李桂娟_11!00411001_英语_郑华

　 中图分类号：H313 学号：11004110001

　南阳师范学院

　本科毕业论文

　 论文题目： 跨文化非言语交际与大学生

　 英语听力教学研究 作 者： 李 桂 娟 指导教师： 郑 华 教授 学 院： 外 国 语 学 院 专 业： 英 语 班 级： 2011 级 01班 二〇一五 年 三 月

　 跨文化非言语交际与大学生英语听力

　教学研究 南阳师范学院

　外国语学院

　英语专业

　申请文学学士学位

　毕业论文

　 作 者： 指导教师：

　 On Intercultural Nonverbal Communication and the College English Listening Teaching A Thesis Submitted to

　English Department,

　School of Foreign Languages,

　Nanyang Normal University

　in Partial Fulfillment of the Requirements

　for the Degree of Bachelor of Arts

　 By

　 Supervisor：

　Acknowledgements

　I want to thank all those who have offered me their fervent help, commitment and enthusiasm, which have been the mainly driving force to finish this paper. First, I owe special gratitude to my adviser, Vice Professor Zheng Hua, who gives me a lot of advice about my paper. I am grateful to her not only for her guidance, comments on this paper, but also for her patient attitude on her students which make me have more confidence to complete this thesis. I would like to thank all college colleagues who helped me looked for the large materials I need when I were not at school. They also gave me their effective advice.

　摘 要

　大量的研究表明，大约70%或90%的信息是通过非言语交际表达的。实际上，教学本身就是一种交流方式。大多数人认为，英语听力教学是通过言语手段而不是非言语手段进行的。所以即便非言语交际作为一种重要的交际手段，在大学生英语课堂中所起的作用普遍是被人们低估甚至是忽视的。当然这种现象在英语听力课堂也是普遍存在的。大学英语听力教学一直是中国大学生外语学习的重点，政府也投入了大量的人力和物力。但由于文化差异、听力障碍和教学方法的关系，听力教学仍然是中国大学英语教学的一块短板。为了普遍提升大学生英语听力能力，提高英语听力教学质量，一些专家和学者开始从一个全新的角度探索教学方法。

　关键词：大学生英语听力教学；听力现状；跨文化非言语交际

　Abstract

　Chinese university English listening class has been always laid more stress by the national government, which also put a lot of manpower and material resources, but it is still a short board in Chinese university English Teaching. In order to improve English listening ability of college students, some experts and scholars began to explore the teaching methods from a new perspective, in order to enrich the students' English Listening Teaching methods and improve the quality of English Listening teaching.

　Key Words: college English listening teaching; current situation of listening; intercultural nonverbal communication

　Contents

　Acknowledgements I

　摘要 II

　Abstract III

　Contents IV

　1. Introduction 1

　1.1 Research Background 1

　1.2 The Significance of the Study 2

　 1.3 The Layout of the Thesis 4

　2. Nonverbal Communication 5

　2.1 The Definition of Nonverbal Communication 5

　2.2 Classification 5

　2.3 Function 6

　3. Discussion 7

　 3.1 The Current Situation of College English Listening Teaching 7

　3.2 Analysis of Listening Disorder 8

　 3.2.1 Voice Disorders 9

　 3.2.2 The Disadvantages of Verbal Communication 9

　 3.2.3 The Burden of Mental 9

　3.3 Solution 10

　 3.3.1 Body Language 10

　 3.3.2 Paralanguage 11

　 3.3.3 Teacher's Artifacts 12

　4. Conclusion 13

　Bibliography 14

　1. Introduction

　 Research Background

　Every country is becoming more and more developed. The communication is more frequently between countries and countries. We will interact with people from different cultural backgrounds frequently, so intercultural communication occurs almost whenever and wherever. The world we live in is becoming a global village. More and more people have realized that cultural differences affect the subtle and profound exchanges. Cross-cultural communication is not a new concept, which existed as early as after the first tribal groups formed in the history of mankind. Cultural differences have been identified thousand years ago. When two tribes from different cultural backgrounds meet each other, because of different cultural backgrounds, they will have this or that misunderstanding when communicating. Therefore, people from different cultural backgrounds should learn actively the cultural difference knowledge from each other so as to achieve effective communication. College students as learners and as the world managers in the future must master the cultural differences well to adapt the globalization.

　However, listening is an elementary ability to the college students in intercultural communication. So it is imperative to improve the English listening ability for College students. In order to achieve this objective, the university English teachers should pay more attention to cultivate the students' intercultural communicative competence. More importantly, the full knowledge of intercultural communication should be introduced into the university English listening teaching to cultivate students' intercultural communicative and comprehensive competence. The language is a best reflection of the culture. The final purpose to study a language is communication. But to achieve effective communication, we must lay the good base of listening. This also means that the college English listening teaching is a cradle for students to master listening skills and consolidate the listening foundation. Language culture and communication are closely related. So in English listening class, we should combine these links closely.

　1.2 The Significance of the Study

　There is no doubt that the significance of this study lies in the nonverbal communication and the significance of college students' English listening teaching. It is discussed from the following three aspects.

　First of all, nonverbal communication has important theory significance. When we talk to communication, we instantly think of the language or words in general. However, in the actual face-to-face interaction between people and people, it is not merely verbally but nonverbally. Verbal and nonverbal communication mode was used in people’s daily life as well as in their occupation life. In the university English teaching, verbal communication is generally used by to carry out a series of activities in classroom, which has become the most commonly and important way used in China university English classroom as well as at university English listening class. However, nonverbal means also play a significant role in English teaching, esp. in language listening teaching. Sometime nonverbal means can achieve some targets but verbal means would not.

　Secondly, nonverbal communication has some practical significance. Imagine, or you can simply do a survey. In our daily life, how many times a person use of nonverbal communication to interact with others. The result would be amazing. Through the calculation you will know,?almost all of our?emotions?are?conveyed through?nonverbal communication. We nod to express consent or approval. We frown to show against. We smile and stretch out a hand to show welcome.?We?wave?the hands?to?show goodbye. We rely on the?seat?and yawn to show that is?boring?in the conversation or in a?lecture. We stamp our foot or clap the table to show our anger and so on. In fact, everywhere in our lives are filled with non-verbal communication. In daily life,?we?ignore?the nonverbal communication that the reason is very simple,?that is?we?are unconscious to send the message in nonverbal means. Nonverbal communication help us get a large amount of information,?so?if we?put it into the?College English?listening teaching,?this is not a new starting?point?

　 Lastly, there is an important?cultural significance?of nonverbal communication. Nonverbal communication?is an essential?and universal human behavior. When two people meet,?most of the interactions?are carried out by the?nonverbal communication approach, such as eye contacts, facial expressions. Nonverbal communication is?an important part?of human communication. No matter when and where?you?met another,?as long as?there is communication, then there will be nonverbal communication. However, it often overlooked, caused some people?mistakenly think that?nonverbal communication?does not exist. As we all know,?a baby,?if you?use gestures to?frighten her or?him,?then he or she will?cry and think you are a bad man.?But if you?said to him:?I am bad, and?he?could?not have the reaction like that. This?means that?a child?before she?could speak,?he?would understand?nonverbal?behavior, rather than verbal?behavior. For example,?if you?smiles and?grimaces toward a baby,?he or she?will respond to you smile, laugh and?move his?or her head happily. So we can said,?nonverbal communication is?a person's?natural ability from birth to?the end. However, Samovar, et al. [1:201] says “although much of apparent behavior is instinctive (such as smiling, moving, touching, eye contact), you are not born with a culture of the communication proportions associated with nonverbal messages.” Therefore, nonverbal communication is closely related to culture. Therefore, if the College English Listening teaching use the nonverbal communication as a key point at the same time, and that is more effective for teacher and students to understand the listening materials, Chinese college English listening teaching might be to a new level.

　1.3 The Layout of the Thesis

　 In order to achieve final objective, the thesis consists of four parts. The first part is the introduction. It concludes three sub-parts, including the research background, the significance of the study, and the layout of the thesis. Then the thesis moves to the next three parts. The second part mainly reviews some theory on intercultural nonverbal communication both abroad and at home. It concludes the intercultural nonverbal communication's definition, function, and classification. The third part briefly introduces the current situation of college English listening teaching, the listening disorders and solution. And the last part is conclusion.

　2. Nonverbal Communication

　2.1 The Definition of Nonverbal Communication

　People nonverbal communication is not so familiar. Generally speaking, it can be regard as communication without words or the study of body language, facial expressions, eye contact, etc. Diverse people have unusual perceptive of nonverbal communication. There are several outstanding scholars who explain, guide and help us to understand the term non-verbal communication. According to Malandros and the coauthors [2:197], nonverbal communication will be defined "As used the non-verbal behavior, either alone or in combination with speech acts, interpretation and messages exchanged in a situation or the environment in the process."

　2.2 Classification

　 Nonverbal communication, scholars hold different concept. The classification on nonverbal communication was firstly projected by Rueschand Kees in 1956[3:57]. They alienated nonverbal communication into three category:?sign language, action language, and object language. Environmental factors such as some culturally framed concepts of time, space, personal distance.”

　 Bi Jiwan[4: 6] suggests that nonverbal communication should fall into four categories,?Body Language, refers to posture, such as handshaking, kissing, hugging, smiling, and touching and body movement such as head gesture, face gesture, eye movement, arm gesture, hand gesture and leg movement; Paralanguage consists of silence and nonverbal sound; Object Language, includes smell, dress and cosmetics, etc. Environmental Language comprises message of space, message of time.?2.3 Function

　 uAfter talking about the definition and the classification of non-verbal communication, we go on talking about the functions about the non-verbal communication. Samovar, et al. and the coauthors conclude: “(1) repeating, (2) complementing, (3) substituting, (4) regulating, (5) contradicting（6）accenting because they believe that nonverbal communication is multidimensional which suggests that nonverbal communication often interacts with verbal messages [1:198].” These five functions are widely accepted by most domestic and foreign professors and scholars; however, there is a function should not be ignored. That is the function of "accenting" suggested by Malandros and the coauthors in their book titled Nonverbal Communication.

　The first function “repeating” that is easy to understand. People often say something with the action to repeat this meaning. For example, we often shook our head and while to say the word “no.” We stretch two of our fingers while saying the number “two.” The repeat function highlights the non-verbal language code messages, which are often applied in our daily lives. Secondly, Malodors’ statement explained that the additional means add more information to a verbal message. In order to quell the class down, the teacher must learn some non-verbal behaviors, and say the words "Silence, please!" Or "Please keep quiet!" and so on. Both of these typically reflect the supplementary of non-verbal language code.

　The third function is recommended that the substitution commonly used in the case of an oral device does not work or there are some obstacles that prevent communication. For example, you are waiting for your friends in a very quiet table in a bar. When your friend appears, wave your hand toward him or her or stand up to attract his or her attention, instead of shouting your friend's name to interrupt others. Also, when you go to your friend's house, your kids are naughty; you often stare at him to give him a warning signal, rather than severely scold him in front of the owner. In this case, the verbal communication is not the best choice to communication, so that the non-verbal behavior is an appropriate manner.

　The fourth function of regulation is that people with non-verbal information to coordinate and manage communications. When you recall others, how and when you nod your head, when the other is speaking, when you stop to wait for the other to speak next talking, how long you keep silent. Obviously, use a non-verbal behavior in this case, as the signal, and help control the fluent of the conversation. Sometimes, in some cases, your true feeling is not in accord with your spoken words, you have to pretend smile, but in reality you are sad or upset such as someone from the scene in a movie or on television to say he feels relaxed but shake hands in trembling voice. We are sure that he is not OK, though we do not know the reason why she is not OK. Leathers[5:7] once argues that “We now know that not only non-verbal communication is our most abundant emotional state of knowledge, that is non-verbal cues are reliable and stable source of emotional indicators that are being transmitted and received.”

　3. Discussion

　3.1 The Current Situation of College English Listening Teaching

　Listening teaching has always played an important role in English teaching. It is also the key to learn English well. “Listen” is the important way of language input. However, for the majority of students, listening is always the weakest link. In all kinds of English tests, the weakest point is still listening comprehension.

　Firstly, University English listening teaching is a “test” teaching. Language is a natural development of human behavior, with the acquisition of language understanding and exchanging the information. However our listening class, the teacher just click the buttons and students just listen to the tape. After listening they say the answer. If you are wrong then listen again. The teacher lays the stress on the hearing results instead of listening itself.

　Secondly, university English listening teaching is a "special" teaching. English is a synthetic language art. At the present, most of listening teaching is a separate course. In the listening class, students only are input information but they are lack of output process, that makes listening is separated with other links, which does not conform to the rules of learning. Thirdly, there is a great difference in culture. Students' knowledge is narrow. They have no explanation of English history, nationality, geography, local customs and life style and so on.

　Finally, the university teaching of English listening in class basically used in verbal communication, few teachers guide students to listening comprehension and demonstration from the perspective nonverbal communication, increased the difficulty of listening.

　3.2 Analysis of Listening Disorder

　3.2.1 Voice Disorders

　Students don't understand the listening material. First of all, obstacles of language itself (voice stress, skimming, tone, intonation) are one of the most difficult reasons in the listening content. English is a language. The basic material shell is tone of voice. If their voice knowledge is not enough, the ability to distinguish the different voice between them will be very poor. Thus it will affect the listening comprehension. Many students present the main problems in the following areas: The pronunciation is not correct. We are not familiar with the strong and the weak stress, not suited linking. We handled the word and sentence stress and intonation badly and so on.

　3.2.2 The Disadvantages of Verbal Communication

　Verbal communication can be defined as communicating your thoughts through words. Such thoughts may ideas, opinions, directions, objections, your emotions and pleasures. For example, in the western, someone is praised, if such praise is sincerely, he or she will say "thank you" or "hear your praise, I am very happy" or something like that. But in China, regardless of whether others sincerely, we always say "no, you flatter me". Theses cultural differences bring a lot of trouble in English listening teaching. So the verbal communication in listening class has some barriers which require the nonverbal communication to supply.

　3.2.3 The Burden of Mental

　In the process of listening comprehension, it is very difficult to keep a normal mentality. Some students fear for listening to the material. There is a negative mood before listening. When the listening is beginning, they will be more intensive and anxious which make their brains are short blank, do not understand the text. If things go on like this, it is normal that students are tired of listening material. Because it feels less progressive over time, some students will begin lose interest and confidence in English listening.

　3.3 Solution

　There is various kind of nonverbal communication. I would like to talk the body language, and paralanguage in accordance with the above discussion. Here, both the teachers and students are discussed.

　3.3.1 Body Language

　(1)Posture and Gesture

　Some researchers have found from face to face interaction that students are more positive to evaluate their teacher and feel more like their teacher if the teacher leans forward, smile, nod their head and so on. On the body language, eye contact is also the most significant posture. When a teacher is speaking without any gestures and postures, we will think the one is inflexible and he or she is not humorous. In short, a popular and lively teaching style caught the attention of students and make learning easier and more fun. So in college English listening teaching class, teachers should pay more attention to face to face reaction and send more gestures massages to students.

　(2) Facial expression and Eye contact

　Facial expressions and eye contact are significantly to warm climate of classes. Broghy [6:189-190] stated: “Negative teacher expressed messages through frowns and other nonverbal means was a not good sign. It will give the students a restless, immature, low in persistence, uncooperative and rejected signal.” A teacher who loves smiling can help students form a positive attitude, and fulfill the equivalent achievement. The teacher will be seen as more friendly.

　The students would react quickly and learn more knowledge, especially in English listening teaching classes. Another important power is eye contact both teachers and students. Teachers through observing student adjust their classes. They often carefully observe the students' boredom, confusion, or signs of enthusiasm. In addition, teachers use eye contact to convey different meanings. Students are encouraged or praised by teachers' eye contact with a warm smile and are warned in direct contact with the dull appearance of the eyes, remind students to promote their attention and participation. Students' eye contact is important for teacher in English listening class. Typically, after listen to the materials, the teacher asked a student who avoid in eye contact, and teacher think it is unwilling or rejecting signals. Some students are lack of self –confidence. So teachers should pay attention carefully the behavior of the student's eyes, and take appropriate measures.

　3.3.2 Paralanguage

　Paralanguage includes vocal cues such as volume, pitch, rhythm, tempo, resonance, tone and silence. Reasonable combination of different volume and tempo can draw the attention of students and inspire their interest. The teacher, who muttered, speaks slowly and consistently in mispronounced words, uses the "ah" will be less popular than who speaks clearly, fast, smoothly. In addition, the volume of their voice reflects where important content is. Teachers should take the control of the volume based on classroom space. If the teacher always speaks loudly, teachers and students will both feel tired easily. But if his voice is too low or faint, students can not hear clearly what he was talking. Therefore, it is very difficult to meet the teaching objectives. While students like teachers who speak English fluently and eloquently in English teaching, but the pause and silence is necessary, too. Teachers can use the pause and silence contrast or emphasize to draw our attention. For example, before a speech the pause or silence conveys the message. Therefore, we should not ignore the absence of speech, which often leads to misunderstanding of the importance of communication.

　3.3.3. Teacher's Artifacts

　Teaching is a kind of very special work and teachers have the responsibility of both teaching knowledge and train students' character, so teachers' artifacts should not be neglected.

　This is a man's dress must be all cultures routines with his or her social status or occupation correspond. However, the appropriate line, it is a cultural foundation. In American students' opinion, the teachers dressed formally are very necessary of class management, while the teachers dressed friendly, enthusiastic and flexible. Students will be better to management. For female teachers, a slight makeup can make them more attractive. They would be better not to wear like necklaces, rings and earrings, because they will distract the attention of students. An American high school student recalled one of his teachers. She is very charming. They cannot focus their attention on the class, because she often wears open clothes. All of students cannot neglect her attractive appearance and we can hardly learn anything in her class.

　4. Conclusion

　Nonverbal communication plays an important role in human communication. In our daily lives, most of the time is spent in non-verbal communication. It can not ignore that non-verbal communication for English listening teaching has a powerful influence. Our Listening teaching depends on the proper use of non-verbal behaviors. Many college English teachers think that the purpose of college English listening teaching is to promote students' intercultural communicative competence, including verbal and nonverbal means. However, most people can not put theory into practice, although they have been aware of the non-verbal behavior used in listening classroom. My paper first gives an account of its place in human communication and its effect in college English listening classroom teaching. And second it presents an overview of intercultural nonverbal communication from the perspectives of definition, functions, and classifications in college English listening class. Next it accounts for the current situation of the college English listening class and some disorders. Finally, I simply introduced some solutions that are how to use intercultural nonverbal communication in English listening class. However, I hope this paper will make more researchers to keep interests in the study of intercultural nonverbal communication and college English listening teaching. Teachers and students should understand the importance of cross-cultural differences in the intercultural nonverbal communication. And thereby in English listening teaching class, teachers and students will pay more attention to exchange in nonverbal communication.

　Bibliography

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　南阳师范学院本科毕业论文

　On Intercultural Nonverbal Communication and the College English Listening Teaching

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　The Use of Linking Adverbials by Chinese College English Learners

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