Unit 3 Verbaland Non-verbal Communication
Unit overview
Both Units 1 and 2 mention a key word “communication”.As Thomas
Payne points out in Text B of Unit 2, most of us, linguists or non-linguists, have the common-sense notion that “the main purpose of
human language is communication”. Thus to develop a deeper
understanding of the nature and function of language, we need to take
a close at human communication. This unit examines this topic from a
cross-cultural perspective, illustrating the similarities and
differences in verbal and non-verbal communication between different
cultures, which lays a foundation for further exploration into the
interface between language and culture in the following units.
Text A
People in different communities demonstrate different perceptions and
rules of both verbal and non-verbal communication. The way they
interact is culturally relative in almost every aspect, including
when to talk, what to say, pacing and pausing, listenership,
intonation and prosody, formulaicity, indirectness, and coherence and
cohesion.
Text B
Some non-verbal behaviors are practically universal and have the same
meaning wherever you are ., smiling and facial expressions of anger,
surprise, fear, sadness, and so on). But for cultural and historical
reasons, there have also developed great differences and variations
in such aspects as eye contact, touch, gestures, and territorial
space, etc. Without an awareness of respect and accommodation for
people from a different background, these differences are likely to
cause misunderstandings in cross-cultural communication.
The two texts supplement each other in that Text A illustrates cross-cultural differences in both verbal and non-verbal communication
addressesboth
and behaviors non-verbal on focuses B Text while
differences and similarities.
Teaching objectives
This unit is designed to help students develop their reading skills,
communicative competence, critical thinking, intercultural reflection
and abilities of autonomous learning in the following aspects.
Reading skills:
Use context to understand a new word Identify cohesive devices
Predict the content of an upcoming sentence/paragraph
Communicative competence:
Develop a coherent and cohesive oral/written discourseUse topic sentences,
supporting sentences and concluding sentences in
presentations/essays Communicate constructively in team work
Critical thinking:as experience personal the strengths and weaknesses of Evaluate
evidence in argumentation Organize the arguments using an outlineand
differences between academic writing and Note reflect on the
everyday writing
Intercultural reflectioncommunication non-verbal and Identify similarities differences in
across culturescross-cultural which of levels differences on aware Be of multiple
communication can falterhistorical and communication Interpret behaviors
from cultural
perspectives
Teaching strategies
both communication are cross-cultural communication Non-verbal and
interesting topics in linguistics. The teacher can introduce the two
experiences
own students'to relating or anecdotes quoting by texts
lack students who Preparatory in work, p. 59). For (question 5
be led in experience of cross-cultural communication, the topic can
by discussions about inter-subcultural communication.
Text A is a research articlefrom an academic journaland its structure
draw to clear. It is recommended style and writing are quite
logic ., ways of arguing) and author'sstudents' attention to the
in well-planned, all the questions in use of evidence class. If readingPreparatory WorkCritical some dealt with and in be can
in all the questions in class. The teacher can follow detail Understanding the textto check students' comprehension of the text, explorationEvaluation and and be divided can while the tasks inthe 62), in
Making an outline (p. assigned to groups. For example,
the students into three groups, each responsible teacher can divide
for one topic.
For classical works in intercultural communication, please refer to: American Hall, Edward T. (1955). The Anthropology of ,192: 85-.The Silent Language . New York: Doubleday. Hall, Edward T. (1959).
For more updated information, please find the following journals: CommunicationCross- published by Canadian Academy of Cultural Oriental and
Occidental Culture (CAOOC)Across Languages and Cultures AkadémiaiKiadó
published byLanguage and Intercultural Communication published byRoutledge
Journals, Taylor & Francis Ltd.
Preparatory work
interactional and language, interests: (1) Academic gender
cross-cultural interaction, sociolinguistics, conversational
literary communication, frames theory, vs. conversational
discourse, and new media discourse. Main publications:
You Just Don't Understand: Women and Men in Conversation. New York:
Morrow, 1990.
That's Not What I Meant!: How Conversational Style Makes or Breaks
Relationships. NY: William Morrow, 1986.Discourse. NY & Oxford: Oxford University Press, 1994.
Outside the academic world Deborah Tannen is best known as the Gender and
Note:
TimesNew York and best seller on the books author of a number of
and radio news a frequent guest on television and she is also
information shows.
anthropologist who is American : an Edward Sapir (1884–1939)(2)early the the most important figures in widely regarded as one of
development of modern linguistics. His main interests are in the ways
relation the culture influence each other, in which language and
world cultural differences, and differences in between linguistic
the what is known as views. His most important contribution is
or the Sapir-Whorf hypothesis. principle of linguistic relativity
2013): an American linguist. His research John Joseph Gumperz(1922 –and India, code-switching, interests include the languages of
in contribution for conversational interaction. Well-known his
interactional sociolinguistics and the ethnography of communication,
sociolinguistics, as Gumperz's research has benefitted such fields
discourse analysis, and linguistic anthropology.
1970): an English novelist, short story writer, –E. M. Forster (1879
well-and his ironic known essayist and librettist. He is best for
early hypocrisy in novels plotted examining class difference and
20th-century British society. He was nominated for the Nobel Prize in
Literature in 13 different years.
applied linguist. His research area covers Robert Kaplan:An American
language applied linguistics, language policy, discourse analysis,
his most famous for Teaching. planning, and ESL/EFL He is
contribution in Contrastive Rhetoric, a term he first coined in 1966.
more than 130 authored or articles edited 32 in books, has Kaplan
scholarly journals and chapters in books, and more than 85 book
reviews and other ephemeral pieces in various newsletters, as well as
9 special reports to the . government and to governments elsewhere.
(3) is the systematic study of meaning dependent on language in
use. Unlike semantics, which examines conventional meaning coded in
a given language, pragmatics studies how the transmission of meaning
depends not only on structural and linguistic knowledge ., grammar,
lexicon, etc.) of the speaker and the hearer, but also on the context
of the utterance, any pre-existing knowledge about those participants
involved, the inferred intent of the speaker, and other factors.
Central topics of pragmatics include a speaker's communicative
intentions, the use of language that requires such intentions,
context of use, the relation between the user of a linguistic form
and the act of using the form, and the strategies an addressee
employs to work out what the intentions and acts are.
Cohesion refers to the use of various phonological, grammatical, (4)well-into a utterances to link sentences or and/or lexical means
a chapter. connected, larger linguistic unit such as a paragraph or
of by means words, cohesion achieves well-connectedness In other
linguistic forms. She Example: Mary is a secretary. works in a law firm. Yan (2012)
Coherence refers to the logical well-connectedness between different
parts of a piece of spoken or written language, which distinguishes
it from a random assemblage of sentences or utterances. Yan (2012)
sethrough common coherent Formly incohesive discourse may be
imagination, contextual information, nse, cultural background,
etc. logical assumption, telephone That'sthe Husband: . bath. I'm in the Wife: OK. Husband:
speech, flow of brief Pause is a temporary and break in the (5)
silent or classified into filled pause and unfilled is which often ah, . The former is taken up or filled by a hesitation pauseumer,hesitation a filled the and . In contrast, latter is not by
no there one pause a other form. In words, silent is where is
vocalization.
form like
Critical reading
I. Understanding the text
(1) The main purpose of this article is to illustrate eight levels of
cross-cultural differences in non-verbal aspects of communication.
in by observing it understand the nature of language (2) We can
communication and in contact with other systems of communication.
and talk listenership. In deciding when to (3) Pacing and pausing,
what to say, the speaker usually takes a conscious speech planning,
a in and in showing listenership pausing yet in pacing and
conversation, one does not need to stop and think for a decision.
(4) Section starts with a direct thesis statement. Then the author
and research findings (Scollon) explains it with an expert's
section the author raises a number of questions (in para 7, 9 and 11)
as (Goody's research findings and responds to them with relevant
also is hers) and her own personal experience. Section well as
illustrates of the order “question-answer”. Section organized in
gaze examples, cross-cultural differences in listenership with two
(paras 21 and 22) and loud responses (para 23), and then moves on to
: 24). Section : example-discussion. Section the conclusion (para
the personal experience and a very brief interpretation. Section :
and relative”) is culturally be thesis (para 30 “how to indirect
differences of American-non-American the discussion about cases
definition and (American men, women, Greek and Japanese). Section :
illustration.
(5) The experience ina dinner party in paragraph 12 indicates that (1)
people from different cultures not only differ in whether compliments
which in deflected, but also or should be accepted, rejected
every and (2) be compliments should accepted/rejected/deflected;
particular conventions about what on to say own has culture its
occasions, and without knowledge of these conventions, we can by no
cross-cultural the appropriately means interpret messages in
communication.
In Para. 29, Tannenrefers to her first visit to Greece to exemplify
the cross-cultural difference in formulaicity, ., what is novel and
what is conventional in different languages.
Generally speaking, the eight levels are arranged in the order
(6)more to of verbal communication of importance, from the core
level fifth and the factors. The first three levels peripheral
on how it is three center belong to what is said while the last
is the only level examined said. The fourth level, listenership,
from the perspective of the hearer.
communication II, verbal been illustrated in part (7) As has
involves many hidden rules and conventions that vary from culture
unique own every individual has his/her Since to culture.
two no education background,and beliefs, etc., experience,
interactants would share exactly the same communicative rules and
conventions. In this sense all communication is cross-cultural.
Summary writing
every diversified in almost Ways of communication are culturally
aspect, from what to say to how to say it. When to talk (and when not
a may find culturally is relative. People from one culture to)
particular silent moment unbearable while it is deemed appropriate in
us of greatly also differs across cultures. Many another to say
daily of or even basic part questions consider raising asa natural
communication, but in some cultures questions are perceived imposing
in certain degree of indirectness and hence rarely asked. A
communication is universal in all languages, but how to be indirect
to value “sticking to varies from culture culture. American men
“small elaborate and Arab often insist on while facts” Japanese
the be observed in differences talks”. Cross-cultural can also
pause, control listenership, of pace and showing ways different of
use of conventional and novel language, and variation of intonation.
Even when peopleare asked to describe or write about the same thing,
their organization of a discourse will very likely differ in ways of
establishing coherence and cohesion as Kaplan illustrated.
II. Evaluation and exploration Evaluating the text 1.
Personal experiences and anecdotes help elucidate abstract and (1)difficult terms and add to the vividness of the text. Controlled
between shorten the distance use of personal experience may also
the author and the reader. But the overuse and misuse of personal
the of and credibility also damage the objectivity stories can
argumentation.
academic of Tannen mentions a lot personal (2) Beside experience,
researches . in para 4, 7, 8, 10, 21, 23, 38 and 39), which all
add weight to her arguments.
Cross-cultural an exhaustive list. not (3) It is obviously
communication can vary at many other levels, ., proxemics and turn
taking in a multiparty context.
Exploring beyond the text 2. Questions for exploration (1)There are altogether 16 questions which help structure the text 1)in part two and they are not equally important. The question in
para 2, for example, is a global one that covers all the eight
while the question in para 20, “Nowsections in the main body,
to just wait”, is an example how many milliseconds shall I
illustrate why pacing and pausing is an automatic level.
a. See above.
b. The first question in para 7 is asked to introduce the topic
of this section, what to say. It is a transition from section
to section .
is It rhetorical c. This is a question requiring no answer.
are simply asked to reinforce our conviction that questions
basic to the educational setting, which forms a sharp contrast
with the case of Gonjans.
making strategies of languages In 2) all the known there are
indirect requests/apologies/invitations/, etc. In a strict sense,
the use of language is an indirect means to achieve communicative
For be culture. to indirect differs from culture to ends. How
example, in English a request is often put forward as a question
Can you pass me the salt of ability ().
3) For example, introvert people may be more tolerant of silence
find
usually extroverts while interaction verbal face-to-face in
silence awkward and uncomfortable. This is primarily an
interpersonal difference since in all cultures there are introvert
and extrovert people.
personality more aggressive another example. People with Gaze is
others, talk to gaze when they usually hold longer and steadier
while shy perpleare more likely to diverge in eye contact.
Language enhancement
I. Words and phrases
1. Adverbs and prepositions
(1) off; (2) out; (3) across; (4) away; (5) up; (6) between, for; (7)
after; (8) out of, into; (9) off; (10) up; (11) out of 2. Verbs
(1) illustrate, vary, discussing, exemplifying, signaling, mean, say (2) vary (3) differ (4) illustrated (5) exemplifies (6) expounds (7) demonstrates (8) elucidate, interpret
Words in context 3.
Open to discussion:To guess the meaning of a new word, one can first recognize its part
if identify its attitude word of speech, analyze its formation,
necessary, and then evaluate its meaning in the linguistic context.
II. Sentences and discourse
Paraphrasing 1.
Athabaskan Indians consider that it is inappropriate to talk to (1)a to causes Scollon, this not people they do know. According
other from Indians strange effect when theAthabaskan meet people
with make acquaintance to may The cultures. non-Athabaskans want
the Athabaskans by talking to them, but the Athabaskans will not
talk to the non- Athabaskans before they become acquaintances.
Gonjans take it for granted that questions are always asked to
(2)．
achieve indirect functions, so they never ask questions for pure
information.
The Americans usually take it for granted that in communication (3)
people should be direct and say no more or less than needed, and
that what people say is exactly what they mean. This is especially
men to American and applies more education true in business and
than to women.
No two people have just the same cultural background. Therefore, (4)all communication is cross-cultural to someextent. In this sense,
understanding cross-cultural communication can help us understand
world, problems in the of the nature language and tackle
especially those caused by and related to the use of language, .
obstacles in foreign language teaching and learning.
Translation 2.物理学家通过观察物质元素在不同环境中的表现及其与其他物质的相
互 (1)作用来理解它们的本质。与此相似，我们通过观察交际中的语言以及语言与 其他交际符号系统的关联来认识语言的本质。外语学习者可能会把在一种新的语言中所学的显性的词汇和语法填充到(2)
母语交际系统中隐性的语篇框架或副语言外壳里。社交网络总是区域性而非全球性的，不同社区的人有不同的语言手段来 (3)实现交际目标，与其他文化模式一样，人们说话的方式将他们界定为一个 “（言语）社区”。stereotyped You are very likely to find many people who have (4)
ideas about the forms and functions of language. (5) Please let me elaborate on my proposal.salary-earner. or plagued further the wage- (6)Runaway inflation
(Edwin O. Reischauer) racial stereotypes. (7)Such jokes tend to reinforce
3. Paragraph completion
(1)B (2)E (3)C Rhetorical devices 4.
(3) rhyme; (2) rhetorical (1) question; antithesis,
antithesis, alliteration; (4) ellipsis
Rhetorical question: If winter comes, can spring be far behind
Antithesis: Rude words bring about sadness, but kind words inspire
joy. Antithesis and rhyme: Man proposes, God disposes.Alliteration: The fair breeze blew, the white foam flew . Coleridge: The Rime of the Ancient Mariner ).of
Ellipsis: Fred took a picture of you, and Susan took a picture
me.
Intercultural reflection
Chinese and American people are different in many aspects of non- 1.verbal communication. Text A and Text B have already made a quite
pausing, speak, for this, including when to comprehensive list
coherence, and listenership, intonation, indirectness, cohesion
addition space. gestures, and territorial In eye contact, touch,
to all these, Chinese and Americansalso differ in courtesy, use of
facial expressions, and participation in group communication, etc..between distinction to the Classroom tactics: please refer
of Unit 2 critical intuitive and ways of thinking defined in
Teacher's book (p. 11).
The different conventions of eye contact between East Asians 2.Americans may be partly accountable in their history and culture.
American culture has a deep evolutionary root in capitalism, which
a and reasonable social system. In such nurtures an efficient
non-verbal encouraged in and both verbal culture, directness is
behaviors. Eye contact, as a sign of directness, helps the speaker
messageand facilitates the get and hold hearer's attention
and
conveying.
In East Asian countries Confucianism has longbeen the overwhelming
must ideology, ideology. In accordance with this communicators
contact strictly conform to the social hierarchy, and direct eye
social between hence impolite and prohibited to is supposed be
unequals.
comparative breaking Since 3. Kaplan's (1966) ground research in
falsify rhetoric, many scholars have made efforts to validate or
that perspectives. different Some conclude from his conclusion
Chinese are more indirect in verbal communication in order to show
in while politeness; others ., researches conduct empirical
writing) to test this finding.
Kaplan's (1966) observation of different ways of thinking between
Chinese and English awaits further evidence, yet it is fair to say
that cross-cultural differences of thought patterns seem to show
in both verbal and non-verbal communication. . eye contact in
Question 2)
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