大学思辨英语教程精读1unit3.docx
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大学思辨英语教程精读1unit3.docx
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大学思辨英语教程精读1unit3
Unit3
Preparatorywork
1.DeborahTannenisUniversityProfessorandProfessorofLinguisticsatGeorgetownUniversityandauthorofmanybooksandarticlesabouthowthelanguageofeverydayconversationaffectsrelationships. SheisbestknownastheauthorofYouJustDon‘tUnderstand:
WomenandMeninConversation,whichwasontheNewYorkTimesbestsellerlistfornearlyfouryears,includingeightmonthsasNo.1,andhasbeentranslatedinto31languages. Thisisthebookthatbroughtgenderdifferencesincommunicationstyletotheforefrontofpublicawareness.Hermostrecentbook,YouWereAlwaysMom’sFavorite!
SistersinConversationThroughoutTheirLives,alsoaNewYorkTimesbestseller,receivedaBooksforaBetterLifeAwardandwasfeaturedon20/20(美国电视节目)andNPR(NationalPublicRadio)'sMorningEdition.
Amongherotherbooks,You'reWearingTHAT?
:
UnderstandingMothersandDaughtersinConversationspenttenweeksontheNewYorkTimesbestsellerlist;Talkingfrom9to5:
WomenandMenatWorkwasaNewYorkTimesBusinessbestseller;TheArgumentCulture:
StoppingAmerica'sWarofWordsreceivedtheCommonGroundBookAward;andIOnlySayThisBecauseILoveYou:
TalkingtoYourParents,Partner,Sibs,andKidsWhenYou'reAllAdultsreceivedaBooksforaBetterLifeAward.
Inadditiontohersevenbooksforgeneralaudiences,Tannenisauthororeditorofsixteenbooksandoveronehundredarticlesforscholarlyaudiences. Shehasalsopublishedpoems,shortstories,playsandpersonalessays.
Academicinterests:
genderandlanguage,interactionalsociolinguistics,conversationalinteraction,cross-culturalcommunication,framestheory,conversationalvs.literarydiscourse,andnewmediadiscourse.
Mainpublications:
YouJustDon'tUnderstand:
WomenandMeninConversation.NewYork:
Morrow,1990.
That'sNotWhatIMeant!
:
HowConversationalStyleMakesorBreaksRelationships.NY:
WilliamMorrow,1986.
GenderandDiscourse.NY&Oxford:
OxfordUniversityPress,1994.
2)EdwardSapir
EdwardSapir(/səˈpɪər/;1884–1939)wasanAmericananthropologist-linguist,whoiswidelyconsideredtobeoneofthemostimportantfiguresintheearlydevelopmentofthedisciplineoflinguistics.Sapirstudiedthewaysinwhichlanguageandcultureinfluenceeachother,andhewasinterestedintherelationbetweenlinguisticdifferences,anddifferencesinculturalworldviews.ThispartofhisthinkingwasdevelopedbyhisstudentBenjaminLeeWhorfintotheprincipleoflinguisticrelativityorthe"Sapir-Whorf"hypothesis.
2)JohnJosephGumperz
JohnJosephGumperz(January9,1922–March29,2013)wasanAmericanlinguistandacademic.Gumperzwas,formostofhiscareer,aprofessorattheUniversityofCaliforniainBerkeley.HisresearchonthelanguagesofIndia,oncode-switchinginNorway,andonconversationalinteraction,hasbenefittedthestudyofsociolinguistics,discourseanalysis,linguisticanthropology,andurbananthropology.
2)E.M.Forster
E.M.Forster, infullEdwardMorganForster (bornJanuary1,1879, London,England—diedJune7,1970, Coventry,Warwickshire), Britishnovelist,essayist,andsocialandliterarycritic.HisfamerestslargelyonhisnovelsHowardsEnd(霍华德庄园)(1910)andAPassagetoIndia(印度之旅)(1924)andonalargebodyofcriticism.Heisknownbestforhisironicandwell-plottednovelsexaminingclassdifferenceandhypocrisyinearly20th-centuryBritishsociety.HewasnominatedfortheNobelPrizeinLiteraturein13differentyears.
2)RobertKaplan
American appliedlinguist.Hisresearchareacoversappliedlinguistics,discourseanalysis,languagepolicy,languageplanning,andESL/EFLTeaching.HeismostfamousforhiscontributioninContrastiveRhetoric(对比修辞),atermhefirstcoinedin1966.Kaplanhasauthoredoredited32books,morethan130articlesinscholarlyjournalsandchaptersinbooks,andmorethan85bookreviewsandotherephemeral(short-lived)piecesinvariousnewsletters(时事通讯),aswellas9specialreportstotheU.S.governmentandtogovernmentselsewhere.
3)pragmatics
Pragmaticsisasystematicwayofexplaininglanguageuseincontext.Itseekstoexplainaspectsofmeaningwhichcannotbefoundintheplainsenseofwordsorstructures,asexplainedbysemantics.Asafieldoflanguagestudy,pragmaticsisfairlynew.ItsoriginslieinphilosophyoflanguageandtheAmericanphilosophicalschoolofpragmatism.Asadisciplinewithinlanguagescience,itsrootslieintheworkof(Herbert)PaulGriceonconversationalimplicature(会话含义)andthecooperativeprinciple(合作原则),J.L.AustinandJohnSearleonspeechact(言语行为),andontheworkofStephenLevinson,PenelopeBrownandGeoffLeechonpoliteness.
4)Cohesionreferstotheuseofvariousphonological,grammatical,and/orlexicalmeanstolinksentencesorutterancesintoawell-connected,largerlinguisticunitsuchasaparagraphorachapter.Inotherwords,cohesionachieveswell-connectednessbymeansoflinguisticforms.
Example:
Maryisasecretary.Sheworksinalawfirm.
5)Pauseisatemporaryandbriefbreakintheflowofspeech,whichisoftenclassifiedintofilledpause(有声停顿)andunfilledorsilentpause(无声停顿).Theformeristakenuporfilledbyahesitationformlikeah,er,andum.Incontrast,thelatterisnotfilledbyahesitationform.Inotherwords,asilentpauseisonewherethereisnovocalization(发声).
Criticalreading
I.ComprehensionCheck
I.Understandingthetext
(1)Themainpurposeofthisarticleistoillustrateeightlevelsofcross-culturaldifferencesinnon-verbalaspectsofcommunication.
(2)Wecanunderstandthenatureoflanguagebyobservingitincommunicationandincontactwithothersystemsofcommunication.
(3)Pacingandpausing,listenership.Indecidingwhentotalkandwhattosay,thespeakerusuallytakesaconsciousspeechplanning,yetinpacingandpausingandinshowinglistenershipinaconversation,onedoesnotneedtostopandthinkforadecision.
Section2.1startswithadirectthesisstatement.Thentheauthorexplainsitwithanexpert’s(Scollon)researchfindingsandexamples.
Insection2.2theauthorraisesanumberofquestions(inparas7,9and11)andrespondstothemwithrelevantresearchfindings(Goody’saswellashers)andherownpersonalexperience.
Section2.3isalsoorganizedintheorderof“question-answer”.
Section2.4illustratescross-culturaldifferencesinlistenershipwithtwoexamples,gaze(paras21and22)andloudresponses(para23),andthenmovesontotheconclusion(para24).
Section2.5:
example-discussion.
Section2.6:
personalexperienceandaverybriefinterpretation.
Section2.7:
thethesis(para30“howtobeindirectisculturallyrelative”)anddiscussionaboutthecasesofAmerican-non-Americandifferences(Americanmen,women,GreekandJapanese).
Section2.8:
definitionandillustration.
(5)Theexperienceinadinnerpartyinparagraph12indicatesthat
(1)peoplefromdifferentculturesnotonlydifferinwhethercomplimentsshouldbeaccepted,rejectedordeflected,butalsoinwhichcomplimentsshouldbeaccepted/rejected/deflected;and
(2)everyculturehasitsownconventionsaboutwhattosayonparticularoccasions,andwithoutknowledgeoftheseconventions,wecanbynomeansappropriatelyinterpretthemessagesincross-culturalcommunication.
InPara.29,TannenreferstoherfirstvisittoGreecetoexemplifythecross-culturaldifferenceinformulaicity,i.e.,whatisnovelandwhatisconventionalindifferentlanguages.
(6)Generallyspeaking,theeightlevelsarearrangedintheorderofimportance,fromthecoreofverbalcommunicationtomoreperipheral(secondary)factors.Thefirstthreelevelsandthefifthlevelbelongtowhatissaidwhilethelastthreecenteronhowitissaid.Thefourthlevel,listenership,istheonlylevelexaminedfromtheperspectiveofthehearer.
(7)AshasbeenillustratedinpartII,verbalcommunicationinvolvesmanyhiddenrulesandconventionsthatvaryfromculturetoculture.Sinceeveryindividualhashis/herownuniqueexperience,educationbackground,andbeliefs,etc.,notwointeractantswouldshareexactlythesamecommunicativerulesandconventions.Inthissenseallcommunicationiscross-cultural.
II.Evaluationandexploration
1.Evaluatingthetext
(1)Personalexperiencesandanecdoteshelpelucidate(阐明)abstractanddifficulttermsandaddtothevividnessofthetext.Controlleduseofpersonalexperiencemayalsoshortenthedistancebetweentheauthorandthereader.Buttheoveruseandmisuseofpersonalstoriescanalsodamagetheobjectivityandcredibilityoftheargumentation.
(2).Falter:
tobecomeweakerandunabletocontinueinaneffectiveway(Longman)
(3)Whichlevelsofcommunicationdifferencearelabeledautomaticprocessinginthetext?
Why?
Pacingandpausing,listenership.Indecidingwhentotalkandwhattosay,thespeakerusuallytakesaconsciousspeechplanning(section2.1&2.2),yetinpacingandpausingandinshowinglistenershipinaconversation,onedoesnotneedtostopandthinkforadecision
(para.20).
Whypacingandpausingisautomaticbecausewehavegotaccustomedtoitinourdailylifeandmadeitatruismorformulaafterpracticingitagainandagaininourdailycommunication.Wehaverememberedthesubtlechangeofpacingandpausing(para19)
(2)Besidepersonalexperience,Tannenmentionsalotofacademicresearches(e.g.inpara4,7,8,10,21,23,38and39),whichalladdweighttoherarguments.
(3)Itisobviouslynotanexhaustivelist.Cross-culturalcommunicationcanvaryatmanyotherlevels,e.g.,proxemics(人际距离学/亲近学)andturn-taking(话语轮次)inamultipartycontext.
2.Exploringbeyondthetext
(1)Questionsforexploration
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