大学思辨英语教程精读1Unit3教师用书0809doc.docx
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大学思辨英语教程精读1Unit3教师用书0809doc.docx
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大学思辨英语教程精读1Unit3教师用书0809doc
......
Unit3VerbalandNon-verbalCommunication
Unitoverview
BothUnits1and2mentionakeyword
“communication
”.AsThomasPay
pointsoutinTextBofUnit2,mostofus,linguistsornon-linguists,have
thecommon-sensenotion
that
“themain
purpose
of
human
language
is
communication
”Thus.to
develop
adeeper
understanding
of
the
nature
andfunction
oflanguage,
we
need
to
take
a
close
at
human
communication.
Thisunit
examinesthis
topic
froma
cross-cultural
perspective,illustratingthesimilaritiesanddifferencesinverbalandnon-
verbalcommunicationbetweendifferentcultures,whichlaysafoundation
forfurtherexplorationintotheinterfacebetweenlanguageandculturein
thefollowingunits.
TextA
Peopleindifferentcommunitiesdemonstratedifferentperceptionsand
rulesofbothverbalandnon-verbalcommunication.Thewaytheyinteract
isculturallyrelativeinalmosteveryaspect,includingwhentotalk,whatto
say,pacingandpausing,listenership,intonationandprosody,formulaicity,
indirectness,andcoherenceandcohesion.
参考材料
......
TextB
Somenon-verbal
behaviors
are
practically
universal
and
have
the
same
meaning
wherever
you
are
(e.g.,
smilingand
facial
expressions
of
anger,
surprise,fear,sadness,andsoon).
Butforculturalandhistoricalreasons,
therehavealsodevelopedgreatdifferencesandvariations
insuchaspects
aseye
contact,touch,
gestures,
andterritorial
space,
etc.
Without
an
awarenessofrespectandaccommodation
for
people
from
a
different
background,these
differencesarelikely
to
cause
misunderstandings
in
cross-culturalcommunication.
ThetwotextssupplementeachotherinthatTextAillustratescross-
culturaldifferencesinbothverbalandnon-verbalcommunicationwhile
TextBfocusesonnon-verbalbehaviorsandaddressesbothdifferencesand
similarities.
Teachingobjectives
Thisunitisdesignedtohelpstudentsdeveloptheirreadingskills,
communicativecompetence,criticalthinking,interculturalreflectionand
abilitiesofautonomouslearninginthefollowingaspects.
参考材料
......
Readingskills:
Usecontexttounderstandanewword
Identifycohesivedevices
Predictthecontentofanupcomingsentence/paragraph
Communicativecompetence:
Developacoherentandcohesiveoral/writtendiscourse
Usetopicsentences,supportingsentencesandconcludingsentencesin
presentations/essays
Communicateconstructivelyinteamwork
Criticalthinking:
Evaluatethestrengthsandweaknessesofpersonalexperienceasevidence
inargumentation
Organizetheargumentsusinganoutline
Noteandreflectonthedifferencesbetweenacademicwritingand
everydaywriting
参考材料
......
Interculturalreflection
Identifysimilaritiesanddifferencesinnon-verbalcommunicationacross
cultures
Beawareofmultiplelevelsofdifferencesonwhichcross-cultural
communicationcanfalter
Interpretcommunicationbehaviorsfromculturalandhistoricalperspectives
Teachingstrategies
Non-verbalcommunicationandcross-culturalcommunicationareboth
interestingtopicsinlinguistics.Theteachercanintroducethetwotextsby
quotinganecdotesorrelatingtostudents’ownexperiences5in(question
Preparatorywork,p.59).Forstudentswholackexperienceofcross-cultural
communication,thetopiccanbeledinbydiscussionsaboutinter-
subculturalcommunication.
TextAisaresearcharticlefromanacademicjournalanditsstructureand
writingstylearequiteclear.Itisrecommendedtodrawstudents’attention
totheauthor’slogic(i.e.,waysofarguing)anduseofevidenceinclass.If
well-planned,allthequestionsinPreparatoryWorkandCriticalreading
参考材料
......
canbedealtwithinsomedetailinclass.Theteachercanfollowallthe
questionsinUnderstandingthetext
tocheckstudents
’comprehensionof
thetext,whilethetasksin
Evaluationandexploration
canbedividedand
assignedtogroups.Forexample,inMakinganoutline(p.62),theteacher
candividethestudentsintothreegroups,eachresponsibleforonetopic.
Forclassicalworksininterculturalcommunication,pleasereferto:
Hall,EdwardT.(1955).TheAnthropologyofManners.Scientific
American,192:
85-89.
Hall,EdwardT.(1959).TheSilentLanguage.NewYork:
Doubleday.
Formoreupdatedinformation,pleasefindthefollowingjournals:
Cross-CulturalCommunicationpublishedbyCanadianAcademyofOriental
andOccidentalCulture(CAOOC)
AcrossLanguagesandCulturespublishedbyAkadémiaiKiadó
LanguageandInterculturalCommunicationpublishedbyRoutledge
Journals,Taylor&FrancisLtd.
Preparatorywork
(1)Academicinterests:
genderandlanguage,interactionalsociolinguistics,conversationalinteraction,cross-culturalcommunication,framestheory,conversationalvs.literarydiscourse,andnewmediadiscourse.
参考材料
......
Mainpublications:
YouJustDon'tUnderstand:
WomenandMeninConversation.New
York:
Morrow,1990.
That'sNotWhatIMeant!
:
HowConversationalStyleMakesorBreaks
Relationships.NY:
WilliamMorrow,1986.
GenderandDiscourse.NY&Oxford:
OxfordUniversityPress,1994.
Note:
OutsidetheacademicworldDeborahTannenisbestknownasthe
authorofanumberofbooksontheNewYorkTimesbestsellerandsheis
alsoafrequentguestontelevisionandradionewsandinformationshows.
(2)EdwardSapir(1884–1939):
anAmericananthropologistwhoiswidely
regardedasoneofthemostimportantfiguresintheearlydevelopmentof
modernlinguistics.Hismaininterestsareinthewaysinwhichlanguage
andcultureinfluenceeachother,therelationbetweenlinguisticdifferences,
anddifferencesinculturalworldviews.Hismostimportantcontributionis
whatisknownastheprincipleoflinguisticrelativityorthe"Sapir-Whorf"
hypothesis.
JohnJosephGumperz(1922–2013):
anAmericanlinguist.Hisresearch
interestsincludethelanguagesofIndia,code-switching,andconversational
interaction.Well-knownforhiscontributionininteractionalsociolinguistics
参考材料
......
andthe"ethnographyofcommunication",Gumperz’researchhas
benefittedsuchfieldsassociolinguistics,discourseanalysis,andlinguistic
anthropology.
E.M.Forster(1879–1970):
anEnglishnovelist,shortstorywriter,essayist
andlibrettist.Heisknownbestforhisironicandwell-plottednovels
examiningclassdifferenceandhypocrisyinearly20th-centuryBritish
society.HewasnominatedfortheNobelPrizeinLiteraturein13different
years.
Robert
Kaplan:
An
Americanapplied
linguist.
His
research
area
covers
appliedlinguistics,discourseanalysis,languagepolicy,languageplanning,
and
ESL/EFLTeaching.He
ismost
famous
for
his
contribution
in
ContrastiveRhetoric,atermhefirstcoinedin1966.Kaplanhasauthored
or
edited
32books,morethan
130
articles
in
scholarly
journals
and
chaptersinbooks,andmorethan
85book
reviews
and
otherephemeral
pieces
in
various
newsletters,
as
well
as9
special
reports
to
the
U.S.
governmentandtogovernmentselsewhere.
http:
//dosfan.lib.uic.edu/usia/E-USIA/education/engteaching/kap0299.htm
参考材料
......
(3)Pragmaticsisthesystematicstudyofmeaningdependenton
language
in
use.Unlike
semantics,
whichexaminesconventionalmeaning
"coded"inagivenlanguage,pragmatics
studieshowthetransmissionof
meaning
depends
not
only
on
structural
and
linguisticknowledge
(e.g.,
grammar,
lexicon,
etc.)
of
the
speakerandthe
hearer,butalsoonthe
context
of
the
utterance,
any
pre-existing
knowledgeabout
those
participantsinvolved,theinferredintentofthespeaker,andotherfactors.
Centraltopicsofpragmaticsincludeaspeaker’scommunicativeintentions,
theuseoflanguagethatrequiressuchintentions,contextofuse,the
relationbetweentheuserofalinguisticformandtheactofusingtheform,
andthestrategiesanaddresseeemploystoworkoutwhattheintentions
andactsare.
(4)Cohesionreferstotheuseofvariousphonological,grammatical,and/orlexicalmeanstolinksentencesorutterancesintoawell-connected,
largerlinguisticunitsuchasaparagraphorachapter.Inotherwords,cohesionachieveswell-connectednessbymeansoflinguisticforms.
Example:
Maryisasecretary.Sheworksinalawfirm.Yan(2012)
参考材料
......
Coherencereferstothelogicalwell-connectednessbetweendifferentparts
ofapieceofspokenorwrittenlanguage,whichdistinguishesitfroma
randomassemblageofsentencesorutterances.Yan(2012)
Formlyincohesivediscoursemaybecoherentthroughcommonsense,cult
uralbackground,contextualinformation,imagination,logicalassumption,e
tc.
Husband:
That’sthetelephone.
Wife:
I’minthebath.
Husband:
OK.
(5)Pauseisatemporaryandbriefbreakintheflowofspeech,whichis
oftenclassifiedintofilledpauseandunfilledorsilentpause.Theformeris
takenuporfilledbyahesitationformlikeah,er,andum.Incontrast,the
latterisnotfilledbyahesitationform.Inotherwords,asilentpauseisone
wherethereisnovocalization.
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