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Clip 2: Linguistic strategies of involvement

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Clip 2: Linguistic strategies of involvement

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① Use given names and nicknames:
[Tina: Hi, Meadow...] Tina tries to show politeness to Meadow but she fails to receive the same response from Meadow.
[Gemma: Tina, I don't know if...]
[Tina: Gemma, you might...]
② Notice or attend to Hearer:

Gemma told Tina that [you are being profiled]
③ Claim common point of view:
Tina agreed with Gemma and said [OMG, Gemma, I think you might be right]

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Clip 1: Linguistic strategies of involvement

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Clip 1: Linguistic strategies of involvement

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① Use given names and nicknames:
All participants use given names such as "Gemma", "Jeremiah", "Dave" and "Que" to refer to people.
② Be voluble:

All participants say a lot and respond to others. And Dave and Jemma are obviously voluble, their volubility can be considered as an involvement strategy.
③ Notice or attend to Hearer:

[Oh you are the one who sold him the Spanx]

④Indicate Speaker knows Hearer’s wants and is taking them into account
[Look, if you like those spanx, you're gonna love these cashmere scarves]

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Involvement means in human interactions, we need to be involved with other participants and to show them our involvement. Independence means that we need independence from other participants and need to show them our respect to their independence. Involvement is shown by discourse strategies such as paying attention to others, showing a strong interest in their affairs, pointing out common in-group membership or points of view with them, or using first names. Independence can be shown by discourse strategies like making minimal assumptions about the needs or interests of others, by not “putting words into their mouths,” by giving others the widest range of options, or by using more formal names and titles.  (Scollon, Scollon & Jones, 2012)

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(Im)politeness resides not just in what you say, but also how you say it (Brown & Prieto, 2017). The negotiation of (im)politeness that accompanies communicative events is mediated through various modalities, including the use of words conventionally associated with (im)politeness, the sound of speaker’s voice, and the use of polite gestures. And mock (im)politeness utterances generally need the addition of gestural cues to the prosodic cues to be successfully assessed (Culpeper, 2011).

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Nonverbal behaviors are those aspects of a person’s demeanor that communicate additional information about the behavior being performed. Several nonverbal behaviors can occur together as one nonverbal behavior set to convey more accurately how an act is being performed. Nonverbal behavior performed with other behaviors could either reinforce the meanings of those behaviors or contradict them (Rashotte, 2002).

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[Meadow: Whoa, there's no need to be aggressive.]

Gesture: Meadow was talking with her arms crosses and was rolling her eyes.

Prosody: There was a significant rise-fall tone.

Interpretation: The intonation pattern Meadow used might just indicate her disagreement. But together with her crossing arms showing defensiveness and rolling eyes indicating disgust, the way Meadow talked to Tina could be interpreted as impolite.

[Meadow: See! Now you're upsetting my customer.]

Gesture: Meadow used her index finger pointing at Tina but opened her palm to refer to Gemma. And she was raising her eyebrow while talking to them.

Prosody: A raising of voice (including raised pitch and loudness).

Interpretation: As mentioned by Culpeper, the raising of voice can be regarded as a prosodic device used to manifest impoliteness. Meadow’s invading the space of Tina, together with her rude gesture of pointing at Tina were obvious impolite behaviors. However, Meadow’s “polite” gesture towards Gemma in the context could also be interpreted as mock politeness if the gesture and prosody were observed as a whole.

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[Gemma: Hey, nice to meet you.]

Gesture: Gemma turned her body towards the person she was talking to, gently bowed and stretched out her hand first.

Prosody: A rising tone.

Interpretation: It might be hard to assess the overall politeness of the conversation simply according to the intonation. But together with Gemma’s friendly body language and polite greeting gesture, the overall conversation was conducted in an enthusiastic and friendly way.

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Politeness: “All that is really being claimed is that people employ certain strategies for reasons of expediency – experience has taught us that particular strategies are likely to succeed in given circumstances, so we use them.” (Thomas, 1995)
Impoliteness involves:

Language or behaviours which are negatively evaluated in a particular context;

They are negatively evaluated because they attack somebody’s face (identity or rights);

They cause specific emotional reactions (e.g. hurt, anger).

There are direct and indirect ways in which somebody is impolite. The direct ways including dismissals, silencers and threats. And sarcasm is an indirect way.

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The husband moving to the African-American community

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The wife moving to the African-American community

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Living in the African-American community

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A white salesperson in the department store

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1. Are linguistic strategies of independence included in these two clips？Do you think that it is necessary to include both involvement and independence in a communication simultaneously? If yes, why? If no, please give an example to demonstrate.
2. Do you have any experience of moving to a new neighborhood (or any similar experience)? How is the politeness you perceived remains the same as or differs from your previous experience?

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Meadow’s contempt smile with her arms crossed.

Interpretation: Although Meadow showed a smile, the smile with the corners of her lips appearing tightened indicated a mixture of disgust and resentment. Coupled with her having the arms crossed, the nonverbal behavior set indicated her unpleasant and impoliteness towards Tina.

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Gemma’s teeth-rich smile with her waving to Dave’s new friends.

Interpretation: People with teeth-rich smiles aren't always smiling. But when Gemma was smiling with her mouth open wide and flashed her pearly whites, the smile made her seem friendly. What’s more, she was waving to people at the same time, which made her approachable and indicated her willingness to being introduced.

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Qualitative analysis is used in this study. The study examines the texts from the content, the nonverbal behaviors, and tone of voice to understand the perceived (im)politeness.

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Tina is trying to help Gemma return a backpack Gemma stole when she was a teenager.

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Dave and Gemma have just moved to a black community and Dave is introducing Gemma to his new friends in the black neighborhood.

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Brown L., Prieto P. (2017) (Im)politeness: Prosody and Gesture. In: Culpeper J., Haugh           M., Kádár D. (eds) The Palgrave Handbook of Linguistic (Im)politeness. Palgrave
Macmillan, London. https://doi.org/10.1057/978-1-137-37508-7_14
Culpeper, J. (2011). "Chapter 2 “It’s not what you said, it’s how you said it!” Prosody
and impoliteness". In Discursive Approaches to Politeness. Berlin, Boston: De
Gruyter Mouton. doi: https://doi.org/10.1515/9783110238679.57
Kendon, A. (2004). Gesture: Visible Action as Utterance. Cambridge: Cambridge
University Press.
Rashotte, L. (2002). What Does That Smile Mean? The Meaning of Nonverbal
Behaviors in Social Interaction. Social Psychology Quarterly, 65(1), 92. doi:
10.2307/3090170
Thomas, J. (1995). Meaning in Interaction: An Introduction to Pragmatics. London:
Longman.
Scollon, R., Scollon, S. W., & Jones, R. H. (2012). Intercultural communication : A
discourse approach. ProQuest Ebook Central https://ebookcentral.proquest.com