大学思辨英语教程精读Unit教师用书.docx

大学思辨英语教程精读Unit教师用书.docx

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大学思辨英语教程精读Unit教师用书

Unit3VerbalandNon-verbalCommunication

Unitoverview

BothUnits1and2mentionakeyword“communication”.AsThomasPaynepointsoutinTextBofUnit2,mostofus,linguistsornon-linguists,havethecommon-sensenotionthat“themainpurposeofhumanlanguageiscommunication”.Thustodevelopadeeperunderstandingofthenatureandfunctionoflanguage,weneedtotakeacloseathumancommunication.Thisunitexaminesthistopicfromacross-culturalperspective,illustratingthesimilaritiesanddifferencesinverbalandnon-verbalcommunicationbetweendifferentcultures,whichlaysafoundationforfurtherexplorationintotheinterfacebetweenlanguageandcultureinthefollowingunits.

TextA

Peopleindifferentcommunitiesdemonstratedifferentperceptionsandrulesofbothverbalandnon-verbalcommunication.Thewaytheyinteractisculturallyrelativeinalmosteveryaspect,includingwhentotalk,whattosay,pacingandpausing,listenership,intonationandprosody,formulaicity,indirectness,andcoherenceandcohesion.

TextB

Somenon-verbalbehaviorsarepracticallyuniversalandhavethesamemeaningwhereveryouare（e.g.,smilingandfacialexpressionsofanger,surprise,fear,sadness,andsoon）.Butforculturalandhistoricalreasons,therehavealsodevelopedgreatdifferencesandvariationsinsuchaspectsaseyecontact,touch,gestures,andterritorialspace,etc.Withoutanawarenessofrespectandaccommodationforpeoplefromadifferentbackground,thesedifferencesarelikelytocausemisunderstandingsincross-culturalcommunication.

ThetwotextssupplementeachotherinthatTextAillustratescross-culturaldifferencesinbothverbalandnon-verbalcommunicationwhileTextBfocusesonnon-verbalbehaviorsandaddressesbothdifferencesandsimilarities.

Teachingobjectives

Thisunitisdesignedtohelpstudentsdeveloptheirreadingskills,communicativecompetence,criticalthinking,interculturalreflectionandabilitiesofautonomouslearninginthefollowingaspects.

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）

AcrossLanguagesandCulturespublishedbyAkadémiaiKiadó

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.

（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?

the?

bath.?

Husband:

?

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’saswellashers）andherownpersonalexperience.Section2.3isalsoorganizedintheorderof“question-answer”.Section2.4illustratescross-culturaldifferenc