《 语言与语言学 》 双向视频4

1. 《语言与语言学》双向视频4 主讲人 张兴

2. Unit 7Language Function 4:Talk, Talk and Talk • Be aware of the information flow in talk • Understand the complexity of speaker and hearer roles • Be familiar with some of the ways of opening, keeping goingand closing • Be familiar with some safe topics • Become self-critical of classroom talk

3. Unit 7Language Function 4:Talk, Talk and Talk • Activity 1Participants in Talk • Activity 2Opening, Keeping Going and Closing • Activity 3Talk in Classroom

4. Activity 1Participants in Talk • Task 1 Analyze the flow of information in talk • Task 2 Understand the complexity of hearer • Task 3 Understand the complexity of speaker

5. Task 1 Analyze the flow of information in talk • The given information and the given-off information • When people talk face to face, there are two ways to provide information: They give it and they give it off, e.g. “I’ m Steve from BFSU. Are you a guest too?” and “Yes. I, m Lin” are the information they gave.. • Such information as “Steve is a teacher from BFSU”, and ‘Tin is a student”; “Steven enjoys talking to Lin”, and “Lin is reluctant to talk”, and so on, is the information they gave off.

6. The given information and the given-off information • Given information refers the information with definite and explicit meaning while given-off information refers the information whose meaning is vague and ambiguous. Although most given-off information is non-verbal, surely it can be verbal. The key point to distinguish given-information and given-off information, therefore, is not whether it is verbal or non-verbal but whether the meaning conveyed is explicit or ambiguous. The information with explicit meaning is given information; the information with ambiguous meaning is give-off information

7. The given information and the given-off information • Mutual-monitoring process • It is through the information provided in these two ways that participants monitor each other’ s behavior and adjust their own accordingly.

8. Non-verbal signals • The given-off information is often made available through non-verbal signals. They include： • Gestures; • Head movements and other body movements; • Posture; • Facial expressions (length of glances, amount of eye opening, pupil expansion);

9. Non-verbal signals • 请学员读懂240页、241页的图片及思考题并结合反馈完成241-242页的练习。区分given information 和 given-off information 的关键是看信息传达的意义是否有歧义性。有的就是given-off information，没有的、意义明确的就是given information。

10. Task 2 Understand the complexity of hearer • Direct hearers直接听众 • Addressee信息目标人 • observing hearer在座的 • Standby旁听的 • Indirect hearers间接听众 • TV viewers收视的 • Eavesdropper偷听的 • Overhearer无意听众

11. Task 3 Understand the complexity of speaker • Genuine speaker真正说话人 • The truthful relayer传声筒 • Message relayer传信人 • False relayer假传圣旨者

12. Activity 2Opening, Keeping Going and Closing • Task 1 Start your talk • Task 2 Keep going • Task 3 Close your talk

13. Task 1 Start your talk • The two stages in opening • the initiation • The safest ways of initiating a conversation in Chinese culture • The use of polite address terms, such as大爷、大婶、师傅、先生、小姐 • The use of apologetic expressions, such as对不起、打扰了

14. Task 1 Start your talk • Asking for each other’ s name • Note that the kinship terms like大爷、大婶、师傅、先生、小姐 are polite address terms in Chinese, not in English. • Asking for each other’ s name seems to be also a safe initiation both in English and Chinese. Chinese is other-oriented, that is, the speaker asks for the partner’ s surname first, whereas English is self-oriented, that is, the speaker first tells the partner whom he or she is.

15. The two stages in opening • The response • Accepted the initiation and encouraged the counterpart to continue • No+a reasonable explanation • A white lie (a “cooling off’ law)

16. Task 2 Keep going • Some Chinese safe topics • talk about age • talk about money and salary talk about sports • talk about latest social events talk about films • talk about TV series talk about jobs • A list of safe topics in the western culture • The decor of a house one is visiting • A new dress • A child’ s behavior • A household pet • Some other physical aspect of the environment (particularly the weather)

17. Task 3 Close your talk • Pre-closing signals are sometimes quite useful: • diminish eye contact with the speaker • make a dramatic shift in your posture • take a glance at a clock or watch • change your position quite drastically — for instance, stand up • put things away • put some distance between the two of you

18. Task 3 Close your talk • Three generally safe ways for you to close your conversation: • paying compliments and appreciation • It’s been nice (or good) talking to you. It’s great knowing you. • I enjoy talking with you very much. • Showing considerateness • You must be a busy man. Thank you for your time. • I’d better let you go. • You should get back to work now. • I mustn’t keep you.

19. Task 3 Close your talk • Giving excuses • Well, back to work, • I must be going. Sorry! • Please excuse me! but • I’ve got to go/run/do • My next appointment is waiting. • And finally do not forget to say: Goodbye!

20. Activity 3Talk in Classroom • Task 1 Opening, keeping going and closing in classroom talk • Task 2 Managing classroom talk

21. Task 1 Opening, keeping going and closing in classroom talk • Opening • Exchange of greeting • Monitor:Stand up! • Prof. Guide: Good morning! (or Good afternoon!) • Students:Good morning! (or Good afternoon!) • Prof. Guide: Sit down please! • Reviewing the key points of the previous class • Stating the objectives of the present class

22. Task 1 Opening, keeping going and closing in classroom talk • Keep going • Activity for the first objective • Question / answer pair work • group work • Activity for the second objective • work on text comprehension • vocabulary build-up

23. Task 1 Opening, keeping going and closing in classroom talk • Closing • Summarizing the key points • Leaving homework • Saying goodbye

24. Task 2 Managing classroom talk • In a foreign language classroom, teachers have to do a lot of things, some simultaneously: • Attaining teaching goals for a particular session  • Today’ s objectives are: First, ... Second, ... Third, ... And lastly, • We are going to do five things today: • By the end of this class you should be able to do these things: •  Organizing student activities  • Let’ s do some pair work. • Now let’ s break into three groups. • Ken, you act as a lawyer, will you?

25. Task 2 Managing classroom talk • Engaging students’ attention • Guess what? • You’ 11 never guess what! • Have I got a surprise for you! • Eliciting students’ response • Do you want to say something at this point? • Dick’? The lady over there? ... Barbara? • Anything else you can say about it? •  Allocating turns of speaking • Any volunteers? • Providing feedback

26. Task 2 Managing classroom talk • Changing topics • Where are we now? (to summarize) • Let us take stock. (to summarize) • By the way, ... (switch to another topic) • Disciplinary control (which is quite challenging with teenagers) • I could do with a bit of silence. • I don’ t like this chattering away. • Look, I’ d prefer it if you belted up. • Keeping students interested • Guess what? • You’ 11 never guess what! • Have I got a surprise for you!

27. Unit 8 Language in Society • Activity 1 Language and Identity • Activity 2Bilingualism and “Skipants” • Activity 3Language and Politics

28. Activity 1 Language and Identity • Task 1 Language and national identity • Task 2 Language and regional/status identity • Task 3 Language and gender identity

29. Task 1 Language and national identity • How many of you have read the short story The Last Lesson by Alphonse Daudet? From a linguistic point of view, it is not only a touchy story about Franz, but also a story of a nation’ s identity that was threatened when its language was denied its status in education.

30. Task 1 Language and national identity • Language to a nation is in some sense like a name to a person. It gives the nation its own identity. When a new nation is born, one of the first things it does is to establish its national language. This is borne out, in a rather dramatic way, by the independence of its former republics after the collapse of the former Soviet Union. Professor Franca tells us this story.

31. Task 2 Language and regional/status identity • Language also helps establish regional and status identity. Here are three stories about language and regional identities. • Putonghua is related to status identity. From her story we know that she was laughed at behind her back when she could not speak Putonghua with a decent accent, and resulted in misunderstanding. Li Yue’s hometown dialect is related to both regional and status identity.

32. Task 2 Language and regional/status identity • Li Yues parents became upset when they could not understand her. Li Yue had lost her former local identity. Li Yue’s former friends and classmates kept clear of her because Li Yue no long spoke the dialect they spoke. Li Yue’s putonghua sounded like someone of a higher status speaking to them with an intention to show how stupid they were not to be able to understand putonghua.

33. Task 2 Language and regional/status identity • Cantonese and Cantonese Putonghua nowadays are associated with money and status. English is associated with the image of being educated and learned. That is why the Shanghai couple tried to imitate the Cantonese couple, who uttered a few words of Cantonese English, just to impress their Shanghai partners.

34. Task 2 Language and regional/status identity • It is Hong Kong that has changed. Hong Kong citizens feel it more urgent than ever before to learn putonghua. The pressure seems to come from communicative and commercial consideration rather than status desire.

35. Task 3 Language and gender identity • In this society men and women are not only contrasted by their social roles, such as men hunting whereas women nurturing, but also explicitly by the use of different dialects by male and female speakers. • Gender differences in language use are the results of social prejudices against women. Such prejudices are not just found in ethnic minorities, but exit almost in all societies.

36. Task 3 Language and gender identity • Madame Curie, inspired by her husband, refused the Legion of Honour. Madame Curie presented herself as a candidate, but was denied a fair competition. Madame Curie failed in her election by one vote. Her opponents did not play fair. They even issued false ballots. He issued an anti-women command: “Let everybody come in, women excepted.” His insulting remark was due to his prejudices against women, and to his racial prejudices against Jews.

37. Activity 2Bilingualism and “Skipants” • Bilingualism and monolingual • Bilingualism means the habitual use of two languages. • By monolingual is meant that speakers have to drop their mother tongue or stick to the mother tongue, which means that they will not be able to communicate with people speaking other languages.

38. Activity 2Bilingualism and “Skipants” • Task 2 Work on Chao’s talk

39. Task 2 Work on Chao’s talk • The what is simply about the phenomenon of bilingualism among minority groups living in the United States. The why is about why Chinese parents should want their children to be bilingual. The how is about how to help children become bilingual. Chao gives five suggestions: (1) Beware the tyranny of interpersonal language-patterns. (2) Look out for the fixity of inter-group language-patterns. (3) Eschew skipants. (4) Chinese is the major problem. Standard Chinese is secondary. (5) Speech is more basic than writing.

40. Task 2 Work on Chao’s talk • It takes more than a family to make a real speech community. For a language to thrive, it takes a town, a village or even a city that uses it in its daily life.

41. Task 2 Work on Chao’s talk • Why should Chinese parents want their children to be bilingual? • His arguments are not political, but practical ones. (1) The Chinese language is a major language of the three or four major cultures of the world. (2) Chinese children are fortunate to have two full-time teachers (i.e. their parents) around all the time and free of charge. (3) Non-Chinese Americans start learning Chinese.

42. Task 2 Work on Chao’s talk • What are interpersonal language-patterns? • To put it simply, interpersonal language-patterns refer to the situation in which people have developed a sort of habit of talking with some in one language, and with others in another language. They tend to adhere to this habit unless conscious and persistent efforts are made to break the habit. That is whyChao calls it tyranny.

43. Task 2 Work on Chao’s talk • What are skipants? • Skipants are English words borrowed ad hoc into Chinese sentences. Skipants should not be encouraged. They should be avoided as much as possible.

44. Activity 3Language and Politics • The use of language is inevitably influenced by politics. Anyone who has gone through the trauma of the so-called the Great Cultural Revolution will have a fresh memory of how the Cultural Revolutionary politics infiltrated every aspect of people’ s life. In this respect, western democratic societies are no exceptions. The politics is played by two (or more) competitive parties, and consequently language is full of two-valued opposites: good or bad, right or wrong, moral or immoral, and so on. In this activity we present some case studies of how politics affects the use of language.

45. Activity 3Language and Politics • Task 1 Reflect on the language use of the Great Cultural Revolution • Task 2 Reflect on the polarization of language in western politics • Task 3 Read Orwell’s critique of the effects of British politics on English

46. Task 1 Reflect on the language use of the Great Cultural Revolution • The term Great Cultural Revolution is a short form of the Great Proletarian Cultural Revolution, which lasted for 10 years, from May 1966 to October 1976, to be exact. • In some way the Cultural Revolution was carried out by wars of words, known as si da （四大）: (1) darning（大明, meaning “air your view openly and loudly”）, (2) dafang （大放, “speak out freely”） , (3) dazibao （大字报, “write big character posters）, and (4) dabianlun （大辩论, “engage in great debates”）.

47. Task 1 Reflect on the language use of the Great Cultural Revolution • The class struggle ideology led to the polarization of society, which was divided into two general categories: revolutionary vs. counter-revolutionary, as shown be­low.

48. Task 1 Reflect on the language use of the Great Cultural Revolution I 我 I live我活 Revolutionary革命 Proletarian无产阶级 Socialism社会主义 Revolutionaries革命派 Enemy敌 You die你死 Counter-revolutionary反革命 Bourgeois资产阶级 Capitalism资本主义 Capitalist roaders走资派

49. Task 1 Reflect on the language use of the Great Cultural Revolution • The so-called Great Cultural Revolution turned out to be a total disaster. It was mainly carried out by wars of words, i.e. sida (darning, dafang, dabianlun and dazibao). The then dominating ideology was the theory of class struggle. People were forced to remember and talk about it in every moment of their consciousness. As a result the society was polarized into two life-or-death camps: revolutionaries vs. counter­revolutionaries.

50. Task 2 Reflect on the polarization of language in western politics • Hayakawa (1978) observes: • We tend to think in opposites, to feel that what is not good must be bad and that what is not bad must be good. When children are taught English history, for example, the first thing they want to know about every ruler is whether he was a “good king” or a “bad king”.This penchant to divide the world into two opposing forces ... and to ignore or deny the existence of any middle ground, may be termed the two-valued orientation.