This paper analyzes College English teacher's non-verbal behaviors in multimedia classroom from the perspective ofMultimodal Discourse Analysis, aiming to explore how the non-verbal behaviors in classroom teaching...This paper analyzes College English teacher's non-verbal behaviors in multimedia classroom from the perspective ofMultimodal Discourse Analysis, aiming to explore how the non-verbal behaviors in classroom teaching can be applied in meaning-making process to facilitate teacher-students interaction and realize three metafunctions of language in class.展开更多
This paper first reveals the non-verbal behavior and then further emphasizes the important of body behavior which can be used in class frequently under the classification of the non-verbal behavior. By analyzing the i...This paper first reveals the non-verbal behavior and then further emphasizes the important of body behavior which can be used in class frequently under the classification of the non-verbal behavior. By analyzing the important role of non-verbal behavior plays in communication, the paper discusses the specific and important part that non-verbal behavior serves, especially in foreign language teaching. The paper concludes that non-verbal behavior can perform as a relation maintainer, a structure maker, and a content container. The further suggestions for teacher to facilitate are proposed.展开更多
Using 80 short video examples about refusal language strategies on Douyin short videos as a corpus,this study explores the commonality and individuality,as well as the contradictory relationship between Chinese and Br...Using 80 short video examples about refusal language strategies on Douyin short videos as a corpus,this study explores the commonality and individuality,as well as the contradictory relationship between Chinese and British countries in the use of refusal language strategies by combining manual and graphical data analyses.It is found that Chinese people use more indirect ways of using refusal speech acts,and British and American countries use more direct ways of using refusal speech acts.In addition to this,both Chinese and British countries use non-verbal behavior to reject speech as a way of protecting the positive face of the addressee and reducing the threatening behavior to the face of the other party.This study also found that the ambivalent relationship between the emergence of refusal language strategies in both China and Britain is related to their personal psychological state,social values,and personal face.The results of this study have some values for sociology as well as pragmatics,which is conducive to the maintenance of interpersonal relationships.展开更多
The study of verbal behavior focuses on communicative functions of the speakers/producers as they affect the behavior of listeners/observers. Effects on the listener reinforce the speaker and the listener/observer ben...The study of verbal behavior focuses on communicative functions of the speakers/producers as they affect the behavior of listeners/observers. Effects on the listener reinforce the speaker and the listener/observer benefits (i.e., is reinforced) from the behavior of the speaker/producer. The interlocking of, and exchange of, the speaker and listener behavior between individuals and within one’s own skin constitute bidirectional operants. These bidirectional operants are instances of social interactions and measures of social behavior. Evidence suggests that the act of listening, among other observing responses, is initially developmentally independent from speaker behavior. How they become joined parallels the biological phenomenon of metamorphosis. The succession of changes has been empirically identified as a succession of verbal behavior development cusps, which are described in their sequence biologically as a manifestation of functional metamorphosis. The onset of a cusp constitutes first instances of behavior and accompanying stimulus control that allows infants and children to contact parts of the environment for the first time resulting in their learning things impossible to learn before or learning faster. Cusps for the intercept of the speaker and listener lead to bidirectional operants and provide explanations for how children incidentally learn the names of things, become increasingly social, and make subsequent complex behavior possible. Many of the cusps identified in our research resulted from the missing behavior and stimulus control of children with autism. Once cusps were established, these children learned things they could not learn before, learned faster, and learned by contacting parts of the social environment they could not contact before. These findings led to a theory of verbal behavior development that point to the selection of bidirectional operants as behavioral phenotypes during functional metamorphosis, which has enhanced the survival of Homo sapiens through emergent symbolic skills for more effective collaboration between two or more individuals.展开更多
基金supported by the Fundamental Research Funds for the Central Universities under grant No. 3102014RW0023Higher Education Research Fund under grant No. 2014GJY09
文摘This paper analyzes College English teacher's non-verbal behaviors in multimedia classroom from the perspective ofMultimodal Discourse Analysis, aiming to explore how the non-verbal behaviors in classroom teaching can be applied in meaning-making process to facilitate teacher-students interaction and realize three metafunctions of language in class.
文摘This paper first reveals the non-verbal behavior and then further emphasizes the important of body behavior which can be used in class frequently under the classification of the non-verbal behavior. By analyzing the important role of non-verbal behavior plays in communication, the paper discusses the specific and important part that non-verbal behavior serves, especially in foreign language teaching. The paper concludes that non-verbal behavior can perform as a relation maintainer, a structure maker, and a content container. The further suggestions for teacher to facilitate are proposed.
文摘Using 80 short video examples about refusal language strategies on Douyin short videos as a corpus,this study explores the commonality and individuality,as well as the contradictory relationship between Chinese and British countries in the use of refusal language strategies by combining manual and graphical data analyses.It is found that Chinese people use more indirect ways of using refusal speech acts,and British and American countries use more direct ways of using refusal speech acts.In addition to this,both Chinese and British countries use non-verbal behavior to reject speech as a way of protecting the positive face of the addressee and reducing the threatening behavior to the face of the other party.This study also found that the ambivalent relationship between the emergence of refusal language strategies in both China and Britain is related to their personal psychological state,social values,and personal face.The results of this study have some values for sociology as well as pragmatics,which is conducive to the maintenance of interpersonal relationships.
文摘The study of verbal behavior focuses on communicative functions of the speakers/producers as they affect the behavior of listeners/observers. Effects on the listener reinforce the speaker and the listener/observer benefits (i.e., is reinforced) from the behavior of the speaker/producer. The interlocking of, and exchange of, the speaker and listener behavior between individuals and within one’s own skin constitute bidirectional operants. These bidirectional operants are instances of social interactions and measures of social behavior. Evidence suggests that the act of listening, among other observing responses, is initially developmentally independent from speaker behavior. How they become joined parallels the biological phenomenon of metamorphosis. The succession of changes has been empirically identified as a succession of verbal behavior development cusps, which are described in their sequence biologically as a manifestation of functional metamorphosis. The onset of a cusp constitutes first instances of behavior and accompanying stimulus control that allows infants and children to contact parts of the environment for the first time resulting in their learning things impossible to learn before or learning faster. Cusps for the intercept of the speaker and listener lead to bidirectional operants and provide explanations for how children incidentally learn the names of things, become increasingly social, and make subsequent complex behavior possible. Many of the cusps identified in our research resulted from the missing behavior and stimulus control of children with autism. Once cusps were established, these children learned things they could not learn before, learned faster, and learned by contacting parts of the social environment they could not contact before. These findings led to a theory of verbal behavior development that point to the selection of bidirectional operants as behavioral phenotypes during functional metamorphosis, which has enhanced the survival of Homo sapiens through emergent symbolic skills for more effective collaboration between two or more individuals.
