大學(xué)思辨英語教程 精讀1Unit 3教師用書

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)物理學(xué)家通過觀察物質(zhì)元素在不同環(huán)境中的表現(xiàn)及其與其他物質(zhì)的相互作用來理解它們的本質(zhì)。與此相似，我們通過觀察交際中的語言以及語言與其他(2)外語學(xué)習(xí)者可能會把在一種新的語言中所學(xué)的顯性的詞匯和語法填充到母語(3)社交網(wǎng)絡(luò)總是區(qū)域性而非全球性的，不同社區(qū)的人有不同的語言手段來實現(xiàn)交際目標(biāo)，與其他文化模式一樣，人們說話的方式將他們界定為一個“(言formsandfunctionso(7)Suchjokestendtoreinforc(1)rhetoricalquestion;(2)antithesis,rhyme;(3)antithesis,alliteration;(4)eRhetoricalquestion:IfwinteAntithesis:Rudewordsbringaboutsadness,butkindwordAlliteration:ThefairbreezebtheAncientMariner).Ellipsis:Fredtookapictureofyou,andSusan