Functions of Verbal Communication
Now that you have learned about the nature of language, there are many functions that you can explore with this greater understanding. Language is ubiquitous in our verbal, written, and mediated communications. In this section, we will explore verbal communication, which is communication via language. You will learn to recognize and appreciate the common thread that can tie us together or breaks us apart.
Reality construction
Verbal communication helps us define reality. We use verbal communication to define everything from ideas, emotions, experiences, thoughts, objects, and people (Blumer, 1969). Think about how you define yourself. You may define yourself as a student, employee, son/daughter, parent, advocate, etc. You might also define yourself as moral, ethical, a night-owl, or a procrastinator. Verbal communication is how we label and define what we experience in our lives.
These definitions are not only descriptive, but evaluative. Imagine you are at the beach with a few of your friends. The day starts out sunny and beautiful, but the tides quickly turn when rain clouds appeared overhead. Because of the unexpected rain, you define the day as disappointing and ugly. Suddenly, your friend comments, “What are you talking about, man? Today is beautiful!” Instead of focusing on the weather, he might be referring to the fact that he was having a good day by spending quality time with his buddies on the beach, rain or shine.
This statement reflects that we have choices for how we use verbal communication to define our realities. We make choices about what to focus on and how to define what we experience and its impact on how we understand and live in our world.
Categorization
Verbal communication helps us organize complex ideas and experiences into meaningful categories, known as categorization. Consider the number of things you experience with your five primary senses every day. It is impossible to comprehend everything we encounter. We use verbal communication to organize seemingly random events into understandable categories to make sense of our experiences.
For example, we all organize the people in our lives into categories. We label these people with terms like, friends, acquaintances, romantic partners, family, peers, colleagues, and strangers. We highlight certain qualities, traits, or scripts to organize outwardly haphazard events into meaningful categories to establish meaning for our world.
Cognition
Verbal communication helps us think. Without verbal communication, we would not function as thinking beings. The ability most often used to distinguish humans from other animals is our ability to reason and communicate. With language, we are able to reflect on the past, consider the present, and ponder the future. We develop our memories using language. Try recalling your first conscious memories. Chances are, your first conscious memories formed around the time you started using verbal communication. What would your world be like without language?
Boroditsky (2011, p. 62) claims that people “rely on language even when doing simple things like distinguishing patches of color, counting dots on a screen or orienting in a small room: my colleagues and I have found that limiting people's ability to access their language faculties fluently--by giving them a competing demanding verbal task such as repeating a news report, for instance--impairs their ability to perform these tasks.” This may be why it is difficult for some people to multitask - especially when one task involves speaking and the other involves thinking.
Verbal communication helps us shape our attitudes about our world. The way you use language shapes your attitude about the world around you. Edward Sapir and Benjamin Lee Whorf developed the Sapir-Whorf hypothesis to explain that language determines thought. People who speak different languages, or use language differently, think differently (Hussein, 2012; Lucy, 2010; Maxwell, 2004; Perlovsky, 2009; Sapir, 1958; Whorf, 1956).
The argument suggests that if a native English speaker had the exact same experiences in their life, but grew up speaking Chinese instead of English, their worldview would be different because of the different symbols used to make sense of the world.
When you label, describe, or evaluate events in your life, you use the symbols of the language you speak. Your use of these symbols to represent your reality influences your perspective and attitude about the world. So, it makes sense then that the more sophisticated your repertoire of symbols is, the more sophisticated your world view can be for you.
While the Sapir-Whorf hypothesis is highly respected, there have been many scholarly and philosophical challenges to the viewpoint that language is what shapes our worldview. For example, Vicente and Martinez-Manrique (2008) did a study regarding the argument of explicitness, which has two premises. The first premise is that “the instrument of thought must be explicit” in order for thought and language to be connected; the second is that natural languages - languages that humans can learn cognitively as they develop - are not explicit (Vicente & Martinez-Manrique, 2008, p. 384).
The authors conclude that thoughts “demand a kind of completeness and stability of meaning that natural language sentences, being remarkably underdetermined, cannot provide” (Vicente & Martinez-Manrique, 2008, p. 397). It makes sense that something as arbitrary and complicated as the connection between thought and language is still being debated today.
Additionally, Boroditsky (2011) argues that if someone wants to learn another language and become fluent in that language, he or she might have to change the way he or she behaves, especially in how he or she sort things into categories and he or she notices in his or her focus.
Conclusion
While we have overly-simplified the complexities of verbal communication for you in this Module, when it comes to its actual use—accounting for the infinite possibilities of symbols, rules, contexts, and meanings—studying how humans use verbal communication is daunting. When you consider the complexities of verbal communication, it is a wonder we can communicate effectively at all. However, verbal communication is not the only channel humans use to communicate. In Unit 7, we will examine the other most common channel of communication we use: nonverbal communication.
Learning Activities
Activity 1: Words From Other Cultures
Words and their meanings are represent what is important to the people in culture. For instance, the Swedes have invented a brand new word, “flygskam,”which translates as “flight shame” in response to climate change and encourage their citizens to consider taking the train instead. Danes have a word, “higgle,” that translates as “the feeling of coziness, warmth, and well being.” The Japanese have a literary word, “tsundoku,” that translate as "an affliction of buying books that you don’t read." Research meaningful words in other languages that do not exist in the English language. Discuss.
Activity 2: Categorization exercise
Create a common grocery list of about 15-20 items. Then have the students categorize the list of items in small groups. Compare each other’s group categorizations. How might this exercise relate to language categorization of other more complex ideas? Does this show how language can construct our realities?
References
Blumer, H. (1969). Symbolic interactionism: Perspective and method. Prentice-Hall.
Boroditsky, L. (2011). How language shapes thought. Scientific American, 304(2), 62-65.
Hussein, B. (2012). The Sapir-Whorf hypothesis today. Theory and Practice in Language Studies, 2, 642-646.
Lucy, J. (2010). Through the window of language: Assessing the influence of language diversity on thought. THEORIA, 20, 299-309.
Maxwell, A. (2004). Magyarization, language planning, and Whorf: The word as a case study in linguistic relativism. Multilingua, 23(4), 319-37.
Perlovsky, L. (2009). Language and emotions: Emotional Sapir–Whorf hypothesis. Neural Networks, 22(5), 518-526.
Sapir, E. (1958). Selected writings of Edward Sapir in language, culture and personality (D.G. Mandelbaum, Ed.). University of California.
Whorf, B.L., & Carroll. J.B. (1956). Language, thought, and reality: Selected writings. Massachusetts Institute of Technology.
Media
1. Arrival – Sapir Whorf Hypothesis
Watch this clip from the movie Arrival. How the Sapir-Whorf Hypothesis apply to the scenes displayed? Between Dr. Banks and the entity?
The link is here: https://www.youtube.com/watch?v=JX8qOoyxt8s
2. TedEd: How languages evolved
Watch this clip about how languages evolved. How did we end up with some many languages? How is the English language evolving?
The link is here: https://www.youtube.com/watch?v=iWDKsHm6gTA
