大学思辨英语教程 精读1Unit 3教师用书.docx
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大学思辨英语教程 精读1Unit 3教师用书.docx
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大学思辨英语教程精读1Unit3教师用书
Unit3VerbalandNon-verbalCommunication
Unitoverview
BothUnits1and2mentionakeyword“communication”.AsThomas
PaynepointsoutinTextBofUnit2,mostofus,linguistsornon-linguists,havethecommon-sensenotionthat“themainpurposeof
humanlanguageiscommunication”.Thustodevelopadeeper
understandingofthenatureandfunctionoflanguage,weneedtotake
acloseathumancommunication.Thisunitexaminesthistopicfroma
cross-culturalperspective,illustratingthesimilaritiesand
differencesinverbalandnon-verbalcommunicationbetweendifferent
cultures,whichlaysafoundationforfurtherexplorationintothe
interfacebetweenlanguageandcultureinthefollowingunits.
TextA
Peopleindifferentcommunitiesdemonstratedifferentperceptionsand
rulesofbothverbalandnon-verbalcommunication.Thewaythey
interactisculturallyrelativeinalmosteveryaspect,including
whentotalk,whattosay,pacingandpausing,listenership,
intonationandprosody,formulaicity,indirectness,andcoherenceand
cohesion.
TextB
Somenon-verbalbehaviorsarepracticallyuniversalandhavethesame
meaningwhereveryouare.,smilingandfacialexpressionsofanger,
surprise,fear,sadness,andsoon).Butforculturalandhistorical
reasons,therehavealsodevelopedgreatdifferencesandvariations
insuchaspectsaseyecontact,touch,gestures,andterritorial
space,etc.Withoutanawarenessofrespectandaccommodationfor
peoplefromadifferentbackground,thesedifferencesarelikelyto
causemisunderstandingsincross-culturalcommunication.
ThetwotextssupplementeachotherinthatTextAillustratescross-culturaldifferencesinbothverbalandnon-verbalcommunication
addressesboth
andbehaviorsnon-verbalonfocusesBTextwhile
differencesandsimilarities.
Teachingobjectives
Thisunitisdesignedtohelpstudentsdeveloptheirreadingskills,
communicativecompetence,criticalthinking,interculturalreflection
andabilitiesofautonomouslearninginthefollowingaspects.
Readingskills:
UsecontexttounderstandanewwordIdentifycohesivedevices
Predictthecontentofanupcomingsentence/paragraph
Communicativecompetence:
Developacoherentandcohesiveoral/writtendiscourseUsetopicsentences,supportingsentencesandconcludingsentencesin
presentations/essaysCommunicateconstructivelyinteamwork
Criticalthinking:
asexperiencepersonalthestrengthsandweaknessesofEvaluate
evidenceinargumentationOrganizetheargumentsusinganoutlineanddifferencesbetweenacademicwritingandNotereflectonthe
everydaywriting
Interculturalreflectioncommunicationnon-verbalandIdentifysimilaritiesdifferencesin
acrossculturescross-culturalwhichoflevelsdifferencesonawareBeofmultiple
communicationcanfalterhistoricalandcommunicationInterpretbehaviorsfromcultural
perspectives
Teachingstrategies
bothcommunicationarecross-culturalcommunicationNon-verbaland
interestingtopicsinlinguistics.Theteachercanintroducethetwo
experiences
ownstudents'torelatingoranecdotesquotingbytexts
lackstudentswhoPreparatoryinwork,p.59).For(question5
beledinexperienceofcross-culturalcommunication,thetopiccan
bydiscussionsaboutinter-subculturalcommunication.
TextAisaresearcharticlefromanacademicjournalanditsstructure
drawtoclear.Itisrecommendedstyleandwritingarequite
logic.,waysofarguing)andauthor'sstudents'attentiontothe
inwell-planned,allthequestionsinuseofevidenceclass.If
readingPreparatoryWorkCriticalsomedealtwithandinbecan
inallthequestionsinclass.Theteachercanfollowdetail
Understandingthetexttocheckstudents'comprehensionofthetext,
explorationEvaluationandandbedividedcanwhilethetasksinthe62),inMakinganoutline(p.assignedtogroups.Forexample,
thestudentsintothreegroups,eachresponsibleteachercandivide
foronetopic.
Forclassicalworksininterculturalcommunication,pleasereferto:
AmericanHall,EdwardT.(1955).TheAnthropologyof,192:
85-89.TheSilentLanguage.NewYork:
Doubleday.Hall,EdwardT.(1959).
Formoreupdatedinformation,pleasefindthefollowingjournals:
CommunicationCross-publishedbyCanadianAcademyofCultural
OrientalandOccidentalCulture(CAOOC)AcrossLanguagesandCulturesAkadémiaiKiadópublishedbyLanguageandInterculturalCommunicationpublishedbyRoutledge
Journals,Taylor&FrancisLtd.
Preparatorywork
interactionalandlanguage,interests:
(1)Academicgender
cross-culturalinteraction,sociolinguistics,conversational
literarycommunication,framestheory,vs.conversational
discourse,andnewmediadiscourse.Mainpublications:
YouJustDon'tUnderstand:
WomenandMeninConversation.NewYork:
Morrow,1990.
That'sNotWhatIMeant!
:
HowConversationalStyleMakesorBreaks
Relationships.NY:
WilliamMorrow,1986.
GenderandDiscourse.NY&Oxford:
OxfordUniversityPress,1994.
Note:
OutsidetheacademicworldDeborahTannenisbestknownasthe
TimesNewYorkandbestselleronthebooksauthorofanumberof
andradionewsafrequentguestontelevisionandsheisalso
informationshows.
anthropologistwhoisAmerican:
anEdwardSapir(1884–1939)
(2)earlythethemostimportantfiguresinwidelyregardedasoneof
developmentofmodernlinguistics.Hismaininterestsareintheways
relationthecultureinfluenceeachother,inwhichlanguageand
worldculturaldifferences,anddifferencesinbetweenlinguistic
thewhatisknownasviews.Hismostimportantcontributionis
ortheSapir-Whorfhypothesis.principleoflinguisticrelativity
2013):
anAmericanlinguist.HisresearchJohnJosephGumperz(1922–andIndia,code-switching,interestsincludethelanguagesof
incontributionforconversationalinteraction.Well-knownhis
interactionalsociolinguisticsandtheethnographyofcommunication,
sociolinguistics,asGumperz'sresearchhasbenefittedsuchfields
discourseanalysis,andlinguisticanthropology.
1970):
anEnglishnovelist,shortstorywriter,–E.M.Forster(1879
well-andhisironicknownessayistandlibrettist.Heisbestfor
earlyhypocrisyinnovelsplottedexaminingclassdifferenceand
20th-centuryBritishsociety.HewasnominatedfortheNobelPrizein
Literaturein13differentyears.
appliedlinguist.HisresearchareacoversRobertKaplan:
AnAmerican
languageappliedlinguistics,languagepolicy,discourseanalysis,
hismostfamousforTeaching.planning,andESL/EFLHeis
contributioninContrastiveRhetoric,atermhefirstcoinedin1966.
morethan130authoredorarticlesedited32inbooks,hasKaplan
scholarlyjournalsandchaptersinbooks,andmorethan85book
reviewsandotherephemeralpiecesinvariousnewsletters,aswellas
9specialreportstothe.governmentandtogovernmentselsewhere.
(3)isthesystematicstudyofmeaningdependentonlanguagein
use.Unlikesemantics,whichexaminesconventionalmeaningcodedin
agivenlanguage,pragmaticsstudieshowthetransmissionofmeaning
dependsnotonlyonstructuralandlinguisticknowledge.,grammar,
lexicon,etc.)ofthespeakerandthehearer,butalsoonthecontext
oftheutterance,anypre-existingknowledgeaboutthoseparticipants
involved,theinferredintentofthespeaker,andotherfactors.
Centraltopicsofpragmaticsincludeaspeaker'scommunicative
intentions,theuseoflanguagethatrequiressuchintentions,
contextofuse,therelationbetweentheuserofalinguisticform
andtheactofusingtheform,andthestrategiesanaddressee
employstoworkoutwhattheintentionsandactsare.
Cohesionreferstotheuseofvariousphonological,grammatical,(4)well-intoautterancestolinksentencesorand/orlexicalmeans
achapter.connected,largerlinguisticunitsuchasaparagraphor
ofbymeanswords,cohesionachieveswell-connectednessInother
linguisticforms.
SheExample:
Maryisasecretary.worksinalawfirm.Yan(2012)
Coherencereferstothelogicalwell-connectednessbetweendifferent
partsofapieceofspokenorwrittenlanguage,whichdistinguishes
itfromarandomassemblageofsentencesorutterances.Yan(2012)
sethroughcommoncoherentFormlyincohesivediscoursemaybe
imagination,contextualinformation,nse,culturalbackground,
etc.logicalassumption,
telephoneThat'stheHusband:
.
bath.I'mintheWife:
OK.Husband:
speech,flowofbriefPauseisatemporaryandbreakinthe(5)
silentorclassifiedintofilledpauseandunfillediswhichoften
ah,.Theformeristakenuporfilledbyahesitationformlikepauseumer,hesitationafilledtheand.Incontrast,latterisnotby
nothereonepauseaotherform.Inwords,silentiswhereis
vocalization.
Criticalreading
I.Understandingthetext
(1)Themainpurposeofthisarticleistoillustrateeightlevelsof
cross-culturaldifferencesinnon-verbalaspectsofcommunication.
inbyobservingitunderstandthenatureoflanguage
(2)Wecan
communicationandincontactwithothersystemsofcommunication.
andtalklistenership.Indecidingwhento(3)Pacingandpausing,
whattosay,thespeakerusuallytakesaconsciousspeechplanning,
ainandinshowinglistenershippausingyetinpacingand
conversation,onedoesnotneedtostopandthinkforadecision.
(4)Sectionstartswithadirectthesisstatement.Thentheauthor
andresearchfindings(Scollon)explainsitwithanexpert's
sectionth
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