大学思辨英语教程精读1Unit3教师用书

Unit3VerbalandNon-verbalCommunicationUnitoverviewBothUnits1and2mentionakeyword“communication”.AsThomasPaynepointsoutinTextBofUnit2,mostofus,linguistsornonlinguists,havethecommons-ensenotionthat “themainpurposeofhumanlanguageiscommunication”.Thustodevelopadeeperunderstandingofthenatureandfunctionoflanguage,weneedtotakeacloseathumancommunication.Thisunitexaminesthistopicfromacross-culturalperspective,illustratingthesimilaritiesanddifferencesinverbalandnon-verbalcommunicationbetweendifferentcultures,whichlaysafoundationforfurtherexploration intotheinterfacebetweenlanguageandcultureinthefollowingunits.TextAPeopleindifferentcommunitiesdemonstratedifferentperceptionsandrulesofbothverbal andnon-verbalcommunication. Thewaytheyinteractisculturallyrelativeinalmosteveryaspect,includingwhentotalk, whattosay,pacingandpausing, listenership,intonationandprosody,formulaicity,indirectness,andcoherenceandcohesion.TextBSomenon-verbalbehaviorsarepracticallyuniversalandhavethesamemeaningwhereveryouare.,smilingandfacialexpressionsofanger,surprise,fear,sadness,andsoon).Butforculturalandhistoricalreasons, therehavealso developedgreat differencesandvariationsinsuch aspectsaseye contact, touch, gestures, andterritorialspace,etc.Withoutanawarenessofrespectandaccommodationforpeoplefromadifferentbackground,thesedifferences arelikelytocausemisunderstandingsincross-culturalcommunication.ThetwotextssupplementeachotherinthatTextAillustratescross-culturaldifferencesinbothverbalandnon-verbalcommunicationwhileTextBfocusesonnon-verbalbehaviorsandaddressesbothdifferencesandsimilarities.TeachingobjectivesThisunitisdesignedtohelpstudentsdeveloptheirreadingskills,communicativecompetence,criticalthinking,interculturalreflectionandabilitiesofautonomouslearninginthefollowingaspects.Readingskills:UsecontexttounderstandanewwordIdentifycohesivedevicesPredictthecontentofanupcomingsentence/paragraphCommunicativecompetence:Developacoherentandcohesiveoral/writtendiscourseUsetopicsentences,supportingsentencesandconcludingsentencesinpresentations/essaysCommunicateconstructivelyinteamworkCriticalthinking:EvaluatethestrengthsandweaknessesofpersonalexperienceasevidenceinargumentationOrganizetheargumentsusinganoutlineNoteandreflectonthedifferencesbetweenacademicwritingandeverydaywritingInterculturalreflectionIdentify similaritiesanddifferencesin non-verbalcommunicationacrossculturesBeawareofmultiple levelsofdifferences onwhichcross-culturalcommunicationcanfalterInterpretcommunicationbehaviorsfromculturalandhistoricalperspectivesTeachingstrategiesNon-verbalcommunicationandcross-culturalcommunicationarebothinterestingtopicsinlinguistics.Theteachercanintroducethetwotextsbyquotinganecdotesorrelatingtostudents'ownexperiences

(question5inPreparatorywork,p.59).Forstudentswholackexperienceofcross-culturalcommunication,thetopiccan beledinbydiscussionsaboutinter-subculturalcommunication.TextAisaresearcharticlefromanacademicjournalanditsstructureandwritingstylearequiteclear.Itisrecommendedtodrawstudents'attentiontotheauthor'slogic.,waysofarguing)anduseofevidenceinclass.Ifwell-planned,allthequestionsinPreparatoryWorkandCriticalreadingcanbedealtwithinsomedetail in class.Theteachercanfollow allthequestionsinUnderstandingthetexttocheckstudents'comprehensionofthetext,while the tasks inEvaluationandexplorationcanbedivided andassignedtogroups.Forexample,inMakinganoutline(p.62),theteachercandividethestudentsintothreegroups,eachresponsibleforonetopic.Forclassicalworksininterculturalcommunication,pleasereferto:Hall,EdwardT.(1955).TheAnthropologyof American,192:85-89.Hall,EdwardT.(1959).TheSilentLanguage.NewYork:Doubleday.Formoreupdatedinformation,pleasefindthefollowingjournals:Cross-CulturalCommunicationpublishedbyCanadianAcademyofOrientalandOccidentalCulture(CAOOC)AcrossLanguagesandCulturespublishedbyAkademiaiKiadoLanguageandInterculturalCommunicationpublishedbyRoutledgeJournals,Taylor&FrancisLtd.Preparatoryworkandlanguage,interaction,conversationalinteractionalcross-culturalvs.literary(1)Academicinterests: genderandlanguage,interaction,conversationalinteractionalcross-culturalvs.literarysociolinguistics,conversationalcommunication,framestheory,discourse,andnewmediadiscourse.Mainpublications:YouJustDon'tUnderstand:WomenandMeninConversation.NewYork:Morrow,1990.

That'sNotWhatIMeant!:HowConversationalStyleMakesorBreaksRelationships.NY:WilliamMorrow,1986.GenderandDiscourse.NY&Oxford:OxfordUniversityPress,1994.Note:OutsidetheacademicworldDeborahTannenisbestknownastheauthorofanumberofbooksonthesheisalsoafrequentguestoninformationshows.(2)EdwardSapir(1884authorofanumberofbooksonthesheisalsoafrequentguestoninformationshows.(2)EdwardSapir(1884-1939):anwidelyregardedasoneofthemostNewYorkTimesbestsellerandtelevisionandradionewsandAmericananthropologistwhoisimportantfiguresintheearlydevelopmentofmodernlinguistics.Hismaininterestsareinthewaysinwhichlanguageandcultureinfluenceeachother,therelationbetweenlinguisticdifferences,anddifferencesinculturalworldviews.Hismostimportantcontributioniswhatisknownastheprincipleoflinguisticrelativity orthe"Sapir-Whorf"hypothesis.JohnJosephGumperz(1922-2013):anAmericanlinguist.HisresearchinterestsincludethelanguagesofIndia,code-switching,andconversationalinteraction.Well-knownforhiscontributionininteractionalsociolinguisticsandthe"ethnographyofcommunication",Gumperzsresearchhasbenefittedsuchfieldsassociolinguistics,discourseanalysis,andlinguisticanthropology.E.M.Forster(1879 —1970):anEnglishnovelist,shortstorywriter,essayistandlibrettist.Heisknownbestforhisironicandwell-plottednovelsexaminingclassdifferenceandhypocrisyinearly20th-centuryBritishsociety.HewasnominatedfortheNobelPrizeinLiteraturein13differentyears.RobertKaplan:AnAmericanappliedlinguist.Hisresearchareacoversappliedlinguistics,discourseanalysis,languagepolicy,languageplanning, andESL/EFLTeaching.Heismostfamousfor hiscontributioninContrastiveRhetoric,atermhefirstcoinedin1966.Kaplanhasauthoredoredited32books,morethan130articlesinscholarlyjournalsandchaptersinbooks,andmorethan85bookreviewsandotherephemeralpiecesinvariousnewsletters,ernmentandtogovernmentselsewhere.

isthesystematicstudyofmeaningdependentonlanguageinuse.Unlikesemantics,whichexaminesconventionalmeaning"coded"inagivenlanguage,pragmaticsstudieshowthetransmissionofmeaningdependsnotonlyonstructuralandlinguisticknowledge.,grammar,lexicon,etc.)ofthespeakerandthehearer,butalsoonthecontextoftheutterance,anypre-existingknowledgeaboutthoseparticipantsinvolved,theinferredintentofthespeaker,andotherfactors.Centraltopicsofpragmaticsincludeaspeaker'scommunicativeintentions, theuseoflanguagethatrequiressuchintentions,contextofuse,therelationbetweentheuserofalinguisticformandtheactofusingtheform, andthestrategiesanaddresseeemploystoworkoutwhattheintentionsandactsare.Cohesionreferstotheuseofvariousphonological,grammatical,and/orlexicalmeanstolinksentencesorutterancesinto awell-connected,largerlinguisticunitsuchasaparagraphor achapter.Inotherwords,cohesionachieveswell-connectednessbymeansoflinguisticforms.Example:Maryisasecretary.Sheworksinalawfirm.Yan(2012)Coherencereferstothelogicalwell-connectednessbetweendifferentpartsofapieceofspokenorwrittenlanguage,whichdistinguishesitfromarandomassemblageofsentencesorutterances.Yan(2012)coherentthroughcommonseinformation,imagination,Formlyincohesivediscoursemaybense,culturalbackground,contextuallogicalassumption,etc.coherentthroughcommonseinformation,imagination,Husband:That'sthetelephone.Wife:I'minthebath.Husband:OK.Pauseisatemporaryandbriefbreakintheflowofspeech,whichisoftenclassifiedintofilledpauseandunfilledorsilentpause.Theformeristakenuporfilledbyahesitationformlike ah,er,andumIncontrast,thelatterisnotf川edbyahesitationform.Inotherwords,asilentpauseis onewherethereisnovocalization.CriticalreadingUnderstandingthetextThemainpurposeofthisarticleistoillustrateeightlevelsofcross-culturaldifferencesinnon-verbalaspectsofcommunication.Wecanunderstandthenature oflanguagebyobservingit incommunicationandincontactwithothersystemsofcommunication.Pacingandpausing,listenership.Indecidingwhentotalk andwhattosay,thespeakerusuallytakesaconsciousspeechplanning,yetinpacingandpausingandinshowinglistenershipinaconversation,onedoesnotneedtostopandthinkforadecision.Sectionstartswithadirectthesisstatement.Thentheauthorexplainsitwithanexpert's(Scollon)researchfindings andsectiontheauthorraisesanumberofquestions(inpara7,9and11)andrespondstothemwithrelevantresearchfindings(Goody'saswellashers)andherownpersonalexperience.Sectionisalsoorganizedintheorderof “question-answer”.Section 川ustratescross-culturaldifferencesinlistenershipwithtwoexamples,gaze(paras21and22)andloudresponses(para23),andthenmovesontotheconclusion(para24).Section:example-discussion.Section:personalexperienceandaverybriefinterpretation.Section: thethesis(para30"howtobeindirectisculturallyrelative")anddiscussionaboutthecasesofAmerican-non-Americandifferences(Americanmen,women,GreekandJapanese).Section: definitionand川ustration.Theexperienceinadinnerpartyinparagraph12indicatesthat(1)peoplefromdifferentculturesnotonlydifferinwhethercomplimentsshouldbeaccepted,rejectedordeflected,butalsoinwhichcomplimentsshouldbeaccepted/rejected/deflected;and(2)everyculturehasitsownconventionsaboutwhattosayonparticularoccasions,andwithoutknowledgeoftheseconventions,wecanbynomeansappropriatelyinterpretthemessagesincross-culturalcommunication.InPara.29,TannenreferstoherfirstvisittoGreecetoexemplify

thecross-culturaldifferenceinformulaicity,.,whatisnovelandwhatisconventionalindifferentlanguages.Generallyspeaking,theeightlevelsarearrangedintheorderofimportance,fromthecoreofverbalcommunicationtomoreperipheralfactors.Thefirstthreelevelsandthefifthlevelthreecenteronhowitisistheonlylevelexaminedbelongtowhatissaidwhilethelastsaid.Thefourthlevel,listenership,threecenteronhowitisistheonlylevelexaminedfromtheperspectiveofthehearer.AshasbeenillustratedinpartII,verbalcommunicationinvolvesmanyhiddenrulesandconventionsthatvaryfromculturetoculture.Sinceeveryindividualhashis/herownuniqueexperience,educationbackground,andbeliefs,etc.,notwointeractantswouldshareexactlythesamecommunicativerulesandconventions.Inthissenseallcommunicationiscross-cultural.SummarywritingWaysofcommunicationareculturallydiversifiedinalmosteveryaspect,fromwhattosaytohowtosayit.Whentotalk(andwhennotto)isculturallyrelative.Peoplefromoneculturemayfindaparticularsilentmomentunbearablewhileitisdeemedappropriateinanother tosayalsodiffers greatly acrosscultures.Manyofusconsiderraisingquestionsasanatural orevenbasicpartofdailycommunication,butinsomeculturesquestionsareperceivedimposingandhencerarelyasked.Acertaindegreeofindirectnessincommunicationisuniversalinalllanguages,buthowtobeindirectvariesfromculturetoculture.Americanmenvalue“stickingtofacts"whileJapaneseandArabofteninsistonelaborate “smalltalks”.Cross-culturaldifferencescanalsobeobservedinthedifferentwaysofshowinglistenership,controlofpaceandpause,useofconventionalandnovellanguage,andvariationofintonation.Evenwhenpeopleareaskedtodescribeorwriteaboutthesamething,theirorganizationofadiscoursewillverylikelydifferinwaysofestablishingcoherenceandcohesionasKaplan川ustrated.EvaluationandexplorationEvaluatingthetextPersonalexperiencesandanecdoteshelpelucidateabstractanddifficulttermsandaddtothevividnessofthetext.Controlleduseofpersonalexperiencemayalsoshortenthedistancebetweentheauthorandthereader.Buttheoveruseandmisuseofpersonalstoriescanalsodamagetheobjectivityandcredibilityoftheargumentation.Besidepersonalexperience,Tannenmentionsalotofacademicresearches.inpara4,7,8,10,21,23,38and39),whichalladdweighttoherarguments.Itisobviouslynotanexhaustivelist.Cross-culturalcommunicationcanvaryatmanyotherlevels,.,proxemicsandturntakinginamultipartycontext.ExploringbeyondthetextQuestionsforexplorationTherearealtogether16questionswhichhelpstructurethetextinparttwoandtheyarenotequallyimportant.Thequestioninpara2,forexample,isaglobalonethatcoversalltheeightsectionsinthemainbody,whilethequestioninpara20, “NowhowmanymillisecondsshallIwait”,isjustanexampleto川ustratewhypacingandpausingisanautomaticlevel.Seeabove.Thefirstquestioninpara7isaskedtointroducethetopicofthissection,whattosay.Itisatransitionfromsectiontosection.Thisisarhetorical questionrequiringnoanswer.Itisaskedsimplytoreinforceourconviction thatquestions arebasictotheeducationalsetting,whichformsasharpcontrastwiththecaseofGonjans.Inalltheknownlanguagestherearestrategiesofmakingindirectrequests/apologies/invitations/,etc.Inastrictsense,theuseoflanguageisanindirectmeanstoachievecommunicativeends.Howtobeindirectdiffersfromculturetoculture.Forexample,inEnglisharequestisoftenputforwardasaquestionofability(Canyoupassmethesalt).Forexample,introvertpeoplemaybemoretolerantofsilenceinface-to-faceverbalinteractionwhileextrovertsusuallyfindsilenceawkwardanduncomfortable.Thisisprimarilyaninterpersonaldifferencesinceinallculturesthereareintrovertandextrovertpeople.Gazeisanotherexample.Peoplewithmoreaggressivepersonalityusuallyholdlongerandsteadiergazewhentheytalktoothers,whileshyperplearemorelikelytodivergeineyecontact.LanguageenhancementI.WordsandphrasesAdverbsandprepositionsoff;(2)out;(3)across;(4)away;(5)up;(6)between,for;(7)after;(8)outof,into;(9)off;(10)up;(11)outofVerbsillustrate,vary,discussing,exemplifying,signaling,mean,say⑵vary⑶differ⑷illustratedexemplifiesexpoundsdemonstrateselucidate,interpretWordsincontextOpentodiscussion:Toguessthemeaningofanewword,onecanfirstrecognizeitspartofspeech,analyzeitswordformation,identifyitsattitudeifnecessary,andthenevaluateitsmeaninginthelinguisticcontext.II.SentencesanddiscourseParaphrasingAthabaskanIndiansconsiderthatitisinappropriatetotalktopeopletheydonotknow.AccordingtoScollon,thiscausesastrangeeffectwhentheAthabaskanIndiansmeetpeoplefromothercultures.Thenon-AthabaskansmaywanttomakeacquaintancewiththeAthabaskansbytalkingtothem,buttheAthabaskanswillnottalktothenon-Athabaskansbeforetheybecomeacquaintances.Gonjanstakeitforgrantedthatquestionsarealwaysaskedtoachieveindirectfunctions,sotheyneveraskquestionsforpureinformation.TheAmericansusuallytakeitforgrantedthatincommunicationpeopleshouldbedirectandsaynomoreorlessthanneeded,andthatwhatpeoplesayisexactlywhattheymean.ThisisespeciallytrueinbusinessandeducationandappliesmoretoAmericanmenthantowomen.Notwopeoplehavejustthesameculturalbackground.Therefore,allcommunicationiscross-culturaltosomeextent.Inthissense,understandingcross-culturalcommunicationcanhelpusunderstandthenatureoflanguageandtackleproblemsintheworld,especiallythosecausedbyandrelatedtotheuseoflanguage,.obstaclesinforeignlanguageteachingandlearning.Translation物理学家通过观察物质元素在不同环境中的表现及其与其他物质的相互作用来理解它们的本质。与此相似，我们通过观察交际中的语言以及语言与其他交际符号系统的关联来认识语言的本质。外语学习者可能会把在一种新的语言中所学的显性的词汇和语法填充到母语交际系统中隐性的语篇框架或副语言外壳里。社交网络总是区域性而非全球性的，不同社区的人有不同的语言手段来实现交际目标，与其他文化模式一样，人们说话的方式将他们界定为一个“(言语)社区”。Youareverylikelytofindmanypeoplewhohave stereotypedideasabouttheformsandfunctionsoflanguage.Pleaseletmeelaborateonmyproposal.Runawayinflationfurtherplaguedthewage-orsalary-earner.(EdwinO.Reischauer)Suchjokestendtoreinforceracialstereotypes.Paragraphcompletion(1)B(2)E(3)CRhetoricaldevicesrhetoricalquestion;(2)antithesis,rhyme;(3)antithesis,alliteration;(4)ellipsisRhetoricalquestion:Ifwintercomes,canspringbefarbehindAntithesis:Rudewordsbringaboutsadness,butkindwordsinspirejoy.Antithesisandrhyme:Manproposes,Goddisposes.Alliteration:Thefairbreezeblew,thewhitefoamflew.Coleridge:TheRimeoftheAncientMariner).Ellipsis:Fredtookapictureofyou,andS