b3U5listening.docx

b3U5listening.docx

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b3U5listening

Video

2.BACEDF

Alice:

So,eachofushaschosensomeanimalsthatwebelieveuselanguage.Peter,whatdidyoulearnaboutwhalesanddolphins?

Peter:

Itwasthoughtthatonlyhumanscouldcommunicatewithpeopletheycan'tsee;however,whalesanddolphinscancommunicateoverlongdistances.

Alice:

How?

Peter:

Theyusehighfrequencieswhichcancarryoveralongdistance.And,infact,researchersseemtothinkthattheseanimalsseemtohaveaneedtocommunicatewitheachother.Andoneresearcherthinksthatonedaywe'llbeabletoknowwhatthey'retalkingabout.

Alice:

Good.Henry,whatdidyoufindabout...erm...elephants?

Henry:

Ifoundthatelephantscancommunicateoverlongdistancestoo,buttheyuseverylowfrequencies.Idon'tknowwhetheryoucouldcalltheircommunicationlanguageornot,butI'lllookintoitmore.

Alice:

OK.Margaret,whataboutparrots?

Margaret:

We'veallreadaboutparrots,butI'vebeenreadingaboutaparrotcalledNkisi,whoknows971words.Heisn'tcountedasknowinganewwordunlesshe'suseditatleastfivetimesinameaningfulway.Inotherwords,ifhejustrepeatstheword,itdoesn'tcount.

Alice:

DoyouhaveanyexamplesofNkisi'slanguageuse?

Margaret:

Yes.ItinvolvesJaneGoodall,thefamousanthropologist.ShewenttoseeNkisi.Nkisi'sownerhadshownhimsomepicturesofJaneandsomechimpanzees.WhenJanewalkedintotheroom,Nkisisaid,"Gotachimp?

"

Peter:

That'sfunny.

Alice:

Anythingelse?

Margaret:

Well,yes,whenhisownerbrokethenecklaceshewaswearing,hesaid,"Whatapity!

Youbrokeyournicenewnecklace."

Alice:

Iwouldcertainlysayhewasusinglanguage.

Margaret:

Ihaveanotherexampleofabird-likeanimal—tamarins,usinglongcallstomaintaincontactwithindividuals.Scientistshavefoundthattheyhaveanindividualidentityandagroupidentity.Individualsinonegroupallsoundquitedifferentthanindividualsinanothergroup,somethinglikeaccentswehave.

Henry:

Really?

That'sverysurprising!

Margaret:

Yes,what'smoreamazingistheyhaveevenasex-specificidentitybesidesindividualidentityandgroup-levelidentity,sotheycandistinguishbetweenmales,females,neighbors,andstrangersjustlikehumans.

Henry:

Great.Now,Alice,whatcanyoureport?

Alice:

Firstofall,doweallagreethatAmericanSignLanguageisalanguage?

Theothers:

Yes.

Alice:

Well,allthegreatapes,suchaschimpanzeesandgorillas,canlearnAmericanSignLanguage.

Henry:

Thatwouldtakesomerealworkontheirpart.

Alice:

Right.Butwhatisamazingtomeisthateachkindofapecanteachthesignlanguagetoothersoftheirownkind.

Peter:

Well,thatremindsmeofthebodylanguageofwolvesanddogs.

Alice:

Whatdoyoumean?

Peter:

I'vefoundthatwolvesanddogscommunicatethroughbodygesturesandfacialexpressions.Forinstance,aggressivewolvesanddogsstandtallwiththeirearsraised,andtheirheadheldhigh.Theyshowtheirteeth,andraisetheirfursothattheylookbigger.Theymaygivealoudbark.Andwhentheyfeelfrightenedorwanttoshowobedience,theylowertheirbodies,flattentheirears,tuckintheirtails,andclosetheirmouths.Theymayrolloverontheirbackandliethere,bellyup.

Margaret:

Ioftenseedogsraisetheirrearandlowertheirforequartersinakindof"bow".Whatdoesthatmean?

Peter:

Thatmeanstheywanttoplay.

Henry:

Well,didanyofusfindanyinformationaboutbees'dancing?

That'saverygoodexampleofhowinsectscommunicatewitheachother.

Alice:

Yeah,I'vegotsome.Therearetwotypicaldancesofthebees:

therounddanceandthetail-waggingdance.

Henry:

Canyouexplainthemindetail?

Alice:

Well,therounddanceisthesimplestdance.Ah...thebeeperformsitwhenitfindsfoodnearthebeehive.Itdoesn'tprovidemuchinformation;it'smoreofan...awakeningsignal.So,ifthebeefindsthefooditwillstartgoinginasmallcircle.Everyoneortwocirclesitwillsuddenlyreversedirection.Itcangoonforsecondsandevenminutes.

Henry:

Whathappensnext?

Alice:

Erm...otherbeesfollowthedancerandthenflyoffbythemselveslookingforfood.Iftheyhaven'tbeenfeedingatthatplacebefore,theywilllookforfoodineverydirectionnearthebeehive.However,thedancingbeealsogivesoffsmellsthatarerecognizedbyotherbeesfrequentingthesameflowers.Theywillthenflydirectlytothem.

Peter:

Whataboutthetail-waggingdance?

Alice:

Well,inthetypicaltail-waggingdancethebeefliesstraightaheadforashortdistance,thenreturnsinasemicircletothestartingpoint,againgoesthroughthestraightstretch,makesasemicircleintheoppositedirectionandsoonrepeatedly.Thestraightpartoftherunisgivenparticularemphasisbywaggingthebodyforcefully.Inaddition...er...duringthetail-waggingportionofthedancethebeealsogivesoutabuzzingsound.（Shemimicsthebuzzofbees.）

Peter:

Thenwhat'sthepurposeofthetail-waggingdance?

Alice:

Ittellstheotherbees,veryaccurately,atwhatdistanceandinwhichdirectionthefoodis,sothattheycanlookforitthemselves.

Margaret:

OK.Ithinkwehavealotofgoodinformationhere.Let'slookforalittlemore,thenmeetagain.OK?

Theothers:

OK.

LS-1

2.FFTTTT

Everyculturehasitsownwayofsayingthings,itsownspecialexpressions.Thesearethelivingspeechofapeople.The"soap"expressionsinEnglisharejustoneexample.

Soapoperasareradioandtelevisionplaysabouttheproblemsandemotionsinhumanrelationships.Theyarecalledsoapoperasbecausethefirstprograms—yearsago—werepaidforbysoap-makingcompanies.

Likemusicaloperas,soapoperasarenotaboutrealpeople.Andcriticschargethattheydonotrepresentabalancedpictureofreallife.Theynotethatalmosteveryoneinasoapoperahasaseriousemotionalproblem,orisguiltyofacrime.Andthereareseveralcrisesineveryprogram.

Yet,soapoperafansdonotcareaboutwhatthecriticssay.Theylovetheprogramsandwatchthemeveryday.

SuchloyaltyhasmadesoapoperasverypopularintheUnitedStates.Infact,afewprogramsaresopopularthattheyhavebeenproducedwiththesameactorsformanyyears.

Anotherexpressionthatusestheword"soap"is"soapbox".

Therewasatimewhensoapandotherproductswereshippedinwoodenboxes.Theboxesweresmall,butstrong.Youcouldstandononetoseeovertheheadsinacrowdortobeseeninacrowd.Soapboxeswereasimple,easywaytomakeyourselftallerifyouwantedtogiveapublicspeech.

Suchsoapboxspeechesusuallywerepoliticalandone-sided.Thespeakersshoutedtheirideastoanyonewhowalkedby.Manytalkedforhours,refusingtogetofftheirsoapboxes.

Today,youdon'tneedawoodenboxtomakeasoapboxspeech.Anyone,anywhere,whotalksendlesslyaboutacause,issaidtobeonasoapbox.

Anotherquieterwaytowinsupportorgaininfluenceisto"soft-soap"aperson.Thismeanstousepraiseorotherkindwordstogetthepersontodowhatyouwant.

LS-2

1.CAD

Interviewer:

DoyouthinklearnersshouldaimtospeakEnglishwithanative-speakerpronunciation?

Interviewee:

That'sadifficultquestiontoanswer.Ithinkthemostimportantthingistobeunderstoodeasily.Formostlearners,it'snotnecessaryordesirabletospeaklikeanativespeaker.Forsomelearners,forexample,thosewhoeventuallywanttoteachEnglish,orbeinterpretersperhaps,anative-speakerpronunciationistheultimategoal.Atleast,that'swhatIthink.

Interviewer:

ChildrenoftendonotwanttospeakEnglishwithanative-speakerpronunciation.Whynot?

Interviewee:

Ingeneral,childrenaresplendidmimicsandimitatestrangesoundsveryeasilyandwell.However,itistruethatmostchildrendonotwanttosound"English"whentheyarespeakingEnglish.ThismaybepartlyduetoshynessbutIthinkthemainreasonisthatmostchildrenwanttobelongtoagroup—theydressalike,listentothesamemusic,sharethesameopinionsandhobbies.EvenifachildcanspeakEnglishlikeanativespeaker,heorshewillusuallychoosenotto—unless,ofcourse,therestofthegroupspeakswithanative-speakerpronunciationtoo.

Interviewer:

Whatisthemainreasonwhyadultsfindpronunciationdifficult?

Interviewee:

Numerousreasonshavebeenofferedforthedifficultieswhichmanyadultsfindwithpronunciationand,nodoubt,thereissometruthinallofthese.Itseemstobethecasethatchildrenarebettermimicsthanadults.Butifanadultreallywantstoachieveanative-speakerpronunciation,thenheorshecan.ItisNOTthestudent'sownlanguagethatpreventshimorherfromachievinganative-speakerpronunciationinEnglish.Itisthefactthattheadultstudenthasastrongsenseofnationalidentity.Inotherwords,heorshewantstobeidentifiedasaGermanorBrazilianspeakingEnglish.Inmyopinion,thissenseofnationalidentityismoreimportantthanotherexplanations,suchasthegreateranxietyofadultsortheeffectoftheirownlanguagehabits.

ML-1

1.DABAB

Receptionist:

EnglishLanguageCenter.MayIhelpyou?

Caller:

Yes.I'mcallingtofindoutmoreinformationaboutyourprogram.

Receptionist:

Well,firstofall,thepurposeofourprogramistoprovidelanguage-learningopportunitiesforourpartoftheU.S.[Uh-huh.]Forexample,somestudentsneedtolearnthebasicfunctionallanguageskillsfortheirjobs.OthersneedintensiveEnglishsothattheycanenteraU.S.university.

Caller:

Okay.I'mcallingforafriendinterestedinattendingaU.S.university.

Receptionist:

Wehaveavarietyofcoursesthatcanhelpher,frombasiccommunicationcoursestocontent-basedclassessuchascomputerliteracy,interculturalcommunication,andbusinessEnglish.

Caller:

Great.Whatarey