大学思辨英语教程 精读1Unit 3教师用书.docx

大学思辨英语教程 精读1Unit 3教师用书.docx

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大学思辨英语教程精读1Unit3教师用书

Unit3VerbalandNon-verbalCommunication

Unitoverview

BothUnits1and2mentionakeyword“communication”.AsThomas

PaynepointsoutinTextBofUnit2,mostofus,linguistsornon-linguists,havethecommon-sensenotionthat“themainpurposeof

humanlanguageiscommunication”.Thustodevelopadeeper

understandingofthenatureandfunctionoflanguage,weneedtotake

acloseathumancommunication.Thisunitexaminesthistopicfroma

cross-culturalperspective,illustratingthesimilaritiesand

differencesinverbalandnon-verbalcommunicationbetweendifferent

cultures,whichlaysafoundationforfurtherexplorationintothe

interfacebetweenlanguageandcultureinthefollowingunits.

TextA

Peopleindifferentcommunitiesdemonstratedifferentperceptionsand

rulesofbothverbalandnon-verbalcommunication.Thewaythey

interactisculturallyrelativeinalmosteveryaspect,including

whentotalk,whattosay,pacingandpausing,listenership,

intonationandprosody,formulaicity,indirectness,andcoherenceand

cohesion.

TextB

Somenon-verbalbehaviorsarepracticallyuniversalandhavethesame

meaningwhereveryouare.,smilingandfacialexpressionsofanger,

surprise,fear,sadness,andsoon）.Butforculturalandhistorical

reasons,therehavealsodevelopedgreatdifferencesandvariations

insuchaspectsaseyecontact,touch,gestures,andterritorial

space,etc.Withoutanawarenessofrespectandaccommodationfor

peoplefromadifferentbackground,thesedifferencesarelikelyto

causemisunderstandingsincross-culturalcommunication.

ThetwotextssupplementeachotherinthatTextAillustratescross-culturaldifferencesinbothverbalandnon-verbalcommunication

addressesboth

andbehaviorsnon-verbalonfocusesBTextwhile

differencesandsimilarities.

Teachingobjectives

Thisunitisdesignedtohelpstudentsdeveloptheirreadingskills,

communicativecompetence,criticalthinking,interculturalreflection

andabilitiesofautonomouslearninginthefollowingaspects.

Readingskills:

UsecontexttounderstandanewwordIdentifycohesivedevices

Predictthecontentofanupcomingsentence/paragraph

Communicativecompetence:

Developacoherentandcohesiveoral/writtendiscourseUsetopicsentences,supportingsentencesandconcludingsentencesin

presentations/essaysCommunicateconstructivelyinteamwork

Criticalthinking:

asexperiencepersonalthestrengthsandweaknessesofEvaluate

evidenceinargumentationOrganizetheargumentsusinganoutlineanddifferencesbetweenacademicwritingandNotereflectonthe

everydaywriting

Interculturalreflectioncommunicationnon-verbalandIdentifysimilaritiesdifferencesin

acrossculturescross-culturalwhichoflevelsdifferencesonawareBeofmultiple

communicationcanfalterhistoricalandcommunicationInterpretbehaviorsfromcultural

perspectives

Teachingstrategies

bothcommunicationarecross-culturalcommunicationNon-verbaland

interestingtopicsinlinguistics.Theteachercanintroducethetwo

experiences

ownstudents'torelatingoranecdotesquotingbytexts

lackstudentswhoPreparatoryinwork,p.59）.For（question5

beledinexperienceofcross-culturalcommunication,thetopiccan

bydiscussionsaboutinter-subculturalcommunication.

TextAisaresearcharticlefromanacademicjournalanditsstructure

drawtoclear.Itisrecommendedstyleandwritingarequite

logic.,waysofarguing）andauthor'sstudents'attentiontothe

inwell-planned,allthequestionsinuseofevidenceclass.If

readingPreparatoryWorkCriticalsomedealtwithandinbecan

inallthequestionsinclass.Theteachercanfollowdetail

Understandingthetexttocheckstudents'comprehensionofthetext,

explorationEvaluationandandbedividedcanwhilethetasksinthe62）,inMakinganoutline（p.assignedtogroups.Forexample,

thestudentsintothreegroups,eachresponsibleteachercandivide

foronetopic.

Forclassicalworksininterculturalcommunication,pleasereferto:

AmericanHall,EdwardT.（1955）.TheAnthropologyof,192:

85-89.TheSilentLanguage.NewYork:

Doubleday.Hall,EdwardT.（1959）.

Formoreupdatedinformation,pleasefindthefollowingjournals:

CommunicationCross-publishedbyCanadianAcademyofCultural

OrientalandOccidentalCulture（CAOOC）AcrossLanguagesandCulturesAkadémiaiKiadópublishedbyLanguageandInterculturalCommunicationpublishedbyRoutledge

Journals,Taylor&FrancisLtd.

Preparatorywork

interactionalandlanguage,interests:

（1）Academicgender

cross-culturalinteraction,sociolinguistics,conversational

literarycommunication,framestheory,vs.conversational

discourse,andnewmediadiscourse.Mainpublications:

YouJustDon'tUnderstand:

WomenandMeninConversation.NewYork:

Morrow,1990.

That'sNotWhatIMeant!

:

HowConversationalStyleMakesorBreaks

Relationships.NY:

WilliamMorrow,1986.

GenderandDiscourse.NY&Oxford:

OxfordUniversityPress,1994.

Note:

OutsidetheacademicworldDeborahTannenisbestknownasthe

TimesNewYorkandbestselleronthebooksauthorofanumberof

andradionewsafrequentguestontelevisionandsheisalso

informationshows.

anthropologistwhoisAmerican:

anEdwardSapir（1884–1939）

（2）earlythethemostimportantfiguresinwidelyregardedasoneof

developmentofmodernlinguistics.Hismaininterestsareintheways

relationthecultureinfluenceeachother,inwhichlanguageand

worldculturaldifferences,anddifferencesinbetweenlinguistic

thewhatisknownasviews.Hismostimportantcontributionis

ortheSapir-Whorfhypothesis.principleoflinguisticrelativity

2013）:

anAmericanlinguist.HisresearchJohnJosephGumperz（1922–andIndia,code-switching,interestsincludethelanguagesof

incontributionforconversationalinteraction.Well-knownhis

interactionalsociolinguisticsandtheethnographyofcommunication,

sociolinguistics,asGumperz'sresearchhasbenefittedsuchfields

discourseanalysis,andlinguisticanthropology.

1970）:

anEnglishnovelist,shortstorywriter,–E.M.Forster（1879

well-andhisironicknownessayistandlibrettist.Heisbestfor

earlyhypocrisyinnovelsplottedexaminingclassdifferenceand

20th-centuryBritishsociety.HewasnominatedfortheNobelPrizein

Literaturein13differentyears.

appliedlinguist.HisresearchareacoversRobertKaplan:

AnAmerican

languageappliedlinguistics,languagepolicy,discourseanalysis,

hismostfamousforTeaching.planning,andESL/EFLHeis

contributioninContrastiveRhetoric,atermhefirstcoinedin1966.

morethan130authoredorarticlesedited32inbooks,hasKaplan

scholarlyjournalsandchaptersinbooks,andmorethan85book

reviewsandotherephemeralpiecesinvariousnewsletters,aswellas

9specialreportstothe.governmentandtogovernmentselsewhere.

（3）isthesystematicstudyofmeaningdependentonlanguagein

use.Unlikesemantics,whichexaminesconventionalmeaningcodedin

agivenlanguage,pragmaticsstudieshowthetransmissionofmeaning

dependsnotonlyonstructuralandlinguisticknowledge.,grammar,

lexicon,etc.）ofthespeakerandthehearer,butalsoonthecontext

oftheutterance,anypre-existingknowledgeaboutthoseparticipants

involved,theinferredintentofthespeaker,andotherfactors.

Centraltopicsofpragmaticsincludeaspeaker'scommunicative

intentions,theuseoflanguagethatrequiressuchintentions,

contextofuse,therelationbetweentheuserofalinguisticform

andtheactofusingtheform,andthestrategiesanaddressee

employstoworkoutwhattheintentionsandactsare.

Cohesionreferstotheuseofvariousphonological,grammatical,（4）well-intoautterancestolinksentencesorand/orlexicalmeans

achapter.connected,largerlinguisticunitsuchasaparagraphor

ofbymeanswords,cohesionachieveswell-connectednessInother

linguisticforms.

SheExample:

Maryisasecretary.worksinalawfirm.Yan（2012）

Coherencereferstothelogicalwell-connectednessbetweendifferent

partsofapieceofspokenorwrittenlanguage,whichdistinguishes

itfromarandomassemblageofsentencesorutterances.Yan（2012）

sethroughcommoncoherentFormlyincohesivediscoursemaybe

imagination,contextualinformation,nse,culturalbackground,

etc.logicalassumption,

telephoneThat'stheHusband:

.

bath.I'mintheWife:

OK.Husband:

speech,flowofbriefPauseisatemporaryandbreakinthe（5）

silentorclassifiedintofilledpauseandunfillediswhichoften

ah,.Theformeristakenuporfilledbyahesitationformlikepauseumer,hesitationafilledtheand.Incontrast,latterisnotby

nothereonepauseaotherform.Inwords,silentiswhereis

vocalization.

Criticalreading

I.Understandingthetext

（1）Themainpurposeofthisarticleistoillustrateeightlevelsof

cross-culturaldifferencesinnon-verbalaspectsofcommunication.

inbyobservingitunderstandthenatureoflanguage

（2）Wecan

communicationandincontactwithothersystemsofcommunication.

andtalklistenership.Indecidingwhento（3）Pacingandpausing,

whattosay,thespeakerusuallytakesaconsciousspeechplanning,

ainandinshowinglistenershippausingyetinpacingand

conversation,onedoesnotneedtostopandthinkforadecision.

（4）Sectionstartswithadirectthesisstatement.Thentheauthor

andresearchfindings（Scollon）explainsitwithanexpert's

sectionth