Word formation. Major and minor ways of word formation content introduction

 
 
 
CHAPTER I. SPEECH AND LANGUAGE SERVICES 
1.1 USING THE CURRICULUM TO FORMULATE IEP 
GOALS FOR 
COMMUNICATION THROUGH A DEVELOPMENTAL 
CONTINUUM 
 
 
Students who understand something of the culture they interact 
with are likely to be better received by their hosts than those who are 
less well informed. This is mainly because understanding pertinent facts, 
attitudes and behaviors in the cultures we deal with can enable us to 
identify specific behaviors’ that will help us communicate more 
effectively and avoid causing unintentional offence. It is important that 

---

the behaviours we identify (often described as 'dos and don'ts') are not 
prescriptive or too specific, but instead focus on enabling us to achieve 
whatever outcome we want to achieve from the interaction in question. 
visitors who understand something of the culture they interact with are 
likely to be better received by their hosts than those who are less well 
informed. This is mainly because understanding pertinent facts, attitudes 
and behaviours in the cultures we deal with can enable us to identify 
specific behaviours that will help us communicate more effectively and 
avoid causing unintentional offence. 
 
The primary importance of communication in a context lies in the 
fact that the meaning of any given behaviour may differ from culture to 
culture. In other words, although certain aspects of non-verbal 
communication (such as facial expressions that at indicate sadness, fear, 
anger, disgust and surprise) are universal, other forms of
communication may differ from one cultural group to another. Even 
when dealing with universal behaviours such as smiling or frowning, the 
situations in which these expressions are demonstrated and the intensity 
with which feelings and emotions are expressed varies between cultures. 
For example, to outsiders, people from Mediterranean and Arabic 
cultures appear to exaggerate their expressions of grief or joy. In 
contrast, many Anglo-Saxon cultures are stereotyped as encouraging the 
stiff upper lip and the absence of emotional expression. In reality, 
individuals from both types of culture are capable of effectively 
transmitting information about their feelings; they simply do it in 
different ways and at different times.

---

The 
potential 
for 
misreading 
and 
misunderstanding, 
communication is compounded by the fact that so much of 
communication is outside conscious control. For example, a Japanese 
student may not be consciously aware of averting eye contact when 
interacting with a high-status university professor, although this is 
commonly observable behaviour in that culture. The British university 
professor who encounters this Japanese student may not be consciously 
aware of this lack of eye contact, but may still subconsciously interpret 
it as demonstrating disinterest or a lack of courtesy. In this situation, 
cultural differences in non-verbal communication have generated 
feelings in both teacher and student that are difficult to recognize and 
hence difficult to rationalize and reject.
 
Whether conscious or unconscious, the various meanings 
communicated through body movements (and the frequency with which 
body movements are made) can sometimes vary from culture to culture. 
This can lead to cross-cultural misunderstandings, as the examples 
below demonstrate.
Emblems. The meaning of emblems can differ from culture to culture. 
For example, the American OK sign means 'zero' in France and has a 
potentially obscene meaning in some Latin American cultures.
Illustrators. In some Asian cultures the extensive use of hand gestures 
is often interpreted as a lack of intelligence, whereas in Latin cultures 
the absence of hand gestures may be seen as demonstrating a lack of 
interest in the conversation.
Affective displays. Although basic affective displays such as sadness, 
happiness or anger are usually understood across cultural barriers, the 

---

degree and frequency with which affective displays are used is much 
less universal. Thus, the comparative absence of facial gestures in 
Japanese culture directly gives rise to the Western stereotype of the 
Japanese as Inscrutable'. The counter-stereotype of 'hot-tempered' 
Latinos can also be attributed to the greater use
Whether conscious or unconscious, the various meanings communicated 
through body movements (and the frequency with which body 
movements are made) can sometimes vary from culture to culture. This 
can lead to cross-cultural misunderstandings, as the examples below 
demonstrate.
Emblems. The meaning of emblems can differ from culture to culture. 
For example, the American OK sign means 'zero' in France and has a 
potentially obscene meaning in some Latin American cultures.
Illustrators. In some Asian cultures the extensive use of hand gestures 
is often interpreted as a lack of intelligence, whereas in Latin cultures 
the absence of hand gestures may be seen as demonstrating a lack of 
interest in the conversation.
Affective displays. Although basic affective displays such as sadness, 
happiness or anger are usually understood across cultural barriers, the 
degree and frequency with which affective displays are used is much 
less universal. Thus, the comparative absence of facial gestures in 
Japanese culture directly gives rise to the Western stereotype of the 
Japanese as Inscrutable'. The counter-stereotype of 'hot-tempered' 
Latinos can also be attributed to the greater use of affective displays in 
Latin culture. People from Scandinavia tend to smile less at people they 

---

do not know, or who are not personally introduced to them, than 
American people.
Regulators. In India a slight shake or circling of the head indicates an 
affirmation or agreement with what is being said. In North America this 
shaking head gesture signifies `no', whereas in Greece `no' is indicated 
by tilting the head back sharply. In Bulgaria, the former Yugoslavia,
Turkey and Iran, nodding the head up and down often means `no', 
while shaking the head back and forth means 'yes'.
Adaptors. Adaptors can sometimes be misperceived as emblems when 
crossing cultural boundaries. Crossing the legs while sitting may be an 
adaptor in Western cultures carrying a limited amount of communication 
meaning. However, the unintentional by-product of crossing the legs — 
showing the soles of the feet or shoe — may be strongly emblematic 
(and quite offensive) in some Asian or Arab cultures. Even the act of 
crossing the legs itself can be considered rude in both Ghana and 
Turkey.
of affective displays in Latin culture. People from Scandinavia tend to 
smile less at people they do not know, or who are not personally 
introduced to them, than American people.
Regulators. In India a slight shake or circling of the head indicates an 
affirmation or agreement with what is being said. In North America this 
shaking head gesture signifies `no', whereas in Greece `no' is indicated 
by tilting the head back sharply. In Bulgaria, the former Yugoslavia,
Turkey and Iran, nodding the head up and down often means `no', 
while shaking the head back and forth means 'yes'.

---

 Adaptors. Adaptors can sometimes be misperceived as emblems when 
crossing cultural boundaries. Crossing the legs while sitting may be an 
adaptor in Western cultures carrying a limited amount of communication 
meaning. However, the unintentional by-product of crossing the legs — 
showing the soles of the feet or shoe — may be strongly emblematic 
(and quite offensive) in some Asian or Arab cultures. Even the act of 
crossing the legs itself can be considered rude in both Ghana and 
Turkey.
 
SLPs should write IEP goals that support the MCPS Curriculum. 
As stated in the English/Language Arts Curriculum Framework: 
Oral language forms the foundation of reading/language arts. Listening 
and speaking proficiently prepares the individual to communicate 
articulately in society. As stated in the Maryland Voluntary State 
Curriculum English/Language Arts Content Standards: 
Listening is an active, purposeful part of the communication 
process that goes well beyond hearing. Receiving, attending to, 
assigning meaning for, responding to, and remembering aural messages 
are important aspects of listening. Speaking is a powerful oral 
communication tool used for personal, academic, professional, and 
social purposes. 
This course work is an effort to illustrate examples of IEP goals 
that address foundational oral communication skills. This document 
represents the belief that focus on oral communication skills will enable 
students to become engaged with the MCPS Curriculum. Ideally, this 
approach will lessen the impact of oral communication weaknesses as 

---

the student meets the challenges of the curriculum standards and 
indicators.