大学思辨英语教程精读1unit3Word格式文档下载.docx

大学思辨英语教程精读1unit3Word格式文档下载.docx

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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