid gossiping; Clarify that the information is unreliable; Question your motivesunreliable; Question your motives

8. Lying8. Lying (deliberately creating false impressions of (deliberately creating false impressions of someone else)someone else)Solution: Tell the truth (duh); identify the benefits of Solution: Tell the truth (duh); identify the benefits of telling the truthtelling the truth

9. Taboo language9. Taboo language (like profanity (curse words), (like profanity (curse words), vulgarity (taking about sex and pooping), culturally vulgarity (taking about sex and pooping), culturally inappropriate language (e.g. asking about a person’s inappropriate language (e.g. asking about a person’s weight in Western cultures)weight in Western cultures)Solution: Be sensitive: when in doubt, leave out; Solution: Be sensitive: when in doubt, leave out; consider the context; consider the receiver; note consider the context; consider the receiver; note feedbackfeedback

PROBLEMS (part 5)PROBLEMS (part 5)10. Racist language10. Racist language (language used to offend a certain ethnic group) (language used to offend a certain ethnic group)

Solution: Empathy; expose yourself to other ethnic groupsSolution: Empathy; expose yourself to other ethnic groups

11. Sexist language11. Sexist language (language used in such a way to diminish (language used in such a way to diminish equality of gender groups, e.g. calling women ‘ cookie’, ‘baby’, equality of gender groups, e.g. calling women ‘ cookie’, ‘baby’, ‘honey’ or ‘sweety’ AND men as ‘pigs’ or ‘dogs’)‘honey’ or ‘sweety’ AND men as ‘pigs’ or ‘dogs’)Solution: Become gender-sensitive; use gender neutral termsSolution: Become gender-sensitive; use gender neutral terms

12. Intercultural differences12. Intercultural differences (how cultures use language differently) (how cultures use language differently)12.1 Non-native speaker (we tend to translate from our own 12.1 Non-native speaker (we tend to translate from our own language into another – i.e. lost in translation)language into another – i.e. lost in translation)12.2 Different Worldviews (because we see the world differently, we 12.2 Different Worldviews (because we see the world differently, we communicate differently)communicate differently)12.3 Different use of the same language (e.g. popular saying may 12.3 Different use of the same language (e.g. popular saying may not be understood by different language speakers)not be understood by different language speakers)Solution: Be aware of cultural differences and likeliness to offend; Solution: Be aware of cultural differences and likeliness to offend; Anticipate misunderstanding; speak simply and clearlyAnticipate misunderstanding; speak simply and clearly

13. Gender differences13. Gender differences (men and women tend to speak differently, (men and women tend to speak differently, e.g. men view conversations as contests, while women talk for e.g. men view conversations as contests, while women talk for pleasure)pleasure)Solution: Be aware of gender differences in communication; make Solution: Be aware of gender differences in communication; make appropriate gender adjustmentsappropriate gender adjustments

Expressing yourself effectively:Expressing yourself effectively:1.1. Consider the time and place: be aware of- and sensitive Consider the time and place: be aware of- and sensitive

to your surroundingsto your surroundings2.2. Articulate clearly: Explain yourselfArticulate clearly: Explain yourself3.3. Turn towards the person you are addressing: sign of Turn towards the person you are addressing: sign of

respectrespect4.4. Place whatever you are saying in context: explain the Place whatever you are saying in context: explain the

relevance of what you are sayingrelevance of what you are saying5.5. Give only relevant informationGive only relevant information6.6. Make a valuable contribution: be informedMake a valuable contribution: be informed7.7. Choose the best words: callous words can cause Choose the best words: callous words can cause

irreparable damageirreparable damage8.8. Tell your story in a logical sequence: make senseTell your story in a logical sequence: make sense9.9. Credit other sources: be well readCredit other sources: be well read10.10. Be courteousBe courteous

Watch: Watch: http://www.youtube.com/watch?v=MOUqKtDVP7Ehttp://www.youtube.com/watch?v=MOUqKtDVP7E

The THEORY of SYMBOLIC INTERACTIONISMThe THEORY of SYMBOLIC INTERACTIONISM

We define the world through symbols :We define the world through symbols :

Because we share the meaning of these Because we share the meaning of these symbols with others, we can construct a symbols with others, we can construct a ‘reality’.‘reality’.

Thus, because we interact with symbols, we Thus, because we interact with symbols, we learn to know ourselves, can communicate learn to know ourselves, can communicate with others and understand our world.with others and understand our world.

Non-verbal (no words) CommunicationNon-verbal (no words) CommunicationRemember that non-verbal communication is communicating Remember that non-verbal communication is communicating

without the use of without the use of wordswords! E.g. waving at a friend or stopping ! E.g. waving at a friend or stopping at a RED lightat a RED light

Functions of non-verbal communicationFunctions of non-verbal communication(1) (1) AccentingAccenting – putting emphasis on a verbal message to clarify – putting emphasis on a verbal message to clarify

meaning, e.g. putting emphasis on a syllable or embolding a meaning, e.g. putting emphasis on a syllable or embolding a written word.written word.

(2) (2) ComplementingComplementing – Enhancing the verbal message, e.g. after – Enhancing the verbal message, e.g. after telling your friend you love them, giving them a hug.telling your friend you love them, giving them a hug.

(3) (3) SubstitutingSubstituting – using non-verbal communication in stead of – using non-verbal communication in stead of verbal communication, e.g. Shaking someone’s hand, in verbal communication, e.g. Shaking someone’s hand, in stead of saying: “Hallo”.stead of saying: “Hallo”.

(4) (4) ContradictingContradicting – When our non-verbal signals is opposite to – When our non-verbal signals is opposite to our verbal communication, e.g. Denying that you like our verbal communication, e.g. Denying that you like someone, but blushing. Our emotions often ‘leak’ someone, but blushing. Our emotions often ‘leak’

(5) (5) RegulatingRegulating – Ensuring the flow of verbal communication, – Ensuring the flow of verbal communication, e.g. e.g. pausing pausing to indicate that it is someone else’s turn to to indicate that it is someone else’s turn to speak.speak.

How verbal- and non-verbal How verbal- and non-verbal communication are separate, but communication are separate, but interrelated:interrelated:

There are four (4) There are four (4) CATEGORIESCATEGORIES of communication of communication::1)1) Verbal Verbal (words)/ (words)/ vocal vocal (voice; speaking) – E.g. (voice; speaking) – E.g.

Saying “Hallo” to a friend.Saying “Hallo” to a friend.2)2) VerbalVerbal/ / non-vocalnon-vocal ( (no no voice; voice; no no speaking) – E.g. speaking) – E.g.

Writing a letter to your grandmother.Writing a letter to your grandmother.3)3) Non-verbalNon-verbal (no words)/ (no words)/ vocal vocal – E.g. Clearing your – E.g. Clearing your

throat to indicate your irritation at something OR throat to indicate your irritation at something OR ‘Psst’ to get someone’s attention.‘Psst’ to get someone’s attention.

4)4) Non-verbalNon-verbal/ / non-vocalnon-vocal – E.g. Hugging someone to – E.g. Hugging someone to show your affection to that person.show your affection to that person.

Five (5) Five (5) CATEGORIESCATEGORIES of Non-Verbal of Non-Verbal communicationcommunication

i.i. KinesicsKinesics

Communicating through body movement. The key word Communicating through body movement. The key word is ‘movement’. Facial expression (movement); eye is ‘movement’. Facial expression (movement); eye movement; body movement; hand gestures (movement)movement; body movement; hand gestures (movement)- Physical appearance: ‘judging a book by its cover’- Physical appearance: ‘judging a book by its cover’- Body type: whether big, slender or thin- Body type: whether big, slender or thin- Posture: whether we slouch or stand erect- Posture: whether we slouch or stand erect- Pupil dilation: open pupil (happy); retracted pupil - Pupil dilation: open pupil (happy); retracted pupil (unhappy) (unhappy) - Facial Expression: effortlessly convey- Facial Expression: effortlessly convey emotion (sadness, shock, concentration, etc). emotion (sadness, shock, concentration, etc).- Oculesics: Eye contact; Eye aversion.- Oculesics: Eye contact; Eye aversion. Determined by culture. Determined by culture.- Body movement: express intensity of- Body movement: express intensity of emotion. emotion.- Hand gestures: culture contextualise hand- Hand gestures: culture contextualise hand gestures. E.g. thumbs up gestures. E.g. thumbs up

ii.ii. ProxemicsProxemicsCommunicating through space. Also including territoriality: Communicating through space. Also including territoriality: primary- (e.g. my house); secondary- (e.g. my seat in class); primary- (e.g. my house); secondary- (e.g. my seat in class); public- (e.g. parks); central markers (e.g. “reserved” sign); public- (e.g. parks); central markers (e.g. “reserved” sign); boundary markers (e.g. white chalk lines of a rugby field); and ear boundary markers (e.g. white chalk lines of a rugby field); and ear markers (e.g. branding a cow)markers (e.g. branding a cow)

A person’s portable territory

Intimate zone

Personal zone

Social zone

Public zone

iii.iii. HapticsHaptics

We communicate through touch. E.g. Hugging We communicate through touch. E.g. Hugging

There are different types of touch: There are different types of touch: positive-positive-affect, playful, control, ritualistic, affect, playful, control, ritualistic, hybrid, task-related hybrid, task-related and and accidental accidental touchtouch..

iv.iv. ChronemicsChronemics

We communicate through our reference to time. E.g. “Hurry up, I We communicate through our reference to time. E.g. “Hurry up, I don’t want to be late”.don’t want to be late”.

Cultures approach time in one of two ways, either:Cultures approach time in one of two ways, either: Time is important (monochronic); orTime is important (monochronic); or Time is flexible (polychronic)Time is flexible (polychronic)

v.v. ParalanguageParalanguage

The The HOW HOW we say things. We can we say things. We can judge a person’s judge a person’s age, gender, age, gender, geographic background, geographic background, intellect, mood/ emotionintellect, mood/ emotion, , etc. If etc. If a man has a deep voice, we a man has a deep voice, we perceive him as masculine. A perceive him as masculine. A woman with a deep husky voice is woman with a deep husky voice is perceived as sensual. perceived as sensual. Paralanguage Paralanguage is the is the howhow we say we say things, as well as the things, as well as the voice voice quality quality and and vocalisationvocalisation..

Deception theory:Deception theory:We give people the benefit of the doubt. E.g. If a student tells We give people the benefit of the doubt. E.g. If a student tells

a lecturer that he/ she needs to go to the bathroom, the a lecturer that he/ she needs to go to the bathroom, the lecturer will believe the student (even if the student is lecturer will believe the student (even if the student is telling a lie to go and have a fag). Some cues of lying telling a lie to go and have a fag). Some cues of lying (emotional leakage), include:(emotional leakage), include:

Long pause when replying to a question;Long pause when replying to a question; Eye aversionEye aversion FidgetingFidgeting Less/ more smilingLess/ more smiling Slower speechSlower speech Rubbing nose or touching face repeatedlyRubbing nose or touching face repeatedly Hedges, e.g. “um”, “er” etc.Hedges, e.g. “um”, “er” etc.

Expectation violation theory (Du Plooy-Cillers & Louw Expectation violation theory (Du Plooy-Cillers & Louw 2014:124):2014:124):

According to us, people behave in a certain way (e.g. my According to us, people behave in a certain way (e.g. my mother always kisses me goodnight; my dad is never late mother always kisses me goodnight; my dad is never late for an appointment). When people then behave in an for an appointment). When people then behave in an unexpected way (my mother doesn’t kiss me; my dad is unexpected way (my mother doesn’t kiss me; my dad is late for a meeting), we get confused (i.e. violated). We late for a meeting), we get confused (i.e. violated). We become suspicious and will judge the person’s behaviour become suspicious and will judge the person’s behaviour based on our like/ dislike of them.based on our like/ dislike of them.

Tips for nonverbal behaviour in Tips for nonverbal behaviour in the workplacethe workplace

(Louw & Du Plooy-Cilliers 2014: 135)(Louw & Du Plooy-Cilliers 2014: 135)

Non-verbal deal BREAKERS Non-verbal deal MAKERS

B.O. Good paralanguage

Bad breath and messy hair Good hygiene

Bad fashion Good fashion

Bad posture Good eye contact

Bad mannerisms (e.g. folding arms)

Good body orientation

Bad attention span (e.g. looking around)

Good posture

Going on ‘auto pilot’ Being sincere

Fidgeting Good use of hand gestures

Insincere smiling Sincere smiling

Clock-watching

Application to Little Britain Application to Little Britain 1. Describe Vicky Pollard’s 1. Describe Vicky Pollard’s attitudeattitude, , valuevalue, and , and belief.belief.

9. Explain how non-verbal communication is used in the show.9. Explain how non-verbal communication is used in the show.

2. Describe the different types of territories relevant in the 2. Describe the different types of territories relevant in the showshow

3. Identify two functions of communication in the 3. Identify two functions of communication in the show.show.

4. Provide a comprehensive description of 4. Provide a comprehensive description of encoding encoding & & decoding.decoding.

5. Provide any three golden rules on how Vicky can improve her interpersonal 5. Provide any three golden rules on how Vicky can improve her interpersonal skills.skills.

6. Explain the Horn effect and apply it to Vicky 6. Explain the Horn effect and apply it to Vicky Pollard.Pollard.

7. What is a stereotype, and which stereotype does Vicky Pollard 7. What is a stereotype, and which stereotype does Vicky Pollard represent?represent?

8. Provide one example of denotative- and connotative meaning from the 8. Provide one example of denotative- and connotative meaning from the show.show.