University of Phoenix Material
Verbal and Nonverbal Coding Worksheet
Part A: Nonverbal
Instructions: Respond to each question below in complete sentences with at least 150 words. Include at least one example from the reading materials that supports your position in your response.
1. Is a smile a universal nonverbal form of communication? Why or why not? Provide specific examples in your answer. Yes a smile is a universal nonverbal form of communication. A smile is a facial expression that shows happiness. People can smile for several reasons such as happiness, excitement, if something is funny, or even out of embarrassment. For the most part across the globe, smiling is a natural reaction to a happy feeling. However, in some cultures babies are taught to smile at strangers, while other babies are taught to smile only in certain circumstances (Lustig & Koester, 2010). Culture is taught at an early stage such as teaching babies of when to smile. Cultures should remember this when speaking to others from different cultures. Although, here in America we smile at everyone as a courtesy, it doesn’t mean a woman from another culture is being mean if she doesn’t smile back. It could be that in her culture woman do not smile to strangers. The answer to the question is yes it is universal and communicates a form of happiness, but we still need to be mindful of other cultures and their non-verbal communication.
2. What are some of the ways that you, as an American or an international student, have been taught, or unconsciously learned, to synchronize your nonverbal behaviors?
If I am understanding the question the right way I think I learned nonverbal behaviors such as shaking my head no when I say no or nodding it yes when I say yes. You learn these things at a very young age of 2 or 3. I also learned to point at someone (although my mom always said don’t point at people) it was a natural thing that you learned as a kid. Another thing I know I do is I talk with my hands. My family is a big Italian family and with loud talking comes big hand motions. The louder the conversation the bigger the hand motions. In chapter eight of the text book, it describes the awkwardness between an American and Japanese as they bow. The Japanese bow is very synchronized and when and American bows it becomes awkward because we do not have the same synchronization they do circumstances (Lustig & Koester, 2010).
Part B: Verbal
Instructions: There are five interrelated sets of rules that combine to create a verbal code or language. In the middle column, define the five verbal rules that create the verbal code in a minimum of two sentences for each rule. In the last column, provide an example from both American culture and an international culture for each of the five rules of verbal codes. Then answer the questions on the following page. Rule set
(2 or more sentences)
(1 American culture example and
1 international culture example)
(rules for word sounds)
Phonology is the rules for combining phonemes in a language. Phonemes are the basic sounds units of the language. An American example would be “K” it makes a hard K sound. An international example would be the Spanish “LL”. Take my last name is Castillo. Because I am American I would pronounce the two L’s together as L, but it is a Spanish word so my name pronounced phonetically would be: Ka-Stee-YO…. The two L’s sound like YO. (2) Morphology
(units of meaning in a word)
Morphemes refer only to meaning units. Morphemes are the smallest units of meaning in a language. All words have a least one morpheme (meaning) while others can have three. The Chinese use the word “ma” which can mean four different things depending on how you pronounce it. It can mean mother, toad, horse, or scold. In America, the word SWEET can be used in the context of taste, or meaning “kind”. Such as Miranda...
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