大学思辨英语教程精读1Unit3教师用书(20150809).doc

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1、大学思辨英语教程精读1Unit3教师用书(20150809)Unit 3 Verbaland Non-verbal CommunicationUnit overview Both Units 1 and 2 mention a key word “communication”。As Thomas Payne points out in Text B of Unit 2, most of us， linguists or non-linguists， have the common-sense notion that “the main purpose of human language is

2、communication”. Thus to develop a deeper understanding of the nature and function of language, we need to take a close at human communication。 This unit examines this topic from a cross-cultural perspective， illustrating the similarities and differences in verbal and nonverbal communication between

3、different cultures， which lays a foundation for further exploration into the interface between language and culture in the following units。 Text A People in different communities demonstrate different perceptions and rules of both verbal and non-verbal communication。 The way they interact is cultura

4、lly relative in almost every aspect, including when to talk， what to say， pacing and pausing, listenership, intonation and prosody， formulaicity, indirectness, and coherence and cohesion。 Text B Some nonverbal behaviors are practically universal and have the same meaning wherever you are （e。g。， smil

5、ing and facial expressions of anger， surprise， fear, sadness, and so on). But for cultural and historical reasons, there have also developed great differences and variations in such aspects as eye contact， touch, gestures, and territorial space， etc. Without an awareness of respect and accommodation

6、 for people from a different background, these differences are likely to cause misunderstandings in crosscultural communication.The two texts supplement each other in that Text A illustrates crosscultural differences in both verbal and non-verbal communication while Text B focuses on nonverbal behav

7、iors and addressesboth differences and similarities. Teaching objectives This unit is designed to help students develop their reading skills， communicative competence, critical thinking， intercultural reflection and abilities of autonomous learning in the following aspects.Reading skills: Use contex

8、t to understand a new wordIdentify cohesive devices Predict the content of an upcoming sentence/paragraphCommunicative competence: Develop a coherent and cohesive oral/written discourseUse topic sentences， supporting sentences and concluding sentences in presentations/essaysCommunicate constructivel

9、y in team workCritical thinking:Evaluate the strengths and weaknesses of personal experience as evidence in argumentationOrganize the arguments using an outlineNote and reflect on the differences between academic writing and everyday writingIntercultural reflectionIdentify similarities and differenc

10、es in non-verbal communication across culturesBe aware of multiple levels of differences on which crosscultural communication can falterInterpret communication behaviors from cultural and historical perspectivesTeaching strategies Non-verbal communication and cross-cultural communication are both in

11、teresting topics in linguistics. The teacher can introduce the two texts by quoting anecdotes or relating to studentsown experiences (question 5 in Preparatory work, p. 59）。 For students who lack experience of crosscultural communication, the topic can be led in by discussions about inter-subcultura

12、l communication. Text A is a research articlefrom an academic journaland its structure and writing style are quite clear。 It is recommended to draw students attention to the authors logic (i.e., ways of arguing) and use of evidence in class。 If well-planned， all the questions in Preparatory Work and

13、 Critical reading can be dealt with in some detail in class. The teacher can follow all the questions in Understanding the text to check students comprehension of the text， while the tasks in Evaluation and exploration can be divided and assigned to groups。 For example, in Making an outline (p. 62），

14、 the teacher can divide the students into three groups, each responsible for one topic。 For classical works in intercultural communication, please refer to： Hall， Edward T. (1955）. The Anthropology of Manners.Scientific American,192: 85-89.Hall, Edward T。 （1959). The Silent Language。 New York: Doubl

15、eday。 For more updated information, please find the following journals:Cross-Cultural Communication published by Canadian Academy of Oriental and Occidental Culture （CAOOC）Across Languages and Cultures published byAkadmiaiKiadLanguage and Intercultural Communication published byRoutledge Journals， T

16、aylor Francis Ltd。Preparatory work (1) Academic interests: gender and language, interactional sociolinguistics， conversational interaction, crosscultural communication， frames theory, conversational vs. literary discourse， and new media discourse。Main publications： You Just Dont Understand: Women an

17、d Men in Conversation. New York: Morrow, 1990。Thats Not What I Meant!： How Conversational Style Makes or Breaks Relationships。 NY: William Morrow， 1986.Gender and Discourse. NY Oxford: Oxford University Press， 1994.Note: Outside the academic world Deborah Tannen is best known as the author ofa numbe

18、r of books on the New York Times best seller and sheis also a frequent guest on television and radio news and information shows. (2) Edward Sapir (18841939): anAmericananthropologist who is widely regarded as one of the most important figures in the early development of modern linguistics。 His main

19、interests are in the ways in which language and culture influence each other, the relation between linguistic differences， and differences in cultural world views. His most important contribution is what is known as the principle oflinguistic relativityor the ”SapirWhorf hypothesis。 John Joseph Gump

20、erz（1922 2013): an American linguist。 His research interests include the languages of India, codeswitching, and conversational interaction。 Well-known for his contribution in interactional sociolinguistics and the ethnography of communication， Gumperzs research has benefitted such fields as sociolin

21、guistics, discourse analysis， and linguistic anthropology。 E. M。 Forster （1879 1970): an English novelist， short story writer， essayist and librettist。 He is known best for his ironic and wellplotted novels examining class difference and hypocrisy in early 20th-century British society。 He was nomina

22、ted for the Nobel Prize in Literature in 13 different years。Robert Kaplan:An Americanapplied linguist。 His research area covers applied linguistics, discourse analysis, language policy， language planning, and ESL/EFL Teaching。 He is most famous for his contribution in Contrastive Rhetoric, a term he

23、 first coined in 1966. Kaplan has authored or edited 32 books, more than 130 articles in scholarly journals and chapters in books， and more than 85 book reviews and other ephemeral pieces in various newsletters， as well as 9 special reports to the U。S. government and to governments elsewhere.http:/d

24、osfan。lib。uic。edu/usia/EUSIA/education/engteaching/kap0299.htm(3) Pragmatics is the systematic study of meaning dependent on language in use. Unlike semantics， which examines conventional meaning coded” in a given language， pragmatics studies how the transmission of meaning depends not only on struc

25、tural and linguistic knowledge (e.g., grammar， lexicon, etc.） of the speaker and the hearer, but also on the context of the utterance, any preexisting knowledge about those participants involved， the inferred intent of the speaker, and other factors. Central topics of pragmatics include a speakers c

26、ommunicative intentions， the use of language that requires such intentions， context of use， the relation between the user of a linguistic form and the act of using the form， and the strategies an addressee employs to work out what the intentions and acts are. (4) Cohesion refers to the use of variou

27、s phonological, grammatical, and/or lexical means to link sentences or utterances into a well-connected， larger linguistic unit such as a paragraph or a chapter. In other words, cohesion achieves well-connectedness by means of linguistic forms。 Example: Mary is a secretary. She works in a law firm.

28、Yan (2012)Coherence refers to the logical wellconnectedness between different parts of a piece of spoken or written language, which distinguishes it from a random assemblage of sentences or utterances. Yan （2012）Formlyincohesivediscoursemaybecoherentthroughcommonsense，culturalbackground,contextualin

29、formation，imagination,logicalassumption，etc。Husband:Thatsthetelephone.Wife:Iminthebath.Husband:OK。(5) Pause is a temporary and brief break in the flow of speech， which is often classified into filled pause and unfilled or silent pause。 The former is taken up or filled by a hesitation form like ah， e

30、r, and um. In contrast， the latter is not filled by a hesitation form. In other words， a silent pause is one where there is no vocalization. Critical reading I。 Understanding the text （1) The main purpose of this article is to illustrate eight levels of crosscultural differences in non-verbal aspect

31、s of communication. (2） We can understand the nature of language by observing it in communication and in contact with other systems of communication. （3) Pacing and pausing， listenership. In deciding when to talk and what to say， the speaker usually takes a conscious speech planning, yet in pacing a

32、nd pausing and in showing listenership in a conversation, one does not need to stop and think for a decision. (4） Section 2.1 starts with a direct thesis statement. Then the author explains it with an experts (Scollon） research findings and examples.In section 2.2 the author raises a number of quest

33、ions （in para 7, 9 and 11） and responds to them with relevant research findings (Goodys as well as hers) and her own personal experience. Section 2。3 is also organized in the order of “questionanswer”。 Section 2。4 illustrates crosscultural differences in listenership with two examples, gaze (paras 2

34、1 and 22） and loud responses （para 23）， and then moves on to the conclusion （para 24). Section 2.5: examplediscussion. Section 2.6： personal experience and a very brief interpretation。 Section 2。7: the thesis （para 30 “how to be indirect is culturally relative) and discussion about the cases of Amer

35、icannonAmerican differences (American men， women, Greek and Japanese）. Section 2。8: definition and illustration. (5） The experience ina dinner party in paragraph 12 indicates that (1） people from different cultures not only differ in whether compliments should be accepted， rejected or deflected, but

36、 also in which compliments should be accepted/rejected/deflected； and (2） every culture has its own conventions about what to say on particular occasions， and without knowledge of these conventions， we can by no means appropriately interpret the messages in crosscultural communication. In Para. 29,

37、Tannenrefers to her first visit to Greece to exemplify the crosscultural difference in formulaicity， i。e., what is novel and what is conventional in different languages。(6) Generally speaking， the eight levels are arranged in the order of importance, from the core of verbal communication to more per

38、ipheral factors。 The first three levels and the fifth level belong to what is said while the last three center on how it is said. The fourth level， listenership, is the only level examined from the perspective of the hearer。 (7) As has been illustrated in part II， verbal communication involves many

39、hidden rules and conventions that vary from culture to culture。 Since every individual has his/her own unique experience, education background，and beliefs, etc., no two interactants would share exactly the same communicative rules and conventions。 In this sense all communication is cross-cultural. S

40、ummary writing Ways of communication are culturally diversified in almost every aspect, from what to say to how to say it。 When to talk (and when not to） is culturally relative。 People from one culture may find a particular silent moment unbearable while it is deemed appropriate in another culture。W

41、hat to say also differs greatly across cultures。 Many of us consider raising questions asa natural or even basic part of daily communication, but in some cultures questions are perceived imposing and hence rarely asked。 A certain degree of indirectness in communication is universal in all languages，

42、 but how to be indirect varies from culture to culture。 American men value “sticking to facts while Japanese and Arab often insist on elaborate “small talks。 Crosscultural differences can also be observed in the different ways of showing listenership， control of pace and pause， use of conventional a

43、nd novel language, and variation of intonation. Even when peopleare asked to describe or write about the same thing, their organization of a discourse will very likely differ in ways of establishing coherence and cohesion as Kaplan illustrated. II. Evaluation and exploration 1. Evaluating the text (

44、1) Personal experiences and anecdotes help elucidate abstract and difficult terms and add to the vividness of the text. Controlled use of personal experience may also shorten the distance between the author and the reader。 But the overuse and misuse of personal stories can also damage the objectivit

45、y and credibility of the argumentation. (2) Beside personal experience， Tannen mentions a lot of academic researches （e。g。 in para 4, 7， 8, 10， 21， 23， 38 and 39), which all add weight to her arguments. (3) It is obviously not an exhaustive list。 Cross-cultural communication can vary at many other l

46、evels， e。g。， proxemics and turn taking in a multiparty context。 2. Exploring beyond the text (1) Questions for exploration 1) There are altogether 16 questions which help structure the text in part two and they are not equally important. The question in para 2， for example, is a global one that cove

47、rs all the eight sections in the main body， while the question in para 20, “Now how many milliseconds shall I wait？, is just an example to illustrate why pacing and pausing is an automatic level. a. See above. b. The first question in para 7 is asked to introduce the topic of this section, what to s

48、ay。 It is a transition from section 2.1 to section 2.2. c。 This is a rhetorical question requiring no answer. It is asked simply to reinforce our conviction that questions are basic to the educational setting， which forms a sharp contrast with the case of Gonjans。 2） In all the known languages there are strategies of making indirect requests/apologies/invitations/， etc。 In a strict sense， the use of language is an indirect means to achieve communicative ends. How to be indirect differs from culture to culture. For example, in English a request is often put forward as a quest