大学思辨英语教程 精读1Unit 3教师用书

Unit3VerbalandNon-verbalCommunicationoutinTextBofUnit2,mostofus,linguistsornonnotionthat“themainpurposedevelopadeeperunderstandingofculturalperspective,illustratingthesimilaritiesanddifferenceexplorationintotheinterfacebetweenlanguPeopleindifferentcommunitiesalmosteveryaspect,includingwhentotalk,whattosay,paclistenership,intonationandprosody,formulaiciSomenon-verbalbehaviorsarepracticallyuniversalandhavethwhereveryouare(e.g.,smilingandfacialexpressionsofanger,surprise,fear,greatdifferencesandvariaThisunitisdesignedtohelpstudentsdevelopthcompetence,criticalthinking,interculturalreflectionandabilitiesofauUsecontexttounderstandanewPredictthecontentofanupcomingsentence/paragraphCommunicateconstructiOrganizetheargumentsusiNoteandreflectonthedifferencesbetweenacademicwritingandBeawareofmultiplelevelsofInterpretcommunicationbehaviorsfromculturalandhistoricalperspectivesNon-verbalcommunicationandcross-culturalcommunicationarebothinterestirelatingtostudents'ownexperiences(question5inPreparatorywork,p.59)arequiteclear.Itisrecommende(i.e.,waysofarguing)anduseofevidenceinclass.Ifwell-planned,allthequescomprehensionofthetext,whilethetasksinEvaluationandexplorationcaHall,EdwardT.(1955).TheAnthropologyofManners.ScientificAmerican,192:85-Hall,EdwardT.(1959).TheSilentLanguage.NewYFormoreupdatedinformation,pleasefindthefollowingjournals:Cross-CulturalCommunicationpublishedbyCanadianAcademyofOrientalandAcrossLanguagesandCulturespublishedbyAkademiaiKiadóLanguageandInterculturalCommunicationpublishedbyRoutledgeJournals,Taylor(1)Academicinterests:genderandlanguage,interactionalsoMorrow,1990.Relationships.NY:WilliamMorrow,1986.Note:Outsidetheacademictelevisionandradionewsandinworldviews.Hismostimportantcontributioniswhatisknoflinguisticrelativityorthe"includethelanguagesofIndia,code-switching,andconversationalinteraction.Well-fcommunication",Gumperz'sresearchhasbenefittedsuchfE.M.Forster(1879-1970):anEnglishnovelist,librettist.Heisknownbestforhisironicandwell-plolinguistics,discourseanalysis,languagepolicy,languageplanniephemeralpiecesinvariousnewsletters,alp:f/pslnisesUnlikesemantics,whichexaminesconventionalmeaning"coded"instructuralandlinguisticknowledge(e.g.,grammar,lexicon,etcthehearer,butalsoonthecontextofthethoseparticipantsinvolveofpragmaticsincludeaspeaflanguagethatrequiressuchintentions,contextofuse,therelationbetwealinguisticformandtheactofusing(4)Cohesionreferstotheuseofvmeansoflinguisticforms.Coherencereferstothelogicalwell-connectFormlyincohesivediscoursemaybecoherentthroughcommonsense,culturaound,contextualinformation,imagination,logicalas(1)Themainpurposeofthisarticleistoillustrateeightlevelsofcross-culturaldifferencesinnon-verbalaspectsofcommunication.incontactwithothersystemsofcommunication.(3)Pacingandpausing,listenership.Indecidingwhentotalkandwhattosexpert's(Scollon)researchfindingsandexafindings(Goody'saswellashers)andherownpersonalexexample-discussion.Section2.6:personalexperienceadiscussionaboutthecasesofAmerican-non-Americandifferences(Americanmen,ordeflected,butalsoinwhichcomplimentsshouldoccasions,andwithoutknowledgeoftheseconventions,wecanbynomeansappropriatelyinterpretthemessagedifferenceinformulaicity,i.e.,whatisnosaid.Thefourthlevel,perspectiveofthehearer(7)AshasbeenillustratedinpartIl,verbalcommunicationinvolvesmanhis/herownuniqueexperience,educatiofusconsiderraisingquestionsasanaturalorevenbasicpartofdailycommunication,butinsomeculturesquestionsarepertobeindirectvariesfromculturetoculture.Americanmenvalue“stwhileJapaneseandArabofteninsistofpaceandpause,useofconventionalandnovellanguage,andvariationoforganizationofadiscoursewillverylikeladdtothevividnessofthetext.Controlleduseofpersonalexperiencemashortenthedistancebetweentheauthorandmisuseofpersonalstoriescanal2.Exploringbeyondthetextpara20,“Nowhowmanymillillustratewhypacingandpausingc.Thisisarhetoricwhichformsasharpcontrastwith2)Inalltheknownlanguagestherearestrategculturetoculture.Forexample,inquestionofability(Canyoupassmethesalt?).thereareintrovert(1)off;(2)out;(3)across;(4)away;(5)up;(6)between(9)off;(10)up;(11)outof(1)illustrate,vary,discussing,exemplifyToguessthemeaningofanewword,onecanfirsanalyzeitswordformation,identifyitsattitudeifnecessary,andthenevaluateimeaninginthelinguisticknow.AccordingtoScollon,thiscausesacquaintancewiththeAnottalktothenon-Athabaskansbeforetheybecomeacquaintances.whattheymean.ThisisespeciallytruemoretoAmericanmenthant(4)Notwopeoplehavejustthesameculturalbackground.Therefoculturalcommunicatioproblemsintheworld,especiallythosecausedbyandrelatedtotheuseof(1)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(2)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(3)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formsandfunctionso(7)Suchjokestendtoreinforc(1)rhetoricalquestion;(2)antithesis,rhyme;(3)antithesis,alliteration;(4)eRhetoricalquestion:IfwinteAntithesis:Rudewordsbringaboutsadness,butkindwordAlliteration:ThefairbreezebtheAncientMariner).Ellipsis:Fredtookapictureofyou,andSusan