Speech, Language and Communication Are Different Aspects of the Same Process - Essay Example

?Speech, Language and Communication are different aspects of the same process. Compare and contrast these aspects. Speech, language and communicationare often described as being different aspects of the same process. Speech is the vocal form in which humans communicate, and language is the tool they use to complete this process. Communication itself is a way of conveying ideas or messages between different individuals. Speech is a form of communication, but communication does not have to be spoken. However, speech, language and communication all have the same purpose, in that humans use these elements to get a point across. All three are used by human individuals to convey a message of emotion, purpose or knowledge to each other. The purpose of this essay is to explore the similarities, differences and common functionality of speech, language and communication and their use in human life. By doing this, it will become clear that each of these aspects form part of a greater process within the brain and form an important part of human cognition in daily life. Firstly, it is important to note the importance of speech, language and communication in human life. Children who do not have full functionality in these features often have a number of difficulties in their daily life and may perceive their quality of life as being lower than those with standard communication tools (Markham, van Laar, Gibbard & Dean, 2009). The use of speech is particularly important, as children with a deficit in this area often show poor life outcomes in communication, cognitive/academic, educational attainment, and occupational status (Johnson, Beitchman & Brownlie, 2010). Speech problems are often problematic because they can lead to a deficit in language acquisition, leaving the individual unable to communicate clearly even using written and gestural forms of communication (Lancaster, Keusch, Levin, Pring & Martin, 2010). Speech, then, is a way of using language tools to convey a message to individuals. Speech only works as a form of communication between individuals who speak the same language (Beukelman & Mirenda, 2005). Speech is generally considered to be a much more forthright and decipherable form of communication, although it is by no means the only important part of human communication. Speech is a physiological result of neurological processes, relying on the appropriate movement of the tongue, jaw and lips to produce the correct phonetic sound that represents the message that the individual is trying to represent (Beukelman & Mirenda, 2005). In contrast, there are also languages that rely on the same set of brain processes in areas like Broca's area and Wernicke's area which do not rely on physiological speech. Speaking is therefore the default modality for the majority of human individuals, but is not the sole method of conveying language. This can be seen in British Sign Language (MacSweeney, Capek, Campbell & Woll, 2008) and other gestural forms of communication that are common to a particular group. Language itself is a result of a number of complex neurological activities. The most interesting studies that show how language forms part of the general process are those that focus on individuals who have deficiencies in certain brain functions. A loss of function in Broca’s area are unable to use language to convey their meaning (Weiller & Saul, 2010). A loss of function in Wernicke’s area, however, have a more receptive aphasia, meaning that they cannot understand the language of others but retain normal speech themselves (Weiller & Saul, 2010). Evidence has shown that people with deficiencies in both areas show the same deficiencies whether they are communicating using traditional speech or languages such as British Sign Language (Stevenson, McCann, Watson, Worsfold & Kennedy, 2010), suggesting that speech and language are integral to each other but are not inseparable. Again, it is evident that speech, language and communication share many of the same features but are fundamentally different in their nature. If speech is an expression of language, and language an innate part of the brain found mostly in Broca’s area and Wernicke’s area, what is communication? Communication can include speech and language, but is much more multi-faceted and is not limited to the spoken word. It is a sharing of information from one individual to another. Non-verbal communication has been suggested to be the most important form of human interaction (Stier, 2009), even beyond speech and language use. Non-verbal communication relies on the use of the limbic system, which lies under the cerebrum. This area is concerned with emotion, memory, behaviour and motivation (Stier, 2009), all of which play a huge part in non-verbal communication. Perhaps the most interesting thing about non-verbal communication is that, unlike speech and (standard) language, it is used by non-human organisms. Whilst human communication usually relies on both verbal and non-verbal communication, many animals use a wide range of gestures and behaviours that signify something that they wish to communicate (Seyfarth et al, 2010). Many of the same structures that are found in the human limbic system can also be found in animals as diverse as the rat and the alligator (Seyfarth et al, 2010), suggesting that this type of communication has played a major role in evolutionary biology. Additionally, some studies have suggested that the basis of animal communication are very similar to that found in human language, suggesting that there may be a central link that joins all forms of communication throughout the animal kingdom (Balter, 2010). Communication can also refer to written communication. Written communication involves several of the same processes as using spoken language, with a few key differences. The use of spoken language generally relies upon some non-verbal cues (gestures, movement and visuals) as well as a variety of different aural cues (pitch and tone, for example). The use of written language does not possess any of these key points which can add meaning to the communication (Nakamura et al, 2012). Spoken language is also said to be acquired naturally as part of childhood development, whereas the use of written language has to be formally taught (Nakamura et al, 2012). Reading also requires the use of the visual cortex (Nakamura et al, 2012), not necessarily used in spoken language usage. However, after the language has been decoded in the visual cortex, the understanding and analysis of the written word is passed to Wernicke’s area (Nakamura et al, 2012), suggesting some similar pathways for the use of language as a communication tool. One interesting contrast between communication more generally and language as an entity is that communication is more global, whereas many languages are mutually unintelligible (Ritchie & Batia, 2012). Interestingly, learning a second language can help the brain ‘grow’, mostly in parts of the hippocampus (part of the limbic system) and the superior temporal gyrus (Ritchie & Batia, 2012). The superior temporal gyrus is an important part of Wernicke’s area, again implicating this important brain area in the use of language (Ritchie & Batia, 2012). Interestingly, language elements (such as syntax, grammar or words) can easily transfer between languages with exposure over time, suggesting a fluidity in the way that humans learn and use linguistics (Ritchie & Batia, 2012). In contrast, many non-verbal communications (such as body language) are more universal, although some gestures should be used carefully as these can be cultural (Beukelman & Mirenda, 2005). Because of the importance of communication to the human race, there are those who are concerned with helping a child to communicate as part of the developmental process, if this is lacking. Therapists and psychologists working in this area often put emphasis on helping a child to communicate, whether this be through language, speech or non-verbal cues. This means involving the limbic system in development, even if it means utilizing an alternative communication system (Beukelman & Mirenda, 2005). Some individuals with severe learning difficulties may never be able to communicate using language or speech, but can find other ways to portray a message. This is perhaps the fundamental difference between communication and speech and language: it is the fundamental part of human nature that needs to be fostered. In conclusion, communication is the broadest term and involves speech, language and non-verbal communication. This involves various different parts of the brain, but all forms of communication are concerned with putting a message across to other individuals. The fundamental difference between communication and speech and language is that communication occurs between members of all animal species. Language is a specific communication method which is different between cultures, and can include speech and writing. Spoken language is learnt at a very young age intuitively. Written language must be taught in a formal setting. Finally, speech is the way in which the majority of humans communicate using language, although some individuals may use a sign language. Sign language and speech both utilize areas of the brain known as Wernicke’s area and Broca’s area. Fundamentally, all three elements are part of the same system but vary in style and are dependent on culture and biology. Works Cited Balter, M. (2010). Animal communication helps reveal roots of language. Science, 328(5981), 969–971. Beukelman, D., & Mirenda, P. (2005). Augmentative and alternative communication. Retrieved from http://www.citeulike.org/group/408/article/309352 Johnson, C. J., Beitchman, J. H., & Brownlie, E. B. (2010). Twenty-Year Follow-Up of Children With and Without Speech-Language Impairments: Family, Educational, Occupational, and Quality of Life Outcomes. 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