大学思辨英语教程精读1Unit3教师用书0809Word文件下载.docx

大学思辨英语教程精读1Unit3教师用书0809Word文件下载.docx

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Readingskills:

Usecontexttounderstandanewword

Identifycohesivedevices

Predictthecontentofanupcomingsentence/paragraph

Communicativecompetence:

Developacoherentandcohesiveoral/writtendiscourse

Usetopicsentences,supportingsentencesandconcludingsentencesinpresentations/essays

Communicateconstructivelyinteamwork

Criticalthinking:

Evaluatethestrengthsandweaknessesofpersonalexperienceasevidenceinargumentation

Organizetheargumentsusinganoutline

Noteandreflectonthedifferencesbetweenacademicwritingandeverydaywriting

Interculturalreflection

Identifysimilaritiesanddifferencesinnon-verbalcommunicationacrosscultures

Beawareofmultiplelevelsofdifferencesonwhichcross-culturalcommunicationcanfalter

Interpretcommunicationbehaviorsfromculturalandhistoricalperspectives

Teachingstrategies

Non-verbalcommunicationandcross-culturalcommunicationarebothinterestingtopicsinlinguistics.Theteachercanintroducethetwotextsbyquotinganecdotesorrelatingtostudents’ownexperiences（question5inPreparatorywork,p.59）.Forstudentswholackexperienceofcross-culturalcommunication,thetopiccanbeledinbydiscussionsaboutinter-subculturalcommunication.

TextAisaresearcharticlefromanacademicjournalanditsstructureandwritingstylearequiteclear.Itisrecommendedtodrawstudents’attentiontotheauthor’slogic（i.e.,waysofarguing）anduseofevidenceinclass.Ifwell-planned,allthequestionsinPreparatoryWorkandCriticalreadingcanbedealtwithinsomedetailinclass.TheteachercanfollowallthequestionsinUnderstandingthetexttocheckstudents’comprehensionofthetext,whilethetasksinEvaluationandexplorationcanbedividedandassignedtogroups.Forexample,inMakinganoutline（p.62）,theteachercandividethestudentsintothreegroups,eachresponsibleforonetopic.

Forclassicalworksininterculturalcommunication,pleasereferto:

Hall,EdwardT.（1955）.TheAnthropologyofManners.ScientificAmerican,192:

85-89.

Hall,EdwardT.（1959）.TheSilentLanguage.NewYork:

Doubleday.

Formoreupdatedinformation,pleasefindthefollowingjournals:

Cross-CulturalCommunicationpublishedbyCanadianAcademyofOrientalandOccidentalCulture（CAOOC）

AcrossLanguagesandCulturespublishedbyAkadé

miaiKiadó

LanguageandInterculturalCommunicationpublishedbyRoutledgeJournals,Taylor&

FrancisLtd.

Preparatorywork

（1）Academicinterests:

genderandlanguage,interactionalsociolinguistics,conversationalinteraction,cross-culturalcommunication,framestheory,conversationalvs.literarydiscourse,andnewmediadiscourse.

（2）

Mainpublications:

YouJustDon'

tUnderstand:

WomenandMeninConversation.NewYork:

Morrow,1990.

That'

sNotWhatIMeant!

:

HowConversationalStyleMakesorBreaksRelationships.NY:

WilliamMorrow,1986.

GenderandDiscourse.NY&

Oxford:

OxfordUniversityPress,1994.

Note:

OutsidetheacademicworldDeborahTannenisbestknownastheauthorof 

anumberofbooksontheNewYorkTimesbestsellerandshe 

isalsoafrequentguestontelevisionandradionewsandinformationshows.

（3）EdwardSapir（1884–1939）:

an 

American 

anthropologistwhoiswidelyregardedasoneofthemostimportantfiguresintheearlydevelopmentofmodernlinguistics.Hismaininterestsareinthewaysinwhichlanguageandcultureinfluenceeachother,therelationbetweenlinguisticdifferences,anddifferencesinculturalworldviews.Hismostimportantcontributioniswhatisknownastheprincipleof 

linguisticrelativity 

orthe"

Sapir-Whorf"

hypothesis.

（4）

JohnJosephGumperz（1922–2013）:

anAmericanlinguist.HisresearchinterestsincludethelanguagesofIndia,code-switching,andconversationalinteraction.Well-knownforhiscontributionininteractionalsociolinguisticsandthe"

ethnographyofcommunication"

Gumperz’sresearchhasbenefittedsuchfieldsassociolinguistics,discourseanalysis,andlinguisticanthropology.

E.M.Forster（1879–1970）:

anEnglishnovelist,shortstorywriter,essayistandlibrettist.Heisknownbestforhisironicandwell-plottednovelsexaminingclassdifferenceandhypocrisyinearly20th-centuryBritishsociety.HewasnominatedfortheNobelPrizeinLiteraturein13differentyears.

RobertKaplan:

AnAmerican 

appliedlinguist.Hisresearchareacoversappliedlinguistics,discourseanalysis,languagepolicy,languageplanning,andESL/EFLTeaching.HeismostfamousforhiscontributioninContrastiveRhetoric,atermhefirstcoinedin1966.Kaplanhasauthoredoredited32books,morethan130articlesinscholarlyjournalsandchaptersinbooks,andmorethan85bookreviewsandotherephemeralpiecesinvariousnewsletters,aswellas9specialreportstotheU.S.governmentandtogovernmentselsewhere.

http:

//dosfan.lib.uic.edu/usia/E-USIA/education/engteaching/kap0299.htm

（5）Pragmaticsisthesystematicstudyofmeaningdependentonlanguageinuse.Unlikesemantics,whichexaminesconventionalmeaning"

coded"

inagivenlanguage,pragmaticsstudieshowthetransmissionofmeaningdependsnotonlyonstructuralandlinguisticknowledge（e.g.,grammar,lexicon,etc.）ofthespeakerandthehearer,butalsoonthecontextoftheutterance,anypre-existingknowledgeaboutthoseparticipantsinvolved,theinferredintentofthespeaker,andotherfactors.Centraltopicsofpragmaticsincludeaspeaker’scommunicativeintentions,theuseoflanguagethatrequiressuchintentions,contextofuse,therelationbetweentheuserofalinguisticformandtheactofusingtheform,andthestrategiesanaddresseeemploystoworkoutwhattheintentionsandactsare.

（6）

（7）Cohesionreferstotheuseofvariousphonological,grammatical,and/orlexicalmeanstolinksentencesorutterancesintoawell-connected,largerlinguisticunitsuchasaparagraphorachapter.Inotherwords,cohesionachieveswell-connectednessbymeansoflinguisticforms.

（8）

Example:

Maryisasecretary.Sheworksinalawfirm.Yan（2012）

Coherencereferstothelogicalwell-connectednessbetweendifferentpartsofapieceofspokenorwrittenlanguage,whichdistinguishesitfromarandomassemblageofsentencesorutterances.Yan（2012）

Formly 

incohesive 

discourse 

may 

be 

coherent 

through 

common 

sense, 

cultural 

background, 

contextual 

information, 

imagination, 

logical 

assumption, 

etc. 

Husband:

That’s 

the 

telephone. 

Wife:

I’m 

in 

bath. 

OK. 

（9）Pauseisatemporaryandbriefbreakintheflowofspeech,whichisoftenclassifiedintofilledpauseandunfilledorsilentpause.Theformeristakenuporfilledbyahesitationformlikeah,er,andum.Incontrast,thelatterisnotfilledbyahesitationform.Inotherwords,asilentpauseisonewherethereisnovocalization.

（10）

Criticalreading

I.Understandingthetext

（1）Themainpurposeofthisarticleistoillustrateeightlevelsofcross-culturaldifferencesinnon-verbalaspectsofcommunication.

（2）Wecanunderstandthenatureoflanguagebyobservingitincommunicationandincontactwithothersystemsofcommunication.

（3）Pacingandpausing,listenership.Indecidingwhentotalkandwhattosay,thespeakerusuallytakesaconsciousspeechplanning,yetinpacingandpausingandinshowinglistenershipinaconversation,onedoesnotneedtostopandthinkforadecision.

（4）Section2.1startswithadirectthesisstatement.Thentheauthorexplainsitwithanexpert’s（Scollon）researchfindingsandexamples.Insection2.2theauthorraisesanumberofquestions（inpara7,9and11）andrespondstothemwithrelevantresearchfindings（Goody’saswell